Thursday, October 31, 2019

Dams Essay Example | Topics and Well Written Essays - 750 words

Dams - Essay Example The quality of the material that is being used in dams has drastically changed and includes material like cement and stone so that the dam can withhold the pressure (Lempà ©rià ¨re, 2013). As time passed by, it was seen that dams provided an ideal storage of water along with other benefits but with these benefits it also became clear that dams had their own disastrous effects too. This essay will revolve around the Ilisu dam and conclude if the advantages of building the dam outweigh the disadvantages that it can pose. Ilisu dam is built at an ideal location and can help to ensure a clean environment for the people who are living around. The clean environment here refers to the decrease in water pollution because of the dam (TMFA, 2011). Ilisu dam is being constructed on the technique of a hydroelecticity and does not include irrigation in its plan; this can help to ensure that the Tigris river is not polluted as the returning water would be clean as it should be. Along with the dam, a facility for the treatment of sewerage is also being developed so that the problem of eutrophication can be avoided (Bosshard, 2000). The problem of green house gas emission has long been debated with the development of new technology, but with Ilisu dam it can be said that the environment is safe as it would be run by hydro-electricity and green house gases would hence not be emitted in any form (European Commission, 2014). The dam not only provides a safe environment for the people of Turkey but it can also help t he people to improve their lifestyle. This can be achieved by preserving the Hasankeyf town of Turkey which had been partially destroyed by floods (TMFA, 2011). It can hence be said that the dam can provide a lot of advantages to the locals of the area if it is built accordingly. On the contrary, the dam has a lot of disadvantages too which

Tuesday, October 29, 2019

Krishna and Ang Mahabharata Essay Example for Free

Krishna and Ang Mahabharata Essay Bahagi ng Mahabharata ang Bhagavad Gita (o Bhagavadgita), isang diyalogo o pag-uusap sa pagitan nina Krishna atArjuna. The Mahabharata or is one of the two major Sanskrit epics of ancient India, the other being the Ramayana.[2] Besides its epic narrative of the Kurukshetra War and the fates of the Kaurava and the Pandava princes, the Mahabharata containsphilosophical and devotional material, such as a discussion of the four goals of life or purusharthas (12.161). Among the principal works and stories in the Mahabharata are the Bhagavad Gita, the story of Damayanti, an abbreviated version of the Ramayana, and the Rishyasringa, often considered as works in their own right. habharata, ( Sanskrit: â€Å"Great Epic of the Bharata Dynasty†) one of the two Sanskrit great epic poems of ancient India (the other being the Ramayana). TheMahabharata is an important source of information on the development ofHinduism between 400 bce and 200 ce and is regarded by Hindus as both a text about dharma (Hindu moral law) and a history (itihasa, literally â€Å"that’s what happened†). Appearing in its present form about 400 ce, the Mahabharata consists of a mass of mythological and didactic material arranged around a central heroic narrative that tells of the struggle for sovereignty between two groups of cousins, the Kauravas (sons of Dhritarashtra, the descendant of Kuru) and thePandavas (sons of Pandu). The poem is made up of almost 100,000 couplets—about seven times the length of the Iliad and the Odyssey combined—divided into 18 parvans, or sections, plus a supplement titled Harivamsha (â€Å"Genealogy of the God Hari†; i.e., of Vishnu). sinulat ang tulang epikong ito na may layuning parangalan ang mga bayani nang maganap ang paglusob ng mga Aryano (mga Aryan) sa India.  Halos kapantay ng mga diyos ang mga maalamat na mga bayaning ito. The Mahabharata tells the story of two sets of paternal first cousinsthe five sons of the deceased king Pandu (the five Pandavas and the one hundred sons of blind King Dhritarashtrawho became bitter rivals, and opposed each other in war for possession of the ancestral Bharata kingdom with its capital in the City of the Elephants, Hastinapura , on the Ganga river in north central India. What is dramatically interesting within this simple opposition is the large number of individual agendas the many characters pursue, and the numerous personal conflicts, ethical puzzles, subplots, and plot twists that give the story a strikingly powerful development. The five sons of Pandu were actually fathered by five Gods (sex was mortally dangerous for Pandu, because of a curse) and these heroes were assisted throughout the story by various Gods, sages, and brahmins, including the great sage Krishna Dvaipayana Vyasa (who later became the author of the epic telling this story), who was also their ac tual grandfather (he had engendered Pandu and the blind Dhrtarastra upon their nominal fathers widows in order to preserve the lineage). The one hundred sons of the blind king Dhartarashtra, on the other hand, had a grotesque, demonic birth, and are said more than once in the text to be human incarnations of the demons who are the perpetual enemies of the devotees of the lord. The most dramatic figure of the entire Mahabharata, however, is Sri Krishna who is the supreme personality of Godhead himself, descended to earth in human form to reestablish his devotees as care takers of the earth, and who practice Dharma. Krishna Vasudeva was the cousin of both parties, but he was a friend and advisor to the Pandavas, became the brother-in-law of Arjuna , and served as Arjunas mentor and charioteer in the great war. Krishna Vasudeva is portrayed several times as eager to see the war occur, and in many ways the Pandavas were his human instruments for fulfilling that end. The Dhartarashtra party behaved viciously and brutally toward the Pandavas in many ways, from the time of their early childhood. Their malice displayed itselfwhen they took advantage of the eldest Pandava, Yudhishthira (who had by now become the ruler of the world) in a game of dice: The Dhartarashtras won all his brothers, himself, and even the Pandavas common wife Draupadi They humiliated all the Pandavas and physically abused Draupadi; they drove  the Pandava party into the wilderness for twelve years, and the twelve years of exile had to be followed by the Pandavas living somewhere in society, in disguise, without being discovered. The Pandavas fulfilled their part of that bargain by living out side the kingdom, but the evil leader and eldest son of Dhartarashtra, Duryodhana , was unwilling to restore the Pandavas to their half of the kingdom when the thirteen years had expired. Both sides then called upon their many allies and two large armies arrayed themselves on Kurus Field (Kuru was one of the eponymous ancestors of the clan), eleven divisions in the army of Duryodhana against seven divisions for Yu dhishthira. Much of the action in the Mahabharata is accompanied by discussion and debate among various interested parties, and the most famous dialog of all time, Krishna Vasudevas ethical lecture and demonstration of his divinity to his devotee and friend Arjuna (the Holy Bhagavad Gita appeared in the Mahabharata just prior to the commencement of the world war. Several of the important ethical and theological themes of the Mahabharata are tied together in this Gita, and this Song of the Blessed One has exerted much the same sort of powerful and far-reaching influence in the Vedic Civilization that the New Testament has had in the Christian world. The Pandavas won the eighteen day battle, but it was a victory that deeply troubled all except those who were able to understand things on the divine level (chiefly Krishna, Vyasa, and Bhishma the Bharata patriarch who was symbal of the virtues of the era now passing away). The Pandavas five sons by Draupadi, as well as Bhimasena and Arjuna Pandavas two sons by two other mothers (respectively, the young warriors and Abhimanyu, were all tragic victims in the war. Worse perhaps, the Pandava victory was won by the Pandavas slaying, in succession, four men who were like fathers to them: Bhishma, their teacher Drona , Karna (who was, though none of the Pandavas knew it, the first born, pre-marital, son of their mother), and their maternal uncle Shalya (all four of these men were, in succession, supreme commanders of Duryodhanas army during the war). Equally troubling was the fact that the killing of the first three of these respected elders, and of some other enemy warriors as well, was accomplished only through trickery, most of which were suggested by Krishna Vasudeva as absolutely required by the circumstances. The ethical gaps were not resolved to anyones satisfaction on the surface of the narrative and the aftermath of  the war was dominated by a sen se of horror and malaise. Yudhishthira alone was terribly troubled, but his sense of the wars wrongfulness persisted to the end of the text, in spite of the fact that everyone else, from his wife to Krishna Vasudeva, told him the war was right and good; in spite of the fact that the dying patriarch Bhishma lectured him at length on all aspects of the Good Law (the Duties and Responsibilities of Kings, which have rightful violence at their center; the ambiguities of Righteousness in abnormal circumstances; and the absolute perspective of a beatitude that ultimately transcends the oppositions of good versus bad, right versus wrong, pleasant versus unpleasant, etc.); in spite of the fact that he performed a grand Horse Sacrifice as expiation for the putative wrong of the war. These debates and instructions and the account of this Horse Sacrifice are told at some length after the massive and narrative of the battle; they form a deliberate tale of pacification that aims to neutralize the inevitable reactions of th e war. In the years that follow the war Dhritarashtra and his queen Gandhari , and Kunti, the mother of the Pandavas, lived a life of asceticism in a forest retreat and died with yogic calm in a forest fire. Krishna Vasudeva departed from this earth thirty-six years after the war. When they learned of this, the Pandavas believed it time for them to leave this world too and they embarked upon the Great Journey, which involved walking north toward the polar mountain, that is toward the heavenly worlds, until ones body dropped dead. One by one Draupadi and the younger Pandavas died along the way until Yudhishthira was left alone with a dog that had followed him all the way. Yudhishthira made it to the gate of heaven and there refused the order to drive the dog back, at which point the dog was revealed to be an incarnate form of the God Dharma (the God who was Yudhishthiras actual, physical father), who was there to test Yudhishthiras virtue. Once in heaven Yudhishthira faced one final test of his virtue: He saw only the Dhartarashtra Clan in heaven, and he was told that his brothers were in hell. He insisted on joining his brothers in hell, if that were the case! It was then revealed that they were really in heaven, that this illusion had been one final test for him.

Sunday, October 27, 2019

Effect of Single Parent Household on Child Education

Effect of Single Parent Household on Child Education ABSTRACT The question of whether different family structures affect the educational achievement of children is one that has been debated over a vast amount of years and is still under scrutiny today. This theoretical study aims to contribute to our understandings of the links between single parent family structures and the affect it has on adolescents education (12 17 year olds). It particularly gives emphasis to single parent families, however also considers other family structures, such as, families that consist of two parents, step families, etc, which enables comparison between the data and gives an illustration of the educational differences between single parent family households and other family structures. This comparison has facilitated an analysis on positive or negative effects single parent families can possess on education. Lastly the study assesses the data available between educational attainment of adolescents from single-mother families and adolescents form single-father fam ilies. Research data has been collated from secondary sourced materials about single parent family structures and education, which were mainly in the form of journal articles all written by credible authors over the past 15 years. These statues of the sources used that influence the establishment of knowledge and policy are highly credible, as they are acknowledged by the accredited organisations that have allowed the primary research to be conducted and the data published. An analytical review has been conducted on all the research data examined and enabled the following findings; although adolescents are at increased risk of adverse outcomes when living in a single parent family structure, the differences between adolescents from two parent and single parent families is fairly insignificant and adolescents will predominantly, not be affected in terms of educational achievement and occupational success. CHAPTER 1: RESEARCH PROCESS Prior to starting this study, a comprehensive and detailed research process around the area of interest on single parent families was undertaken, to provide the core foundations of the study. It was necessary to engage with a wide variety of secondary sourced materials, which needed an extensive and analytical review, in order to carry a successful theoretical study on the chosen title; A Critical Review: The Educational Performance of Adolescents from Single Parent Families. There was a vast amount of literature and different methods of conduct in the way the information needed could be obtained, therefore a search strategy was devised [Refer to Appendix 1 Research Journal Book; Page 5], which included a clear and logical plan to collating the necessary research data. The starting point for the research process was a search for relevant literature on the Manchester Metropolitan University library website. This enabled access to the basic electronic books, articles and on-line journals to provide the basic background reading around the topic under analysis. Later, a search for various journal articles that were not available on-line was carried out and copies were made of the relevant ones that could help with the study. Also, after conducting a library search on the books required, the ones that were unavailable were reserved for later, and once obtained, it was necessary to read them. Comprehensive notes were made of the issues acknowledged around single parenthood and the information perceived to be of high significance. Although, now a lot of background knowledge and data on the subject matter was established, it was noticed that the materials used were not very contemporary, as some of the books and articles were published over 30 years ago. T herefore it was essential to engage with various online articles, including, The Times and journal databases, such as Demos to allow an analysis of a wider range of contemporary materials on the topic of interest. After collating and examining all the research attained, the materials were synthesised to the most relevant ones that were produced over the past 15 years and those that were published by credited authors and organisations, to allow the study to hold validity. In addition, a timeline was created, which consisted of dates as to when certain tasks and research would be carried out, in order to ensure the research tasks and study was completed before the submission deadline. After the research process was complete, it was officially time to commence in a detailed critical analysis and evaluation on the role of single parent families and adolescents educational attainment. CHAPTER 2: INTRODUCTION Research Interest The nature of this research is to find out whether the educational performances of adolescents (12 17 year olds) living in single parent households is different (better or worse) to those adolescents living in other family structures. The area of research interest is based around single parent families, particularly in relation to education and how children growing up in one parent households can affect their educational attainment. The focus is specifically on adolescents, as it has been argued by some practitioners who have studied single parent families that; adolescence in particular is a crucial time in which to study school success because educational achievement in the teen years has a direct influence on indicators of overall attainment, such as high school graduation and college attendance (Heard, 2007; p.320). The curiosity for this subject matter has stemmed from an individual standpoint, through personal experiences of being raised in a single-mother household, and holding positive educational achievements, as average academic grades have always been met. However, there seemed to be negative expectations from people in society (teachers, extended family members, etc), who considered individuals from single parent households to be less intellectually capable and to perform less well in education than those children from stable two parent families. Hence, the nature of this study and the hoped outcome after the review of literature is; that adolescents are often stereotyped because of their family structure which may have no or little relevance to their educational performance. In the process of conducting the research required, a personal interest on this topic area has developed furthermore, because a lot of different and altering views on single parenthood were found, which were not considered at first. For example, different explanations were discovered on how a boys educational achievement is affected when he is living in a single-mother household, which can be significantly different to him living in a single-father household. As previously stated, the research was conducted by collating relevant research data on the topic area and reviewing each article and information in depth to allow a detailed analysis of the main contentious issues, which included; the notion that adolescents from single parent households perform less well in education than those living with two parents, single parent families have a lack of funds to invest in educational resources, boys are adversely affected than girls from single parent households, boys growing up without a father are more likely to do less well in education, same with girls without their mother, and, lastly, the idea that living in a single parent family consequences very little parental involvement in the adolescents education. After underlining the main contentious issues, a number of 3 questions were formulated to guide the study and allow a successful analysis and evaluation of the secondary research data. These comprised; are adolescents from single parent families at a disadvantage to those of two parents in educational achievement? Secondly, are there any similarities or differences of the educational performance of adolescents between single-mother and single-father households? Lastly, do single-parents have little involvement in their childrens educational attainment? Report Structure The structure of the report firstly consists of an abstract to give the reader an insight to the study and what it deals with. Chapter 1 consists of the research process undertaken to allow the analysis of the research data. The section outlines the necessary steps taken when collating the research materials and provides the reader with a notion of the type of primary research previously conducted on the topic of single parent families. Chapter 2 is the introductory chapter to clarify the nature of the research. It includes information about where the curiosity in this subject matter stemmed from, the main contentious issues discovered from the secondary source materials, the questions developed to guide the study and lastly, an overview of the main conclusion drawn. Chapter 3 compromise a critical analysis on reports identified that deal with research and statistics conducted by governmental bodies, including the Institute of Education. It evaluates the effectiveness of the secondary sourced materials used to complete the study and takes into account the strengths and weakness of the materials analysed; also indentifying the gaps within the topic area under scrutiny. The analysis on these reports allows the subject matter to be put into a contemporary context. Chapter 4 consists of an analysis and critique of academic literature conducted by various authors and publishers. This part identifies other issues, ideas and competing theories related to children from single parent households and enables further arguments to be constructed. It also analyses the sociological data collection and analysis methods used to obtain data to form the studies on single parent households. Chapter 5 deals with an examination of the previous sociological theories devised around single parent families and also the contemporary ones. This analysis allows an insight to theorists opinions and explanations of the differences in educational attainment. Chapter 6 includes the addition of a comprehensive conclusion, compromising a brief summary of the research and independent conclusions related to the study are offered. This section allows an understanding of personal arguments and ideas made to contribute towards the concepts of the study and competing theories or interpretations. It also consists of a section that outlines the future work and study that can be implemented to develop the study of single parent families. Chapter 7, the last section contains a personal reflection on the engagement of the research conducted. It includes how and what has been learnt throughout the course of the study, as well as, how personal interests have been impacted and changed as a result of the research process and the completion of the study. Main Conclusions The critical review has drawn together the evidence on adolescents educational attainment from single parent family households. There is evidence to show that although adolescents are at increased risk of adverse outcomes when living in a single parent family structure, the differences between adolescents from two parent families and single parent families is fairly insignificant and adolescents will predominantly not be affected in terms of educational achievement and occupational success. The analysis has also exposed that family functioning and economic factors have a higher influence than the type of family structure on an adolescents educational success. Furthermore, various sociological theories have been devised on the matter of single parent families, which can be used in context with the topic in hand. Lastly, research indicates, the lack of educational success of adolescents being brought up in single parent families is not limited to one cause only; a lot of altering factors play apart. CHAPTER 3: ANALYSIS OF REPORTS There are a number of reports published by governmental bodies, such as, the Institute of Education, that deal with research and statistics established around single parent families and education. This chapter compromises a critical analysis of 5 major reports published in the last 15 years, which are all acknowledged by governmental bodies. Causes of Single Parenthood Over the space of a single generation the number of people marrying has halved, the number divorcing has trebled and the proportion of children born outside marriage has quadrupled (Lewis, 2001; p.37). It can be suggested, that all of the above contribute to the factors related to the causes of single parenthood. The context of this statement has been assembled from data provided by the Department for Children Schools and Families (DCSF) from the 1970s to the year 2000. However Lewis (2001) fails to look at contemporary data and statistics around the subject matter, which could alter the statement he has made. National statistics actually declare that the number of marriages in England and Wales steadily rose between 2001 and 2004 (Office for National Statistics, 2010), therefore although the number of marriages may have halved over the space of a single generation (Lewis, 2001; p.37), Lewis (2001) does not look at the rise of marriages in certain periods and does not offer any rationalisation for such trends [Refer to Appendix 2 Statistics Graph; Page 48]. In 2006 in Great Britain, 25% of dependent children were found to be living in single parent households with little or no contact with the second parent (Mooney et al, 2009). This figure holds credible status as it was obtained from the National Office for Statistics, however Mooney et al (2009) are unsuccessful in explaining how little or no contact is determined. There is no thesis or evidence of chapters that attempt to make clear how they approached and justified their declaration made, therefore making it questionable. Lewis (2001), Mooney et al (2009), amongst others also offer alternative explanations to single parenthood that are recognised within the majority of the reports under analysis, which will be addressed throughout the course of this study. Effects of Single Parenthood The levels of single parenthood are continuously rising; the effect that this has on the adolescents living with a single parent is contested. Some argue there are no adverse consequences, whilst others suggest that there are clear implications for the adolescents, arguing; evidence indicates unequivocally that those children whose parents separate are at significantly greater risk than those whose parents remain together, for a wide range of adverse outcomes in social, psychological, and physical development (Pryor and Rodgers, 2001; p.73). These two positions offered are both backed up with evidence, firstly showing the consequences for adolescents, mainly pointing at the fact that there is a considerable difference in educational achievement between those individuals from single parent families and those from nuclear family structures[1]. This evidence is mainly shown through the comparison of statistical data; those who were brought up by single parents were almost twice as likely to lack formal qualifications (Kiernan, 1997; p.9). Again, the contradicting argument also uses similar procedures, such as statistical data to illustrate the evidence that argues individuals form single parent families are not negatively affected; the difference between children from intact and non-intact families is a small one, and the majority of children will not be adversely affected (Mooney et al, 2009; p.3). Although both of these grand claims provide evidence to back up their statements, they are not a 100 per cent warranted as gaps within their claims still remain. For example, Mooney et al (2009) acknowledge that there is a small difference between single parent and nuclear family structures and claim the majority of individuals from single parent families are not affected. However they fail to recognise the small proportion of individuals who are affected, forgetting to address the reasons to how and why only a minority of adolescents from single parent families suffer the alleged adverse consequences. Separation or Divorce It is argued that adolescents whose parents separate have the double probability of experiencing long-term negative outcomes in education than adolescents from nuclear family structures (Mooney et al, 2009). The long-term studies that have been conducted to show this include the analysis of statistical data throughout a certain period of time and longitudinal studies, monitoring adolescents from single parent households over a course of their lives. There is no specific definition of the long-term outcomes, and studies have taken place over a variety of periods, including, 5, 10 and 20 years. There is also no precise measurement of a negative outcome, they tend to be the general opinions of the researcher or author rather than a factor defined through research or study; there are various chapters throughout all the reports that constantly refer to the negative child outcomes following parental separation (Mooney et al, 2009; p.13), however there is no mentioning of the measurements u sed to define these negative outcomes. A variety of research studies have indicated that adolescents who witness the breakdown of their own parents marriage in comparison to those who have not, hold lower educational qualifications, lower part-time or full-time incomes and more expected to be unemployed in later life (Kiernan, 1997). This expectancy is reasonably vindicated as Kiernan (1997) uses various statistical data from England to compare the educational achievements and employment roles of adults aged 33 who had been raised by single parents to those who had not. From her study, she found that there were a lower percentage of adults who experienced their parents separation than those brought up in nuclear family structures to commit to further educational studies. Also, there was a higher percentage of adults brought up by single parents who were unemployed than those brought up by both parents (Kiernan, 1997). Although, she provides some statistical evidence to indicate those from single parent families possess lo w levels of educational attainment, Kiernan (1997) does not take into consideration the fact that her statistics show; there was a higher proportion of individuals brought up by single parents holding O-Level qualifications in comparison to those who lived in a nuclear family structure [Refer to Appendix 3 Table of Statistics; Page 49]. She fails to provide an explanation for this statistic and in a sense seems to ignore this odd occurrence. The ignorance of this statistic suggests Kiernan (1997) is judging and concluding in a manner that does not necessarily match the evidence, which may indicate towards a personal or professional agenda. This personal agenda may simply be stereotypical views of those from single parent families, which can include the expectancy of academic failure and low employment prospects. Also, teenage girls who have witnessed their parental divorce or separation have a higher probability than their peers to begin early sexual relations, to cohabit at early ages and commit to teenage pregnancies. To start early sexual relations and conceive children young is one reason why a vast percentage of adolescent girls from single parent families perform less well in education than those living in nuclear family structures. The stresses of sexual relationships and pregnancy can often leave very little or no time to focus on study, commonly resulting in teenage mothers leaving education early and gaining little qualifications (Kiernan, 1997). Although Kiernan (1997) makes such claims, she does not provide any evidence to justify them. There is no evidence of statistical data showing that teenage pregnancies are the result of being brought up by a single parent and no mention of any imperative measurements used to suggests such outcomes can occur; thus her explanations lack in v alidity and can be contested in numerous ways. Economical Factors One economical factor that is argued to be common in single parenthood is the issue of living in poverty. In comparison to nuclear families, single parents tend to be considerably financially worse and statistics show 70% of single parents live in poverty (Evans et al, 2004). This is an accredited statistic obtained from the Department of Work and Pensions, which gives an insight of the scale of financial difficulties faced by single parents. Poverty has been identified as one major factor that affects educational attainment at schools and used to explain the low educational performances of adolescents from single parent households, as a vast number of children living in single parent family structures are only supported by one parental income or through welfare benefits. In Britain in the 1990s, approximately 80% of single mothers relied on governmental benefits to support themselves and their children (Kiernan, 1997). Again, this statistic is credited and provides a sound context t o the argument being made, however it is not a contemporary piece of research. Today in modern Britain a lot of people are facing financial difficulties because of different factors that can affect educational attainment, regardless of the type of family structure an individual is from. For example, in the current financial climate and the issues of the recession, many people are finding it difficult to maintain jobs and fund their familys educational needs, such as, university tuition fees, college expenses, etc; therefore adolescents from all family structures may have a lower educational attainment. Consequently there are more individuals today relying on governmental benefits to support their financial needs; from the start of 2008, 800,000 individuals were claiming Job Seekers Allowance, then rose rapidly in 2009, where there was 1.5 million claimants (National Office for Statistics, 2010: Refer to Appendix 4 Statistics Article; Page 50). Thus, Kiernans (1997) examination on f inance does not give a valid insight to the contemporary issues affecting educational achievement. Also, Kiernan (1997) suggests that single parents do not have the financial support from the second parent without any suitable evidence. Conversely this is not necessarily true, if parents have separated or divorced, the second parent is obligated to contribute to the finance of his/her family if any dependent children are involved; therefore although some single parents may face financial strain, there are others who still receive financial help from their ex-partners. Financial difficulty increases the chances of other variables connected with negative outcomes for the adolescents, including; poor nutrition, inadequate housing, health issues and limited access to educational resources. Adolescents with poor nutrition will find it significantly difficult to concentrate at school during lessons, limiting their educational performances. Evidence shows a balanced diet and the consumption of adequate vitamins and nutrients can boost the concentration levels of pupils at school, making them more alert and attentive during class sessions (Welsh et all, 2004). This evidence offered is of widespread knowledge and supported by nutritional specialists, such as, the British Nutrition Foundation (Stanner et al, 2010). Poor nutrition can also lead to various long-term health problems, including Anorexia, Cardiovascular Disease, etc, which may require adolescents taking a lot of time off school compared to those not living in poverty, therefore, again, limiting their educational performances (Mooney et al, 2009). A viable argument is made here, however there is a lack of evidence to support the suggestion that these health problems is a definite explanation as to why adolescents from single parent families can do poorly in education. Health problems can lead to taking time off school, however there is no reasonable clarification to why it specifically affects those from single parent families; Anorexia and Cardiovascular Disease can affect any individual, not just those who lack a balanced diet and may be living in single parent families; the causes of Anorexia range from a variety of factors, including, the media, social pressure and genetics (Russell, 2007). Inadequate housing conditions may make it difficult for adolescents to concentrate and complete coursework at home when required, resulting in another limitation in educational attainment (Mooney et al, 2009). Another viable argument, however, again, there is a lack of evidence to support this claim; it is not sufficient enough to suggest inadequate housing only affects those of single parent families, move valid knowledge and research is required to support such claims. Furthermore, it is contested; limited funds can often neglect the extra requirements of educational resources and materials to help during courses. For example, single parents may not be able to afford home computers, books, sportswear, etc that assist success in schools. Without the access to these resources adolescents from single parents are at a disadvantage in educational attainment compared to those adolescents living in nuclear families, supported by both parental incomes, thus an explanation for the questionable differences in educational achievement (Mooney et al, 2009). Although this is an explanation, Mooney et al (2009) fail to acknowledge the initiatives and support available for all family structures to overcome barriers when accessing educational resources. For example, public libraries are available to borrow books instead of buying them, libraries also facilitate free access to computers and schools also provide support free access to educational materials. Therefore the claim that adolescents from single parents do not have the access to resources available in order to perform well in education is not credible and lacks knowledge of contemporary support. In addition, it is also argued, adolescents living with single parents may leave education early to gain employment to help with the financial circumstances, or work long shifts whilst still at school to fund their own wants and needs, which can ultimately result in low educational attainment. Low qualifications and an early entry into employment can increase the prospects of low occupational achievement, little income, unemployment and state dependency (Kiernan, 1997). This argument is supported with evidence, as Kiernan (1997) uses statistical data to show that a lot of adolescents form single parent families do enter early employment to assist their familys financial needs. However, she has no evidence to suggest that an early entry into employment can increase the chances of low occupational achievement, this is an assumption made, that without further education individuals cannot succeed in the labour market. However this is not necessarily accurate, there are individuals in the media who have excelled within the labour market without an education to college or degree level, for example, Sir Allen Sugar, a successful business entrepreneur (BBC, 2009). Although there is a certain lack of acknowledgement of various factors when arguing poverty is a major factor of adolescents academic failure from single parent families, there has been a study conducted of 2 nuclear families in America who experienced a substantial decrease in income. This identified that the financial pressure lead to increased depression in both parents, conflicts throughout the family, behaviour changes in the adolescents and a drop in their educational success in schools and in exams. (Conger et al, 1992). Therefore, there is some valid evidence to associate single parent poverty with educational success. Never the less, consideration must be given to the fact that educational failure in single parenthood is not only limited to financial strain. Social Factors The single parent family structure is frequently associated with social factors, such as a decrease in the quality and quantity of personal contact between adolescents and their non-residential parent. This can affect a teenagers educational attainment due to the lack of support from both parents to perform well in school (Kiernan, 1997). Although this statement is made, there is no substantial evidence or research conducted to support the argument. There is the assumption that teenagers will automatically have a decrease in the quality and quantity of personal contact with their second parent. However, this is may not be the case, parents after separation can still have daily contact with their children on a regular basis; thus the support from both parents to do well in education may not decline. Misleading conclusions are being made, which suggest the author may hold biased views on this subject matter. It can be argued, single parents providing childcare may also have limited time and energy they can dedicate to their children, particularly if longer hours of paid employment is necessary to maintain financial stability. These decreases in parental resources, for example, help with homework, support and attention they can offer to their children, can increase the possibility of educational failure (Kiernan, 1997). Although the long working hours may have an impact on parental time available, there is no verification that declares a lack of parental time has a definite effect on educational attainment. Kiernan (1997) also ignores social networks that can provide support with educational attainment, such as, family, friends, neighbours, relatives, etc. It has been argued by many that social networks and support is crucial for the development of individuals intellectually, emotionally and socially; strong networks allow the foundations to achieving success in academic and occupational careers (Hooyman and Kiak, 2008). Psychological Factors Amongst these social and economical explanations are psychological explanatory factors that attempt to clarify the educational differences between teenagers from single parent and nuclear family structures. It is argued that the notion of family stress during bereavement, divorce, separation, etc, can provide a vast amount of strain on the children, which can add onto the predominant stresses of educational attainment. A number of studies have exposed that parental conflict during separation can have a harmful impact on the adolescents well-being. This can result to lack of concentration during school class sessions, less motivation to complete designated assignments and a lack of class participation, which usually lead to academic failure (Kiernan, 1997). There is substantial evidence to suggest stress can be related to educational achievement and affect academic results obtained; for instance there have been various observational and longitudinal studies that have discovered trauma tic stress can lead to a decline in academic success (Hall, 2000). Whilst Kiernan (1997) takes into consideration the stresses of parental separation, she fails to acknowledge the relief some marital breakdowns can have; for example, one where the child or partner was suffering physical abuse. In this situation a positive outcome could occur in educational attainment rather than the negativities of academic failure. Also research suggests that the parental ability to recover from distress of bereavement, separation and divorce can affect the childrens ability to adapt to new changes. Effective communication and frequent contact between the adolescents and both the resident and non-resident parents are important in assisting teenagers to adjust and adapt to change. If change is not accepted and the adolescents do not adapt, studies have discovered that there is a higher possibility of poor educational outcomes for teenagers from separated families than those from intact ones. The distress teenagers may face fro Effect of Single Parent Household on Child Education Effect of Single Parent Household on Child Education ABSTRACT The question of whether different family structures affect the educational achievement of children is one that has been debated over a vast amount of years and is still under scrutiny today. This theoretical study aims to contribute to our understandings of the links between single parent family structures and the affect it has on adolescents education (12 17 year olds). It particularly gives emphasis to single parent families, however also considers other family structures, such as, families that consist of two parents, step families, etc, which enables comparison between the data and gives an illustration of the educational differences between single parent family households and other family structures. This comparison has facilitated an analysis on positive or negative effects single parent families can possess on education. Lastly the study assesses the data available between educational attainment of adolescents from single-mother families and adolescents form single-father fam ilies. Research data has been collated from secondary sourced materials about single parent family structures and education, which were mainly in the form of journal articles all written by credible authors over the past 15 years. These statues of the sources used that influence the establishment of knowledge and policy are highly credible, as they are acknowledged by the accredited organisations that have allowed the primary research to be conducted and the data published. An analytical review has been conducted on all the research data examined and enabled the following findings; although adolescents are at increased risk of adverse outcomes when living in a single parent family structure, the differences between adolescents from two parent and single parent families is fairly insignificant and adolescents will predominantly, not be affected in terms of educational achievement and occupational success. CHAPTER 1: RESEARCH PROCESS Prior to starting this study, a comprehensive and detailed research process around the area of interest on single parent families was undertaken, to provide the core foundations of the study. It was necessary to engage with a wide variety of secondary sourced materials, which needed an extensive and analytical review, in order to carry a successful theoretical study on the chosen title; A Critical Review: The Educational Performance of Adolescents from Single Parent Families. There was a vast amount of literature and different methods of conduct in the way the information needed could be obtained, therefore a search strategy was devised [Refer to Appendix 1 Research Journal Book; Page 5], which included a clear and logical plan to collating the necessary research data. The starting point for the research process was a search for relevant literature on the Manchester Metropolitan University library website. This enabled access to the basic electronic books, articles and on-line journals to provide the basic background reading around the topic under analysis. Later, a search for various journal articles that were not available on-line was carried out and copies were made of the relevant ones that could help with the study. Also, after conducting a library search on the books required, the ones that were unavailable were reserved for later, and once obtained, it was necessary to read them. Comprehensive notes were made of the issues acknowledged around single parenthood and the information perceived to be of high significance. Although, now a lot of background knowledge and data on the subject matter was established, it was noticed that the materials used were not very contemporary, as some of the books and articles were published over 30 years ago. T herefore it was essential to engage with various online articles, including, The Times and journal databases, such as Demos to allow an analysis of a wider range of contemporary materials on the topic of interest. After collating and examining all the research attained, the materials were synthesised to the most relevant ones that were produced over the past 15 years and those that were published by credited authors and organisations, to allow the study to hold validity. In addition, a timeline was created, which consisted of dates as to when certain tasks and research would be carried out, in order to ensure the research tasks and study was completed before the submission deadline. After the research process was complete, it was officially time to commence in a detailed critical analysis and evaluation on the role of single parent families and adolescents educational attainment. CHAPTER 2: INTRODUCTION Research Interest The nature of this research is to find out whether the educational performances of adolescents (12 17 year olds) living in single parent households is different (better or worse) to those adolescents living in other family structures. The area of research interest is based around single parent families, particularly in relation to education and how children growing up in one parent households can affect their educational attainment. The focus is specifically on adolescents, as it has been argued by some practitioners who have studied single parent families that; adolescence in particular is a crucial time in which to study school success because educational achievement in the teen years has a direct influence on indicators of overall attainment, such as high school graduation and college attendance (Heard, 2007; p.320). The curiosity for this subject matter has stemmed from an individual standpoint, through personal experiences of being raised in a single-mother household, and holding positive educational achievements, as average academic grades have always been met. However, there seemed to be negative expectations from people in society (teachers, extended family members, etc), who considered individuals from single parent households to be less intellectually capable and to perform less well in education than those children from stable two parent families. Hence, the nature of this study and the hoped outcome after the review of literature is; that adolescents are often stereotyped because of their family structure which may have no or little relevance to their educational performance. In the process of conducting the research required, a personal interest on this topic area has developed furthermore, because a lot of different and altering views on single parenthood were found, which were not considered at first. For example, different explanations were discovered on how a boys educational achievement is affected when he is living in a single-mother household, which can be significantly different to him living in a single-father household. As previously stated, the research was conducted by collating relevant research data on the topic area and reviewing each article and information in depth to allow a detailed analysis of the main contentious issues, which included; the notion that adolescents from single parent households perform less well in education than those living with two parents, single parent families have a lack of funds to invest in educational resources, boys are adversely affected than girls from single parent households, boys growing up without a father are more likely to do less well in education, same with girls without their mother, and, lastly, the idea that living in a single parent family consequences very little parental involvement in the adolescents education. After underlining the main contentious issues, a number of 3 questions were formulated to guide the study and allow a successful analysis and evaluation of the secondary research data. These comprised; are adolescents from single parent families at a disadvantage to those of two parents in educational achievement? Secondly, are there any similarities or differences of the educational performance of adolescents between single-mother and single-father households? Lastly, do single-parents have little involvement in their childrens educational attainment? Report Structure The structure of the report firstly consists of an abstract to give the reader an insight to the study and what it deals with. Chapter 1 consists of the research process undertaken to allow the analysis of the research data. The section outlines the necessary steps taken when collating the research materials and provides the reader with a notion of the type of primary research previously conducted on the topic of single parent families. Chapter 2 is the introductory chapter to clarify the nature of the research. It includes information about where the curiosity in this subject matter stemmed from, the main contentious issues discovered from the secondary source materials, the questions developed to guide the study and lastly, an overview of the main conclusion drawn. Chapter 3 compromise a critical analysis on reports identified that deal with research and statistics conducted by governmental bodies, including the Institute of Education. It evaluates the effectiveness of the secondary sourced materials used to complete the study and takes into account the strengths and weakness of the materials analysed; also indentifying the gaps within the topic area under scrutiny. The analysis on these reports allows the subject matter to be put into a contemporary context. Chapter 4 consists of an analysis and critique of academic literature conducted by various authors and publishers. This part identifies other issues, ideas and competing theories related to children from single parent households and enables further arguments to be constructed. It also analyses the sociological data collection and analysis methods used to obtain data to form the studies on single parent households. Chapter 5 deals with an examination of the previous sociological theories devised around single parent families and also the contemporary ones. This analysis allows an insight to theorists opinions and explanations of the differences in educational attainment. Chapter 6 includes the addition of a comprehensive conclusion, compromising a brief summary of the research and independent conclusions related to the study are offered. This section allows an understanding of personal arguments and ideas made to contribute towards the concepts of the study and competing theories or interpretations. It also consists of a section that outlines the future work and study that can be implemented to develop the study of single parent families. Chapter 7, the last section contains a personal reflection on the engagement of the research conducted. It includes how and what has been learnt throughout the course of the study, as well as, how personal interests have been impacted and changed as a result of the research process and the completion of the study. Main Conclusions The critical review has drawn together the evidence on adolescents educational attainment from single parent family households. There is evidence to show that although adolescents are at increased risk of adverse outcomes when living in a single parent family structure, the differences between adolescents from two parent families and single parent families is fairly insignificant and adolescents will predominantly not be affected in terms of educational achievement and occupational success. The analysis has also exposed that family functioning and economic factors have a higher influence than the type of family structure on an adolescents educational success. Furthermore, various sociological theories have been devised on the matter of single parent families, which can be used in context with the topic in hand. Lastly, research indicates, the lack of educational success of adolescents being brought up in single parent families is not limited to one cause only; a lot of altering factors play apart. CHAPTER 3: ANALYSIS OF REPORTS There are a number of reports published by governmental bodies, such as, the Institute of Education, that deal with research and statistics established around single parent families and education. This chapter compromises a critical analysis of 5 major reports published in the last 15 years, which are all acknowledged by governmental bodies. Causes of Single Parenthood Over the space of a single generation the number of people marrying has halved, the number divorcing has trebled and the proportion of children born outside marriage has quadrupled (Lewis, 2001; p.37). It can be suggested, that all of the above contribute to the factors related to the causes of single parenthood. The context of this statement has been assembled from data provided by the Department for Children Schools and Families (DCSF) from the 1970s to the year 2000. However Lewis (2001) fails to look at contemporary data and statistics around the subject matter, which could alter the statement he has made. National statistics actually declare that the number of marriages in England and Wales steadily rose between 2001 and 2004 (Office for National Statistics, 2010), therefore although the number of marriages may have halved over the space of a single generation (Lewis, 2001; p.37), Lewis (2001) does not look at the rise of marriages in certain periods and does not offer any rationalisation for such trends [Refer to Appendix 2 Statistics Graph; Page 48]. In 2006 in Great Britain, 25% of dependent children were found to be living in single parent households with little or no contact with the second parent (Mooney et al, 2009). This figure holds credible status as it was obtained from the National Office for Statistics, however Mooney et al (2009) are unsuccessful in explaining how little or no contact is determined. There is no thesis or evidence of chapters that attempt to make clear how they approached and justified their declaration made, therefore making it questionable. Lewis (2001), Mooney et al (2009), amongst others also offer alternative explanations to single parenthood that are recognised within the majority of the reports under analysis, which will be addressed throughout the course of this study. Effects of Single Parenthood The levels of single parenthood are continuously rising; the effect that this has on the adolescents living with a single parent is contested. Some argue there are no adverse consequences, whilst others suggest that there are clear implications for the adolescents, arguing; evidence indicates unequivocally that those children whose parents separate are at significantly greater risk than those whose parents remain together, for a wide range of adverse outcomes in social, psychological, and physical development (Pryor and Rodgers, 2001; p.73). These two positions offered are both backed up with evidence, firstly showing the consequences for adolescents, mainly pointing at the fact that there is a considerable difference in educational achievement between those individuals from single parent families and those from nuclear family structures[1]. This evidence is mainly shown through the comparison of statistical data; those who were brought up by single parents were almost twice as likely to lack formal qualifications (Kiernan, 1997; p.9). Again, the contradicting argument also uses similar procedures, such as statistical data to illustrate the evidence that argues individuals form single parent families are not negatively affected; the difference between children from intact and non-intact families is a small one, and the majority of children will not be adversely affected (Mooney et al, 2009; p.3). Although both of these grand claims provide evidence to back up their statements, they are not a 100 per cent warranted as gaps within their claims still remain. For example, Mooney et al (2009) acknowledge that there is a small difference between single parent and nuclear family structures and claim the majority of individuals from single parent families are not affected. However they fail to recognise the small proportion of individuals who are affected, forgetting to address the reasons to how and why only a minority of adolescents from single parent families suffer the alleged adverse consequences. Separation or Divorce It is argued that adolescents whose parents separate have the double probability of experiencing long-term negative outcomes in education than adolescents from nuclear family structures (Mooney et al, 2009). The long-term studies that have been conducted to show this include the analysis of statistical data throughout a certain period of time and longitudinal studies, monitoring adolescents from single parent households over a course of their lives. There is no specific definition of the long-term outcomes, and studies have taken place over a variety of periods, including, 5, 10 and 20 years. There is also no precise measurement of a negative outcome, they tend to be the general opinions of the researcher or author rather than a factor defined through research or study; there are various chapters throughout all the reports that constantly refer to the negative child outcomes following parental separation (Mooney et al, 2009; p.13), however there is no mentioning of the measurements u sed to define these negative outcomes. A variety of research studies have indicated that adolescents who witness the breakdown of their own parents marriage in comparison to those who have not, hold lower educational qualifications, lower part-time or full-time incomes and more expected to be unemployed in later life (Kiernan, 1997). This expectancy is reasonably vindicated as Kiernan (1997) uses various statistical data from England to compare the educational achievements and employment roles of adults aged 33 who had been raised by single parents to those who had not. From her study, she found that there were a lower percentage of adults who experienced their parents separation than those brought up in nuclear family structures to commit to further educational studies. Also, there was a higher percentage of adults brought up by single parents who were unemployed than those brought up by both parents (Kiernan, 1997). Although, she provides some statistical evidence to indicate those from single parent families possess lo w levels of educational attainment, Kiernan (1997) does not take into consideration the fact that her statistics show; there was a higher proportion of individuals brought up by single parents holding O-Level qualifications in comparison to those who lived in a nuclear family structure [Refer to Appendix 3 Table of Statistics; Page 49]. She fails to provide an explanation for this statistic and in a sense seems to ignore this odd occurrence. The ignorance of this statistic suggests Kiernan (1997) is judging and concluding in a manner that does not necessarily match the evidence, which may indicate towards a personal or professional agenda. This personal agenda may simply be stereotypical views of those from single parent families, which can include the expectancy of academic failure and low employment prospects. Also, teenage girls who have witnessed their parental divorce or separation have a higher probability than their peers to begin early sexual relations, to cohabit at early ages and commit to teenage pregnancies. To start early sexual relations and conceive children young is one reason why a vast percentage of adolescent girls from single parent families perform less well in education than those living in nuclear family structures. The stresses of sexual relationships and pregnancy can often leave very little or no time to focus on study, commonly resulting in teenage mothers leaving education early and gaining little qualifications (Kiernan, 1997). Although Kiernan (1997) makes such claims, she does not provide any evidence to justify them. There is no evidence of statistical data showing that teenage pregnancies are the result of being brought up by a single parent and no mention of any imperative measurements used to suggests such outcomes can occur; thus her explanations lack in v alidity and can be contested in numerous ways. Economical Factors One economical factor that is argued to be common in single parenthood is the issue of living in poverty. In comparison to nuclear families, single parents tend to be considerably financially worse and statistics show 70% of single parents live in poverty (Evans et al, 2004). This is an accredited statistic obtained from the Department of Work and Pensions, which gives an insight of the scale of financial difficulties faced by single parents. Poverty has been identified as one major factor that affects educational attainment at schools and used to explain the low educational performances of adolescents from single parent households, as a vast number of children living in single parent family structures are only supported by one parental income or through welfare benefits. In Britain in the 1990s, approximately 80% of single mothers relied on governmental benefits to support themselves and their children (Kiernan, 1997). Again, this statistic is credited and provides a sound context t o the argument being made, however it is not a contemporary piece of research. Today in modern Britain a lot of people are facing financial difficulties because of different factors that can affect educational attainment, regardless of the type of family structure an individual is from. For example, in the current financial climate and the issues of the recession, many people are finding it difficult to maintain jobs and fund their familys educational needs, such as, university tuition fees, college expenses, etc; therefore adolescents from all family structures may have a lower educational attainment. Consequently there are more individuals today relying on governmental benefits to support their financial needs; from the start of 2008, 800,000 individuals were claiming Job Seekers Allowance, then rose rapidly in 2009, where there was 1.5 million claimants (National Office for Statistics, 2010: Refer to Appendix 4 Statistics Article; Page 50). Thus, Kiernans (1997) examination on f inance does not give a valid insight to the contemporary issues affecting educational achievement. Also, Kiernan (1997) suggests that single parents do not have the financial support from the second parent without any suitable evidence. Conversely this is not necessarily true, if parents have separated or divorced, the second parent is obligated to contribute to the finance of his/her family if any dependent children are involved; therefore although some single parents may face financial strain, there are others who still receive financial help from their ex-partners. Financial difficulty increases the chances of other variables connected with negative outcomes for the adolescents, including; poor nutrition, inadequate housing, health issues and limited access to educational resources. Adolescents with poor nutrition will find it significantly difficult to concentrate at school during lessons, limiting their educational performances. Evidence shows a balanced diet and the consumption of adequate vitamins and nutrients can boost the concentration levels of pupils at school, making them more alert and attentive during class sessions (Welsh et all, 2004). This evidence offered is of widespread knowledge and supported by nutritional specialists, such as, the British Nutrition Foundation (Stanner et al, 2010). Poor nutrition can also lead to various long-term health problems, including Anorexia, Cardiovascular Disease, etc, which may require adolescents taking a lot of time off school compared to those not living in poverty, therefore, again, limiting their educational performances (Mooney et al, 2009). A viable argument is made here, however there is a lack of evidence to support the suggestion that these health problems is a definite explanation as to why adolescents from single parent families can do poorly in education. Health problems can lead to taking time off school, however there is no reasonable clarification to why it specifically affects those from single parent families; Anorexia and Cardiovascular Disease can affect any individual, not just those who lack a balanced diet and may be living in single parent families; the causes of Anorexia range from a variety of factors, including, the media, social pressure and genetics (Russell, 2007). Inadequate housing conditions may make it difficult for adolescents to concentrate and complete coursework at home when required, resulting in another limitation in educational attainment (Mooney et al, 2009). Another viable argument, however, again, there is a lack of evidence to support this claim; it is not sufficient enough to suggest inadequate housing only affects those of single parent families, move valid knowledge and research is required to support such claims. Furthermore, it is contested; limited funds can often neglect the extra requirements of educational resources and materials to help during courses. For example, single parents may not be able to afford home computers, books, sportswear, etc that assist success in schools. Without the access to these resources adolescents from single parents are at a disadvantage in educational attainment compared to those adolescents living in nuclear families, supported by both parental incomes, thus an explanation for the questionable differences in educational achievement (Mooney et al, 2009). Although this is an explanation, Mooney et al (2009) fail to acknowledge the initiatives and support available for all family structures to overcome barriers when accessing educational resources. For example, public libraries are available to borrow books instead of buying them, libraries also facilitate free access to computers and schools also provide support free access to educational materials. Therefore the claim that adolescents from single parents do not have the access to resources available in order to perform well in education is not credible and lacks knowledge of contemporary support. In addition, it is also argued, adolescents living with single parents may leave education early to gain employment to help with the financial circumstances, or work long shifts whilst still at school to fund their own wants and needs, which can ultimately result in low educational attainment. Low qualifications and an early entry into employment can increase the prospects of low occupational achievement, little income, unemployment and state dependency (Kiernan, 1997). This argument is supported with evidence, as Kiernan (1997) uses statistical data to show that a lot of adolescents form single parent families do enter early employment to assist their familys financial needs. However, she has no evidence to suggest that an early entry into employment can increase the chances of low occupational achievement, this is an assumption made, that without further education individuals cannot succeed in the labour market. However this is not necessarily accurate, there are individuals in the media who have excelled within the labour market without an education to college or degree level, for example, Sir Allen Sugar, a successful business entrepreneur (BBC, 2009). Although there is a certain lack of acknowledgement of various factors when arguing poverty is a major factor of adolescents academic failure from single parent families, there has been a study conducted of 2 nuclear families in America who experienced a substantial decrease in income. This identified that the financial pressure lead to increased depression in both parents, conflicts throughout the family, behaviour changes in the adolescents and a drop in their educational success in schools and in exams. (Conger et al, 1992). Therefore, there is some valid evidence to associate single parent poverty with educational success. Never the less, consideration must be given to the fact that educational failure in single parenthood is not only limited to financial strain. Social Factors The single parent family structure is frequently associated with social factors, such as a decrease in the quality and quantity of personal contact between adolescents and their non-residential parent. This can affect a teenagers educational attainment due to the lack of support from both parents to perform well in school (Kiernan, 1997). Although this statement is made, there is no substantial evidence or research conducted to support the argument. There is the assumption that teenagers will automatically have a decrease in the quality and quantity of personal contact with their second parent. However, this is may not be the case, parents after separation can still have daily contact with their children on a regular basis; thus the support from both parents to do well in education may not decline. Misleading conclusions are being made, which suggest the author may hold biased views on this subject matter. It can be argued, single parents providing childcare may also have limited time and energy they can dedicate to their children, particularly if longer hours of paid employment is necessary to maintain financial stability. These decreases in parental resources, for example, help with homework, support and attention they can offer to their children, can increase the possibility of educational failure (Kiernan, 1997). Although the long working hours may have an impact on parental time available, there is no verification that declares a lack of parental time has a definite effect on educational attainment. Kiernan (1997) also ignores social networks that can provide support with educational attainment, such as, family, friends, neighbours, relatives, etc. It has been argued by many that social networks and support is crucial for the development of individuals intellectually, emotionally and socially; strong networks allow the foundations to achieving success in academic and occupational careers (Hooyman and Kiak, 2008). Psychological Factors Amongst these social and economical explanations are psychological explanatory factors that attempt to clarify the educational differences between teenagers from single parent and nuclear family structures. It is argued that the notion of family stress during bereavement, divorce, separation, etc, can provide a vast amount of strain on the children, which can add onto the predominant stresses of educational attainment. A number of studies have exposed that parental conflict during separation can have a harmful impact on the adolescents well-being. This can result to lack of concentration during school class sessions, less motivation to complete designated assignments and a lack of class participation, which usually lead to academic failure (Kiernan, 1997). There is substantial evidence to suggest stress can be related to educational achievement and affect academic results obtained; for instance there have been various observational and longitudinal studies that have discovered trauma tic stress can lead to a decline in academic success (Hall, 2000). Whilst Kiernan (1997) takes into consideration the stresses of parental separation, she fails to acknowledge the relief some marital breakdowns can have; for example, one where the child or partner was suffering physical abuse. In this situation a positive outcome could occur in educational attainment rather than the negativities of academic failure. Also research suggests that the parental ability to recover from distress of bereavement, separation and divorce can affect the childrens ability to adapt to new changes. Effective communication and frequent contact between the adolescents and both the resident and non-resident parents are important in assisting teenagers to adjust and adapt to change. If change is not accepted and the adolescents do not adapt, studies have discovered that there is a higher possibility of poor educational outcomes for teenagers from separated families than those from intact ones. The distress teenagers may face fro

Friday, October 25, 2019

Music Censorship :: essays research papers fc

Should Music be Censored? Once people hear about the United States they automatically relate the country to the word â€Å"freedom.† Little do they know that this country has many similarities to countries where censorship plays a major role in their daily lives, due to their government. One of the major issues that involve censorship within the United States is the question whether or not music should be censored; and how will parents or the government decide at what age it is appropriate to allow children to listen to music pertaining profanity? There are two sides to this issue; there are people who are for and there are those who are against censorship in music. At what point does action transcend from a matter of consumer choice to the matter of censorship? I think that the government and parents should not refrain their children from listening to different kinds of music, because once they do that, they deprive their children from knowing what’s happening in our society.   Ã‚  Ã‚  Ã‚  Ã‚  People that are for the issue of censorship are usually from the older generation. These people consist of government officials that have children of their own. They believe that music pertaining profanity is one of the main factors for the problems that occur in our society. Such problems consist of an increase in violence and drug use amongst adolescents. An example was the incident that occurred at Columbine High School, where the media and others looked towards music as one of the causes for the incident. They feel that the music promotes sex, drugs, and violence. Critics believe that the children are not quite mature to listen to music with profanity in it.   Ã‚  Ã‚  Ã‚  Ã‚  On the other side of the issue many people think , neither parent nor the government should censor the type of music their children listen to. â€Å"By withholding art it goes against the first amendment that deals with freedom of speech, stated as; Congress shall make no law representing an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or the press; or of the right of the people peaceably to assemble, and petition the Government for a redress of grievances (Graham).† Another reason why we should not have music censorship is because is that it makes people aware of what is going on in the world. It opens ideas, and brings a whole new meaning to â€Å"art†.

Thursday, October 24, 2019

Hamlet’s Indecision Essay

Hamlet, the Prince of Denmark, is a bright young man with many talents. He is an academic, a witty orator, and a flawless actor. Certainly, he has the potential to do anything he wants which may have included, in the future, being the King of Denmark. His aptitude for all things calls into question why there is a great delay between Hamlet’s decision to avenge his father’s murder and the actual revenge. It is Hamlet’s idealism which leads to indecision and the reevaluation of his choice to kill Claudius. Hamlet actions should not attributed to mental illness but the purity of his soul. He believes fully that men were born good and were meant to do good things. His strong belief system contrasts strikingly with the reality and corruption of the world when he returns home. He comments on the state of Denmark and more specifically his father’s house, â€Å"‘Tis an unweeded garden that grows to seed; Things rank and gross in nature possess it merely† (Act I, sc ii). He is disgusted not just by his home community but the evil which existed in his family. He finds it difficult to resolve his illusions of what his world was with the reality of the situation. It is his idealist personality which allows him to conceal his bitterness while his internal will pressures him to avenge his father’s death. Hamlet attempts to use logic, a typical idealist characteristic, to determine what course of action he must take. Hamlet struggles with idea that he may be a coward for his inaction. At this point in the play Hamlet does not understand that it is his ‘goodness’ that is delaying his revenge. Despite his nightly supernatural chat with the ghost of his murdered father, he is still unsure if justice should be done by his own hand. Hamlet understands that if Claudius did kill his father he must kill Claudius. He understands that in a world of lies it was hard to tell truth from fiction, and a sinner from a saint. Therefore, Hamlet must have independent proof that his uncle murdered his father. A play within a play is the only way Hamlet, besides direct conformation, is going to be able to tell if Claudius is guilty. It is for this reason that Hamlet invites players in to perform a â€Å"murderous† play to ferret out the truth from his mother and new father. Hamlet’s inability to understand the motives of evil in actions and thought can also be attributed to his sole idealistic viewpoint. He does not understand why anyone would commit murder and therefore he is uncertain that he had ability to violently kill a man. Murderous revenge represents everything that Hamlet is not. Hamlet’s rational intellect allowed him the clarity of mind to understand both the good and bad in the act of the revenge. The mental degradation of Hamlet, is believed to be insanity by the other characters but it was clear to the audience that he is merely coming to terms with what he believes to be right. Hamlet is a religious man and murder was a sin. Hamlet is a man of classical philosophy and revenge is not rational. Choosing to appear mentally impair is good strategy because if the characters believe he is unwell, he will not be able to figure out the true. Hamlet’s true character remains unblemished. Hamlet is a man who believes in chivalry, and slaughter is not gentle. It is those idealistic qualities which causes the postponement of Claudius’ death. It is in the moment that Hamlet allows his emotion to dominate over his intellect that Claudius was killed. He is consumed by the thoughts of his father’s demise and is haunted by the knowledge that his father’s soul will not be able to rest until his death is avenged. Hamlet willfully concludes, â€Å"My thoughts be bloody or be nothing worth† (Act IV sc iv). It is then that Hamlet finally had the ability to suppress his idealistic nature, and do what is right. The murder is not a well planned scheme and occurs in the heat of the moment. Hamlet, after the murder of Claudius never once wavers in his decision. He has done what is right and believes that â€Å"There is a special providence in the fall of a sparrow† (Act V sc ii). Oddly enough fatalism is part of idealistic theory and therefore Hamlet always remains true to himself and his idealism. Hamlet’s idealism makes him the perfect tragic protagonist and leads to theme of indecision. Without his intense regard for the ideals of truth, justice, goodness and beauty there would be no play. His fatal flaw, the belief that men and therefore the world are inherently good, created a moral dilemma which the characters, and plot revolves. Even Hamlet, the academic, comments on the presence of hamartia in human nature. He stated: oft it chances in particular men That for some vicious mole of nature in them, As in their birth, wherein they are not guilty, By the o’ergrowth of some complexion, Oft breaking down the pales and forts of reason, Their virtues else, be they as pure as grace, As infinite as man may undergo, Shall in the general censure take corruption From that particular fault. (Act 1, sc 4). Hamlet continues late in the resolution of the play, â€Å"though I am not spleenative and rash Yet have I in me something dangerous† (Act V. sc i. ) Hamlet’s idealistic nature mismatched with his pragmatic circumstances, which creates the ultimate theme and driving force behind all the rising action, falling action, and resolution of this tragedy.

Wednesday, October 23, 2019

Juno by Jason Reitmen Essay

In the film Juno directed by Jason Reitmen the relationship between the main character Juno, and Mark is very important. This relationship helps the viewer learn more about Juno’s journey to motherhood and in each scene we are shown her development to maturity. Juno’s relationship with Mark influences the story line and helps the viewer understand Juno’s character and why Juno makes many of her decisions. The decision she faces is that of a pregnant 16 year old. The way she views her friend, Mark, develops and changes as she matures on her journey to motherhood. From the beginning of the film Juno has a clear picture of the perfect parent for her child. Mark fits what she is looking for ideally. He is a fun and relaxed man. He is into the same music as Juno, plays guitar and has terrific taste in horror films. When Juno is looking though the penny saver for adoptive parents she says â€Å" I just can’t give my baby to someone who describes themselves as â€Å"wholesome.† I am looking for something a little edgier.† This is when she sees Mark and Vanessa Lorring’s advertisement, which is exactly what Juno, is looking for. When first visiting the Lorring’s Juno and Mark play on his guitars, instantly bonding. Right from the start Mark is Juno’s preferred parent. I learnt through this that at the start of her pregnancy Juno has an innocent idea of parenting. Juno and Mark’s relationship deepens as time goes on. From the first time Juno meets Mark she shows an immense interest in him as a Father. She starts finding excuses to go around and see him, dropping in for the slightest reason. As their relationship grows they start watching movies together, ringing each other and recommending songs. At this stage she is firmly of the view that Mark would make a perfect Father for her baby. When talking about Mark Juno says, â€Å"It was cool, he is kind of cool.† At this point the audience may be questioning why a man that much older than Juno has so much in common with her, and questioning if Juno’s views on Mark are realistic as Bren does. The reactions and comments of other characters help Juno to consider her opinions in a different light. When Juno arrives home from Mark’s late at night Brenda is concerned about Juno. â€Å"That was a mistake Juno. Mark is a married stranger. You over stepped a boundary.† At first Juno is upset and annoyed about Brenda telling her off and treating her like a child. She reacts like a typical teenager, not seeing what the audience is already questioning, that spending time with Mark is inappropriate. Brenda is acting like a caring and mature parent, which contrasts with how Juno is behaving. As the movie progresses and Juno gets to know Mark better she realizes that Vanessa may be the stronger parent. From the beginning Juno shows a great interest in Mark and doesn’t pay much attention to Vanessa. When Juno sees Vanessa at the mall playing with a little kid, she realizes how great a Mother she would make. The scene shows Vanessa in a high angle wide shot running around with a young child who is completely engrossed and captivated by Vanessa’s company. We then see a close up on Juno’s face, the director uses this close up to highlight that Juno is fixated on Vanessa with an expression of awe and happiness, at the realization that Vanessa is going to make a wonderful Mother. Because of her love for children, you can see this by her interaction. Juno’s shift in judgment also affects her view on Mark as the attributes she values in a parent start to mature. Juno begins to realize that Mark may not be the ideal Father for her baby. When visiting Mark, they hang out in his room. The room is full of props such as unpacked boxes symbolizing Mark being unsettled and boxed in. Juno and Mark danced together with song lyrics in the background â€Å"all these young dudes† inferring that Mark still hasn’t grown up. While dancing we see a mid shot, Juno’s tummy is touching Mark and he comments â€Å"something’s between us†. Although there is a baby physically between them he is also suggesting there is chemistry and attraction between them. This is when Mark tells Juno he is leaving Vanessa. Juno is furious and this is a turning point in the film as Juno realizes Mark needs to grow up and is too immature to father her child. This is when Juno realizes that Vanessa is certainly going to make a better and reliable parent for her child. I learnt that through her pregnancy she becomes more mature and she begins thinking of her baby’s needs rather than her own. Juno’s relationship with Mark reflects her maturation from a naive teenager to a responsible Mother. When Juno first becomes pregnant she is looking for a fun relaxed parent. Initially she was impressed by Mark and enjoyed his company. However she was more focused on what she wanted for herself rather than the well being of her baby. As Juno spends more time with Mark we learn his strengths and weaknesses. Juno matures as a person and realizes Mark wouldn’t be responsible or grown up enough to make a stable Father. When Juno starts realizing this she starts seeing all the positive traits in Vanessa from a maternal perspective. Juno’s development as a person mirrors her physical development in her pregnancy. This is shown in the movie when Juno makes a selfless decision purely for the baby’s welfare and chooses the right parent to bring up her child, while she is in the advanced stages of her pregnancy. In conclusion Juno’s relationship with Mark changes throughout the film. Those changes reflect the reactions and influences of other characters, & Juno’s personal growth. As Juno progresses to Motherhood her opinions mature and slowly become selfless. By the end of film she realizes who she wants to see bring up her child.