The Theme of Freedom in Kafkas Metamorphosis Essay -- Kafka Metamorph

The Theme of Freedom in Kafka's Metamorphosis One of Franz Kafka's most notable and frequently scrutinized works is the short, Amazing, or The Metamorphosis. The Metamorphosis is generally uncommon in that the principal sentence is the peak; the remainder of the story is for the most part falling activity (Greenburg 273). The peruser discovers that Gregor Samsa, the story's primary character, has been transformed into a gigantic bug. In spite of this reality, Gregor keeps on acting and think like any ordinary human would, which makes the start of the story both unfortunate and entertaining simultaneously. Be that as it may, one can't resist the opportunity to ask why Gregor has experienced this terrible change, and what reason it might serve in the story. Upon assessment, it appears that Gregor's transformation speaks to the two his opportunity from keeping up his whole budgetary steadiness and his family's opportunity from their reliance upon Gregor. Well before the story happens, Gregor Samsa's dad had a business disappointment that left him somewhere down in the red. His child, Gregor, fills in as a business explorer for the organization to whom he owes cash; in actuality, Gregor is gradually working off his dad's obligation. Gregor isn't content with his activity, which Greenburg calls corrupting and soul-crushing, yet accepts that his family's presence relies on him giving up himself by working at this futile... work, thus he proceeds (274). Heinz Politzer goes far enough to state that Gregor is a captive to his chief (276), which would suggest that there will never be a way out for Gregor-at any rate, no customary getaway. Be that as it may, Gregor escapes from his life of obligated servancy-by turning into a goliath bug. Walter H. Sokel clarifies the impact of the transformation on his occupat... ...om House, 1963 Greenberg, Martin . The Terror of Art: Kafka and Modern Literature. New York: Basic Books, 1968. Kafka, Franz. The Metamorphosis and Other Stories. first ed. Deciphered by Stanley Appelbaum. New York: Dover Publications, 1996. Repel, Idris, 'The Talk of Guilty Men' (1981), in: Parry, Speak Silence. Articles, Manchester 1988. Politzer, Heinz, Franz Kafka: Parable and Paradox, Ithaca N.Y. 1962 Sokel, Walter H. The Writer in Extremis, Expressionism in Twentieth-Century German Literature. first ed. California: Stanford University Press, 1969. Works Consulted Pawel, Ernst. A Nightmare of Reason: A Life of Franz Kafka. second ed. New York: Farrar, Straus, and Giroux, 1984. Suchoff, David. Basic Theory and the Novel: Mass Society and Cultural Criticism in Dickens, Melville and Kafka. fifth ed. Wisconsin: University of Wisconsin Press, 1994.

Free Essays on George Bush

Forty-third leader of the United States; previous legislative head of Texas (1994-2000). Brought into the world July 6, 1946, in New Haven, Connecticut. Bramble frequently alluded to as just W.- is the oldest child of previous President George Herbert Walker Bush and Barbara Pierce Bush. He experienced childhood in Midland, Texas, where his dad worked in the oil business. His kin incorporate Jeb (presently legislative leader of Florida), Neil, Marvin, and Dorothy. Another more youthful sister, Robin, kicked the bucket unfortunately of leukemia in 1953, at three years old. Like his dad, Bush went to the renowned Philips Andover Academy in Massachusetts before registering at Yale University. He moved on from Yale with a bachelor’s certificate in 1968, at that point came back to Texas and joined the Texas Air National Guard, where he figured out how to fly warrior planes. He inevitably turned into a lieutenant, however was never approached to battle in Vietnam. The mid 1970s denoted a particularly unfocused period in Bush’s life, as he moved back to East Texas and worked irregularly as an administration learner at a farming firm and on U.S. Senate battles in Florida and Alabama. (Because of inquiries from columnists about conceivable medication use and overwhelming drinking during his single guy days in Midland, Bush has called the mid 1970s his â€Å"nomadic† period and has to some degree equivocally expressed that he would pass an individual verification returning similar to 1974.) In 1972, Bush entered Harvard Business School, acquiring his M.B.A. in 1975. As yet following in the strides of his dad, Bush chose to attempt his turn in the oil business. He came back to Midland and shaped an autonomous oil and gas investigation organization that he called Arbusto (the Spanish word for â€Å"bush†). He wedded Laura Welch, a previous instructor and bookkeeper, in 1977. In 1981, she brought forth their twin little girls, Barbara and Jenna. Amidst his undertakings, Bush joined the 1978 race for the U.S. Place of Representatives. After an intense triumph in the primari... Free Essays on George Bush Free Essays on George Bush Forty-third leader of the United States; previous legislative head of Texas (1994-2000). Brought into the world July 6, 1946, in New Haven, Connecticut. Shrub regularly alluded to as basically W.- is the oldest child of previous President George Herbert Walker Bush and Barbara Pierce Bush. He experienced childhood in Midland, Texas, where his dad worked in the oil business. His kin incorporate Jeb (presently legislative leader of Florida), Neil, Marvin, and Dorothy. Another more youthful sister, Robin, kicked the bucket heartbreakingly of leukemia in 1953, at three years old. Like his dad, Bush went to the renowned Philips Andover Academy in Massachusetts before registering at Yale University. He moved on from Yale with a bachelor’s certificate in 1968, at that point came back to Texas and joined the Texas Air National Guard, where he figured out how to fly contender planes. He in the end turned into a lieutenant, yet was never approached to battle in Vietnam. The mid 1970s denoted an unmistakably unfocused period in Bush’s life, as he moved back to East Texas and worked irregularly as an administration learner at an agrarian firm and on U.S. Senate crusades in Florida and Alabama. (In light of inquiries from journalists about conceivable medication use and overwhelming drinking during his lone wolf days in Midland, Bush has called the mid 1970s his â€Å"nomadic† period and has to some degree hesitantly expressed that he would pass a personal investigation returning similar to 1974.) In 1972, Bush entered Harvard Business School, gaining his M.B.A. in 1975. As yet following in the strides of his dad, Bush chose to attempt his turn in the oil business. He came back to Midland and shaped a free oil and gas investigation organization that he called Arbusto (the Spanish word for â€Å"bush†). He wedded Laura Welch, a previous instructor and custodian, in 1977. In 1981, she brought forth their twin little girls, Barbara and Jenna. Amidst his undertakings, Bush joined the 1978 race for the U.S. Place of Representatives. After an extreme triumph in the primari...

Mississippi School District Removes TO KILL A MOCKINGBIRD From Reading List Critical Linking, October 17

Mississippi School District Removes TO KILL A MOCKINGBIRD From Reading List Critical Linking, October 17 Sponsored by The Bloodprint by Ausma Zehanat Khan, published by Harper Voyager. The Biloxi school district in Mississippi has decided to remove  To Kill a Mockingbird  from its  junior-high reading list. The reason? Some of the book’s language “makes people uncomfortable,” the vice president of the school board, Kenny Holloway, said. “There were complaints about it,” he added, “and we can teach the same lesson with other books.” The administrator insisted kids could still go to the library to read the book “but theyre going to use another book in the 8th grade course.” Another school district removes the classic from its reading list for use of the n-word. Homeless people spending time in and around public libraries are nothing unusual in metropolitan areas. It has been written about  before,  widely. But at this central library in St. Louis, the city system’s crown jewel, a conundrum that exists all over the country was heightened to a rare degree. A library is supposed to be a place for all people. But how does the library keep its doors open to all? Great look at homelessness and the public library. Issa Rae (@issarae) is the ultimate #GirlBoss, writing her own YouTube show, memoir, and television show based around her misadventures as an awkward black girl. While writing and starring in her HBO show,  Insecure,  may take up a lot of her time, she still manages to keep up with her reading. Here’s a look inside the literary life of Issa Rae. A round-up of books Issa Rae has recommended on Instagram. Sign up to Today In Books to receive  daily news and miscellany from the world of books. Thank you for signing up! Keep an eye on your inbox.

During The 19Th Century, Feminism Had A Significant Effect

During the 19th century, Feminism had a significant effect on the women’s role in society and in everyday life. Women got sick of living the homemaker lifestyle, and were getting bored with their typical daily duties, such as cleaning the home and caring for the family full-time. They were also tired of their voices not being relevant regarding community affairs. In result, the decision was made it was time to make a change. It is a well-known fact that men were granted with rights; which mean that women had little to none. Women, exhausted from being viewed as property, wanted equal rights as men, and the same opportunities that men received. Motivated for the rights they believed in, the beginning of the Feminist Movement, also known as†¦show more content†¦The first wave of feminism in the United States related to other reform movements, such as abolition and temperance, and gave voice to many now-famous activists, including Elizabeth Stanton herself, and Sojourner Truth (Rampton). The first-wave was said to have ended when the Nineteenth Amendment to the U.S. Constitution was passed, granting women the right to vote (Conger). This major victory of the movement also included reforms in education, in the workplace and professions, and in healthcare (Conger). Stanton’s mention, â€Å"The demand we to-day make, is not the idiosyncrasy of a few discontented minds, but a universal movement† is a key notion to the future of feminism (Stanton). The first-wave of feminism was the start to the movement, however, without the second-wave, where feminism would be in current times would be questionable, for each wave is connected and dependent on the other’s history. The second wave of feminism, known as the Women’s Liberation Movement, began in the 1960s and continued into the 90’s (Rampton). The second wave was a strong, political and social movement that helped to improve the lives of women. This wave prolonged in the perspective of the anti-war and civil rights movements and the growing self-consciousness of a variety of minority groups around the world (Rampton). Like the anti-slavery movement of the nineteenth century, the modern civil rightsShow MoreRelatedFeminism Throughout History1698 Words   |  7 PagesFeminism Throughout history, women around the globe have been struggling to gain rights that are equal to men in the society. Women have been struggling to obtain respect, equality, and the same rights men have in the society. However, this has been difficult to them because of patriarchy, an ideology whereby, men are always considered to be superior to women, and have the right to control women. This thought has spread widely among the social structures of the society around the globe and thisRead MoreFeminism : Women And Women1316 Words   |  6 Pagesâ€Å"I need feminism because my mother prays that I marry a successful man more than she prays that I become successful† (Unknown). According to Merriam-Webster’s dictionary, feminism is the belief that women and men should have equal rights and opportunities. The feminist revolution has come a long way, yet women are still being viewed as beneath men. Unfortunately, we are still living in a male dominated society. The work th at is done by a man is still being seen as more significant and worthwhileRead MoreA Vindication Of The Rights Of Women1350 Words   |  6 Pagesbarriers broken within London, but they became very influential to the future of the liberation movement for women. Interestingly enough, they are believed to be one of the erectors of modern day feminism. Mary Wollstonecraft was an ebullient advocate for women’s rights during the Enlightenment. During this time period, Wollstonecraft taught a new philosophy regarding women and the importance of education. The Enlightenment was a time for reasoning and rational thinking regarding subjects such asRead More Feminist Approaches to Social Work1641 Words   |  7 PagesIt will first look at the different types of feminism that are present in society. It will then trace and highlight the emergence of feminism in society. This essay will then delve deeper into the different types of approaches that were taken on by feminists within the f ield of social work. It will discuss what effect these approaches had on society especially women. According to Hooks (2000) as cited in Considine and Dukelow (2009:141) â€Å"Feminism is a movement to end sexism, sexist exploitationRead More`` Like A Girl `` Is Not An Insult1481 Words   |  6 PagesDuring the 2015 Super Bowl, Always, Proctor and Gamble’s line of feminine hygiene products, aired a simple but powerful and sobering one-minute advertisement. This ad aimed to provoke intellectual thought and conversation surrounding negative gender stereotypes by taking the idiomatic phrase, â€Å"like a girl,† and re-appropriating it to show viewers that doing or performing something â€Å"like a girl† is not an insult. The argument made was that â€Å"like a girl† is not a derogatory phrase, and should not beRead MoreNegative Impacts Of Nationalism1408 Words   |  6 PagesThe Nationalist movement began during French Revolution when country men rallied together to go to war against Communism. Nationalism was invented in Europe by intellectuals who wer e inspired by Napoleons conquest. This ideology to changed people’s perspective about what their country meant to them. Unified States such as Italy, Germany were created during a great migration that formed unified states. Instead of the smaller societies people once lived in became a nation of individuals in certainRead MoreWomen s Rights By Doris Humphrey And Ruth St. Denis1660 Words   |  7 Pageswomen’s rights. Using dance, they significantly contributed to the Feminist movement in which they embraced self-expression and creativity so that women could be acknowledged in the dance field and in the society as a whole. During the late nineteenth and early twentieth century, they found for women’s rights by â€Å"taking dance to a new form, and creating dances to speak directly and intimately to the viewer† (Au 89). Loie Fuller, Doris Humphrey, and Ruth St. Denis demonstrated the transformation ofRead MoreChanging Roles Of Women During The 1920s1590 Wo rds   |  7 Pages1920s had a big impact on American life all around; however, one of the biggest changes during this time period was in the roles of women. During this time period, women started dressing different, leaving the house, getting jobs, and gaining rights. On top of all of that, they had a bigger role in education, they began taking parts in politics, and divorce became more of a common thing. This may not seem like a big deal to people today, but this was very important at the time. Prior, women had nextRead MoreAre gender differences still prevalent in todays society?1300 Words   |  6 Pagesroles in the 19th century, the Based on the roles that the husband and wife played during that era. Women had no rights and some wanted freedom and a voice. Kate Chopin became that voice. Love and passion, marriage and independence, freedom and restraint - these are themes of her work distinctively realized in story after story. http://www.loyno.edu/~kchopin/new/women/motherhood.html Women in the 19th century, whom are considered adults, married by the age of twenty-one, they had fewer socialRead MoreWomen s Rights Movement During The 20th Century2104 Words   |  9 PagesDuring the 20th century, the women’s rights movement changed the role of women in society for the better, causing a change in the traditional gender roles that culture dictated before the turn of the century. Women won the right to vote in 1919, which was a major turning point in the respect of women as equal members of society as compared to men. In addition to this newfound right, women also took steps to become part of the work force rather than stay home and raise the children like traditional

CAN WE AFFORD LONGEVITY Example

Essays on CAN WE AFFORD LONGEVITY Essay LONGEVITY Humans have a right to live as long as they can because everybody has a purpose for living and arole to play in their lives. Therefore, humans should be provided for with social security and this is the reason Governments should modernize the taxation system so that they are able to collect money for future use. For example, the retirement money that is set aside then delivered to the households when required. In addition, humans should be provided with improved health care as well as extended education. There is no right to die at an individual’s own terms because all persons were created for a reason and no one has a right to dictate when to die as no one dictates when to be born. Individuals need to undergo a self –realization process where they find out why they live in this world. People should use their time well to improve their living standards as well as accomplish their goals. As self-realization requires good health and extensive exercise, people sh ould begin eating healthy foods and doing exercises to keep their bodies fit. Individuals should enroll in schools to better their education and increase their knowledge. In addition, governments and private sectors should come up with policies that enhance development of institutions that offer adult education so that people can use their leisure time to understand better the world and themselves. There should never be a social responsibility to die. This is because it is wrong and I believe there is no society that advocates for death. Death is cruel and no one is happy when their family member or loved one dies. Moreover, I would never plan for my death even if the costs of living increased drastically. This is because I believe in myself and have personal values that guide me when faced with problems. Instead, I would work extra hard to ensure I meet the living standards as well as my goals in life. The pros of human longevity include the enhancement of health to ensure a high performing life span as well as have people live longer. In addition, there increased amounts of leisure time. On the other hand, the cons of human longevity include the need and competition of the scarce resources that make people fight. Moreover, there is the risk of having medical conditions, which might turn to be stressful and expensive to cure. Additionally, there is unequal distribution of resources among members of the community. My Christian faith does not allow me to commit murder and advocates for people to be hardworking. Consequently, the same faith has taught me to help the poor and by this, it is essential to distribute resources equally among members in a community. Individuals can pay for human longevity by working hard and ensure that they invest for their future. It is important to plan on retirement so that when the time comes for retiring one is independent. Finally, people need to share spiritual resources among men and women as well as the rich and the poor. Works Cited Fogel, Robert William. Long Life in the Modern World: Changes in the Process of Ageing. Egham: Royal Holloway, U of London, 2000. Print.

Women’s Prisons / Correctional Facilities Free Essays

History regarding the matters of incarcerated women has dictated that there is such inequality with regards to sexual preferences in the criminal justice system. Even prior to 1870, the society has enacted upon an unforgiving outlook regarding nonconforming women. Crowded in unsanitary, small and terribly ventilated rooms in men’s institutions, incarcerated women were horribly abused by male guards and by the whole system of the place itself. We will write a custom essay sample on Women’s Prisons / Correctional Facilities or any similar topic only for you Order Now Through the years, the call for improving this system has been heard and acted upon by the government. Today, almost every state in the country has erected their own penal institutions for women which are also administered upon by staffs and officials in which the majority are women. However, even if improvements regarding these implementations have been accomplished by the government, there is still a clamor regarding indifferences with men’s and women’s equality in correctional facilities. LESS CONCERN FOR WOMEN’S PRISON/CORRECTIONAL FACILITIES Due to the dominance of men with regards to the number of incarcerated population than women, more studies are provided for men than for women. Due to this, there have been many unrecognized concerns regarding women and their system of incarceration. Back in 1993, there was a conference that tackled this matter regarding incarceration of women and they found out many conclusions that resulted from a detailed look at the matter. â€Å"Officials of the National Association of Women Judges, which gathered here last weekend for its 15th annual conference, cite a number of court-ordered studies that taken together portray a kind of built-in bias against female convicts in criminal- justice and corrections systems around the country. (Hinds, 1993). They found out results that the number of female population has tripled in number over the past decade that there is a need for more focus regarding the number of jails and prisons and also improving the system as well. They also found out that states have lesser number of alternative prisons for female offenders who are nonviolent, compared to male nonviolent offenders. Findings were also tracked regarding the matter that women tend to have a longer serving time than women due to the fact that they are placed in less crowded facilities than men. Another point that drew concern was that most states only have so few prisons that most women are moved far away from their homes making it harder for their families to visit. Another matter is that prisons for women provide lesser job-training programs. Vocational training is also very limited leaving female inmates to choose between few options such as clerical work or homemaking. Adding up to these, studies also showed that women are not adequately taken cared of health-wise. There are only few states that offer obstetrics and gynecology. Hinds, 1993). CONCLUSION Inequity towards incarcerated women can be pinpointed out one by one with the help of critical analysis and comprehensive study. But with lack of interest regarding this subject matter, the concern for a study of women and their incarceration system has become bleak and overshadowed by the huge concern for men. Though both genders commit criminal offenses whether minor or major, there must still be equal considerations or specific characterization with regards to the system. There can be many examples of this dark side of the criminal justice system, for instance, many structures for incarcerated people are all planned and based on the men’s point of view. The health care system, the pregnancy considerations, the design of the structure relating to women, and other female concerns are less addressed. There is a need for further studies of this matter to achieve equal considerations. How to cite Women’s Prisons / Correctional Facilities, Papers

The Epitome Of Evil Essay Research Paper free essay sample

The Epitome Of Evil Essay, Research Paper The Epitome of Evil. The Anglo-Saxon heroic poem Beowulf is the most of import work of Old English literature, and is good deserved of the differentiation. The heroic poem tells the narrative of a hero, a Geat prince named Beowulf, who rids the Danes of the monster Grendel, a descendent of Cain. The narrator uses many elements to construct a certain sort of deepness in the characters, specifically Grendel. The narrator uses specific transitions in the verse form to aid model the readers? feelings about Grendel, show the reader what accounts for the monster? s evil nature and besides represents Grendel as? immorality. ? The narrator starts off by explicating who Grendel is in the first subdivision on page 21, lines 19-23. ? Grendel, who haunted the Moors, the wild fens, and made his place in a snake pit non hell but earth. He was spawned in that sludge, conceived by a brace of those monsters born of Cain, homicidal animals banished by God, punished everlastingly for the offense of Abel? s death. We will write a custom essay sample on The Epitome Of Evil Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ? This first word picture of Grendel already gives the reader a sense of corruptness and immortality. The scriptural character, Cain is ever related to evil because he murdered his ain brother. Therefore the association of Cain with Grendel gives us a intimation that Grendel is evil. Besides, there is a motive that shows the difference between world? s ways, considered good, and evil? s wild natures ways, considered evil. Grendel for one, is wholly wild and is hence shown as immorality. Portraying his place on page 21, lines 17- 19, Grendel is illustrated as a barbaric character that lives in the Moors in darkness. The darkness besides symbolizes enigma which besides relates to evil. On the other manus, Beowulf is tamed and civilized, the prototype of goodness and pureness. As shown in his first conflict with Grendel, Beowulf does non fight immorality in a wild mode. First off, Beowulf is pure and shows this before his conflict when he removes his armour and vows non to utilize a arm to get the better of Grendel. On page 25, lines 170-175, Beowulf explains? Might think less of me if I let my blade travel where my pess are afraid to, if I hid behind some wide linen shield. My custodies entirely shall contend for me, battle for life agains t the monster. God must make up ones mind who will be given to decease? s cold grip. ? Get the better ofing Grendel, Beowulf shows that adult male, without armour and arms, can get the better of evil in any signifier including that of his enemy Grendel. In connexion with Grendel being referred to as? immorality, ? the narrator gives much idol to account for Grendel? s nature. First off, Grendel is a descendent of the immorality Cain ; which represents that merely evil is born from immorality. Besides in comparing to Beowulf who is perceived as a hero, non merely because he killed Grendel, but besides because of his hero # 8211 ; like qualities. Some of the qualities are that he has compassion for Hrothgar, who does non fight in conflicts and he swims following to Brecca ; his childhood friend at sea even though they challenged one another, as page 28 lines 274-276 denotes. Most apparent, Beowulf lickings Grendel and receives wealth from his comrades and from the Danes? . More significantly he earns award which raises him to the degree of an ideal hero. Grendel on the other manus, has no award and is ill-famed as an evil slayer. Besides the scriptural mentions on page 21, lines 21-22, province that Grendel was virtually banished by God. The scriptural mentions come into drama, giving the reader an thought of the extent of Grendel? s pure immorality and gives a logical account for Grendel? s homicidal behaviour. This illustration, non merely shows the immorality in Grendel? s nature, but besides the anguish in his bosom caused by his ostracism from God. It serves to give the reader an thought of why Grendel would kill the Danes for no ground other than their felicity. Since all immoralities hatreds all felicity. Furthermore with the scriptural motive, Grendel can merely stand for one thing ; immorality. As everyone knows, each narrative must hold original of goodness and an original of immorality. In Beowulf, Beowulf represents the good and Grendel represents the immorality. Therefore, sing that this heroic poem verse form was passed down orally by the Anglo-saxons, many of the scriptural mentions are due to their civilization and beliefs. These Christian type subjects are what give the character? s character definition and deepness. And that is what makes Beowulf an heroic poem verse form. The character, Grendel can merely be considered as the idol

The Pantheon Essays - Domes, Pantheon, Rome, Free Essays

The Pantheon Essays - Domes, Pantheon, Rome, Free Essays The Pantheon Introduction I chose to report on the pantheon because Ive seen pictures and I am also very fascinated by all the Roman monuments. I looked all around the internet and libraries. The Pantheon was very hard to find information about. It was very challenging but I found enough information to complete this report. This famous building stands in the business district of Romemuch as it was built some 18 centuries ago. Amazingly, it has withstood the ravages of both the elements and war permitting a firsthand view of a unique product constructed by Roman hands. Now, it is exposed to acid rain and fumes from passing automobiles and overshadowed by buildings of inferior taste; but, with trust in the future, the Pantheon will survive. Unrecognized, the design of this ancient concrete building reveals unparalleled features not encountered in modern design standards. Recent studies reveal several major cracks in the dome, but it still functions unimpaired. This condition will surely excite the curiosity of our structural engineers. The building was built entirely without steel reinforcing rods to resist tensile cracking, so necessary in concrete members, and for this concrete dome with a long span to last centuries is incredible. Today, no engineer would dare build this structure without steel rods! Modern codes of engineering practice would not permit such mischief. No investor with knowledge of concrete design would provide the funding. Additional constraints when attempting to build a structure as large as the Pantheon will be discussed later, but briefly they include the use of inadequate hand tools and unsafe lifting devices. I believe we can learn from this activity. Workers can build from a plan and can successfully use their proven practices only if construction quality controls are maintained. History tells us that the Pantheon is a Greek word meaning to honor all Gods (particularly the Olympian divinities). It is ironic that our building has existed throughout many wars while being dedicated to all Gods; one can readily perceive this to be a temple for our one God. And, the Church has claimed this holy structure as a resting place for its most famous Popes, so we continue to honor its magnificent divinity. The first incarnation of this ancient temple was built by Agrippa, the son-in-law of the Roman Emperor Augustus, about 27 B.C. Today, above the entrance carved in stone are the words M. AGRIPPA L. F. COS. TERTIUM FECIT which is translated, Marcus Agrippa, son of Lucius, in his third consulate, made it. Indeed, it is worth mentioning that Agrippa's engineering talents were used in building the famous Pont de Gard aqueduct in France. As with many cities, tragedy in the form of large fires such as those of 60, 64, 79, 100 and 110 A.D. seemed to strike Rome. Originally, many Roman buildings contained travertine (limestone rock) which easily cracked in fires. The first Pantheon was severely damaged and required replacement except for some parts of the lower porch section and foundation. The Pantheon was rebuilt by the Emperor Hadrian during the period 118 to 128 A.D. (a time given by Ward-Perkins).2 But the Ward-Perkins's period is disputed by, Lugli who said the building was started sometime after 123 A.D. and was finished by Emperor Pius about 140 A.D.3 However, most of the bricks were made and placed in the Pantheon in 123 A.D., a date that the maker stamped on his bricks. This was discovered in 1892 by the French archaeologist, George Chedanne. It appears the construction of the rotunda walls took a period of 4 to 5 years, and the dome required a like period because of its height and the meager tools the Romans used. This long construction period was fortunate as it gave this pozzolan concrete ample time to cure and gain strength. Was the second temple like the first? Yes, the fundamental principle of the old Roman religion required that the temples be rebuilt without changes in original form. Tradition required that the main entrance face north, and thus the whole building was oriented on the north-south axis of the building. A description of its structural features is separated into the configuration, foundation ring, circular walls, and dome to more clearly define various components. How these pieces are unique in view of today's design requirements will be discussed shortly. Body The Pantheon is one of the great spiritual

Bad Sources for Your Research Project

Bad Sources for Your Research Project In conducting research for homework or an academic paper, you are basically conducting a search for facts: little tidbits of truth that you will assemble and arrange in an organized fashion to make an original point or claim. Your responsibility as a researcher is to understand the difference between fact and fiction, as well as the difference between fact and opinion. When beginning your next assignment that requires sources, consider the credibility of those sources before including them in your final project. Here are some common sources to avoid; each of these may include opinions and works of fiction disguised as facts. Blogs As you know, anyone can publish a blog on the Internet. The problem with using a blog as a research source is there no way to know the credentials of many bloggers or to get an understanding of the writer’s level of expertise. People often create blogs to give themselves a forum to express their views and opinions. And many of these people consult less than reliable sources to form their beliefs. You could use a blog for a quote, but never use a blog as a serious source of facts for a research paper. Personal Web Sites A personal web page is much like a blog when it comes to being an unreliable research source. Web pages are created by the public, so you have to be careful when choosing them as sources. Its sometimes difficult to determine which websites are created by experts and professionals on a given topic. If you think about it, using information from a personal web page is much like stopping a perfect stranger on the street and collecting information from him or her. Wiki Sites Wiki websites can be informative, but they can also be untrustworthy. Wiki sites allow groups of people to add and edit the information contained on the pages. So its easy to see how a wiki source might contain unreliable information. The question that often arises when it comes to homework and research is whether it’s okay to use Wikipedia as a source of information. Wikipedia is a fantastic site with a wealth of great information, and it is the possible exception to the rule. Your teacher can tell you for certain if you can use Wikipedia as a source. At a minimum, Wikipedia offers a reliable overview of a topic to give you a strong foundation to start with. It also provides a list of resources where you can continue your own research. Movies Teachers, librarians, and college professors will tell you that students often believe things they’ve seen in movies. Whatever you do, don’t use a movie as a research source. Movies about historical events can contain kernels of truth, but unless its a documentary, movies are not for educational purposes. Historical Novels Students often believe that historical novels are trustworthy sources because they indicate that they are â€Å"based on facts.† There is a significant difference between a factual work and a work that is based on facts. A novel that is based on a single fact can still contain ninety-nine percent fiction. Therefore, its not advisable to use a historical novel as a historical resource. ï » ¿

Voting Behaviour in the United Kingdom Essay Example | Topics and Well Written Essays - 1500 words

Voting Behaviour in the United Kingdom - Essay Example Furthermore, some of these factors play more important role than the other ones, and different voting campaigns show different tendencies. This paper will argue that such factors as age, gender, income, ethnicity and some others can influence voting behaviour in the United Kingdom, and that it is very important for sociologists, politicians and PR specialists to take into account the combination of these factors. 2. The most significant factors of voting behaviour in the United Kingdom are social class, geography, age and background, public opinion and media. Social class of voters is concerned as the most important factor: "When voting analysis began in 1945 it became clear that social class was the most important factor in the way people traditionally voted. People tended to vote according to their natural class" (Voting Behaviour). It is evident that upper and middle classes tend to vote Conservative, while upper and lower working class votes for Labour, but actually this tendency has changed - it is connected to the media activity and the politics of Conservative party which tries to attract the population of lower income, while the Labour party politics moves to the right.1 This tendency can also be explained by the changing of the population structure in the last half of the 20th century: "Since the 1970s, the number of manual workers has fallen from nearly 50% of the population to jus t 33%. This is because of the changes in employment patterns, educational opportunities and the rising standard of living" (Voting Behaviour). But in spite of that the factor of social class is still rather strong in British voting behavior. In addition to that, the household also plays very important role in voting pattern in the United Kingdom. People who live together traditionally vote for the same party, and this factor should also be taken into account: "Since we expect members of households to vote together, this means that the number of households in which all members vote for the same party should be greater than expected, whereas the number in which different members vote for different parties (or abstain) should be less than expected" (Johnston et al., 2003). Geographical location of voters also affects voting behaviour in the United Kingdom. The north of the UK, as well as Wales, tends to vote for Labour, while the southern part of the country usually votes for Conservative: "In 2001, the southern part of England voted 56.3% for the Conservative Party whilst the north of England, Scotland and Wales voted 82.4% in favour of the Labour Party" (Voting Behaviour). This tendency is connected to the historical and industrial development of different regions in Great Britain: the north and Wales are industrial regions where trade unions activity is traditionally high, and the population mostly votes for Labour. The factor of age also plays role in political preferences in Great Britain. Often people under 35 vote for Labour while older people vote for Conservative. This tendency can be explained by the Labour party politics directing younger population: "Those under 35 tend to vote Labour and the Conservative

Alfred Stieglitz and His the Steerage Essay Example | Topics and Well Written Essays - 1000 words

Alfred Stieglitz and His the Steerage - Essay Example he snapshots a rich color and picturesqueness, although Stieglitz said: â€Å"I do not object to retouching, dodging or accentuation as long as they do not interfere with the natural qualities of photographic technique† (cited in Whelan, 1995). This photo evolutional trend had been called â€Å"the pictorializm†. Snapshots, so much adored by the follower of this stream, were made by the hand camera or the fixed device, but in the only unrepeatable moment, and, as a result of a painstaking artistic work they were becoming the unique photo pictures, the art masterpieces. But this passion didn’t last for a long time and later it became inexplicable, why the goals posed by the pictorializm can be satisfied only by the photo technology. Alfred Stieglitz, who for nearly 15 years was organizing the exhibitions of young budding photographers and artists, at first, in the 1900-s was affected an active combination of photography and art, and later, after ten years, his gal lery began to pay more attention on the pictorial art itself. New times had come, and pictorializm as a trend became the production of sentimental pictures. So Alfred Stieglitz deeply changes his manner of taking photos. In the 1890-s he was walking the streets with his â€Å"detective† camera and making the reportage photos, not retouching or amplifying them at all. In the later years he talked about the researches of the unknown and said he was looking for the subjects for his works in the sixty yards of his house door. In those days such considerations were innovatory, that was the time of sentimental, genre, compositional and â€Å"highart† photos , criticized by Emerson, the author of the â€Å"Naturalistic photography†, but still popular in the New-York photo clubs, and these wire-drawn images were hanged... The essay "Alfred Stieglitz and his the Steerage" gives detailed information about a famous photographer and explores the story of his greatest photographs of all time. He was the first who acquainted famous by its conservative views American society with the works of such genius of that time as Picasso, Braque, Rodin, Brancusi, Matisse, Dyushan, Cezanne, Americans Max Lieberman and James McNeill. Artists and litterateurs concentrated their attention on the searches of new methods for the description of reality, and, thereby. In the first decades of 20-th century the modernism appeared as the complex of artistic trends (futurism, expressionism, cubism, constructivism, surrealism, abstract art etc.), which were advancing till the Second World War. Alfred Stieglitz is a foremen of piktorializm, the editor of an association of amateur photography enthusiasts. But when within the group the division had started, and members of the Camera Club began to oppose his restrictive editorial poli cies, Stieglitz and several of his friends-photographers ruptured with the Club and established the Photo-Secession group†. Photo portraits Made by Stieglitz were lucid and profound, capitally showing their dispositions. In the 1925 all his works were demonstrated in the gallery of Mitchell Kennerly. But the most famous his work is The Steerage. It was captured in 1907 on the lower deck of one of the largest ships in the world at that time because the snapshot had chased the lower class passenger’s area, known on most ships as the steerage.

Play Preferences of Developing Children

Play Preferences of Developing Children This cross-sectional survey research investigated play preferences of children with and without developmental delays who were between 3 and 7 years old. Parents completed questionnaires regarding their childs play activity and context preferences. Valid results were obtained for 166 children, 83 of whom had developmental delays. Preference ratings were compared by gender, age, and delay status. Play preference did not differ by gender. Rough-and-tumble play and computer/video game play increased with age, whereas object exploration decreased. Children with developmental delays had higher preferences for rough-and-tumble play and object exploration and lower preferences for drawing and coloring, construction, and doll and action figurine play than typically developing children. This comparison of childrens play preferences across ages, gender, and developmental status enhances our understanding of how these variables influence childrens play. ABSTRACT This cross-sectional survey research investigated play preferences of children with and without developmental delays who were between 3 and 7 years old. Parents completed questionnaires regarding their childs play activity and context preferences. Valid results were obtained for 166 children, 83 of whom had developmental delays. Preference ratings were compared by gender, age, and delay status. Play preference did not differ by gender. Rough-and-tumble play and computer/video game play increased with age, whereas object exploration decreased. Children with developmental delays had higher preferences for rough-and-tumble play and object exploration and lower preferences for drawing and coloring, construction, and doll and action figurine play than typically developing children. This comparison of childrens play preferences across ages, gender, and developmental status enhances our understanding of how these variables influence childrens play. Play is a primary childhood occupation and as such deserves the utmost attention from the occupational therapy profession. In the past, many authors have written about play as a means to measure other skills (Bundy, 1993) or as a reflection of child development (Sparling, Walker, Singdahlsen, 1984). Play has been observed, categorized, labeled, and studied by researchers in many fields (Cole la Voie, 1985; Fein, 1981; Gesell, 1940; Parten, 1932; Saunders, Sayer, Goodale, 1999). Previous research has clearly demonstrated that children progress through stages and exhibit differing play preferences over time (Cole la Voie, 1985; Fein, 1981; Lowe, 1975). Recently, occupational therapy scholars have stressed the importance of examining play as an occupation rather than analyzing its component parts (Bundy, 1993; Couch, Deitz, Kanny, 1998, Knox, 1997; Parham Primeau, 1997). Influences on Play Preferences Many variables (e.g., gender, culture, environment, and age) influence a childs play occupations. This descriptive study explores young childrens play preferences and investigates how play choices vary according to the childs age, gender, and typical development versus developmental delay status. Gender Research has repeatedly demonstrated gender differences in the play of typical children (Caldera, Huston, OBrien, 1989; Connor Serbin, 1977; Meyer-Bahlburg, Sandberg, Dolezal, Yager, 1994; Saracho, 1990). In early studies of preferences related to gender, researchers found that girls preferred dolls and house toys and boys preferred blocks and transportation toys (Fein, 1981). Recent research continues to find gender-related differences in many aspects of play beginning at early ages. For example, as early as 1 year of age, children make different toy choices based on their gender (Servin, Bohlin, Berlin, 1999). At 18 months of age, boys preferred to play with trucks and trailers, whereas girls preferred doll-related activities (Lyytinen, Laakso, Poikkeus, Rita, 1999). Gender differences are found in many aspects of play. Boys are more likely to choose physical and block play over dramatic and manipulative play, and girls are the reverse (Saracho, 1990). Although boys are more likely to enjoy vigorous or active play, girls are generally rated as more playful (Saunders et al., 1999) and more likely to enjoy both dyadic interaction (Benenson, 1993) and smaller play groups than boys. Within dramatic or fantasy play, the type of fantasy play performed differs by gender. For example, girls use more verbal pretending and choose different play themes (Wall, Pickert, Gibson, 1989) and demonstrate less aggressive content (von Klitzing, Kelsay, Emde, Robinson, Schmitz, 2000). Girls fantasy themes tend to be complex and abstract. In contrast, boys play is more physically vigorous and they tend to choose simpler fantasy themes, such as playing superheroes (Pellegrini Bjorklund, 2004). Boys and girls also differ in play with computers and video games. Boys generally play video games more frequently and for longer time periods (Kafai, 1998), and they tend to play games in which competition is important. Girls like games with in-depth social interactions and character development; they appear to enjoy participating in a story more than participating in a competitive game (Salonius-Pasternak, 2005). Age A childs age is related to both play skills and play preferences for the type and context of play. Developmental changes in play skill have been found in a variety of studies of childrens play. For example, pretend play first emerges between 1 and 2 years of age and increases in prevalence and frequency throughout the preschool and kindergarten years (Fein, 1981). Play preferences have been shown to begin early in life. Infant toy preferences are noted by mothers as early as 3 months of age, and by 1 year of age almost 90% of infants have a favorite object (Furby Wilke, 1982). Children have also demonstrated changes over time in their preference for specific forms of play, such as physical play. In one study of physical play, the authors found that preference for each of three types of physical play peaks at a different age (Pellegrini Smith, 1998). Rhythmic stereotypes dominate during infancy, exercise play peaks during the preschool years, and rough-and-tumble play is most common during middle childhood. Age also interacts with gender to affect the choices. For example, the preferences of young children for gender-segregated groups begin to change in pre-adolescence (Brown, 1990), as do the gender-specific preferences for indoor and outdoor play (Pellegrini, 1992). Age may be less of a factor in play development in children with disabilities (Sigafoos, Roberts-Pennell, Graves, 1999). Developmental Delay or Disability Multiple studies have demonstrated that children with physical disabilities play differently than children who are developing typically. Children with physical disabilities spend more time in passive activities (Brown Gordon, 1987) and may demonstrate less active involvement with objects (Gowen, Johnson-Martin, Goldman, Hussey, 1992). Children with physical disabilities spend more time with adults than with their peers and participate more in passive activities, such as television watching, than in active and varied play experiences (Howard, 1996). In addition, children with physical disabilities, cerebral palsy in particular, may be less playful than their typically developing peers (Okimoto, Bundy, Hanzlik, 2000). Based on previous research, it is unclear whether children with disabilities have different play preferences or merely have an inability to access various forms of play. One study demonstrated that children with mild motor disabilities held preferences similar to children without disabilities (Clifford Bundy, 1989). In a study investigating object play preferences in children with an autistic spectrum disorder, Desha, Ziviani, and Rodger (2003) found that the children (41 to 86 months old) engaged predominantly in functional play and preferred toys with salient sensorimotor properties (toys that produced sound or movement with minimal effort). Other research has suggested that children with autism prefer toys and play situations that are structured and predictable (Ferrara Hill, 1980). Contextual Variables Contextual factors may affect play occupations. Researchers have demonstrated that children have fairly stable preferences for play partners, including the gender of play partners (Hay, Payne, Chadwick, 2004; Martin Fabes, 2001), play settings, and play objects (Knox, 1997). Other studies suggest that the physical environment impacts childrens development of play occupations. For example, outdoor play provides children with opportunities for sensory exploration (e.g., in dirt, water, sand, and mud), learning about space, and vigorous physical activity. Indoor play offers opportunities for quiet play, reading, drawing, construction, and computer games (Clements, 2004). Research Questions The literature on childrens play preferences suggests that children have clear preferences that are influenced by gender, age, and developmental status. Examining the current play choices and preferences of children is important to further understand the development of play occupations and what variables influence a childs play choices. This study investigated the play preferences of children with and without developmental delays who were between 3 and 7 years old. The specific research questions that guided our survey research were the following: 1. Do boys and girls differ in their play activity preferences? 2. Do childrens play activity preferences differ by age in early childhood years? 3. Do play activity preferences differ between children with developmental delays who receive therapy services and children with typical development? Methods Sample Convenience sampling was used to recruit parents of children with typical development or with developmental delays (who received occupational, speech, or physical therapy services) who were between 3 and 8 years old to complete a survey describing play preferences. A total of 330 surveys were provided to parents of typically developing children and children with developmental delays in the Northeast and the Midwest regions in the United States. In the Midwest, participants were obtained through a large childcare center and two preschools. All participants in the Northeast were obtained through two large private practice clinics. To obtain a sample of typically developing children in the Northeast, parents of children receiving therapy services in the clinics were asked to complete a survey for a sibling without developmental problems. Instrument The survey was based on Takatas instrument (Takata, 1969) that measures play preferences and the categories were modified to reflect modern play activities. The survey required parents to respond to a list of play activity preferences for one of their children. Studies have demonstrated that mothers can accurately rank play activities (Tamis-LeMonda, Damast, Bornstein, 1994) and parent report has been used previously in research of childrens play preferences (Finegan, Niccols, Zacher, Hood, 1991). The survey listed play activities and contexts and asked parents to rate their childs preference for each activity and context. Parents were also asked to provide information about age, disability status, and gender. The parents were asked about play preferences within a 3-month period because other researchers have suggested that play preferences remain relatively stable within this period of time (Finegan et al., 1991). Parents were not asked questions regarding their nationality, race, ethnicity, social class, or socioeconomic status because these factors have not been demonstrated to be related to play preferences (Meyer-Bahlburg et al., 1994). To pilot test the survey, two peer reviewers commented on the items and then six parents completed the survey and were asked to comment on its format and clarity and the amount of time it took to complete. Minimal revisions were made to improve clarity. The final survey listed 37 play activities in 11 categories of play and 11 contextual variables. The survey used a 4-point Likert scale for scoring, with each play activity rated from highly preferred (4) to not preferred (1), and respondents could also select not applicable. Individual activities were listed under broader categories (e.g., gross motor play, creative play, and pretend play). The second part of the survey asked for the childs preferences for specific play environments, including social context (e.g., friends or family) and physical contexts (e.g., inside or outside). A third section asked for descriptive information about the child (e.g., gender, birth date, diagnosis, if any, and services received). Data Analysis Demographic data and preference ratings were summarized using descriptive statistics. Children were combined into age groups by year by rounding to the nearest year. Although specific diagnoses were identified for the children, the children were grouped into those with and without developmental delays for purposes of analysis. To reduce the data, the individual activities were combined into play categories (e.g., gross motor, rough-and-tumble play, and pretend play). The 33 activities were collapsed into 9 play categories and the 11 contextual variables were collapsed into 4 play contexts. The figure identifies how the items were combined into categories. When computing mean scores, the responses not applicable and not preferred were combined as a score of 1 because both responses indicated that the child did not engage in that play activity. Using each play category and play context, a three-way analysis of variance with gender, age, and disability status as the independent variables was computed. Scheffe post-hoc analyses were used to compare individual age groups. Effect sizes (Cohens d) were calculated for gender and developmental status comparisons. Although a Likert scale produces ordinal data, parametric statistical procedures were selected over non-parametric statistical procedures based on research demonstrating that these statistics result in the same conclusions as non-parametric tests (Glass, Peckham, Sanders, 1972), they are preferable in most cases, and they do not increase the likelihood of a Type I or Type II error (Nanna Sawilowsky, 1998; Rasmussen Dunlap, 1991). Use of parametric statistics allowed us to examine t he interactions among the variables. Results Sample A total of 175 surveys were returned. Only five surveys for 8 year olds were returned; therefore these were omitted from the analysis. Of the 170 remaining, 166 were sufficiently complete to use in the analysis. Demographic data for the sample are presented in Table 1. Gender The three-way analysis of variance identified no significant differences in play activity preferences between boys and girls (effect size ranged from .01 to .26). Table 2 lists the mean scores, analysis of variance results, and effects sizes for the primary play categories. Play preferences were remarkably similar for boys and girls, with equivalent preference for gross motor play, rough-and-tumble play, video and computer games, drawing and coloring, dolls, and pretend play. The interaction for gender and age was significant for doll play preference. Three- to four-year-old boys preferred play with dolls and action figurines more than 3- to 4-year-old girls. In contrast, 5- to 6-year-old boys preferred play with dolls and action figurines less than 5- to 6-year-old girls. Play contexts were also compared by gender. Boys (m = 2.03) and girls (m = 1.95) were equally neutral about playing alone (F [1,156] = .074; p = .786). Both boys (m = 2.63) and girls (m = 2.60) equally preferred to play with friends (F [1, 156] = .031; p = .860) and equally preferred indoor (mean range: 2.73 to 2.80) and outdoor (mean range: 2.75 to 2.86) play. Age Groups Play preferences were compared by age groups. Table 3 shows which play categories were significantly different for age groups between 3 and 7 years old. In this early childhood age span, changes in play preferences were few. Preference for rough-and-tumble play changed significantly from 3 to 7 years old. Rough-and-tumble play was preferred most at 5 years old and was only somewhat preferred at 7 years old. Preference for video and computer games increased significantly in this age range. Video and computer game play was scored between not preferred and neutral at 3 years old and was somewhat preferred by 7 years old. Preference for drawing and coloring and construction increased from 3 to 7 years old, but these differences were not significant. Preference for pretend play differed significantly across the age groups, with low preference scores at the youngest and oldest ages and higher preference scores at 4 and 5 years old. Doll and action figurine play was also highest at 4 years old; however, changes in doll play preference were not significant across age groups. When play contexts were compared across the age groups, children showed no differences in preference for playing alone (range: 1.88 to 2.23; F [4,156] = 1.3; p = .272) or with friends (range: 2.27 to 2.93; F [4,156] = 1.95; p = .105) or for playing indoors (range: 2.35 to 2.86; F [4,153] = .793: p = .531) or outdoors (range: 2.50 to 2.91; F [4,152] = 1.23; p = .300). The least preferred play context across all ages was alone. Children With and Without Developmental Delays Play preferences of children with developmental delays were compared to those of children with typical development. Mean scores, analysis of variance results, and effect sizes are presented in Table 4. Children in the delayed and non-delayed groups equally preferred gross motor play, but rough-and-tumble play was preferred more by children with developmental delays, demonstrating a moderate effect (d = .52). In the quiet play categories, typically developing children preferred drawing and coloring more than children with developmental delays. For drawing and coloring, there was also an interaction with gender: preferences of boys with developmental delays (m = 2.57) were lower than those of boys with typical development (m = 3.42), but girls were equivalent in the two groups (developmental delays m = 3.13; typical development m = 3.19). In children with developmental delays, preference for doll and action figurine play was significantly less and preference for object exploration was slightly greater than for children without developmental delays. Although pretend play did not differ in these groups, the interaction of age and developmental delay status for pretend play preference was significant. In younger children (3 and 4 years old), those who were typically developing preferred pretend play; this preference reversed by 7 years old when preferences of children with developmental delays were significantly higher than typically developing children for pretend play. Play preferences for these two groups of children are rank ordered in Table 5. The five most preferred play forms for children with typical development were gross motor, drawing and coloring, reading and watching television, construction, and rough-and-tumble play. The five most preferred play forms for children with developmental delays were rough-and-tumble play, gross motor, reading and watching television, drawing and coloring, and construction. Preferred play contexts also differed for the two groups. Although both groups were neutral about playing alone, children with developmental delays showed a lower preference for playing with friends (m = 2.29) than children with typical development (m = 2.93) (F [1,156] = 13.11; p Discussion Gender Comparisons A surprising finding was that boys and girls held the same or similar play preferences. For example, we found no differences between boys and girls in doll and action figurine play or pretend play. In contrast, most of the research literature has concluded that boys and girls prefer different types of play. In older studies (Fagot, 1974, 1978; McDowell, 1937), girls and boys preferred different toys (i.e., girls preferred dolls and house toys, whereas boys preferred blocks and transportation toys). During the preschool and early childhood years, boys are more likely to adopt fantasy and aggressive play (e.g., monsters or fighting) and girls are more likely to play house (Fein, 1981). One possible reason for our finding that boys and girls were similar in play preferences is that we broadly defined doll play to include play with action figurines (e.g., Batman, Spiderman, and robots), which are considered boy toys. With dolls defined this broadly, boys and girls did not differ. In the research literature, pretend play is not the only play category where boys and girls differ. In two studies of children between 4 and 12 years old, boys preferred rough-and-tumble play and girls preferred quiet play (Finegan et al., 1991; Saracho, 1990). Saracho (1990) found that boys are more likely to prefer physical and block play over dramatic and manipulative play, and girls were the reverse. In a review of electronic play, Salonius-Pasternak (2005) reported that boys spend more time in video and computer game play than girls. Our study found no differences between boys and girls in preference for gross motor, rough-and-tumble play, or video game activities. Gym sets, trikes and bikes, and playgrounds were preferred play activities for both genders. When genders are compared, preferences of boys and girls were remarkably similar. Boys were slightly, but not significantly, higher than girls in rough-and-tumble play (d = .26), and other areas that differed in previous studies (e.g., preference for video and computer games and drawing and coloring) were equivalent. The equivocal results between our study and those that preceded it may be explained by their different methodologies (e.g., our survey used parent report and listed both boy and girl examples of the play categories). Gender differences may not exist when broad play categories are measured. Age Comparisons When the ages of the children were compared, three categories showed significant differences across age groups. Rough-and-tumble play increased from 3 to 5 years old, and then decreased from 5 to 7 years old. As preference for rough-and-tumble play decreased, preference for video and computer games increased. Other researchers (Salonius-Pasternak, 2005) have documented the increase in computer game play, which begins at 7 years old and peaks in adolescence. As documented in the literature, pretend play increases during the preschool years (3 to 5 years old) and decreases after 6 years old (Fein, 1981), when rule-governed games begin to dominate play (Parham Primeau, 1997). Other categories showed expected trends, but differences among the age groups were not significant. Gross motor play (defined as bike, trike, tag, and gym set activities) did not decrease across the age groups and was consistently a highly preferred activity. Drawing and coloring, construction, watching television, and reading activities remained somewhat preferred throughout the age range. The development of play skills has been well documented by researchers (Rosenblatt, 1977; Takata, 1969); however, most research has focused on the first 2 to 3 years of life, which is when play skills change dramatically. Our study captured ages during which play preference is stable for certain forms of play and evolving for others. Takata (1969) conceptualized 4 to 7 years old as one play epoch. Dramatic role playing, social role playing, and realistic construction characterize this epoch. Play preferences appear to change substantially after 7 years old, which is when children prefer games with rules and social play in the context of organized games. Our findings regarding the effect of age on play preferences, which were significant but not dramatic, may reflect that our age range was essentially one play epoch (Takata, 1969). Differences Between Children With and Without Developmental Delays In our sample, children with developmental delays were primarily children with sensory integration dysfunction, autism, pervasive developmental disorder, attention deficit hyperactivity disorder, or general developmental delays. Children with these diagnoses often have motor planning difficulty, sensory processing problems, and social and communication limitations without frank motor, manipulation, and mobility impairments. The play preferences of children with developmental delays were consistent with the performance limitations associated with these development disorders. Children with developmental delays preferred rough-and-tumble play significantly more than children with typical development. This preference may reflect the sensory needs of children with autism, attention deficit hyperactivity disorder, pervasive developmental disorder, or sensory integration disorder. Rough-and-tumble play, such as wrestling and rough housing, provides children with deep tissue pressure and joint compression, which is the proprioceptive input that helps their systems organize and calm (Baranek, 2002; Blanche Schaaf, 2001). In addition, rough-and-tumble play does not demand fine motor skills or precision performance; it is play in which almost every child can participate and succeed. The other play category in our study preferred significantly more by children with developmental delays was object exploration. Object exploration reflects basic sensory motor play that predominates in children 1 to 3 years old and decreases during the preschool years as more skillful and symbolic play emerges. The higher preference by children with developmental delays probably reflects preference for simpler, lower demand play activities. In other play forms, typically developing children showed higher preference; they preferred drawing and coloring and dolls and action figurines more than children with developmental delays. These play forms require fine motor and manipulative skills, and they require higher levels of cognitive ability, imagination, pretend, and understanding of symbols. In addition, the interaction of pretend play, age, and developmental delay was significant. At younger ages, pretend play was preferred more by children with typical development; this reversed at older ages, when pretend play was preferred more by children with developmental delays. Therefore, the children with developmental delays developed an interest in pretend play at older ages, which is when interest by children with typical development was diminishing. This finding contrasts with that of Sigafoos et al. (1999), who found that children with disabilities did not exhibit play forms beyond sensorimotor and functional play. Our contrasting findings may be explained because the children in our sample were less severely involved. Both groups were neutral (mean range: 1.81 to 2.45) for doll and action figurine play and pretend play. This neutral preference may reflect that the time spent in pretend play is minimal when compared to other play forms. Fein (1981) suggested that preschool children spend between 10% and 17% of their time in pretend play, which reflects only a small portion of boys and girls total play time. Sigafoos et al. (1999) observed that children with developmental delays spent 10% of their time in pretend play. When the types of play are rank ordered by preference, pretend play and doll and action figurine play have the lowest preference scores. Numerous studies have documented differences in play when children with disabilities were compared to children without disabilities. Research demonstrates differences in play skills (Mogford, 1977), object and social play (Sigafoos et al., 1999), and playfulness (Clifford Bundy, 1989; Okimoto et al., 2000). Sigafoos et al. (1999) followed preschool children with developmental disabilities for 3 years and documented that they primarily engaged in exploratory (28%) and functional play (57%) and that these percentages did not change over time. Baranek, Reinhartsen, and Wannamaker (2001) described the play of children with autism as lacking in imitation and imagination, containing fewer play repertoires, exhibiting decreased play organization, and exhibiting limited social play. Their play tends to lack flexibility and creativity (Craig Baron-Cohen, 1999). Functional play seems to dominate in children with autism with minimal evidence of pretend or symbolic play (Libby, Powell, Messer, Jordan, 1998). Differences in children with sensory integration dysfunction have been identified by Parham and Mailloux (2005) and may be more subtle than the differences seen in autism (Desha et al., 2003). The play of children with sensory integration dysfunction is often limited in play scenarios because they avoid certain play experiences that cause sensory feedback discomfort and they have restricted action repertoires due to perceptual difficulties and dyspraxia (Knox, 2005; Parham Mailloux, 2005). Using a sample of preschool age children (4 to 6 years) with sensory integration dysfunction, Clifford and Bundy (1989) did not find significant differences in play materials preferences but did find differences in how the children used toys. Our sample with developmental delays, which included autism, sensory integration dysfunction, and attention deficit hyperactivity disorder, showed trends similar to the literature in that the children preferred simple play forms (i.e., object exploration and rough-and-tumble play) to more complex and skilled play forms (i.e., drawing and coloring and pretend play). When all play preference categories are ranked, the order of preference differed between groups, but the top five preferences were the same. The primary difference between the groups was in rough-and-tumble play (ranked first for children with developmental delays and fifth for children with typical development). Object exploration was the least preferred for children with typical development and dolls were least preferred for children with developmental delays. Consistent with the literature that describes problems in social play in children with developmental delays, children with typical development had significantly higher preferences for playing with friends (d = .57) than children with developmental delays. Playing alone was significantly more preferred in children with developmental delays. Response to these items may reflect the childs preference or may relate to actual play opportunities and experiences. Delays in communication and social interaction may create barriers for children with developmental delays to play with peers (Baranek et al., 2001; Tanta, 2004). Clinical Implications The findings of our study confirm the importance of physical play because, almost universally, the study participants enjoyed, and often preferred, physical play. At the same time, the participants balanced their preference for physical play with more sedentary play forms, such as reading, watching television, drawing and coloring, and construction. The range of preferences may indicate the need for relaxation as one aspect of play (Parham Primeau, 1997). Children seem to have broad and varied play preferences because 6 of the 11 play forms were rated as somewhat to highly preferred. Individual play preferences appear to be best defined by the player and cannot be assumed based on age, gender, or disability status. Of concern is the preference of children with developmental delays t

Homer’s epic poem “The Odyssey” Essay

In Homer’s epic poem, â€Å"The Odyssey,† the protagonist, Odysseus, has spent ten years fighting in the Trojan War. Due to the gods’ anger against Odysseus, he is destined to have a very long and difficult journey home. Odysseus proves to be brave because he overcomes both external and internal conflicts on this long journey home. The external conflicts that Odysseus overcomes show that he is highly courageous. For example, the episode with the Cyclops proves he is clever because he tricked Polyphemus into thinking that his men were sheep. Another example of Odysseus’ braveness was his encounter with the suitors. He was very strong and confident which caused him to fight the hundreds of suitors and win even though it was only he and his son against the other men. These external conflicts prove Odysseus’ strength and cleverness, and show how strong and brave he is. Odysseus also had to deal with internal conflicts that affected him personally. For instance, when Odysseus had to pass Charybdis, he knew he would lose some of his men. This hurt Odysseus because him an his men became close during their journey home, so he had to struggle with the fact that he’d have to leave some people behind. Secondly, when Odysseus finally returned home, he didn’t want to tell his wife, Penelope, and his son, Telemachus, who he was right away. He felt that they would not believe him and he wanted to see if they could figure out who he was on their own. These are examples of conflicts Odysseus dealt with within himself, and prove that he is brave. These facts show that Odysseus is fearless and courageous during his external and internal conflicts. He knows how to deal with his troubles, and is a very strong person. Odysseus had many problems on his long journey home, but he made it through and accomplished his main goal; to return to his family and home in Ithaca.

The Power of Love! Essay - 893 Words

A person in love feels stronger, faster, better overall, Love is the power of telepathy the ability to fully understand someone without having to talk to simply understand or relate. Love is a force field that offers you protection from yourself as well as the outside world even protecting your heart. Force fields can’t be perfect so if someone brakes through and you became injured love has the power to heal. Love can heal your wounds and nurse you back to health it offers you hope, new beginnings and a confidence in yourself granting you the â€Å"I don’t give a crap what you think† attitude. Love is the ultimate superpower so invaluable and equip with telepathy, protection/ force field, healing and the cockiness and confidence of a†¦show more content†¦The best example of this protection is from my aunt and uncle who recently got married over the summer, the two had been dating 5 years prior that my aunt’s works on computers and my uncle is a d ialysis nurse who have three children to take care of including me. For months I had watched my aunt stress over the finances of the wedding don’t to the day before the wedding itself and every time she did I watched my uncle attempt to comfort her anyway he could. I watched him give her his big ole smile and promise her that everything would be okay, offer solutions give her the protection and security she needed. The wedding itself was set outside by a lake and the mosquito were all around enjoying the feast, the aisle covered with purple and silver hydrangea and chairs draped in silver. 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I did not understand that love is the emperor of the kingdom of emotions. Today by listening to the love filled sounds of Rucha and Rudraksha I realized a simple truth. The arena of love is not onlyRe ad MoreThe Power of Cordelias Nothing Love684 Words   |  3 PagesThe Power of Cordelias Nothing Love Cordelia is Lears most loyal and loving child and yet she refuses to put on a display of affection and sentimental love before her fathers court in order to make her father feel admired. The public display, wholly false, of affected feeling by her sisters Regan and Goneril is enough to ensure that Cordelia will keep quiet in word (which, as her sisters show, can be deceptive) and prove her love through action (which she does throughout the play). As farRead MoreThe House Of The Spirits The Power Of Love1119 Words   |  5 PagesLove the Ultimate Weapon In the novel, the House of the Spirits the power of love shows no matter the obstacles, situations or beliefs, love will always prevail. Love is a powerful weapon, it can make someone do anything for their loved ones. There are many relationships in this novel whether it is blood or true love for someone you cannot live without. Throughout the novel the relationships have a struggle of staying alive. Blanca and Pedro had the worst struggle of keeping their love alive. ManyRead MoreThe Power Of Love By Sue Johnson1457 Words   |  6 Pages2009, p.24). All the side effects shown and more have been proven with multiple researches and experiments throughout the years that support the claim; relationships can affect different aspects of a person’s life. In the magazine article, â€Å"The Power of Love† published by Time in 2016 and written by Sue Johnson, she explains that the quality of a relationship can have its health perks, but also it can be a peril in its absence. The disturbing truth is that an epidemic of depression is increasing steadilyRead MoreThe Power Of Love By Huey Louis875 Words   |  4 Pagesme that most of the congregation had laid their hands on me, one by one, to pray that God would change me into a more kind and loving child. Whenever I think back on that particular story, the song â€Å"The Power of Love† sung by Huey Louis, always runs through my mind, and reminds of the power of love my family had for me. During this time, we were living in Detroit, Michigan. As a kid, none of my siblings ever wanted to play with me or include me in any of their games. I was a self-centered, vindictiveRead More Sonnets: The Power of Love Essay1581 Words   |  7 PagesSonnets:   The Power of Love  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The majority of Elizabethan sonnets reflect two major themes: time and love. William Shakespeare, too, followed this convention, producing 154 sonnets, many of which deal with the usual theme of love. Because the concept of love is in itself so immense, Shakespeare found several ways to capture the essence of his passion. Therefore, in his poetry he explored various methods and used them to describe the emotions associated with his love for a mysteriousRead MoreThe Power Of Love By Harry Potter1724 Words   |  7 PagesThe power of love in Harry Potter is unlike any other. So much so that it is an overwhelmingly significant and recurring theme throughout the entire series. From the self-sacrificial love of Lily Potter to the loving mother Molly Weasley to the unrequited love of Severus Snape. There is also the misunderstanding, or the absence, of love; which is equally as important in the novels. Especially since it was the main difference between Voldemort and Harry that was incred ibly essential to the storyline

The Cost Of Domestic Violence - 1662 Words

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Since most cases almost always go unreported and the severity of this problem is often disregarded, domestic violence is ultimately a problem that accrues cost to victims and their families, employers and their business, and society as a whole. Being a woman in America aged eighteen to thirty-four means that you will be at risk of becoming a victim to domestic violence. And if it does happen, then there is a sixty percent chance that it occurs in your home. And when it occurs and your home and children, they will become one of the three million children who witness domestic violence in their home every year. AlongShow MoreRelatedWhat Are The Costs Of Domestic Violence?996 Words   |  4 PagesWhat are the costs of domestic violence? A United Nations report called â€Å"The Economic Costs of Violence Against Women: An Evaluation of the Literature† explores the economic impact on societies. 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