Indecision, Hesitation and Delay in Shakespeares Hamlet - Procrastination :: GCSE Coursework Shakespeare Hamlet

Hamlets  Procrastination In William Shakespeares Hamlet, Hamlets tragic flaw is his procrastination. From the premier(prenominal) time Hamlet was acted until now, critics have fought over the mind for Hamlets procrastination. Some say that the cause is due to Sigmund Freuds theory that Hamlet has an Oedipal Complex, which is his love for his mother. Others argue that he just never finds the amend time to carry out the revenge of his fathers murder. The Oedipal Complex theory in regard to Hamlets situation seems more potential because of the amount of times Hamlet has to kill Claudius but always fins a reason not to kill him. If it is not the case, then the cause of the procrastination remain a mystery. There is no reason for Hamlet not to kill Claudius, whom he hates, and was ordered by a higher power to destroy, other than the fact that subconsciously, Hamlet needed Claudius to keep him away from his mother. Hamlet procrastinated precisely because of his fear of intimacy with his mother, knowing that Claudius was the only person separating he and Gertrude. Although Hamlet has a sacred duty to avenge his fathers murder, his desire for his mother is too strong for him to leave an open pathway to her. He tries to find excuses to postpone his cleaning Claudius. First, he tries to discover whether or not Claudius really did kill King Hamlet, which gives him some time. After he has convinced himself that Claudius is to blame, he attempts to murder him just twice. The first time, he finds Claudius praying, and uses that as a scapegoat so he can again put off his pious duty. Later when he is alone with Gertrude, he thinks that Claudius is behind the curtains, and kills the man there. Unfortunately, Polonius becomes the victim of Hamlets dagger. The only time when Hamlet does not hesitate to carry out his pious duty is when he is in the bedroom with Gertrude. Unfortunately by mere coincidence, Polonius is the man behind the bedroom curtain, not Claudius. Hamlet stabs Polonius instinctively because he is where he truly desires to be, with his mother. This is the only time when Hamlet actually has the courage to try to kill Claudius, thus opening the path to Gertrude. All of the other times in the play, Hamlet is every alone or with people who he needs to hide his desire from.

Response to Bell Hooks Keeping Close to Home :: Family Values College

Strong Family ValuesIn Bell Hookss essay, Keeping Close to Home, she suggests that the American educational system forces students to hide, deepen, or bury the values that they have when they first enter college. While this might be true for some students, this line of thinking does not hold true for me personally. I do not agree with her assertion for, and I have not changed since go in the University of Georgia. The University of Georgia has not placed any pressure on me to change my values due to the fact that I had very strong values when I entered the University, and those same values hold true to me today.The values that I larn from my p atomic number 18nts as an infant, child, adolescent, and, most recently, as an adult, are continually enforced and taught to me today. It is because of this strong family support that I have stayed the same as I was before entering college. My family has always preached strong family values that will be with me for the rest of my life, and will be passed on to my children and grandchildren. Some of the family values that I have learned from my family are to always respect my elders and to have good manners no matter what.I believe that values are taught and learned at an early age. If the article of faith is successful, as it was in my case, the student should hold true to the values that he or she was raised with. Everybody is raised with different values, whether the difference is religious, moral, or social, and they should all be respected by others. I will not change or alter my values because they are very important to both my family and me, and I firmly believe in them. on that point are many different types of people on the University of Georgia campus, whether they come from the same or different background than I. There are people of different skin color, religion, ethnicity, and many other different backgrounds. Therefore, there are also many different beliefs in faith and values. At an instit ution of higher learning, such as the University of Georgia, there is respect for and interest in other peoples beliefs. There is never a elevate to change someone. Some students might alter their beliefs and values, but as for myself I will learn of others, but never change.

Legalization Essay -- essays research papers

The legalization of marijuanaThe Legalization of hempFor the last fifty or so years it has been a crime to possess, consume, or distribute marijuana. either rapid change in legislation toward legalization would be impossible in todays culture. Due mostly to the overwhelming popularity of this drug it could never possibly be legalized. Any process of legalization would create unrealistic demands upon society that would affect every facet of life both domestic and abroad. Marijuana is the most widely used illegal substance in the world, and in America nearly a third of all citizens have admitted to being open(a) to it at one point in their lives. Some people have been subject to harsh criticism by admitting to using marijuana even once in their lives. This guilt that is associated with the use of marijuana is probably the only reason for its illegality. Marijuana is seen as a reckless expenditure of adolescent rebels, or as a habit of minorities that consumes their lives and force s them into the common stereotypes of poor huddled masses that contribute nothing to society except ...

Anabolic Steroids :: essays research papers

If someone guaranteed you amazing results in the weight room with minimal effort by just taking a pill would you impress it? You probably would But, if you knew that these pills could potentially knock 20 years off your life. Would you take it then? You would be suprised to find out how many people would answer yes to that question. In the past three decades, steroids have become a serious problem, more than ever in the athletic field. It is reported that over 3 million athletes and bodybuilders alone have used anabolic steroids . Steroids are a drug that include the male sex hormones, principally, testosterone and estrogen, the female sex hormone. To begin quite simply, it is apparent to closely people that men tend to be larger than women. Indeed, a clear cut example of a difference between the sexes is the relative muscle mass. In men the most important growth builder is testosterone, which is made from the cells of the testes. Approximately 8 mg of testosterone is created dai ly, most of which is metabolized by the liver and excreted through the body in urine form. Testosterone is also present in the blood plasma of women, being derived from the ovaries and adrenal glands, in amounts roughly 30 times less than that found in men. Among the many effects of these androgens is the general growth on the body tissues and an increase in muscle strength. One of the main effects of anabolic steroids is to increase the keep down of red blood cells and muscle tissue without producing much of the androgenic effects of testosterone. Steroids have been around since the 1950s and have been used by athletes as a means of improving appearance, muscle mass and strength. The first people to use anabolic steroids for athletic enhancement were the Russians who discovered the drug and had great success. Soon aft(prenominal) scientists discovered how to make artificial testosterone and eliminate some of the dangerous side effects. This is when anabolic steroids were first bo rn. Since then they have become very available in almost every country and local gym. Steroids were first developed for medical purposes. Theyre used in controlling inflammation, strengthening weakened hearts, preventing conception, and alleviating symptoms of arthritis and asthma. There are lonesome(prenominal) three legal uses for steroids, treatment for certain forms of cancer, pituitary dwarfism, and serious hormone disturbances. Unfortunately research has shown that steroids have been abused in almost every smorgasbord of sport including professional football, power lifting and bodybuilding.

Solar Power Has a Future :: Solar Energy is the Future

This is NOT a paper. It is an Annotated BibliographyPlan I want to look into solar nix and assess how likely it is to change American energy tradition through the 21st century. This type of energy has worked well in Germany and should be greatly considered in the US. I think widespread rule of solar energy can prove a large step in solving our occurrent energy crisis and assist in the current climate crisis at the selfsame(prenominal) time. Outline I. Introduction A. The current energy system needs a bracing solution B. That solution may be solar energy C. fundamentals of how solar works/types of energy available D. Generally why solar is a great renewable energy re computer address II. The issues and solar energy A. more(prenominal) detailed explanation of how solar works than the apprise explanation given in intro B. Photovoltaic cells C. Solar heating D. Biofuels E. How solar is the greenest energy source III. Challenges A. engineering is expensive B. The sun only shines part of the day and only on sunny days C. Batteries atomic number 18 needed to store energy for enforce at non-peak times D. Large scale production requires large amounts of land E. modern technology is very inefficient IV. Benefits A. Arguably the greenest energy source B. Technology pays for itself halfway through its lifespan C. Installing panels on your home or moving in allows you to sell that energy to the grid D. Rather simple for home usage E. Small scale units take up no space otherwise employ V. Germanys experience A. The government pushes solar greatly B. For a brief time on a June day 50% of the countrys energy was coming from solar energy C. Generally how they have been doing pros and cons of their experience D. They are continuing to push for greater amounts of solar and other renewable energies VI. Governmental policies A. drive for utility companies to make a percentage of their energy come from solar B. Tax incentives C. Europe feels more pressure from the EU than felt in the US and theyre doing better at switching to renewables D. The US still lacks hygienic governmental policies to make the push toward solar and other renewables VII. Conclusions A. Solar is certainly a way to help solve the current energy crisis B. Solar only when will not become the new full scale energy provider C. It works best on a smaller scale specially for the individual Solar Power Has a Future Solar Energy is the FutureThis is NOT a paper. It is an Annotated BibliographyPlan I want to look into solar energy and assess how likely it is to change American energy usage through the 21st century. This type of energy has worked well in Germany and should be greatly considered in the US. I think widespread usage of solar energy can prove a large step in solving our current energy crisis and assist in the current climate crisis at the same time. Outline I. Introduction A. The current energy system needs a new solution B. That solution may be solar energy C. Bas ics of how solar works/types of energy available D. Generally why solar is a great renewable energy resource II. The issues and solar energy A. More detailed explanation of how solar works than the brief explanation given in intro B. Photovoltaic cells C. Solar heating D. Biofuels E. How solar is the greenest energy source III. Challenges A. Technology is expensive B. The sun only shines part of the day and only on sunny days C. Batteries are needed to store energy for use at non-peak times D. Large scale production requires large amounts of land E. Current technology is very inefficient IV. Benefits A. Arguably the greenest energy source B. Technology pays for itself halfway through its lifespan C. Installing panels on your home or business allows you to sell that energy to the grid D. Rather simple for home usage E. Small scale units take up no space otherwise used V. Germanys experience A. The government pushes solar greatly B. For a brief time on a June day 50% of the countrys e nergy was coming from solar energy C. Generally how they have been doing pros and cons of their experience D. They are continuing to push for greater amounts of solar and other renewable energies VI. Governmental policies A. Pressure for utility companies to make a percentage of their energy come from solar B. Tax incentives C. Europe feels more pressure from the EU than felt in the US and theyre doing better at switching to renewables D. The US still lacks strong governmental policies to make the push toward solar and other renewables VII. Conclusions A. Solar is certainly a way to help solve the current energy crisis B. Solar alone will not become the new full scale energy provider C. It works best on a smaller scale especially for the individual

Solar Power Has a Future :: Solar Energy is the Future

This is NOT a paper. It is an Annotated BibliographyPlan I want to look into solar capability and assess how likely it is to change American force custom through the 21st century. This type of energy has worked well in Germany and should be greatly considered in the US. I think widespread habitude of solar energy can prove a large step in solving our legitimate energy crisis and assist in the current climate crisis at the resembling time. Outline I. Introduction A. The current energy system needs a new-sprung(prenominal) solution B. That solution may be solar energy C. rudiments of how solar works/types of energy available D. Generally why solar is a great renewable energy re origin II. The issues and solar energy A. to a greater extent detailed explanation of how solar works than the skeleton explanation given in intro B. Photovoltaic cells C. Solar heating D. Biofuels E. How solar is the greenest energy source III. Challenges A. technology is expensive B. The sun only shi nes part of the day and only on sunny days C. Batteries argon needed to store energy for handling at non-peak times D. Large scale production requires large amounts of land E. circulating(prenominal) technology is very inefficient IV. Benefits A. Arguably the greenest energy source B. Technology pays for itself halfway through its lifespan C. Installing panels on your home or business enterprise allows you to sell that energy to the grid D. Rather simple for home usage E. Small scale units take up no space otherwise employ V. Germanys experience A. The government pushes solar greatly B. For a brief time on a June day 50% of the countrys energy was coming from solar energy C. Generally how they have been doing pros and cons of their experience D. They are continuing to push for greater amounts of solar and other renewable energies VI. Governmental policies A. squelch for utility companies to make a percentage of their energy come from solar B. Tax incentives C. Europe feels more pressure from the EU than felt in the US and theyre doing better at switching to renewables D. The US still lacks unassailable governmental policies to make the push toward solar and other renewables VII. Conclusions A. Solar is certainly a way to help solve the current energy crisis B. Solar exclusively will not become the new full scale energy supplier C. It works best on a smaller scale specially for the individual Solar Power Has a Future Solar Energy is the FutureThis is NOT a paper. It is an Annotated BibliographyPlan I want to look into solar energy and assess how likely it is to change American energy usage through the 21st century. This type of energy has worked well in Germany and should be greatly considered in the US. I think widespread usage of solar energy can prove a large step in solving our current energy crisis and assist in the current climate crisis at the same time. Outline I. Introduction A. The current energy system needs a new solution B. That solutio n may be solar energy C. Basics of how solar works/types of energy available D. Generally why solar is a great renewable energy resource II. The issues and solar energy A. More detailed explanation of how solar works than the brief explanation given in intro B. Photovoltaic cells C. Solar heating D. Biofuels E. How solar is the greenest energy source III. Challenges A. Technology is expensive B. The sun only shines part of the day and only on sunny days C. Batteries are needed to store energy for use at non-peak times D. Large scale production requires large amounts of land E. Current technology is very inefficient IV. Benefits A. Arguably the greenest energy source B. Technology pays for itself halfway through its lifespan C. Installing panels on your home or business allows you to sell that energy to the grid D. Rather simple for home usage E. Small scale units take up no space otherwise used V. Germanys experience A. The government pushes solar greatly B. For a brief time on a Ju ne day 50% of the countrys energy was coming from solar energy C. Generally how they have been doing pros and cons of their experience D. They are continuing to push for greater amounts of solar and other renewable energies VI. Governmental policies A. Pressure for utility companies to make a percentage of their energy come from solar B. Tax incentives C. Europe feels more pressure from the EU than felt in the US and theyre doing better at switching to renewables D. The US still lacks strong governmental policies to make the push toward solar and other renewables VII. Conclusions A. Solar is certainly a way to help solve the current energy crisis B. Solar alone will not become the new full scale energy provider C. It works best on a smaller scale especially for the individual

HNA Case

HNA groups five blocks of calling are all co-ordinated around the airline industry and tourism space. All business blocks compliment to each one other and are instrumental toward HNA groups achieving success in the soaring plan, going forward. The strategic organization of the HNA group in terms of visible resources, organizational resources, financial resources and human resources allow it to synergize across its business blocks and derive profitability which is higher than individual players in each of these businesses.Looking at major crises that affected the HNA Group, such as the SARS epidemic and oil price fluctuations, I believe that being in multiple blocks of business allows the group to hedge its risks against such unexpected global events. Air guide is by all odds the major growth area for the HNA group, generating 78% of the groups revenue. Efficient operations and lean focussing allow it to derive higher margins compared to its competitors.The groups plans in this business block are aggressive, indicated by the formation of Grand China airlines. Airports are directly complementary to the airline operations and provide an street to grow and expand, with the increasing Chinese government policy towards privatization of airports. The tourism block and the hotels block complement each other in addition to benefiting the air transport business. The relative industries serve a base purpose of diversifying the Groups assets, protecting it against unexpected global fluctuations.Looking at the HNA groups catamenia financial distress, I believe that the HNA group could look at generating some cash immediately by disposing off some of its high value strong-arm assets or some of its relative industries. The group has high fixed assets amounting to $1636 million, which include some high value properties in business districts where they face direct disceptation from international chains like the Marriott and the Hilton group. From 2004 to 2008, revenu e from hotels increased from 3% to 4%, which is not very significant.Also, relative industries such as department stores, property management and computer systems do not figure prominently in revenue figures for 2008. Finance and commerce look like attractive industries to enter. They are complementary to each other in several respects and generate 31% of HNAs revenue in 2008. Further expansion in these areas and ways to integrate these businesses with the primary businesses of air transport, hotels and airports is the direction that I would recommend that the HNA group should pursue.

Organisation Study at Minar Ispat PVT LTD Essay

Mr.Muhammed shafi, the managing Director of Minar group of companies with its corporate office at palakkad, Kerala, India principal(prenominal)ly engaged in manufacture and supply of various steel and allied products in the country for the past decade and a half . market places its products in the country through a wide dealers network. Beside Steel Industries, Minar group is an also engaged house like Construction, Education, Health, etc Minar ispat (p) ltd,an ISO 90012000 certified company in the year 2006 at anakuzhikkara p.o,kuttikatoor ,Kozhikode, and Kerala, India is engaged in manufacturing and craft of high quality Cold Twisted Deformed(CTD) Bars and Rods and Thermo Mechanical Treated (TMT) Bars Quality M.S Ingots. They ensure their quality through ONLINE COMPUTER CONTROLLED QUENCHING recession manufactured and erected by M/s RA TMT Bangalore whose technology is approved by the auditors of CRM(Centre For Research in Metallurgy) Belgium for using the TEMPCORE Trade Mark f or their products i.e., the license/trade mark issued to the products quality (quality parameters)confirming to the international standards.STRENGTHSThe company has obtained ISO 9001-2000 certificationCentralized managementGood training systemGood organizational climateExcellent floor for manufacturing the productsSkilled employeesAvailability of iron oreAvailability of labour at low wage ratesOPPORTUNITIESHigh demand of productIntroduction of advanceal activities involution of distributional areasUnexplored rural marketExport penetrationTHREATSCompetition from other manufacturersRaw material make up is high and increasingTransportation cost is highSlow industry growthTechnological changesPrice sensitivity and demand volatilityFINDINGS,CONCLUSIONS,SUGGESTIONSFINDINGSMinar ispat pvt ltd produced high quality goods with QC techniques. High competition in the field of steel industryThe working environment is very riskyThe use of TMT technology made great impact on the sales volume The Minar Ispat Pvt Ltd main sales promotion tool is Advertisement through television. The Minar Pvt Ltd has been working with an efficient organizational structure The organization is now showing a profitable spotMinar Ispat Pvt Ltd, showing an excellent operational efficiency in all areas. The performance of the Minar is exemplary in market compared to other similar institution. The accounting system is fully computerized.SUGGESTIONSThe organization should recruit fresh candidates by imparting necessary training and development so that fresh ideas can be implemented. The organization should try to avow a better working environment. Implement innovative marketing.Appoint a market research team to know the day change in the market and product. So as to compete with there competitors, the company should improve their quality products by introducing modern technology. This will improve the quality of their products. The organization should give promotion to the workers on the basis of their performance. Consider the employees suggestionwhile taking decision in the organization. To keep daily maintenance in the organization.More advertisement technique should used for increasing sales volume.CONCLUSIONThis industrial training has been completed within frame work laid down in the objective of the battleground. This study has depicted the overall performance of the organization and its efficiency. From the psychoanalysis, it is clear that the organization has been working under the efficient organizational structure. The study is indicating the production activities, financial, performance, operational efficiency, HR activities etc.from the analysis it is clear that the organization follow a good system of organizational efficiency and effectiveness.

School Violence: Cause and Remedies

School Violence Causes And Remedies Educators and policy makers nurture been grappling with the issue of violence in shallows for decades, . Educators, psychologists, psychiatrists, social workers, political scientists, anthropologists, and sociologists have all weighed in on the possible causes. Sifting through the theories can be overwhelming, and implementing effective violence prevention programs is oft frustrating. No wonder, then, that teachers and administrators often feel defeated when they confront the dangerously aggressive sort of some pupils.According to a federal survey. Seventy-one percent of all public elementary and supplementary schools reported at least one violent incident during the 1999-2003 school years. Causes Violent behavior and the intent to act violently are potential symptoms of many psychiatrical disorders. Conduct Disorder, a state of persistent disregard for social conventions and rules and manifesting as criminal and antisocial behavior before the age of 18, is perhaps the close to frequently mentioned diagnosis among violent youth.In addition substance abuse and dependence can contribute substantially to violent acts, either by reducing inhibitions among differently nonviolent students or by creating a climate through drug transactions in which violence is central. More rarely, impulsive behavior found in conditions such as Attention Deficit Hyperactive Disorder can lead to violent outbursts. Finally, diagnoses such as Oppositional Defiant Disorder, Antisocial Personality Disorder, and a range of psychotic disorders have been associated with the development of violent behavior among youth.In addition to certain psychiatric diagnoses, characteristics such as low verbal IQ, immature moralistic reasoning, poor parental modeling, poor social skills, and lack of social supports have all been associated with the development of violent behavior in children. Studies examining characteristics p wileicular to the school purlie u have found that a weakly structured school and a students poor academic performance, low commitment to education, and, perhaps most important, poor adjunct to the school are all strong indicators of potential violence.In addition, schools that tolerate physical and social aggression, especially when perpetrated by elite student groups within the school, are more and more at risk for the outbreak of violence on or around school grounds. These characteristics alone are not sufficient to predict the occurrence of violence. Remedies Clinicians and school officials must pay special attention to potential motives for and means of committing violence.They must be willing to discuss provocative and threatening journal writing and art projects with students and with designated school authorities who decide what actions to take to protect the student and the school. Listening to students who express concern about another students behavior is particularly important. Ignoring violent behavi or or wanting to let someone else deal with the problem is a normal parental reaction. Discussing with your child ways to protect themselves is not scaring them unnecessarily, but is armament your child to not be a victim.There are things you can do to help your child if the unthinkable does occur. Studies of extremely violent behavior in schools have found that those who commit high-profile acts of violence have almost always made their intentions known to peers through direct or indirect communications. Educators must foster a setting in which students are comfortable making their concerns known to teachers and peers. Interventions both to curb and to address student violence must be multifaceted. Serious psychiatric disorders indicate the need for counseling and possibly medication. The treatment plan must integrate legal considerations.Recent innovative approaches show promise for addressing violent behavior in schools. One of them is Multi systemic Treatment, which involves mul tiple and active interventions for young people who commit violence, has attracted increasing attention during the past decade. Schools are an important setting for addressing violent youth, and the extremity to which students feel attached to their school has direct bearing on the likelihood of later and ongoing violence. Schools, therefore, are a necessary part of the complicated par that will ultimately make learning and development safer and more rewarding for everyone.

Bilateral and Unilateral Contracts Essay

There are cardinal many types of snubs in the creation of business symmetric contracts and biased contracts are two of them. Each type with its special form and rules. In the world of business, a bilateral contract is cardinal where both parties are to fulfil their promises or obligations at some future time but not necessarily at the same time. And a colored contract is one where one of the parties performs his promises at the time of making the contract and the other party promises to perform in the future (Contracts, 2006).Which one is more common in the world of business? There are some reasons that oblige the bilateral contracts more common than the unilateral contracts in the world of business. Bilateral contracts have something called jointity of trade union movement which means each party of the contract has the same level of commitment. But in unilateral contracts there is only one party who undertakes the contract (offeror), and he will never pay the other (the of feree) party until he complete the commitment ,and he (the offeree) is not obligated to do it (Contracts, 2006).Under what circumstances would individual prefer one or the other? What really determines which type of contract to use is the type of business 1. Bilateral contracts A Bilateral contract is the consummate pickax in trading processes. For example, if John (the offeror) offers to pay $20,000 for Jack (the offeree) if Jack gives John his car, then this is a bilateral contract (Contracts, 2006). 2. Unilateral contracts It is the suitable choice in any business depends on offering from one side, and it is up to the other party to agree or disagree.For example, An insurance contract is a unilateral contract because only the insurer has made a promise of future performance and only the insurer can be charged with breach of contract (Unilateral Contract, 2006). Offering a reward to anyone helps arresting a criminal is also an example of unilateral contract (unilateral contract ). What are the advantages of each type for the offeror? 1. Bilateral contracts For the offeror, the advantage that he gets using this type of contracts is that he guarantees that the other party in the contract will do his duties in the contracts.And the reason for that is that this contract is an pocket contract amidst two parties, and the contracts includes mutual contractual obligation (Contracts, 2006). 2. Unilateral contracts The nature of this type of contracts gives the offeror an advantage by giving him many opportunities to make contracts. And thats because this type of offers is like an invitation for any party who is willing to make a contract. What are the advantages of each type for the offeree? 1.Bilateral contracts The offeree guarantees that the offeror will not break the rules of the contract, and he will get his rights. Both parties have the same position in the contract. The offeror and the offeree have the same level of obligation because of the mutual contrac tual obligation (Contracts, 2006). 2. Unilateral contracts This type of contracts includes certain conditions, and the offeree enters the contract only if he is agree with it and able to do his duties.This contract guarantees the offrees rights because if the offeree did his part of the contract, the offeror is enforced by the law to pay the offeree. The offeror doesnt have the authority of obligating the second party to perform (Unilateral Contract, 2008). Conclusion Two different types of contracts with two different natures. A combination of obligation and freedom in every type. In bilateral contracts, there is a complete level of obligation between the offeror and the offeree.In unilateral contracts, it is not the same level of obligation, there is a high level of obligation if the offeree did his duties (Unilateral Contract, 2008). References Bilateral Versus Unilateral Contracts. (2006). Retrieved August 3, 2008, from http//www. echeat. com/essay. php? t=30968 Unilateral Contr act. (2008). Retrieved August 3, 2008, from http//www. answers. com/topic/unilateral-contract-3 unilateral contract. (n. d. ). Retrieved August 4, 2008, from http//www. businessdictionary. com/definition/unilateral-contract. html

Living on Campus or Living Off Campus

Living on campus Living on campus Living kill campus Living forth campus VS. VS. Live on campus or reside off campus Recently, one of the most popular issues that students ar talking about is where to live in the next academic year. Some students desire that live on campus is a better choice because living in occupier halls on campus is convenient and safe. Some other students think that live off campus is better, because it will have fewer restrictions and a better accommodation. Each choice has its own advantages and disadvantages. Thats why I was struggling for this issue for a foresighted time.After careful consideration, I believe that live on campus is a better choice and I have a lot of reasons to support it. first of all, live on campus is safer. Living on campus will dramatically reduce the potential possibilities of accidents on the roads like car accident, robbery and sexual assault. There is a famous murder case, which generated internationalistic attention earlie r this year. Wu and Qu, two 23-year-old electrical engineering graduate students of University of Southern California who come from China, were shot when they were driving family line in a BMW sedan from the library around 1 a. m. on April 11. (nbclosangeles. om) The criminals motive of murder is robbery. Just because they lived off campus and had to drive covering fire home, the two young lives stops suddenly in the most beautiful period of their life and left endless sadness to their friends and families. According to a examine from Trinity College, 60. 2% of students indicated that they felt safe on campus and 28. 4% felt unsafe. (Grace Kim). There is another accident just happened around us. A friend of my parents broken his son in a car accident in America. He was a student of Indiana University and at one day he host home, his car crashed into a big tree and caused a fire.He was burned to death in the car. Safety is always the most important thing for college students, es pecially for international students, since their parents are thousands miles away and worries about them all the time. Because of safety, living on campus is better choice than living off campus. Besides the reason of safety, resident halls also induce a perfect environs to live and study. Taking the example of Michigan State University First, the resident halls supply various kinds of services, which are all very profitable and necessary.When you have any troubles and questions, you can go to the front desk to ask for help When citizenry are ill, they can go to the health center, the nurses and doctors there will knuckle under people prescriptions and suggestions for health in time When you miss lunches or even hungry at midnight, small cafeterias, like the Spartys will offer ardent food, drink and snacks for you. The staffs in resident halls are always friendly and patient, which make us feel warm. Second, there are a lot of resources in resident halls. Since I dont know the m very well, I interviewed the resident assistant in our floor.Her name is Doneisha Parker and she is a sophomore in accounting major. She briefly introduced the 23 resources of resident halls on campus and focused on 3 most useful ones. Math Learning center (MLC), which can give you math tutelage on every Monday, Tuesday and Wednesday. Writing center, which can give you suggestions for the papers you are working on by appointment. Yoga and Zumba classes three times a week are good for your health and beauty. All of these resources are very helpful and they are free. Third, people can have their individual place for rest and study surrounded by classes.In college study, there is always a large amount of time between classes. passel live on campus can go back to their dorms for rest, study, or entertainment. People live off campus, however, have to stay in libraries or some other places during these breaks. According to a study, which investigated the relationship of loneliness, social support, and living arrangements with academic doggedness decisions of 401 college freshmen, freshmen living on campus had higher GPAs (M= 2. 85, SD = . 73) than those living off campus (M = 2. 59, SD = . 2)(Nicpon 345-358) Another reason that makes me believe that live on campus is a better choice than live off campus is that we can meet more people and have more friends. There are so many chances to meet red-hot friends if you live on campus. First of all, you will know the people live on the same floor with you since you meet with each other everyday. Also, you will know a lot of people from the activities and clubs in resident halls if you participate in actively. For example, the Hubbard hall in Michigan State University has an international Club.This club organizes activities and meetings every week and creates a perfect environment for communication between students from different countries. Whats more, having meals in cafeteria, studying in public area are also the chances to meet people and make new friends. If living off campus, however, most of these will be impossible. Because of the safety, the great environment and more chances to make friend, I prefer to live on campus when I reverse a sophomore. I hope that I can have a great time on campus. Works Cited Grace Kim, Safety and Education at Trinity College, 20 December 2004Nicpon, Megan Foley, et al. The relationship of loneliness and social support with college freshmens academic performance and persistence. Journal of College Student Retention Research, Theory and shape 8. 3 (2006) 345-358 Doneisha Parker, Personal Interview, 22 October 2012 Nbclosanglas. com Police Forensic Evidence Tied USC Murder Suspects to Earlier Crimes, by Melissa Pamer and Samantha Tata, May 19, 2012 http//www. nbclosangeles. com/news/local/Police-Forensic-Evidence-Tied-USC-Murder-Suspects-to-Earlier-Crimes-152147955. hypertext markup language

“Chronicle of a Death Foretold” by Gabriel Garcia

It is a truth universally acknowledged that a single humans in possession of a good fortune must be in want of a wife (Pride and Prejudice by Jane Austen)This essay get taboo look at Gabriel Garcias Chronicle of a Death Foretold and Mariama Bas So Long a letter in relation to the topic Social and Economic berth as a bane of women Empowerment. Gabriel Garcia and Mariama Ba in their works have depicted womens eagerness for social and stinting attitude to empower themselves. Women were shown to have deceased as far as destroying their childrens happiness for their own desires and satisfactions. For example a number of them have used their misss by marrying them off to men in possession of a good fortune, regardless of what their young womans felt about the men. The women in the forefront who were in the lookout for social and sparing status to empower themselves were Pura Vicario from Chronicle of a Death Foretold, Binetous and Ramatoulayes mothers and Aunty Nabou, from So Long a Letter. However there are a number of women which were portrayed differently, namely, Ramatoulaye and Aissatou in So Long a Letter, and Alberta Simonds in Chronicle of a Death Foretold.Women especially from especially lower class used their daughters as a mean of gaining social and economic status by marrying them off to wealthy men. Their views on their daughters conjugation entailed their own self-centeredness only. Pura Vicario for example in Chronicle of a Death Foretold forced her daughter, Angela Vicario, into join with San Bayardo, a very wealthy man because she believed it would pull her out of poverty towards a more respectable upper class distinction. Angela was non only forced by her mother but also her sisters and when Angela told them that she does not love Bayardo, her mother silenced her by telling her that love can be learned too.her parents and her older sisters with their husbands, pull together together in the parlor, imposed on her the obligation to marry a man whom she had barely seen. (Marquez 34)The twins stayed out of it saying that it looked to them like woman problems. That proves that it were the women in the family who were really concerned about Angelas marriage with Bayardo so that they could be empowered through gaining socio-economic status. However, their dreams of escaping from lower class and gaining socio-economic status came to an ultimate end when Bayardo returned her daughter aft(prenominal) he found out that she was not a virgin. Pura saw her daughters marriage with Bayardo as a golden chance to see herself better off socially and economically, which Pura lamented as they had missed it, all because of Angela who had premarital sex.Similarly, Binetous mother in So Long a Letter also took advantage of her daughter Binetou. She quickly withdrew her daughter from studies to marry her off to Modou. In Modou she saw his wealth and believed that her daughters marriage with Modou could empower her and uplift her socio-eco nomic status. So, she also cherished to escape poverty and have socio-economic status as Daba, Ramatoulayes daughter, described herher mother is a woman who wants so much to escape from mediocrity (Ba, 36)She was satisfied by Modous wealth, he promised her a villa, monthly allowance, jewels and a succeeding(a) trip to Mecca. But she made it seem like as if she was worried for the welfare of her daughter and her happiness but her frantic thoughts and tense nerves meet herself. She reas bingled that it was best if her daughter matrimonial a man who could guarantee her a good life. However, it was apparent that she did not really care about her daughter as she did not take into consideration how her daughter felt about Modou and she did not care about her daughters education either. She saw her welfare in wealth and financial stability, a man twice the age of her daughter or a man with already twelve children did not matter to Binetous mother. So, it was evident that Binetous moth ers intentions were not for her daughters good but rather for her own desire to empower herself by gaining socio-economic status.Ramatoulayes mother also seemed to desire social and economic status. She also in a way preferred her daughter Ramatoulaye to choose wealth over love. She did not like her daughters choice of Modou amid knowing that they both loved each other she wanted her to marry Dauda Dieng because of his higher(prenominal) socio-economic status as opposed to Modou, since he was a doctor.Similarly, Aunty Nabou wanted her son Mawdo to marry someone from the same caste to living the familys status. She totally regretted his marriage to a goldsmiths daughter Aissatou. Aunty Nabou saw her son, a man of higher caste marrying a blacksmith daughter, as a humiliation to her and a stain to her generation. Therefore, she decided to bring her brother, Farba Dioufs daughter Young Nabou to marry her with her son. She educated Nabou before forcing Mawdo to marry her telling him tha t she will die of shame in the confederacy if he did not accept, so Mawdo accepted. She did so because she wanted to preserve her socio-economic status which she felt was under threat when her son chose to marry outside and someone from a lower caste. So, Aunty Nabou to preserve her social class disregarded her sons happiness which laid in Aissatou because he truly loved her and she loved him. However, Aunty Nabou did not see this, she only saw her as a goldsmiths daughter and hence she saw her socio-economic status as of more importance than her sons happiness.The only people who stood out differently were Ramatoulaye and Aissatou in So Long a Letter and Albarta Simonds in Chronicle of a Death Foretold. They were the only characters who knew the importance of love in marriage and had put love prior to wealth or socio-economic status. They knew that marriage should consist of love, financial stability, and happiness, rather than just financial stability or socio-economic status.Ram atoulaye despite creation proposed to by a millionaire Dauda, she went on to marry Modou whom she loved as she said I preferred the man in the eternal khaki suit. (Ba, 16)So she married considered love as of more importance than wealth. She refused Dauda even after Modous death. She too could have opted to marry Dauda and escaped mediocrity and financial burden. Also, she could have enjoyed a higher socio-economic status than before by marrying Dauda, but she did not do so because she did not love him and she knew that this act of her would destroy another womans life the woman who was already married to Dauda. Ramatoulaye, herself was cheated by her husband and therefore knew how it feels, so she did not want to Daudas current wife to go through the same as she was.Aissatou was also one of the few who knew the importance of love and happiness in marriage and had put love prior to wealth and socio-economic status. She divorced her husband Mawdo and went away when he took a second w ife, Young Nabou, which shows that she did not want to share her husband and could not bear to see her husband with another woman in her house. That showed the importance of, love, financial stability, and happiness as a whole in marriage to Aissatou rather than financial stability or socio-economic status alone.Alberta Simonds, Bayardos mother is the only woman who is seen to be completely different. Alberta did not resist her sons marriage to Angela who was not only someone from outside their generation but also someone from a lower caste. So, foreign Aunty Nabou in Chronicle of a Death Foretold, Alberta did not see her sons marriage to Angela as a humiliation or threat to their social and economic status. Perhaps she was alive(predicate) of son Bayardos love for Angela and therefore she saw her as the right girl for him.In conclusion, it can be clearly seen social and economic status as a bane of women empowerment. Women sought of empowering themselves through social and econom ic status by marrying of their daughters to a man with good fortune. Their views on marriage of their daughters entailed their own self-centeredness as they were mainly concerned about their own selfish struggle and fears of financial stability and a secured future. Love was never a factor for the mothers in the marriage of their daughters they did not care how their daughters felt about the man. Mariama Ba and Gabriel Garcia show that those women strongly believed that a persons worthiness is not determined by personality or love but by wealth. The only importance they saw was financial stability and socio-economic status, unlike a few other characters that were aware of the importance of love, financial stability, and happiness as a whole.

I Study to Fight Another Day

Everything was in absolute silence. There was the uncanny aura somehow pre-empting a serene calmness before the devastating storm. The wait seemed endless.My fingers started fidgeting one another. My eyes kept pacing from one inch of the corner to the other corner. But somehow, I could not even recognize what I was sounding at or where. My mind started swimming in an endless array of uneasiness. It was al mend close to commence. This war was inevitable, I told myself. Then, suddenly, a faint noise began to stretch louder and louder. The bell had rung. The war for survival was at hand and the battlefield was my school.In front of me was the school building. However, it looked and felt much wish a concentration camp ready to eat me alive. I took a deep breath and placed one foot in front of the other. This was it.There was no turning back. As I passed the large brown doors, I knew this was the point of no return. I saw the other students, my comrades, walking along the corridors . I saw the emotions on their faces. I did not request them to tell me how they felt. I was scared too.The eerie hallways took longer to walk through. I was not expecting this. As I continued to trudge, I imagined myself in cuffs and chains like a deathrow inmate. It felt as if I was being beckoned towards the electric chair. I was suddenly pulled away from my thoughts when I felt a slight bump from the side.More and more soldiers like me were drowning the hallways. The place was beginning to get cramped. Amidst all the confusion, I spotted a familiar face at 10 oclock about twenty paces away.My heart started to race faster. It was him, my one true hearts desire. I panicked as I got conscious of how I messed up I looked. He was about to turn his face towards me. I saw the ladies bathroom to my left and dashed inside like my life depended on it. I was lucky. I dodged a fatal bullet.Inside the ladies bathroom, I fixed myself and put on my battlegear. The colour of my lips was just ri ght. My hair was stylishly groomed. And my make up was flawless. I was ready. I study my supplies. My books, notebooks, lap top, pens, pencils, cell phone, make up, hair brush, nail filer, and lipstick were all in that respect. Everything was accounted for.I ran across the hallway and into the classroom. The others are all positioned. I sat behind thought that it would be safer. But I was wrong. A middle-aged man entered the room like at typhoon ravaging anything in its path. His voice resonated throughout the room.As his mouth opened, I only understood two words, surprise quiz. I somehow knew it. This was an ambush and we fell right through it. There was nothing left to do still fight. But little did they k at present that I actually came prepared. I valiantly used my pen against all questions. As the saying goes, the pen was mightier than the sword.My platoon sustained a lot of casualties that day but I survived. I did not get a medal of valour but an 87% was good enough for m e.The rilievo of the year seemed as if it was all put together into one big beating. There were a lot of small skirmishes as my professors bombed my class with quizzes every now and then. But I managed to overcome them despite always being caught in the line of fire from one class to the other. As the end draws to a close, the tenseness was getting stronger and the atmosphere was turning chaotic.Everyone, students and professors alike, were preparing for the culminating event, the world war the finals. The grand war happened without people being aware that it had already ended.No one knew the outcome. Not until a fewer weeks or a months time. But one thing was certain, everyone was happy that it was over. I was relieved to realize that I was still standing. I knew there were still more battles to come.But as for now, I was happy to know that after the countless and gruelling days and nights, it was time for me to go home. I realized that I did not only study to fight for another day, but I actually lived to fight another day.

Theme in ‘Shakespeare in Love’

sev datelize wizard judgement deserving encyclopedism most in the text. Explain why it was worth eruditeness about. John Maddens Shakespe ar in love is a romantic comedy set in sixteenth degree centigrade England. by its both unfortunate protagonists, pull up stakes Shakespe be a lowly heartener with generators block and sozzled genus genus genus genus Viola De Lesseps who dreams of love as thither has never been in a play, it explores the idea of the integrity and record of love in the Elizabethan era.Madden portrays the harsh realities of the time done filmatic techniques much(prenominal) as conversation, motifs and costuming to constantly instigate the spectator end-to-end the film that the romance that is sh atomic number 18d by leave alone and Viola buttocksnot brave in sixteenth ampere-second England. This is worth leaning about beca call as a 21st century viewer I become more able to appreciate the struggle confront by the both protagonists, pecu liarly Viola as a woman, in the name of love.Madden makes it clear to the viewer from the beginning of the film Shakespeare in Love, that the truth of love in sixteenth century England which is based on the idea of marriage as a method of obtaining social or financial gain divides the two protagonists who are separated by the anatomy system. Madden enhances this key idea through the use of dialogue in allow for and Violas conversations. Viola is quicker to come to terms with the inevitable idea that their love is too flatter sweet to be substantial. The two are living in a brief dream, which domiciliate only last until Violas marriage to Wessex. Master depart, poet loved to my heart, I beseech you, block up me from yours I am to marry Lord Wessex-a daughters duty. as yet Will and Viola shroud to pursue their risky love, getting caught up in the romance and Will boasts to Viola for one kiss, I would check a thousand Wessexes As a twenty-first century teenager, the concept of a course of influenceion system preventing two people who love apiece other(a) from be together was new to me.However I admired and appreciated the two protagonists for going against the rules of society and seeing all(prenominal) other in clandestine trying to convince themselves that love knows nothing of rank or riverbank. throughout the film we are reminded through the various recurring motifs, that Will and Violas love is one that leave behind not last the expectations and realities of Elizabethan England. The river Thames is a constant setting focus in the film, organism the fully grown body of peeing that not only divides Will and Viola, but The Rose Theatre and The pall Theatre.The Thames is spoken of and shown in large establishing wide shots throughout the film. This helps to remind the viewers that Will and Viola are separated, not just by the river but the laws of society that forbid one of the lower class battalion to love a slopped upper class woman. O h Will, as Thomas Kent my heart belongs to you but as Viola the river divides us and I mustiness marry Wessex a week from Satur mean solar day. Often when Will and Viola are together they are shown with the river as a background continuously highlighting the rift that the class system has created between them, they slew never openly be together.This is also shown in the extensive use of disguise used throughout the film. Viola dresses as a boy, Thomas Kent, so she might act in Wills plays. Will also disguises himself as a woman so he potbelly go with Viola to Greenwich. This motif is an allusion to the play that Will Shakespeare would later write, Twelfth Night, but its principal(prenominal) purpose is to remind us that in order to be together in public they must appear as mantled forms of themselves, they pratnot openly declare their love. The only occasion when Will and Viola can express their love for each other in public is in the opening performance of Wills new play Rom eo and Juliet.This shows the viewer that only in the theatrical world can these two really be together, this was elicit to see as the nature of love in sixteenth century England means that the two protagonists will fall in love but the truth of love in this era means that if they are not from the same class in society then they cannot be together. It was worth learning about the risks Will and Viola take in order to try and garment into each others worlds as it made me invest much more emotion into their relationship.Shakespeare in Love won an academy award for its use of costuming in the film, which is reflected when we see Viola throughout the film. She is dressed to kill(p) immaculately in puzzle out gowns with intricate beading often shown in regal colours much(prenominal) as red and gilt which highlight her wealth and status and remind the viewer that she is too above Will for their relationship to be acceptable in Elizabethan society. This is contrasted when we first s ee Will, he is all the way one of the masses in his worn workman boots, plain white hirt and ink stained hands. He relies on his words for a living. Viola and Will are from separate worlds and are only equals in the opening performance of Romeo and Juliet where Will is dressed in equal amounts of finery as Viola. This shows that only in the cook world of the theatre can these two be equal and accepted. The idea that they cannot marry each other even though they are in love is hard to grasp in the modern day and is the reason why many a(prenominal) were unsatisfied by the ending of the film.However it is worth learning that love can spring between a queen and the poor vagabond who plays the king. We see Will and Viola defy rank and riverbank in an awe-inspiring way but we learn that despite their risk taking, there is not always a happy ending. An unfortunate life is particularly likely for Viola because as a woman, during this era she had fewer rights. Will she breed? Yes, if sh e does not send her back. Women also suffered greater consequences if they were to be caught acting in the theatre.This was a foreign idea for me to be learning about because as a twenty first century girl seeing actors regarded as two-a-penny in the Elizabethan era was strange and hugely tell to the celebrity status actors enjoy today. So it can be seen that the truth of love in Elizabethan England separates the two protagonists who are without control over their own relationships and life choices, a reality for the time that is scarcely seen in twenty-first century New Zealand making this theme in the film almost alienate to a modern teenage girl like myself.John Madden successfully portrays the constrictions of Elizabethan England and the trials Will and Viola must undergo to be together through his use of dialogue, motifs and costuming. sluice the queen cannot part a couple who have been joined before God and it is worth learning that we dont always get a happy ending in li fe.Theme in Shakespeare in LoveDescribe one idea worth learning about in the text. Explain why it was worth learning about. John Maddens Shakespeare in love is a romantic comedy set in sixteenth century England. Through its two unfortunate protagonists, Will Shakespeare a lowly player with writers block and wealthy Viola De Lesseps who dreams of love as there has never been in a play, it explores the idea of the truth and nature of love in the Elizabethan era.Madden portrays the harsh realities of the time through filmatic techniques such as dialogue, motifs and costuming to constantly remind the viewer throughout the film that the romance that is shared by Will and Viola cannot last in sixteenth century England. This is worth leaning about because as a 21st century viewer I become more able to appreciate the struggle faced by the two protagonists, especially Viola as a woman, in the name of love.Madden makes it clear to the viewer from the beginning of the film Shakespeare in Love, that the truth of love in sixteenth century England which is based on the idea of marriage as a method of obtaining social or financial gain divides the two protagonists who are separated by the class system. Madden enhances this key idea through the use of dialogue in Will and Violas conversations. Viola is quicker to come to terms with the inevitable idea that their love is too flattering sweet to be substantial. The two are living in a brief dream, which can only last until Violas marriage to Wessex. Master Will, poet dearest to my heart, I beseech you, banish me from yours I am to marry Lord Wessex-a daughters duty. However Will and Viola continue to pursue their risky love, getting caught up in the romance and Will boasts to Viola for one kiss, I would defy a thousand Wessexes As a twenty-first century teenager, the concept of a class system preventing two people who love each other from being together was new to me.However I admired and appreciated the two protagonists for going against the rules of society and seeing each other in secret trying to convince themselves that love knows nothing of rank or riverbank. Throughout the film we are reminded through the various recurring motifs, that Will and Violas love is one that will not last the expectations and realities of Elizabethan England. The river Thames is a constant setting focus in the film, being the large body of water that not only divides Will and Viola, but The Rose Theatre and The Curtain Theatre.The Thames is spoken of and shown in large establishing wide shots throughout the film. This helps to remind the viewers that Will and Viola are separated, not just by the river but the laws of society that forbid one of the lower class masses to love a wealthy upper class woman. Oh Will, as Thomas Kent my heart belongs to you but as Viola the river divides us and I must marry Wessex a week from Saturday. Often when Will and Viola are together they are shown with the river as a background always highlighting the rift that the class system has created between them, they can never openly be together.This is also shown in the extensive use of disguise used throughout the film. Viola dresses as a boy, Thomas Kent, so she might act in Wills plays. Will also disguises himself as a woman so he can go with Viola to Greenwich. This motif is an allusion to the play that Will Shakespeare would later write, Twelfth Night, but its main purpose is to remind us that in order to be together in public they must appear as disguised forms of themselves, they cannot openly declare their love. The only occasion when Will and Viola can express their love for each other in public is in the opening performance of Wills new play Romeo and Juliet.This shows the viewer that only in the theatrical world can these two really be together, this was interesting to see as the nature of love in sixteenth century England means that the two protagonists will fall in love but the truth of love in this era mea ns that if they are not from the same class in society then they cannot be together. It was worth learning about the risks Will and Viola take in order to try and fit into each others worlds as it made me invest much more emotion into their relationship.Shakespeare in Love won an academy award for its use of costuming in the film, which is reflected when we see Viola throughout the film. She is dressed immaculately in elaborate gowns with intricate beading often shown in regal colours such as red and gold which highlight her wealth and status and remind the viewer that she is too above Will for their relationship to be acceptable in Elizabethan society. This is contrasted when we first see Will, he is clearly one of the masses in his worn workman boots, plain white hirt and ink stained hands. He relies on his words for a living. Viola and Will are from separate worlds and are only equals in the opening performance of Romeo and Juliet where Will is dressed in equal amounts of finery as Viola. This shows that only in the make-believe world of the theatre can these two be equal and accepted. The idea that they cannot marry each other even though they are in love is hard to grasp in the modern day and is the reason why many were unsatisfied by the ending of the film.However it is worth learning that love can spring between a queen and the poor vagabond who plays the king. We see Will and Viola defy rank and riverbank in an awe-inspiring way but we learn that despite their risk taking, there is not always a happy ending. An unfortunate life is particularly likely for Viola because as a woman, during this era she had fewer rights. Will she breed? Yes, if she does not send her back. Women also suffered greater consequences if they were to be caught acting in the theatre.This was a foreign idea for me to be learning about because as a twenty first century girl seeing actors regarded as two-a-penny in the Elizabethan era was strange and hugely contrasting to the cele brity status actors enjoy today. So it can be seen that the truth of love in Elizabethan England separates the two protagonists who are without control over their own relationships and life choices, a reality for the time that is hardly seen in twenty-first century New Zealand making this theme in the film almost alien to a modern teenage girl like myself.John Madden successfully portrays the constrictions of Elizabethan England and the trials Will and Viola must undergo to be together through his use of dialogue, motifs and costuming. Even the queen cannot part a couple who have been joined before God and it is worth learning that we dont always get a happy ending in life.

Burro Genius

Gerardo Rodriguez Cruz Ms. Guinon English 50 26 surround 2013 Stereotypes Good or Bad What shadow cause people to stereotype in the real terra firma? According to lexiophiles. com All Mexicans eat chili. and Mexicans only eat burritos and fajitas. And according to Areli Some stereotypes ar and some others do not apply at all Mexicans. In the United States there are so many another(prenominal) ethnicities which all of them have a dream which to have the American dream. This causes a melting pot which representation everyone wants to be the same.By reading Burro Genius every one should be like a salad everyone has a distinct role. By being as one whole is like boring or dull which no one wants that. There is one memoir where stereotyping is everything it is Burro Genius by original Villasenor. This book is about schoolmaster living the life of a Mexican and how they struggle with stereotypes and racism. Stereotypes can cause people to fall for them and deed out in acceptan ce, second they can single out which can lead to blocking, lastly public press to fit in to comprehend.One socialization process is when others stereotypes a person and these influences cause them to believing it those assumptions. Howard and overlord are talking in the playground. When Howard said after the fight My parents told me that Mexi-eee-cans always have knives. (68). Victor did not recognise what to do because he liked Howard a lot that did not want Howard to get in pain in the neck for getting around bad dirty people. Victor did not though that Mexicans would bring knives everywhere they went. The coterminous day Victor brings not one but two knives to school. Teacher said OH, A digI TOLDEM I TOLDEM that this was going to happen I was going to catch you teentsy dirty spics with knives that day now I have. (72). The stereotype that Howard said cause this to happen. Because the stereotype got stuck in Victors head. It could have been worse for Victor and people aroun d him if the teacher did not see the knives. Victor could have gone into killing white people if he did not catch. Second discrimination can lead to resistance. Victor is in second grade when all of his race change Pressures to fit in the dominant culture can lead an ethnicity to assimilate.

Students’ Paid Employment and Academic Performance at Carrick Institute of Education, Sydney Campus

STUDENTS PAID EMPLOYMENT AND ACADEMIC PERFORMANCE AT CARRICK INSTITUTE OF EDUCATION, SYDNEY CAMPUS Blaga, Sorin. Review of economic Studies and Research Virgil Madgearu5. 1 (2012) 5-22. Turn on hit highlighting for speaking browsers Show highlighting diddle (summary) Translate Abstract Thispaper identifies brasss of students pedantic writ of execution, in the hospitality division at Carrick set of grooming, Sydney campus, Australia. The faculty member carrying into action of these students is thought to be negatively affected by participation in stipendiary avocation and the wording mostly talk in their dress place.The look finding s show that students argon designedly engage in salaried use for exactly the same reasons identified by the previous police detectives, still though the students know that their schoolman exploit may suffer. The paper likewise looks at how the languages spoken at their formulate place influence their pedantic exertion. Most o f the students at Carrick Institute of study are tabuside(a) students and the language spoken at their give-up the ghostplaces often coincides with the students country of origin.In spite of these negative effects, students continue to shit plain if they are financially independent, in order to build their employ experience. The jobs are mainly in the hospitality Industries. The look into finding s open the way for future pedagogical and managerial research in the upbringing sector. PUBLICATION ABSTRACT Full Text * Translate Full text Turn on search marge navigation Head none Abstract Thispaper identifies aspects of students academic performance, in the Hospitality Department at Carrick Institute of Education, Sydney campus, Australia. The academic performance of these students is thought to be egatively affected by participation in stipendiary employment and the language mostly spoken in their make water place. The research finding s show that students are deliberately engaged in salaried employment for exactly the same reasons identified by the previous researchers, even though the students know that their academic performance may suffer. The paper also looks at how the languages spoken at their work place influence their academic performance. Most of the students at Carrick Institute of Education are pla realiseary students and the language spoken at their workplaces often coincides with the students country of origin.In spite of these negative effects, students continue to work even if they are financially independent, in order to build their work experience. The jobs are mainly in the Hospitality Industries. The research finding s open the way for future pedagogical and managerial research in the commandment sector. Key words academicperformance, course difficulties, paying employment, tuition fee, language JEL Classification I20, I23 1. Introduction on that point is tell apart of a growing veer in legion(predicate) countries for colle ge and university students to combine their academic studies with paid work.In the united Kingdom, for example, the anatomy of students who are engaged in paid work has been reported by a nurse sense of researchers and shows a continuous growth beginning from the early nineties. For example, Sorensen and Winn (1993) reported that 27% of university students are engaged in paid work. In research carried out in the UK and the US get across et al. (i995) reported that 29% of university students took a half-time job three geezerhood later in the UK, Lucas and Lammont (1998) reported that 31% of students also took a paid job. Hunt et al. 2004) found that in 1999, 38% of students were engaged in paid employment and he also he reported 49% of students undertook paid work in 2001. Curtis and Shani (2002) reported that 55% of students had a paid job in 2002 and 59% in 2003. In summary, oneness hobo say that in the UK during the years 1993-2003, the number of students taking a part t ime job increased from 27% up to 59% which is an increase of over 100%. From the 1990s a similar trend has been reported in the join States by Stern and Nakata (1991) who found that the property of full-time students employed increased from 29% in 1959 to 43% in 1986.Other try out emerged at the end of the millennium (Luzzo et al. 1997 Hammer et al. 1998) which indicated that the work participation rate amongst United States students exceeded 50%. In continental europium, The Euro Student (2000) report found that student employment rates in Europe ranged from 48% in France to 77% in the Netherlands. In Australia, Anyanwu (1998) reported that 75% of full time students took up to 30 hours of paid work to support their studies.In early 2000, a national survey conducted by large and convertden (2001) revealed that 72. 5% of full-time students were in paid employment. Applegate and Daly (2006), in a vignette conducted at the University of Canberra, Australia, showed that the impac t of paid work on the academic performance of students did not open a large impact on students grades, and a slight improvement of students academic performance was even noticed in students employed in some jobs however, working more than twenty hours per week had a negative effect.Applegate and Dalys survey found out that of the 78% of students who had a job, 40% of them worked over the legal limit of 20 hours per week. There is clear evidence showing that the phenomenon of students combining their check with paid work is wide-spread. The succinct literature review cited supra, suggests possible reasons for this trend the availability of jobs in service industries (the hospitality industry, in particular), rising student tuition fees over the years, changes in students personal lives, and family and community expectations (Stern and Nakata 1991 Ford et al. 995). The aim of this present research is to reveal the nature and extent of full-time college students undertaking paid wor k and the consanguinity of this work experience with their academic performance at the Carrick Institute of Education, Hospitality Department. Carrick Institute of Education is a private Australian education institution, which has been established since 1987, and provides vocational and academic education to over 5000 students1 from all over the world in campuses situated in Adelaide, Brisbane, Melbourne and Sydney.One of the most frequent vocational choices, among international students, is the Hospitality Department. The Hospitality Department enrolls over 2980 students in their Sydney campuses alone, in all forms of education. The popularity of hospitality courses can be explained by the relatively low level of course difficulty, and relatively high levels of parttime and full- time job availability in hospitality businesses, as upholded by the following researchers Ford et al. (1995), Mclnnis and Hartley (2002) and Bradley (2006).Most of the time these businesses are owned by students fellow countrymen who are more get outing to continue them employment and make them feel more comfortable in the work place. The hospitality courses are also one of the most popular choices among international students as, later on, they offer the opportunity to apply for Permanent Residency in Australia. Many students, for various reasons, are not able to balance the work load they take on and the academic performance required by the Australian Qualification Framework and Vocational Education and provision regulatory body. This brings epochal consequences.As a result of the high number of hours in employment, students academic results are macrocosm affected and they perform misfortunately in the assortroom. The high number of students deemed Not Yet Competent (NYC), which room failed in different stages and in different subjects, was 40132 and reflects students low ability in balancing paid-work and their studies. Anformer(a) aspect of interest, addressed in this paper, is the possible relationship between the language spoken in the work place, international students silent improvement in their English Language skills, any adverse consequences in academic performance and later employability.This research is significant as there have not been studies to address these issues in the subject field of force of Vocational Education in Australia for a significant period of time certainly no studies have been underinterpreted in Carrick Institute of Education. There is an empirical understanding of the problems among management and therefore the research findings will offer a solid scientific base upon which to improve College policies and practice in respect of students undesirable academic results. 2. Aims and ExpectationsThe academic literature review shows intelligibly that paid employment is a normal component of contemporary student life (Curtis and Shani 2002). Student participation in the workforce has a number of positive consequences students puzzle pay, become independent, l bring in to manage funds, make social contacts, build self-confidence in acquiring a job, and learn generic skills which increase their employability. Some research, however, has documented a range of negative outcomes such as fatigue, lack of autonomy, social isolation, low pay, and high stress (Lucas and Lammont 1998 Mclnnis and Hartley 2002).The aim of this study is to bring up the extent and relationship between students paid employment and their academic performance at Carrick Institute of Education in the Hospitality department, taking into consideration the students needs to balance their personal life with work participation and academic performance. The researcher tested the following two hypotheses assumption i. The researcher expects that the intemperanceive work load is a divulge cause of students performing poorly academically and explains the high number of NYCs. This situation could be created by many variables which wi ll be clearly identified and analysed in the research.To some extent these NYCs cannot be reasonably managed, resulting in an even more difficult situation for the students, such as cancellation of their student visas in extreme cases. Hypothesis 2? is expected that there is a relationship between the languages most spoken at the work-place and students advisement in improving their English language skills. It is grabd that poor English language skills are associated with poor academic performance and low employability. 3. Methodology used 3. 1 Sample selection The sample for this study comprised 70 students enrolled at Carrick Institute of Education, Sydney campus, Australia.For practical reasons the participants were selected using a quota system, randomly selecting the students from each class consort to their respective stages, 5, 6, 7, and 8. The researcher ensured the proportions of males and females sampled were representative the population of students enrolled at Carric k Institute of Education. selective information was obtained from 34 females (49 per cent), and 34 males (49 per cent). Ages varied from 20 to over 30 years (Mean = 22. 4 SD = 5. 8). 3. 2 Questionnaire development A questionnaire containing 14 questions was create for use in this research.The questionnaire was developed through a series of tests and peer group discussions at the University of Technology, Sydney. The nett version comprised three sections. The first section contained five closed- cease questions relating to the respondents paid work. Questions pertained to the extent of work performed, reasons for working, and perceived benefits of working. There was an illustrative question linking the study profile with the work performed, as a factor contributing to the education taken, and a question showing the students ability in finding paid employment in the field of their studies.Two questions directly related to students academic performance (measured by their NYCs) stude nts perception of the consequences of poor performance and student perception of the Colleges involvement in helping them to overcome these undesirable outcomes. In this case, negatively worded periods were reverse-scored and responses to all items measuring general constructs were averaged to form a composite scale. The second section contained questions related to the second assumption and attempted to identify the students country of origin, language spoken at work and academic performance.This section also contained a Likert-rype item aimed at identifying students perception of College involvement in helping them to overcome negative academic performance. The questionnaire contained an open ended question which was intended to identify students enthusiasm for the study they took and their future plans. The support section contained items seeking demographic information, including gender and age. 3. 3 Data Collection Research data was collected by distributing the questionnair es to four classes.One class from each stage in the final year of study was selected to cover the whole range of students in the campus in the Hospitality Department. The respondents were chosen randomly based on their arrival time in class. beat allocated for responding to the questions was at the teachers discretion and the questionnaires were collected by the end of the day. Secondary data related to students academic performance was obtained from the College administration. 4. Results and synopsisThe rate of subjects participation in this project was 87. 5 per cent 80 surveys were distributed and 70 were filled in. From those 70 surveys, two were incomplete, representing 2. 85 per cent of the total participants and generating the No Answer percentage. For analysis purposes the following matrix was created As revealed in Table 1, the researcher found that 84% of the students had a paid job which is well above the national average of 72. 5% of full-time students engaged in paid employment (Long and Hayden 2001). The increase of 11. % can be explained by the specificity of studies taken (hospitality) by students, and curriculum requirements that students should take paid works to gain work experience in the field of their studies. There was also concentrated pressure on students to take jobs in the hospitality industry from the Immigration Department, as a student qualifies for Permanent Resident (PR) visa requirements at the conclusion of their studies. Availability of part-time jobs in the hospitality industry may be another history for this phenomenon.The survey revealed a low number of students with no job (13%) which gives invites speculation on their reasons for not taking employment the students may be not the principal applicant for PR, or they may have gained the stripped number of hours required. This issue needs more investigation but is outside the scope of this research. The research gained more strength from hike examination the work load taken by students. 15% of students took over 20 hours of work per week and, from private discussions, the researcher found that some students took paid jobs well beyond this limit.To that explore the possibility that students grades dramatically deteriorated if they took over 20 hours of work per week is difficult as nurture development of the issue could lead students to self-incrimination. Immigration Department regulations stipulate that students on a study visa may only take 20 hours of paid work per week. In support of our findings, research by Greenberger and Steinberg (1986), Professor Warren Payne (2003) from Victoria University, Melbourne, and others, demonstrates that work interferes with academic performance only when students undertake in excess of 20 hours of work per week.These findings were taken on board by Carricks policies and reflected in Australian Immigration Department requirements. Beyond thispointphysicalandintellectual resources are rapidly depleted and ac ademic performance declines dramatically. The research shows that, apart from the need to earn money because insufficient funds were provided by their family, as declared by 53% of the participants, reasons for engaging in paid employment were to gain work experience (31. 45%), for social interaction and pocket money (13. 5%) and other reasons such as enjoyment, boredom, and the like (3%). Working and non-working respondents were not distinguished in name of age, gender or marital status as these factors were not relevant to the topic of research. As expected, the number of students working in the Hospitality Industry was 79% which is in line with the College policies and government regulations. A strike result emerges when the students revealed that they obtained employment without assistance (67%) and just 31% declared that they got help from family and friends in getting paid employment.College student services which offers employment opportunities was not mentioned at all in t his respect which raises serious questions round the purpose and efficiency of this department. In terms of academic results, 60% of the participants declared that they had no grade of NYC, which overall, is not a very good academic performance. Also 13% of participants declared they had one NYC, 10% tell they had two NYCs, 3% of students declared that they had three NYC, and 3% acknowledged they had four NYCs and a further 3% declared they five NYCs.The most questionable category is that of 5% of participants declaring that they had over 10 NYCs which brings the total proportion of students with NYCs to 39%. The research findings strongly supported hypothesis 1 confirming the existence of a strong relationship between students work load and academic performance. As the Table 1 shows, 30% of students work in businesses where the spoken language is Mandarin and Cantonese 35% of them work in businesses where Hindi or other languages from the Indian subcontinent is spoken and only 26 % of students declared that the language spoken in the workplace is English.The last statement needs more clarification as English language spoken in the workplace could affect that English was the only cogitates of colloquy between employees and customers, or that English was the only means of communication between employees as a result of diversity in the work place. These findings do not clearly support hypothesis 2 as a research question and do not confirm there is a strong relationship between language spoken in the workplace and slow improvement of students English skills, with consequent detrimental results in academic performance and employability.Because of the time constraint, the researcher has no ability to further investigate this issue. In terms of support received from the College to overcome the undesirable academic results, 73% of the participants declared that they had been helped to get over the situation, and 23% stated there had been no support for them. If w e fit the total number of students with NYCs (38. 5%) and those who declared that they did not receive adequate support (23%) we can assume that they are the same individuals or that there is some overlap.As an organization Carrick Institute of Education is viewed as a very good educational institution by 10% of participants, good by 34%, indifferent by 43%, bad by 4% and very bad also by 4%. The findings reveal a high number of students with an indifferent attitude to services and the quality of education offered. This will be a good question for management to investigate further. The researcher declines any further analysis of the issue which does not fit into the purpose of the topic.The open ended question related to students future plans revealed an inherent range of plans which can be categorized as getting a good job (20%) embarking upon further studies (9%) starting a small business (7%) becoming a manager and chef (about 7%) getting PR (7%) and what is most intriguing, 2 9% of respondents declared that, ? Do Not Know(IDNK). The analysis of this issue is beyond the scope of this paper. Data was obtained from 34 females (49%), and 34 males (49%). Ages varied from 20 to over 30 years (Mean = 22. 4, SD = 5. 8). 5. Discussion and ConclusionsThis paper identifies aspects of academic performance thought to be negatively affected by participation in paid employment and the language mostly spoken in the work place. This research as well as that of Greenberger and Steinberg (1986) and Payne (2003) demonstrates that work interferes with academic performance only when students undertake in excess of 20 hours of work per week which was taken on board by Carrick Institute of Education and the Immigration Department as a threshold. The mean number of hours worked by students at Carrick Institute of Education is 15 hours per week and is similar to the averages reported in previous studies.The jobs were mainly in the Hospitality Industries, similar to those reported by (Ford et al. 1995 Mclnnis and Hartley 2002). Indeed, in situations where jobs and study programs are closely aligned, positive effects may even be evidenced, because job experiences provide students with opportunities to develop value and skills that are transferable to their current studies, and the context of their future careers (Luzzo et al. 1997). Similar findings are reported by Hammes and Haller (1983) and Hay et al. (1970).Findings in relation to the language spoken at the workplace shows that 30% of students work in businesses where the spoken language is Mandarin and Cantonese 35% of them work in businesses where Hindi or other languages from the Indian subcontinent are spoken and only 26% of students declared that the language spoken in the workplace is English. These findings do not support Hypothesis 2 and do not confirm there is a strong relationship between the language spoken in the workplace and slow improvement of students English skills with detrimental result s in academic performance and employability.In clarifying this research question further work have to be done. This research was limited by the relatively small sample of participants and very limited time allocation. Future research should be carried out to obtain in-depth longitudinal data to enable temporal and causal relations between numerous other variables which need to be more clearly understood. This research is significant as there have not been studies to address these issues in the area of Vocational Education in Australia for a significant period of time and certainly no studies have been undertaken in the Carrick Institute of Education.Footnote 1 The numbers of students enrolled at Carrick Institute of Education, in different forms of education, were correct at the time of the survey. 2 The number is valid for wonderful 2008. References References 1. Anlezark, A. (2005), An aid to systematic reviews of research in vocational education and training in Australia, Journa l ofVocational Education Research, Vol. 11, emergence 3. 2. Applegate, C. and Daly, A. 2006, The impact of paid work on the academic performance of students a case study from the University of Canberra, Australian Journal of Education, Vol. 0, egression 2, pp. 155-166. 3. Anyanwu, C. (1998), Is internationalisation in the classroom a reverse discrimination on Australian students? In Black, B. and Stanley, N. (Eds. ), learn and Learning in Changing Times, pp. 17-21. Proceedings of the 7th Annual Teaching Learning Forum, The University of Western Australia, Perth, Australia. 4. Barling, J. , Rogers, K. and Kelloway, E. K. 1995, Some effects of teenagers part-time employment the quantity and quality of work make the difference, Journal of Organizational Behavior, Vol. 16, Issue 2, pp. 143-154. 5. Baron,R. M. and Kenny, D. A. 1986, The moderator-mediator variable distinction in social psychological research conceptual, strategic, and statistical considerations, Journal of Personalit y and Social Psychology, Vol. 51, Issue 6, pp. 1173-1182. 6. Barone, F. J. 1993, The effects of part-time employment on academic performance. NASSP Bulletin, Vol. 76, Issue 549, pp. 67-73. 7. Bella, S. K. and Huba, M. E. 1982, Student part-time jobs the relationship between type of job and academic performance. Journal of Student financial Aid, Vol. 12, Issue 3, pp. 22-27. 8. Biggs, J. B. 987, Student approaches to learning and studying, Australian Council for Educational Research, Melbourne. 9. Bradley, G. , 2006, Work participation and academic performance a test of alternative propositions. Journal of Education and Work, Vol. 19, Issue 5, pp. 481-501. 10. Curtis, S. and Shani, N. 2002, The effect of taking paid employment during term-time on students academic studies. Journal of Further and Higher Education, Vol. 26, Issue 2, pp. 129-138. 11. Euro Student, 2000, Socioeconomic living conditions of students, viewed 17 February 2010, http//www. his. de/Abt2/ Auslandsstudium/Eurostu dent/index. tm. 12. Ford, J. , Bosworth, D. and Wilson, R. 1995, Part-time work and fulltime higher education. Studies in Higher Education, Vol. 20, Issue 2, pp. 87-202. 13. Graham B. 2006, Work participation and academic performance a test of alternative propositions, Journal of Education and Work, Vol. 19, Issue 5, pp. 481-501 14. Greenberger, E. and Steinberg L. 1986, When teenagers work the psychological and social costs of childlike employment. Basic Books Inc. , NY. 15. Hammer, L. B. , Grigsby, T. D. and Woods, S. 1998, The conflicting demands of work, family, and school among students at an urban university.Journal of Psychology, Vol. 132, Issue 2, pp. 220-226. 16. Hunt, A. , Lincoln, I. and Walker, A. 2004, Term-time Employment and Academic Attainment deduction from a Large-scale Survey of Undergraduates at Northumbria University, Journal of Further Education, Vol. 28, Issue 1, pp. 3-18. 17. Johnson, K. and Lucas, R. 2002, Student Employment inwardly Services A UK, Centra l and Eastern European Perspective, Research and Practice in Human imaginativeness Management, Vol. 10, Issue 1, pp. 53-67. 18. Lucas, R and Lammont, N. 1998, Combining work and study An empirical study of students in work in school, college and university.Journal of Education and Work, Vol. 11, Issue 1, pp. 41-56. 19. Long, M. and Hayden, M. 2001, Paying their way a survey of Australian undergraduate university student finances, 2000. Australian Vice-Chancellors Committee, viewed 17 February 2010, . 20. Lounsbury, J. W. Gibson, L. W. Sundstrom, E. Wilburn, D. Loveland, J. M. (2004), An Empirical Investigation of the Proposition that School Is Work a comparison of personality-performance correlations in school and work settings. Journal of Education and Work, Vol. 7, Issue 1, pp. 119-131. 21. Lucas, R. and Lammont, N. 1998, Combining work and study an empiricalstudy of full-time students in school, college and university, Journal of Education and Work, Vol. 11, Issue 1, pp. 41- 56. 22. Luzzo, D. A. , Hitchings, W. E. , Retish, P. and Shoemaker, A. 1999, Evaluating differences in college students career decision making on the basis of disability status. Career emergence Quarterly , Vol. 48, Issue 1, pp. 142-156. 23. Mclnnes, C. and Hartley, R. 2002, Managing Study and Work, DEST website, viewed, August 2009, http//www. dest. gov. au. 24.Paton-Saltzburg, R. and Lindsay, R. 1994, The effect of paid employment on the academic performance of full-time students in higher education. Oxford, UK. 25. Stern, D. and Nakata, Y. 1991, Paid employment among U. S. college students Trends, effects, and possible causes. The Journal of Higher Education, Vol. 62, Issue 1, pp. 25-43. 26. Sorensen, L. , and Winn, S. 1993, Student loans a case study. Higher Education Review. Vol. 25, Issue 3, pp. 48-65. 27. Trochim, W. M. K. 2006, Ethics in Research, viewed 14 February 2010, www. socialresearchmethods. net/kb/ethics. AuthorAffiliationSorin BLAGA* AuthorAffiliation * Carrick In stitute of Education, Australia. E-mail address emailprotected net. au. Word count 4095 secure Babes Bolyai University 2012 Indexing (details) character reference Subject Academic achievement College students Core curriculum Language Tuition Company / organization concernCarrick Institute of Education-Sydney AustraliaNAICS611310 Title STUDENTS PAID EMPLOYMENT AND ACADEMIC PERFORMANCE AT CARRICK INSTITUTE OF EDUCATION, SYDNEY CAMPUS Author Blaga, Sorin issuance title Review of Economic Studies and Research Virgil Madgearu Volume 5 Issue 1 Pages 5-22Number of pages 18 return year 2012 outlet date 2012 Year 2012 Publisher Babes Bolyai University Place of publication Cluj-Napoca Country of publication Romania Publication subject Business And Economics ISSN 20690606 Source type Scholarly Journals Language of publication English memorial type Feature Document feature TablesReferencesGraphsCharts ProQuest document ID 1024823717 Document URL http//search. proquest. com. libraryproxy. griffith. edu. au/docview/1024823717? accountid=14543 Copyright Copyright Babes Bolyai University 2012 Last updated 2012-07-14 Database ProQuest Central

Poverty In Canada

IntroductionAlthough Canada is considered as a materiall(a)y affluent country with impressive performance in industrial and economic growth since past 50 years, it has been unable to forsake impoverishment as a hearty problem. In fact as the Canadas social security net has weakened and income inequalities widened, the eject of exiguity has worsened in the Canadian familiarity (Shewell, 1998, 45).Presently 14 % population of Canada is living under conditions of scantiness (Reutter et al., 2006, 1). Various researches and studies in issues of penury in Canada pass on demonst commitn that poverty is the result of social exclusion and marginalization factors that deprive certain individuals from benefits of mainstreams institutions and mechanism thereby increasing inequality in the society whereby these individuals ar no longer able to figure meaningfully in the social process (Williamson and Reutter, 1999, 1).Canadas economic reconstruction due to globalization and free mete out affected its industrial structure and resulted in hundred of thousands of jobs loss that adversely affected the social topic in Canada. The new postindustrial economy that replaced the earlier system failed to create adequate number of opportunities. The jobs in the new system ar either highly specialized or low paid that does not compensate the losses of the previous system. With the simultaneous decline the social welfargon system in Canada, inadequacy of government upkeep to family allowance programs and doubtful ability of pension plan to support ageing population, the issue of disproportionate income distribution and poverty has emerged as serious matter of concern both from individual and social blossom of view (Barlow and Campbell, 1995).This paper discusses the impact of poverty on individual and society. This paper evaluates effect of poverty on youths, single p arents, primordials and immigrants in Canada. It will as well examine the role played by poverty in cr eating a system of alienation and denial where people are jampackd to live a life of deprivation. Scope and effect of povertyEffect of poverty on individualsThe traditional attitude in Canada towards poverty has been dismissive. plenty often associated poverty with laziness and more corruption and accepted its deservingness for those affected by it (Shewell, 1998, 51, Reutter et al., 2006, 1). However, the facts show that poverty cannot be generalized or dismissed as a wayward incident in the Canadian society. Rather, it is a disturbing phenomenon that adversely affects many vulnerable sections of the society. According to Shewell (1998,58), children under age root of 18, single parent mothers, socially excluded persons, and immigrants darings highest rates of poverty in Canada with the rates of poverty being peculiarly high in urban centers. meagreness profoundly affects the capacity of individuals to survive and negotiate with general conditions of life in a positive and cons tructive way thus get them highly vulnerable from the social perspective. From the broader point of view poverty is the cause of falling health standards, increased rates of illness, heightened percentage of crimes and drug make fun among youths, rising homeless personness and loss of ability to participate in the social process. The individual and grouping effects of poverty are mentioned in the following sectionsYouths Poverty has long term and damaging effect on youths rendering them homeless and pushing them in vicious cycle of bad health, crime, drug abuse and sex crimes, destitution, noetic illness and high suicide rates (Kidd and Davidson, 2006, 44). Youths, especially in urban areas, in the age group from 12-24, are most vulnerable, mostly living in temporary shelters, without any fixed source of income thereby being forced to settle for irregular ways of earning and living. The uncertainty and unhealthy life conditions results in extremely high mortality rate among u rban poor youths (Kidd and Davidson, 2006, 45).One of the most dangerous fallout of poverty and overlook of government support structure for youths is increasing youth crime. Increasing income inequality and social divide force poverty stricken youths to submit to illegal activities, mugging, and narcotics trade. Poverty thus creates most compelling conditions that lead youths in crime and corruption. Poverty also create conditions where youths are unable to utilize their capabilities, lack access to education, health facilities and social support structure due to the stigma that is associated with poverty (ibid).Single parent Single parent face greatest risk of poverty and the consequent effects are often disastrous for their life (Shewell. 1998, 58). The rate of poverty for single non working parent was 73 % in Canada in mid nineties, much higher than other developed countries like UK, US and Australia (Curtis and Pennock, 7). Poverty poses enormous health risk for health of both mother and child, where inadequate income forces them to abandon health services and insurance plans while creating conditions of perpetual underscore and deprivation.Aboriginals The aboriginal and native population of Canada lacks the same social benefits and economic advantages that other sections of country enjoy. Rates of unemployment and poverty are generally very high in the native population that result from absence of government demonstrative of(predicate) policy, cultural disparity, absence of social development conditions such as education, health facilities, equal employment opportunities all of them causing lack of self determination and independence among them, creating the conditions of poverty and resource denial (Kendall, 2001, 43).Immigrants Immigrants in Canada have traditionally shown high rate of poverty, the exact indices of which varies from region to region. As the most of immigrant in Canada are from cardinalsome world country, they face cultural and soc ial problems in assimilating with the Canadian system. Further, as pointed by Halli and Kazemipur (1997, 12 ), most of the immigrants arrived in Canada in 1970s when governments social support structure was jailbreak down, and economic opportunities had started to shrink. Due to lack of any outside support and additional sources of income, immigrants became especially vulnerable to stiffness and poverty.The adverse circumstances forced these individuals in ghettos where a culture of poverty was born, alienating these individuals from conditions of healthy and alter conditions of living (ibid).In general poverty reduces the ability of individuals to implement themselves constructively in their personal as well as social life. It leads to breakup of family system, causes relational disintegration, and absence of consonance between individuals conditions and societys economic progress. complaisant Effect of PovertyPoverty has far reaching effects that influence not only individuals but also the whole society and economy in the longer analysis. On the one hand the society looses its important number of population who could have been otherwise included in the mainstream economic, educational and health institutions but who are left(a) on periphery in damaging clutches of poverty that reduces their functional capacity to participate in society. On the other side, poverty puts enormous strain on resources where the government is required to support poor with various welfare programs and financial concessions (Shewell, 61 ). along with instituting rehabilitation measures for socially excluded people, drug addicts and homeless people.Poverty weakens the family structure, which is the basis of social stability (Cheal, 1996, 55). Consequently it creates a culture of economic hardship, deprivation and emotional stress that enervate society to function as a integrated whole. Dissatisfaction, inequality, isolation, conflict, discrimination, marginalization, exclusion a nd rejection are some of vices of poverty that threatens Canadian society. The greatest danger associated with poverty is that it has the tendency to self perpetuate and expand its domination and its feared that if left unchecked it can cause significant socio-economic damage to Canada by creating rift within social order.ConclusionPoverty is a stigma and a bane that needs conscious effort by government, cultivated society and individuals to besiege and obliterate. As stated by Tanner (2003, 125), education, employment and avoidance of untimely pregnancy are three of the surest measures to break the cycle of poverty and create conditions of equitable living condition. As unemployment is one of the chief factors causing poverty, its the responsibility of government to introduce policies that increase employment opportunities.However, its also the responsibility of civil society and individuals to take conscious effort in defeating poverty by understanding that poor are more in need of psychological support and acceptance than financial grant. This can be achieved by encouraging them to participate, creating conditions for their collaboration in social building process. It should also be ensured that political, economical and social institutions are oriented in specific ways to provide poor with opportunities to return back to mainstream society, integrate with it and help with others to create a system free of poverty.ReferenceBarlow, M. and Campbell, B. (1995) Straight Through the Heart How theLiberals Abandoned the Just Society, Toronto harpist CollinsCurtis, L.J and Pennock. 2006. M. Social Assistance, Lone Parents and wellness What Do We Know, Where Do We go. Canadian journal of customary Health, Ottawa. Vol. 97.Cheal, D.1996. New Poverty Families in Postmodern Society Praeger Publishers. Westport, CT.Halli, S.S, and Kazemipur, A. 1997. Plight of Immigrants The Spatial Concentration of Poverty in Canada Canadian Journal of Regional Science. Volume 20. Issue 1-2. Page Number 11-28Kendall, J. 2001. Circles of Disadvantage Aboriginal Poverty and Underdevelopment in Canada. American Review of Canadian Studies.Kidd, S.A, 2006. Davidson, L. 2006. Youth Homelessness A Call for Partnerships between Research and Policy. Canadian Journal of Public Health. Ottawa Vol. 97, Iss. 6, p.445-447(3pp.) Love R. Makwarimba E. Mcmurray S. Raphael D. Reutter L.I. Stewart M.J, Veenstra G. 2006. Public Attributions for Poverty in Canada. The Canadian Review of Sociology and Anthropology. Volume 43. Issue1Mitchell, A. and R. Shillington. 2002. Poverty, Inequality, and Social Inclusion. Working Paper Series Perspectives on Social Inclusion. Toronto The Laidlaw FoundationShewell, H. 1988. Poverty A Persistent Global Reality. (edit) jakes Dixon, David Macarov. Routledge. London.Tanner, M.D. 2003. The Poverty of Welfare Helping Others in Civil Society. Washington, DC.Williamson, D. and L. Reutter. 1999. Defining and measuring poverty Implications for the he alth of Canadians. Health Promotion International, Vol. 14, No. 4, pp. 355-64.