My paper starts out talking about one of the most...

My paper starts out talking about one of the most well-known playwrights of his time, William Shakespeare, William Shakespeare is known for his well-developed and successful plays. Shakespeare wrote over 37 stories in his life time. Shakespeare’s birth isn’t recorded anywhere. Scholars that have studied Shakespeare have narrowed it down within a three day radius. Back in England were Shakespeare was from they went by a â€Å"Book of Common prayer†, this book was like the Bible of the time period. Everyone abided by this book for everyday circumstances. In The Book of Common Prayer, it states that when a child is born it is required to be baptized on the nearest Sunday or â€Å"Holy Day† following the birth. Shakespeare was recorded to of been†¦show more content†¦A period known as the Lost Years. In 1581 William Shakespeare meets Anne Hathaway. William begins to fall in love with Anne, he asks Anne to marry him and Anne says yes .In November of 1582 The Bishop of Worcester issues a marriage license to William Shakespeare and Ann Hathaway, officalizing the marriage of 18-year-old William Shakespeare and 26-year-old Anne Hathaway. In May of 1583, only 6 months after the marriage, Shakespeare is blessed with a baby girl. On May 26th Anne gives birth to their first child, Susanna, She then was baptized shortly afterwards. Not very long after the first child, in 1585 Shakespeare is blessed with 2 more children, and yes they were twins. Son Hamlet and daughter Judith were born on June 15th 1585. Shakespeare names the children after 2 of his good friend’s hamlet and Judith Sadler. In 1590, Shakespeare starts to establish himself as a playwright, putting long hours and most of his time in his writings. Around this time, Shakespeare writes Henry VI, Part One. Shakespeare’s very first play. Like all of Shakespeares plays the date that the play was published is not certain, Also around that time period Shakespeare leaves Stratford, his home town, and goes to London to start his life as a playwright. In 1592, A Famous Playwright, Robert Greene writes a insulting letter about Shakespeare, calling him an upstart crow who doesnt belong withShow MoreRelatedA Research Study On Research1173 Words   |  5 PagesThe research topic is selected, the testable research question is developed, research on the topic is found, the literature review is completed, and a decision is made on the research design. Now, one of the most important steps in the research process to accomplish is the collection of data. Notwithstanding the research project and whether the method of research is whether qualitative or quantitative, data must be collected. 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Manufacturing Beauty Free Essays

Manufacturing Beauty Manufacturing Beauty Cindy Jackson in my opinion has major issues. She thinks beauty is on the outside and does whatever she can to make herself look like an imaginary person. It seems to me that she is doing all this to try to make money. We will write a custom essay sample on Manufacturing Beauty or any similar topic only for you Order Now Her website is all about selling cosmetics. In which I am betting she doesn’t even use herself, because if there is a flaw in her mind she corrects it with surgery, so why does she need cosmetics? I think that her self-esteem is still extremely low even after all the surgeries and it has been from the start. The physical attractiveness of a person influences every individual throughout every community, across the United States and around the world. All people inherit and alter their physical attractiveness, which is determined by complex, interdependent, physical, and non-physical factors. Hidden and not-hidden values drive thoughts and actions with significant effects and realities whereby higher physical attractiveness is beneficial, lower physical attractiveness is detrimental and associated pursuits are relentless. Physical attractiveness may look skin-deep as a surface aspect of appearance, but looks can be deceiving. Researchers throughout the world collect empirical data complemented with anecdotal data to probe beyond the surfaces. Through investigations that meet meticulous scientific methodological procedures, acute observations reveal previously undetected dimensions that advance understanding about physical attractiveness (Patzer, 2006). I think the mass media has a huge influence on her. Even according her, she wants to look like Barbie â€Å"I looked at a Barbie doll when I was 6 and said, ‘This is what I want to look like. ’ She spent $100,000 on the operations because she ‘wanted to look better’, â€Å"Barbie was the blank canvas I filled in all those years ago. It was still my role model. † Cindy believed she was being ‘held back by her looks’ and that with surgery to make her more like her idol, she believes she is happier and has a better quality in life. Although this example is both rare and extreme, it is interesting to observe a woman’s behavior later in life, which so blatantly and clearly links her desire of appearance to a prototype presented to her as a child. (2009) I my opinion the theme of â€Å"Manufacturing Beauty† can mean several things. I think that for one and the main theme is that a person is doing everything they can to try to make themselves beautiful in everybody else’s eyes. This is impossible, because everybody sees beauty a different why. For instance, I might be attracted to a woman at first sight but after I get to know, I may not find her beautiful; because I think, beauty is on the inside and not the physical appearance. In conclusion, I do not approve of what she is doing but then I do not have to. I think she is giving young women a very bad influence. I wish young women would see that being different is a great thing and that looking like everybody else is very boring. References (2009). Living Doll. Retrieved from http://blamingthemedia. blogspot. com/2009_09_01_archive. html Patzer, G. (2006). The Power and Paradox of Physical Attractiveness How to cite Manufacturing Beauty, Papers

Differential Fertility free essay sample

Table 1. 1 : Demographic Profile of Bishnupriya Manipuri, Cachar District, Assam. Population size Male 958 (51. 51%) Female902 (48. 49%) Sex Ratio941 (female per thousand male) Total no of household254 Average no of member per household7. 32 Child Dependency Ratio34. 10 Old Dependency Ratio. 08 Total Dependency Ratio34. 18 Crude birth rate32. 79 Total fertility rate3. 37 Average completed fertility per women3. 57 General fertility rate105. 90 1. INTRODUCTION Fertility : The actual reproductive performance, (Bhende and KanitKar, 2001) ; the actual occurrence of births, especially live births (Cox 1959) Is a true dependent genetic concept. Fertility, a major component of population growth occupies an important place in population study. Fertility though a biological phenomenon is often influenced by number of social, economic and cultural factors and as a result we come across fertility differentials from population to population. Fertility is regarded as an instrument for perpetuation of human society and one of the basic determinants of population growth. It is a matter of fact that every society replenishes it self with the help of fertility. But at the same time excessive replenishing results to population explosion. It now becomes a menace and despite several efforts to stabilize the population of our country, the population is increasing by leaps and bounds causing enormous vexed problems to the peaceful existence of human society and environment. India shares more than 17% of the world population in comparison to its land area of 2. 4%. The population figure of India has already crossed one billion as evident from the absolute count, figuring to 1027 million souls according to the ever first gigantic decennial census of 2001 (Bose, 2001). Assam, being in one of the North Eastern States of India, facing an abnormal growth of population, is inhabited by a large number of identifiable and distinct ethnic groups, each of whom shows different level of fertility. Moreover, social and cultural traits, religious beliefs, customs, traditional economic pursuits as well as exposure to modernity and health care facilities differ from ethnic group- to- group and place-to-place. The Bishnupriya or Bishnupriya Manipuri is an Indo-Aryan language speaker. In Manipur the language is still spoken in Jiribam sub division. A large number of Bishnupriya Manipuri people settled in Assam decades ago particularly in the districts of Cachar, Karimganj and Hailakandi. The Bishnupriyas here are regarded as one of the major groups of people in Cachar and Karimganj district of Assam. For decades controversy over use of word â€Å"Manipuri† by Bishnupriyas as suffix has embittered the relationship between Meiteis and Bishnupriyas. Since then due to constant intimidation from Meiteis counter part , the Bishnupriya Manipuris are now trying to reassert themselves and create a niche of their own in terms of population, language, culture. RESEARCH SETTINGS:- The study area comprises of four clustered villages, which are inhabited by BishnupriyaManipuri. (Table 1. 1 shows male and female %). Few kms away from Silchar taking the path of Chencoorie over looking G. C College Road One can easily approach the villages Singari, Bhakatpur, Kalinagar, Rengti Bsati. The dominant group is Bishnupriya Manipuri. The population of the study areas is estimated to be around 25,156 (District Census 1991). Singari : Study Village Fig 1. 1 Map Showing Assam With District Cachar and Village Singari. PEOPLE:- In the present study, an attempt has been made to ascertain the fertility Performance of Bishnupriya Manipuri of Cachar District of Assam. An attempt has also been made to examine fertility differentials by some of their socio cultural factors. The Bishnupriya Manipuri people are ethnic groups that inhabit Manipur, India. There is little solid historical evidence, and various differing opinions, available on the origin of the people of Manipur. Some believe that they descended from Indo- Chinese stock with some mixture of Aryan Blood, while some scholars believe that the Manipuris are the Indo-Aryan Kashtriyas mentioned in the Mahabharatha. Another school of thought considers them to be the descendants of Kiratas. The inhabitants of Manipur have identified themselves as Manipuris for many centuries. Manipur was formerly divided into small territories, occupied by different clans, such as the Khumal, Moirang, Angom, Luwang, and Ningothouja clans, and territories were named after clan. Some of the clans had Aryan decent and some Kuki-Chin Mongoloid descent. These different clans of Aryan and Mongoloid people stayed together in Manipur for centuries. Over the course of time, the Meiteis (the Ning tauja clan) occupied all the territories towards 15th centuries AD and established a sovereign Kingdom known as Meiteis Leibak (the land of Meiteis). The land was given the name Bishnupriya Manipuri Girls Bishnupriya Marriage Fig 1. 2 showing the pictures of Bishnupriya Manipuri girls and marriage. ‘Manipuri’ towards eighteenth century, when religious development of India reached Manipur. However the Bishnupriyas were living in the valley of Manipur from centuries before the period. There are many historical accounts and works of both Indian, European scholars bear the testimony. THE BISHNUPRIYA DIASPORA:- In the early part of the 18th century, for various reasons including repeated Burmese invasions and local oppression, Bishnupriya people moved out of Manipur in large numbers to Cachar, Sylhet and Tripura. A small number of people migrated to Burma also. Those who remained in Manipur merged with the Meitei. Bishnupriya Manipuri was originally confined only to the surroundings of the Lake Loktak in Manipur. The principal localities where this language was spoken were now known as Khangabok, Heirok, Mayang Yamphal, Bishnupur, Khunan, Ningthankhong, Ngakhong, Thamna poxpi and so on. However, later great majority of speakers fled away from Manipur and took refuge in Assam, Tripura, Sylhet, and Cachar during the eighteenth and nineteenth centuries due to the internal conflicts among the princes of Manipur and due to Burmese attack. Consequently, it was difficult for the small number of Bishnupriyas who remained in Manipur to retain their language because of the impact of Meitei, although Dr. G. A. Grierson, in 1891, found the existence of a considerable number of speakers in two or three villages near Bishnupur, locally known as Lanang dong (LSI, Vol-V, Page 419). The language is now spoken in parts of Assam. i)NEED FOR THE STUDY:- The data on fertility of Bishnupriya Manipuri are still unrepresented. The need of the study is to analyse and highlight the reproductive norms and see whether present scenario has direct association or bearence on fertility. It well be interesting to see the fertility behaviours of Bishnupriya Manipuri in the context of Govt. of India population policy to achieve the population norms by 2025 AD to be at par with millennium development goal. The study village is very close to the urban setting. Bearing in mind paucity of research works on demographic variable among this population, the present study has been conducted on the Indo-Mongoloid population to know the relationship of different variables of fertility. (II)OBJECTIVES OF THE STUDY:- Here the main objectives are to examine the relationship between the fertility and socio-economic condition which might interplay. Moreover fertility levels and trends are to be ascertained among Bishnupriya Manipuri women taking into consideration economic status, occupation status, marital status and educational attainment, contraceptive use, female autonomy. To study differential fertility on the basis of socio- economic variable by using standardized measure:- .To know the fertility behaviour of Bishnupriya Manipuri women and its differentials on the basis of 1. age at marriage. 2. age at menarche. 3. age at menopause. 4. education-fertility relationship. 5. relationship of occupation with that of fertility. 6. knowledge about family planning and use of contraceptive. To determine the age at menarche : The menarche age constitutes an important aspect of population dynamics. Wide variation in menstrual cycle is reported to be caused by the interaction of number of factors. With the onset of menarche women’s actual reproductive life begins. A woman becomes biologically fecund (Capacity of bearing child) with the onset of menstruation. To determine the age at menopause: The interval between the age at menarche and age at menopause it referred to as reproductive span. Menopause is the time of the women’s life when reproductive capacity ceases (WHO, 1996). The age at which natural menopause occurs is between the ages of 45 and 55 years for women worldwide. Age at marriage : There is a direct relation between age at marriage and fertility. This is because age at marriage marks the beginning of the social and biological entry of the woman into married life in most societies. Dhandekar (1961) writes that â€Å" Important among factors that determine the levels of human fertility are exposure or no exposure to pregnancy through marriage. The exposure begins evidently with age at marriage†. According to Busfield (1961) age at marriage varies considerably among different cultural groups. Age at marriage has been ecognized as one of the prominent determinants influencing fertility. Women getting married at an early age naturally experience more years of reproductive span and tend to have more children when they reach menopause. The reverse is true for women getting married at a later stage (NSS, 1960-61; Agarwala, 1970; Sharma and Abdul, 1990; Muthrayappa, 1998). To examine the distb. of women by age at birth of their first Child : The higher and lower age at first issue among the population correspond to their age at marriage, which occurs highest and lowest respectively. PATTERNS OF AGE SPECIFIC FERTILITY RATES : The United Nations has classified fertility patterns of countries in three easily discernible types according to age at which fertility reaches it peak: An early peak pattern in which the maximum fertility occurs in the age group 20- 24; a late peak patterns in which the age specify fertility rates for women in the age groups 20-24 and 25-29 differ only slightly. Indian fertility has more or less broad-speak pattern. Two additional measure of fertility is the general fertility rate (GFR) which represents the annual number of births 1,000 women’s age (15-49) and the crude birth rate (CBR) which represent the annual number of births per 1,000 population will also be examined. To examine relationship of with that female education attainment: According to Dreze and Murthi in India female education can tune fertility levels and trends at distinct stages. 1. Desired family size. 2. The relationship between desired family size and planned number of births and Women’s ability to achieve the planned number of births and other stages. . To determine relationship between occupation and fertility. Educational attainment is linked to better health status for women and decrease in fertility. Both health status and education are also correlated with a better quality of life and higher socio – economic status. Figure 1. 3 showing the demographic characteristics of Assam, District (2001) iii) Hypothesis: The interpretation of the data will be on the basis of demographic transition theory. According to Freedman (! 79), the theory of the demographic transition developed to explain the process by which the patterns, characteristic of modern society emerged. The theory can be stated as follows :- The immediate impact of modernization on traditional societies is felt in food supplies, education and health. Birth rate remains at high levels ; but death rates fall sharply, his produces the rapid population growth rates characteristic of the earliest stage of the transition. Moreover, traditional societies are generally characterized by high degree on reliance on family patterns of production. Also large families are given high value for both economic and status reasons. Eventually, the socio economic changes brought by modernization emphasize the importance of small families and birth rate will follow a declining pattern, which results in the declining population growth rates characteristics of MDC’s (Macionis, 1991). Research Questions: 1. Is women’s marriage associated with fertility and fertility related behaviour? More specifically, is fertility linked with contraceptive usage, the number of children born, and a women’s age at the time of first childbirth? 2. Is women’s education associated with age at marriage ? 3. Is fertility related with husband’s educational level? 4. Is fertility and its differentials pronounced among the Bishnupriya women of study village? iv) Limitations: The major and most important limitation is unavailability of census data (2001) of Assam. Assam in the abode of many tribes and numerous caste groups. Reports on fertility of caste group are few and far between. (Fig 1. 3) Small population groups like Bishnupriya Manipuri are not studied comprehensively. Sporadic Bio – Anthropological studies have been done but data are not adequate in the context of present study. Fertility is one of the three principal components of population dynamics, but data on Bishnupriya Manipuri are not available, although results of some recent works on Meitei Manipuri are met in. Changes in fertility levels over time can be tracked by examining fertility estimates from surveys and census. In case of Bishnupriya Manipuri such thing could not be followed owing to lack of data on fertility. The present studies will definitely open up a new vista in the study of fertility and its differentials among the Bishnupriya Manipuri of Cachar district. The study village (Appn. II ) comprises â€Å" The Bishnupriya Manipuri† and for decades they have been living here close to urban area like Silchar. Every now and then they interact with people of urban areas and education of late made an impact on the population specially on women folk. They are traditionally followers of Vaishnavism and ardent followers of Lord Krishna. They are satisfied with what they have and like to remain being rooted in traditional culture. Yet modernization and urbanization are likely to play key role in shaping the future population. So a framework has been selected which will test factors affecting fertility behaviour of Bishnupriya Manipuri women. In this study, fertility rate differentials examine the impact of economic and social development that are characterized by women’s education, marriage, childbirth, occupation and use of contraceptive. v) Chapterization : It introduces to the study of fertility and its differentials ; fertility behaviour and its implications with reference to works done by different authorities at different levels in different countries. Summing up the whole idea a passionate view has been taken to work out a model for present study and thereby linkages at different levels were scertained. India’s population projection envisages on fertility rate at replacement level to gain control over depleted economic condition. Also, a country cannot prosper without control over its ever increasing population size. Need for the study is to examine the reproductive behaviours of the Bishnupriya women as those studies will help the authorities to choose ways and means to curb the menacing population growth causing enormous problems and anxieties in the society. This chapter 1 looks into the hypothesis and limitations of the study. Chapter 2 takes note of related literature and reviews and also tries to examine the authenticity of the present study. Chapter 3 elaborates the methodology used in the present study. The definition and various research related measures are spelled out as far as practicable. Chapter 4 deals with the results and discussion of the present study. Here results and comparisons are viewed with reference to the works and results of different authorities at this level. Chapter5 states findings, conclusions suggestion for further research. CHAPTER 2 REVIEW OF RELATED LITERATURE In the early days ‘Population Control’ appeared as an emerging issue. After that malleable approach emerged with the slogan â€Å"Development is the main Contraceptive† the focus shifted to social development and it had gained a great place in both to better living condition and to reducing population growth. Many researchers argued that India is not a model of social development. Contrary to this many states in India are showing progressive picture in terms of fertility decline. Its progress owes to the improvement of female literacy and declining infant mortality and more so other socio-economic indicators are not overlooked. The appearance of differentials in fertility by socio-economic development is a sensitive indicator of the early phase of fertility decline, (U. N. 1987). The United Nation (1987) defines development as â€Å"A multidimensional phenomenon, which includes level of economic production, education, provision of health service, status of women nutritional status of population, quality housing, distribution of goods and services, transport system and access to communication network. From the above definition it is clear that development includes both social and economic development. Caldwell, Reddy (1982), Dyson and Maore (1983) and Malhotra, Vanneman and Kishore (1995) have added cultural dimension in understanding fertility differential in India. After the introduction of family planning programmes in the country, it was thought that economic growth would automatically reduce poverty and slow the growth of population. Several theories have been put forward in terms of fertility transition in different regions in the world and the mechanism, which reduces fertility levels, and differtials based on changes in economic and social structure of the population were brought in to the discussion. Demand and supply theories and their application particularly to less developed countries have been criticized with several logical arguments (Bongaarts and Menken, 1983; Lee and Bulatao 1983). Later, a substantial part of social science literature on modernization and its impacts on fertility deals with the lack of synchronization in the evolution of the economic, political and cultural subsystem (Lesthaeghe, 180,83. Livi Bacci, 1986). Cald Well’s assertion that a maximization of fertility is rational and conscious choice in traditional societies has sufficient evidence for reconsideration but in sufficient to sustain more precise conclusions. More so, difference and changes in the level of natural fertility appear to be largely uncorrelated to the economic factor (Clealand and Wilson; 1987) Nag (1980) has described modernization and fertility is well sphere in population dynamics. He has pointed out modernization; spread of education, improvement in health and nutrition, the emergence of secular norms and beliefs can reduce fertility. More specifically the reduction in mortality has been measured as leading agents in the rising natural fertility in several populations (Chandrasekaran, 1955; Srinivasan and Jejeebhoy, 1980; Nag, 1985; Srinivasan et. al, 1985; Easterlin, (1985); Cain (1983) they had shown clear correction of fertility and land use pattern. Khan (1981) has observed that urban areas accommodate the centers for educational, employment, transportation, better health services and are seen as a salient feature of fertility reduction. According to Dreze and Murthi in India female education can tune fertility levels and trends at district stages: 1. Desired family size, 2. The relationship between desired family size and planned number of births and Women’s ability to achieve the planned number of Births and other stages that indicate the ability of educated women to translate their inspiration in to reality. In another studies P. N Mari Bhat and A. V Francis Zavier (1995) had shown that the religious disparities also play an important role in decline or increasing fertility means high fertility rate in the Muslim population compared to the Hindu population. Fertility transition in the Indian States is on progress since the 1990’s. Data collected from Sample Registration System (SRS) indicate that the crude Birth rate and the total fertility rate declined respectively from 31 and 4. 0 in 1991 to 24 and 2. in 2004. This trend points to the fact that bulk of fertility decline is now occurring among uneducated women. This transition is being driven mainly by the increasing contraceptive prevalence rate among uneducated women (Bhat, 2002; McNay et, al, 2003). Based on the framework of fertility determinants, a major body of past literature demonstrated evidence of early and significant fertility reduction among educated and socio-economically advanced women (Caldwell et, al, 1982; Coal e and Watkins, 1986). However, recent literature recognizes that the fertility reduction among uneducated women is a complimentary phenomenon to the early phase of fertility decline among educated women (McNay et, al, 2003; AroKiasamy et, al, 2004). Reproduction high or low levels, is so important to the family and the society everywhere that its level is more or less controlled by the cultural and religious norms about family size and related behaviors such as age at marriage, time of first intercourse, use of contraception and abortion. As described by Freedman (1963) in each society the norms about these vital are consistent with social institution in which they are deeply embedded. In a traditional, closely-knit society changes in fertility are unlikely to occur without prior, at least, simultaneous changes in the institutions. Several authors’, (Dyson and Moore; 1983; Bose, 1992) have carried out studies to search for the factors responsible for regional variations in fertility in India. Assam, one of the North-Eastern States in India now being over burdened with explosive growth of population, is inhabited by large number of ethnic groups, each of them showing different levels of fertility and contraceptive behaviour. Thus present study holds key to peep in to problems caused by population explosion. In addition, it is argued in many studies (Goldscheider and Uhlenberg, 1969; Robert, Roberts and Lee, 1974; Sly, 1970) that in a traditional ethnic group, social norms and behaviors tend to be guided by the relative position of a particular community in the social stratification system. The view point first achieved popularity some years ago, but then fell out of favour and is only now reemerging as a major research issue. Most studies have concentrated on major groups. Marginal groups were completely ignored. The Bishnupriya Manipuris of Assam thus evokes much interest to the demographers. Indeed this study would open the floodgate and the concerned authorities would begin to show interest in the study of marginal groups and small ethnic groups which are too many in this part of N. E India. CHAPTER 3 METHODOLOGY : The present study which aims at understanding the fertility and its differential among the Bishnupriya Manipuris of Cachar District, is based on data collected from three villages namely, Singari, Bhakatpur and Kalinjar. Altogether 254 households were surveyed for census enumeration using structured schedule. The data comprise information like name, Age, Sex, Clan, Marital Status, Educational attainment, Occupational status, Age at marriage, Age at menarche, Age at menopause, attitude towards family planning and family size, the proximate determinants of fertility, children ever orn and their survival status, live births in the last two years, sex preference and female autonomy. Qualitative data were collected through in depth interview with village heads and other persons and through several group discussion and rigorous fieldwork. The overall theoretical framework used in this study was followed from Freedman’s (1963) Concept that normative values have a key role in explaini ng differentials in fertility. The framework shows hypothetical relationship between fertility and other variables that influence fertility outcome. The relationship between the variable is conceptualized by first making a distinction between the proximate variable (Bongaarts 1982) and the contextual feature determining fertility keeping in mind the current movement for the cultural revival among many indigenous groups in North-Eastern India, ‘minority groups status’ (Gold Scheider and Uhlenberg 1969; Robert, Roberts and Lee 1973; Johnson 1970; Sly 1970) is included as an important contextual variable in the frame work. For a detail fertility survey, a random sample of 417 ever married women were interviewed using structured interview schedule. BASIC MEASURE OF FERTILITY USED IN ANALYSIS On the basis of data collected from vital registration, census and surveys – different types of fertility may be computed. The first type of measure being termed as ‘Period’ measures are related to given period and based on data referring to that period. In the present study the following measures were followed. The period type of measure of fertility refers to the reproductive performance of women up to certain period. The question on â€Å"the number of children ever born† is asked. The third type of measure of fertility attempts to measure fertility indirectly on the basis of the age and sex distribution of the population obtained from a census. Measures based on performance during 1 year. THE CRUDE BIRTH RATE:- The crude birth rate is the ratio of the total registered live births in a year in a particular area to the total mid-year population of that area Multiplied by 1000. B — X K, where P is the total live births during a year. P is the total population and K is 1000. THE GENERAL FERTILITY RATE:- It is defined as the ratio of total live births in same. specified year in a particularly area to the number of women in the child bearing age, multiplied by, 1000. It is computed as follows. B — XK, where P B is the number of live births during a year. P is the mid year population 1 year of women between the age of 15 and 44 and 45 and K is 1000. Why do we need them? †¢ For comparisons in fertility behavior at different ages. †¢ For comparisons of fertility at different age over time. For comparison of fertility across countries / populations. The average number of children that would be born to a woman by the time she ended childbearing if she were to pass through all her child bearing years confirming to the age specific fertility rates of a given year. Symbolically, TFR= Sum of ASFRS ( f x ) f x ASFRS are for single year age. TFR= 5 X sum of ASFR ( f x to x+5) if ASFR s are for 5 years age groups. CHILD WOMEN RATIO:- The measure commonly used is the ratio of children under 5 years old to women of child bearing age, referred to as the â€Å"general fertility ratio or the ratio of children to women or the child women ratio† This measure is computed by dividing the number of children under 5 years old in the population by the number of women 15 to 49 years old. The computation formula is :- P 0 – 4 —X 1000 P + 15 – 49 Where, P 0 – 4 is the number of children under 5 years old and P + 15 49 is the number of women between exact ages 15 and 4 CHILDREN EVER BORN:- The information on the number of children ever born is collected from ever married or currently married women through fertility surveys. The present age of the mother is also available from the some sources. By cross classifying the age of the currently married women and the number of children ever born to her, it is possible to compute the average number of children ever born per currently married women. This measure is based on the actual reproductive performance of a group of women and provides information on the average number of children born performed women upto a certain age, or if the group has passed out of the reproduction age group, by the end of the child bearing period. When the average number of children born per women is computed for those who have crossed the reproductive ages, the measure is known as. COMPLETED FERTILITY:- Parity Progression Ratios:- An elaborate measure of the chance of having a child is the parity progression ratio by Henry . The parity progression ratio ‘a’ for a women is defined as the probability that a women of parity ‘I’ will have at least one more child. Description of variables considered are as follows: Education is considered as a variable being classified into different categories basing on the educational status. Education is included in the study as it is education which raises and spreads awareness to come in terms with changing view of the world and one can go beyond one’s own realm to tread the path of glory. It is the level of education which enhances one’s perception to modern ways of living and approach to health care facilities and fosters role-relationship of the males and female in the process of family building. Occupation of both male and female affect the fertility behaviour. They are: ? Illiterate. ? Literate up to primary level, ? Literate above primary but less than secondary level completed, ? High school completed. ? Graduation completed, and. ? Post graduation. Occupation of husbands is classified into 7 categories depending upon one’s main activity. The different categories are:- Cultivators. Agriculture labour. Live Stock. Handicraft. Trade and Commerce. Service (Govt. / Private). Others. It is often agreed that improvement in the economic condition retards fertility. It has been found no strong performance for sons over daughters among the people and the preferential behaviour has stimulated couples for having more children. Age at marriage of wife in addition to describing the length of exposer for child bearing is also an indicator of modernity. In the absence of any protective measure against the child bearing, the earlier the age at marriage of wife, the higher the number of children ever born to the couples. Adoption of contraceptive device, modern or traditional intended for temporary or permanent contract of child birth has direct bearing on fertility. Immunization, which is assumed to assure parents of providing safe guard against many fatal diseases acts as a natural determent to high fertility. Age Specific Fertility Rates: The age specific fertility rates are computed as follows:- bi X K Pi Where, bi is the number of live births to mothers of a specified age group in the population during a year. Pi is the mid-year female population in the same age group; and k is 1000. Total fertility rate- the total fertility rate is the sum of the age specific fertility rates of women in each five-year age group from 15 to 44 or 49. Contraceptive practice is taken from the couple’s response to the question whether either both of them ever adopted any contraceptive measure, modern or traditional for spacing, controlling or stopping childbirth. STATUS OF WOMEN:- Among Bishnupriya Manipuri, son’s preference is not existed in a dominant way. Though they prefer son still they hold woman in high esteem and girls are left in wilderness either. The study village shows sex ratio 940 (female per thousand males). The Bishnupriyas are ardent followers of â€Å"Krishna† and young girls and elderly women every year religiously perform â€Å"Rash Leela†. Hence girls are always held in reverence and not treated as a mere sex tool and performer of domestic chores. The women actively take part in economic pursuits. Every house of the village is adorned with at least one heirloom. The girls are weavers and they weave garments of daily use. The women are not subjected to subordination and they participate in every sphere of socio – economic activities. They have their say in decision making and girls education is given due importance. In course of fieldwork it was observed that females do perform small errands and others right from sweeping, washing, arvesting, cleaning and also doing official work. Most of them raise vegetables in nearby vegetable plot and out of which they meet up everyday needs. Fertility behaviour of Bishnupriya Manipuri women is definitely controlled by the status in the society they hold. The results obtained from the village studies reflect confirm the hypothesis held earlier. CHAPTER 4 Results and Discussion : Study of fertility differentials and analysis of factors related with them are of immense importance. Household occupation has been previously take into consideration, during National Sample Survey, for studying into effect on fertility pattern. That study indicated that the fertility performance of the agriculture class at successive year after marriage stage was slightly higher than non agricultural class. Similar occupational differential was also observed in Poona City, fertility decreasing from manual labour to non manual labour and from non- manual to higher professional and salaried employees (N. C Das; A Das Gupta 1974). Various studies done on employed and unemployed women show demonstration and behavioural differences between the two categories. In one study on women from different employment status, employed women were found to report healthier lifestyles and more health awareness than their unemployed counterparts. One change brought about by increased health awareness was that they had about half the previous pregnancies reported by housewives (Najman J. M, V,Williams, G. M, Anderson M. J,(1989). Economic activity outside the house evokes an enlightening and increased awareness among women, which results in healthy life style behaviour, as observed by Najman. It also increases the desire and responsibility to limit the size of the family. Srivastava observed that women working in white collar professions had 34. 9 percentages lower fertility than non-working women. In a study done on differential fertility in Central India the mean number of children ever born were 4. for unemployed women and 5 for employed women. The difference between their averages remained the same when they were equated on the basis of their percentage age. But the mean fertility in the upper age group, i. e. 35 years and above, was less in the employed than unemployed women E. D. Driver (1963). Distribution according to age in the present study shows lower mean fertility in the employed women of all the age groups. Fertility differential according to socio economic variables wer e also studied here. Education affects fertility in many complex ways by affecting proximate fertility determinants. Education of wife has been considered to be a more important factor in this respect than of husband. Mean fertility has been shown to have an inverse relation with education of wife in many studies. Age at menarche ; One of the important biological determinants of fertility shows a range varying between 10-18 years among the Girls of 24 Countries of the World (Shah, 1958) . Bundi Tribe of Highland, New Guinea records the latest age at menarche. On records the girls from this tribe experience the latest mean age at menarche of 18 years (Malcolm, 1970). The intervention of genetical and environmental factors influencing the age at menarche of a population is well documented (Johnson, 1974; Barry, 1988: Janner and Keeffe, 1967). These are reports on the variation of the age at menarche In hot countries 13 years, temperate zones -14. 3 years and cold countries-15. years (Bhasin and Bhasin, 1993), 12. 5 years and 14 years for girls of middle and lower socio-economic classes respectively (Johnston, 1974 and Eveleth and Tanner, 1976). Studies also show that positive secular trend in age at menarche is occurring in various parts of the world (Itoshi and Kouchi; 1981; Tanner and Keeffe, 1976; Barry, 1988). The table 4. 1 shows the age of wife distribution of age at menarche of Bishnupriya Manipuri women. At the age of 11,12,13,14 years, (the highest percentage s 7. 67, 16. 0, 64. 26, 8. 39) of women are found to have their first menstruation. The mean age of menarche is 12. 84 + 0. 049. Table 4. 1 Distribution of Woman according to Age at Menarche |Age at menarche (in yr) |Number of Women |Percentage | |11 |32 |7. 7 | |12 |68 |16. | |13 |268 |64. 3 | |14 |35 |8. 4 | |15 |8 |1. 9 | |16 |6 |1. | |17 |- |- | |18 |- |- | |Total |417 |100 | Mean  ± S. E = 12. 84  ± 0. 04 , S. D = 1. 01 Montego (1955) is of the opinion that the menarche before 12 years of the Age is abnormal. The mean menarcheal age of the present study group (12. 84  ± 0. 04) is relatively low compared to the Meitei (13. 60 + 0. 10 years) (Jibon Kumar Singh 2006). The mean age at menarche among Assamese girls (comprising Brahmin, Kalita and Kaibarta), is 12. 23 + 0. 19 years among Brahmin girls, 11. 96 + 0. 16 years among Kalita and 11. 92 + 0. 08 years among Kaibrata . The Bishnupriya Manipuri women come closer to Assamese girls. The other populations of N. E India like Kabui, the Pangals show (15. 40 + o. 23 years) (14. 40 + 0. 08 years) respectively ( Jibon Kumar Singh 2006). The mean age at menarche among Brahmin girls is 13. 85 + 0. 12) and for Rajput girls is (13. 85 + 0. 12). Mehta et, al (1991) observed that the onset of menarche is significantly delayed and Renuka (1971), Dane et,al (1992), and Chatterjee and Mandal (1994) two reached similar conclusion that the girls belonging high socio-economic status attain poverty earlier. Age at marriage Distribution of women by age at marriage is shown in the table(4. 2). Age at marriage is one of the important determinate of fertility it is the beginning of the reproductive span of a women’s life. Thus any change at marriage can influence in increasing or decreasing the reproductive life. The low age at marriage of the female increases fertility and mortality by providing longer duration and higher increases of maternal and infant mortality (Bhattacherjee, Singh and singh – 1994) The differential in age at marriage between states shows that there is a clear cut difference between the states of Rajasthan and Uttar Pradesh on one hand with lower age at marriage and relatively higher age at marriage in Orissa, Maharashtra and Tamil Nadu. With regard to place of residence, irrespective of the state the general trend is that among urban areas higher proportion of marriage are taking place in the higher age group. Hence it can be hypothesized that early marriage is a rural phenomena. The roles of cultural factors such as religion, caste also influence marriage behaviour in developing countries. Female literacy and education are considered to be important determinants of age at marriage of female, particularly in developing countries. In western countries the level of female literacy is not very much associated with age at marriage because there is small variance in female literacy across the countries. In India, state level studies reveal that female literacy can alone explain nearly 70 percent 1984). It is seen that early age at marriage is higher in case of non-literates in comparison to literates. It is observed that in case of Rajasthan and Uttar Pradesh , 73 percent women married less than or equal to 15 years, followed by 40 in Orissa, 65 in Maharashtra and 30 percent in Tamil Nadu. Like education employment also affects the female age at marriage in India. Some studies have taken three variables of working status of women in assessing their impact on female age at marriage. These are female work participation rate, current employment status of married women and work before marriage (Bhagat, 2002). There is a relationship between female work participation rate and mean age at marriage. Earlier studies have found that there is almost no relationship between female work participation rate and mean age at marriage of female in different divisions of Uttar Pradesh (Hussain, 1968). Since Malaker (1978) has analyzed the data at the combined level of rural and urban areas, the negative association found by him may not be true for urban areas where females are largely employed in service sector. Among those who are working 71 percent in Rajasthan and 76 percent in Uttar Pradesh were married less than or equal to 15 years compare to lower Proportion in Orissa, Maharashtra and Tamil Nadu are married at the age of 16 years and above. Standard of living also affects the age at marriage. Standard of living is categorized as low, medium and high. It is found that higher age at marriage take place in case of high standard of living. Similarly media exposure, partially exposure and fully exposure. Those who are not exposed to media, they are marrying at earlier ages in comparison to those with fully exposure. With regards to total children ever born, those who have four or more children. Higher proportion gave got married less than or equal to 15 years of age. Among those who have child loss they have got married at earlier ages. The mean age at marriage in different age groups among the Bishnupriya Manipuri is presented (Table-4. 2). The mean age at marriage ranges between16. 5 years to 18. 76 years, the highest being in the age group 35-39 (mean age 19. 69). The results exhibit that females generally marry at the age group 15-19. The mean age at marriage is found to increase gradually from the lower to the higher age groups. The highest mean age at marriage is observed in the age group 35-39 years. |TABLE – 4. | |DISTRIBUTION OF WOMEN ACCORDING TO AGE AT MARRIAGE | | | | | | | | | |AGE AT MARRIAGE IN YEARS | | | |No Of Women | | | |by percentage | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Mean age at | | | | | | | | |age in years | |12 | |13 | |14 | |15 | |16 | |17 | |18 | |19 | |20 | |21 | |22 | |23 | |24 | |25 | |26 | |27 | |All | |Marriage | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |15-19 | |- | |- | |- | |2 | |2 | |8 | |- | |- | |- | |- | |- | |- | |- | |- | |- | |- | |12 | |16. | | | | | | | | | |20-24 | |- | |- | |3 | |4 | |3 | |7 | |8 | |3 | |1 | |3 | |- | |- | |- | |- | |- | |- | |32 | |17. 8 | | | | | | | | | |25-29 | |- | |- | |3 | |3 | |4 |10 | |5 | |12 | |15 | |14 | |- | |2 | |6 | |- | |- | |- | |74 | |19. 3 | | | | | | | | | |30-34 | |- | |- | |4 | |6 | |5 | |6 | |6 | |20 | |22 | |6 | |3 | |4 | |3 | |1 | |- | |- | |86 | |19. 3 | | | | | | | | | |35-39 | |- | |- | |4 | |5 | |4 | |7 | |8 | |21 | |20 | |8 | |8 | |1 | |- | |4 | |3 | |4 | |97 | |19. 69 | | | | | | | | | |40-44 | |- | |- | |3 |4 | |3 | |7 | |9 | |15 | |8 | |2 | |5 | |4 | |3 | |1 | |1 | |1 | |66 | |19. 4 | | | | | | | | | |45-49 | |- | |- | |4 | |3 | |5 | |8 | |11 | |5 | |2 | |- | |- | |- | |- | |- | |- | |- | |38 | |1 7. 1 | | | | | | | | | |50+ | |- | |- | |4 | |2 | |6 | |-

Solutions to Instruction Problems

Table of Contents Critical Review The Response System Technology Family School Partnerships Experiential Learning Pedagogical and Content Knowledge (TPCK) Speech and Language Therapy (SLT) References Learning and teaching are believed to be two sides of the same coin; the best accepted standard for gauging effective teaching is the extent of student learning that takes place. Most literatures on how to teach effectively are packed with thoroughly researched approaches through which teachers can offer both skills and content to ensure efficient student learning.Advertising We will write a custom research paper sample on Solutions to Instruction Problems specifically for you for only $16.05 $11/page Learn More However, researchers in the field of education are yet to come up with a rule book regarding which teaching methods can complement the content and skills that are taught in schools. In light of this, the paper seeks to propose solutions to the in structional problem from five different perspectives including: the response system technology, experiential learning, family school partnerships, technological, pedagogical and content knowledge (TPCK), speech and language therapy (SLT), and the use of concept maps. Critical Review The majority of research findings show that whole-class teaching still has a significant role to play in the learning process. The concept of whole-class instruction offers teachers numerous prospects to provide feedback to students regarding their thinking pattern. More specifically, after the students have been exposed to a hands-on encounter with any new topic, they become more prepared for lectures about these concepts or for demonstrations, which involve addressing their pre-conceptions regarding particular units. The Response System Technology The response system technology is the most suitable approach teachers can use to instruct learners in the areas of mathematics and sciences. Research shows t hat most developments in the two subjects have been geared toward improving student work in laboratories and in small groups. Through this strategy, instructors are able to incorporate questions arising from students, together with wide-reaching and instant reactions from them, into their teaching instructions. Consequently, they are able to utilize the technology for various purposes such as provoking the initial ideas of students, constructive assessment, informed decision making, sampling students with regard to their areas of interest and preferences, and quizzing (William, Christy, Boscardin, Valerie, 2007). It has been established from previous research that the response system has mostly concentrated on the domains of engineering, computer science and physics, where the capacity to give distinctive and precise answers to abstract questions, is critical. Researchers argue that successful teaching is achieved by using a response system that incorporates other subjects such as social sciences among other humanities.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some scholars suggests that when the classroom network technology is combined with effectual questioning, debate, and feedback, the results obtained are an effective catalyst for conceptual transformation, intensified student engagement in class, and better equity in the instruction used in science related subjects (William, Christy, Boscardin, Valerie, 2007). Family School Partnerships Family-school partnerships provide a way for learning institutions to become accustomed to the socio-cultural and informed knowledge approaches to learning with regard to the students’ learning experience, and using them to reinforce learning at home. This socio-cultural view of studying informs a pedagogical learning mode of family-school partnerships where families are hypothesized to have an ongoing and vital ro le in their children, rather than as add-ons to the learning process (Graham, 2011). Bourdieu regarded the socio-culturally enlightened knowledge and systems of linking the globe as social and cultural capital, and characterized the manner in which they can operate to include or exclude persons from effective learning by engaging in other social worlds (Graham, 2011). In getting home and school together to form an effective learning environment for students, prospects are created for learners to engage more expressively regarding what Bourdieu calls social and cultural capital (Graham, 2011). By involving families in the process of learning, a more comfortable and supportive environment of learning is created where these socio-culturally knowledgeable connections with a student’s prevailing understandings are aided; this enables the learners to relate to original learning materials in more meaningful means (Graham, 2011). Experiential Learning Although most educators acknowle dge the importance of experiential learning in enabling the student learning process, lecturers do not frequently teach using a style that is conducive to experiential learning because of logistical constraints, for example, in large classes. This is ruinous, given that learners at the entry level of psychology courses are able to remember well, distinct events and deeds that take place during the course. Effective experiential learning addresses both logistical studying constraints and the requirement for a solid knowledge base in a given subject. In addition, supplemental student learning might be made more efficient and comprehensive by the role of the public (Gary Gretchen, 2009).Advertising We will write a custom research paper sample on Solutions to Instruction Problems specifically for you for only $16.05 $11/page Learn More The supplemental learning approach has been proven to promote several positive learning results, including enriched academ ic performance among undergraduates as well as an increased comprehension of the course content. Another merit of using this approach in the public model is that it exposes students in elementary schools to a sphere of science, which they would not have encountered until college (Gary Gretchen, 2009). Pedagogical and Content Knowledge (TPCK) The premeditated inclusion of instructive technologies into the class to boost learning and teaching experiences continues to be a key aspect of tutor education. Teachers incorporate technology into coaching and learning for numerous reasons including the promotion of student engagement, training modern proficiencies as best learning practices, to stay updated, for hands-on collaborating learning, to vary teaching methods, to perform experiments in the laboratory, and for exploration and communication. However, the various types of impediments that exist, including technological, philosophical and physical barriers, significantly obstruct the e fficient implementation of technology in teaching instructions (Richard, Lynette, Laurie, 2012). Speech and Language Therapy (SLT) This technology has characteristically been directed at small children experiencing challenges in communication, speech and language. The intervention is expected to improve long-term language and growth, in addition to reducing any negative effects. However, longitudinal studies report a range of enduring linguistic difficulties. Services that take into account learners of at least 11 years with speech and communication challenges are still finely spread or non-existent. Recently, the Bercow report indicated a shortage of SLT services to high schools. Ehren submits that the challenge to render language intervention significant becomes difficult at the level of secondary school learning given the diverse backdrop demands and the complex course content. Consequently, for the services to be viable, they must be specifically designed for secondary school s tudents and be applicable within a particular organizational structure. Hence, a suitable approach should simultaneously consider the point of interaction between language impediments and curriculum demands, in addition to responding to the prospect that SLT backing will facilitate inclusion and deliver effective management (Gemma, Marysia, Gill, 2010). While they may be helpful to some students, traditional simulations of service delivery that are fostered upon extraction and personal therapy may have some inadequacies as well. Learners may be unwilling to get withdrawn from their classrooms for candid therapy; adolescents have a tendency to be like their colleagues.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More They prefer not to be the center of focus, as far as their needs are concerned. This technology may also be affected by the difficulties in time-tabling, consequently providing therapists with minimal opportunities to familiarize themselves with curriculum requirements. This may also offer limited chances for teachers to examine supportive practice or work in partnership with SLTs. It may impede the identification of proper and applicable content for therapy. Consequently, Larson et al. has had to contend with direct therapy given its lack of connection to academic coursework (Gemma, Marysia, Gill, 2010). References Gary, M. M., Gretchen, J. (2009). Students teaching students: An experiential learning opportunity for large introductory psychology classes in collaboration with local elementary schools. Teaching of Psychology, 36, 169–173. Gemma, W., Marysia, N., Gill, E. (2010).Supporting students with language learning difficulties in secondary schools through collaboratio n: The use of concept maps to investigate the impact on teachers’ knowledge of vocabulary teaching. Child Language Teaching and Therapy, 26(2), 163–179. Graham, D. (2011). Family-school partnerships: Towards sustainable pedagogical practice. Asia-Pacific Journal of Teacher Education, 39(2), 165–176. Richard, P. H., Lynette, D. P., Laurie, A. V. (2012). Integrating technology in education: Moving the TPCK framework towards practical applications. Education Research and Perspectives, 39, 136-152. William, R. P., Christy, K., Boscardin, K., Valerie, C. (2007). Teaching with student response systems in elementary and secondary education settings: A survey study. Education Technology Research Development, 55, 315–346. This research paper on Solutions to Instruction Problems was written and submitted by user Kayden Roth to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Tet Offensive essays

Tet Offensive essays Vietnam was not only a war to the American people it was a massacre. The Tet Offensive was a Vietnamese lunar holiday, which celebrated the year of the monkey, which was usually a very peaceful and calm period but not at this time. This certain day was supposed to be a celebrated cease-fire holiday until the NLF(National Liberation Forces), NVA(North Vietnam Army), and the Vietcong forces unleashed the biggest surprise to the South Vietnamese and U.S. sources. Many historians thought it of as the turning point of the war but if not that it at least marked a crucial time in the Vietnam War. It was a great wake up call for the Southern Vietnamese and U.S. troops. The American intervention in Vietnam began in 1963 with the direct aim of stopping the South falling into 'communist' hands. In August of that year, Lyndon Johnson, who had taken over the American presidency in the wake of the assassination of John F. Kennedy, ordered the first air strikes on the North. Only 6 months later the rolling thunder air campaign was constructed. In just this campaign alone more bombs were dropped on North Vietnam than in all of World War two. Seven million tons of bombs and other hazardous weapons were dropped leaving an outstanding number of 2.6 million Vietnamese dead. On the night of January 31,1968 there were 70,000 Vietnamese soldiers launched as The Tet Offensive. It began so sudden that the allied forces, which were South Vietnam, and the US were left stunned and had to plan their revenge. All these 70,000 men were made up of mostly NLF (National Liberation Forces) and NVA( North Vietnamese Army) attacked the US and South Vietnamese military and government instillations throughout the country. It was a campaign that had been in preparation since a study carried out by General Giap in September 1967 had concluded that the war had reached a 'stalemate' situation and that something needed to be done. Out of this report ar...

What Is a 529 Plan How Can It Help You

What Is a 529 Plan How Can It Help You SAT / ACT Prep Online Guides and Tips If you want to save in a smart way for college (either for yourself or your child), you’ll want to make the most of your money. One of the best savings plans meant specifically for growing a college fund is called a 529 plan, or a qualified tuition plan. But what is a 529 plan? Like any sort of investment plan, there are several types of 529s, all with their own benefits and drawbacks. In this post, I’ll talk about the basics of 529 plans, why they’re helpful, whether they affect financial aid, and where you can get one. What Is a 529 Plan? According to the IRS, a 529 plan is an investment savings plan with tax incentives (and sometimes other benefits) to make it easier to save for post-secondary education. It’s an account in which you contribute a portion of your income to save for future college expenses. They’re generally run by state governments or education institutions, not banks. A 529 is typically a â€Å"set and forget† sort of savings plan (although you have a few different options that I’ll get to shortly) - you decide to make whatever contributions you’d like and a fund manager makes investment choices for you. Some plans require you to purchase â€Å"packages† to cover future tuition costs, whereas others allow to contribute however much you want, however often you want. One of the things that makes it special is that it can only be used for education expenses in the future, and can be opened by anyone (the saver) for anyone (the beneficiary). The main advantage to having a 529 plan is that earnings (i.e. the money that the plan makes while your money is invested) are not subject to federal tax, and are generally not subject to state tax, when used for educational expenses. Eligible expenses usually include things like tuition, fees, books, room, and board. In sum: You contribute some amount of your post-tax income either on a regular or more flexible schedule. The money you contribute to the plan is invested, and will usually grow (or will be guaranteed to be worth a certain amount in the future). When the plan’s beneficiary wants to use the money for eligible educational expenses, the money can be withdrawn and you don’t have to pay taxes on any money that your plan makes (e.g. capital gains taxes). I’m Still Confused - Why Is a 529 Plan a Good Thing? 529 plans are similar to retirement savings plans in a few different ways. Because people are generally more familiar with the way retirement savings plans work, I’ll use them as an analogy. Just like with 529 plans, there are a few different retirement savings options (e.g. traditional IRA, Roth IRA, 401k), but the bottom line is that they’re all options with tax benefits and incentives to help you save. Depending on what plan you decide to go with, you may have more or less flexibility and/or opportunities for capital gains. As with retirement plans, time is your friend when it comes to 529s - more time means you can contribute more money to the plan, and your money has more time to grow on its own as an investment. You could just stash money away in a savings account, but you’ll probably see less growth due to low interest rates, and you’ll have to pay taxes on any earnings. Just like with any other investment, there is some risk involved in putting your money in some types of 529 plans (I’ll talk more about this shortly). You may not gain as much money as you anticipate, for example. Overall, though, 529 plans are pretty conservative and provide respectable earnings. Once again, time is your friend! This holds true for any investment or savings plan, really - if you give your money more time to earn, you’ll generally be happier with the outcome. Types of 529 Plans There are two main types of 529 plans: prepaid tuition plans and college savings plans. I’ll talk about both of these plans here. Prepaid Plans Prepaid plans are primarily sponsored by states. Investments are â€Å"guaranteed,† which means that your money is certain to be worth a certain amount in terms of tuition (and sometimes room and board) dollars when the beneficiary heads off to college. Ultimately, these plans â€Å"lock in† a certain rate of tuition. Savers purchase â€Å"units† or â€Å"credits† at participating schools (usually public, in-state schools) for future education expenses for a beneficiary. You usually have the option to choose from several available packages that lump units together (e.g. one year of tuition, two years of tuition, tuition plus housing, etc). It’s typical to have the option to pay with a lump sum or with monthly installments. The older the beneficiary is when you start purchasing credits, the more expensive these units become. These plans often have residency requirements, which means you have to live in the state that sponsors that particular plan. You should be able to transfer the value to private and out-of-state schools, but you may not get the full value of your plan (this varies widely by state). Ultimately, prepaid plans are fairly â€Å"safe† because of the guaranteed nature of the investment (although some argue that the deal isn’t as great as it’s made out to be). They are fairly inflexible, however - if the beneficiary chooses to attend a private or out-of-state school, you probably won’t be able to transfer the full value of the plan. Here’s an example of a prepaid plan in action: Let’s say you’re interested in the Florida state 529 prepaid plan for your newborn. There are different packages available, but you choose to buy the four-Year Florida University tuition package. This would cost you $28,888.39 in 2016. In 18 years when your newborn heads off to college, the money you spent in 2016 would cover all tuition expenses at an FL state university, no matter how high the costs are in 2038. College Savings Plans College savings plans are a bit easier to understand than prepaid plans. Simply, a college saver opens an account for a beneficiary (the student) to pay for the student’s eligible college expenses (room, board, tuition, fees). Tax-advantaged college savings plans are usually run by states themselves - some banks offer these plans, but they won’t come with the same advantages that you can get through your state plan. There are often many investment options to choose from, so the saver can freely customize his/her investment. Withdrawals from this type of plan can usually be used at any college or university, which offers a lot more flexibility for the beneficiary when it’s time to head off to college. Your rate of return on your investments will depend on your specific choice of plan, but some college savings plans may earn as much as 3 to 3.5%. The downside to college savings plans is that unlike prepaid plans, your investment is not guaranteed - they’re subject to market fluctuations, just like any other investment. The upside to these plans is the degree of flexibility they offer, both in the beneficiary’s choice of college and the amount the saver chooses to contribute. College savings plans are sort of like this gymnast - they’re flexible but also not afraid of a little risk. Here’s an example of a college savings plan in action: Let’s say you’re interested in a college savings plan for your 8-year-old. You’re not sure where he’ll want to go to school, so you prefer a college savings plan to a prepaid plan because it’s the more flexible option. Your son will be ready to head off to school in 10 years, so you start contributing $5,000 annually to the 529 plan of your choice. Your money is invested in a mutual fund, so you know a certain rate of return is not guaranteed. Your investment does well, however, and you see an annual rate of return at 3.5%. After 10 years you will have contributed $50,000 to the plan, but your ending balance will be $60,710 - you won’t have to pay any taxes on these gains. If you’d put away the same amount into a savings account with an interest rate of 3.5% over 10 years, your ending balance would come to $57,818 (assuming an annual tax rate of 25% on capital gains). Overview: The Main Differences Between Prepaid and College Savings Plans Prepaid Tuition Plan College Savings Plan Tuition Price Lock Locks in tuition prices at certain schools No lock on tuition costs Eligible Education-Related Expenses Generally just for tuition and mandatory fees For all college-related expenses, including tuition, room, board, fees, books, computer Investment Guarantee State plans are guaranteed or backed by the state No state guarantee; your investment is subject to risk just like any other investment (money could fail to grow, or you could even lose money) Age Limits Most plans have an age limit for the beneficiary (student) No age limits; open to adults and children Residency Requirements Most state plans require either the owner (saver) or beneficiary (student) to be a resident of that state No residency requirement, but there may be some limitations in how you can purchase the plan Enrollment Periods Most plans have limited enrollment periods (periods when you can start participating in the plans) Open enrollment; you can start participating whenever you’d like Should You Get a Prepaid or a College Savings Plan? Your choice of 529 plan will depend on a few different factors. First, how much flexibility in school choice are you looking for? Prepaid plans are less flexible, and as such are best for in-state public schools. You should be able to transfer credit from a prepaid plan to out-of-state and/or private schools, but you probably won’t get the full value of the plan. The actual amount that you’d be able to transfer depends on the individual plan. Bottom line: If flexibility is a priority, college savings plans may be the better option. If you’re confident that your child will attend an in-state public school, prepaid plans may be the best fit. Second, what’s your preferred level of risk? Prepaid plans are generally sponsored by the state - the investments, credits, units or whatever you purchase tend to be guaranteed by the state with these plans. College savings plans, on the other hand, don’t generally guarantee returns (unless, of course, they’re sponsored by the state). If the market performs very well your money could do better than you expected in a college savings plan, although the opposite is also true. Bottom line: If you’re particularly risk-averse, you may prefer a prepaid plan. If you value flexibility over the relative safety of a conservative investment, you might be happiest with a college savings plan. Will a 529 Plan Decrease Financial Aid Eligibility? You might worry that having an investment account earmarked for college expenses might decrease student aid eligibility. In reality, a 529 savings plan has little effect on how much money a student will receive in financial aid. 529 plans are considered parental assets. As such, they’re factored into federal financial aid formulas at a max rate of 5.6% - that means that 5.6% of your 529 savings are included in the â€Å"expected family contribution,† the figure that’s so important in the calculation of financial aid. Ultimately, family income is considered a much more important factor when it comes to determining aid eligibility. Learn more about calculating your financial aid eligibility. Where Can You Get a 529 Plan? Each state has its own sponsored 529 plans, but enrollment is sometimes limited based on the type of plan and your own (and/or the student’s) state of residency. You may be able to enroll directly in the plan, but in other cases you’ll have to enroll via a financial broker. To get information on state-specific plans, Google â€Å"[state] 529 plans.† Any page that talks about a state-sponsored plan will have more information about plan details and how to enroll. There are a lot of ads that come up with 529 plan searches, but the first non-ad result is your best bet, like in this example. Summary Hopefully you have a better idea of what 529 plans are and how they can be useful. There are a lot of different options depending on your savings goals, state of residency, and flexibility needs. I encourage you to look at your own state 529 options to see if particular plans appeal to you. If it’s an option, I also encourage you to talk to an expert or trusted financial advisor for advice and guidance! What’s Next? If you’re thinking about saving for college (for either yourself or a beneficiary), pat yourself on the back for being so proactive and forward-thinking. Something else you can do to prepare for the future is learn more about college expenses and how to minimize them. First, check out our complete guide to college costs - this outlines all the obvious and hidden expenses associated with going to college. If you’re surprised by how expensive college really is, you may want to read up on why college costs so much. Don’t get discouraged by these sticker prices, though! To figure out how to tackle these costs, check out our complete guide on how to pay for college (it may not be as daunting as you think). Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Writing Style Research Paper Example | Topics and Well Written Essays - 500 words

Writing Style - Research Paper Example For me, the writing process involves several challenges. The first one is organizing ideas. I am lucky to have a teacher in my primary years who emphasized the importance of organization in writing. That teacher taught me that in every composition I make, I should take the initial step of organizing my ideas. I could still remember the exercises we had on outlining, with the main topics and subtopics organized under some roman numerals and letters. This training in writing has been very valuable to me because it makes writing easy. An organized essay is easier to read and understand. In addition, teachers appreciate an organized essay with the main ideas carefully laid out in separate paragraphs. As I move along in schooling, I learned about the challenge of composing a thesis statement. I believe that training students to make plausible thesis statements should be an important aim of Writing teachers. Teaching students to make thesis statements will enable them to achieve emphasis and organization. Identifying the thesis statement goes along with outlining. The thesis statement serves as the guide in expounding a topic and composing paragraphs to make up the essay. In my experience, establishing the thesis statement allows me to expound on the topic without going beyond it. Nevertheless, I still have to improve the way I construct a thesis statement and introduce it in the first part of my composition. The next challenge is expounding ideas. Some people find it easy to expound ideas on any topic. Maybe they are gifted with a lot of information to write about. In my case, I find expounding ideas easy when I am interested in the topic. Personal experience, home decorating, gardening, and entrepreneurship are some topics I find easier to write about, whereas sports, statistics, and environmental issues are some of my waterloos. Academic writing, unlike other forms of writing, also challenges me to use outside sources.

Planning A Vacation Essay Example | Topics and Well Written Essays - 500 words

Planning A Vacation - Essay Example Although nobody has enough time to plan for a vacation; it could be easy if you follow these simple steps. When you first begin planning your vacation get a folder and keep all your vacation plans in one place. This folder will have all the brochures from the sites you plan to visit. It will have information on airline flights and hotels. Make reservations and keep a detailed account in this folder of everyone you talk to. Get information from local restaurants and make a list of the ones you want to visit. With all the information in one place, you can then make a daily itinerary of your planned events. By looking through the folder at your leisure, ideas will bubble forth and in no time you will have a full schedule for your vacation plans. With the schedule in hand, it's time to pack. Pack a carry-on that is small enough to stay with you at all times. Include the necessary items that you must have in the event that you get separated from your other luggage for a day. If you need to take medication, be sure this is with you at all times and not in the checked baggage. Be sure to pack for the climate and the outings you have planned. Let the children pack their own bag with their own special take-alongs. This may include CDs, games, or magazines. Make sure that it is small enough to carry on the plane. Planning makes packing a breeze. T

Evaluate the Foodservice Operation Essay Example for Free

Evaluate the Foodservice Operation Essay As time passes by, people were expecting also an improvement in the way cultural institutions would like to show what they got. If you have gone to a museum once, or other cultural institutions, you would probably go back some other time due to the liking in the place and its content. However, an expectation of seeking new experiences would probably be born onto you. Cultural institutions have been making many improvements and developments for the people visiting the place. Such improvements and developments are through exhibits, experiences, facilities, amenities, and many more. Together with the improvements is the food service. The fact that people are now becoming aware of the food trends which are probably seen in the television and the styles of serving and preparations of foods, the need for the improvement of the food service in this cultural institution is a must. Look at this; would anyone have much interest to go to the cafeteria in basement or in any place in the museum, having an old-fashioned theme, walking in a dark path? Someone might lose his/her appetite. Food service operations, such as having cafeterias, food courts and in any other form inside of the cultural institutions, enhance the satisfaction of the people who visits the place. In addition to that, it can also produce additional revenue for the institution and made the entire facility a place to go. Imagine, someone had to walk for a long time to see the cultural institutions have to show. Then the time he/she would be thinking of rest, he/she can then go to the cafeteria and have a rest while recharging his energy through eating. This is how Andy Zakrajsek explains how foodservice operations are important in such cultural institutions. He is the current director or retail businesses and the manager of the Brain Food Court together with the other operations regarding foodservice at the Museum of Science Industry (Levin, 2006). Food Service Mission A place to rest and unwind The main mission of having a food service operation in a cultural institution is to give time for the people visiting their place a time to recharge, say after an 8-hour tiring strolling looking on what the place have to offer . A need for nourishment can be given by these food service facilities. Another thing is to give time for the visitors to sit beside their friends and families, while enjoying the beautiful scene of the place. Through this, visitors then have the opportunity to unwind and take some rest for the next hour/s going back to see more of the exhibits present on the place. To generate additional revenues Not only on the outside or special occasions are catering on the play. At the Museum of Science Industry, there are also special events celebrated with which catering services held by the Brain Food Court under Andy Zakrajsek are on the roll. This catering on special events was considered to be one of the activities which generate a large amount of revenues. The museum and all other cultural institutions were designed to have a large area for special events and gathering such as large lobbies, atriums, amphitheaters, etc However, there is also a need for spacious places inside the cultural institutions; this is in addition to the accommodations needed for the gathering, but also the need for the foodservice preparations. Considering the costs of the foodservice preparations, having a place inside the cultural institution as the preparation area, will costs lesser than renting a place to takeover or a catering service outside, while earning greater profit. Must Adapt to Changes There are also called peak seasons and valley seasons on the museum. The number of visitors may vary from day-to-day or from season-to-season. For example, there can be thousands more of visitors which comes to visit the museum during summer, and by a hundred during winter (Johns, 2006). Due to this ‘seasons of change’, the foodservice must be adaptive to this kind of situation. The foodservice then must be flexible. Since there would be a large number to serve during warmer days, the foodservice operation must also consider the safety, but still must be in efficient manner. And in cold winter days, there must be an operation that shall consider the minimal staffing to lower the expenses. Andy Zakrajsek had thought of this problem and had also find solution to resolve this problem regarding the peaks and valleys. He said that having equipments and designs of the facilities which are flexible should be the best solution for a cafeteria and other foodservice facilities. The museum had undergone major renovations on their designs to adapt with the changes in numbers of guests that will arrive. Considering the case that occurs during cold winter days with which only a few numbers of guests arrives at the museum. The application of these flexible equipments and facilities can be seen; such as shutting down of some of the stations allocated for cooking. Doing this will lessen the costs for the amenities, and also to reduce some staffs. The need for an exceedingly flexible equipments and facilities is a must in order for the foodservice operations to handle the changes with regards to the numbers of crowds and the changing food trends. To Look Great while being Durable The food court and cafeterias are the one responsible for the foodservice operations. Together with other facilities and areas in the museum, the food court and cafeterias must also look really good as elaborated by Andy Zakrajsek. The museum’s food courts and cafeterias have been visited by a million and a half of visitors every year, many of them were kids. In addition to the foodservice operations, the manager of the foodservice operations had included in the food courts and cafeterias some carts, strollers and backpacks having buckles (Levin, 2006). This will make it easier for visitors to handle their kids, and for the place to be in control and in stillness. But these additional equipments must also be durable through time. There had been some changes together with the major renovations, on the floors and walls of the food courts and cafeterias. The food court and cafeteria’s floors were replaced by stain-proof and scratch-proof floorings while still having a nice design. As Andy Zakrajsek explained, they needed an industrial-level of surface materials while still giving an interesting look and designs. Educational Purpose One of the major purposes of the cultural institutions was to educate. Foodservice operations also included this purpose on their operations. There is a ledge purposely designed in front of the pizza and grill stations of the museum. This is made so that children can step onto it so that they can see and observe the cooks while working. The window protectors which divide the stations for cooking and the customer’s area were made of clear glasses which are in lower position relative to the customers view. This is an intended work so that the visitors can make a better look at the cooking and food preparation. Is it profitable? The manager of the Brain Food Court and the other foodservice operations of the Museum of Science Industry, Andy Zakrajsek, had focused on two things. They made critical and complete evaluations on the foodservice operations. They had evaluated the department for the special events of the museum. The first thing they evaluated are the following; how it functions; how the food courts, cafeterias and foodservice operations connected to the museum and how will it serve the guests; and had also evaluated the quality of the management used and the staffs of the foodservice operation. The second thing they did is reviewing the catering program. The purpose of this is a way easy, the optimization of the income that the museum can earn. After the evaluations and reviews done, they made improvement and developments regarding the concerns stated above. The result is that the net income of the museum had increased up to 250% within five years (Greenbaum, 2004). What makes foodservice profitable is that it enhances the cultural institutions overall purpose, having cafeterias and food courts, catering and other special events and foodservices, make the increase in the number of visitors in the museum, this is the main supporting evidence how foodservice operations make the institution more profitable. As stated by the by Andy Zakrajsek, the catering on the special events held at the museum was considered one of the activities which generates a large amount of revenues. Conclusion The importance of the foodservice operations in cultural institution is extremely high. Thus, this implies that the planning about the foodservice operations must be included on the design process of every cultural institution. Summing it up, there is a critical role played by the foodservice operations in a cultural institution, and planning it up early and having it is one of the measures of success of the institution. Foodservice operations are responsible for the enhancements of the institution, which controls the increases the number of visitors, in which it brings huge revenues to the institution.

The Important Role of News Reporters Essay -- Exploratory Essays Resea

The Important Role of News Reporters Every morning when I get up, the very first thing I do is turn on the TV--but not for cartoons or MTV. It has become a habit for me to watch the news in the morning. I feel the need to know what is going on because I know that no matter where the news happens, 99 percent of the time it will, directly or indirectly, affect me or people I care about. The broadcast media has become a part of my life and the lives of almost everyone in the Western world. We may not know the names of our senators, but Katie Couric or Tom Brokaw are familiar names in every American household. Not many of us realize, however, that the job of the news reporter is not as glorious as we imagine. This paper will offer you a closer look on what goes on behind the TV screen or radio microphone. Like all other discourse communities, news reporters have their own jargon. It consists mostly of technical terms describing different aspects of news production. In radio, there are voicers, readers, Q&A's, and packages--all of these are types of stories. Voicer is a news story voiced by a reporter; reader is a script of a news story read by a news anchor; Q&A is an interview; and package is a news story produced and read by a reporter that also includes parts of interviews or natural sound. A particular feature of a news reporter's jargon is that very often there are a couple of different terms for one concept. For example, other words for "package" are "wrap" and "feature"; "cut," "bite" (or "soundbite") and "actuality" all refer to a part of an interview. But in most cases, the jargon of the news reporters is much more understandable to an outsider than, for example, the specialized language of chemists. The goal of repo... ...oofness hurt press credibility, ABC's Cokie Roberts says." Freedom Forum Online News. http://www.freedomforum.org/freedomforum/news/971003ca.html (9 October 1997). Germer, Fawn. "How Do You Feel?" American Journalism Review June 1995: 36-42. Kemkes, Michelle. " 'If it bleeds it leads,' isn't the motto at KVUE-TV." Minnesota News Council Newsletter, Summer 1996. http://www.mtn.org/newscouncil/Summer96/KVUE.html (9 October 1997). Rather, Dan. "Journalism and the Public Trust." Humanist Nov./Dec. 1990: 5-8. Scanlan, Frank. Personal interview. 10 October, 1997. Shaw, David. "Beyond Skepticism: A Negative Spin on the News." Los Angeles Times 17 April 1996: Al. Shook, Frederick, et al. The Broadcast News Process. 5th ed. Englewood: Morton Publishing, 1996. Valente, Judith. "Do You Believe What Newspeople Tell You?" Parade 2 March 1997: 4-6.

Is Evil an intrinsic or extrinsic in Humans Essay

Evil: A noun meaning profound immortality, wickedness and depravity. It’s just a simple four letter word, full of darkness. There is a little bit of evil in everyone, varying in degree and severity, but it’s up to you whether you let it show or not According to Mr. Golding, evil is intrinsic in human beings. That means that evil is an instinct to humans, a part of them. Many people can deny that fact, however it is suppressed inside of humans and will come out in extreme situations or after traumatic experiences as a self-defense mechanism. However, what is evil? What defines evil? What can we compare evil to? Evil, to some people, are the acts that are against a certain religion, culture, society, etc. Many times, Again, evil is personified, and the most common evil known today that is personified is Satan, also known as Lucifer or the Devil. That includes the â€Å"goody two shoes† people, they have Evil Intents and thoughts, but they work well at suppressing i t. But evil isn’t something personified, if not, it is human nature. In â€Å"The Lord of the Flies†, all the boys are stuck on the island and are all in the same situation. However, the boys enjoy mocking Piggy because he is physically inferior. In the human mind, placing someone below themselves increases their self-confidence so that they feel superior and better about themselves. In many cases this appears in bullying. There are examples such as, â€Å"’You’re taking too much,’ said Jack Merridew. ‘Shut up, Fatty.’ Laughter arose. ‘He’s not Fatty,’ cried Ralph, ‘his real name’s Piggy!’†¦ a storm of laughter arose†¦Ã¢â‚¬  and â€Å"’His specs – use them as burning glasses!’ Piggy was surrounded before he could back away. ‘Here – let me go!’†¦ ‘My specs!’ howled Piggy. ‘Give me my specs!’† In both these insta nces, the boys took advantage of his physical disadvantage due to his asthma and mocking him for his body image. Evil could also be portrayed as self-preservation and survival. Although Simon’s death is a blur and is hard to comprehend, the boys attacked Simon, thinking that he was the beast and also using the excuse that it was a mistake and that they did not know as an excuse to get carried away by the game and simply attacked him for pleasure. Anyhow, isn’t murder considered  evil? If this isn’t murder, what is this? And is this terrible act, or so to speak, evil? In other books like Battle Royale and the Hunger Games, Humans have defined and showed their evil psychological side as it has been released in the terms of a kill or be killed situation, or just for the fun of it as other people termed it, either it was issues with home, or hate for society Mr. Golding is saying that evil is intrinsic, but since human society thinks that they are so civilized, humans think that evil is extrinsic. But under the right circumstances, survival and self-preservation surface, something that â€Å"civilized humans† consider as savage, barbaric, and evil. In other words, Evil is Intrinsic, but learning how to suppress that evil is Extrinsic need for humans. And as I looked into some reports, some of the parents of famous serial killers were not very civil and trying to compress.