Anthropological theories on the common property Term Paper

Anthropological theories on the common property - Term Paper Example In this regard, the theory can be used to describe the behavior individual in the use of common property to meet their needs for more satisfaction. Moreover, people tend to focus on the utilization of utilities which are as cost effective as possible. In this regard the propensity for the use of common property is justified. The human nature which makes them to seek cost effectiveness in their actions and behavior is described within the instrumental rationality which lies in the spectrum of the rational choice theory (Kim and Mahoney 223). In the illustration of rational choice theory, it is observable that people for example tend to use public parks because of the cost effectiveness associated with them. In this regard, the society makes choices based on instrumental rationality to ensure that they enjoy better than bad at the most cost effective manner (McLellan 13). In this regard, the justification which people give for the use of common property is likely to include the fact th at they are cost effective even though they may not reveal this apparently because of the social attitudes associated with the common property. ... Rationality within the rational choice theory is used to signify the sanity which people employ in the use of common property. This means that people are left with no choice but to make realistic and hence sane choices in the utilization of common property (Dowding and Andrew 455). For example it makes sense for sane choices of utilization of common property because of the cost effectiveness associated with them. This can be exemplified by an individual who makes sane choices of using common property swimming pools instead of installing his or her own which would be impractical due to limitations in space, costly and time consuming. The rational choice theory further is used to exemplify the thoughtful nature of human beings in the use of common property. This means that the use of common property is often evaluated or assessed by the users with an aim of determining its usefulness or benefits in relation to the possible advantages (Hechter and Satoshi 194). The rational choice is th us conclusively based on the ability of people to weigh between benefits and disadvantages of utilization of specific common services or property under a thoughtful process before a choice is eventually reached. The motive of rational choice as postulated by the rational choice theory is the maximization of the advantages that can be accrued from personal utilization of common property (Yalman 388). Therefore, there is a rational process which drives the use of common property. The rational process and the cognition of a person therefore define the attitudes and behaviors which are demonstrated during the use or conversation about common property (Roberts 32). More importantly, the rational choice theory is postulated within the concept of preference (Nehring 205). For example

Adults with Learning Disabilities Essay Example for Free

Adults with Learning Disabilities Essay The discourse of ‘learning disabilities’ is now being used to challenge a wide range of acts and practices, including violence and intimidation, non-consenting sexual acts, the bullying of less resilient people by more able service users, unacceptably deprived physical or social environments and financial exploitation or fraud. Some argue that it should include all abuses of human rights. Clearly, these issues are not new as the following essay illustrates, and historically some of these practices have been hidden within service cultures while others have been quite open but variously rationalized as ‘behavior modification’, ‘relationships’, ‘control and restraint’, or ‘not giving in to attention seeking’. Abuse was regarded as a central, and inevitable, feature of institutionalized provision in influential models such as that of Goffman (1961) and Wolfensberger (1975 and 1980) within an analysis whose focus was on organizations and ideology. The new discourse is much more personalized and within it the focus is on the experience of the victim. This has some advantages for individuals and highlights some dilemmas for service organizations. It makes clear that people with learning disabilities are harmed, as any individual would be, by personal or sexual violence or exploitation. Harm is deemed equivalent whoever has caused it, for example whether it has been perpetrated by another service user, a member of staff or a stranger. This way of framing harmful acts highlights conflicts of interest between service users: the discourse of ‘challenging behavior’ for example, designed to neutralize the stigma of difficult behavior, inadvertently deflects from and discounts the experience of those on the receiving end of difficult behavior. Naming these acts as abusive confronts service agencies with the need for specialized, safe (expensive) placements for those who present a risk to others. Men with learning disabilities who have difficult sexual behaviors, for example, are often placed alongside very vulnerable people, their needs for asylum taking precedence over the safety of more vulnerable people (Thompson and Brown 1998). But while this acknowledgement is a step forward for individuals ,the new discourse risks personalizing forms of mistreatment that arise out of societal and structural inequalities. At an individual level, when issues of power are overlooked or neutralized, abusive and exploitative interactions can be explained away as relationships of choice. At a service level, new fault-lines between agencies and between purchasers, providers and regulators set up contingencies that make abuse more likely and less visible. At a societal level, there is growing inequality between the pay and working conditions of managerial, professional and so-called ‘unqualified’ staff within and across the statutory, private (for-profit) and voluntary (not-for-profit) sectors. Gender and race exacerbate the unequal position of direct care staff and the disproportionate responsibility that falls on them. This paper divides into two parts. First, I shall review the current usage of the term ‘learning disabilities’, looking at how it is being defined and categorized. Second, I will outline what is emerging as good practice in this field. WHAT DOES A LEARNING DISABILITY LOOK LIKE? Let me explain this with an exaomple: Saras lifelong difficulty with reading and writing had nothing to do with not being smart. Most individuals who have a learning disability are of average to above average intelligence and therefore have the intellectual potential to succeed at school and in careers. But they often do not reach this potential. While effort and motivation are important for success, it is clearly unfair to say of someone with a learning disability that he or she just needs to try harder. No matter how hard Sara worked, her problems did not go away. We know that a learning disability is caused by specific dysfunction within the central nervous system. The central nervous system, made up of the brain and the spinal cord, controls everything we do: our ability to process and think about language and to express ourselves verbally, as well as our ability to process nonverbal information, including art or music. Saras symptoms included reversing or rotating numbers (6 for 9), letters (b for d;p for q), and words (was for saw; on for no) when writing; omitting letters and sounds; and making sound and word substitutions when reading (tril for trial;then for there). Such problems make it difficult to decode words, and these decoding errors are most evident when reading aloud. Though never diagnosed, Saras symptoms became evident in first grade, when formal reading instruction began. As we learn to read we must of course master the alphabet, which is like a code, and learn the relationship between letters and sounds. Reading is a process of decoding the clusters of letters, converting them into words, and then attaching meaning to the words. In many cases, problems with phonological processing the ability to receive, transform, remember, and retrieve the sounds of oral language interfere with the acquisition of reading skills. Phonological processing involves the ability to separate a word into its component parts or blend sounds to construct a word. Problems with these skills make it very hard for the beginning reader to achieve fluency. Comprehension of written material depends on accurate and fluent decoding, a good vocabulary, and comprehension of the grammatical structure of sentences. When these skills are not developed that is, when they are slow and labored the reader must devote more energy and effort to identifying and comprehending each individual word, rather than constructing meaning from an entire paragraph or from general context. For many years, researchers believed that the reader automatically moved from reading the words on a page to comprehending, without participating in the process of constructing meaning. But recent research points to the fact that the reader plays an active role: using background knowledge about the subject, calling on appropriate strategies for both decoding and comprehension, and applying the right amount of attention and concentration. Reading strategies are now considered essential components of the reading process. These might include paraphrasing while reading or summarizing afterward to help with comprehension. Competent readers are able to evaluate the reading task and select strategies that are a good fit or match to the task. In Saras case, she read slowly and had to reread material several times, so she found it difficult to comprehend content or recall important facts when questioned about them later. Unlike good readers, she did not rely on strategies that could help her. She also struggled with writing. Many times she was ashamed to submit patient reports because she knew they were filled with spelling, punctuation, and grammatical errors and were not organized or structured well. Her reports never reflected her knowledge or keen insight into patient care. Writing problems can be seen at any age, although they become more evident as academic or work demands increase. While Sara knew what she wanted to say, she had trouble getting started, focusing on the essential facts, and editing effectively. She tended to use the same words over and over. This was so different from her spoken language, which was rich and varied. Not surprisingly, it took her a long time and a good deal of effort to complete her reports. Her mathematical skills, though, were more than adequate. But there are people with learning disabilities who have problems understanding mathematical concepts or difficulty solving verbal or written mathematical problems. These problems may stem from more than one source, including inadequate spatial or directional sense and difficulty understanding abstract symbols or the language of mathematics. To use a basic example, someone who does not have a good understanding of concepts such as plus and minus is going to find it hard to identify the process needed to solve a mathematical problem. Learning strategies will be of great help to this person. Sara was also troubled by her erratic performance at work. Some days, she would be fine. But when she was fatigued or stressed, she found her attention was poor and she made more than the usual number of errors. At these times, she did not feel in control and usually needed to take a break and call on the support of friends to help her get back on track. While Sara felt her social life to be strength, some individuals who have learning disabilities have difficulty in social situations because they cannot perceive others needs and make or keep friends. Relationships with family and friends and associates on the job may suffer. As a way of compensating, an individual may avoid social situations altogether and thus become isolated. Others may struggle with low self-esteem and a lack of assertiveness, which can lead to self-fulfilling prophecies of failure. Moreover, repeated negative experiences in school and at home can discourage an individual from even trying. Many individuals who have learning disabilities have difficulty planning ahead and then evaluating their performance in academic courses or work-related tasks. Planning involves the ability to determine the outlines of a task and the skills it will require. Planning helps us generate strategies or know when to ask for outside help. We are not always conscious of initiating this type of planning because so many tasks are performed automatically, such as remembering a frequently called phone number by using a mnemonic, or writing notes in a book or on a memo. But when tasks are new or complex, active planning is needed. Other learning problems may stem from an inability to manage ones time effectively to get something done on schedule. For example, many college students do not leave sufficient time to research and write a term paper, and end up frantically completing it the night before it is due. Or a manager may delay writing a budget or marketing report, finding it hard to begin. In order to use strategies at school, at home, or on the job, we need to be aware of ourselves as learners. Researchers have suggested that each of us has our own built-in executive function that directs and controls our actions. If this executive is efficient and aware of individual skills and the strategies needed to accomplish a task, the appropriate plan of action can be put into effect. If the plan is unsuccessful, then the executive reevaluates and initiates a new course of action. Individuals who have learning disabilities have a less efficient executive, the theory goes, and are therefore less able to generate and use effective strategies in their personal and professional lives. In addition to learning disabilities, a large number of adults suffer from attention-deficit/hyperactivity disorder (ADHD). ADHD affects an individuals ability to focus and concentrate on school or work tasks, and to make good use of strategies. The struggle to achieve is so much harder with the added burden of ADHD. Although external factors do not cause a learning disability, we know that they do play a significant role in learning. It is well documented that the environment we live and work in influences and helps to shape our learning patterns, behavior, and sense of self. Research has consistently shown that the type and quality of support provided both at school and within the home are strong determinants of success in school, at work, or in ones personal life. For example, a supportive family, early identification of learning problems, and appropriate intervention may make all the difference in helping an individual compensate for the disability. Learning disabilities are found throughout the world and in all socioeconomic groups they are not bound by culture or language. Approximately the same numbers of males as females have learning disabilities, and the problem tends to run in families. Many prominent figures in politics, science, and the arts are reported to have had a learning disability, among them Nelson Rockefeller, Winston Churchill, Albert Einstein, Thomas Edison, and Auguste Rodin. Einstein, for example, was described as having difficulty learning a foreign language and mathematics of all things! He also struggled with other academic subjects and with writing. All adults face the challenges and rewards of employment, home and family, leisure pursuits, community involvement, emotional and physical health, and personal responsibility and relationships. Adults who have learning disabilities must manage these life demands with an added set of problems. Society expects adults to be self-supporting, to function within a community, and to exhibit appropriate social behavior. Typically, to be self-supporting one must be employed. Employment for most adults spans a long period of time. It may begin with the exit from high school and continue for fifty or more years. While research on the employment of adults who have learning disabilities is sparse, and the findings that are available reflect the heterogeneity of the population, the information reported is unfortunately discouraging. It suggests that individuals with learning disabilities, as a group, show higher rates of unemployment, have jobs of lower status, receive lower pay, and change jobs more frequently than those without learning disabilities. Of course, there are many individuals at all levels of the workforce who do attain professional success. Further, there are well-documented accounts of persons with learning disabilities throughout history who have made significant contributions to society, among the most notable being Einstein, Edison, Churchill, and Rockefeller. It is important to keep in mind that adults who have learning disabilities who have above average intelligence, come from middle to higher economic backgrounds, and/or have completed postsecondary education, have higher rates of employment, higher job status, and greater job satisfaction than this research indicates. Those who graduate from college are much more likely to hold professional or managerial positions, for example, than those who have only a high school diploma. What makes success on the job so difficult for some people with learning disabilities? For one thing, persistent problems with reading, writing, and arithmetic can interfere with their work. Many report that they continue to struggle with decoding skills, sight vocabulary, and reading rate. Banking tasks and money management often bring out their troubles with arithmetic. Spelling is frequently reported to be the biggest problem of all. The level of basic skills that is required in the current job market is expanding to include more abstract abilities. Employers want their workers not only to be proficient in basic skills but also to be able to use these skills effectively and efficiently to solve on-the-job problems. Employers want the people they hire to be able to read for information, to analyze and synthesize the material, and apply the material read to on-the-job situations. They further expect employees to analyze problems, formulate solutions, and communicate that process, in writing, to others. Workplace mathematics, like reading and writing, also requires identification of the problem, analysis, and then the ability to find a solution. Employers further expect good interpersonal skills. The ability to use technology and information systems is becoming more essential as well. To do all of these things efficiently and effectively, workers must have mastered basic skills and be able to apply thinking skills. They also need personal qualities such as individual responsibility, self-esteem, and self management. The nature of a learning disability may affect the development of some of these competencies. For example, because of years of struggle and failure, self-esteem may be low and self-monitoring skills may not be functioning effectively. Employers often do not understand what a learning disability is, thus making it even more difficult for the adults with learning disabilities whom they supervise. Because employers cannot see the disability and may have limited knowledge about learning disabilities, they may find it difficult to understand that the problems are real. Therefore, they may fail to provide the necessary accommodations and supportive environment. They may often fail to recognize that, with assistance, workers who have learning disabilities may be tremendous assets to the company. A learning disability is a lifelong condition. Some adults, by the time they have completed their formal education, have learned to compensate for their difficulties. For many others, difficulties continue and to varying degrees impact on careers, social relationships, and activities of daily living. There are adults who were diagnosed as children and received services under the guidelines of PL 94-142. But more and more adults, who never knew why school was so hard, are now addressing the problem by initiating an assessment and seeking services to help them cope with their disabilities. Adults who have learning disabilities are a heterogeneous group. Some struggle with reading and writing, some with mathematical tasks, some with the basic challenges of daily life. There are adults who have learning disabilities who have trouble finding and keeping a job; others are professionally successful yet cannot seem to develop a satisfying social life. And there are those who seem to have few problems as they successfully negotiate the range of lifes demands. Adults who have learning disabilities are not merely children with learning disabilities grown up. The impact of having a learning disability differs at each stage of development. And adulthood itself has many stages, each with its unique challenges. Satisfaction or dissatisfaction at one stage does not guarantee the same degree of adjustment at another. At one point, the adult might deal with self-identity, at another with employment and economic independence, and still another with personal responsibility and relationships. As a group, adults who have learning disabilities represent a broad spectrum of the population. We see individuals of different ages, from different socioeconomic, ethnic, and cultural groups. We see different clusters of social and learning problems that affect education, social, personal, and occupational adjustments. The field now recognizes the unique needs of the adult who has learning disabilities, and as such has responded by providing legal protection, programs, services, and an ever-developing information base. Where do we stand today? References: Erikson, E. H. 1968. Identity: Youth and crisis. New York: Norton. Hallahan, D. P. , Lloyd, J. W. , Kauffman, J. M. , Weiss, M. P. , Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed. ). Toronto: Pearson Education, Inc. Johnson, D. J. , Blalock, J. W. (1987). Adults with learning disabilities: Clinical studies. Orlando: Grune Stratton. Jordan, D. R. (1996). Teaching adults with learning disabilities. The professional practices in adult education and human resource development series. Malabar, Fla: Krieger Pub. Shapiro, J. , Rich, R. (1999). Facing learning disabilities in the adult years. New York: Oxford University Press. Wong, B. Y. L. (1998). Learning about learning disabilities. San Diego: Academic Press.

The job of my dreams Essay -- essays research papers

My Job Now and The Job of My Dreams   Ã‚  Ã‚  Ã‚  Ã‚  Who doesn’t want the perfect job? Most people who are not happy at their current jobs are usually looking for something better. Some people look for better hours, environment, or maybe just a substantial raise. Where there are advantages in jobs, there is usually going to be at least one small disadvantage. Weighing out the options can help people make the right choices. Although we would all like to have the job of our dreams, unfortunately, it only happens to a few of us.   Ã‚  Ã‚  Ã‚  Ã‚  My present job consists of customer service, daily paperwork, as well as opening and closing the store. My employer keeps us quite busy all day long. The hardest part of my job is customer service. No matter how hard I try, some people simply cannot be pleased. This can be very frustrating for me, especially since making my customer happy is my first priority. Even though we have some difficult customers, most of my clientele are very nice. When we work in retail, we also have to deal with the long and crazy hours. Since I close most nights, I am at work when most people are going to bed. This can be a huge disadvantage, especially if someone has a family with small children. Even though I don’t have children, I do not get to spend as much time as I would like to with my husband. He has been a very patient and kind man with the hours I work and study. Along with the disadvantages of my job, there are also some ...

David Thoreau Civil Disobedience

Ricardo Henry David Thoreau Civil Disobedience Throughout history the government’s gained too much power are likely to be corrupt. It is up to citizens to go against government and get rid of any negativity. In order to change the government citizens should vote for an individual who can change the country in a positive way. Henry David Thoreau was a philosopher, observer, and writer best known for his attacks on American social institutions and his respect for nature and simple living. He believed in civil disobedience in order to disagree with government rules.Henry David Thoreau was not like the average American because he was not materialistic which is shown in his  free thought, importance of nature, and self-reliance toward the government. Thoreau kept a journal as a source for his published writings and lectures. He was a very motivated writer and habituary classics such as Greek, Latin and English texts. He also read sacred writing of the Hindus that was a big influe nce on cosmic vision in Walden. Thoreau starts to question authority in Walden. Thoreau spent his night in local jail in a protest against the proslavery agenda of the war against Mexico; he refused to pay his poll tax. The experience would inspire resistance to civil government, at a later time this could be a major debate on relationship of the individual to the state† (Thoreau 827). He believed in nonviolence ideals and was thrown in jail for being against the law and not paying taxes. For example, Mahatma Gandhi led Indians to protest against the salt tax in order to achieve independence against the British.Thoreau’s views on civil disobedience influenced the civil rights movement in the 1960s. Civil disobedience was an act of willful resistance and it is the duty of all American citizens. Martin Luther King uses Thoreau’s strategy in order to not obey the law as he wanted to end racial inequality in America. He criticizes American social institution and poli cies such as slavery. In order to resolve conflicts Thoreau insisted that all principled action had to be undertaken by the individual rather than through groups. When the government is unjust people should refuse to follow the law and stay away from it at all cost.American government is unjust for the practice of aggressive war and supporting slavery. Thoreau explains the differences between social classes in American society. Henry Thoreau likens Americans to horses and dogs. They are commonly esteemed good citizens. However, legislator, lawyers, ministers do not make moral distinction and serve the devil, and do not rely on God. Thoreau suggested to readers â€Å"A wise man will only be useful as a man and will not submit to be clay but leave that office to his dust. He who gives himself to his fellow men appears as useless and selfish.He who gives himself partially to them is a philanthropist† (Thoreau 831). At that time government was devious and they started trading sla ves. This shows that an honest man needs to rebel against government and stand up for themselves. As evidence Thoreau mentions that he did not pay any poll-tax for six years. He was thrown to jail for one night. The state will force him to obey the law, punish is body, and to think like them. Thoreau defends his lifestyle and mentions that he is a sojourner in civilized life. He tells the reader that he does charity to help poor students in school.When release from prison he starts to pay his taxes to support students who are going to school. Old people do not have any important advice to tell young generations. They faced many failures in their lives. Throughout the years dressing in this country was a dignity of art. Sailors make shift to wear clothing and every generation laughs at old fashions and tries on the new one. The factory system is best way for men to get clothing. The industry grows as more people buy clothes. According to Food, Shelter, Clothing, and Fuel are the basi c survival tool for people.Thoreau wanted to build his own house by Walden Ponds — He went for days cutting and hewing timber to design the size of the house. By April the house was framed and all set up and bought shanty of James Collins. Collins was an Irishman who worked on Fitchburg Railroad for boards. He had a roof, good window, and walls in the house. Thoreau paid him 4 dollars and 25 cents for Collins to take possession of the house and to not sell it to anyone else. Seeley was another Irishman who represents spectatordom and help with the removal of the Gods of Troy.If a student wishes to shelter he can rent annually to have a place in his house. Thoreau started planting eleven acres of potatoes, corn, peas, and turnips in order to pay unusual expenses while building his house. He made more money than any farmer in Concord at that time. He realized that it would be problem to obtain food such as animal as a source of health and strength. People should life free and u ncommitted in order to appreciate your farm. Thoreau’s explained citizen to work on your farm until death and not to do farming and quit at some point. If men would steadily observe realities only and not allow themselves to be deluded life to compare it with such things. People should respect music and poetry. Men establish and confirm daily life of routine and habit everywhere which is built in illusionary foundations† (Thoreau 895). He is basically saying that people should start to be nicer to others, appreciate poetry, and to stay from things that are useless for the future. Henry David Thoreau was not like the average American because he was not materialistic which is shown in his  free thought, importance of nature, and self-reliance toward the government.Since he kept a journal as a source for his published writings and lectures. Thoreau’s views on civil disobedience influence the civil rights movement in the 1960s. He also explains the differences betw een social classes in American society. He defends his lifestyle and mentions that he is a sojourner in civilized life. Last, he explains food, shelter, clothing, and fuel are the basic survival tool for people. If people work, and put their mind together they can achieve a balance society where people can be happy.

Indian Consumer Behavior

CONSUMER LIFESTYLES IN INDIA (NOVEMBER 2004) 1. INTRODUCTION This report analyses consumer lifestyles in India and forms part of a 52-country series that complements the Euro monitor Consumer Lifestyles Database. Each country profile is structured under the following sub-headings: †¢ Population †¢ Consumer segmentation †¢ Regional development †¢ Home ownership †¢ Household profiles †¢ Labour †¢ Income †¢ Consumer and family expenditure †¢ Health †¢ Education †¢ Eating habits †¢ Drinking habits †¢ Shopping †¢ Personal grooming †¢ Fashion †¢ Leisure †¢ Savings †¢ Media †¢ Communications Transport †¢ Tourism The information in this report was gathered from a wide range of sources, starting with the national statistical agencies. This information was cross-checked for consistency, probability and mathematical accuracy. Secondly, we sought to fill in the gaps in the official National statis tical offices by using private sector surveys and official pan-regional and global sources. Furthermore, Euromonitor has carried out an extensive amount of modelling in order to come up with interesting data sets to complement the national standards available. The wide range of sources used in the compilation of this report means that there are occasionally discrepancies in the data which we were not able to reconcile in every instance. Even when the data is produced by the same national statistical office on a specific parameter, like the total population in a particular year, discrepancies can occur depending on whether it was derived from a survey, a national census or a projection and whether the data are mid-year or January. For slow trends, data are presented for 1990, 1995 and 2000-2003. Where it is interesting to look at projections, the data encompasses 1990, 1995, 2000, 2005, 2010 and 2015. Fast-moving trends such as communications are illustrated with data sets relating to 1990, 1995, 2000-2005, 2010 and 2015. Consumer goods data cover the period 1998-2003. 2. POPULATION 2. 1 Population by Age 700 million Indians are under the age of 35, making India one of the youngest nations in the world. The population of youth is almost equally divided between men and women, and in terms of numbers is more than the population of Latin America and the Caribbean put together. The changing demographics can be attributed to a slowdown in birth rate during the 1990s as well as rising levels of diseases amongst the 30+ age group. The biggest attraction for international players is perhaps the sheer numbers that provide them turnovers that corporates dream of. The 5-9 year-age group was the largest in 2004 though growth rates have been dropping over the review period. By the end of the forecast period though, the 15-19 year-age group is expected to be the largest in a digression from the historical trend indicating that the country will age slowly. In absolute terms, 10-14 year olds, 15-19 year olds and 20-24 year olds grew by approximately 25% since 1990. The changing demographics has been due to the high levels of birth rate in the last decade resulting in a population that attained these age levels post 2000. The population above 70 years of age will more than have doubled over the 1990-2015 period. 97% growth is expected amongst the 80+ group over the 2000-2015 period. Migration to other countries, better healthcare and a slowdown in birth rate are expected to contribute to some of these trends. The median age of the population is rising, albeit extremely slowly. Death rates are dropping gradually with improved access to healthcare but it is also accompanied by rather high levels of birth rate. According to an Oxford University Press publication by Tim Dyson, Robert Cassen and Leela Visaria by 2015, shifts are expected. The median age would rise to 31 from the current 24, and the proportion of 60+ would rise from 7% to 11%. Table 1 Population by Age: 1990-2015 ‘000 1990 1995 2000 2005 2010 2015 0-4 yrs 114,799 119,235 120,974 117,342 116,462 116,324 5-9 yrs 102,289 110,845 115,921 118,296 115,260 114,758 10-14 yrs 89,781 100,560 109,302 114,583 117,137 114,226 15-19 yrs 85,268 88,870 99,696 08,541 113,937 116,575 20-24 yrs 77,264 84,180 87,878 98,790 107,722 113,188 25-29 yrs 68,307 76,098 83,001 86,771 97,607 106,430 30-34 yrs 59,422 67,262 74,926 81,753 85,361 95,802 35-39 yrs 49,661 58,435 66,152 73,656 80,244 83,504 40-44 yrs 41,157 48,632 57,281 64,854 72,146 78,395 45-49 yrs 35,384 39,977 47,346 55,842 63,253 70,294 50-54 yrs 31,1 25 33,892 38,442 45,667 53,980 61,191 55-59 yrs 26,547 29,144 31,917 36,391 43,422 51,469 60-64 yrs 21,023 23,942 26,496 29,242 33,590 40,300 65-69 yrs 15,507 17,879 20,598 23,047 25,711 29,807 70-74 yrs 10,547 12,112 14,196 16,614 18,870 21,331 75-79 yrs 6,274 7,213 8,471 10,146 12,127 4,023 80+ yrs 3,678 4,497 5,951 7,536 9,431 11,708 TOTAL 838,033 922,775 1,008,549 1,089,072 1,166,258 1,239,325 Median age of 21. 68 22. 45 23. 28 24. 31 25. 62 27. 05 population (Years) Death rates (per ‘000 10. 63 9. 49 8. 67 8. 07 7. 66 7. 49 inhabitants) Source: UN, Euromonitor Note: As at 1 January Table 2 Population by Age (% Analysis): 1990-2015 % of total population 1990 1995 2000 2005 2010 2015 0-4 yrs 13. 70 12. 92 11. 99 10. 77 9. 99 9. 39 5-9 yrs 12. 21 12. 01 11. 49 10. 86 9. 88 9. 26 10-14 yrs 10. 71 10. 90 10. 84 10. 52 10. 04 9. 22 15-19 yrs 10. 17 9. 63 9. 89 9. 97 9. 77 9. 41 20-24 yrs 9. 22 9. 12 8. 71 9. 07 9. 4 9. 13 25-29 yrs 8. 15 8. 25 8. 23 7. 97 8. 37 8. 59 30-34 yrs 7. 09 7. 29 7. 43 7. 51 7. 32 7. 73 35-39 yrs 5. 93 6. 33 6. 56 6. 76 6. 88 6. 74 40-44 yrs 4. 91 5. 27 5. 68 5. 95 6. 19 6. 33 45-49 yrs 4. 22 4. 33 4. 69 5. 13 5. 42 5. 67 50-54 yrs 3. 71 3. 67 3. 81 4. 19 4. 63 4. 94 55-59 yrs 3. 17 3. 16 3. 16 3. 34 3. 72 4. 15 60-64 yrs 2. 51 2. 59 2. 63 2. 69 2. 88 3. 25 65-69 yrs 1. 85 1. 94 2. 04 2. 12 2. 20 2. 41 70-74 yrs 1. 26 1. 31 1. 41 1. 53 1. 62 1. 72 75-79 yrs 0. 75 0. 78 0. 84 0. 93 1. 04 1. 13 80+ yrs 0. 44 0. 49 0. 59 0. 69 0. 81 0. 94 TOTAL 100. 00 100. 00 100. 00 100. 00 100. 00 100. 00 Source: UN, Euromonitor Note: As at 1 January Table 3 Population by Age (Growth): 1990/2015, 2000/2015 % growth 1990/2015 2000/2015 0-4 yrs 1. 33 -3. 84 5-9 yrs 12. 19 -1. 00 10-14 yrs 27. 23 4. 51 15-19 yrs 36. 72 16. 93 20-24 yrs 46. 50 28. 80 25-29 yrs 55. 81 28. 23 30-34 yrs 61. 22 27. 86 35-39 yrs 68. 15 26. 23 40-44 yrs 90. 48 36. 86 45-49 yrs 98. 66 48. 47 50-54 yrs 96. 60 59. 18 55-59 yrs 93. 88 61. 26 60-64 yrs 91. 69 52. 10 65-69 yrs 92. 21 44. 71 70-74 yrs 102. 24 50. 26 75-79 yrs 123. 51 65. 54 80+ yrs 218. 34 96. 76 TOTAL 47. 89 22. 88 Median age of population 24. 76 16. 19 Death rates -29. 52 -13. 55 Source: UN, Euromonitor Note: As at 1 January 2. Male Population by Age Males constitute 52% of the population. Half are under the age of 29 and are looking for earning opportunities. Though liberalisation and the recent NDA (National Democratic Alliance) government headed by ex-prime minister Shri Vajpayee did much to invest in infrastructure and create jobs, much of this has apparently not perco lated down to the lowest income classes if election results in mid-2004 (when the incumbent government was unceremoniously and unexpectedly voted out) are anything to go by. Not surprisingly, the 5-9 year-age group is again the largest segment, representing almost 11% of the total population. In relative terms, this segment has been stagnant since 1990 and has declined marginally since 2000. Due to a larger base, 15-19 year olds will constitute the largest segment by 2015 despite higher growth by other groups. In keeping with general demographic trends, the population below the age of 20 years grew the maximum over the review period. Dropping mortality rates and better healthcare has increased this population group. The median age of the male population in India is approximately the same as the overall median age of the population. It was 22 in 2000 and stands at a little more than 24 years in 2003. Much of India is a male dominated society, and even in urban areas, women are shouldering more and more household running responsibilities. On a lighter note, urban men are more conscious of their looks be it clothing or even actual physical features. One would find many highlighting their hair or even exploring a manicure or a facial massage in big metro cities such as Mumbai or Delhi. The latest corporate entrant to the beauty services business under the name of Kaya Skin Clinics caters to both men and women with clinics even in Dubai. This is a Marico India Limited promoted venture. There is an entire new category of urban men – â€Å"the meterosexual male† that is as demanding about clothes, footwear, music and even grooming aids or beauty treatments as women. In burgeoning malls, men are spending as much or even more as women due to greater financial independence in relative terms and the freedom to spend money on items of desire or personal use. The youth desire items such as cell phones, PDAs and other electronic gizmos. Footwear is another item high in purchase priority. Whether it is body piercing or permanent tattoos, it is all about making a statement. Fitness and sports-related equipment also catches their fancy. The coming decade from 2004 to 2013 will see growth in the 30-55 age bracket by 2%. This will translate into significantly increased demand for items such as travel and leisure, home and household items, lifestyle accessories and even alcoholic drinks. Table 4 Male Population by Age: 1990-2015 ‘000 1990 1995 2000 2005 2010 2015 0-4 yrs 59,160 61,431 62,314 60,391 59,897 59,773 5-9 yrs 53,002 57,354 59,926 61,095 59,437 59,106 10-14 yrs 46,682 52,240 56,672 59,329 60,571 58,960 15-19 yrs 44,611 46,274 51,849 56,325 59,034 60,314 20-24 yrs 40,457 44,130 45,829 51,433 55,942 58,675 25-29 yrs 35,848 39,901 43,545 45,268 50,814 55,247 0-34 yrs 31,216 35,289 39,246 42,842 44,475 49,798 35-39 yrs 25,991 30,655 34,636 38,494 41,955 43,397 40-44 yrs 21,137 25,386 29,959 33,846 37,579 40,840 45-49 yrs 17,895 20,428 24,595 29,063 32,849 36,427 50-54 yrs 15,631 17,003 19,497 23,552 27,898 31,550 55-59 yrs 13,346 14,462 15,831 18,258 22,165 26,325 60-64 yrs 10,533 11,826 12,925 14,266 16,58 8 20,254 65-69 yrs 7,660 8,753 9,948 10,992 12,271 14,405 70-74 yrs 5,127 5,833 6,779 7,820 8,771 9,917 75-79 yrs 3,008 3,398 3,956 4,692 5,527 6,303 80+ yrs 1,756 2,094 2,684 3,338 4,129 5,050 TOTAL 433,062 476,458 520,192 561,005 599,902 636,341 Males as % of total 51. 68 51. 63 51. 8 51. 51 51. 44 51. 35 population Source: UN, Euromonitor Note: As at 1 January Table 5 Male Population by Age (% Analysis): 1990-2015 % of male population 1990 1995 2000 2005 2010 2015 0-4 yrs 13. 66 12. 89 11. 98 10. 76 9. 98 9. 39 5-9 yrs 12. 24 12. 04 11. 52 10. 89 9. 91 9. 29 10-14 yrs 10. 78 10. 96 10. 89 10. 58 10. 10 9. 27 15-19 yrs 10. 30 9. 71 9. 97 10. 04 9. 84 9. 48 20-24 yrs 9. 34 9. 26 8. 81 9. 17 9. 33 9. 22 25-29 yrs 8. 28 8. 37 8. 37 8. 07 8. 47 8. 68 30-34 yrs 7. 21 7. 41 7. 54 7. 64 7. 41 7. 83 35-39 yrs 6. 00 6. 43 6. 66 6. 86 6. 99 6. 82 40-44 yrs 4. 88 5. 33 5. 76 6. 03 6. 26 6. 42 45-49 yrs 4. 13 4. 29 4. 73 5. 8 5. 48 5. 72 50-54 yrs 3. 61 3. 57 3. 75 4. 20 4. 65 4. 96 55-59 yrs 3. 08 3. 04 3. 04 3. 25 3. 69 4. 14 60-64 yrs 2. 43 2. 48 2. 48 2. 54 2. 77 3. 18 65-69 yrs 1. 77 1. 84 1. 91 1. 96 2. 05 2. 26 70-74 yrs 1. 18 1. 22 1. 30 1. 39 1. 46 1. 56 75-79 yrs 0. 69 0. 71 0. 76 0. 84 0. 92 0. 99 80+ yrs 0. 41 0. 44 0. 52 0. 60 0. 69 0. 79 TOTAL 100. 00 100. 00 100. 00 100. 00 100. 00 100. 00 Source: UN, Euromonitor Note: As at 1 January Table 6 Male Population by Age (Growth): 1990/2015, 2000/2015 % growth 1990/2015 2000/2015 0-4 yrs 1. 04 -4. 08 5-9 yrs 11. 52 -1. 37 10-14 yrs 26. 30 4. 04 15-19 yrs 35. 20 16. 33 20-24 yrs 45. 03 28. 03 5-29 yrs 54. 12 26. 87 30-34 yrs 59. 53 26. 89 35-39 yrs 66. 97 25. 29 40-44 yrs 93. 22 36. 32 45-49 yrs 103. 56 48. 11 50-54 yrs 101. 84 61. 82 55-59 yrs 97. 25 66. 28 60-64 yrs 92. 29 56. 70 65-69 yrs 88. 04 44. 81 70-74 yrs 93. 41 46. 28 75-79 yrs 109. 53 59. 33 80+ yrs 187. 55 88. 16 TOTAL 46. 94 22. 33 Source: UN, Euromonitor Note: As at 1 January 2. 3 Female Population by Age 58% of the Indian female population is bel ow the age of 29. Of this 45% are over the age of 15 years. Female population proportion is likely to go up in the next decade following stringent official norms for sex determination and abortion of the female foetus. The current sex ratio stands at 933 females per 1,000 males as per the last census. Considering the decline in sex ratio from the previous census in 1991, female infanticide is still rampant not only in certain backward rural areas but also in a new form using modern technology in urban areas. Women in urban India have come a long way since the expectations their mothers or probably grandmothers had to live up to. In the 1960s and 1970s, it was a rarity to see working women. It went without saying that female members of the household handled household running responsibilities. Few would be seen dressed in anything but a sari, the national dress. Smoking and drinking were strict no-nos. Even going to the beauty parlour was considered highly emancipated! Cooking was always at home and done by women. Sacrificing personal wants and compromise were desirable attributes. The scenario dramatically changed in the 1990s with India’s entry onto the world beauty scene. Suddenly, every woman wanted to look good or do something that made a difference to her or to someone else. The salwar-kameez is almost a universal dress code. Originally, a North Indian attire, it caught the imagination of women from every region for its convenience and comfort. Young women are much surer of what they want and how to get it. Domestic duties such as cooking are minimised or taken care of in other ways. They would much rather work or do something that they would much rather be doing. Western-style dressing consisting of pants and a shirt is much more common even in workplaces. Social drinking is largely acceptable though still not desirable. On the other hand smoking is still a no-no notwithstanding the rise in number of working women who smoke in public. More and more women today have access to some means of income be it small or large amounts and even take investment decisions or play a significant role in the decision making. Today, one can see a mix of all kinds of women ranging from the traditional conservative to the ultra modern sophisticate. Even the traditional conservative is surprisingly quite progressive in emotional matters pertaining to education or even careers. While women are now increasingly comfortable with their bodies and do not mind even flaunting it, they still would prefer striking a balance between home and work. With more and more women earning their own money, they are now almost equally positioned as bread earners in families. Most men find it difficult to deal with this situation since money and the way it must be spent (larger sums that probably go beyond household expenses) is still considered a male domain. But there is an increasing segment that is now taking investment decisions as well. The stock market boom in 2003 attracted large numbers of housewives who got into the act of trading shares, earning just that little bit extra irrespective of their socioeconomic status or educational background. The attitude towards motherhood is changing. It is now more a matter of choice than chance. Young urban educated women are taking parenting much more seriously. Previously, the first child was born at an average age of 25, today in some parts it is 32 years. Women-on-vacation is another phenomenon slowly becoming visible at railway platforms, airport lounges and even gravelled roads. Single, married, divorced or bereaved and aged anywhere from 16-70 years, women are on the move. As the population ages and more working women constitute the Indian population, there will be a demand for items of personal use and anti-ageing products and services. The number of women smoking or drinking is also on the rise. Earlier considered taboo, rising pressures professionally and personally have only contributed to this changing paradigm. Table 7 Female Population by Age: 1990-2015 ‘000 1990 1995 2000 2005 2010 2015 0-4 yrs 55,639 57,805 58,660 56,951 56,565 56,552 5-9 yrs 49,287 53,491 55,994 57,201 55,823 55,652 10-14 yrs 43,098 48,320 52,630 55,254 56,565 55,266 15-19 yrs 40,657 42,596 47,848 52,217 54,903 56,261 20-24 yrs 36,806 40,050 42,049 47,357 51,781 54,513 25-29 yrs 32,460 36,197 39,456 41,504 46,793 51,183 30-34 yrs 28,206 31,972 35,680 38,912 0,886 46,004 35-39 yrs 23,671 27,780 31,516 35,163 38,289 40,106 40-44 yrs 20,020 23,247 27,322 31,008 34,567 37,555 45-49 yrs 17,489 19,549 22,752 26,779 30,404 33,867 50-54 yrs 15,493 16,890 18,945 22,115 26,082 29,640 55-59 yrs 13,200 14,683 16,086 18,133 21,257 25,144 60-64 yrs 10,490 12,116 13,571 14,976 17,001 20,046 65-69 yrs 7,847 9,126 10,651 12,054 13,439 15,402 70-74 yrs 5,420 6,278 7,417 8,794 10,099 11,414 75-79 yrs 3,266 3,815 4,515 5,453 6,600 7,720 80+ yrs 1,922 2,403 3,267 4,198 5,302 6,658 TOTAL 404,970 446,317 488,357 528,067 566,356 602,984 Females as % of total 48. 32 48. 37 48. 42 8. 49 48. 56 48. 65 population Source: UN, Euromonitor Note: As at 1 January Table 8 Female Population by Age (% Analysis): 1990-2015 % of female population 1990 1995 2000 2005 2010 2015 0-4 yrs 13. 74 12. 95 12. 01 10. 78 9. 99 9. 38 5-9 yrs 12. 17 11. 99 11. 47 10. 83 9. 86 9. 23 10-14 yrs 10. 64 10. 83 10. 78 10. 46 9. 99 9. 17 15-19 yrs 10. 04 9. 54 9. 80 9. 89 9. 69 9. 33 20-24 yrs 9. 09 8. 97 8. 61 8. 97 9. 14 9. 04 25-29 yrs 8. 02 8. 11 8. 08 7. 86 8. 26 8. 49 30-34 yrs 6. 96 7. 16 7. 31 7. 37 7. 22 7. 63 35-39 yrs 5. 85 6. 22 6. 45 6. 66 6. 76 6. 65 40-44 yrs 4. 94 5. 21 5. 59 5. 87 6. 10 6. 23 5-49 yrs 4. 32 4. 38 4. 66 5. 07 5. 37 5. 62 50-54 yrs 3. 83 3. 78 3. 88 4. 19 4. 61 4. 92 55-59 yrs 3. 26 3. 29 3. 29 3. 43 3. 75 4. 17 60-64 yrs 2. 59 2. 71 2. 78 2. 84 3. 00 3. 32 65-69 yrs 1. 94 2. 04 2. 18 2. 28 2. 37 2. 55 70-74 yrs 1. 34 1. 41 1. 52 1. 67 1. 78 1. 89 75-79 yrs 0. 81 0. 85 0. 92 1. 03 1. 17 1. 28 80+ yrs 0. 47 0. 54 0. 67 0. 80 0. 94 1. 10 TOTAL 100. 00 100. 00 100. 00 100. 00 100. 00 100. 00 Source: UN, Euromonitor Note: As at 1 January Table 9 Female Population by Age (Growth): 1990/2015, 2000/2015 % growth 1990/2015 2000/2015 0-4 yrs 1. 64 -3. 59 5-9 yrs 12. 91 -0. 61 10-14 yrs 8. 23 5. 01 15-19 yrs 38. 38 17. 58 20-24 yrs 48. 11 29. 64 25-29 yrs 57. 68 29. 72 30-34 yrs 63. 10 28. 94 35-39 yrs 69. 43 27. 26 40-44 yrs 87. 59 37. 45 45-49 yrs 93. 65 48. 86 50-54 yrs 91. 31 56. 45 55-59 yrs 90. 48 56. 32 60-64 yrs 91. 10 47. 72 65-69 yrs 96. 28 44. 61 70-74 yrs 110. 60 53. 89 75-79 yrs 136. 38 70. 98 80+ yrs 246. 49 103. 82 TOTAL 48. 90 23. 47 Source: UN, Euromonitor Note: As at 1 January 2. 4 Fertility and Birth Fertility rates in India fell to 2. 9 in 2003. The decline can be attributed to the rise in mean age at ma rriage and the postponement of the child-bearing decision. The average age of Indian women at child birth rose to 28 years in 2003. In some urban areas and metro cities it could well be early 30s. As women seek higher educational and professional achievements, urban families are postponing having children. In many cases, one of the reasons cited is that they would like to know their spouses better before giving rise to a social responsibility. Amongst celebrities such as personalities from the film industry as well as fashion, adoption is being increasingly accepted. These are usually highly successful, financially independent women who cannot or do not find the need for a spouse to raise children. Men still take a back seat where adoption is concerned. A complete change in the way earning opportunities present themselves in an increasingly open economy and the transient nature of jobs, values and money have made Indians seek personal confidence and stability before committing themselves further. Birth control has received total government support irrespective of the political party in power. However, a large number of women may not be able to afford birth control even if they wish to do so. Large numbers of couples want to space or limit births but they are not using any method of contraception. According to official sources, a nationwide survey it undertook showed that approximately 16% of couples or about 30 million couples have an unmet need for contraception. High fertility is one important factor affecting the reproductive health of women. One out of every 75 women of reproductive age dies from child birth-related causes. Other reproductive health indicators also reflect a generally poor health status. Only 15% of mothers receive complete antenatal care, and only 58% receive any iron/folate tablets or syrup. Only 34% of deliveries take place in facilities, and, at best, 42% are assisted by a health professional. Though there are official government norms for promoting two children families, there are many holding public positions that have three or four or even more children. It is therefore difficult for lawmakers who themselves go against government policies to implement them with complete resolution. There is a wide disparity in the population growth rates amongst various states. Southern states have achieved a greater measure of success in almost stabilising their birth rate growth due to a higher level of education and literacy in general. On the other hand, Northern states such as Uttar Pradesh, Rajasthan and Bihar represent a dismal picture. There is an unmet need for family planning in these states and about 25% of it is in Uttar Pradesh (UP) state. Is it a boy or a girl? The legacy of a declining sex ratio in the history of the Census of India took a new turn with the widespread use of new reproductive technologies (NRTs) in urban areas. NRTs are based on the principles of selection of the desirable and rejection of the unwanted. In India, the desirable is the baby boy and the unwanted is the baby girl. The result is obvious; the Census of 2001 revealed that with a sex ratio of 933 women for every 1,000 men, India had a deficit of 3. million women when it entered the new millennium. To stop the abuse of advanced scientific techniques for selective elimination of female foetuses through sex -determination, the government of India passed the Pre-natal Diagnostic Techniques (PNDT) Act in 1994. But techno-docs based in the metropolises and other urban centres, and parents desirous of begetting only sons, have subverted it. Outreach to the most vulnerable elements of the population is very limited, and the quality of services, in general, is poor. Additional constraints exist in the delivery of services. For family planning, the choice of methods is often limited and sterilisation remains the method of choice. Other approaches, including delaying the age of marriage and first pregnancies, and encouraging longer birth intervals, present major social and policy challenges. Religious and medical barriers exist in some areas, as do cultural issues associated with the preference for boys and denial of opportunities for girls and women. However, both the private and the public sector are taking substantial initiatives in the area of healthcare and there have been some improvements. Fertility rates fell by 23% over the 1990-2003 period though there was a slight increase in 2002. Some studies have shown that the increase was due to natural calamities in 2001 and 2002 accompanied by civil disturbances when citizens were mostly confined to their homes and had limited entertainment options. The fertility rate fell the following year by nearly 4% in 2003 over 2002 in keeping with the trend over the last decade. Table 10 Fertility and Birth: 1990/1995, 2000-2003 1990 1995 2000 2001 2002 2003 Average age of women at 20. 40 24. 20 26. 70 27. 20 27. 80 28. 33 hildbirth (years) Birth rates (per ‘000 30. 07 27. 45 24. 90 24. 37 23. 78 23. 40 inhabitants) Fertility rates 3. 80 3. 48 3. 06 2. 99 3. 02 2. 91 (children born per female) Source: National statistical offices, Council of Europe, UN, CIA World Factbook, Euromonitor Table 11 Fertility and Birth (Growth): 1990/2003, 2002/2003 % growth 1990/2003 2002/2003 Average age of women at childbirth 38. 87 1. 91 Birth rat es -22. 18 -1. 60 Fertility rates -23. 42 -3. 64 Source: National statistical offices, Council of Europe, UN, CIA World Factbook, Euromonitor 2. 5 Population by Marital Status There are only two dominant types of population by marital status in India – married or single. Married Married couples form more than half the population in India. Marriage is a sacred institution accompanied and governed by numerous social and religious customs and sanctions. Elders in the family normally arrange marriages in most of India and even with changing social fabric, parental acceptance and blessings are important. The result is a blend of the old and the new where brides/bridegrooms-to-be actually meet or see each other before the marriage and are allowed to exercise their choices. Marriage and child rearing is an accepted way of life and youngsters between the ages of 18 and 30 do look forward to settling down and getting married. An unmarried individual would stand out in the predominantly middle-class Indian society. However, acceptance of this is also increasing. There are a number of young adults, usually successful in their own lives, who choose not to get married or are unable to get married. Cracks and strains have started showing in a number of marriages due to postponement of the marriage decision, new income earning opportunities, changing lifestyles, new technologies and a sea change in attitudes and spirations in urban India. Hence, married families in 2003 grew at a slower rate than divorced or single families at only 1. 4%. Divorce Divorce is a little uncommon but is growing in incidence with young couples not willing to compromise or spend time on making a relationship successful. Interestingly, it is couples who knew each other before marriage that are seeing a rise in divorce rather than â€Å"arranged† family affairs that are part of Indian convention. There are instances of certain communities that are using technology (SMSs – Short Messaging System) to divorce their spouses by sending the message â€Å"divorce† thrice! The number of divorce cases filed in some cities reaches as high as 17,000 cases in Kolkata city with Pune having the least at 2,000. Some 9,000 cases are filed each year in Mumbai city alone. Widowers Widowers form a small 5% of Indian society that predominantly consists of youth. Rising longevity, increasing age at marriage and even social reform with respect to â€Å"child widows†, â€Å"child marriages† and â€Å"widow remarriage† have contained the growth of this category of the population. There are not too many widows/widowers in urban areas and even these generally stay with their families as in their sons or daughters. In certain rural areas, with lack of healthcare and awareness of a number of health conditions, widowers could form a slightly larger population segment. Co-habitation Co-habitation is still not viewed with much respect in a society steeped in tradition. In the Western state of Gujarat there is actually a quasi-legal arrangement called â€Å"Maitri Karar† that stipulates the responsibilities of a contract â€Å"friendship†. However, there are a growing number of homosexuals –both men and women, who have come out of the closet and are finding some acceptance. There are at least five lesbian groups in the country which are striving to provide dignity to this section of the populace. There is a large number who is probably not even aware of their preferences and go through much turmoil in the process. Yet, permissiveness is at an all-time high. 27% of the population in Bangalore; Chennai 28%; Delhi 22%t; Hyderabad 20%; Kolkata 32%; Mumbai 24% feel that both partners should be free to have extramarital sex with the spouse's consent. Delhiites are most likely to have done it at a younger age than their counterparts in other cities. Hyderabadis and Mumbaikars show the maximum inclination to infidelity. Adultery is going middle-class, to small-town India, going commonplace, even going boring. Dangerous liaisons used to be for the aristos and the plebs. Those in between, the middle classes, were tethered by moral chastity belts – only their fantasies could roam freely. Or it was all within the family, the extramarital dalliances, that is. The scarlet letter is now fading fast: stigma is getting passe and guilt for an increasing number is no more than a twitch. New technology is an important factor encouraging the phenomenon. Internet and mushrooming cyber cafes have helped, as have mobile phones and SMS facilities. Middle-class India is having a great time and most Westerners are shocked at the change. Table 12 Population by Marital Status: 1990/1995, 2000-2003 ‘000 1990 1995 2000 2001 2002 2003 Married 471,829 494,405 516,978 524,708 532,254 539,637 Divorced 3,093 5,010 8,059 8,214 8,365 8,510 Widowed 52,532 56,663 53,373 54,144 54,895 55,629 Single & other/unknown 310,578 366,696 430,138 438,100 445,958 453,729 TOTAL 838,033 922,775 1,008,549 1,025,166 1,041,471 1,057,505 Average age of women at 19. 00 22. 90 25. 50 25. 90 26. 50 26. 97 first marriage (years) Source: National statistical offices, Council of Europe, UN, Euromonitor Note: As at 1 January Table 13 Population by Marital Status (% Analysis): 1990/1995, 2000-2003 % of total population 1990 1995 2000 2001 2002 2003 Married 56. 30 53. 58 51. 26 51. 18 51. 11 51. 03 Divorced 0. 37 0. 54 0. 80 0. 80 0. 80 0. 80 Widowed 6. 27 6. 14 5. 29 5. 28 5. 27 5. 26 Single & other/unknown 37. 06 39. 74 42. 65 42. 73 42. 82 42. 91 TOTAL 100. 00 100. 00 100. 00 100. 00 100. 00 100. 00 Source: National statistical offices, Council of Europe, UN, Euromonitor Note: As at 1 January Table 14 Population by Marital Status (Growth): 1990/2003, 2000/2003 growth 1990/2003 2000/2003 Married 14. 37 4. 38 Divorced 175. 1 5. 59 Widowed 5. 9 4. 23 Single & other/unknown 46. 09 5. 48 TOTAL 26. 19 4. 85 Average age of women at first marriage 41. 93 5. 75 Source: National statistical offices, Council of Europe, UN, Euromonitor Note: As at 1 January 2. 6 Population by Educational Attainment Indians place a lot of importance on higher education as is evident from the number of graduates as well as the number of Indians doing extremely well in other parts of the world. Despite huge odds, the literacy rate now stands at more than 65% for the country as a whole. In terms of numbers, most of the population has some form of primary education. Kerala is the only state that has 100% literacy. Public expenditure on education now stands at 4% of GDP, well below the Kothari Commission recommendation of 6% way back in 1968. The private sector is now taking increasing initiatives in primary level education after having participated in a mixed fashion in the form of self-financed colleges and institutions of higher learning. This is one of the factors for higher growth in the level of education attainment at higher levels as compared to primary education. There are about 888,000 educational institutions in the country with an enrolment of about 179 million. Elementary Education System in India is the second largest in the World with 149 million children of 6-14 years enrolled and almost three million teachers. This is about 82% of the children in the age group. Compulsory education has been enforced in four States and Union Territories (UTs) at the primary stage of education while in eight States/UTs there is compulsory education covering the entire elementary stage of education. As many as 20 States/UTs have not introduced any measure of compulsion. Though education is in the concurrent list (ie both the Central and State governments are responsible for this social sector) of the Constitution, the State Governments play a very major role in the development of education particularly in the primary and the secondary education sectors. In order to facilitate donations including smaller amounts from India and abroad for implementing projects/programmes connected with the education sector, the Government constituted the â€Å"Bharat Shiksha Kosh† as a Society registered under the Society Registration Act, 1860. The Kosh was officially launched on 9 January 2003 during the celebration of Pravasi Bharatiya Diwas. The Kosh will receive donations/contributions/endowments, from individuals and corporate, Central and State Governments, non-resident Indians and people of Indian origin for various activities across all sectors of education. Table 15 Population by Educational Attainment: 1990/1995, 2000-2003 ‘000 1990 1995 2000 2001 2002 2003 Primary & no education 372,583 378,124 391,590 400,014 408,770 417,596 Secondary 79,103 121,874 163,622 167,434 171,221 175,064 Higher 79,478 92,137 107,140 109,858 112,464 115,123 TOTAL 531,164 592,134 662,352

Computers in the Classroom essays

Computers in the Classroom essays Computers have become part of our everyday lives. From the computerized chip in our vehicles to the check out lines at stores, we are dependent upon this type of technology in our world today. Relying on computers becomes more evident everyday, from filing taxes to communicating with family, friends and co-workers. This explosion of technology has increased efforts to equip every classroom with computers and provide Internet access to all students across the nation, and now the rage of handheld computers is reaching across the educational realm. Teachers and Administrators have been introduced to the technology by necessity. Professional training has been the focus in schools and districts, while some decide to pursue the technological world through obtaining a postgraduate education with an emphasis in educational technology. Teachers have found themselves introducing basic computer skills to students while also learning more from the students who already have the technology in their homes. With the addition of the computers in the classroom, one might ask if the equipment helps to improve academic performance of the students that are served. Computer integration into the classroom can make schools better and improve students' academic performance. Students are motivated to learn and remain on task, thus complete their work in school. Students enjoy working on the computers and their attention is spent concentrating more on the subject at hand, than daydreaming during a lecture (Peckham, 2000). Many studies confirm that kids say they're more interested in schoolwork when it involves computers (Setzer, 2000). Teacher training in technology can improve a school's culture, which also tends to lay the groundwork for improved test scores. Oppenheimer (1997) cites many popular reasons for computerizing the classrooms within the United States. He explains that ...

Definition and Examples of Polemics

Definition and Examples of Polemics Definition Polemic is a mode of writing or speaking that uses vigorous and combative language to defend or oppose someone or something. Adjectives: polemic and polemical. The art or practice of disputation is called polemics. A person who is skilled in debate or someone who is inclined to argue vehemently in opposition to others is called a polemicist (or, less commonly, a polemist). Enduring examples of polemics in English include John Miltons Aeropagitica (1644), Thomas Paines Common Sense (1776), The Federalist Papers (essays by Alexander Hamilton, John Jay, and James Madison, 1788-89), and Mary Wollstonecrafts A Vindication of the Rights of Woman (1792). Examples and observations of polemics are given below. Some other terms that are related to and some that may be confused with polemics include: ArgumentArgumentationConfrontational RhetoricCritiqueEncomiumInvective Etymology: From the Greek, war, warlike Pronunciation: po-LEM-ic Examples and Observations I am in general of the opinion that the best polemic is the perfect presentation of a new point of view. (Finnish folklorist Kaarle Krohn, quoted in Leading Folklorists of the North, 1970)Polemics are certainly necessary at times, but they are only justified by being necessary; otherwise they produce more heat than light. (Richard Strier, Resistant Structures: Particularity, Radicalism, and Renaissance Texts. University of California Press, 1995)[George Bernard Shaw] is a poet of polemics, as Einstein seems to have felt when he compared the movement of Shavian dialogue to Mozarts music. His polemics are therefore the more dangerous, for polemics are nothing but the art of skilled deception. A prime device of polemics is the either/or pattern, against which so much has been said in recent times, often by great polemicists. Shaw is a great polemicist in his skilled deployment of antithesis.(Eric Bentley, The Playwright as a Thinker, 1946. Rpt. by University of Minnesota Press, 2010) Why Polemic Has a Bad Name in the Academic World Polemic has a bad name in the humanities academy. Reasons for avoiding or seeking to discredit polemic arent always articulated, yet they surely include these: polemic disrupts the shared endeavours of the academy and preempts the civil or technical discourses of professionalism; polemic is a short cut to professional recognition typically chosen by those whose ambition outruns their achievement; conversely, polemic is the last resort of major figures in decline, seeking to maintain their professional dominance; polemic is a cheap, often trivial, substitute for real intellectual production; polemic belongs to the sphere of public journalism, where careers can be made on the basis of verbal aggression alone; polemic caters to the unseemly pleasures of cruelty and malice; polemic tends to become compulsive and consuming. Such reasons, or perhaps only intuitions, suffice to create an aversion to polemic, at least in the U.S. academy; they also tend to render polemic ethically suspect, w ith whatever intellectual justifications it is pursued...If, in fact, polemic has become increasingly discredited in the academy during the past 30 years, is it just a coincidence that the trend coincided with a broader academic rejection of violence in the post-colonial, post-Vietnam era? (Jonathan Crewe, Can Polemic Be Ethical? Polemic: Critical Or Uncritical, ed. by Jane Gallop. Routledge, 2004) Explicit vs. Hidden Polemics A polemic is considered to be direct when its subject is explicitly mentioned and the stance taken therein is also explicitthat is, when there is no need to search it out in order to draw conclusions...A polemic is hidden when its subject is not explicitly mentioned, or when it is not mentioned in the expected, conventional formulation. Through various hints, the reader is left with the feeling that a double effort has been made within the text: on the one hand- to conceal the subject of the polemic, that is, to avoid its explicit mention; on the other- to leave certain traces within the text...that through various means will lead the reader to the hidden subject of the polemic. (Yaira Amit, Hidden Polemics in Biblical Narrative, trans. by Jonathan Chipman. Brill, 2000) The Introduction to Common Sense, a Polemic by Thomas Paine Perhaps the sentiments contained in the following pages are not yet sufficiently fashionable to procure them general favor; a long habit of not thinking a thing wrong, gives it a superficial appearance of being right, and raises at first a formidable outcry in defense of custom. But the tumult soon subsides. Time makes more converts than reason. As a long and violent abuse of power is generally the means of calling the right of it in question (and in matters too which might never have been thought of, had not the sufferers been aggravated into the inquiry), and as the King of England hath undertaken in his own right to support the Parliament in which he calls theirs, and as the good people of this country are grievously oppressed by the combination, they have an undoubted privilege to inquire into the pretensions of both, and equally to reject the usurpation of either. In the following sheets, the author hath studiously avoided everything which is personal among ourselves. Compliments as well as censure to individuals make no part thereof. The wise and the worthy need not the triumph of a pamphlet: and those whose sentiments are injudicious or unfriendly, will cease of themselves, unless too much pains are bestowed upon their conversion.The cause of America is, in a great measure, the cause of all mankind. Many circumstances have, and will arise, which are not local, but universal, and through which the principles of all lovers of mankind are affected, and in the event of which their affections are interested. The laying a country desolate with fire and sword, declaring war against the natural rights of all mankind, and extirpating the defenders thereof from the face of the earth, is the concern of every man to whom nature hath given the power of feeling; of which class, regardless of party censure, isTHE AUTHOR. -Philadelphia, February 14, 1776 (Thomas Paine, Common Sense) In January 1776 Thomas Paine released Common Sense, adding his voice for public consideration over the deteriorating British-American situation. The sheer volume of issues alone attests to the pamphlets demand and suggests a significant impact on colonial thought. [It was reprinted] over fifty times before the year was out, accounting for over five hundred thousand copies...The immediate effect of Common Sense was to break a deadlock between a minority of colonial leaders who wished to form an independent American state and the majority of leaders who sought reconciliation with the British. (Jerome Dean Mahaffey, Preaching Politics. Baylor University Press, 2007) John Stuart Mill on the Abuses of Polemics The worst offence of this kind which can be committed by a polemic is to stigmatize those who hold the contrary opinion as bad and immoral men. To calumny of this sort, those who hold any unpopular opinion are peculiarly exposed, because they are in general few and uninfluential, and nobody but themselves feels much interest in seeing justice done them; but this weapon is, from the nature of the case, denied to those who attack a prevailing opinion: they can neither use it with safety to themselves, nor, if they could, would it do anything but recoil on their own cause. In general, opinions contrary to those commonly received can only obtain a hearing by studied moderation of language, and the most cautious avoidance of unnecessary offence, from which they hardly ever deviate even in a slight degree without losing ground: while unmeasured vituperation employed on the side of the prevailing opinion, really does deter people from professing contrary opinions, and from listening to thos e who profess them. For the interest, therefore, of truth and justice, it is far more important to restrain this employment of vituperative language than the other... (John Stuart Mill, On Liberty, 1859)

How to Write a Response Essay to an Article

How to Write a Response Essay to an Article How to Write a Response Essay to an Article Essays are mainly done in schools. They begin in the junior schools. Per level of education, different essays are done from the simplest to the complex ones depending on the level that one is in. Different essays are written for different reasons or are normally given under different instructions. Some of them are merely about creative writing while in others one has to do a research. This is where one does a research then after that they draft the essay depending on the research that they came up with. There are other essays that are done however. Essays that tend to respond to a certain article. The teacher gives the students an article then they are asked to answer the question asked in the article in an essay form. Such essays are response essays. The students will just read the article and they will answer according to how they feel mostly it is written in first person. Some of the students are not familiar to the essays so the teachers have to teach the students even if in college how to write a response essay to an article. The teachers mainly insist on the first part of the introduction that the students should read the article and understand it. They should read it at first for the first understanding. This is because this is where their response will be based. They will answer the question depending on how they will understand the article. The second thing that they should do is that they should now read the article thoroughly. Therefore to ensure that they understand the article and they will give the right response, they should read the article a number of times. As they read the article they should be able to make some notes that will help them in their response. They should be able to get some impressions as they tread the article and they should be able to put them in a way that they will help them in their response. Write as many points as you can depending on the impressions that you will get. Then after that, write an outline of those impressions. This will help you know whether you have the right impression or not. After writing the outlines then explain them on the basis of the article that you have. This way you will have the evidence that supports your work. After you have all this work then go ahead and draft your response essay. Whatever you will write then is the best that you could have therefore do not feel ashamed of what you have written. After the writing now you can submit the response. At writing company you can get professional response essay writing help from experts. Custom response essays written from scratch!

Information Technology Essay Example | Topics and Well Written Essays - 1000 words - 1

Information Technology - Essay Example 2007). Similarly, the RSA cryptography standard is associated with a Public Key Cryptography Standards (PKCS) that highlights data encryption by utilizing RSA algorithm. The primary objective or reason for this standard is the construction of digital envelops and digital signatures. Moreover, the standard also defines syntax for private and publics keys of RSA. The syntax is utilized for digital certificates and the syntax for private keys is utilized for private key encryption (RSA Cryptography Standard. 2007). Public key cryptography relies on algorithms associated with asymmetric cryptography along with two incorporated keys i.e. a public key and a private key. Likewise, these two keys are separate and are utilized for decrypting and encrypting data or messages. If any user composes an electronic mail, he or she possesses a private for the email themselves. However, if the sender tries to open the email, he or she must possess a public key for accessing it. RSA public key encrypti on algorithm converts the private key to public key. Moreover, a signature algorithm that ensures authenticity of the sender can be incorporated with the private key without the intervention of the private key, as fundamentally it will not be possible to search two messages possessing similar signatures. The PKCS incorporates different versions such as v 2.1 standards that are associated with deploying public key cryptographic encryption along with digital signatures with appendix. Moreover, it also reflects ANS.1 syntax that illustrates keys for identifying different schemes. RSA is basically a public key algorithm that is invented by Rivest, Shamir and Adleman (Biskup) and is focused on an exponentiation module that comprises of two great prime numbers. Likewise, the security incorporated in RSA algorithm is focused on the solidity of multiplying the procedure associated with great prime numbers. Moreover, in the next version i.e. version 2.1, RSA multiprime function was incorpora ted. The table 1.1 shows the encryption and decryption of messages by private and public keys. Activity Keys Sending an Encrypted Message or data Utilizing the receivers public key Sending an encrypted signature Utilizing the sender’s private key Decrypting an encrypted message Utilizing the receivers private key Decrypting an encrypted signature Utilizing the sender’s public key Figure 1.1 Comparison X.509 and PGP X.509 is considered to be an ITU-T standard that is known for Public Key Infrastructure (PKI). Likewise, it specifies standardized formats associated with public key certificates and a validation algorithm for certification path. Moreover, this standard was preliminary developed in 1988 and was integrated with X.500 standard (X.509. 2007). After the integration, it was considered to be a solid hierarchical mechanism of Certificate Authorities (CA) that is responsible for issuing certificates. It is a fact that X.500 system was not completely deployed, as the IETF working group associated with public key infrastructure has acquired the standard for Internet that is considered to be a flexible environment (X.509. 2007). Besides, in the year 1998, PGP was considered to be a relatively low cost solution possessing features such as robust file, disk and email encryption suite that is based on Network

The equality of American public education Essay

The equality of American public education - Essay Example On the other hand, schools which cater to the needs of the influential class students possess and provide abundant opportunities to the students regarding placement in advance courses. Although the immediate effect of such discrimination may not be evident; the long term consequences may be observed in the form of heightened professional success among the privileged students, since such courses prepare them in professional terms (Klugman   1).   Ã¢â‚¬ËœCulture’ as a tool to describe all problems related to achievement gap has become widely accepted among the vast majority of teachers who interact with students of color on daily basis. Although every individual, whether white or black possesses a cultural background; the notion of ‘culture’ is considered associated only with the deprived classes of the society. This may be considered an extension of the teacher’s self-esteem issue, since it is quite common for teachers to associate culture with everythin g that is non-white. So, instead of looking for the real explanation that lies behind the achievement gaps, white teachers are more inclined towards labelling it a ‘culture’ thing which therefore has either ‘no cure’ or needs a ‘prolonged therapy’. It has become extremely common to associate culture of poverty to the achievement gap that is evident among students. Although the reality that lies behind such gaps may be puzzling and in some cases difficult to determine, the common path chosen to explain such gaps is the over-simplistic approach.

Universalization of Christianity Through Repetition and Essay

Universalization of Christianity Through Repetition and Differentiation in Sandro Boticelli's Primavera - Essay Example Over their heads hang many oranges, and at the feet of the party is a field of various flowers, all of different colors and shapes. One of the most immediate formal aspects of this work is the obvious well balanced and symmetrical repetition of many different colors, forms and lines, which, when combined with the Christian implication of several of the symbols of the work, create a universalizing image of Christianity. The repetition in this work begins with the plants that grow above and below the main scene. The trees are dotted with oranges, bright colored fruit that create a star-like pattern over the roof of the party, which is mirrored by the flowers on the floor. These sprinkling of bright colors recall the expanse of the universe and the night sky, and begin creating the idea of this as a universal representation. Following the lines of these fruit trees behind the party of figures draws the viewers attention to the ground, which is likewise full of star-like clusters. These clusters are made of flowers, which, while homogenous at a distance and in creating the effect of repetition, are in fact extraordinarily varied. Each of the flowers is brightly colored, reinforcing the star-like pattern caused by the oranges hanging overhead, but when examined closer it becomes apparent that each has its own particular form and color, and is not like any of the others. This further reinforces that the painting expresses the whole of creation, both in its expanse, through the repetition of bright, star like patterns, and through the specific, with a huge amount of individual flair still being represented in the homogenous whole. The setting of this painting, through its repetition of bright colors, recalls the whole of creation. The symmetry of both the horizontal and the vertical axis also serve this purpose, allowing the viewer to imagine that the expanse continues on all sides in a similarly diverse but congruent way. This repetition is carried through the figure s in the painting as well, with Venus serving as the central axis over which the repetition is made. There is repetition in color, with figures on both the left and the right of Venus, as well as the red of Mercury’s tunic being mirrored in Venus’s. Finally, there is a compositional symmetry in the sole adult male figures, Zephyrus and Mercury, both being on the outside of the painting serving as the boundary of the image. The purpose of all of this repetition of is to create a universalizing effect, but what, if anything, is Botticelli trying to universalize? To understand this it is important to look at the symbolism of the painting. The Putto over Venus’s head serves as a dual symbol – it is both a Christian symbol with associations of heaven (in having innocence, angelic wings etc), while also being a common Roman motif. Venus serves a similar double role – she is obviously the Roman goddess of romance and birth, but here she also serve as a st and-in for Mary. The leaf patterns and archway over her head both serve to draw attention to her and create a halo effect, mirroring the kind of halo that Mary is often depicted with, while her pregnant-looking belly recalls the birth, something else Mary is frequently associated with. Her hand seems to be raised in benediction. Her white dress symbolizes innocence, while the red cloak hanging over her lower half

The Social Changes of Song Dynasty in Ancient China Research Paper

The Social Changes of Song Dynasty in Ancient China - Research Paper Example Invention of gunpowder led to the creation of explosive weapons such as grenades, bombs, canons and small rockets. Before the invention of paper, the Chinese made carved characters on bones and tortoise shells. Prior to the song dynasty, printing blocks only contained one page of texts hence every block could only produce a particular page of a book. During the song dynasty, single characters could be engraved on blocks of wood and a single character could be used over and over again. There were huge advances in arithmetic and algebra that led to many mathematical ideas. The inventions served the society by helping in establishment of powerful, unified national organizations that extended over many regions. Printing, paper and the compass provided means of social communication and transportation. Gun powder began to be used as a weapon, gun powder weapons were used abolish the uprising of Li Sun and Wang Xiaobo in the first year of the Northern Song. The four inventions are very closely related to the unified organization of the Chinese feudal society indicating the degree of development of ancient Chinese science and technology. Maritime trade with India and near East was boosted under the song dynasty. Cities with high populations flourished along the southeast coast and principal waterways, trade guilds were established to organize trade and banking and paper currency was developed to replace cumbersome copper currency. Ship building and navigation techniques improved with large vessels using sails and oars coming into use. The magnetic compass came into use in 1119. Under the song dynasty, China got to monopolize trade with Korea and Japan, products were in demand in the whole of Asia, East Africa and Persian Gulf. Prior to this era, Muslim Arabs and Persians had dominated oceanic trade. Printing grew bringing literature and learning to the people. Movable type printing was invented

Final Cultural Research Paper Example | Topics and Well Written Essays - 1750 words

Final Cultural - Research Paper Example Development has led society to modified modern foragers who supplement their gathering and hunting with wages, trade, horticulture agriculture and many more forms of survival. Gatherers are becoming extinct in some cultures. However, in other cultures, gatherers remain relevant. For instance, the Mikea of Madagascar is a famous group of foragers. Foragers have different kinds of relationship with their environment than most of other societies. A good example is the Zulu tribe. They interrelate well among themselves and spend most of their leisure time together in conversations, listening to music and dances (Haviland, 2009). Among the Zulu, women are the primary gatherers who gather fruits and can at times kill small animals for food. They live in small groups, determined by availability of food. They do not believe in material wealth, but most of animals they keep are for purposes of food. They live their life in the present, and they never worry of what they do not have. They live in temporary homes that could be made of wood or other material gathered. The group believes that by sharing they expect nothing in return. Values and belief diversity differs from one group of gatherers to the other but this could be due to time, ethnicity, and pattern of their cultural behavior (Leonard, 2010). The zulu have well established political systems. They were governed by a powerful king called shaka. The king had an army that was responsible for protecting the tribe from any likely aggressors. For instance, Shaka’s army fought against British rule during the scramble and partition of Africa. The kingdom was established in the early 1800s and it was as a result of the union of the various clans thereby forming a powerful kingdom (Axel-Ivar, 1976). Horticulture is the science of cultivation of plants. It includes the use of seedlings to produce plants. Economically viable countries show a high potential of a variety of farming activities. The Zulu, like most of

The Social Changes of Song Dynasty in Ancient China Research Paper

The Social Changes of Song Dynasty in Ancient China - Research Paper Example Invention of gunpowder led to the creation of explosive weapons such as grenades, bombs, canons and small rockets. Before the invention of paper, the Chinese made carved characters on bones and tortoise shells. Prior to the song dynasty, printing blocks only contained one page of texts hence every block could only produce a particular page of a book. During the song dynasty, single characters could be engraved on blocks of wood and a single character could be used over and over again. There were huge advances in arithmetic and algebra that led to many mathematical ideas. The inventions served the society by helping in establishment of powerful, unified national organizations that extended over many regions. Printing, paper and the compass provided means of social communication and transportation. Gun powder began to be used as a weapon, gun powder weapons were used abolish the uprising of Li Sun and Wang Xiaobo in the first year of the Northern Song. The four inventions are very closely related to the unified organization of the Chinese feudal society indicating the degree of development of ancient Chinese science and technology. Maritime trade with India and near East was boosted under the song dynasty. Cities with high populations flourished along the southeast coast and principal waterways, trade guilds were established to organize trade and banking and paper currency was developed to replace cumbersome copper currency. Ship building and navigation techniques improved with large vessels using sails and oars coming into use. The magnetic compass came into use in 1119. Under the song dynasty, China got to monopolize trade with Korea and Japan, products were in demand in the whole of Asia, East Africa and Persian Gulf. Prior to this era, Muslim Arabs and Persians had dominated oceanic trade. Printing grew bringing literature and learning to the people. Movable type printing was invented

Health Psychology Master Essay Example | Topics and Well Written Essays - 2000 words

Health Psychology Master - Essay Example As Tudor (1996) states mental health should be seen as a 'positive concept', that must be seen as different from psychopathology. Good mental health is not only about not having difficulties which cannot be overcome, but also implies that the individual will develop in, an emotionally and intellectually, healthy way across their lifetime. These healthy skills will give the individual, child or adult, the strength to be able to manage when life's inevitable problems find them, as well as being able to form fulfilling interpersonal relationships (BMA, 2006; MHF, 2006). The term mental health covers a wide range of difficulties that individuals may encounter throughout their lives. These can range from everyday concerns, such as a homework deadline, to severe and crippling problems, such as depression (BMA, 2006). The ONS (2006) defines mental health disorders as a set of clinically recognised abnormal behaviour and symptoms, which cause the individual extreme distress and distortion to their everyday lives. These crippling problems cause great suffering for the individual, and severely affect their ability to function in everyday life. However, these disorders do not manifest over night. They are usually brought on slowly and have roots in childhood (Ahrons, 2004). Therefore, if British children are already suffering from mental health difficulties, then as an adult they will have a high chance of these problems continuing or reoccurring. As has been reported in the media (USAtoday, 2008; The Times, 2008; BBC, 2008) British society seems to be letting down their children, as they are reportedly 'the unhappiest children in Europe' (UNICEF, 2006). Other research has implied these same results (Alexander & Hargreaves, 2007; Porthouse, 2006). Research published in Porthouse (2006) stated that John Bradshaw has shown that British children were more unhappy than most of their European counterparts. This led to a flurry of research on the matter. Bradshaw's report (Porthouse, 2006) and later ones from UNICEF (2006) have suggested that Britain is one of the worst places for child health, that British teenagers have the second lowest score for their hopes and ambitions for their future careers and employment prospects. The UNICEF (2006) report covered six main dimensions including material wealth, family relationships and peer relationships, education, the child's subjective understanding of their well-being, all brought toget her to present an encompassing picture of British children's lives. Alexander & Hargreaves (2007) state that what was most striking from their research was the amount of agreement which the results showed, particularly in the main areas of 'educational purpose, curriculum and assessment, the condition of childhood and society, and the world in which today's children are growing up' (p.1). What was more striking though was the negativity and 'critical tenor' that these issues told the researchers. The researchers found repeatedly that the children felt under powerful or even extreme pressure from the schools they attended. However, Harris and Guten (1979) state an individual's health behaviour shows little consistency. They may go to the gym everyday to look after their bodies, and then eat fast-food burger on the way home. This makes applying theory difficult. In addition, health behaviour tends to change over periods of time, making conclusive assumptions of

Willy and Biff - Death of a Salesman Essay Example for Free

Willy and Biff Death of a Salesman Essay Willy Loman is a salesman and Biff is a salesmans son. A lot of what some salesmen do is pump up the things they are selling with a lot of hot air; today this is called hype. Well, for Willy, his first-born son, Biff, is everything in the world. Even back when Biff was a football star in high school, Willy wasnt doing too well any longer as a salesman. This fact made him tired and depressed, but at least there was Biff. Biff was someone who Willy could believe in and admire when everything else was disappointment. And so Willy used Biff as the repository of all of his hopes and dreams and he pumped his son full to the brim with his expectations and praise. How did Biff take to all this adulation? It seems he loved it and believed it. One might assume, though, as he matured, Biff could have thought his father went a bit over board with his praise of him, and he might have begun to suspect that his father lived through him. How many times have we seen the parents of high school athletes who are more competitive at school sporting events than their own kids? Why do you suppose that is? What do their kids think of it? With this symbiotic relationship as the background, Biffs trip to Boston becomes even more horrific. Biff has flunked math, and he goes to Boston, where his father is supposedly working, to get Willy to come home and persuade the teacher to change his grade. There, in the Boston hotel, Biff finds his father with a woman. It is clear to Biff what is going on, and he breaks down right then and there. All the years and years of hot air and hype disappear, and Biff is left with nothing but tears and bitter disappontment in his father and in himself. As Death of a Salesman begins, Biff has returned home after years of trying to find himself, the real self away from his fathers hopes and dreams for him, away from his fathers attempt to live through him. In the end, Biff comes to terms with who he is, and Willy commits suicide still dreaming of Biffs long-awaited success and greatness.

The Psychology Of The Fear Of Crime

The Psychology Of The Fear Of Crime Fear of crime is a very prevalent issue today. Many people in todays society express anxiety and fear about crime, and about being victimized. The level of fear that a person holds depends on many factors, including gender, age, any past experiences with crime that a person may have, where one lives, and ones ethnicity. All of these factors have an impact on fear levels. People react to fear in different ways. Some people try to avoid crime, others try to protect themselves, and still others try to prevent victimization by not possessing anything for which they can be victimized. The fear of crime is a critical issue in contemporary criminal justice policy because of its potential to create social misunderstanding. Although some awareness and concern about crime could be considered healthy or adaptive, taken to the extremes, the fear of crime can impede individuals behavior and affect the quality of life. The fear of crime is one of the most researched topics in crime (Farall 2000), with the risk of crime being seen as one of the most pressing concerns affecting peoples way of life. The fear of crime has social and psychological dimensions that require interdisciplinary analysis. (Helmut Kury, 2008) Not all behaviours indicative of fear, are prompted a by fearful experience. For example, taking insurance, locking the house, the car etc are everyday precautionary actions to minimize ones risk of crime, but is not necessarily provoked by a fear-inciting experience. These safety precautions are taken daily by a vast majority, without the attached emotional fear, just like the precautionary exercise, eating right so as to avoid the onset of ill health. DEFINITIONS The fear of crime refers to the fear of being a victim of crime as opposed to the actual probability of being a victim of crime. Fear, in this topic, is defined as an anticipation of victimization, rather than fear of an actual victimization. This type of fear relates to how vulnerable a person feels. Fear is also an emotional reaction characterized by a sense of danger and anxiety produced by the threat of physical harmelicited by perceived cues in the environment that relate to some aspect of crime (Church Council, 1995, p. 7). Crime can be defined as the breach of one or more rules or laws for which some governing authority or force may ultimately prescribe a punishment. OR. An act punishable by law. wordnetweb.princeton.edu/perl/webwn The core aspect of fear of crime is the range of emotions that is provoked in individuals by the possibility of victimization. There might be two dimensions of fear: those everyday moments of worry that transpire when one feels personally threatened; and some more diffuse or anxiety about risk. Fear of crime can be differentiated into public feelings, thoughts and behaviors about the personal risk of criminal victimization. These feelings, thoughts and behaviors have a number of damaging effects on individual and group life: They can erode public health and psychological well-being; Alter routine activities and habits; Contribute to some places turning into no-go areas via a withdrawal from community; Drain community cohesion, trust and neighbourhood stability. FACTORS AFFECTING THE LEVEL OF FEAR EXHIBITED BY INDIVIDUALS Gender Gender has been found to be the strongest predictor of fear. Women have a much greater fear of crime than men, but are victimized less than men. Womens fear comes mostly from their vulnerability to sexual aggression: women are ten times more likely to be sexually assaulted than are men (Crowell Burgess, 1996). This fear of sexual assault and rape transposes itself onto other types of crimes (Ferraro, 1996). Women do not simply become aware of this fear one day, nor are they born with it; women are socialized into thinking that they are vulnerable to attack if they, for example, go out alone at night. Parents, peers and media emphasize and re-enforce this fear, and women are expected to succumb to it. Age Age is also a powerful predictor of fear but, unlike gender, with age the fear varies from crime to crime. When it comes to age, it is customary to assume that the elderly are the most afraid, and for many crimes, this assumption holds true, such as in mugging cases and break and enters. When it comes to crimes like rape, sexual assault and stranger attacks, it has been found that younger people tend to be more fearful (Evans, 1995). Elderly people have a high fear level in relation to many crimes because they feel vulnerable. This vulnerability stems from the physical and social limitations that elderly people have which renders them unable to defend themselves or to seek support and help. Past Experiences with Crime Many studies have examined whether or not past experiences with crime and criminals have any effect on the level of fear that a person holds, but findings have not been unanimous. Some studies have found no real differences between victims and non-victims, but other studies have documented a difference. In studying the effects of crime on college students, Dull and Wint (1997) found that those students who had been victims of crime had less fear of personal crime, but more fear of property crime, than those not victimized. Certain crimes generate more fear for victims than others. Being a victim of a robbery, for example, generates a high level of fear because it contains elements that cause a greater amount of fear to be instilled in its victims. Robbery usually involves a stranger, weapons, physical assaults and the loss of a fair amount of money (Skogan Klecka, 1997). Burglary, because of its invasion of privacy and substantial amount of loss, generates a high level of fear. The victims who express the most fear of walking alone in their neighbourhood after dark are victims of sexual assault, followed by victims of robbery, break and enter, assault, vandalism, motor vehicle theft, household theft and personal theft. Geography Fear of crime also varies according to where one lives. People who live in cities tend to hold higher levels of fear because cities and other urban areas tend to have higher crime rates than rural areas. Ethnicity and Culture Studies have found that fear levels vary according to ethnic background. While whites tend to show the least amount of fear, the question of who has the most fear has not been unanimously agreed upon. A 1994 British Crime Survey found that in relation to crimes of harassment, burglary, rape and mugging, the Asian group expressed the most fear. The Black group showed the next highest fear level in relation to these crimes, while the White group showed the least amount of fear. This survey also found that for the crime of theft from car, the Black group showed a slightly higher level of fear than the Asian group, and the White group once again had the lowest level of fear. In relation to simply feeling unsafe, the Asian group was the highest, and the White group had only a slightly higher level of fear than the Black group (Hough, 1995). Other Variables There are several other variables which have been examined in order to see if they have an effect on fear of crime. These variables are not as prominent as the ones listed above, but their effects are still worth noting. Factors such as low income levels (Evans, 1995; Silverman Kennedy, 1983), and low educational levels (Evans, 1995) tend to increase levels of fear. Factors influencing the fear of crime include public perceptions of neighborhood stability and breakdown, and broader factors where anxieties about crime express anxieties about the pace and direction of social change. There may also be some wider cultural influences: some have argued that modern times have left people especially sensitive to issues of safety and insecurity. REACTIONS TO THE FEAR OF CRIME Due to their fear of crime, people try to reduce their risk of victimization in three ways: avoidance behaviours, protective behaviours, and insurance behaviours (Garofalo, 1981). Avoidance behaviours are restrictive, involving avoiding unsafe areas at night or certain locations altogether, or reducing social interaction and movements outside of the home. Protective behaviours include obtaining security systems and watch dogs, joining self-defence courses, and/or participating in community programs such as Neighbourhood Watch. Insurance behaviours aim at reducing ones risk through the minimization of victimization costs, leaving the person feeling that they do not have anything of value to be victimized for, and therefore will not be victimized. Neighbourhood Watch was started as a way to reduce crime and fear by involving citizens in crime prevention, urging them to come together to talk about what is going on in their neighbourhood, and to formulate plans and methods to alleviate crime such as neighbourhood surveillance and crime- reporting activities Since the government is accountable to and elected by the public, the government must respond when change is demanded. The government reaction to the publics concern about, and fear of, crime is often one of changing correctional legislation. People get their information about crime from a number of sources, but one major source for information is the media. The media are a powerful way of getting messages across to citizens. Many studies have looked at the way in which the media portray crime and how their portrayals affect levels of fear. It has been found that the media tend to disproportionately represent violent accounts of crime. Concern about crime can be differentiated from perceptions of the risk of personal victimization. Concern about crime includes public assessments of the size of the crime problem. An example of a question that could be asked is whether crime has increased, decreased or stayed the same in a certain period and/or in a certain area, for instance the individuals own neighborhood. BEHAVIORAL ASPECTS OF FEAR OF CRIME A way to measure fear of crime is to ask people whether they ever avoid certain areas, protect certain objects or take preventive measures. This way, measuring fear of crime can become a relatively straightforward thing, because the questions asked tap into actual behavior and objective facts, such as the amount of money spent on a burglar-alarm or extra locks. However, it is important to note that some degree of fear might be healthy for some people, creating a natural defense against crime. In short, when the risk of crime is real, a specific level of fear might actually be functional: worry about crime might stimulate precaution which then makes people feel safer and lowers their risk of crime. The fear of crime is a very important feature in criminology. COGNITIVE ASPECTS OF FEAR OF CRIME By contrast, the cognitive side of fear of crime includes public perceptions of the likelihood of falling victim, public senses of control over the possibility, and public estimations of the seriousness of the consequences of crime. People who feel especially vulnerable to victimization are likely to feel that they are especially likely to be targeted by criminals (i.e. victimization is likely), that they are unable to control the possibility (i.e. they have low self-efficacy), and that the consequences would be especially severe. Additionally, these three different components of risk perception may interact: the impact of perceived likelihood on subsequent emotional response (worry, fear, anxiety, etc.) is likely to be especially strong among those who feel that consequences are high and self-efficacy is low. Perhaps the biggest influence on fear of crime is public concern about neighbourhood disorder, social cohesion and collective efficacy. The proposition here is that the incidence and risk of crime has become coupled in the public mind with issues of social stability, moral consensus, and the collective informal control processes which underpin neighborhood order. Many people also use the language of fear and crime to express concerns about neighbourhood breakdown, the loss of moral authority, and the crumbling of civility and social capital. People can come to different conclusions about the same social and physical environment: two individuals who live next door to each other and share the same neighbourhood can view local disorder quite differently. Why might people have different levels of tolerance or sensitivity to these potentially ambiguous cues? UK research has suggested that broader social anxieties about the pace and direction of social change may shift levels of tolerance to ambiguous stimuli in the environment. Individuals who hold more authoritarian views about law and order, and who are especially concerned about a long-term deterioration of community, may be more likely to perceive disorder in their environment. They may also be more likely to link these physical cues to problems of social cohesion and consensus, of declining quality of social bonds and informal social control. People, who have the fear of crime, may change their behaviour, prefer to stay at home and avoid activities such as travelling in the public transport due to the potential danger they believe the outer world poses (Garafalo, 1981, Patterson 1985, Hale 1996). Also people may fear certain/specific crime, like some women are afraid of going out in the night alone or going to certain places, for fear of being sexually assaulted. Many studies have been conducted to examine the predictors of fear of crime among adults, but feelings of insecurity among children and adolescents have been practically ignored. The effect of parenting styles on the childs level of fear is enormous. The level of parental supervision, especially fathers, is associated with more fears being experienced by children. Active parental stimulation of participation in organized leisure activities results in lower levels of fear among female children. Parents who focus on independence and autonomy, in contrast, seem to raise children who have lower degrees of fear. Other findings that relate to fear of crime in adolescence, such as gender differences and socialization, media and leisure patterns, and victimization and personal adjustment, are also important. A new University College London study has shown that people with a strong fear of crime are almost twice as likely to show symptoms of depression. The research shows that fear of crime is associated with decreased physical functioning and lower quality of life. The studys lead author, Dr Mai Stafford, UCL Epidemiology Public Health, said: Very broadly, these results show that if your fear of crime levels are higher, your health is likely to be worse particularly your mental health. Of course, you might expect that people who are depressed or frail might be more afraid of crime and venturing out of doors, so we have taken account of previous mental health problems and physical frailty and adjusted for those accordingly. Even with a level playing field, the data still demonstrates this strong link between fear of crime and poorer mental health. CONCLUSION Fear of crime is real and it affects peoples quality of life. It is believed, however, that the series of legislative initiatives enacted in reaction to fear of crime have not proven to be beneficial. Fear has not been reduced and people do not feel safer. As long as fear persists, the public will continue to call for more of the same harsh measures. It is time we took a second look at the limited safety provided by the correctional changes we have implemented. It is time that politicians and leaders stop merely reacting to fear by proposing simplistic, short-term solutions to the complex problems of crime. Years of research have shown that the correctional practices we now have in place are not effective in creating safe communities and simply delay the problem, thereby not reducing fear in the long-term. The public looks to others for help in reducing the fear of crime, but the people the public looks to for guidance cannot always be of help. When the public sees that the police, the government and the law are unable to assist them with their concerns, individuals will often take charge of the situation for themselves. This type of mentality can lead to vigilantism. Suggestion that a number of broad strategies be put in place to address both crime and fear of crime, includes 1) Educate the public about crime, crime prevention and what works in corrections. There are steps that can be taken to protect oneself and to reduce personal fear, but people need to have a better understanding of their risk and what measures do increase public safety. 2) Involve communities in both crime prevention through social development and in community-based justice programs. Direct citizen involvement in justice leads to a better informed citizenry, who then are more understanding of what impacts crime and how to change it.