Life Is Tough

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Every where I go I try to do my best but I always loose.

Life is tough and then you die knls ljbclj jlcljnl lcsljjj jlljvnn jsllllllll is the car aok always do your best and it is it it it iti tti ti ti titi ti ti ti ti it ii titini ti ti itto ototototo t ot ototo ot always caar of the car Gerardo and me have the best of your life and never give up io io io ioi oio ioi oio io io io ioi oi oi oi oi oi oi oi oio io io ioi o io oiII B 1

Por ser una persona eficiente, controlado, exigente, planificador y puntual, mi estilo de personalidad es de ORGANIZADO.

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Mi vida se desenvuelve alrededor de participar en actividades que exigen el máximo de mi mismo, me agrada realizar con xito tareas que ponen en prueba mi mas alto esfuerzo de dedicación y esmero. Disfruto de esos días en los que puedo demostrar mis destrezas de manejar varias actividades a la vez, desarrollar múltiples ocupaciones, dar instrucciones y que todo esto gracias a mis gestiones; se convierta en un mundo perfecto de resultados positivos.

II B

Soy eficiente como cuando en mis actividades diarias siempre estoy dispuesto a encontrar mejores formas de realizar las cosas. Busco que las tareas se hagan de una forma mas simple y obtener mejores resultados. Como en estos últimos dias en donde les exijo a los empleados que escriban las actividades que van a realizar durante el día y los resultados que esperan el final del mismo. Esto me sirve para verificar sus logros obtenidos.

Soy controlado como cuando se me presentan problemas o inconvenientes, aunque en principio puedo demostrar mi disgusto, no me paralizo, sino mas bien rápidamente busco la solución al problema sin salirme de las leyes o reglas establecidas. Esto me sucede con frecuencia como cuando hago importaciones de mercadería, en donde me enfrento con personal de aduana que por obtener beneficio propio vía la tcnica de poner trabas, me dificultan el sacar el producto aduciendo anormalidades. Esto me hace reaccionar calmado y en una forma muy seria y controlada, hablo con quien haya necesidad de hablar, acepto llevar la documentación que demuestra mi punto de vista y hasta hago que el proveedor les envíe directamente una carta para dejar bien claro que todo esta en regla y no existe ninguna intensión de quebrantar la ley.

En la actividad profesional soy muy respetuoso pero a la vez muy exigente con la eficiencia de mis empleados. Constantemente reviso como se desempeñan en sus tareas, como atienden a un cliente, lo que le dicen, como atienden el telfono, el nivel de entusiasmo que demuestran en sus funciones, etc. Ellos saben que siempre les exijo lo mejor de ellos, que deben de poner todo su esfuerzo por hacer las cosas bien hechas y que siempre deben de decirle la verdad a los clientes.

Soy planificador ya que no dejo nada al azar. Estoy convencido que toda mi actividad diaria, semanal y mensual debe de estar previamente organizada y detallada en una agenda con horas y fechas bien estudiadas y previamente establecida. La agenda es para mi una fiel e inseparable compañera. Por el contrario me desagradan los cambios de planes y las improvisaciones ya que me hacen sentir que no puedo controlar la situación.

Otro de los rasgos fuertes que me identifican como organizado es el de ser una persona muy puntual. Cuando debo de estar en algún lugar a una hora indicada soy muy bueno para calcular a que hora debo de salir del lugar donde estoy y llegar a donde voy a la hora exacta, ni muy temprano ni mucho menos despus de la hora, tomando en cuenta la distancia del lugar, el trafico e inclusive los atrasos de ultima hora que pueda tener. Soy de las pocas personas que conozco que siempre anda el reloj 7 minutos adelantados, cosa que me funciona a la perfección para cumplir con mi puntualidad.

II C 1

Siendo niño me encantaba jugar al aire libre, disfrutaba de los juegos en equipo y bien organizados. Siempre elegía jugar con el equipo que tenia los mejores jugadores y tratar de ganar todos los partidos en los que yo participaba. Era de los que siempre estaba formando y organizando quien jugaba y en que posición lo haría. Por esta habilidad el profesor de gimnasia que era tambin el entrenador del colegio me nombró capitán del equipo. Esto me lleno de mucha alegría y de emoción, me sentía tomado en cuenta como un líder en el área deportiva. Dichas actividades tambin me permitieron viajar por varias ciudades del país a participar en campeonatos colegiales, viajes que disfrute al máximo con mis amigos y compañeros de equipo.

En mi adolescencia por mi personalidad organizada me destaque como presidente de curso en varios años de secundaria. Siempre me involucre en todas las actividades que conllevaban un orden, trabajo en equipo y sobre todo un alto grado de compañerismo.

Participe con gran suceso en las ferias de ciencias naturales que año con año se llevaban a cabo como cuando hice una represa hidroelctrica o como cuando hice un intercomunicador o como cuando desarrolle mi proyecto favorito en donde desarrolle un proyecto adiestrando y modificando el comportamiento de ratones bajo condiciones controladas y no controladas. Este fue el proyecto que mas disfrute de todos ya que junto a dos compañeros realmente disfrutamos cuando entrenábamos a un equipo de ratones para que reaccionaran adecuadamente dentro de un laberinto y como otro equipo de ratones no reaccionaban de la misma forma por no ser condicionados previamente. Este proyecto me enseño a trabajar en grupo, a distribuir las responsabilidades y disfrutar hacindolo a travs de la amistad. Nos encantaba perseguir a las compañeras por los pasillos de la escuela con los ratones en las manos y oír sus gritos desenfrenados. Además de disfrutar hacindolo nos permitió ganar un honroso segundo lugar que nos llevo a continuar en nuestra competencia de ciencia a nivel nacional. Me sentía realizado, muy orgulloso de mi desempeño ya que esta vez estaba recibiendo un reconocimiento ya no solo por ser un buen deportista si no por mis conocimientos científicos. De esta experiencia salí lleno de seguridad y madurez, lo que me ayudo durante mi vida estudiantil para ser mas responsable y estudioso.

En mi vida adulta mi estilo de personalidad de organizado se ha ido acentuando, ya que en el transcurrir de los años pienso que me he vuelto mas estricto, exigente y rígido conmigo mismo y con las personas que me rodean tanto en mi vida profesional como en mi vida familiar, especialmente con Carmen y nuestros hijos lo que han causado en varias ocasiones heridas a Carmen y a nuestros hijos.

Tengo una tendencia fuerte a sobre proteger a nuestros hijos, creer que si no lo hago ellos no tendrán la capacidad de enfrentar los problemas de la juventud causándoles asi heridas e inseguridades. Siempre quiero imponer mi forma de pensar con respecto a la forma de pensar de ellos, como cuando hablamos de como deben de oi

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Animal Farm

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SUMMARY OF

"ANIMAL FARM" by GEORGE ORWELL

Mr. Jones is the owner of the Manor Farm, he drinks much and treats his animals badly.

One night they meet in the barn, where the old pig Major tells them about his dream. It is that animals revolt against men and live in freedom then.

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When Major dies the other animals still keep his ideas in mind and when one evening Mr. Jones forgets to feed them they start preparing the rebellion. Finally they dispossess him and the pigs Napoleon and Snowball make up seven commandments

1) Whatever goes upon two legs is an enemy.

) Whatever goes upon four legs or has wings is a friend.

) No animal shall wear clothes.

4) No animal shall sleep in a bed.

5) No animal shall drink alcohol.

6) No animal shall kill any other animal.

7) All animals are equal.

The two pigs take over a leading position because they are more intelligent than the other animals. They all together do the harvest and each Sunday they meet in the barn for discussion.

One day Mr. Jones tries, together with some men from the village, to get his farm back but the animals defend it well.

Napoleon and Snowball more and more come in conflict with each other. Snowball suggests to build a windmill to get electricity for light and warm water. But Napoleon disagrees and sets the dogs at him which he had brought up and Snowball has to flee from the farm.

Now Napoleon is the single leader. Squealer, a little eloquent pig becomes his right hand. When the other animals ask why Snowball has been driven away he explains that he has been on Mr. Jones side and no one wants him to come back. They don't dare to contradict Napoleon because he would set his dogs at them.

Napoleon decides to let the windmill build on which the animals work hard during the summer. There isn't enough food for them but the pigs eat more than ever. They start braking rules, they go into the farm house and sleep in beds and Napoleon, who now is called the Leader co-operates with the neighbour farms. They behave more and more like humans and they change some rules The fourth commandment now says „No animal shall sleep in a bed with sheets.".

When the windmill is destroyed by a storm Napoleon maintains that it has been Snowball who has come back. Over the next year the animals repair it and when it is finished it is called „Napoleon Mill".

Four pigs are killed by Napoleon's dogs because they come under suspicion of co-operating with Snowball. So the sixth rule has to be changed into „No animal shall kill another animal without case.".

In autumn the neighbour farm attacks Manor Farm and many animals die but they win the fight.

The pigs start drinking alcohol and so the fifth commandment has to be changed into „No animal shall drink alcohol to excess.".

The mill is destroyed again and so they again start building it up. Then Boxer brakes down.

After some time has passed the Manor Farm has become richer but there are only few animals from before the rebellion left. Now pigs start to go on two feet and change the last two rules into „Four legs good, two legs better." and „All animals are equal, but some are more equal than others.".

When men from the other farm houses come to celebrate with the pigs, the animals who look through the widow can't distinguish the pigs from the humans.

"Animal Farm" refers to the Russian revolution at the beginning of the 0th century. The characters identify with persons or social groups of that time.

Old Major (pig) stands for Lenin who had the idea of a new world.

Mr. Jones (man) represents the imperialism and the czar.

Napoleon (pig) stands for Stalin who was the communist leader of Russia.

Snowball (pig) identifies with Trotsky who tried to make life better but was expelled from the party by Stalin.

Boxer and Clover (horses) represent the working class, the common people who suffered the most under the regime.

Moses the raven would be the church. He promises better times in "Sugar Candy Mountain".

Benjamin (donkey) could be a philosopher who is watching what is going on.

Squealer (pig) is a propagandist who convinces people of his attitudes.

Molly (horse) represents the part of society which still wishes aristocracy back. She goes to the neighbour farms and has contact with humans.

The dogs are comparable to the army and the secret police.

The sheep symbolise the silly mass and the pigs are a kind of intellectuals.

Please note that this sample paper on Animal Farm is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Animal Farm, we are here to assist you. Your persuasive essay on Animal Farm will be written from scratch, so you do not have to worry about its originality.

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Male Pay vs. Female Pay

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During World War II, while many of America's workforces was fighting the Nazis and the Japanese, many women found themselves entering into an area that had never been readily available to them. During a time of crises, women stepped up and did the work that their husbands, sons, and fathers had been doing for generations. So many, in fact, were fighting in the war that women had to work. For the first time, women became a major portion of the workforce and have continued to fill those positions since.

Even though several years have passed since the war ended, women are finding that the pay is not always equal to their male counterparts. There are several reasons for this that must be covered. First, one must consider the time that has passed since women entered the work force. Second, the education level of both males and females, as well as the degrees that each received. Third, the male population in the work force must be compared to that of the female. Fourth, one must take into account the female homemaker when compared to males that work full time away from home. Each of these areas are important and will be dealt with in a thorough manner. [Good, clear introduction!]

Today, one would expect a higher percentage of women to hold top-level positions in U.S. companies. Unfortunately, the statistics show that there are very few women that hold these prestigious positions. For 40 years woman have been in the workforce and yet they continue to hold very few top-level corporate positions today. Women make up % of the top corporate officers in the companies that comprise the Fortune 500, and women hold no more than 6% of the Chief Executive Officer slots in Internet companies that are financed by major venture-capital firms. [what is your source? You need to cite for statistics like this.]

This gender gap is closing, and though it may be a small step for the current females in the workforce; it is a large step in the way of future ventures. By taking active steps to improve gender discrimination and education, females are making their imprint on the corporate world like they never have before. They are paving the way for future generations to lead and manage companies in the high high-stakes arena with less discrimination and more knowledge.

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Although women have come a long way in the workforce, they have had to pay a great price for their progress. Many women are no longer staying at home, but they have become full time career women with families. This has been both good and bad.

One of the positive effects that women have made had by going to work is the affect on the economy. The economy has been boosted by the purchases of homes, cars, and other things that would other wise remain unaffordable with one income. Women are able to contribute fiscally[financially?] to society in this regard, and it has created a higher standard of living. Families are able to do more, such as taking vacations, sending children to private schools, or even paying for college ahead of time. More families are experiencing luxuries that were not available to them before women became a major part of the workforce. Another reason that women are making their presence known is because they are becoming more educated and getting the proper training that is necessary for them to obtain higher paying jobs.

While women still struggle to earn the same amount as men, the gap between what each makes has narrowed. In 167, the difference in the pay scale for full-time female workers versus full-time male workers was 60 cents to every dollar paid to men. By 18, women's earnings had increased by another 1 cents to every dollar that male workers made.

The move to broaden gender and racial diversity in the workplace got its start in the 170s. Although it was a slow movement in the 180s, the 10s became a decade that made a more substantial progress. By the 10s, women had begun moving into the workforce in record numbers and the economic situation had reordered gender roles. Women were needed in the workforce, and with the decline in wages, a second income became necessary to support a family. [source?]

Nevertheless, women today are still inadequately represented in upper management positions. Very few large firms, for instance Xerox, Fannie Mae, and American Express, have made significant progress in promoting women to high levels. [source?] Unfortunately, these companies are exceptions to the rule. The New York group, which monitors the progress of women in the workplace, reported that as of 18, only .7% of the highest-paid officers at Fortune 500 companies were women. [citation?]

Starting salaries for new university graduates are at their highest level in a decade, but the gap between what men and women earn is as wide as ever. According to graduate starting salaries 001 [is that a publication? If so it should be capitalized and in italics] " …starting salaries for all graduates entering the workforce rose by $,000, to 5,000, a year. The median starting salary for men last year was $6,000 up $1,500 on the previous year. Women had a median starting salary of $4,000, compared with $,000 in 000." (www.freep.com) [good!]

A report in CC Gatech based on almost 1,000 new graduates who were under 5 and in their first full-time job showed that "W[w]omen who graduated received better annual salaries than those female who had not obtained a degree. However, men without degrees had an average salary of $40,817." (www.cc.gatech.edu) [You must introduce your quoted material.] The report was based on almost 1,000 new graduates who were under 5 and in their first full-time job.

For over 40 years woman have been in the workplace. However, in the twentieth century you would think that most perceptions of woman in the workplace have changed. The truth is, people are afraid of change and those who are not are few and far between. For years 's woman women have struggled to be a part of the workforce and promote the economy. It is a true statement when people say it really takes two to provide in today's world. Why then do woman still get less pay and less appreciation in the work force? Perceptions are worth a thousand words.

The Census Bureau will report today that the U.S. gap between the number of men and women is narrowing. There were "18.1 million men in 000, a 14-percent increase from 10. Women numbered 14.7 million, a 1-percent increase from 10. That works out to 6. men for every 100 women in 000. The gap has been closing steadily since 180, when the male-female ratio was 4.5-to-100. " (www.cc.gatech.edu) The differences between the educational attainment of female and male users continue to decrease. Nearly the same numbers of women and men have graduated from college (.1% female versus . male), with more women who have completed some college (.%) than men (6.1%). However, men have more doctoral and professional degrees (7.% men versus 4.% female)." (www.cc.gatech.edu)

With the educational gaps closing so closely, why is it so hard for woman to receive equal pay? Many people would contribute the pay rate difference due to the fact that many women may leave the workforce for a certain amount of time to raise children or attend to family matters. Is this just a way to justify lower pay-rates or is it because women leave the job, and the skills they possess are temporarily put on hold? Perhaps this is a way to validate why men hold higher-level positions, to compensate for women who decide to be stay at stay-at-home moms later in their careers? These are just a few of the questions that need to be further examined to determine the reasoning behind the lower rates of pay. Many questions are asked about why the pay rates vary, and few explanations are given. Women normally accept less pay than men and are aware that men make more financially. Some women choose and accept less pay because this has always been the way of the world. So women need to take more active steps to improve this gender gap.

Possible steps in which women could take are to be more proactive in researching and not accepting jobs for lower rates of pay. Females must gain access to the proper training and informational needs in today's virile market place. This will not only empower females as a gender but also make them become more valuable in the work force.

In order to find the male-female ration in the work force, the best source that an individual can use is the U. S. Equal Opportunity Commission (U. S. E. O. C.). [close up the space between these initials U.S.E.O.C.] According to the U. S. E. O. C., in 000 there were 4,5,54 people in various private industries throughout the United States. Of this ,7,56 were male and 0,7,74 were female (Par. 1) [Should cite to the author and page number]. Though it appears that the amounts are almost a fifty 50- percent ratio between males and females, it is important to look at which groups these individuals fall in. When looking at the categories of sales, technicians, and professionals, women make up a vast majority. However, when looking at that of officials and managers, males are double that of females.

Furthermore, one finds that males tend to work in higher paying fields than females. Though there are more female doctors in the United States, they tend to go into general practice. Males, on the other hand, tend to work in highly specialized areas of medicine. Females also make up a greater percentage of attorneys, but males tend to go into trial law. Trial lawyers are the highest paid attorneys in the United States.

Another aspect that must be taken into account is the time that males tend to start working compared to females. With more females pursuing education than males, that means that more males entering the work force at an earlier age. According to the graph below, females do not start at an equal rate to males until the age of . This finding is crucial to understanding the difference in pay that exists. [This graph only shows what age men and women are starting work. It does not show what pay they are getting.]

Those that enter the work force at the age of 18 have four years to gain experience. This experience is an extremely valuable tool to employers, as it means less time training. On the other hand, those that pursue a degree prior to entering the workforce are finding that they are starting at a lower wage than that of their counterparts that chose to work. [That's questionable. Most statistics show that a person with a college degree enters the work force at a higher level and moves into upper-management positions, which non-college educated people do not.]

U. S. Bureau of Labor Statistics

Average number of jobs started by individuals from

Age 18 to age 6 in 178-000 by age and sex

Age Total Men Women

Total, age 18 to age 6 ………… .6 . .

Age 18 ……………………........... 1.6 1.6 1.5

Age 1 ……………………........... 0.8 0. 0.8

Age 0 ……………………........... 0.7 0.8 0.7

Age 1 ……………………........... 0.7 0.7 0.6

Age ……………………........... 0.6 0.6 0.6

Age ……………………........... 0.6 0.6 0.5

Age 4 ………………….........….. 0.5 0.6 0.5

Age 5 ……………….........…….. 0.5 0.5 0.5

Age 6 ……………….........…….. 0.4 0.5 0.4

Age 7 ………………….........….. 0.4 0.4 0.4

Age 8 ………………….........….. 0.4 0.4 0.4

Age ………………….........….. 0.4 0.4 0.4

Age 0 ……….........…………….. 0. 0. 0.

Age 1 ………….........………….. 0. 0.4 0.

Age ……….........…………….. 0. 0. 0.

Age ……………….........…….. 0. 0. 0.

Age 4 ……………….........…….. 0. 0. 0.

Age 5 ……………….........…….. 0. 0. 0.

Age 6 ………….........………….. 0. 0. 0.

[Men and women are never more than 0.1% different. That's almost no difference at all.]

Although males are primarily the providers and work outside the home, this trend is constantly changing as the ratio of single parent homes and stay at home dads continue to increase. Which, before present day situations arose, was not the atypical normal circumstance. Studies have found that "Men working in occupational careers are by and large not affected by their families family's situation. However, when woman get married and even more when they have children, they will allocate more time and more energy to unpaid housework and less to paid work outside the home. Which in turns means that their career possibilities are reduced compared to the men. Married men not only earn more than married woman, they also usually earn more than unmarried men do." (www.europa.eu.int.) [when you have more than lines of quoted text you must set it apart in a block quote.] Thus making it harder for the primary breadwinner to take a leave of absence to care for his family. There are double standards for every rule and this is a prime example. If the male reduces the main source of income for a family drastically then it is easier for the woman to leave her position and be the primary caretaker in the home.

Because men still make up the main structure of the workforce, this gives them more time in the work place with more capability for them to move upward faster than women are able to do. However, slowly women are finding their niche in the American workforce and are becoming a force to be reckoned with. The reason being is that more and more woman that are seeking out higher means of education that was previously perceived to be prohibited. The integers of women that hold executive positions are higher than they were ten years ago. Women are no longer afraid of achieving their goals in whatever field they would like and they are proving that they are now more knowledgeable at what they do.

There are still many women who make the personal choice to stay at home and raise their families, perhaps as they themselves were raised. There is no right or wrong choice for women to make, it is just a matter of what is right for their lifestyle, as well as their homes. With criticisms at every door, this can make the decision decision-making process even more challenging. With negative headlines in regards to our up and up-and-coming youth the choice for most woman to leave their career is not an easy decision but is one that best meets their needs.

There are many professional women today who simply get tired of the corporate grind. Karen Hughes, President Bush's former White House Counselor, is a primary example of a woman in a high level position that made the choice to give up her career in efforts to be with her family. [or she was fired] Stepping down from a top-level position is no less easy than stepping down from a lower level position. More and more women are feeling less threaten by choosing to leave the work force for an undetermined amount of time. Many are choosing to further their educations while at home with their children.

Ultimately, the pay difference that exists between males and females is great. However, there are several reasons that can be given for this discrepancy. Regardless of the reason, be it education, motherhood, or any other circumstance, it is a gap that continues to close. Until then, it is certain to be a topic of great debate where individuals are able to gain valuable insight by researching this current difficulty.

Please note that this sample paper on Male Pay vs. Female Pay is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Male Pay vs. Female Pay, we are here to assist you. Your cheap custom research papers on Male Pay vs. Female Pay will be written from scratch, so you do not have to worry about its originality.

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Triumph of the will

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The second scene begins with no background music at all, simply focusing on Nuremberg's tower tops and roof tops. Again, the viewer is presented an overlook of Nuremberg, houses and people opening their windows and watering their plants on their balcony. One person even has a small flag displaying the Swastika stuck in the flowers. The camera again focuses on the Reich flags and the Swastika is shown on all the big city towers and buildings. Then, the camera moves to a army camp and you can see a huge area full of small tents. You hear march music in the background and kids are playing trumpets and the drums. The soldiers are just waking up and you can see them washing themselves, shaving and getting a haircut. All the soldiers are smiling and they are even having big water splash. Then you see them taking wood sticks off a big cart and the army cooks cooking food for the soldiers. German folk songs are played in the back. The soldiers are seen eating, wrestling and having a lot of fun. This is great propaganda for the Nazi party, showing only the positive side of the life as a soldier for the Nazi's. Then you see women marching in Bavarian clothes, smiling, and other people taking joy in watching the events. Hitler is smiling and greeting the marchers and they are saluting him by saying "Heil Hitler".The second scene begins with no background music at all, simply focusing on Nuremberg's tower tops and roof tops. Again, the viewer is presented an overlook of Nuremberg, houses and people opening their windows and watering their plants on their balcony. One person even has a small flag displaying the Swastika stuck in the flowers. The camera again focuses on the Reich flags and the Swastika is shown on all the big city towers and buildings. Then, the camera moves to a army camp and you can see a huge area full of small tents. You hear march music in the background and kids are playing trumpets and the drums. The soldiers are just waking up and you can see them washing themselves, shaving and getting a haircut. All the soldiers are smiling and they are even having big water splash. Then you see them taking wood sticks off a big cart and the army cooks cooking food for the soldiers. German folk songs are played in the back. The soldiers are seen eating, wrestling and having a lot of fun. This is great propaganda for the Nazi party, showing only the positive side of the life as a soldier for the Nazi's. Then you see women marching in Bavarian clothes, smiling, and other people taking joy in watching the events. Hitler is smiling and greeting the marchers and they are saluting him by saying "Heil Hitler".

Please note that this sample paper on triumph of the will is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on triumph of the will, we are here to assist you. Your persuasive essay on triumph of the will will be written from scratch, so you do not have to worry about its originality.

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Growth - An analysis into Gwen Harwood's Poetry.

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Growth can only come about if we accept change.

Change is an ongoing process. Throughout our lives we change from fresh, uninitiated babies and children filled with wonder at the world around us, through to know-it-all teenagers, into adulthood and finally on to our inevitable demise.

I believe the statement "Growth can only come about if we accept change" is true, for many reasons. For, while change is an ongoing process, as unstoppable as our biological clocks, the accompanying growth and subsequent maturity will not eventuate if the change is not accepted.

This idea of stages of moral growth was first proposed by the Philosopher Kolberg, who put forward a theory of Stages of moral growth. Between these stages a change must occur. Change leads to the dispelling of naive preconceptions and notions and results in growth because an ideology or platform has been swept away, and new growth can now occur. However, some people cling to their naïve ideas so strongly that they are quickly left behind changed but unchanging, as they attempt to hold on to what they once had.

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The fact that change occurs and must be accepted is generally a painful one and one that can be hard to understand.

There are many works of literature that illustrate this attitude, not just that change exists, but that it should be attempted.

"The Door" by Miroslov Holub is a poem about the need to embrace and accept change.

"Open the Door" the poem says the hint ?? of the wonders of change as given out

-"Or even a magic city!" there is the possibility that something wondrous may occur through change.

"Open the Door" the poem again pleads. This time the realisation that

"Even if

nothing

is there"

"at least there

will be

a drought"

Which shows that change, although it is now welcome all the time, should not be resisted, because there is simply nothing to fear from it.

"At Mornington" is a poem by Gwen Harwood. In the poem she reflects upon growing old, and the changes that have occurred to her, from when she was a child, leaping into the sea from the arms of her father, believing she could walk on water, to standing with a friend in from of his parent's grave, wondering what lies ahead, contemplating the day when they too shall lie down for the last time.

The realisation that we are mortal is a horrifying fear for many, especially younger people who so readily believe in their own immortality, that there is something different about them that shall not befall the rest of the population.

Harwood in the poem shows how even though she dreads and fears the day when her life will run out, she accepts this and henceforth attempts to enjoy what life she has

"We have one Jug, only one,

But it is more than enough

To refresh us"

In this quote the jug of water is a metaphor for life itself, Harwood is saying that although life is (relatively) short, and we only have one life, this is more than enough to live to the full.

Harwood, through her acceptance of change, has grown more mature and hence can enjoy the time she has left.

"Old Friends" is a song by Paul Simon about two friends, neglected by society who are growing older and towards their own inevitable demise.

The song is sung in a very sorrowful and mournful tone, low pitch, and soft, which help to exacerbate the pain, which the song is communicating.

The old men sit in the park all day, in a red dusty?? Neglected park, approaching the autumn of their lives together, comforting each other all the way to the grave.

"Time it was and what a time it was,

it was,

a time of innocence"

The quote shows how the old men have changed and grown from innocent and naive children through to old men left with nothing but their memories to comfort them as they make their slow way forward.

In this song the old men have accepted their fates, and have grown, but look to the past, to their memories, as this is all that remains of their life.

While growth would have taken place regardless, acceptance is needed to grow from change.

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Away

If you order your essay from our custom writing service you will receive a perfectly written assignment on away. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality away paper right on time.

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The Shakespearian elements of the play Away, by David Gow, contribute to the overall success of the play immensely. The play contains elements from a number of Shakespeares plays including King Lear and A Mid Summer Nights Dream. It also contains characters from Shakespeare's plays who play very similar roles in Away. For example Tom is very similar to Puck in the way that he has a calming effect over other characters. The play contains issues presented in Shakespeares plays, which really emphasises their universal significance. The Shakespearian elements also enable the reader to relate to the play, as Shakespeares reputation is so prominent. The final element that likens the play Away to Shakespeares plays is the quotes on the cover pages. The quotes come from Shakespeares plays and make the reader ask questions about the themes and issues presented in the play Away, and also other world wide applicable issues. The Shakespearian elements contribute to the overall success of the play in a number of ways. They make the play deep, thought provoking and relevant to all ages and forms of life, especially Gow's use of themes in the play. In Shakespeare's play, King Lear, the main themes are the stripping away of falsehood and artificialities and understanding true human values. This is very similar to Away, where the main themes are stripping away materialistic possessions and social status, and understanding real human values such as love, compassion and family stability and harmony. Gwen especially is materialistic, "Not exaclty….we've got tent" "We've got a new caravan everything in it you coukd need". The way in which this relates to the success of Away, is that it enables the reader to understand the universal and timeless significance of the themes being presented. Shakespeare wrote about them in the 1600's and now David Gow writes about them in the 0th century, which signifies how important they are, because they are as, or even, more applicable in the world we live in today. The success of the play heavily relies on Shakespeares previous detailed discussion of the themes and how they are eternally applicable to the human society. The play Away, also has very similar attributes to Shakespeare's play A Midsummer Nights Dreams. The play written by William Shakespeare, A Midsummer Nights Dream, has very similar structure to David Gows, Away. The plays are both based on mistaken order, or confusion that needs to be corrected. In Shakespeares case it was the acts order that needed correcting whereas in David Gows, Away, it had the sense of restored personal and social order. Peace and harmony are restored and rejuvenated, after mass confusion and disruption between family members. This contributes to the success of the play as readers are able to relate David Gows play, to one of the great Play writers of the world, Shakespeare, whose structure and methods of presenting themes are very similar. In Shakespeares play, The Tempest, there is a storm which drives Prosperos brother to an Island to cool off and consider his actions, similarly in Away Meg, Gwen and Jim are driven to a beach where they ultimately reconcile and emerge with a new outlook on life. Once again readers are familiar with the situation and can therefore feel comfortable with the format in which themes are being presented. If viewers/readers are aware enough and familiar with Shakespeare they will pick up on such aspects and respect Gows clever links and similarities, if not they will be content with the scenario in which rejuvenation and reconciliation are achieved. This means both readers will be satisfied which contributes to the overall success of the Play. Gow also uses issues and strategies, similar to Shakespeare's to help increase the overall success of Away. The issues presented in the play Away, very similar to the issues presented in Shakespeares plays. These include distorted views, confusion, and returning to the truth. Both Away and and Shakespeare's plays present a picture of human nature. The image presented is a similar one in both sets of plays, the way in which the human race has deteriorated towards both materialism and contains elements of hatred. Shakespeare and Gow both put the human race 'on a plate', to show humans what we are really like, hence allowing the reader to relate to the play, while making the reader take a step back to look at the human race. This contributes massively towards the success of David Gows Away, as it transforms the plot from unashamedly slight, to deep and thought provoking. Gows unremitting and systematic dismantling of the petty deceptions and deceits of characters also gives an interesting touch to the play, similarly to Shakespeares style. Gow has imitated many of Shakespeare's methods of creating a play that is light hearted, yet thought provocative, especially in his use and choice of characters. Some of the characters in David Gows, Away, have very similar characteristics and roles as characters in Shakespeare's plays. For example, Tom in Away is very similar to the character Puck in A Midsummer Nights Dream. Toms life which has barely even begun, is tragically slipping away from him and no one is prepared to help him deal with it. Fittingly, Tom begins and ends the play, first as the impish Puck, and progressing to the doomed Lear. Tom's parents by confronting there deepest fear (Tom's Death) feel as though they can "free" Tom, and allow him, like King Lear to crawl "unburdened" towards death. There are many other character similarities such as the campers who play a similar role as the fairies in A Mid Summer Nights Dream, and also Prosperos from King Lear, is very similar to Jim. This is in the way he has a sense of control, even if not obvious at first, Jim knows what he wants and how to get it. Prosperos acts in a very similar matter, subtle yet effective. The Shakespearian elements in the play Away, contribute immensely to the overall success of the play. David Gow includes similarities such as character personalities, human nature being put forward on a plate, and issues which are universally and timelessly significant for all. These elements liken the play Away to many of Shakepeares plays, and along with the Play within a play and the quotes on the cover page, Away could almost be perceived to of been written by Shakespeare. Even thought the plot is unashamedly light, it deals with some deep issues such as treatment of the terminally and mentally ill, and the direction of Australian culture whilst unsettling and diverse cultural changes are taking place. The play basically returns to the frailties that characterise human interaction. Shakespeare has also dealt with a number of these issues and although done in a different matter, the similarities can easily be seen between the plays. Without the Shakespearian elements of the play Away, the play would have been sparse and have little literary substance. Hence the Shakespearian elements of the play contribute gigantically to the overall success of David Gows Away.

Please note that this sample paper on away is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on away, we are here to assist you. Your essay on away will be written from scratch, so you do not have to worry about its originality.

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Effect of TV and Video Game Violence on Human Behavior

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In recent years, children are exposed to violent behaviors at a significantly young age and as a result, the effects of media violence on aggression, and other antisocial behaviors, may be greater in children than in adults (Bushman & Anderson, 001). Similarly, Anderson and Dill (001) state that repeated exposure to violent video games and television appears to affect aggression in children. In this study, Anderson and Dill found that video game play was positively related to increases in aggressive behavior. Furthermore, this study states "video games provide a complete learning environment for aggression, with simultaneous exposure to modeling, reinforcement, and rehearsal of behavior. Researchers of both studies demonstrate that learning often occurs through imitation, and copying what is seen in the media, often contributes to unhealthy outcomes among children and adolescents. According to social learning theory (Encarta, 000) people acquire aggressive responses either by direct experience or by observing others. Two basic principals are involved in observational learning, acquisition and performance. Acquisition describes the response by which the behavior is learned through observation. Performance is the process by which the observer acts out the learned response. Acquisition of a behavior however, does not automatically lead to performance. An alternative way of presenting this is that children learn new violent behavior by encoding and retrieval of scripts for aggression (Huesmann et al.)

However, the idea that violent media has a causal effect on violent behavior is not without opposition. There have been two major criticisms that question the validity of applying effects found in laboratory studies to the real world ( Ferguson, 00; Freedman, 184). Both, Ferguson and Freedman argued that laboratory research may tell little about the effect that violent media has in the real world, and gave reason why the results of experimental research can't generalize to situations outside the laboratory. First, the measurements that were used to measure aggression have nothing to do with aggression; in the laboratory, measurements are usually only analogous of aggression. Second, the problem of almost all experiments was the experimenter's demands. In support of Ferguson and Freedman critiques, a study conducted by Sherry (000) cumulates findings of existing empirical research and suggests that there is a small effect of video game play on aggression. Sherry argues that the effect is smaller than the effect of violent television on aggression.

Far more studies however, reported results that playing violent video games and watching violent television have negative consequences. A survey study conducted by Anderson and Dill (000) found that time spent playing video games was positively related to delinquent behavior. Another study conducted by Huesmann et al. (00) examined the longitudinal relations between TV-violence, viewing at ages 6 to 10 and adult aggressive behavior about 15 years later, for a sample growing up in the 170's and 180's. The interview data of participants adds empirical evidence that the effects of childhood exposure to media violence increase aggressive behavior during young adulthood. Overall, the results of these studies do not point clearly whether viewing violence contributes to the likelihood that someone will commit violence.

Order Custom Effect of TV and Video Game Violence on Human Behavior paper

Running head TELEVISION AND VIDEO GAME VIOLENCE

Effect of TV and Video Game Violence on Aggressive Behavior

Mitka Kirilova

Northeastern Illinois University

The belief that violent media has an effect on human behavior is not a new one. There has been a growing concern about the impact of violence on television and video games on children's attitudes and behaviors (Bushman & Anderson). Researchers have conducted numerous studies examining the causes of aggression in children, and all have come to the same conclusion that viewing violence increases aggression (e. g., Anderson & Bushman, 001; Anderson & Dill, 000; Bartholow & Anderson, 00; Bushman & Anderson, 001; Huesmann, Moise-Titus, Podolski, & Eron, 00). One possible reason for the interest in a link between media violence and aggression is that violent crimes conducted by children and adolescents in the past years in the United States have increased dramatically.

In recent years, children are exposed to violent behaviors at a significantly young age and as a result, the effects of media violence on aggression, and other antisocial behaviors, may be greater in children than in adults (Bushman & Anderson, 001). Similarly, Anderson and Dill (001) state that repeated exposure to violent video games and television appears to affect aggression in children. In this study, Anderson and Dill found that video game play was positively related to increases in aggressive behavior. Furthermore, the results of Anderson and Dill study show that video games provide a complete learning environment for aggression, with simultaneous exposure to modeling, reinforcement, and rehearsal of behavior. In fact, the researchers of both studies demonstrate that learning often occurs through imitation, and copying what is seen in the media, often contributes to unhealthy outcomes among children and adolescents. According to social learning theory (Encarta, 000) people acquire aggressive responses either by direct experience, or by observing others. Two basic principals are involved in observational learning, acquisition and performance. Acquisition describes the response by which the behavior is learned through observation. Performance is the process by which the observer acts out the learned response. Acquisition of a behavior however, does not automatically lead to performance. An alternative way of presenting this is that children learn new violent behavior by encoding and retrieval of scripts for aggression (Huesmann et al.)

However, the idea that violent media has a causal effect on violent behavior is not without opposition. There have been two major criticisms that question the validity of applying effects found in laboratory studies to the real world ( Ferguson, 00; Freedman, 184). Both, Ferguson and Freedman argued that laboratory research may tell little about the effect that violent media has in the real world, and gave reason why the results of experimental research can't generalize to situations outside the laboratory. First, the measurements that were used to measure aggression have nothing to do with aggression; in the laboratory, measurements are usually only analogous of aggression. Second, the problem of almost all experiments was the experimenter's demands. In support of Ferguson and Freedman critiques, a study conducted by Sherry (000) cumulates findings of existing empirical research and suggests that there is a small effect of video game play on aggression. Sherry argues that the effect is smaller than the effect of violent television on aggression.

Far more studies however, reported results that playing violent video games and watching violent television have negative consequences. A combined experimental and correlational study conducted by Anderson and Dill (000) found that time spent playing video games in real life is correlated with aggressive behavior and delinquency. The results of both phases of this video games increased aggressive thoughts and behavior in both men and women.

In addition to the link that television and video games violence have on increased aggression in children, another negative effect has been proposed. Violent acts on video games may lead to desensitization of emotional response to viewing aggression (Anderson & Murphy, in press; Bartholow & Anderson, 000). Desensitization occurs when an emotional response is repeatedly evoked in and could lead to acceptance of aggression as an adaptive coping mechanism (Encarta, 000). Huesmann et al. (00) argue that violence and subsequent aggression is due more to cognitive and emotional desensitization to violence than to observational learning. In addition, (Huesmann et al. 00; Anderson & Murphy, in press; Bartholow & Anderson, 000) point out that television and video games violence can make children more accepting of aggressive behavior and they may become desensitized to the effects of violence through habituation.

While most of the psychological research has shown that viewing violent media increases aggression, few studies have shown that playing video games may be beneficial. A study conducted by Kestenbaum and Weinstein (185) found that video games had calming effect on the 08 subjects that they surveyed. Differences in outcome measures used across the studies create treats to the validity of these studies (Sherry, 001; Freedman, 184). Sherry and Freedman argue that studies used a variety of measurers of aggression ranging from actual behavior (aggression during free play) to paper and pencil measures of aggressive behavior. That's why it is difficult to conclude the observed findings support the evidence that television and video games represent a danger to society.

No matter what critiques of violence research say, evidence exist in studies supporting observational learning, as a cause of aggressive behavior after viewing violent videos or violent video games. Huesmann et al. (00) examined the longitudinal relations between TV-violence, viewing at ages 6 to 10 and adult aggressive behavior about 15 years later, for a sample growing up in the 170's and 180's. The interview data of participants adds empirical evidence that the effects of childhood exposure to media violence increase aggressive behavior during young adulthood.

Huesmann et al. (00) study was a follow up of the 177 longitudinal study of 557 children growing up in the Chicago area. The experimenters tracked down of the original boys and girls 15 years later where they were in their 0's. Through searches of driver's license and criminal justice records researchers obtained data on 450 of the original 557 participants, but only participated in the study.. Locating the original participants took two years. Interviews were conducted at the University of Illinois in Chicago, and each participant completed a questionnaire on a computer alone in a small room. In addition to the interviews with the participants of the study, the researchers interviewed their spouses, their parents, and their friends. Participants were paid $50 and others $0 for completing the interview. Huesmann and his colleagues (00) indicate that boys' reports of how often they watched violent television shows and played violent video games predicted the rates of criminal offenses in young adulthood.

Overall, the results of these studies do not point clearly whether viewing violence contributes to the likelihood that someone will commit violence. The main drawback of correlational studies is the inability to infer causation (Bloom, 00). Bloom argues that media violence studies lack practical significance. In his analysis of Bushman and Anderson (001) study, Bloom suggests that media violence may not be the cause of violent behavior. Bloom also suggests psychologists should not ignore small correlations and must shift their focus on causes such family structure, poverty, and abuse on children who engage in violent behavior. Other critiques (Fefguson, 00; Freedman, 184) argue that relationship could work the other way; the violent behavior could have caused a preference for violent television and playing violent video games.

Social learning theory manages successfully to address these criticisms as a major single theory used to explain the influence of violent programs on children's levels of aggression (Bushman & Anderson, 001). Bushman and Anderson addressed the critiques of Bloom and Ferguson in one of the issues of American Psychologist. They believe that these criticisms may come from misunderstanding and misreading of empirical research. However there was no such article to address the other critiques.

Even though I found convincing research articles on media violence, the most prominent proponent of social learning theory is Albert Bandura. The social learning theory emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others (Encarta, 000). Findings of many studies illustrated that children are more likely to model behavior if they identified themselves with the model and if the model had an admired status (Anderson & Dill, 000; Bushman & Anderson, 001).

However, few of the studies found apparent gender differences. Overall these studies suggest that both males and females from all social strata and all levels of aggressiveness are placed at increased risk for the development of aggressive and violent behavior (Anderson & Dill, 000; Bartholow & Anderson, 001; Huesmann et al. 00). Only one of the empirical studies (Huesmann et al.) found that intellectual ability and parents' education did seem to account for some of the effect of female participants. The same study found in the past that variety of parenting factors was related to child's aggression and later aggression, and many of these correlations were again found at least in one gender. Most of the studies however agree that the results of their studies are modest, and the question about media violence remains to be resolved. Bartholow and Anderson (001) suggest that future research should consider examining more directly gender differences in aggressive style within a video game model. Huesmann and colleagues (00) suggest future research should be directed at testing the interventions that parents, schools, producers and government may promote. All of the researchers agree that scientists should pay monetary and personal cost associated with educating the public to provide travel money for the participants of the senate hearing (Anderson & Dill, 000; Anderson & Murphy, in press; Bartholow & Anderson, 000; Bushman & Anderson, 001; Huesmann et al.).

I tend to agree with both sides of the issue about violent media and aggression. Researchers who were concerned about the impact of violent media on human behavior have found correlation between media violence and aggression and shed some light for the future replications of their studies. On the other hand, the critiques pointed real problems in the methodology of the studies that may be a real treat for the validity of the results. However, both sides of the issue, researchers and critiques, agree that future research should focus on methodological part of the designs. Human communication research on the other hand suggests that psychologists need to develop new theories to acknowledge experimental and social differences between video game use and television viewing (Sherry, 001).

References

Anderson, C. A., & Dill, K. E. (00). Video games and aggressive thoughts,

feelings, and behavior in the laboratory and in life. Journal of Personality and

Social Psychology, 78, 77-70.

Anderson, C. A., & Murphy, C. R. (in press). Effects of violent video games on

aggressive behavior in young women. Aggressive Behavior.

Bartholow, B. D., & Anderson, C. A. (000). Effects of violent video games on

aggressive behavior Potential sex differences. Journal of Experimental Social

Psychology, 8, 8-0.

Bloom, R. W. (00). On media violence Whose facts? Whose misinformation?

American Psychologist, 57, 448-450.

Encarta Enciclopedia online, 000.

Bushman, B. J., & Anderson, C. A. (001). Media violence and the American public.

American Psychologist, 56, 477-48.

Ferguson, C. J., (000). Media violence Miscast causality. American Psychologist, 57,

448-450.

Freedman, J. L. (184). Effect of television violence on aggressiveness. Psychological

Buletin, 6, 7-46.

Huesmann, R. L., Moise-Titus, J., Podolski, C., & Eron, L. D. (00). Longitudinal

relations between children's exposure to TV violence and their aggressive and

violent behavior in young adulthood 177-1. Developmental Psycholody, ,

01-1.

Kestenbaum, G. I., & Weinstein, L. (185). Personality, psychopathology, and

developmental issues in male adolescence video game use. Journal of the

American Academy of Child Pcyhiatry, 4, -7.

Please note that this sample paper on Effect of TV and Video Game Violence on Human Behavior is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Effect of TV and Video Game Violence on Human Behavior, we are here to assist you. Your persuasive essay on Effect of TV and Video Game Violence on Human Behavior will be written from scratch, so you do not have to worry about its originality.

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