Bilbo Baggins; Zero to Hero - 1313 Words

How does one define a â€Å"hero?† By classic definition, a hero is a man of great strength, valor and swordsmanship who fights evil even in the face of insurmountable odds to defend the lives of the innocent and those that can’t protect themselves. Indeed it is these very attributes which separate heroes from the common man. However, the word â€Å"hero† takes an entirely different connotation in J.R.R. Tolkien’s epic tale The Hobbit, in which the hero of the story is a furry-footed, complacent, hole dwelling hobbit named Bilbo Baggins. At first glance, Bilbo is very much the â€Å"un-hero† and more like an everyday average person than a hero. Unlike the classic definition of a hero, Bilbo’s strength is not measured by the might of his sword (though†¦show more content†¦While walking down the tunnel towards the dragon, Bilbo hears the great beast snoring. â€Å"Going on from there was the bravest thing he ever did. The tremendous t hings that happened afterwards were as nothing compared to it. He fought the real battle in the tunnel alone, before he ever saw the vast danger that lay in wait.† (214) It is because of Bilbo’s courage that he is able to conquer the greatest fear of all – the unknown. Bilbo’s willingness to persevere given the choice between certain doom and ending his journey and turning around is what separates Bilbo Baggins from the common man and is what defines him as a true hero. Loyalty is Bilbo’s greatest strength and the linchpin of his heroism. His un-yielding commitment to his friends and staunch sense of selflessness is what elevates Bilbo to a level purely reserved for heroes. This act of heroism is manifested throughout the book. From his rescuing of the dwarves from the savage spiders of Mirkwood, to his aid and abetment in rescuing the dwarves from an eternal imprisonment in the cave of the Wood-Elves, Bilbo remains loyal to his friends. However, Bi lbo’s greatest test of loyalty is his handing over of the Arkenstone to Bard on the eve of â€Å"the Battle of Five Armies.†Show MoreRelatedAnalysis Of Bilbo Baggins s The Hobbit 1616 Words   |  7 PagesBilbo Baggins is one of the main characters of J.R.R. Tolkien’s The Hobbit. Being a main character in a story, especially an adventure story, typically comes with some pretty hefty responsibilities. More often than not, the main character is also the hero. A hero is defined as â€Å"a person, typically a man, who is admired or idealized for courage, outstanding achievements, or noble qualities,† and these are not necessarily qualities readily attributed to Bilbo Baggins (oxforddictionaries.com). This

Educational Aspiration of Primary School Child Free Essays

string(68) " Kerala holds the highest literacy level where Bihar is the lowest\." We would like to express our sincere thanks towards all those people who have helped us in our theme report with their invaluable suggestions from time to time. We would like to thank our theme guide Prof. S. We will write a custom essay sample on Educational Aspiration of Primary School Child or any similar topic only for you Order Now N. Biswas for guiding us all the way and providing useful inputs from time to time.Without his guidance and sincere efforts alongside us, this report would not have seen light of the day. We would also like to thanks the govt. agencies in our respective states and at village level for providing us with the data required for the report and cooperating with us. Finally last but not the least, all the parents, teachers and the primary level students who helped us with our interviews and questionnaires by providing us the information have contributed in an inexpressible way in the completion of this report and letting us get a comparative analysis of the primary education system and factors affecting them across states.The topic Educational aspirations of rural India deals with studying the aspirations of the rural children and trying to focus on the various factors that affect the aspirations of the children in some way or the other. Five of us had gone to five different states in India with the aim of studying the aspirations of the rural children of that region and then trying to find out the factors that really contribute towards them.The reason for selecting this particular topic was that we were given a choice of our own to explore any field we want. We were all interested in knowing more about the rural youths and their aspirations. T o try to know what is the difference between the kids from a rural India and since we some of us had lived and had our education in rural India we wanted to go back and explore the changes that have come in the society if any. Our curiousness towards the education system and to know where the future of India sees itself made us choose this topic. Initially we all were thinking individually on the topic but once we knew about our similar interest, we tried coming up with a topic in the field that excites us all and finally we chose this topic. Also one more reason for choosing this topic was that few of us were going to really backward states and some of us were going to the states with the best educational services. So in a way we were getting the opportunity to study across states and come up with our findings of the reasons of particular aspirations in particular regions and how these are affected in different societies.The topic in our view holds quite an importance in today’s time as learning about the primary kids of the rural India gives us a glimpse into what the future might hold in for them and also for the nation. Since children of today are the future of tomorrow so knowing their aspirations, factors affecting them can certainly help in making changes that can lead the society and the nation towards a better future. The five of us had gone to five different states namely Bihar, Odisha, Haryana, Kerala and Uttarakhand.The comparative study in the later part of the report talks about the status of primary education across these states along with the factors affecting them. 2. OBJECTIVES * To develop an understanding of the educational aspirations of the primary level children in rural India. * Trying to understand the various factors that play an important role in affecting the aspirations of the primary level children. * To do the comparative analysis across 5 different states under a common platform and identify common issues and problems. 3. STATUS OF PRIMARY EDUCATION IN INDIAEducation is important not only for the growth of an individual but also for the nation as a whole. Primary education has been the foundation on which the development of every individual as well as the nation depends. But making primary education available to everyone has been a major issue and along with this making quality primary education available has all been more problematic for the state. But in the past few years, India has shown tremendous growth in the literacy levels and achievements in providing successfully education to all at the primary level. Various govt. chemes are being implemented in different states that have resulted in providing assistance as well as incentives to the children to come to school and study. Right of children to free and compulsory education bill was passed in 2008. Special schemes for the underprivileged sections of the society are being implemented. 3. 1 Govt. schemes Different govt. schemes are being implemented in various states across India at the primary level. Some of them are: * Mid Day Meal Scheme (MDMS): MDMS is a scheme that was launched as a Centrally Sponsored Scheme in 1995.This programme ensures provision of cooked mid day meal to children studying at elementary level at govt. , local body or govt. aided schools. * Cycle distribution: Another scheme in Bihar where a cycle is distributed to the children†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. * Scholarships for EWS: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. * SSA: Sarva Siksha Abhiyan meaning education for all is another one of the many govt. schemes that aims at providing education to all. This program aims to universalize elementary education by community ownership of the school system. This program also provides an opportunity for improving human capabilities to all children. Education Guarantee Scheme: This is one of the components of SSA aimed at providing education to the children. 3. 2 Literacy level The literacy level has been on a rise in India with the latest census report stating the literacy rate of our country to be 68% in 2007. This is a substantial increase from 12% at the time of independence and is commendable since the population is also growing at an abrupt pace. Among the Indian states Kerala holds the highest literacy level where Bihar is the lowest. You read "Educational Aspiration of Primary School Child" in category "Papers" This also accounted for an interesting study as these were the 2 of 5 states being covered.The adult literacy rate was 66% in 2007 whereas the youth literacy rate was 82% in 2001. 4. METHOD OF STUDY * Structured and unstructured interviews: One of the techniques used by us for getting information was structured and unstructured interviews. Many a times, going with questionnaires in our hands raised doubts in the minds of the people, so to avoid that we started with informal chats and then went on with the topic. * Questionnaires: Questionnaires were a means of getting information especially from the primary teachers and the village level authorities. Household interviews were also conducted based on the questionnaires. Emoticon analysis: For the children of primary level it is many a time difficult to ask questions and get the answers. Also they identify more easily with the visual aids rather than talking, so for a part of our questions to the primary children, we had a set of emoticons for them and they had to choose the answer based on the emoticons. These emoticons basically expressed their feelings and moods at different points of time. * FGDs: FGDs were conducted among teachers so that we can come to know their view points on the current education system and the factors affecting the level of primary education. Observations: Also observing was one of our main methods of studying about the village and also what the kids do in the school during their breaks and the classes. 5. CHALLENGES FACED There were many challenges faced by us during the work we were carrying out on the theme paper. Many a times the teachers were suspicious as to why we are doing this work and why do we want to know about them and the education there from the kids? Initially most of our time went in explaining our field work objectives and our reasons to be there.Getting information from the kids was one major challenging task as most of them were very shy and it really took great effort to get things out of them and that too correct information. Also a major challenge faced was that many lower caste families who didn’t send their children to primary schools showed no interest in talking on this topic to us. It was hard for us to convince them to talk to us. Language was one more challenge that was faced especially in Odisha. Few of the people in Uttarakhand too, especially women talked in the local Jaunsar language that made things difficult to interpret. . STATEWISE DATA All of us had gone to different states viz. Bihar, Odisha, Haryana, Kerala and Uttarakhand. Following is a brief description of the villages that we had gone to along with some of the information about our villages and the level of primary education there, along with the factors affecting them in our respective villages. The comparative analysis across states shows the factors affecting the aspirations of the primary level children and how they differ in different societies. 6. 1 BIHAR Literacy rate of Bihar: 47. 53% Literacy rate of Samastipur: 45. 76% Male: 57. 83%Female: 32. 69% Educational programmes going in Bihar: 1). Sarva Siksha Abhiyan (SSA) 2). National programme for Education of Girls at Primary Level (NPEGEL) 3). Kasturba Gandhi Balika Vidyalaya (KGBV) 4). School Sanitation and Hygiene Education Programme (SSHE) Literacy rate of Muhammadpur Kowari village: 42% Population of Muhammadpur Kowari village: 11,500 Income sources: Agriculture Laborer Business Rickshaw pulling Government and private service. Income level: Annual income ranged from Rs. 0,000 – 1, 50,000 per annum of the respondents. Education Infrastructure: 1) Anganwadis- 11 in no. 2) Government School- 5 in no. Primary-4 Middle- 1 High– Nil 3) Private School- 1 ( upto class 8) 4) LSC runned by AKRSP-22 Village had eleven Anganwadi centres which would impart learning to toddlers and preschoolers. There were five government primary schools out of which one was upgraded to the middle school. In addition to this there was one private school in village upto class 8th. For higher studies students had to go to Tajpur for class eighth upwards.Apart from this there were private schools at Pusa Road and Tajpur where students of better off families used to study. Muslim families preferred Madarasa education for their children in adjoining village Shahpur Baghauni. One can also find coaching centres mushrooming in and around the village where unemployed college graduates were taking classes and also private tuitions. We came to know that this mushrooming was due to ‘Haushla Afjaaayi Sceme’ of state government who would reward students promoted from class ninth to tenth and those who passed tenth board examination with first division marks.Parent would supplement government school education with private tuitions (Rs. 50-100 per student) and coaching for class eighth upwards. But this was not the case for poor who had higher dropout rates. Regarding this the role of AKRSP is worthwhile to mention that it ran Learning and Support Centre (LSC) in minority and dalit tolas which imparted free education at nominal fee of Rs. 10 per child per month for two hours in the morning at 22 centres. It was not considered as substitute for schools rather a complement to emphasize role and awareness regarding education.It attracted students from muslim community and dalits who could not afford high cost otherwise. Here education was more fun rather than drudgery unlike government schools. 6. 1. 1 Factors affecting primary education: a). Parents- Parents attitude and perception regarding the education determines the education and aspiration of children. This attitude and perception in turn is decided by the education of the parents, environment they live in, earnings, some past experiences and interest in child development.Muhammadpur Kowari village had 58% muslim population and 42% hindus of lower castes and their education level and income was very low. Mostly worked as farmers, laborers, and rickshaw pullers and migrated to other states and cities as land holding was less while family size was quite large. So they had a pressure to earn from the very beginning and hardly anyone was matriculate except few. Given the constraints they could not afford good education or think big and were reluctant as many had daughters to marry. Though fathers were not so optimistic regarding education of the child but mothers were very conscious and enthusiastic. Mostly the reply came they don’t want their children to suffer hardships as they had and education was the way to end misery by getting better jobs and lifestyle. Migrant workers that returned on Chhath and BakrId had exposure to outside world and emphasized the need of education and it was evident in their family. However there existed a disparity between spending on education of male and female child in financially sound or medium families whereas there was slight or no difference in poor families as both sexes went to same school and no access to tuitions or coachings or private school.The difference was owing to notion that male child would support family while girls are a liability. b). Teachers- Their qualification, training, apathy, absenteeism or engagement in other works( e. g. election duty, vaccination drives etc. ) proves to be a deciding factor in shaping the minds and thus aspirations of the children. The differentiation on basis of caste, religion or gender has very deleterious effect emotionally and psychologically. Such children develop low self esteem, unwantedness and develop bitterness.In this village when the teachers were interviewed regarding this topic they agreed the lack of staff s (4 teachers were for a middle school upto 8th standard) and hampering of studies due to other official works. Also, the teachers arrived late for the duty and could be seen chatting on the verandah and had no concerns what was going inside the classroom. The lack of trained teachers was felt as para teachers appointed to take classes were not qualified enough to take classes off higher standards. In 2 schools it was found that more than 1 class was going on in a single classroom and in 1 school had 2 rooms only so the classes were conducted under a thatched roof. It was common in many schools the student of class 6 had less learning what would have been otherwise obvious for class 4 reasons being the quality of teaching in government school. An incident was there when a teacher was asked in an informal conversation about aforesaid e. g. he told parents would come and quarrel that my child knows less than the ‘Y’ child and create nuisance so they had to pass all. As a result of this child would fare badly in high classes.Moreover the mismanagement of funds in midday meal scheme was brought in a notice in panchayat meeting. In another example when an Anganwadi staff was asked about the afternoon meal offered at anganwadi she told that out of Rs. 10,000 allocated Rs. 6000 would be shared among officer issuing the fund and the rest would serve the purpose naturally the quality will decline. c). Students- When the students were interviewed along with emoticons it was a real fun for them. However it was tried best to interview them post school so in front of teachers they would hesitate and could not express freely.Female students were interviewed in school only because of the conservative nature of the households and they used to come from far places. In schools as well as at LSCs the performance of girls was better than that of boys. The students had interest and had better result in mathematics but had poor performance in language paper. According to the survey it s because of 2 reasons- teaching was boring and teacher was usually absent, secondly many students had been taught in urdu at home and thus had difficulty in writing in hindi.When boys were asked about being absent from school they gave following reasons- going to relatives house ( as it was a festival time), helping father in fields( sowing time for tobacco and cauliflower), no teaching in school as many teachers were either absent or had taken leave after the election duty. Also, there were boys who came to school but did not attend classes as their peers were playing. However girls had a different reason as some of them had to look after their younger brother or sister while her mother went to work in fields while some of them accompanied their parents to pusa road market to sell vegetables.But surprisingly the attendance, interest and performance of the students were better at LSC because it incorporated rhymes, playthings, drawing and games period and more dynamic teachers. LSC had meeting with parents once a month, emphasized on curricular activities as well. It had organized ‘Bal Sabha’ (parent’s day) on 19th November which was a new experience for kids and more fun. d). School infrastructure- The debilitated conditions of government schools with leaky roofs, lack of drinking water and toilets is a discouraging factor for girl child enrollment and also absenteeism.Lack of teaching aids, text books, sports articles makes teaching learning process a monotonous act so a child tries different ways to escape school. Also, bullying by other boys or fear of corporeal punishment by teachers is a major cause of dropouts and absenteeism in these schools. All these were common in the village and absenteeism was more in rainy season as school had lessrooms or was leaky. One can imagine the scene of two classes commencing in a single room and learning of child in this environment. Moreover if there were any marriages around it was a practice to stay Baraat in the school so unofficially it was a kin of holiday. ). Economic condition of family- This factor was found to be the most important factor along with parent’s attitude and perception during the village stay. Now here are 4 cases- firstly the family was poor and wanted the child to continue study, secondly they wanted child to earn or assist in fields or do other works for livelihood, thirdly family was well off and could afford education and fourthly they wanted them to look after agriculture as land holding and agricultural income was more so they felt there is no need to study. It has been discussed in detail in parents section. f). Societal culture – It describes how the society affects parents and children thinking and feeling about education and what they aspire to become in future. At Muhammadpur Kowari the villagers were involved in agriculture and labor works mainly and were either illiterate or had very less formal education so they were less informed. They viewed education as a way to overcome poverty by seeking jobs such as teaching, police, army, government service etc. So any successful example of anyone getting such jobs was looked with respect and younger generation wanted to emulate his success.On the other hand many of the views that every educated man does not gets the government job so there is no use to study and wanted their child to engage in works. Another kind of thought that emerged was to seek benefit of schemes by enrolling child to school or to engage naughty children for few hours or the meal served in the afternoon at school. Many dalits had bitter experience of discrimination in the past and viewed education and ‘aspirations’ as privilege of upper class and caste and it would make no difference to their conditions. Muslims send their children to madarsa for education and by 14 years of age they dropped out to learn some tailoring or masonry works to earn bread and butter. Very few muslim households send their children to school and those belonging to Sheikhs and business class had tutors for their children. Home tutors were available for girl child because of parda system they were not going outside the village to study and after 8th standard they dropped out. However it was a matter of surprise that these girls when interviewed were happier and had no desire to study further and t had developed in their society as upper limit of girl education.. One more observation was that muslim family had no issues in sending their girl child to LSCs run by AKRSP because it was nearby or in their locality and mostly the female teachers were in that centres. Hence concern for security and parda system was guiding the aspirations. 6. 2 ODISHA Village:Badampada Block:Kaptipada District:Mayurbhanj State: Odisha 6. 2. 1 Village:Badampada: -The village Badampada is 60 kms from Baripada, the district head quarter of Mayurbhanj. It is around 8 km away from block head quarter, kaptipada.The place I visited is coming under tribal belt of Mayurbhanj. The Similipal reserve forest is near to our village. since the area is surrounded by the dense forest, people are more involved into NTFP collection from the jungle. Since the forest cover is depleting day by day, more people are diverted towards agriculture. Besides agriculture, some people depend on livestock. A very few people are salaried and a small fraction of the villagers are businessmen. The literacy rate of Orissa is 63. 08% (2001 census), while the literacy rate of the district is 52. 43%. The literacy rate of the district is not par with the state, because the tribe constitute 57. 67% of the total population of the state. Since there was very less tribal family in our village, literacy rate of the village is more than that of district i. e 60%. The various schemes are implemented by the state govt to attract the children to the school. The children in the primary school are provided Mid Day meal . The students are also text books, free of cost through District Primary Education Programme (DPEP). To improve the female literacy rate, the state Govt is providing school uniform to girls in the primary school.TheState govt. declared Rs 500 cr for Sarva Siksha Abhijan scheme . There is a primary school in the village, badampada which caters to the need of nearby villages like vaisnab sahi,Dhumkheta ,sisodia etc. Among them Vaisnab Sahi is the tribal dominated village. 6. 2. 2 Factors Affecting aspiration of the Children of Primary School * Parents- School students in the village are enthusiastic about education; however, parents are not very supportive. Most parents seem to think education as a meaningless practice without any real benefit.Most people in the village are from the working class, they force their children to help them in their work. I found major difference between Odiya and tribal families. While parents of Odiya family are very much enthusiastic to send their children to school, the case is opposite is in tribal families. * Teachers-The teachers play a vital role in the primary education. The teachers in the village show very little interest towards the education . I came to know, some teachers are involved in parallel business during school time. They do not work for the entire duration of their duty period and go home early.Another trick used by teachers is periodic presence by teachers (at a particular time one teacher remains present, while may be the remaining one is absent) . I am reliably informed that the school Head master was caught while stealing eggs which were provide for Mid day meal . * School Infrastructure- There is two class rooms and one office room in the primary school. So multiple classes are going on in one class room. The situation inside the class room is very much chaotic. It is very difficult on the part of the teacher to handle the multiple classes at a time.I have observed number children moving outside the classroom during school time. The teacher student ratio is 38 in the school. The school children are not getting books at the right time. No audio visual aid is provided to the school. * Economic status – The parents of the well off family send their children to English Medium School at Kaptipada. Due to poor economic status of the tribal household, they can’t afford the other facilities to their children during festival period; there is high absenteeism in the school in case of tribal students. Since they are not provided with any amusement in their home, they attend the fair without going to school. Some children help their household working in others firm to meet the day to day household consumption. * Societal Culture- Children imbibes from the society, surrounding them. Since, the parents are not much aware about the benefit of the education; they don’t motivate their children to attend the school. They are in favour of instant income. Children leave school in early age to earn money in tribal family. 6. 3 HARYANA Village : Gundiani Block : Mustafabad Tehsil : Jaghadhari District : Yamuna Nagar . 3. 1 Village: Gundiani: – A small village of population 494, located about 4 km away from a small town called Mustafabad, connected via road and rail routes. According to my fieldwork stay , village seems to be prosperous and it was supported by government data of BPL family number which was eight only out of total 68 households. Major income generating source of villagers is agriculture and apparently few villagers do have some business and services options as well which they have chosen over agriculture, even there are some instances of villagers going abroad for earning livelihood.Hence as the sources of income was varied so the income level was also have a varied range of about one lakh to 60 lakh per annum. Infrastructures related to education available in village boundaries were a government primary school, however within a 3 km radius of village one government higher secondary school, three private schools were located and school buses of 3-4 prominent private schools of which one include Delhi Public School, ply to the village for picking students. Literacy rate of Haryana is 67. 91 % ( 2006 data ), and that of the Yamuna nagar district is 72. 0 % ( 2006 data ) while that of village Gundiani was found to be 68. 81% ( 2010 data collected by Kamal amp; Sandeep). Well irrespective of all these infrastructure the literacy level of village was on not a brighter side as compared to overall state literacy level and on the lower side as compared to that of district. This can be attributed to the previous generation literacy as the thinking of previous generation was that they need to do agriculture only, so there is no need of education for that, hence this thinking pulled down the overall literacy level to lower side. . 3. 2 Factors affecting aspiration of primary school children: * Parents: They play the most important role as home is the building stone of the child’s life and in the home the family i. e parents play a vital role in aspiring the child for education. Educational qualification of parents is a major factor which shapes the thinking of parents towards education and future of their child. In village Gundiani, although the literacy level was low but still parents were conscious enough about education of their child.But they were not aware of future aspects and where to get this information. Parents just see other children from the village and their society and hence understand the importance of education and hence inspire high for the children. * Teachers: At primary level teachers influence the most the future of a child as they mold the mind of a child and hence inspire the actions of child towards life and education as well. In village Gundiani, in government primary school there were only two teachers and they were taking enough pain to work towards better future of students.They used to educated students regarding what they have to face in future if they don’t study well and always used to give examples of various other people from their village only so that children can easily relate them and can learn easily the importance of education. While in the private schools in nearby areas it was not so as the teachers employed by majority of schools were not well qualified, they were there to just teach from text books and were helping the children to understand the importance of education.But still the parents tend to send their child to a private school, the main reason behind this was that admitting your child to private school was seen as a status symbol in the village, and even few poor people used to send their child just to develop their status. Hence we can say that the teachers play a vital role developing the aspirations of a child at primary level. * School Infrastructure: This is one of the vital components affecting the aspiration of children and their perception towards education. In the village Gundiani the government school was having two class rooms and one room for mid day meal scheme meal preparation.There were six standards in the school but there were only two class rooms in each of which three consecutive standards were taught by teachers side by side. While in case of nearby private schools each standard was taught in different class room and enough teachers were available but the qualification of teachers was questionable to some extent. In the class rooms teaching aid were available in case of government schools while in some of the few private schools they were thinking of incorporating it. * Economic Status: Economic status of family matters a lot in case of the education provided to the child and ence in direct proportion affects the inspirations of the child as well parents towards education. As the family income largely determines the chances of a child getting education and its quality depending upon the schools to which children are sent. Ap art from the school the outside school education and facilities provided by parents according to their economic status like availing school bus so that child can go to far off better school and also time wastage in traveling can be minimized, availing private tuitions, better text books. Also better economic status of parents give a high confidence level to the child and in turn all the above factors highly influence the inspirations of child as well that of parents towards education of their child. * Societal culture: This section basically include the society and culture the village which highly affect the thinking of parents, teachers and in the end that of child. In society parents see the other children and then compare their child with others and hence try that their child also progress up to some benchmark set by them.Also availability of few role models in the village like few villagers have migrated to other big cities due to jobs and a few migrated foreign which proved to be role models for the parents of other children and hence they also wanted their child to prosper in life and get up to those positions. For this the parents were clearly aware that their child needs to be sent to school. Hence the societal cultures of the village influence significantly the inspiration of the parents in in turn that of the child. 6. 4 KERALA It is possible to say that the state of Kerala has a unique position in the education map of India with a literacy rate of 90. 2%. This rate is the highest in India according to 2001 census. Out of which literacy rate of men and women accounts to 94. 2% and 87. 86% respectively. Kerala became the first state in India to declare full literacy in one district called Ernakulam (1990). With the support of central government, government of Kerala launched a number of programmes in education sector. One of such programmes is â€Å"Akshara Keralam† introduced in 1991. It was aimed at bringing maximum number of illiterates to schools and other study centres. Apart from all these NGO interventions on education are also there in rural and backward areas of Kerala.In April1991 Kerala was declared as fully literate state by NLM (As per the norms of NLM, a literacy rate above 90 % shall be treated as complete literacy). Kerala topped the Education Development Index (EDI) among 21 major states in India in year 2006-2007. A report by NLM in 2007 states that Mizoram surpassed Kerala in literacy rate. SSA is also running well in Kerala. CDS, Trivandrum is monitoring the activities of SSA in Kerala. Kerala has made major achievements in school enrolment at the primary level and in preventing drop outs. Education providers in Kerala include both government and private parties.The percentage of private aided schools is considerably high. Government schools constitute 33% of total schools in Kerala. Education in these schools is completely free. Government aided private schools and fully private owned schools accounts to 45% and 22% respectively. Number of primary schools in Kerala is 6712(2551-govt, 4003-aided private, 158-unaided private) Education accounts for more than one third of the total revenue expenditure of the state. The per capita expenditure on education is the second highest among states in India. 6. 4. 1 Idukki District Profile Idukki is the high range district of Kerala.It is famous for its Mountainous Hills and Spices. This district occupies 13% of the area of Kerala. It can be said that for Keralites Idukki, means power generation also. About 66% of the state’s power needs come from the Hydroelectric Power Projects in Idukki. 88. 58% of the district population is literate. Male literacy rate (92%) is much higher compared to female literacy rate (85%). 6. 4. 2 Karunapuram Village Profile Karunapuram village comes under Udumbanchola taluka of Idukki and Nedumkandam block. It has a population of 26033 according to 2001 census. The major source of income is agriculture and allied activities.The literacy rate of this village is 87%. 40 Anganwadis are there. 6. 4. 3 Factors affecting the educational aspirations and their role in Karunapuram * Parents: – The role of parent is equally important besides that of teachers in imparting education. What I observed in my village is that irrespective of their education and financial level the parents are willing to send their children to schools, both to Malayalam and English medium schools. Most of the families told that they want their children to be well educated since they didn’t get the opportunities at their student life.They are even dreaming about their child’s future. . Most of the parents keep a part of their time in order to help their child in studies. They used to attend the PTA meeting every month. From that meeting and also through personal contacts they try to get feedback about their children from teachers. In one particular aided private school the PTA has decided to set up a theme based project for the parents to work out. In that the children will be given a particular theme every day and he/she should try to do the theme. Besides all these the parents are actively involved in encouraging the children in extracurricular activities.The cost of education in terms of text books, fees and uniform comes around an average of Rs. 400 per year per child. From the children (through emoticon and personal interview) I came to know that their parents help them in studies and they did not pressurize the child to go to the school. It’s because of the child’s interest they are going to school. Sometimes the children are scolded by parents if they get lesser grade in exams. Both the parents and children told that they used to discuss about the things that happened in school. * Teachers: – Teachers can be called as the second parent of the students.Children spend most of their time with teachers. Through interactive sessions the classes are taking. It is easy to teach the chapters after SSA has been introduced. I have studied in a government school and it was merely spoon feeding type of education. But I understood while sitting in class with students and teacher that now the learning is through doing only. No spoon feeding. According to teachers the children are interested in studies and coming to school. Of course there are exceptions. The children used to do the homework. Sometimes the students get small punishments.Participation in competitive events by children has improved over the years. In one particular school the teachers are involved in making new methods to improve the quality of education. One kind of such programme is to check through various ways that which is the most powerful sense of a child. Whether it is visual, auditory or a mixture of both. After this experiment with the help of parents the easy ways for a student to learn is charted out. Since for an effective education to happen the 3 elements of education need to be correlated. The elements are students, parents and teachers. There was a gap initially among these factors.Now through the PTA meetings it became possible to bridge the gap. Some teachers suggested that they need more training regarding new methods in teaching. Now per year they are getting 20 days of training only. Students are also happy about the learning in class and they have personal contact with the teachers. * Educational infrastructure: – In Karunapuram a total of 10 schools are present. Out of which 5 are primary schools including 1 government school. The schools have all the basic facilities including toilets. The class room walls are decorated with the chapters of study as a part of SSA.It is really a good tendency since the students will learn all the subjects together and they can attribute these to the real life situations easily. The schools are trying to produce an atmosphere which will enable the students to actively participate in school activities. The teaching aid includes computer and LCD projectors. The syllabus for1st to 4th standard is easy to understand and there is no pressure on children for marks since the evaluation is grade based. There is a provision for mid day meal scheme in those schools and also there is a supply of egg.There is one wind farm in Karunapuram village in which Vestas are the technical support providers. As a part of their CSR activities they constructed toilets for girl children in schools. * Economic status: – The economic status as said earlier is not a matter to most of the families. Also in primary education the cost is not that much higher. So the parents are able to afford it. Most of the primary schools are at a walk able distance. So only a few children are utilizing the school van/bus facility. One interesting thing noticed is that the primary school children are going to private tuition also.The schools are really good and then again the parents are sending them to private tuition providers. When I asked about the parents about this issue they said that for some subjects like English and Science it is not possible for the parents to explain. * Societal culture: – It can be said that in the village society plays a big role in education. One simple example will add to it. One parent said when asked about why they are sending their children to English medium school, that the neighbours and the relatives are sending their children to English medium. So if he didn’t do it will be a shame for him. Keralites attitude is like that only. Even in my place also this situation is prevalent now a days. Education has become a status symbol. 6. 5 UTTARAKHAND 6. 5. 1 Village – The village covered in Uttarakhand state was Korwa that is in district Dehradun and is a part of the Jaunsar Babar tribal belt. The population of the village is 764. Since the whole village comes under tribal area so the population is only SC nad ST families. The ST are the Rajputs and the SC are basically Das and Harijan families.The main source of income for the people has been agriculture of late but since the past few years, many people have moved on into the govt. jobs and services since agriculture has not been that profitable of lately and the risk involved in it is very high. So with increasingly number of people moving out of the village for better jobs, migration usually is a trend in the village. The general infrastructure of the village is quite good. Talking about education facilities, the village has one primary school, one junior high school, an aanganwadi and a KGBV. . 5. 2 Literacy rate – The literacy level of the village is almost similar to that of the state. The literacy of the village is 71%. A remarkable feature is that in case of the ST or rajput families the literacy level is 77% where it is as low as 52% in case of the SC or harijan families. More than 70% villagers are illiterate and the figure is even worse when it comes to the women. People are motivated to send their children to schools and almost all the children go to school apart from a few exceptions especially of the lower caste families. 6. 5. Educational institutions – Korwa has quite a good educational infrastructure when it comes to the education institutes within the village. The village has a primary school, an aanganwadi, a junior high school and a KGBV. There are 2 teachers in the primary school including the principal and 7 teachers in the high school. The strength of the primary school is 59 (36 ST and 23 SC), whereas the strength of the high school is 237 students. Aanganwadi within the viilage has one worker and around 15 kids within the age group of 1 ? to 5 years come there. . 5. 4 Level of education – Talking about the level of education within the village, the education level is quite poor as compared to the cities or even other rural villages of the plains. The reason being people who have gone out of the village have their children studying in towns and the people left behind are the illiterate ones who know the benefits of studies and that their children should study but do not have enough resources for that. Even the 8th std. children are not being able to read a proper word in English left alone the writing part.Many a times children bunk their school for reasons like going to the fields for harvesting. 6. 5. 5 Status of primary education – In case of primary students, only 2 teachers for 5 classes is not justified. This results in wastage of time for students and the teachers finding it hard to attend each and every child. Children are left unattended. Out of the two teachers, one of them is the principal of the school and most of the time he is out of the village for reasons related to administrative works. Children were happy with the way teachers taught and no case of physical punishment or verbal abuse was seen.Some of the children whose parents are literate and could take out time to teach them were more oriented and focused towards studies than the ones who had no one to teach them at home and the only time they opened their books was when they were in school 6. 5. 6 Factors affecting the aspirations of the children – During our research work what came out was that their were few factors that were very dominant in determining the aspirations of the children. Some of them were: * Parents: The attitude of the parents was one of the major factors in determining the attitude of their children towards studies.In case of Korwa village, people who were educated left the village and when they came back, their better lifestyle showed on them. This was one major reason for the village people to believe that they too need to educate their children for their better future. Agriculture is no more a profit making business there and with increased hardships in daily lives there, people see education as a way of getting rid of all this. Most of the families we interviewed expressed their desire for their children to get education and then a good job. Teachers: Teachers were another factor in determining the aspirations of the children. A good teacher definitely inculcates good values in the students. In case of Korwa, both the teachers lived in the village and very present on all the days. Their dedication towards the teaching profession was pretty good and this showed with the way they handled things despite limited resources. This motivated students to study. They usually used to clear the doubts of the students. * School infrastructure: The school infrastructure though needing many changes and requirements was apt enough to carry out the operations.The location of the school on a hilltop and basic facility of sanitation and water made it easier and more interesting for children there to come to school and study. Clean and hygienic surroundings definitely inspire children to be like one and same was seen there. * Economic status: The economic status played a major role in determining the aspirations of the primary children. The children from the well off families usually had access to many resources and also most of their parents were educated which helped them in their education. Whereas many of the poor families saw sending their children to the school as a means of getting their mid day meal and the scholarships. Many of them had going to school as a second priority when they did not have to go to the field. * Societal culture: Societal culture favoured in developing the aspirations of the kids in a major way. Many of the children were inspired to serve the nation and be in army which rose from the fact that chakrata was very near to the village and was an army base camp. Also many people from the village in army and when they came back home, the interactions excited the kids to be like one of them.One more thing that was seen was that the traditions or the cultures prevalent in the society played a major role in determining what the child wanted to be or aspired for. These things determined his attitude towards education, his teachers and studies. Questionnaire Study to find the educational aspiration of students Basic Information about the student 1. How to cite Educational Aspiration of Primary School Child, Papers

Gullivers Travels Summary Essay Example For Students

Gullivers Travels: Summary Essay Gullivers Travels: SummaryMany of the critics who have critiqued Jonathan Swifts GulliversTravels have used the word extraneous more then once. Swift was viewed as aninsane person who was a failure in life. But this is far from the truth. Swiftwrote Gullivers Travels, a book that has been assigned to students for years,and it is written from experience. Swifts experience with the Tories and theirconflicts with the Whigs caused him to write books that mock religious beliefs,government, or people with views differing from his own. In one of these books,Gullivers Travels, Swift criticizes the corruption of the English government,society, science, religion, and man in general. In Gullivers first travel, in which he visited Lilliput, Gulliver isfaced with the minute people, called Lilliputians. Now while this is thepremise for a fantasy story, Swift uses the events within to make severecriticisms of England between reigns of Queen Anne and George the first. Thepeople of Lilliput are about six inches tall, and there size signifies thattheir motives, acts, and humanity are in the same, dwarfish (Long 276). In thissection, the royal palace is accidentally set on fire, containing the empressinside. Instead of making his way across town, to the ocean, squashing thepeople of Lilliput as he goes, Gulliver makes use of his urine to save thepalace. While this vulgar episode was a display of bravery, it infuriated theemperor, causing revenge to be vowed on Gulliver. Rather then be happy thatboth the emperor and the palace are not in ruin, the littleness of thegovernment and the people in general is displayed in this act. Another displayof this is the fact that Gulliv er is used as the Emperors absolute weapon, butthe emperor only uses him to conquer his world of two islands. This makes theemperors ambition seem extremely low (Bloom, Interpretations 84-5). Swift also criticizes the religious beliefs of the Lilliputians andEngland in the first story. In Lilliput, Ministers were chosen strictly onagility, or their ability to walk a tightrope or stick jumping. They were ableto maintain their rank of minister as long as they could keep these defeatingthese tasks (Swift, Writings 89). The political parties of the English government are represented by theconservative High Heels who depict the Tories, and the progressive Low Heels, orWhigs. As per their names, the distinguishing mark of the parties is the heightof their heels. Within these two parties, Swift criticizes the Englishpolitical parties, and the Prince of Wales (Brady 21). Swift also mocks thereligion war that was going on in England, through the use of the war betweenLilliput, and its nearest neighbor, Blefuscu. Swifts use of the terms HighHeels and Low Heels to compare the meaningless battles of the Whigs and Tories,such as the height of heels (Swift, Writings 81). With Gullivers next travel, we find him in Brobdingnag. His voyageshows us the filthy mental and physical characteristics of man. Here, Gulliveris confronted with an adult nurse. The nurses repulsive action of revealingher breasts to Gulliver. This reminds him of how the Lilliputians found hisskin full of crater like pores, and stumps of hair growing from them. The odorof the immense creatures is offending, and it caused Gulliver to recall the factthat the Lilliputians were also offended of his body odor (Bloom,Interpretations 27-8). In Laputa, Gulliver is confronted with the old age Struldbuggs, whichlook utterly hideous resulting from old age, and the deterioration of theirbodies. The Yahoos from the land of Houyhnhnms are filthy, uncivilizedcreatures, who use their own dung as a weapon. In these descriptions, Swiftcriticizes both the moral and physical corruption of man (Bloom, Critical Views87). .uc84e0e54e9dfee281e21d2806b33724d , .uc84e0e54e9dfee281e21d2806b33724d .postImageUrl , .uc84e0e54e9dfee281e21d2806b33724d .centered-text-area { min-height: 80px; position: relative; } .uc84e0e54e9dfee281e21d2806b33724d , .uc84e0e54e9dfee281e21d2806b33724d:hover , .uc84e0e54e9dfee281e21d2806b33724d:visited , .uc84e0e54e9dfee281e21d2806b33724d:active { border:0!important; } .uc84e0e54e9dfee281e21d2806b33724d .clearfix:after { content: ""; display: table; clear: both; } .uc84e0e54e9dfee281e21d2806b33724d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc84e0e54e9dfee281e21d2806b33724d:active , .uc84e0e54e9dfee281e21d2806b33724d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc84e0e54e9dfee281e21d2806b33724d .centered-text-area { width: 100%; position: relative ; } .uc84e0e54e9dfee281e21d2806b33724d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc84e0e54e9dfee281e21d2806b33724d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc84e0e54e9dfee281e21d2806b33724d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc84e0e54e9dfee281e21d2806b33724d:hover .ctaButton { background-color: #34495E!important; } .uc84e0e54e9dfee281e21d2806b33724d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc84e0e54e9dfee281e21d2806b33724d .uc84e0e54e9dfee281e21d2806b33724d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc84e0e54e9dfee281e21d2806b33724d:after { content: ""; display: block; clear: both; } READ: The Baroque Era Essay PaperGullivers first owner in Brobdingnag represents the selfishness of man. Gulliver is constantly displayed in public, abused for the profit of the owner. When his owner finds out that Gulliver is weakening, he sells him immediately,at a high price in order to milk every last penny out of Gulliver. Gullivers third voyage, to the floating island of Laputa is one of themost satirical of the whole book. In this voyage Swift criticizes the RoyalSociety of England, in which he says is composed of useless philosophers,inventors, and scientists. The floating island signifies that the inhabitantsare composed of the same airy constitution as the environment (Long 276). Projects done by such people are summed up by the Universal Artist, whodirects his followers to turn useful things into the exact opposite, whichresults in useless achievements. Some of the experiments held were to createtangible air, wool-less sheep, and horses with stone hooves. The flying islanditself expresses not only the desertion on the common earth of reality but theirconversion of the universe to a mechanism and of living to a mechanical process(Bloom, Interpretations 53). Finally, Gulliver travels to the land of the Houyhnhnms. After hereaches land, Gulliver comes across a pack of Yahoos and is instantly appalledby them. There he quotes, Upon the whole, I never beheld in all my travels sodisagreeable and animal, or one against which I naturally conceived so strong anantipathy (Swift, Text 215). This statement is at best ironic, becauseGulliver never saw the resemblances between the Yahoos, and himself. Afterwards,he encounters the rational Houyhnhnms and he immediately realizes the commoncharacteristics he has in common with the Yahoos. He states, my horror andastonishment are not to be described, when I observed, in this abdominal animal,a perfect human figure (Swift, Text 220). Gulliver is amazed to see rational figures acting in such brutal figures,but he later realizes that they regarded him as the brutal beast. TheHouyhnhnms compare Gulliver and the Yahoos and find many similarities betweenthe two. The only difference was that Gulliver, and mankind, had learned thebenefits of clothing, and he, at times could be a rational creature. Swift portrays the Yahoos as savage animals with human characteristics,which is the biggest mockery of mankind in the whole book. The Yahoos were sogreedy, that they would fight over enough food to feed an entire army of fiftysoldiers, just to keep it to themselves. They would poison their own bodies, bysucking a root, similar to alcohol, to reach a high. The female population ofthe Yahoos are also given characteristics of the ladies of the royal stature. Their gestures of hiding behind bushes and trees, looking at the passing bymales, gives the impression of a woman hiding her face behind a fan, whilelooking flirtatiously over her shoulder. The smell associated with the femaleYahoos, is similar to the perfume ladies wear to attract men (Brady 108). Bythe time Gulliver is returned to England, he becomes a complete antisocial, whois disgusted by the sight of his own wife and children. Gullivers desire tobecome a Houyhnhnm gives the reader the impression that he is a pathetic man,who strives to become someone he can never be. Through Gulliver, Jonathan Swift travels to four different foreigncountries, each representing a corrupt part of England. Swift criticizes thecorruption of these parts, and focuses on the government, society, science,religion, and man. Not only does swift criticize the customs of each country, hemocks the naive man who has the inability to figure out the double meaning ofthings. Gulliver, being gullible himself, believes everything he is told, whichsymbolizes the irony of the English system. .u39fa159452303ba44a43fd55c28ee2ae , .u39fa159452303ba44a43fd55c28ee2ae .postImageUrl , .u39fa159452303ba44a43fd55c28ee2ae .centered-text-area { min-height: 80px; position: relative; } .u39fa159452303ba44a43fd55c28ee2ae , .u39fa159452303ba44a43fd55c28ee2ae:hover , .u39fa159452303ba44a43fd55c28ee2ae:visited , .u39fa159452303ba44a43fd55c28ee2ae:active { border:0!important; } .u39fa159452303ba44a43fd55c28ee2ae .clearfix:after { content: ""; display: table; clear: both; } .u39fa159452303ba44a43fd55c28ee2ae { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u39fa159452303ba44a43fd55c28ee2ae:active , .u39fa159452303ba44a43fd55c28ee2ae:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u39fa159452303ba44a43fd55c28ee2ae .centered-text-area { width: 100%; position: relative ; } .u39fa159452303ba44a43fd55c28ee2ae .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u39fa159452303ba44a43fd55c28ee2ae .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u39fa159452303ba44a43fd55c28ee2ae .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u39fa159452303ba44a43fd55c28ee2ae:hover .ctaButton { background-color: #34495E!important; } .u39fa159452303ba44a43fd55c28ee2ae .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u39fa159452303ba44a43fd55c28ee2ae .u39fa159452303ba44a43fd55c28ee2ae-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u39fa159452303ba44a43fd55c28ee2ae:after { content: ""; display: block; clear: both; } READ: The grasp drugs have on colomb EssayWorks CitedHarold, Bloom, ed. Modern Critical Views, Jonathan Swift. New York: ChelseaHouse Publishers, 1986. Brady, Frank, ed. Twentieth Century Interpretation of Gullivers Travels. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1968. Swift, Jonathan. Gullivers Travels, and other Writings. New York: BantamBooks, Inc., 1962. Harold, Bloom, ed. Modern Critical Interpretations of Gullivers Travels. NewYork: Chelsea House Publishers, 1986. Long, William J. Jonathan Swift, English Literature. Boston, Mass.: Ginn andCompany, 1964. Swift, Jonathan. Gullivers Travels, An Annotated Text with Critical Essays. United States: W.W. Norton and Company, Inc., 1961. English

My daughter Hailey free essay sample

The fetal stage, also known as prenatal development, is a stage of life that so uch can occur. Humans begin life as a single cell. There are multiple stages that have to happen in order to become a human. The first stage is known as the Germinal Stage. The Germinal Stage is from the conception to implantation which is from O to 2 weeks. This is the period when cell division occurs, the zygote reaches the uterus and begins to implant on the uterine wall. The process of implantation can take up to a week. Our next stage is the Embryonic Stage. This stage is from implantation till the end of the first two months. Some of the things that occur in this tage are, vital organs and bodily systems begin to develop from the embryonic disk. The nervous system, sensory organs, hair, outer skin, digestive and respiratory systems, liver and pancreas, bones, and muscles are all beginning to develop. We will write a custom essay sample on My daughter Hailey or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page At 7 weeks genetic activity on the Y chromosome causes testes to differtiate, meaning if there is no Y chromosome then ovaries will differentiate. Stage 3 is the fetal stage, which is from the third month until birth. There is so much that happens during this time. By the end of the second trimester I felt fetal movement, the eyes begin pening and closing, thumb sucking, and the pattern of sleep begins. By the end of the third trimester, the fetus typically weighing 6-71bs and around 20in long. The survival rate increases to 90% by the end of the 7 month of pregnancy. The exact moment of birth occurs when the fetus passes through the vagina and emerges from the mothers body. Pregnancy is a beautiful and amazing thing. Women undergo so many different symptoms and emotions. There are so many risk factors out there that its almost impossible to not worry. Its very crucial to maintain a well-balanced diet and to take he recommended vitamins. Some risks from not following these precautions are maternal malnutrition, which can lead to low birth weight, pre-maturity, retardation of the brain which can affect physical, cognitive, motor, and behavioral development problems. The risks of being too slender can cause low birth weight, and the risks of being too obese can cause stillbirth and neural tube defects. The expected weight gain is between 25-35 pounds. Typically gaining 1/21b per week during the first half, and 11b per week the second half. Drug use during pregnancy can also cause so many problems. From antibiotics, heroin, marijuana, caffeine, cigarettes, ect. All of those drugs can potentially cause birth defects and problems for the child. Some same. Some common things that occur are morning sickness, mood swings, stress, Braxton Hicks, swelling of legs and feet, gestational diabetes, and many more. Some of the issues I faced when carrying Hailey was morning sickness and pre-term labor. I was in the hospital four times for pre-term contractions, in which they had to stop the labor. Luckily, they were able to keep Hailey inside and I carried her full term until 39 weeks. The neonatal stage, the first 4 weeks of life. On August 13, 2011 at 10:47 am my daughter Hailey was born. This day I will never forget. Hailey was delivered vaginally and immediately birth had to be taken to get medical attention. When my water broke there was meconium inside. Meconium is a dark green substance which is forming of the infants first feces. The NICIJ doctor had to come in and examine her to make sure she didnt inhale or swallow any of the meconium, which can be extremely dangerous for newborns. After a few minutes and a quick clean off, they reported that she was okay. They finally handed her to me, and checked her Apgar scores. The Apgar score is based on five of health, appearance, pulse, grimace, activity level, and reparatory effort. Hailey scored a 9, which means there is no danger. Babies who score under a 4 indicates critical condition. The first few hours after birth Hailey and I shared some bonding time, where she was rested against my chest. Some develop mentalists believe that bonding will impact the long-term relationship. Later that evening the doctor came in and told us that she was pretty certain Hailey had newborn Jaundice. Newborn Jaundice, is when the babys blood contains an excess of ilirubin, a yellow-colored pigment of red blood cells. Its a common condition, and typically doesnt require any treatment, but for Hailey it did. Unfortunately we had a blood incompatibility which caused the Jaundice, so she had to spend a week in the hospital under the bilirubin lights. A week later we were finally able to bring Hailey home. The first night at home was a big change for everybody. Hailey was experiencing a whole new world aside from the womb. Since Hailey had to spend the first week of life in the hospital, 4 of which she had to be without us at night, we tried to make things as comfortable as possible. We spent most of the day and night holding and rocking her. She slept around 18 hours a day, which is typical for a newborn. As the weeks went on some of the physical development I noticed with Hailey was that she kept her hands clenched at her firsts, her eyes werent very coordinated yet, and she had established all the basic refluxes needed. Some of the cognitive development I noticed was she was always trying to look at her hands and fingers, trying to fgure out what they were. She loved hearing my voice, singing to her and talking to her gently, and whenever I put a toy close to her face and moved it very lowly she would gaze at it in amazement. Most of Haileys communication was through crying and occasionally other noises. Overall, the first month at home went fantastic. Hailey was formula fed and did very well with the bottle and developing a pattern of her nights and days. Between 1-4 months old Hailey started doing new things, which seemed like it occurred every day.

John Adams Essays - Adams Family, Conservatism In The United States

John Adams Essays - Adams Family, Conservatism In The United States John Adams John Quincy Adams was the only son of a president to become president. He had an impressive political background that began at the age of fourteen. He was an intelligent and industrious individual. He was a man of strong character and high principles. By all account, his presidency should have been a huge success, yet it wasn't. John Quincy Adams' presidency was frustrating and judged a failure because of the scandal, attached to his election, the pettiness of his political rivals, and his strong character. John Quincy Adams was born on July 1767, in Braintree Massachusetts. His parents were John and Abigail Adams. Quincy, had every advantage as a youngster. At the time of his birth, his father was an increasingly admired and prospering lawyer, and his mother Abigail Smith Adams, was the daughter of an esteemed minister, whose wife's family combined two prestigious and influential lines, the Nortons and the Quincys. Accompanying his father on diplomatic missions in Europe, young John Quincy Adams received a splendid education at private schools in Paris, Leiden, and Amsterdam, early developing his penchant for omnivorous reading. He was able to speak several languages. At the age of fourteen, he was asked to serve as secretary and translator to Francis Dana, the first US ambassador to Russia. Despite his age, young Adams was a valuable aid to the consul; he enjoyed Russia and the exposure to diplomatic circles. He later returned to the United States and attended Harvard. He graduated in two years and entered the law offices of Theophilus Parsons in Newburyport, Massachusetts. Passing the bar in 1790, he set up practice in Boston. In 1794 John began his long political career. George Washington appointed John Quincy Adams an Ambassador to the Netherlands. After his father was elected as the second president of the United States, he was reassigned to the post of minister to Prussia. He kept this post throughout his fathers term of office. After his fathers defeat to Thomas Jefferson he returned home. In 1802 he was elected to the Massachusetts senate, which sent him to the U. S senate the following year. He was also appointed to the Supreme Court, a membership he declined. President James Madison then appointed him to minister to Russia in 1809. He continued to serve his country and gained a well-respected reputation. Adding to his reputation was his brilliant and tough-minded performance as chief American peace commissioner in the negotiations at Gent that ended the War of 1812 and his effectiveness as minister to Great Britain during the last two years of the Madison administration. He continued to distinguish himself by negotiating a treaty with Spain. The Adams-Onis Treaty with Spain, concluded with Spain on February 22, 1819. Provided for the transfer of East and West Florida to the United States and the establishment of a border between Spanish and US territory running from the Gulf of Mexico to the Rocky Mountains and along the forty- second parallel to the Pacific ocean. Historians regard the treaty as a brilliant act of diplomacy, and Adams himself called its conclusion the most important event of my life. Many historians give credit to Adams for his contributions to the Monroe Doctrine. Adams also was the mind behind the Monroe Doctrine, which warned that the United States would oppose any European interference in the internal affairs of an American nation or further European colonization of territory in the Western Hemisphere. There was no doubt that Adams was a deserving candidate for the presidential election of 1824. He had held high diplomatic positions and displayed both aptitude and ability. He wanted to be President, but although Adams was the most distinguished member of the Monroe Cabinet, his successes were somewhat neutralized by his lack of friends and organizational backing He had also earned himself a reputation of being stubborn and unflexable. He had no problems speaking out against issues he felt were unjust. He also spoke out against his own political party. The son of a leading Federalist Party, Adams proved to be anything but a slavish devotee to that political cause. When he thought the party was in the wrong, he stood ready to oppose it. In fact, as

Law School Personal Statement

Law School Personal Statement Law School Personal Statement Law School Personal Statement Law School Admission Personal Essay has to be perfect in style, format and, of course, content. You want to be memorized by the admission committee, dont you? Therefore, you should provide comprehensive answers to admission essay questions. You should not copy anything from the internet! However, it does not mean that you cannot consult online resources for ideas, formatting tips, and general writing guidelines. In addition, there is an option of using professional essay writing services. Our writers can help you with any step of Law School Admission Essay writing. Below is the sample essay written by our writers on the topic of arbitration. This essay is not personal statement, though. We are open 24/7 and you can contact us at any time of day and night! Law School Personal Statement: Sample Arbitration and judicial settlement are closely allied; indeed the former is only a species of the latter, for an arbitrator is a judge, although he differs from the judge of a standing court of Justice in being chosen by the parties, and in the fact that his judicial functions end when he has decided the particular case for which he was appointed. The distinction is important, because a standing court is able to build up a judicial tradition and so to develop the law from case to case; it is, therefore, not only a means of settling disputes, but to some extent a means of preventing them from arising. But so far as the parties are concerned, they are as likely to get a satisfactory decision from a court of arbitration as from a court of justice, and there may even be special circumstances which make the former a preferable tribunal; for example, some special technical skill in the members of the court may be more important than a profound knowledge of law. Arbitrators and judges are alike bound to decide according to rules of law; neither possess a discretionary power to disregard the law and to decide according to their own ideas of what is fair and just. No doubt the parties, if they choose, may confer such a power on an arbitrator, or they may agree on special rules which he is to apply to the exclusion of the ordinary rules of law, but they may also confer a special power of this kind on a judge, as is expressly provided in Article 38 of the Statute of the International Court of Justice. It should be added, however, that this purely judicial character of an arbitrator's function is not always recognized; the continental view of it has been less strict than our own, and arbitrators have sometimes claimed and exercised a discretionary power to give what they regard as a just, rather than a strictly legal, decision. In practice also, courts of arbitration have not always in the past given the reasons on which their decisions were based, so that it is impossibl e to be sure what view they may have taken of their function. Arbitration was a fairly frequent method of settling international disputes in medieval times, but with the rise of the modern state system it fell into disuse until its revival in the nineteenth century, largely through the example of Great Britain and the United States in submitting the Alabama Claims to arbitration in 1871. Law School Personal Statement Writing Service Law school admission essay should be diligently written. You should be ready to devote at least a couple of days to writing law school personal statement. You should read it several times and proofread it for all possible mistakes. When using our professional personal essay statement writing service, you get a perfect admission essay written in full accordance to the requirements of admission committee: Read also: Example of a Term Paper Communism Paper Philosophy Term Buy a Term Paper Biology Term Paper APA Style Term Paper

Cost and benefits analysis Assignment Example | Topics and Well Written Essays - 500 words

Cost and benefits analysis - Assignment Example Solving this problem, therefore, calls for massive water infrastructural development particularly in the rural areas in order to increase access to safe and clean water that will be fundamental in improving the quality of life among the Afghans. Bases on the above cost-benefit analysis, there is no doubt that the projects would be beneficial as they have multiple social benefits. However, given the limited resources and the fact that these projects are mutually exclusive, hence they these projects cannot be simultaneously undertaken. Therefore, acceptance of one project means forgoing the other two projects. For this reason, the investment project that maximizes on the social and economic benefits is selected, but taking into account the cost incurred in implementing the project. From the cost-benefit table (above), although costly compared to the other two, Building Sustainable Water Supply and Sanitation would more beneficial to the society. Unlike the other projects, the construction of Sustainable Water Supply and Sanitation in Afghanistan would increase access to quality and safe water, thereby preventing the occurrence of waterborne diseases. This investment project would directly benefit over 90 percent of the popula tion. Besides, the construction of Sustainable Water Supply and Sanitation in Afghanistan will reduce the need for medical care and also reduce to a significant decline in child mortality rate. Therefore, implementing this project would reduce the need for the other two proposed

Memo Assignment Example | Topics and Well Written Essays - 250 words - 13

Memo - Assignment Example 34). Generally, it is a set of hardware, software, people, policies and procedures essential in the creation, management, distribution, usage, storage and revocation of digital certificates as exchanged through unsecure channels such as the internet. The PKI provides an opportunity for a digital certificate, which makes it possible to identify an individual or an organization using the internet (Mjà ¸lsnes 104). Further, it is possible to store and at the same time revoke certificates given to individuals and organizations. There are still vendor services and approaches for the PKI, just as experts work on the internet standard for the same. The Wi-Fi Alliance (WPA), an intermediate measure meant to take place of WEP was implemented through upgraded firmware on wireless network interface cards, purposely designed for WEP (Doherty 137). However, because changes in the wireless access points (WPA) were more extensive compared to those needed on the network cards, it was impossible to upgrade most of the pre-2003 WAPs. The solution to this problem was the development of the WPA2. LoÃŒ pez, Javier, Pierangela Samarati, and Josep L. Ferrer.  Public Key Infrastructure: 4th European Pki Workshop : Theory and Practice, Europki 2007, Palma De Mallorca, Spain, June 28-30, 2007 : Proceedings. Berlin: Springer, 2007. Print. Mjà ¸lsnes, Stig F, S Mauw, and Sokratis K. Katsikas.  Public Key Infrastructure: 5th European Pki Workshop : Theory and Practice, Europki 2008, Trondheim, Norway, June 16-17, 2008 : Proceedings. Berlin: Springer, 2008.

High School Dropouts Essay Example for Free

High School Dropouts Essay In The Great Gatsby money is a symbol of success. Money controls the lives of the characters in the story, but it is easy to see that it could not bring happiness. Each of the characters thinks that having money will solve all of their problems and make them successful, but that is not true. These are a few examples of characters in the story who think that money is the answer to being successful, when it actually does not bring them true happiness. Daisy is a character who was born into a wealthy family, but she does not have any good values or purpose in her life. Her life is boring, so she tries to use her wealth to make her happy. She is a socialite, always goes to parties with her wealthy friends, and she wears clothes that are white with a lot of gold and silver. Even though she thinks that these things will make her happy, she is still bored and always wonders what she will do next. She has an affair with Gatsby even though she is married to a wealthy man, Tom, because she is bored. She does not value herself or anyone else. Her money has not made her a happy person even though everything she does is based on wealth. Gatsby has a lot of money. Even though he has a huge house, fancy cars and clothes, and has parties all the time, he is not really corrupted by the money. He does everything he does just to get Daisy and prove to her by his wealth that he is good enough for her. He thinks that all he has will get her to marry him, but he does not realize that Daisy will never leave her husband because he is so wealthy. Daisy’s husband Tom is very wealthy. He gambles, goes to horse and car races, and has many affairs. He has a mistress that he supports, but obviously not happy with his life. When he finds out that Daisy has been having an affair, he gets angry with her even though he is guilty of doing  the same thing. Daisy and Tom are not happy, their money and success have not made them happy, but daisy will not leave Tom because he is wealthy. In The Great Gatsby money is seen as a symbol of success by the characters. They have all of the clothes, cars, houses, and social events that they want and that money can buy. Despite all of this, they are unhappy, have no real values or friends, and no real purpose in life.

Writing an Essay :: Writing an Essay

How to Write an Excellent Essay Excellent essays get results. A well-written essay can earn you a scholarship or entrance into your favorite college. Many essays win contests and prizes and encourage others to live better lives. Well written essays turn the hearts of the people. Early America was motivated to fight for freedom from England because of the writings of Thomas Paine, Benjamin Franklin, and Thomas Jefferson. Your well-written essays might be printed in newspapers and make a positive impact in the lives of others. You can change cold hearts and encourage fellow believers by your written words. To write a good essay, one must have a particular point to make. A well-written essay includes an interesting point to ponder in the introduction, an assortment of solid facts to emphasize the point in the body, and a strong summation in the conclusion. If you are writing for a contest or scholarship, then the topic suggestions may be given to you. If you are practicing writing essays and you cannot come up with a topic, try writing emotional statements. Here are some ideas: I hate abortion! Income tax is against the Constitution! There is NO speparation of church and state in the Bill of Rights! Israel has the right to defend itself from terrorism.... etc. Start your essay with a grabber statement, quote or question. Be sure that you hook your reader’s attention. Expound on your opinion or your concern with a few sentences explaining your point of view. The next part of your essay needs to have clean clear facts to back up your powerful point. Here is where you can quote other people. A good essay does not always have to be only about your own opinion. You will be more effective if you integrate other’s opinions or facts and data to back up your point of view. Try to give a few facts with a sentence or two to explain each fact with clear supporting points. Be sure to use good connecting phrases to connect your facts. For example, begin with your main point and why you are concerned. * Excellent Essays Get Results The need to write excellent essays is more important today than ever. Well-written essays can earn scholarships, change hearts and open doors once closed by bigotry and prejudice. Then start explaining your position by writing clear exact facts or well documented solutions to the problem.

Neolithic Revolution

The Neolithic Revolution is the single most important achievement in human history because it created civilization, developed agriculture, and new inventions were made to make life easier. Although some people may disagree with this statement, there is actual evidence that can prove it to be correct. During the time when early humans hunted and gathered, they would constantly have to move to different locations. This is because the animals that were hunted would die out and there would be nothing much to gather; this also caused starvation.When the unmans started using agriculture, they would produce their own food and that increased the populations; so bigger settlements started to form. Soon, there would be a whole civilization because there was a surplus amount of food that was grown. Also, the people that worked the farms came up with new and inventive inventions that would help them in their daily work; some of these inventions are still use today. When agriculture was first use d, some of the hunter gatherers had no choice to use it because food was scarce.However, when they did use it, they enjoyed it, causing hem to want to stay with the method. People started to build their own communities where cattle were raised and crops were grown. So much food was available that they did not have to worry about the starvation of the people. Since there weren't a lot of Jobs that needed to be completed (like hunt or gather) people lived a more peaceful life with agriculture to help supply their hunger needs. In my opinion, civilizations were created because agriculture brought people together and helped them live an easier life.Agriculture was so momentous that, I believe, human society wouldn't be where It Is today. During the Neolithic times, early humans needed to do hard laboring for long hours. So they were always trying to find a way to make It easier from them to do their Jobs. For example, In the Roots of the Western Tradition reading, when prepping the solo for the crops, the people would need to do that with a tool using their own hands. Until they found out that large animals could help do the Job twice as fast.Also In the reading, humans discovered more ways to use the animals Instead of for food; Like for clothes and for tools. These Inventions lead to more Intelligence In the communities, Like social classes and more Jobs for other people. Even though our time has advanced, people, Like farmers, still use a version of the tools that were created In 8000 B. C. The Neolithic Revolution Is a big debate whether It helped the human race or harmed It. Even though there are cons to the revolution, I believe that the pros are stronger than the negative affect that It left.The revolution lead to more excelled people and easier lives for everyone, who knows where the world would be today If agriculture was not created? Furthermore, I strongly believe that agriculture was one of the single most Important achievements In human history and ha t society today would not be the same without It. Neolithic Revolution By stairs wouldn't be where it is today. Hours. So they were always trying to find a way to make it easier from them to do their Jobs.For example, in the Roots of the Western Tradition reading, when prepping the soil for the crops, the people would need to do that with a tool using their own Also in the reading, humans discovered more ways to use the animals instead of for food; like for clothes and for tools. These inventions lead to more intelligence in the communities, like social classes and more Jobs for other people. Even though our mime has advanced, people, like farmers, still use a version of the tools that were created in 8000 B. C.The Neolithic Revolution is a big debate whether it helped the human race or harmed it. Even though there are cons to the revolution, I believe that the pros are stronger than the negative affect that it left. The revolution lead to more civilized people and easier lives for everyone, who knows where the world would be today if agriculture was not created? Furthermore, I strongly believe that agriculture was one of the single most important achievements in human history and that society today would not be the same without it. Neolithic Revolution While archaeologists are agreed on the implication of the Neolithic Revolution, it has not been so simple to determine exactly when food production began. In the first place, the classification of food production is dependent on our perceptive of domestication, an indefinite concept itself. Domestication can be distinct as the exploitation of plants and animals by humans in such a way as to cause some genetic, or morphological, change; more broadly, it is seen as a range of relationships between people, plants, and animals (Anne Birgitte Gebauer and T.Douglas Price , eds. , 1992). On one end of the range are morphologically domesticated plants like wheat, barley, peas, lentils, and bitter vetch. In these plants, changes brought concerning by artificially induced selective processes can be renowned by pale botanists studying the remains of seeds. Some morphologically domesticated plants, together with maize, dates, banana, and breadfruit, have been so altered that they are forever tie d to people, for they have lost their autonomous power of seed dispersal and germination.On the other end of the same range are plants that have been â€Å"domesticated† solely in terms of the growing space people offer for them. These plants, referred to as cultivated plants, are difficult if not viable to differentiate from wild plants, for their domestication is a matter of ecological rather than morphological change. In the middle range of the continuum lie all extents of domestication and cultivation. consequently, determining whether or not a past culture has cultivated plants often involves a fair amount of detective work.For example, the presence of seeds at Nahal Oren in Israel (ca. 18,000 B. C. ) of exactly the same cereal plants later domesticated indicates that certain plants might have been selected and cultivated at a very early date (Luigi Luca Cavalli-Sforza and Francesco Cavalli-Sforza, 1996). Determining the degree of animal domestication also entails some i nference and guesswork. As with plants, some animals (in the Near East, dogs, sheep, goats, cattle, and pigs) became hereditarily changed in time. But morphological changes did not take place for many generations, and in several instances they never took place at all. In these cases, paleozoologists should rely on other clues.The high percentage of gazelle bones in some early Neolithic sites, for illustration—three times more than any other species—probably indicates their â€Å"domestication† or at the very least their selective exploitation. In recent times the red deer, eland, and musk-ox have, for all realistic purposes, been domesticated perhaps in the same mode that the gazelle was in the early Neolithic. As with plants, some animal species are more easily cultivated than others. Studies on the herding behavior of animals suggest that definite species may be predated for domestication (Charles Heiser, 1990).The evolution from extensive dependence on gazell e to the domestication of sheep and goats may have resulted from the fact that sheep and goats utilize a wider range of foods, are added dependent on water supplies, and are better integrated into an inactive community. Because it is hard to determine the extent of domestication in past cultural systems, assigning agricultural status to a society is often a somewhat arbitrary decision that involves some ambiguity In short, there are extents of food production.Anthropologists and archaeologists can, though, agree on a working definition of food production. This definition posits two minimum requirements: first, there should be a reasonably competent level of food procurement (food acquired through direct production should amount to over half the community's dietary needs for part of the year); and second, both plant and animal domesticates are no longer bound to their natural habitat (that is, plants and animals can survive, with human assistance, in environments to which they are no t obviously adapted).The Neolithic Revolution was the result of the development of settled agriculture around 6,000 BC, which facilitated human beings for the first time to make nature grow what they wanted instead of living on what she reluctantly provided. The food surplus thus garnered supported a larger population—five or more times as large as from hunting and gathering—and permitted a small minority of them to specialize in other kinds of work, as craftsmen (especially of the new, highly finished stone tools which gave the modern name to the period), artists, warriors, priests, and rulers, and to construct the first towns and cities.The city (civis) gave its name to civilization, which formed the culture, the arts and crafts, the temples and palaces, and—it must be said—the weapons and fortifications, that have characterized history ever since. Principally, it created history itself: writing, invented for the purposes of management and ritual, had a s by-product the preservation, more consistent than oral tradition, of a record of events, and so entree to the past beyond human memory.The huge rise in the scale of organization stemming from this first revolt and the consequent growth in communal wealth and power created the first kingdoms and empires, and enabled them to grow, mainly by conquest, to ecumenical size. Over the next several millennia political entities as large as Sumeria, Egypt, China, Persia, and Rome and, by an independent and later improvement, the Inca and Aztec empires in the Western hemisphere governed stretches of the earth’s surface larger than most contemporary nation states.It was a mega-revolution in human society. Though it brought wealth and power to the few, it had venomous as well as beneficial effects for the many. Subsequent to the casual, care-free, imprudent life of hunting and gathering in humanity’s Eden, it symbolized for most a decline into heavy and continuous labor: ‘In the sweat of thy brow shalt thou eat bread. ’ It also meant yielding part of the excess food to the organizers and defenders of the community: to emend Marx, ‘All history is the history of the struggle for income.’ The prevailing elite, whether slave owners, tribute takers, or feudal lords, proscribed the scarce resource, the land, and so were able to take out ‘surplus value’ from the food producers and use it to ‘live like lords’ and inflate their span of command. The struggle for survival and conquest made combat the normal state of relations between neighboring communities. But there were benefits, in the inner peace which reigned for long periods within the borders, and the high culture, the arts of painting, sculpture, poetry, drama, music, and dance which could glee some of the people some of the time.Compared with pre-history, it was a life on a higher plane of subsistence. There were even professionals, officials, priests, docto rs, and lawyers, however they were for the most part subservient to the rich and influential, servants rather than masters (accept perhaps in the very few theocracies known to history). They were yet key players in the process. They invented, or set on a more enduring basis than oral tradition, all the arts and sciences: bureaucracy, organized religious conviction, philosophy, mathematics, astronomy, medicine, law. especially, the priests and bureaucrats invented writing, and so made history itself possible.That is why history begins with the cities of the Neolithic Revolution and not before. One other service was given by the European clergy, which made medieval Europe different from other civilizations and tiled the way for a further round of worldwide social change. as of the separation of church and state and the resultant equality of the Gelasian ‘two swords’, political control was never combined in Europe. A space was left between Empire and Papacy through which i ndependent thought, protest, and innovation could creep in and prevent the built-in stasis of most empires and theocracies.The Renaissance, the Reformation, the Scientific Revolution, and the Enlightenment, all found nutritious soil in which to grow, and independent thinkers, innovators and inventors could practice unregulated paths. Thus Europe, rather than some other area, became the origin of the next great social revolution. The earliest center of the Neolithic Revolution was southwestern Asia, more specifically the thousand miles between western Iran and Greece, including parts of what today are Iraq, Syria, Lebanon, Jordan, Israel, and the Anatolian plateau of Turkey (Wesley Cowan and Patty Jo Watson, eds. , 1992).From about 8900 B. C. , semi settled or semi permanent â€Å"protoneolithic† communities subsisted in northern Iraq, where the people de- pended in part on domesticated sheep for their survival. These settlements, with a typical population of 100 to 150, must not be seen as villages or protocities, since they were not occupied year-round and did not house the diversity of occupations and classes we associate with an urban economy. One instance of such a settlement was Jericho, which housed a protoneolithic community by 7800 B C (Kathleen Kenyon, 1994). Between 7000 and 6000 B. C. , â€Å"aceramic† (i. e., before pottery) Neolithic sites were occupied in parts of Iraq and Iran; several scholars see signs of this period as early as 8000 B. C (Daniel Zohary and Maria Hopf, 1994). Neolithic cultures with pottery existed at Catal Huyuk in Anatolia (Turkey) by 6800 B. C. and in Iran by 6500 B. C. By 5600 B. C. , Neolithic settlements with pottery subsisted in Greek Macedonia. The Neolithic means of life had its beginnings in the foothills of the Zagros Mountains and on the Anatolian plateau, where water from natural sources was passable and crops could be grown without recourse to artificial irrigation.By about 5500 B. C. , however, the se original settlements gave way to much better communities in the nearby alluvial plains on the banks of the Tigris and Euphrates Rivers. Here, crops could be grown in adequate quantities only under irrigation, and the early stages of the Neolithic were replaced by the completely different urban way of life linked with ancient cities. By about 6000 B. C. , the first stage of the Neolithic Revolution was combined in southwestern Asia, where small villages had become the customary way to organize populations.The crops and animals that had been domestic here in the fertile crescent spread to become the basis for the great river civilizations of the Nile in Egypt and the Indus in southern Asia. The rebellion also spread into Mediterranean Europe with little difficulty because of the similarities in climate and soil; between 6000 and 5000 B. C. , Greece and the southern Balkans shifted to an agrarian economy. By 4000 B. C. , agriculture was established in numerous areas around the Medit erranean. It took another millennium or two for Mediterranean crops and animals to widen successfully to northwestern Europe.The Neolithic method of life arrived in Britain, for example, no earlier than about 4700 B. C (Rodney Castleden, 1993). By that time, a different kind of Neolithic transformation had already begun to progress on the shores of the new bays and estuaries formed by the flooding that accompanied the end of the last ice age. As temperatures quickly rose to something approximating their present levels, the mile-thick ice melted and sea levels rose radically. Over a span of 2,000 years, almost half of Western Europe was immersed.Britain and Ireland became islands, cut off from the mainland by the recently formed English Channel and Irish Sea. The rising waters created frequent bays and estuaries along the new coastline, and these new ecosystems established to be rich sources of marine life for human consumption. Lured by the easy accessibility of new protein sources, Stone Age Europeans began to settle down in semi sedentary communities. Instead of staying continually on the move, they established base camps near the coast, from which they could endeavor forth to hunt large game when the fishing seasons were poor.A fairly similar change took place in newly created coastal areas of North America, including, for instance, on the shores of Chesapeake Bay. About three thousand years after agriculture began in Mesopotamia, that is, about 6000 B. C. , the Neolithic Revolution began independently in two other distant sites: along the Yellow River in China and in the tropical highlands of Mesoamerica. In China, several kinds of millet were reclaimed by 6000 B. C. , the first villages arose in the Yellow River area by 5500 B. C. , and rice was domesticated in the Yangtze area by 5000 B. C (Peter Rowley-Conwy, 1993).From China, the Neolithic culture spread to Korea, where it gradually became combined over four or five millennia from 6000 B. C. to about 2 000 B. C. In Japan, a foraging culture known as Jomon, which had succeeded from about 10,000 B. C. , gradually gave way to a wet rice culture in the southwest abruptly before the beginning of the Christian era and in the northeast a millennium later. As the Neolithic revolution took place in the so-called nuclear areas in western and Southeast Asia about ten thousand years ago or earlier, and later, independently, in central America.Although the Neolithic rebellion refers to a complex of several significant innovations, the two key evolutionary events to change human history were the domestication of animals and the cultivation of plants. From the centers of these modernizations, knowledge diffused out over the face of earth to most people (Robley Matthews, Douglas Anderson, Robert Chen, and Thompson Webb, 1990). While the cultivation of plants became established as the predominant way of life in the form of agriculture, an event typically accompanied by the domestication of animals , a diverse form of life emerged.The village became the unit of life. This is what sociologists and anthropologists believe being a major way of life in human history, in sharp contrast to modern, industrialized, urban, and complex society. Many names have been coined in order to refer to the customary, agricultural societies that filled most of our written history. By and large, sociologists and anthropologists concur as to the characteristics of agricultural society, and they use different names to explain the same thing.According to them, agricultural society is tradition-oriented; its people are controlled by informal sanctions such as rumor; social relationships are intimate and personal; there is modest division of labor, social structure is rigid with clear class differences; and people are ethnocentric and suspicious of outsiders (Richard MacNeish, 1992). The culture of such society might be described as relatively homogeneous, because the village is more or less self-relian t and excludes outsiders.In exceptional cases, there might be a racial or ethnic minority within or near the village. But because of rigid social distinctions mostly in the form of class differences, contact with them is relatively limited and is more formal, essentially in connection with trade and business transactions. Certainly, compared with the circumstances before the Neolithic revolution, cultural variation within society was likely to be greater and physical deviation as well, once there was the possibility for contact with other racial or ethnic groups.This meant, further, that the possibility for psychological difference became greater, compared with people before the Neolithic revolution. It is plausible that the observation of cultural variation as seen in class and occupational differences in the village as well as that of physical disparity in the form of racial or ethnic differences might have created a greater range of psychological responses among members of a vill age. But there was also a built-in mechanism to offset this in agricultural society.The strong pressure for conformity by means of informal sanctions based on confronting each other contact made psychological variation very difficult. Also, the firm structure of agricultural society kept the appearance of the feeling of relative deprivation, for example, to a minimum. while no possibility for achievement or change was visible, people were not likely to feel deprived, even when they saw the system as excessive. Thus, despite the probable for greater variations in physical, psychological, and cultural dimensions, life in agricultural society was comparatively homogeneous.The economy of peasant life is not productive, because land is typically limited, and, furthermore, land becomes increasingly limited as the population expands and the soil deteriorates. In interpersonal relationships, a peasant presumes that friendship, love, and affection are limited. As a result, a peasant must avo id showing excessive favor or friendship. Sibling rivalry is caused as even maternal love is limited. A husband is jealous of his son and angry with his wife for the similar reason. Health, too, is limited in extent.Blood is nonregenerative. Blood may be equated with semen, and the exercise of masculine vivacity are seen as a permanently debilitating act. Sexual moderation and the evasion of bloodletting are important. Even a woman's long hair may become a source of trepidation because she may lose her vigor and strength by having long hair. Honor and manliness, too, exist in inadequate quantities. Real or imagined insults to personal honor should be vigorously counterattacked because honor is limited, and a peasant cannot afford to lose it.While good things in the environment are assumed to be limited, and when personal gain can only take place at the expense of others, the maintenance of the status quo is the most sensible way to live, because to make economic development or to ac quire a disproportionate amount of good things is a threat to the stability of the community. Stability is sustained by an agreed-upon, socially acceptable, preferred norm of behavior, and sanctions and rewards are used to make certain that real behavior approximates the norm.As a consequence, there is a strong desire to look and act like everyone else and to be subtle in position and behavior. For the same reason, a peasant is reluctant to accept leadership roles. The ideal peasant strives for restraint and equality in his or her behavior. If a peasant should behave excessively, then gossip, slander, viciousness, character assassination, witchcraft or the threat of it, and even actual physical hostility is used by the rest of society against such a person.It is hard to say to what extent this generalization pertains to people after the Neolithic revolution and before the industrial revolution. In numerous agricultural societies, physical and cultural variations were likely to be si gnificantly greater than in hunter-gatherer societies. Yet if people were infatuated with the belief of â€Å"limited good† and thought and behaved like everyone else, their psychological deviations might not have been much greater than those amongst hunter-gatherers. Work Cited †¢ Anne Birgitte Gebauer and T.Douglas Price, eds. , Transitions to Agriculture in Prehistory, Monographs in World Archeology No. 4 ( Madison, Wisconsin: Prehistory Press, 1992). †¢ Charles Heiser, Seed to Civilization: The Story of Food ( Cambridge, Massachusetts: Harvard University Press, 1990). †¢ Daniel Zohary and Maria Hopf, Domestication of Plants in the Old World, second edition ( Oxford: Clarendon Press, 1994), Chapter 11, esp. pp. 238-239. †¢ Kathleen Kenyon, â€Å"Ancient Jericho,† in Ancient Cities: Scientific American Special Issue ( 1994), pp. 20-23.†¢ Luigi Luca Cavalli-Sforza and Francesco Cavalli-Sforza, The Great Human Diaspora: The History of Diversity and Evolution, trans. by Sarah Thorne ( Reading, Massachusetts: Addison-Wesley, 1995). †¢ Peter Rowley-Conwy, â€Å"Stone Age Hunter-Gatherers and Farmers in Europe,† in Goran Burenhult, ed. , People of the Stone Age: Hunter-Gatherers and Early Farmers ( New York: HarperCollins, 1993), pp. 59-75. †¢ Richard MacNeish, The Origins of Agriculture and Settled Life ( Norman, Oklahoma: University of Oklahoma Press, 1992).Chapter 1. p. 5. †¢ Robley Matthews, Douglas Anderson, Robert Chen, and Thompson Webb, â€Å"Global Climate and the Origins of Agriculture,† in Lucile Newman et al. , eds. , Hunger in History: Food Shortage, Poverty, and Deprivation ( Oxford: Blackwell, 1990), Chapter 2. †¢ Rodney Castleden, The Making of Stonehenge ( London and New York: Routledge, 1993), p. 29. †¢ Wesley Cowan and Patty Jo Watson, eds. , The Origins of Agriculture: An International Perspective ( Washington, D. C. : Smithsonian Institution Press, 1992)