Essay --

Ever since our minds were old enough to comprehend three syllable words, we've been told to be original. Originality by definition means the ability to think independently or creatively. Such a simple task it seems but so many of us find it extremely difficult to fulfill. Staying true to yourself and embracing your individuality isn't a task or concept all will grasp. To be yourself means to embrace and acknowledge that no one else in this universe is just like you and that conforming to their standards will have to take a backseat to your happiness. Only the strong minded can do this and this revelation won't take a day or even a year, but it will embark you on a lifelong journey. "To be yourself in a world that is constantly trying to make you something else is the greatest accomplishment" Ralph Waldo Emerson. We live in a world where society tells you to be yourself and then judges you. We love in a constant fear of being judged or called a weirdo. Though the barons that hold us to this conformity are strong, many manage to break through. No other person in this universe is exactly like you. Everyone has a different quality to bring to the table and that is what makes out world such a diverse place. Embracing your assets to society and not trying to imitate someone else will not only change your outlook on certain situations but on your life as a whole. The phrase only the strong will survive applies to all aspects of life, including individuality. To be able to stand up for who you are and not let the opinions of the world faze you takes a strong mind and a strong spirit. Having a true sense of self is a life long journey and some people reach it more quickly than others. Some reach this place of nirvana while still in thei... ...ted. There are many countries that frown upon standing out to the extent of the Americans. In some Middle Eastern cultures, women are required to cover their bodies from head to toe. They dress in dark clothing so that little attention is drawn to them, if any at all. Differing from the Middle Eastern culture, American people often dress to the extreme; showing them off as if the world is always watching them. Although one covers their body with a black hijab and another prances around in a rainbow dress, the one covered is not any less of an individual as the one standing out physically. In conclusion, we as a society have to realize that individuality goes much deeper than material things and that it is okay to be different. Conforming to what society feels you should do will not only be detrimental to our growth as humans but as a world community as well.

Educational stages Essay

Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism. [1] Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. Schools systems were also based on people’s religion giving them different curricula. [edit] Curriculum Main articles: Curriculum, Curriculum theory, and List of academic disciplines School children in Durban, South Africa. In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. An academic discipline is a branch of knowledge which is formally taught, either at the university–or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science, social sciences, humanities and applied sciences. [5] Educational institutions may incorporate fine arts as part of K-12 grade curriculums or within majors at colleges and universities as electives. The various types of fine arts are music, dance, and theater. [6] [edit] Preschools Main article: Preschool education The term preschool refers to a school for children who are not old enough to attend kindergarten. It is a nursery school. Preschool education is important because it can give a child the edge in a competitive world and education climate. [citation needed] While children who do not receive the fundamentals during their preschool years will be taught the alphabet, counting, shapes and colors and designs when they begin their formal education they will be behind the children who already possess that knowledge. The true purpose behind kindergarten is â€Å"to provide a child-centered, preschool curriculum for three to seven year old children that aimed at unfolding the child’s physical, intellectual, and moral nature with balanced emphasis on each of them. †[7] [edit] Primary schools Main article: Primary education Primary school in open air. Teacher (priest) with class from the outskirts of Bucharest, around 1842. Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising. [8] Under the Education For All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school. In India, compulsory education spans over twelve years, out of which children receive elementary education for 8 years. Elementary schooling consists of five years of primary schooling and 3 years of upper primary schooling. Various states in the republic of India provide 12 years of compulsory school education based on national curriculum framework designed by the National Council of Educational Research and Training. Students working with a teacher at Albany Senior High School, New Zealand Students in a classroom at Samdach Euv High School, Cambodia In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, â€Å"post-secondary†, or â€Å"higher† education (e. g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession. The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better  prepare students for white collar or skilled blue collar work. This proved to be beneficial for both employers and employees, for the improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment. In Europe, grammar schools or academies date from as early as the 16th century, in the form of public schools, fee-paying schools, or charitable educational foundations, which themselves have an even longer history.

Economic Questions

Because of scarcity, every nation is faced with â€Å"The 3 K eye Economic Questions: Who – consumes the goods & services produced in society? â€Å"For whom? ‘ is a public choice question. All economic systems must determine e which goods and services will be available for public use and which for private use. What -?goods & services should be produced? â€Å"What to produce? ‘ is an allocation question. All economic systems must date ermine how to allocate productive resources in the form of land (natural resources/ raw materials), labor (work for which we earn pay) and capital (human education & job training) (physical buildings, equipment & tools).How – should goods & services be produced? â€Å"How to produce? † is an efficiency question. All economic systems must deter mine how goods and services will be produced. How do different economic systems respond to the 3 Key Economic questions ? First of all, we need to define exactly what an  "Economic System† is: The institutional framework of formal and informal rules that a society uses t o determine what to produce, how to produce and how to distribute goods and services. Another, more popular term for economic system is economy.An economy, o r economic system, is he structural framework in which households, businesses, and governments undertake the production and consumption decisions that allocate limited resources to satisfy unlimited wants and needs. An economic system is primarily characterized by its key institutions, especial y those relating to the ownership and control Of resources and the means Of production. Two realtor economic systems that differ based on key institutions are capitalism and communism.Capitalism is an economic system in which ownership and control is largely in private hands (b genuineness and households), as opposed to public hands (government). One of the key institute actions underlying capitalism is private property rights. Comm unism, in contrast, is an economic system in which ownership and control predominately rests with government. Socialism is a the rid noted economic system that borrows institutions from both capitalism and communism. Economic systems can be categorized according to who makes most Of the De concisions in an economy.Most economies can generally categorized as one of two kinds: ; Market Economy An economy that relies on a system of interdependent market prices to local tee goods, services, and productive resources and to coordinate the diverse plans of con mummers and producers, all of them pursuing their own selflessness. ; Command Economy An economy in which most economic Issues of production and distribution AR e resolved through central planning and control. So, how do different economic systems respond to the three basic economic questions?In a socialist or command system, the central authority determines what, how, an d for whom goods and services will be produced. A Mixed System incorporates elements of both corn and and market systems in determining answers to the three questions. Mixed economies wit h Strong market monuments also include a public goods and services sector, just as command economies like Cuba include a private goods and services sector. In a market economy, most of the decisions in the economy about what to pr educe, how to produce it and who receives it are made by individuals and firms.At the other end of the spectrum: In a command economy, government officials make most of the decisions in t he economy about what to produce, how to produce it and who receives it. Most economic systems also contain elements of tradition or repeating decide ions in ways made at an earlier time or by an earlier generation. Today, nearly all economies are actually mixed, in that some economic decisions are made by individuals and private firms, but some e are also made by government officials, either through rules and regulations or through govern mentored firms. The U. S. Economy leans toward the marionettes side of the spectrum.An economy like Cuba or North Korea is near the command economy side of the spectrum. Buy t the dividing line between market and command economies in most nations is blurry rather the an bright. Market Economies (â€Å"Capitalism Capitalism is undoubtedly at the top of any list of economic systems operating in the modern world. This system is based on: (1) private appropriative ownership of resource recess and the means of production, (2) individual illiberality freedom on the part of the resource o Wieners to use their resources as they see fit, and (3) competitive markets system of relatively co imitative markets. Ender capitalism, governments establish the basic rules of the game and are responsible for the production of public goods, but the vast majority of resource allocation De concisions are undertaken by individuals, as either consumers or producers. The United States is one of the more noted examp les of capitalism. However, most modern industrialized economies of Europe, Asia, North America, and South America operate under capitalism.Command Economies (â€Å"Socialism†) In theory, socialism is the transition between capitalism and communism and is based on: (1) government ownership of resources and the means of production, (2) worker control of government, and (3) income distributed according to needs. As practiced in the real world, socialism is an economic system based on (1) nationalized intergovernmental ownership and control 01 of key industries and (2) central polycrystalline detailed, but not comprehensive, resound:e local ion decision making by the central government. Ender real world socialism, governments exert extensive control over resource e allocation decisions, primarily involving key industries such as transportation, energy pr deduction, communication, and health care. While Sweden exemplifies modern socialism, several Europe an nations have practiced varying forms of socialism over the decades. Command Economies (â€Å"Communism†) In theory, communism is an economic system based on: (1) a classless society , (2) common ownership of resources, (3) no government, and (4) income distributed accord ins to needs. Economic Questions Because of scarcity, every nation is faced with â€Å"The 3 K eye Economic Questions: Who – consumes the goods & services produced in society? â€Å"For whom? ‘ is a public choice question. All economic systems must determine e which goods and services will be available for public use and which for private use. What -?goods & services should be produced? â€Å"What to produce? ‘ is an allocation question. All economic systems must date ermine how to allocate productive resources in the form of land (natural resources/ raw materials), labor (work for which we earn pay) and capital (human education & job training) (physical buildings, equipment & tools).How – should goods & services be produced? â€Å"How to produce? † is an efficiency question. All economic systems must deter mine how goods and services will be produced. How do different economic systems respond to the 3 Key Economic questions ? First of all, we need to define exactly what an  "Economic System† is: The institutional framework of formal and informal rules that a society uses t o determine what to produce, how to produce and how to distribute goods and services. Another, more popular term for economic system is economy.An economy, o r economic system, is he structural framework in which households, businesses, and governments undertake the production and consumption decisions that allocate limited resources to satisfy unlimited wants and needs. An economic system is primarily characterized by its key institutions, especial y those relating to the ownership and control Of resources and the means Of production. Two realtor economic systems that differ based on key institutions are capitalism and communism.Capitalism is an economic system in which ownership and control is largely in private hands (b genuineness and households), as opposed to public hands (government). One of the key institute actions underlying capitalism is private property rights. Comm unism, in contrast, is an economic system in which ownership and control predominately rests with government. Socialism is a the rid noted economic system that borrows institutions from both capitalism and communism. Economic systems can be categorized according to who makes most Of the De concisions in an economy.Most economies can generally categorized as one of two kinds: ; Market Economy An economy that relies on a system of interdependent market prices to local tee goods, services, and productive resources and to coordinate the diverse plans of con mummers and producers, all of them pursuing their own selflessness. ; Command Economy An economy in which most economic Issues of production and distribution AR e resolved through central planning and control. So, how do different economic systems respond to the three basic economic questions?In a socialist or command system, the central authority determines what, how, an d for whom goods and services will be produced. A Mixed System incorporates elements of both corn and and market systems in determining answers to the three questions. Mixed economies wit h Strong market monuments also include a public goods and services sector, just as command economies like Cuba include a private goods and services sector. In a market economy, most of the decisions in the economy about what to pr educe, how to produce it and who receives it are made by individuals and firms.At the other end of the spectrum: In a command economy, government officials make most of the decisions in t he economy about what to produce, how to produce it and who receives it. Most economic systems also contain elements of tradition or repeating decide ions in ways made at an earlier time or by an earlier generation. Today, nearly all economies are actually mixed, in that some economic decisions are made by individuals and private firms, but some e are also made by government officials, either through rules and regulations or through govern mentored firms. The U. S. Economy leans toward the marionettes side of the spectrum.An economy like Cuba or North Korea is near the command economy side of the spectrum. Buy t the dividing line between market and command economies in most nations is blurry rather the an bright. Market Economies (â€Å"Capitalism Capitalism is undoubtedly at the top of any list of economic systems operating in the modern world. This system is based on: (1) private appropriative ownership of resource recess and the means of production, (2) individual illiberality freedom on the part of the resource o Wieners to use their resources as they see fit, and (3) competitive markets system of relatively co imitative markets. Ender capitalism, governments establish the basic rules of the game and are responsible for the production of public goods, but the vast majority of resource allocation De concisions are undertaken by individuals, as either consumers or producers. The United States is one of the more noted examp les of capitalism. However, most modern industrialized economies of Europe, Asia, North America, and South America operate under capitalism.Command Economies (â€Å"Socialism†) In theory, socialism is the transition between capitalism and communism and is based on: (1) government ownership of resources and the means of production, (2) worker control of government, and (3) income distributed according to needs. As practiced in the real world, socialism is an economic system based on (1) nationalized intergovernmental ownership and control 01 of key industries and (2) central polycrystalline detailed, but not comprehensive, resound:e local ion decision making by the central government. Ender real world socialism, governments exert extensive control over resource e allocation decisions, primarily involving key industries such as transportation, energy pr deduction, communication, and health care. While Sweden exemplifies modern socialism, several Europe an nations have practiced varying forms of socialism over the decades. Command Economies (â€Å"Communism†) In theory, communism is an economic system based on: (1) a classless society , (2) common ownership of resources, (3) no government, and (4) income distributed accord ins to needs.

“Freakonomics” by Steven D. Levitt and Stephen J. Dubner Essay

Freakonomics, by Steven D. Levitt and Stephen J. Dubner, is book that not your typical economist would write it was co-authored in 2005 and if morality represents how we would like the world to work, then economics represent how it actually does work in this award-winning book. Steven D. Levitt is a not your typical economist. He is a much-heralded scholar who studies the riddles of everyday life- from cheating and crime to sports and child rearing and whose conclusions turn the conventional wisdom on its head (freakonomics.com). Stephen J. Dubner is an award-winning author and journalist (freakonomics.com). These two authors team up to create a very insightful groundbreaking collaboration. They set out to to explore the inner workings of a crack gang, the truth about real estate agents, the secrets of the Ku Klux Klan, and much more. Through much story telling and insightful knowledge, they show that economics is at the root, the study of incentives (freakonomics.com). There is not one underlying theme the book, Freakonomics, is built around, but there are many reoccurring themes throughout. The three major themes that I found occur throughout the book are: positive vs. normative analysis, incentives are the cornerstone of modern life, and the idea of â€Å"tournament† style markets, â€Å"winner take all†. Freakonomics is a brilliant, provocative investigation into motives: what are they, how they can be changed, and how they affect what people do. It is also a deceptively easy read: its style is very humorous and really grips the reader throughout the book. Freakonomics tackles some of our most basic assumptions about the way people, and society, work. I believe that Freakonomics demonstrates the basic economic principles. I will defend this argument through the underlying themes of Freakonomics. Positive vs. normative analysis is one of the many underlying themes of Freakonomics. The conclusions derived from each chapter will often surprise the reader. These conclusions may also not agree with your personal beliefs, but that is the basis of positive vs. normative analysis. Positive economics is objective and fact bases, while normative economics is subjective and  value based. Positive economic analysis statements do not always have to be true, but in order to be considered a positive analysis you must be able to test and prove or disprove the statement. Normative analyses are opinion based, so they cannot be proved or disproved. This basic economic principle is not always easy to understand because the consumer is usually very value based. Public policies are typically revolved around normative economic statements meaning the disagreements carry on because neither side can prove that is correct or incorrect. There are many examples of positive vs. normative analysis throughout Freakonomics, in chapter four, on crime and abortion, the authors brought forth the issue of how crime rates relate to abortion and backed it up with the statistical information. This is an example of positive analysis because the statistical information supports the issue being argued. Normative analysis of the issue between crime and abortion would be that they are not correlated to one another because it pledges the fidelity to notions of the way the world should be. Also, in chapter five, the coauthors believe that a child’s academic success does not come from parental efforts and they explained this through the data presented in the book. One would think a parental figure would help a child’s development in the classroom, but in reality its other external factors that does. This clearly illustrates the difference between an analytical approach that considers the world, as it is (positive analysis ) and an analytical approach that is based on how the world should be (normative analysis). Incentives are the cornerstone for modern life, people respond to incentives. An understanding of incentives is the key to clearly understanding any human behavior. Incentives are a thing that motivates or encourages one to do something. Incentives are everywhere in the world especially in economics. Corporations are often given tax incentives for hiring more employees. Incentives are a payment or concession to stimulate greater output or investment. In Freakonomics, Levitt and Dubner believe incentives equivalent to the study of economics. In chapter one, Dubner and Levitt exclaim that incentives come in three varieties: moral incentives, social incentives, and economic incentives. Moral incentives are which one acts out of conscience or conviction. Social incentives are by which actions  are related to shame or glory. Economic incentives are causing people to act in their own personal financial interest. In chapter one, we saw the example of a day care center in Haifa, Israel, in which a fine was levied for parents picking up their child late from day care. Once the fine was implemented, we started seeing parents showing up late because it allowed more personal free time. Once this economic incentive was levied parents found that the free time outweighed the economic incentive. Parents were only picking up their child on time because there was somewhat of an incentive socially and morally. They morally or socially believed they had to pick up their child on time, but now that an economic incentive was implemented they did not feel morally responsible to be on time and just paid the fine. Also in chapter one, we saw the incentive for teachers and their students to do well on standardized testing for more school funding or even to keep their job, so teachers act out irrationally and help students ch eat on standardizing testing. Incentives are found in everyday life they are in every situation depending on one’s personal beliefs, which also can relate back to normative vs. positive analysis. In chapter two, real estate agents don’t have moral incentive to get the best price for their customers house being sold. Getting the optimal price on a house and time consuming. Since real estate agents make 3 to 6% commission on houses they have little incentive to put more work in then needed for a small amount of money more. They feel their time is more valuable then putting forth more effort in selling a house knowing they can sell it faster at a cheaper price. There are many examples throughout the book of incentives, but the one I found most interesting was the issue of drug dealers still living at home in chapter three. Levitt and Dubner use dealing crack cocaine as an example of an incentive to better yourself and make money through harsh working environments, but it is also an example of a basic economic principle called â€Å"tournament type markets†. They strategically use the example of dealing crack cocaine as a â€Å"tournament† type market by convincing the reader this is a â€Å"winner take all† field of work. Street-level drug salesman usually are motivated by the idea of getting promoted in the drug business, so they ultimately try to maximize the gang’s profits. Higher ranker officials however are more interested in making money since they are already in a position of high status. Overall in this market there are many players, but  one by one they are eliminated. At the end, a victor emerges and takes home the â€Å"prize† or money. As stated in the book, the top 120 â€Å"managers† in the Black disciples gang represented just 2.2 percent of the full-fledged gang membership, but took home well more than half the money. This is a â€Å"tournament† style market because these â€Å"managers† emerged from all the other competitors and are now high ranking, they won the â€Å"tournament† in essence. Overall I believe Freakonomics illustrates basic economic principles. Levitt and Dubner lay out many underlying themes in the book, Freakonomics, but there are many reoccurring themes throughout. The three major themes that I found throughout the book are: positive vs. normative analysis, incentives are the cornerstone of modern life, and the idea of â€Å"tournament† style markets, â€Å"winner take all†. These three basic economic principles are just a few of the major themes in the book, but I believe are enough evidence to convinced the reader that Freakonomics does cover major economic principles and is a book of economics. In all, Freakonomics is a brilliant book that incorporates everyday ideas into economic ones. It truly is a book about economics and the evidence given proves this. Works Cited â€Å"Freakonomics.† Freakonomics RSS. N.p., n.d. Web. 17 June 2014. Levitt, Steven D., and Stephen J. Dubner. Freakonomics: A Rogue Economist Explores the Hidden Side of Everything. New York: William Morrow, 2005. Print.

Comparison/Contrast: Baroque and Rocco

Baroque and Rococo were two artistic movements that spanned the seventeenth and eighteenth centuries with Baroque coming first. Even though they were different period, both have stood the test of time and the works that were produced are still admired today. Baroque was the artistic movement started in Italy in sixteen hundred and was supported by the church because of the religious themes that were the focus of the works of art. However, Rococo was an elaborate style that was popular in eighteenth century France. The contributions to art made during these two periods were extremely popular in their times.The Baroque period of the seventeenth century, focused on Christian religious subjects and the dramatic happenings in their lives. The scenes were depicted in splendid and majestic ways. The nobility in Italy saw Baroque art and architecture as a way to impress others. The more religious a person was could be shown through the art work and therefore demonstrated power. The architect ure was grand with central courtyards for entertaining as well as meditation and worship. Reception rooms and grand staircases dominated the homes.The art and architecture was lavish and ornate. One particular painter that painted during the Baroque Period, but was not Italian and did not use religious themes was Diego Velazquez. His painting of The Toilet of Venus is one of the only nudes painted during this period that exist. Most were destroyed by the Spanish Inquisition, but Velazquez’s masterpiece was saved from destruction. Even though the painting can only be considered religious if one were looking at a polytheistic culture, it can still depict the natural beauty of the nude body as created by God.Rococo was like Baroque in that it was lavish and detailed. However, Rococo was not limited to religious themes. With the change in rule to Louis XV, Rococo was the new style to decorate the palaces. The interiors were ornate with the new use of the shell curve as a decorati on. In fact the curve was used in all of the paintings of the time as well as the use of delicate colors. Jean – Antoine Watteau was the perfect example of an artist who incorporated all of the styles of the French inspired artistic movement.His painting The Embarkation for Cythera is a perfect example of this style. In it the colors are so delicate that sometimes the subjects are blurred rather than to make harsh lines. The subjects are elaborately arrayed even on this journey. Both the Baroque and the Rococo artistic periods were shown in the video. Because of the depictions and examples used, it was easy to see the differences of the two movements, but also how one built on another. The information presented was understandable and informative.

A Comparative Study on Main Characters Mean of Self-Expression in Novels This Boys Life and Into the Forest

A Comparative Study on Main Characters' Mean of Self-Expression in Novels This Boy's Life and Into the Forest Recreation In the novels This Boy’s Life and Into the Forest, both protagonists similarly utilize self expression as method to recreate themselves and escape a worse alternative. Throughout the novel, Tobias and the two sisters are plunged into harsh conditions where they must care for themselves. To keep themselves sane, they force a hobby or mentality in order to keep a goal in front of them, rather than accepting their current situation, almost to say that they are unaccepting of their current substandard condition. Tobias indulges within the Jack London novels to the extent that he idolizes their heroic figures and changes his name to Jack, so to set standards of himself in order to become something greater. â€Å"I was subject to fits of feeling myself unworthy†¦ It didn’t take much to bring this sensation to life, along with the certainty that everybody but my mother saw through me and did not like what they saw.† Eva, in contrast, expresses herself through ballet, seemingly to distract herself from the decrepit and deprived life she loosely maintains in the isolated shack with her family. As the power goes out and she does not have the resources to play music or attend the dance school, she subjects to dancing to the tick of the metronome, even if her opportunity to perform on stage has long since expired. â€Å"I need to dance, Nell. I have to dance to music. Just for a few minutes. To give me courage.† Her everyday practice provides a sense of cathartic release to relinquish her pains and keep her mind isolated from the chaos around her. Both characters engage in an activity which in turn provide mental stability, for they set a goal to work for, no matter how unrealistic, to serve as a more meaningful reason to live in their spiteful situation. Nell, unlike Tobias, had much direction in life, yet was unable to carry out her future because of the chaotic way society is maintaining itself, for Tobias aspired to transition from the weak boy into the men living in the stories he reads, in other words, and pseudo-inspiration. â€Å"When we are green, still half-created, we believe that our dreams are rightsand that falling and dying are for quitters. We live on the innocent and monstrous assurance that wehave a special arrangement whereby we will be allowed to stay green forever†¦Ã¢â‚¬  (Hegland 286). Here, Tobias shows his maturity in reflecting upon his life, explaining that our ambitions are very much a concrete part of our personality, that every dream we have will come to reality. However, it soon becomes apparent that life does not go as he planned it. He over glamorizes his life to his pen pal Alice, who he tries to describe the life he’d like to live, dreaming of transforming himself into the charmed young man he so desires to be. This contrasts heavily with Nell’s hopes, for she was had the skill, strive, and connections to perfect herself as a dancer, making her goal much more realistic. Yet, her days of dancing were put to an end due sudden poverty stricken condition of the the town. Nell, in comparison, had the opportunity to live out her dream as a dancer, whereas Tobias’s dreams are short lived, using the heroic figure to compensate for the lowly person he was at the time, making no attempt at realizing his fantasies. In both stories, the characters both struggle for their own sense of survival through independence. â€Å"It’s a physical urge, stronger than thirst or sex. Halfway back on the left side of my head there is a spot that longs for the jolt of a bullet, that years for that fire, that final empty rip. I want to be let out of this cavern, to open up myself up to the ease of not-living. I am tired of sorrow and struggle and worry. I am tired of my sad sister. I want to turn out the last light.† (Hegland 248) Nell explains that the laborious extent it takes just to choose to live on is much more struggle than it is to choose to die. The simple life she was familiar with as a child in a family was easy; no need to plan for the food or shelter the day or the next. Tobias concedes with this, stating, â€Å"But our failure was ordained, because the real family we set out to imitate does not exist in nature.† As he grows up, he starts to see that his family aren’t the people to take care of him; he has to do that himself. Though his mother searches for a significant other for most of the story, he realizes that no matter how many times she may remarry, there will never exist a perfect family. In the end of it all, he will never be able to depend on someone else, his survival would be solely his responsibility. As the plots of both stories develop, it becomes evident that they are both bothered by their past, and struggle to alleviate the pain inflicted as they grow up. â€Å"So my sister dances and the dead house burns, and i scrawl these last few words by the light of its burning. I know I should toss this story, too, on those flames. But I am still too much a storyteller -or at least a storykeeper still too much of my father’s daughter to burn these pages.†. Nell and her sister dance on the ground her memories and childhood were built around in this moment of catharsis, so to rid themselves of the grief and pains the past has brought them. As Tobias grows up, he attempts to find new opportunities to recreate himself, to find reason to look forward instead of looking back. He marvels at the freedom of starting anew, yet is unable to find the sanctuary he longs for. As both Tobias and his mother eventually move away, he chooses to join the army to rid of his past, to finally become the hero he has imagined from the novels. Though both characters attempt at forgetting their grievances, they both deal with it in different ways, nell does it through catharsis while tobias tries to completely reorganize his life and persona, thus mitigating their growing pains.

Health and Aging Essay Example | Topics and Well Written Essays - 500 words - 1

Health and Aging - Essay Example Institutional discrimination is when policies are implemented that go against ethnic minorities. Hence, these people have a low standard of living and lead unhealthy lives. However the health effects of discrimination may vary from person to person. A person’s age, sex and social position may influence how discrimination will affect them.Studies prove that reporting and challenging racism results in lower blood pressure when compared to bearing it. There is no concrete evidence that establish the fact that racism may have serious health effects. This article will investigate the relationship between health and racism. The sample of the study included 5196 people of Caribbean, Indian, Pakistani, Bangladeshi and Chinese origin and 2867 whites who were selected using stratified random sampling. These people were interviewed in full detail. They were given a questionnaire which had questions regarding their health and any interpersonal discrimination experiences that they had. The questions included if they thought that they would be denied a job by a British employer because of their ethnic background. Their own health was self assessed by them. 12 percent of the participants reported verbal abuse in the past year. 64 percent thought that a British employer would refuse a job because of their ethnic background while 37 percent thought that a British employer would do so at least half the time. Participants who reported verbal abuse were 50 percent more likely to report their health as fair or poor as compared to those who were not abused. While respondents who thought that a British employer would refuse a job because of his ethnic background were 40 percent more likely to report fair or poor health. Females were 60 percent more likely to report bad health compared to males. The findings suggest that experience and perception of interpersonal