Jim Jones

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The Tragedy of the Century If you can remember anything about November 18, 178, you'll probably remember Jim Jones and the Jonestown suicides. Jones's childhood, the People's Temple, and the development of Jonestown may all be causes for his power hungry nature and the terrible tragedy that occurred over two decades ago. James Warren Jones was born May 1, 11 in Lynn, Indiana. He had no brothers or sisters that are mentioned. His father was believed to be a Ku Klux Klansman. His father later left his mother Lynetta to raise Jones on her own (Vankin, 50 Greatest Conspiracies 1). Jones was largely influenced by his mother's teachings. She was very skeptical of church-like religion and the idea of a sky god, but she did have a very strong belief in spirits. She made sure to instill this belief in her son. He was also very influenced by his Pentecostal neighbor. She taught Jones that religion was a highly emotional experience. This understanding of God and religion would have a lasting impact on Jones (Dickerson 1).

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Jones later attended Indiana University and Butler University, and was ordained in the Christian Church. He began to preach in several churches and became fascinated with having his own congregation (Robinson 1). In September of 154, Jones was invited to preach at the Laurel Street Tabernacle in Indianapolis. The Tabernacle was an Assembly of God Pentecostal church. Jones preached about desegregation of churches and due to the church board's inability to meet those requirements, Jones and several members of the Tabernacle left to form their own church (Dickerson 1-). On April 4, 155 the Wings of Deliverance was formed and was renamed The People's Temple to better describe their congregation. At this time The People's Temple was one of few interracial congregations in Indiana. Jones made the idea of racial integration one of his primary causes (Dickerson ). When people began to be suspicious of Jim Jones and The Temple's activities they moved the congregation of over 00 to Ukiah, California (Robinson ). Some major beliefs of the Temple while in California were Catharsis and faith healing. Catharsis is the belief of public punishment. When a child did something wrong they were not punished by their parents; they were punished by the whole congregation. The child would be placed on the stage and the congregation would vote on the child's innocence or guilt (Dickerson 8). Jones would sometimes take this form of torture to its limits, or even farther. One of the worst stories was what happened when Jones took children on a camping trip for survival training. "One youngster, 4 year-old Tommy Kice, was forced to eat when he wasn't hungry. When the little boy threw up, Jones forced him to eat his own vomit. He repeated the torture over and over as the child continued vomiting" (Kinsolving 1). More accounts included "a teenage girl being beaten in front of the congregation 75 times with a large wooden paddle, and a man being vomited and urinated on" (Kinsolving ). When the People's Temple moved to Guyana this practice was mostly abandoned. Another practice of the temple was faith healing and the ability to discern spirits or knowing the thoughts of others. "Jones later admitted that this was solely tactic of deception in order to establish faith among his followers. Many members of The People's Temple believed Jones had the power to heal them with just the touch of his hand" (Dickerson 8). Many people like Timothy Stoen believed Jones could raise people from the dead. Stoen wrote Lester Kinsolving a letter stating This wonderful group of people and their remarkable pastor Jim Jones…Jim has been the means by which more than 40 persons have literally been brought from the dead this year…I have seen Jim revive people stiff as a board, tongues hanging out, eyes set, skin graying, and all vital signs absent…Jim will go up to such a person and say something like 'I love you' or 'I need you' and immediately the vital signs reappear…Jim is very humble about his gift and does not preach it… (Kinsolving 6). At first when Jones moved The People's Temple to Ukiah, California, the community was very supportive. Brenda Ganatos donated clothes to her neighbors, the Cobb family, who migrated from Indiana with Jones, when she heard them discuss plans of building The People's Temple church (Kinsolving 1). Later in the 170s rumors began to spread about the Temple. People became afraid of the members. Some members who wanted to leave were receiving death threats (Kinsolving 1). Ganatos, who worked for the phone company, began spending -6 hours on the phone nightly gathering information about The People's Temple. By 171, she began having meetings in her home with around 15 people known as the Concerned Citizens. Ganatos and the Concerned Citizens tried to tell officials and newspapers what they had learned, but no one would investigate. One reporter, Lester Kinsolving, was willing to try and find out what was really going on in The People's Temple (Kinsolving 1). September 10, 17, Kinsolving and a photographer, Fran Ortiz, drove north of San Francisco to cover a People's Temple's meeting. When entering the sanctuary, Timothy Stoen, who was wearing a pulpit robe, interrogated Kinsolving. Stoen said he was an assistant pastor (who was not ordained) at The People's Temple and Assistant District Attorney of Mendocino County. Ortiz was told to leave his cameras outside or he could not enter. When he refused he was told to leave and wait outside (Kinsolving 6). An hour and a half after listening to the congregation tell praises of Jones, Kinsolving became bored. Ortiz suddenly approached and begged they leave. Once inside the car Ortiz informed Kinsolving he was able to photograph one of the many Temple guards, "'And Les,' Ortiz added, 'he was carrying a .57 magnum'" (Kinsolving 6). Lester Kinsolving worked for an Ukiah newspaper called the Examiner. When Kinsolving began writing articles stating how The People's Temple really was, the employees were ordered to throw away any letters that were criticizing The People's Temple. The employees of The Ukiah Daily Journal, another newspaper that reported Jones, were told to do the same. When Ganatos first spoke to Kinsolving on the phone, she told him the issues containing stories about The People's Temple hit the stands, The People's Temple's guards came and bought all the copies. She had to ask the liquor store to save her some papers (Kinsolving 1). "Jones had manipulated liberals and conservatives alike, thrown money around, and infiltrated every branch of county government" (Kinsolving 1). One good example of this is Timothy Stoen, the Assistant District Attorney (D.A.). Stoen was Jones's right hand man. When complaints of the Temple's activities were reported to the sheriff, they always ended up in Jones's hand via Stoen (Kinsolving 1). Then there was the case where a friend of Jones was running for San Francisco mayor and won by 4,000 votes. Barbagelata, the other candidate, suspected voter fraud. He told the D.A. Joseph Freitas, who had been elected along with Jones's friend, to investigate. Freitas appointed none other than Timothy Stoen to head the investigation. As a result of Stoen's research, very few convictions for voter fraud were made. After the massacre, state and federal agencies requested the documents. They were all missing (Kinsolving 1). In 177, the IRS began looking into The People's Temple. They accused the Temple of illegal practices and tax evasion due to the numerous elderly care homes that they maintained (Dickerson ). Jones began the process of moving his group to Jonestown, Guyana. He leased almost 4,000 acres for Jonestown from the government of Guyana (Robinson ). Jones began convincing the black members they would be put in concentration camps and killed, and telling the white members they were being put on a list of enemies by the CIA and would be tortured if they did not leave the U.S. and go to Guyana (Layton ). Life at Jonestown was supposed to be utopian, but in reality it was far from it. The members were forced to work long hours in the fields, have short lunches that were often inadequate, and get little sleep. The workday was from 7 A.M. to 6 P.M. Monday through Saturday. Instead of getting Sunday off for services, they worked from 7 A.M. to P.M. The members were allowed one hour for lunch. The food consisted of rice for breakfast, rice water soup for lunch, and rice and beans for dinner. Sundays the members received an egg and a cookie. Some very weak elders got an egg a day. The workday was shortened and the food improved when visitors came, because Jones wanted to put on a good front (Layton -4). As Jones began taking drugs, the people of the Temple got less sleep. Jones would often speak over a loud speaker at all hours of the night. "At times he appeared to be deluded by a paranoid vision of the world…However as the time went on, he appeared to become genuinely irrational" (Layton ). As he became more and more delusional he began to preach Translation. Translation is the belief that all of the people of the Temple would die together and be together in another after-life. The members of the Temple practiced mass suicide where they would pretend to drink poison and die (Robinson ). Jones would also hold white nights. Once a week, Jones would declare a white night where all of the people would be awakened by sirens. About 50 people armed with rifles would go from cabin to cabin making sure everyone was awake and participating. Jones would then hold a meeting telling everyone the jungle was full of people waiting to kill the population (Layton 5). One white night, Jones told the members that their situation had become hopeless and the only thing for them to do was proceed with the mass suicide they had been practicing. Everyone lined up and drank the liquid given to them that supposedly contained poison. When the time came that everyone should be dead, Jones announced the poison was not in the liquid and that was just a loyalty test. He then warned the people that the time was soon when they would have to commit suicide (Layton 5). During a different white night, Deborah Layton watched her former sister-in-law, Carolyn Layton, give two boys, John Victor Stoen and her son Kimo Prokes, sleeping pills. Carolyn told Deborah that Jones said everyone was going to die that night and Carolyn would have to shoot Kimo and John Victor. Carolyn then told Deborah she thought it would be better to shoot them while they slept. "Life at Jonestown was so miserable and the physical pain of exhaustion was so great that this event was not traumatic for me. I had become indifferent as to whether I lived or died" (Layton 5). Also Jones talked about having a place in history. He was obsessed. When he thought he might lose his place in history, he would grow depressed and say that all was lost (Layton 4). John V. Moore and his wife Barbara went to Jonestown six months before the suicides. Three months later Moore assured a journalist, Gordan Lindsey, that "Jim Jones is in touch with the pain and suffering of people…I think that anyone who can lead 1,00 people from their country to settle in a new country has got it together" (Kinsolving 1). In the late 170s, rumors of abused human rights circulated. Congressman Leo Ryan visited Jonestown in November 178 to see for himself. The visit went well. When Ryan was leaving, early the morning of the 18th, about 16 members decided they wanted to leave Jonestown (Robinson ). While Ryan and the members were waiting at the Port Kaituma Airstrip, a group of temple guards drove up and started shooting. Ryan and four others were killed. Eleven others were wounded (Robinson ). Ryan's aide, Jackie Speir, was so scared about the trip to Jonestown she put her last will and testament inside her desk and made sure Ryan did the same (Kinsolving 1). After the tragedies occurred, a tape was found in the compound. It is believed to be the tape made during the suicides (Goodlett 1). Jones was talking about what was about to happen. He says during the tape that the Congressman was dead and it was time to begin (Goodlett ). Jones tries to convince everyone throughout the tape that the suicide they had been practicing was their only way out. One woman, Christine Miller, began arguing with him and telling him she didn't think it was a very good idea. Some people agreed with her and some were begging for the poison (Goodlett -7). The members committed suicide by drinking Kool-Aid spiked with cyanide (Vankin, 50 Greatest Conspiracies 1). In doses that would not normally kill a person, cyanide is detoxified by the body and causes no permanent after effects. When you are exposed to lethal doses you will probably die within 0 minutes (Cyanide 1). Cyanide prevents the oxidative processes of the cell, which means you suffocate. Your cells can no longer use oxygen. Three hundred ml of the salt or inhaling 100 mg per one million parts oxygen of cyanide is usually fatal (Cyanide 1). The body count was 68 adults and 76 children (Robinson 1). Within two days of the suicide, the count jumped by almost 400, which lead people to believe some escapees were hunted down and killed. A coroner from Guyana, Leslie Mootoo, said that as many as 700 of the people appeared to have been forcibly killed and not suicides at all (Vankin, 70 Greatest Conspiracies 4). There are many possible reasons for what happened. One of them may be that Jones was, in his eyes, powerful. He had followers. Over 00 people followed him to Guyana and did what he asked. That gave him an ego. He also had supporters. He had enough money that he could buy anyone he wanted. The majority of the California government was in the palm of Jones's hand. Another thing that made him feel powerful was he had succeeded in everything he had done so far. People followed him from Indiana to California, then to Guyana. People believed what he said without questioning him. Jones felt he had total control. Looking at it now, it is possible that he did. Another more widely accepted theory is that the CIA was involved. In 180, Joseph Holsinger, who'd already discovered a U.S. embassy worker, Richard Dwyer's, presence at Jonestown, received a paper form a professor at U.C. Berkeley. Called "The Penal Colony," the paper detailed how the CIA's mind control program MK-ULTRA was not stopped in 17, as the CIA had told Congress. The paper reported the program had been moved out of hospitals and prisons and into religious cults like Jonestown (Vankin, 70 Greatest Conspiracies ). Another point that supports this theory is there are almost 5,000 pages of documents the government refuses to declassify. George Berdes, the chief consultant to the House Foreign Affairs Committee at the time, says the documents were classified so they could insure privacy to the sources. He believes enough time has passed and they should be declassified now (Taylor ). Jim Jones did some very disturbing things in his lifetime and there will always be people like Jessie Jackson who say things like "…I hope that all of the good he did will not be discounted because of that tremendous tragedy" (Kinsolving 5). There is nothing we can do about that except know our own beliefs and stick to them. Whether he was crazy, working for the CIA, or just "that way" from birth, there were reasons behind the Jonestown tragedy that we may never know. Maybe with a little insight and knowledge of what happened we will be able to stop these kinds of things from happening again. "Cyanide". Encyclopedia Britannica. 1. March 5, 001. http//www.britannica.com/eb/article?eu=8817&tocid=0.Dickerson, Tobin. "Special Report". Peoples Temple (Jonestown). March 8, 001. 1. University of Virginia. March 1, 001. http//religiousmovements.lib.virginia.edu/nrms/Jonestwn.html.Goodlett, Carlton, et al. Alternative Considerations of Jonestown and Peoples Temple. Rebecca Moore. February 16, 001. All pages. Department of Religious Studies. March , 001. http//www-rohan.sdsu.edu/~remoore/jonestown/index.html.Kinsolving, Kathleen and Tom Kinsolving. "Madman in Our Midst Jim Jones and the California Coverup". Resource Center for Freedom of Mind. Steven Hassan. February 4, 001. 7. March 5, 001. http//www.freedomofmind.com/groups/temple/madman.htm.Layton, Deborah. Seductive Poison. February 8, 001. All pages. March , 001. http//www.deborahlayton.com.Robinson, B.A.. "The People's Temple (Jim Jones)". Religious Tolerance. January 4, 000. 5. March 1, 001. http//religioustolerance.org/dc_jones.htm.Taylor, Michael, et al. "Most Peoples Temple Documents Still Sealed". San Francisco Chronicle. Friday, November 1, 18. March 7, 001. . March 7, 001. http//www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/18/11/1/MN1071.DTL.Vankin, Jonathan and John Whalen. "The Jonestown Massacre CIA Mind Control Run Amok". 70 Greatest Conspiracies of All Time. March 1, 001. 6. March 1, 001. http//www.conspire.com/jones.html.Vankin, Jonathan and John Whalen. "The Jonestown Massacre". 50 Greatest Conspiracies of All Time. Cult Awareness & Information Centre. February 4, 001. 1. March 5, 001. http//www.caic.org.au/biblebase/jonesmassacre.htm. Please note that this sample paper on Jim Jones is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Jim Jones, we are here to assist you. Your persuasive essay on Jim Jones will be written from scratch, so you do not have to worry about its originality.

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Cal, By Bernard Mac Laverty

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In the novel Cal, the author Bernard Mac Laverty has used different settings to influence the reader to respond in certain ways to the ideas presented. The ideas that are raised in this short, but inspiring story are love, compassion, depression, truth, the dehumanisation of humans and the loss of innocence at war, fear and religious hate and finding ones own sanctuary from life's miseries. Maclaverty expresses these ideas very effectively throughout the novel and conjures certain emotional responses from the reader towards the ideas raised. He does this through the different settings in the novel such as the library, where we are introduced the ideas of love and innocence and then the abattoir where the reader is confronted with death and killing. The church, the derelict cottage and Cal Mc Luskey's are also settings used by Mac Laverty to influence the reader to respond to the ideas raised. Throughout this novel we come across many locations where important events take place which in turn illustrate certain ideas discussed in the novel. On the first page we are introduced to the protagonist, Cal as he goes to visit his father Shamie at his work in the local abattoir. Mac Laverty has placed the first scene at the abattoir in order to demonstrate to the reader Cal's disgust at the smells, sights and sounds of killing and how they make him feel ill inside. This has raised the idea of killing and death and how it was a big part of Cal's life and most people living in Northern Ireland at the time. Mac Laverty describes this place of death as Cal sees it, "Men in white coats and baseball caps whistled and shouted as they moved between hanging carcasses…" "…the crack of the humane killer echoed round the glass roof.". These quotations give very negative connotations to the abattoir as the reader now begins to associate it with the death and killing happening in Northern Ireland. This setting has helped the author to shape the readers reaction towards the killing of animals and humans. The reader now sees the killings as callous, despite the so-called "humane killer" and shares Cal's attitude towards the abattoir. Another idea that is raised through the setting of the abattoir is the dehumanisation of people at war, as the reader witnesses the way in which the workers go about their work, not noticing the pain, suffering and death that surrounds them, for instance in the text when Crilly, Cal's acquaintance who also works in the abattoir, sees Cal and stops work to sharpen his knives. The author has chosen to include this detail in the scene to show how blind humans can be to their own wrong doings and to also introduce the reader to the character of Crilly. The reader is now confronted with this man whom so casually sharpens his knives which he will no doubt later use to carve up a carcass, and negative connotations are given to Crilly as he becomes just another person caught up in the war, immune to the blood and the smell of the killing, because it had been a part of his life for so long. This makes the reader respond very negatively to the war between the IRA and the Protestants in Ireland, and how it can strip people of love and warmth, basically dehumanising them and the reader loses respect for that character. The idea of fear is well explored through this setting of the abattoir, through Cal's fear of death and killing, the reader can relate to Cal and feels pity for him because he has to live in a world where such things are more common place. Negative feelings from the reader are formed towards the abattoir and its sinister, and brutal purpose.

College papers on Cal, By Bernard Mac Laverty

The library where one of the main characters, Marcella Morton works is an extremely important setting in influence the readers response to the ideas of love and innocence. The fragile love that Cal has for Marcella is born in the library and the development of their relationship is mirrored through happenings in the library. The reader, from experience, relates the library to silence and reading, obtaining information and borrowing books. Through these associations the reader sees Cal's love for Marcella slowly growing as he goes into the library to observe her going about her work, to obtain information about her personality, her thinking and to admire her appearance. Also the fact that the library is such a quiet place where there is little speaking, the reader gets the feeling that Cal's love is very secret and forbidden, like a schoolyard crush. The reader responds to this idea of love with warmth, and also slight curiosity as it is made obvious that there is some significance about Marcella, "He studied her face, trying to read into it whether or not she was the Marcella". This quotation alerts the reader to the fact that there is something unique about this Marcella character and that somewhere in Cal's past he has encountered her. Throughout the beginning of the novel Cal returns to the library a few times, almost as if he is stalking Marcella, his crush on her becoming more intense on each visit as she plagues his mind. It is important that the reader sees this loving, innocent and childish side of Cal, because later in the book, when we learn of his involvement in the killing of Marcella's husband Robert Morton, instead of feeling disgust and anger the reader feels sympathy for Cal, because we know he is not really a cold blooded killer. Instead we see Cal as the victim, we have seen him in love with a woman, childishly in love, carrying her shopping bags, taking up work on her property, just so he can be near her, and through this we see Cal's true innocence. The reader knows that he is not a killer, rather a victim of the pressures of IRA, and the inescapability of its sinister power over people. In one of Cal's later visits to the library he is contemplating taking out a book and searches for something that would not seem too easy and even the slightest bit intellectual to impress Marcella, and so the crush continues. The library has become a foundation for Cal's love for Marcella and the reader understands the importance of this love to Cal as it the one thing that has drawn him out of his misery, to actually think about someone other than himself for a change. Towards the end of the novel, Cal, and the reader learns of a plot to blow up the library, this not only signifies the impending doom of Cal and Marcella's relationship, as it has blossomed from the library which is now to be destroyed by the people Cal hate but is never the less is involved with, but also Cal's innocence, he is sick of the killing and the threatening and tells Crilly that he is not interested in being a part of the IRA any more. The idea of innocence, and how just because you do something wrong does not mean you should be branded an evil person for life, is highlighted through the setting of the library as it helps the reader to witness Cal's more endearing traits and the reader becomes very fond, if not sympathetic of this character, despite wrong doings. Cal's home, where he lives with his father, his mother and brother having passed away years before is an important setting is raising the ideas of religious hatred, the decaying of family relationships and fear, as these are all issues Cal and his father Shamie have to deal with in day to day life in their home. The author has chosen to make Cal and Shamie live as the only Catholic residents on a Protestant estate to highlight their differences the environment they live in, almost like aliens. Because of the ongoing religious battle between Catholics and Protestants in Northern Ireland, the reader knows that tis is a particularly precarious situation that they are in and the danger they face is displayed quite early in the novel when they receive a threat in the form of a small note reading GET OUT YOU FENYAN SCUM OR WE'LL BURN YOU OUT. THIS IS YOUR SECOND WARNING, THERE WILL BE NO OTHER. UVF. This highly threatening note shocks the reader, as a home is supposed to be a sanctuary, not a death bed, and the fear that something might happen soon the pair is evoked. If Cal and his father had been living in a safe estate with other Catholics, there would not be any anxiety from the reader and no immediate sympathy. This setting forces the reader to see the danger in which Cal and Shamie are living and the reader responds very negatively towards the idea of religious hate and the fact that it can turn civilised humans into irrational killers. The fact that this threat is actually carried out and the house is burnt is leaves the reader utterly bewildered that some people would want to remove such innocent and harmless people from their home. The burning down of the McCluskey's house marks the beginning of the end for Cal and his father. Their last pillar of strength, the family home has been destroyed, and this symbolises the destruction of their hope and especially Shamie's will to live as his mental condition deteriorates and he slides into severe depression. The reader is left feeling total sympathy for Cal and Shamie, they are seen as victims of the immoral violence and vindictiveness of the Protestant fanatics. This leads to the idea of fear, the fear that Shamie especially feels in his own home as he states in the text, "Isn't it a terrible thing…that those bastards have us whispering in our own house." After the pair receives the threat that they are to be burned out they start some kind of practiced routine that it seems that they have been through many times before, suggesting they live in constant fear and danger of an attack. The reader finds this very hard to relate to as the closest we come to this routine is locking out doors at night. Shamie and Cal however, are making sure they have a gun at the ready, Cal checks he has a weapon under his bed and that his shoes are ready to be put on should he have to leave in a hurry. They also have a blanket and supply of water in the bath should they have to put out any fires during the night. The reader responds to this idea with total disbelief that these poor people should have to whisper in their own home and be prepared to be attacked in the middle of the night. This kind of fear is unimaginable for the reader and in turn the reader feels extreme sympathy for Cal and his father, as they are imprisoned in their own home. Cal's house also helps to discuss the idea of the decaying of family relationships. As a result of the burning down of the McCluskey's house, and years of depression and not communicating with each other the relationship between Shamie and Cal is destroyed. The first evidence of this is when Cal returns to find his home burning and when he sees his father sitting pathetically on a chair with a rug wrapped around him, instead of hugging and crying with relief that they have found themselves both alive after the attack they merely shake hands like stranger, the reader even learns that Cal was frightened that Shamie would try and kiss him in front of everyone. It shocks the reader that Cal would have such a stupid and rather cruel thought on his mind instead of a feeling of love towards his father and relief that he didn't perish with the house. The burning down of the house signifies the end of any chance that Cal and his father had to mend their relationship. Their understanding of each other and any will to save their relationship was burnt in the fire and so Cal uses this time to break away from his father and to try and find his own way of tackling his life and his guilt. The Catholic Church that Cal attends during the novel is also a very important setting as it poses as a "safe house" where Cal can retreat to and feel at peace, as it states in the text, "He liked this time. It was a time of comfort, of hearing but not listening. The noise of the words kept him from thinking his own black thoughts and yet the words themselves were not interesting enough to make him think of them. He was in a kind if warm limbo." Quotations such as these lead the reader to believe that Cal found not only physical safety in the church, but also a sense of emotional safety from his own depressing thoughts and fears. The words "warm limbo" remind the reader almost of a mother's womb, a sanctuary where the baby is kept warm and safe, not having to think about any thing, to fear anything. The church opens the reader's minds to the idea that even in Cal's terrible life of constant fear and depression he can still find a place where he can drift away into safety and comfort, however, the reader begins to feel anger towards religion, because in fact it is the Catholic AND the Protestant religions that have caused Cal his problems, he is supposedly fighting in the name of this almighty religion, when it actually is the cause of the suffering of many Irish people. The reader becomes very confused as to why Cal can find sanctuary in a place that condones and even promotes the thoughtless killing of innocent people and the intense hatred among so called good Christians. The Church has turned not only Catholic against Protestant, but also Catholic against Catholic and Protestant against Protestant. During the novel Cal remembers his mother and her devotion to the church, " She went to mass and communion every morning and each night she made them say the family rosary before the table was cleared." This shows to the reader the extent that people went for their religion and somewhat explains the fanaticism is witnessed throughout the novel. A love for ones God however does not mean that one can kill in their name. The derelict cottage on the Morton property, that Cal finds himself living in during the novel, helps in persuading the reader to respond to the ideas of depression and guilt with sympathy towards Cal as he goes through many ups and downs, and lives in general limbo for about 6 weeks. It is here in this small broken down cottage that Cal attempts to rebuild his life and become part of Marcella's. The simpleness of the life Cal leads while living in this cottage lulls him into a sense of false security, in this self-imposed prison he tries to undo all the pain he has caused Marcella and her family. The author has tried to introduce the idea of depression and guilt through this cottage, as Cal is living on the Morton's farm he is forced to face Marcella every day and the reality that he will never be able to have a life with her. Cal tries to face his guilt over Robert Morton's death by spending time with Marcella and her daughter Lucy, he starts to imagine himself as a husband for Marcella and a father for Lucy and lives in this fantasy world knowing all along that in the end the truth will have to come out and the past is something that can never be erased. This underlying truth that Cal must face makes the reader feel such sympathy for him, throughout the novel the reader has seen Cal punishing himself wether it be through swearing at himself, "merde, Crotte de Vache" or the love bites he gives himself late in his bed. This constant self flagellation is a forewarning to the reader that Cal is never going to be able to be at peace no matter how much he is punishes himself, because deep inside he feels only someone else will be able to punish him sufficiently enough for his crime. While Cal's time in the Cottage runs into weeks, and it seems that he is quite at peace with himself, the reader knows that Cal is digging a hole for himself, getting attached to someone he can never have, and a life he will never lead. The reader sees the depression that Cal sinks into, he has tried to escape his past, but the explosion made by the cow stepping on a mine is the timely reminder that this fantasy life, even in this idyllic location, a beautiful old farm, is not real and he must face the reality that there is still killing going on, and that he still has a father who is very ill, and all his worries about pressure from Crilly and Skeffington to stick with The Cause are still lurking in the back of his mind. This sets Cal back into his depression and his longing for someone to make him face his crime and set him free of his guilt returns. The reader responds to this guilt and depression that Cal feels with such sympathy because the reader, unlike Marcella, knows of Cal's true innocence, that he not a killer as she will probably think him when she find out his deed. The reader finds it hard to deal with the fact that Cal has to live with so much pain inside him, scarred form the past and unable to ever lead a peaceful and truly happy life. This novel Cal by Bernard Maclaverty opens the readers' minds to the many depressing issues that surround the fighting and hatred between the Catholics and Protestants living in Northern Ireland. However more importantly Maclaverty has discussed the ideas of love, compassion, the dehumanisation of people at war, religious hate and finding ones own sanctuary from life's miseries. He has done this through many techniques but has used different settings throughout the novel especially well to communicate these ideas and to encourage different responses form the reader. After reading Cal, the reader is left feeling disillusioned, sad, and sympathetic towards the protagonist Cal. Living in such a peaceful and tolerant society like Australia it is hard to imagine the hardships and injustices that happens every day to normal people fighting for the simple religious rights that most others around the world enjoy and expect. Please note that this sample paper on Cal, By Bernard Mac Laverty is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Cal, By Bernard Mac Laverty, we are here to assist you. Your cheap research papers on Cal, By Bernard Mac Laverty will be written from scratch, so you do not have to worry about its originality.

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Decomposition of hydrogen peroxide

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Our staff of freelance writers includes over 120 experts proficient in Decomposition of hydrogen peroxide, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Decomposition of hydrogen peroxide paper at affordable prices!DECOMPOSITION OF HYDROGEN PEROXIDE BY THE ENZYME CATALYSE POTATO.IntroductionIn the investigation we will be finding out how the reaction between Potatoes catalyse on Hydrogen peroxide (HO) can study the effect of concentration on rate of reaction. The potato is the enzyme that will decompose the chemical Hydrogen peroxide. Hydrogen peroxide is a poisonous chemical, which is broken down in to water (HO) and oxygen (O).Aim

Investigating the decomposition of hydrogen peroxide by using potato catalyse, which is a biological catalyst. Using concentration for the experiment, to see whether this has any effect on the rate of reaction.PredictionThat the more dilute the hydrogen peroxide becomes, the rate of reaction will decrease. This is because as there is a decrease in hydrogen peroxide particles and an increase of water the hydrogen peroxide are more further apart from the potato catalyse; this decreases the collision of the hydrogen particles. Making it difficult for the reaction to occur faster.However, when there is a stronger concentration of hydrogen peroxide, the particles will be much closer allowing the reaction to occur faster.The word equation for this reaction is - Catalyse enzyme + Hydrogen peroxide

Water + oxygenIn dilute hydrogen peroxide, the reaction takes places slower, for the water, particles have taken much of the space needed for the reaction.The stronger the concentration of the hydrogen peroxide, the faster the reaction will take place since there is more particles and space for the reaction to take placeWater particle.Enzyme catalyse.Hydrogen peroxideQuantative Prediction That as ml of water is put in the hydrogen peroxide the number of bubbles produced will decrease approximately by a fifth. KnowledgeEnzymeEnzymes are large proteins that speed up chemical reactions. In their spherical structure, one or more polypeptide chains twist and fold, bringing together a small number of amino acids to form the active site, or the location on the enzyme where the substrate binds and the reaction takes place. Enzyme and substrate fail to bind if their shapes do not match exactly. This ensures that the enzyme does not participate in the wrong reaction. The enzyme itself is unaffected by the reaction. When the products have been released, the enzyme is ready to bind with a new substrate. Diagram how an enzyme breaks a substrate into products.Enzymes properties1. They are all protein.This is one reason why we need protein in our food.. They are specific in their action.This means that each enzyme controls one particular reaction, or type of reaction, e.g. Maltase will only act on maltose or sucrase on sucrose.. They can be used over again.This is because they are not altered or affected by the reaction.4. They are destroyed by heat.This is because enzymes, being proteins are denatured by heat. Most enzymes stop working if the temperature rises above 450C. However, certain microbes have enzymes, which can work at higher temperatures.5. They are sensitive to pH.The pH is the level the solution is at, being either acidic (1-6) or an alkali (8-14). Most intracellular enzymes work best in neutral conditions i.e. conditions that are neither acidic nor alkaline. The digestive enzymes work best in acidic conditions, and those on the small intestine work best in alkaline conditions.Word and Symbol equations of the experimentWord equation -Enzyme + Hydrogen peroxide

Water + OxygenSymbol equation -Enzyme + HO

HO + OCollision theoryTheory that explains how chemical reactions take place and why rates ofReaction alters. For a reaction to occur the reactant, particles must collide. Only a certain fraction of the total collisions cause chemical change; these are called fruitful collisions. The fruitful collisions have sufficient energy (activation energy) at the moment of impact to break the existing bonds and form new bonds, resulting in the products of the reaction. Increasing the concentration of the reactants and raising the temperature bring about more collisions and therefore more fruitful collisions, increasing the rate of reaction. When a catalyst undergoes collision with the reactant molecules, less energy is required for the chemical change to take place, and hence more collisions have sufficient energy for reaction to occur. The reaction rate therefore increases. This theory says that -• All materials (even solids) are made up of tiny moving particles.• Particles of different substances have different sizes.• The particles are always moving.• As the temperature rises, the particles move faster.• At a given temperature, small particles move faster than heavier particles.• If the particles do not come in contact, the reaction does not take place.Diagram showing how a collision between particles occurs -A fruitful collisionA B A B

A BA B

A B A BUnstable activated Complex.An Unfruitful collisionA A + B B

A A B B

A A + B B

Collision theory explains how chemical reactions occur and why rates of reaction differ. For a reaction to occur, particles must collide. If the collision causes a chemical change, it is referred to as a fruitful collision.Lock and key theorySubstrate The enzyme, which the enzyme breaks down.Product The substance, which is broken down in to a completely different substance.Enzyme A protein called an enzyme, which break down the substrate. The lock and key theory explains to us as to how an enzyme would act a substance and how it is specialised in doing its job.How it works -1. The substrate first comes in contact to the enzyme.1. The enzyme locks the substrate to it.. The enzymes active site breaks down the substrate into a completely different substance called the products.. Products leave the enzyme, and the enzyme is now ready to decompose another substrate. Kinetic theoryThis theory describes the physical properties of matter in terms of the behaviour - principally movement of its component atoms or molecules. The temperature of a substance is dependent on the velocity of movement of its constituent particles, increased temperature being accompanied by increased movement. A gas consists of rapidly moving atoms or molecules and, according to kinetic theory; it is their continual impact on the walls of the containing vessel that accounts for the pressure of the gas. The slowing of molecular motion as temperature falls, according to kinetic theory, accounts for the physical properties of liquids and solids, culminating inthe concept of no molecular motion at absolute zero (0K/-7ºC).Affecting factorsThere are other factors, which affect rate of reaction. They are - temperature and surface area. These factors affect the rate of reaction, because they can change the reaction speed. Either by the movement of the particles or the amount of space for more reactions to take place. These factors are important because the size of the catalyse can alter in size and the temperature can decrease or increase around the test tube.InformationThe information was gathered from previous investigation and from textbooks, CD-ROMS, encyclopaedias.Fair testIn order to make this experiment a fair test. To make sure that during each experiment the hydrogen peroxide was measured accurately during each experiment. To also make sure that the potato catalyse had a fixed mass, making sure this was correct. Weighed potato catalyse on a scale. Throughout the experiment, the mass kept the same at grams. To make sure that there was no error made during the experiments the test-tube was rinsed thoroughly. This will make the experiment a fair test.SafetyTo make a safe experiment the hydrogen peroxide did not come in contact with the mouth, and eyes. This is because hydrogen peroxide is a poisonous chemical and also corrosive especially to the eye making it burn. To protect the eyes, goggles have to be kept on throughout the experiment. To make sure that the chemical will be disposed of safely. Also, make sure not cut yourself with the knife (to cut potato catalyse).PlanTo gather all the equipment needed. Then set up the experiment, weighing and measuring the reactants carefully. Then start the experiment concentrating on the number of bubbles produced, making sure are group do not miss any bubbles made. This information will all be recorded on a set of results tables. The experiment will be carried out three times for a repeats table, for results that are more accurate. After the experiment, all the equipment will be put away. Then a forth table will be made as the average table.DiagramApparatus• Delivery tube• Test tube• Test tube rack• Hydrogen peroxide (HO)• Knife• Scale• Water• Results book• Goggles• Stop watch• Measuring cylinder• Beaker (for HO)• Beaker (for HO)Results Plan The results will have a pattern. As the more water (increase in water by ml in each experiment) is added to the hydrogen peroxide then the less bubbles will be produced. So as the further down we go down the results table the number of bubbles will decrease. It will decrease by a fifth (going down the results table).Diagram showing how the results table will look like -Experiment one total time- 1minutes.Time

HO 100%HO 0% HO 80%HO 0% HO 60%HO 40% HO 40%HO 60% HO 0%HO 80% 15 sec ? ? ? ? ? 0 sec ? ? ? ? ? 45 sec ? ? ? ? ? 60 sec ? ? ? ? ? Plan (good/bad)This plan is a good way of setting out an experiment and keeping safe. By doing this, it is organised and makes the experiment clear.Patterns in results tableThat as you go down each column of the table the number will increase and when you go from left to right on each row the number decreases.The use of my equipmentThe list of apparatus above will enable to obtain precise results, and to minimise any errors.Good rangeThe experiment will be carried out twice to obtain an average, thus reducing the outcome of any anomalous results. The concentration from 100% of Hydrogen Peroxide to 0%. There will be 5 sets of readings.MethodThe apparatus was set up shown on the apparatus diagram. Measure the hydrogen peroxide to 10cm before starting the experiment. To do this you had to level your eyes with the cylinder to the amount, measuring the 10cm hydrogen peroxide. This point is called the lower meniscus, as shown below. This was done to both of the substances (HO, and HO).After having measured the hydrogen peroxide, the potato catalyse was then cut into cubes with a mass of gram with the use of a scale. The potato catalyse was then put into the test tube, and then set the stopwatch. As soon as the HO was poured into the test tube, it was covered with the rubber bung (attached to it the delivery tube), and then started the time.The numbers of bubbles produced in the other test tube were all counted. At the end of the first part of the experiment, the results were written down. The test tube was cleaned and then ready to start the next part of the experiment. In this experiment, ml of water and 8ml of hydrogen peroxide was experimented. Then did the same method in experiment one.At the end of the experiment including the repeat test, the outcome was three sets of results. The equipment was then put all away safely.ResultsExperiment 1Time

HO 100%HO 0% HO 80%HO 0% HO 60%HO 40% HO 40%HO 60% HO 0%HO 80% 15 sec 6 5 4 1 0 sec 10 7 4 1 45 sec 14 11 5 1 60 sec 17 1 10 6 Experiment (repeat)Time

HO 100%HO 0% HO 80%HO 0% HO 60%HO 40% HO 40%HO 60% HO 0%HO 80% 15 sec 7 5 4 1 0 sec 1 7 1 45 sec 16 1 4 1 60 sec 1 1 11 4 Experiment (repeat)Time

HO 100%HO 0% HO 80%HO 0% HO 60%HO 40% HO 40%HO 60% HO 0%HO 80% 15 sec 6 4 1 1 0 sec 11 8 6 1 45 sec 15 10 8

60 sec 18 11

Calculating the Average In order to calculate the average all the results obtained (Number of Oxygen [O] bubbles produced) for 10ml of hydrogen peroxide in experiment 1, , and were added together. This total was then divided by three, as there were three results for this, which gave the average. The same procedure will be carried for the remaining concentrations used to investigate the decomposition of Hydrogen peroxide by the enzyme Potato Catalyse.Average tableTime

HO 100%HO 0% HO 80%HO 0% HO 60%HO 40% HO 40%HO 60% HO 0%HO 80% 15 sec 5.6 4.6 .6 1.6 1 0 sec 11 8.6 6.6 1 45 sec 15 11 8.6 .6 1. 60 sec 18 1 10 4. Calculations 1The calculations below show you what the rate of reaction per second were for each experiment. It tells us how many bubbles were produced per second.The formula for this is -Bubbles produced per second = Number of bubbles producedTime takenAverage resultsRow one18 = 0.60Row two1 = 0.60Row three10 = 0.1660Row four4. = 0.071660Row five = 0.060Calculations The calculations below show you what the formula is for working the gradients for the results graph.The formula for this is -Y Y1 = GRADIENTX X1 Average table graphConcentration= 100%Gradient = 18 = 0. x 100 = 0% 60Concentration = 80%Gradient = 1 = 0. x 100 = 0%60

Concentration = 60%Gradient = 10 = 0.16 x 100 = 16%60 Concentration = 40%Gradient = 4. = 0.0716 x 100 = 7.16%60Concentration = 0%Gradient =

= 0.0 x 100 = %60DiscussionAfter studying the results tables and knowledge, you can clearly see that as the more diluted the hydrogen peroxide (HO) is the slower the rate of reaction. This is because by diluting the HO the number of oxygen (O) bubbles produced decreases. However, if the hydrogen peroxide were to be more concentrated then the faster the rate of reaction. By looking at the amount of bubbles produced, it gives a clear proof as to how fast the reaction is going.The more diluted HO took long reacting, as there was less activation energy for there to be a collision, therefore the reaction was slow. However, if the HO were more concentrated then there would be a faster reaction, as there is enough activation energy for the HO to collide with the potato catalyst giving a reaction.ConclusionAfter studying the results table, calculations, and the graphs, I can clearly say that my prediction has been justified. My results prove my prediction. The higher the concentration of hydrogen peroxide the faster the rate of reaction. The results also show that the research that I did also showed a valid pattern, as the concentration doubles the rate of reaction doubles. If my results had been more accurate then the results would show the concentration of the HO and the rate of reaction to be proportional.The graph also supports my prediction. On the graph the steeper the curve, the faster the rate of reaction, also from the graph, I was able to work out the average rate of reaction from the gas produced.Evaluation Overall, I am pleased with my results and the way the experiment was carried out. The safety requirements were all met and was all carried out as planned. I think that my results are very accurate and proved my prediction. To make the overall experiment results more accurate I repeated the experiment three times and did an average table.If I was to do this experiment again I would probably make it more accurate by using a Burette to measure the amount of gas given off, this would measure a lot more accurately the amount of gas given off. Also smaller blocks of potato so I could match up the surface area and weight more accurately each time. I would like to then see if the concentration of HO is proportional to the rate of reaction.Looking at my results graphs clearly can be seen is that the steeper the curve line is the more bubbles produced in a certain time. That the less steep the curve then there is less bubble produced in a certain time. After 0 seconds the graph begins to curve and become less steep. This tells us that there is now less Hydrogen Peroxide to decompose.I had the time to make three sets of results due to the simplicity of the experiment, this why I chose this factor (concentration) to show the effect on the rate of reaction.The other things that I would like to investigate would be the experiment of time against the amount of gas produced to show at which points the rate of reaction was at best and the curve/line of reaction. To also investigate other factors which affect the rate of reaction like temperature, and surface area to see how they affect the rate of reaction.There are some areas that need to be improved e.g. controlling the stopwatch. There are many human errors here. However, the inaccuracies due to them were negligible because I paid close attention to these during the experiment. The other improvements that I would like to make is to do different levels of concentration like for example 10%, 0%, 0%, etc.Please note that this sample paper on Decomposition of hydrogen peroxide is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Decomposition of hydrogen peroxide, we are here to assist you. Your cheap custom college paper on Decomposition of hydrogen peroxide will be written from scratch, so you do not have to worry about its originality.

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"Word Blindness"Dyslexia; A Difficulty With Words

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"Word Blindness"Dyslexia; A Difficulty With WordsBy Shelly IvesApril 17, 00

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ENG 10Dyslexia A fifteen-year-old boy researches dyslexia and then develops a screening test for dyslexia to be used on kindergarteners when entering school. What is it about dyslexia that a screening of kindergarteners is important? It is extremely important in that although they cannot read many five-year olds do recognize some alphabet letters and their sounds. The relationship between letters and letter sounds, or phonemes is the basic building block of all language including reading, writing and spelling. Dyslexic children often are either without these skills, or are slower with their concept of them and have problems with processing the information about phonemes. Her is the scary part, according to the National Institutes of Health (NIH), dyslexia affects at least one in five children in the United States, and is the most common known learning disability. (Reilly, R 001) Many of these children are unidentified, making screening extremely important. Early intervention will not cure dyslexia, but it can make a child's life with dyslexia a whole lot less frustrating. As future teachers we must understand the dyslexia disorder, its many twists and turns in research and teaching techniques, and also learn to discern it so well that we do not overlook the child that has dyslexia. The word dyslexia comes from the Greek language and means, "difficulty with words." Dyslexia's history, which is over one-hundred years, is riddled with disagreement and dispute over terminology and definition. There is more thatn one so called "official" definition. For years the dyslexic condition was labeled a "specific reading disability", as developmental dyslexia, or as specific developmental dyslexia. These three labels were used in an effort to separate them from "acquired dyslexia" or alexia, which is caused by disease or brain injury and also caused "word difficulties". I found three "official" definitions, the first is from the World Federation of Neurology, "...a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence and sociocultural opportunity. It is dependent upon fundamental cognitive disabilities which are frequently of constitutional origin. (Hurford, D. 18) In 14 the Orton Research Committee defined dyslexia as follows, "Dyslexia us one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing. These difficulties in single word decoding are often unexpected in relation to age and their cognitive and academic abilities; they are not the result o generalized developmental disability or sensory impairment. Dyslexia is manifested by variable difficulty with different forms of language, often including, in addition to problems with reading, a conspicuous problem with acquiring proficiency in writing and spelling." (7)The third definition, the one I personally prefer, was purposed in 14 by the International Dyslexia Association, "Dyslexia is a neurologically based, often familial disorder which interferes with the acquisition and processing of language. Varying in degrees of severity, it is manifested by difficulties in receptive and expressive language, including phonological processing, in reading, writing, spelling, handwriting, and sometimes arithmetic. Dyslexia is not a result of lack of motivation, sensory impairment, inadequate instruction or environmental opportunities, or other limiting conditions, but may occur together with these conditions. Although dyslexia is lifelong, individuals with dyslexia frequently respond successfully to timely and appropriate intervention." (7) Simply put, "it is a difference in the brain area that deals with language, and affects the underlying skills that are needed for learning to read, write and spell." (http//www.bda-dyslexia.org.uk) Other specialists have added listening and speaking to the list of skills affected by dyslexia. (Lokerson, J. 1)Margaret Rawson, founder of the Dyslexia Association and Dr. and Mrs. Samuel T. Orton did pioneering research on dyslexia in the early decades of the twentieth century. However ophthalmologists, not educators and medical doctors were the first to become aware of "word blindness." Dr. W. Pringl Morgan published his description of "word blindness" in the British medical journal, "The Lancet" in the year 186, and in 10 Dr. James Hinshelwood documented a boy whom he found to be quite intelligent but could not seem to read. Hinshelwood perceived that the lad's visual memory was unable to remember what words and even letters looked like and that it was caused either by brain injury or by a congenital defect. (6-7) In 15, Dr. Samuel T. Orton, a neuropathologist and psychiatrist, termed the "difficulty with words" as strephosymbolia, which means "twisted symbols." He was the first to document the reversal and mirror writing which so many today connect with the dyslexic disorder. Even though he also was the first to link dyslexia with language, the concept of which is still agreed upon today, he is still best known for his early research on visual processes and deficits. (-40) Perhaps one of the most interesting things about this disorder is that, "Dyslexia is a puzzling mix of both difficulties and strengths, and it varies in degree from person to person. Dyslexic people often have distinctive talents as well as typical clusters of difficulties." (http//www.bda-dyslexia.org.uk) "Possible Difficulties Reading hesitantly Misreading, making understanding difficult Difficulty with sequences, e.g. getting dates in order Poor organization or time management Difficulty organizing thoughts clearly Erratic spelling Possible Strengths Innovative thinkers Excellent troubleshooters Intuitive problem solving Creative in many different ways Lateral thinkers" (http//www.bda-dyslexia.org.uk)In an article by Susan Baum, "Gifted but Learning Disabled A Puzzling Paradox" these strengths and difficulties come full circle. She identifies the learning disabled gifted group into three categories 1) Gifted students whose learning disabilities are not obvious. ) Average students whose giftedness and learning disabilities are masked by their averageness. ) Classified learning disability students whose giftedness goes unnoticed because of their learning disability label. Dyslexic children can be very bright, perhaps not the best readers, they often get by just fine until they reach the upper grades where more reading is required and specific knowledge of what has been read is necessary. Fluent readers can easily read a passage with little or no glitches, they process the phonetic symbols into words very quickly, however for the dyslexic the process is much more difficult and because the information received is so chopped up it often interferes with comprehension and the storage of information. In the end they generally become overwhelmed. At this point they either quit or spend long tedious hours trying to make up for their lack of reading ability and comprehension. Comprehension comes down to the ability to understand words, and the ability to understand words gets very complex. "Phonological Core Deficits," which refers to a difficulty in the processing of oral and written language, is at the base of the dyslexic's reading and comprehension problems. Phonological deficits can be broken down into three major components. The first one is phonemic awareness, which refers to the sound structure of language. This component breaks down into being able to segment words into individual syllables or phonemes (phonemes are the smallest unit of spoken language, not written language) and blending sounds into words. "Children who lack phonic awareness are unable to distinguish or manipulate sounds within spoken words or syllables." (Reilly, R. 001) The second is sound symbol relations, or the ability to put sound to symbols, for example alphabet letters with their sounds. Third is the storage and the retrieval of the aforementioned phonological information from memory. If a child stores or remembers sounds, word segments or whole words incorrectly, and he/she retrieves them thus, he/she will have difficultly in using the information to pronounce words or letter sounds and blends correctly. Of these three components, "Phonemic awareness is the most important core and casual factor separating normal and disabled readers" (National Institute of Health, per Reilly, R. 001) Since dyslexia is a brain disorder, it is important to understand what researchers have concluded is going on in the brain when the dyslexic is exposed to words. First, it is considered a neurocognitive defect within the brain. "Research has shown that there is a neurological difference between the brain of a person with dyslexia and the rest of the population. People with dyslexia have a noticeably larger right hemisphere of the brain. This may account somewhat for the fact that people with dyslexia often have significant strengths in such right brain activities as art, athletics, -D visualization ability, music and creative problem solving skills." (Reilly, R. 001) Normally the right hemisphere identifies or recognizes the picture symbol then the left hemisphere gives it meaning and sound. Bakker places dyslexics into subtypes of perceptual and linguistic. Linguistics "read excessively fast and commit substantive reading errors, thus relying on the left hemisphere during reading,...while perceptualists read slowly and laboriously and thus continue to rely on the right hemisphere." (Goldstein, B. & Obrzut, J. 001) Bakker theorized that some dyslexics prematurely switch from the right hemisphere to the left and ignore the significance of the perceptual features necessary for reading, and that some do not make the switch from the right hemisphere to the left at all, thus not acquiring complex reading skills. Testing a child can get very complicated. Every dyslexic is the same in that they all have some kind of a problem with words, but each individual is different, unique, and special. This uniqueness requires a tester to remain open minded and able to investigate from many perspectives. Evaluators use many different tests to evaluate for reading, such as The Metropolitan Achievement Tests, Gray Oral Reading Tests, WRAT-R reading, and the WRMT-Word identification. For storage and retrieval tests like the SB-4-menory for sentences, Verbal Selective Reminding Test, Rapid Automatized Naming Test, and the Boston Naming Test are used. To test for phonological awareness tests like the WRMT-Word Attack, Test of Awareness of Language Segments (TALS), Teat of Auditory Analysis Skills (TAAS), Lindamood Auditory Conceptualization Test, and the Decoding Skills Test are used. (Frost, j., Emery, M. 15) According to the Dyslexia Associations definition of Dyslexia, this disorder is also inheritable. This means that if person is diagnosed with dyslexia, that there is someone else in that person's family or bloodline that also has dyslexia. To be inherited means that the gene is passed down from one generation to another generation. Does this mean that if a parent has dyslexia that the child will also have dyslexia? The answer is no. It does however, mean that that child has a 50% chance of inheriting the disorder, and some people are born with the gene but are not affected by it. Another interesting thing to note at this point is that being born with dyslexia does not mean that the disorder cannot be circumvented. A newborn's brain is very malleable, capable of change, it can be altered through growth and development. This is another reason why early intervention and further gene testing to locate the gene or genes responsible for dyslexia is so important. Knowing early just could be the complete solution. How do we as future teachers respond to these needs? First know the signs,PreschoolSpeaks later than most childrenPronunciation problemsSlow vocabulary growth, often unable to find the right wordDifficulty rhyming wordsTrouble learning numbers, alphabet, days of the week, colors, shapesExtremely restless and easily distractedTrouble interacting with peersDifficulty following directions and routinesFine motor skills slow to developGrades K-4Slow to learn the connection between letters and soundsConfuses basic words (run, eat, want)Makes consistent reading and spelling errors including letter reversals (b/d), inversions (m/w), transpositions (felt/left), and substitutions (house/home)Transposes number sequences and confuses arithmetic signs (+, -, x, =)slow to remember factsSlow to learn skills, relies heavily on memorizationImpulsive, difficulty planningUnstable pencil gripTrouble learning about timePoor coordination, unaware of physical surroundings, prone to accidents (quoted from http//www.kidsource.com/schwab/ld.common.schwab.html) Teachers need to seek testing for students, understand the disorder, and start early with teaching interventions like"Teach metacognitive strategies. Teach children similarities and differences between speech sounds and visual patterns across words.""Provide direct instruction in language analysis and alphabetic code. Give explicit instruction in segmenting and blending speech sounds. Teach children to process progressively larger chunks of words.""Use techniques that make phonemes more concrete. For example phonemes and syllables can be represented with blocks where the children can be taught how to add, omit, substitute, and rearrange phonemes in words.""Make the usefulness of metacognitive skills explicit in reading. Have children practice them. Try modeling skills in various reading contexts. Review previous reading lessons and relate to current a lessons.""Discuss the specific purposes and goals of each reading lesson. Teach children how metacognitive skills should be applied."Provide regular practice with reading materials that are contextually meaningful. Include many words that children can decode. Using books that contain many words children cannot decode may lead to frustration and guessing, which is counterproductive.""Teach for automaticity. As basic decoding skills are mastred, regularrly expose children to decodable words so that these words become automatically accessible. As a core sight vocabulary is acquired, expose children to more irregular words to increase reading accuracy. reading-while-listening and repeated reading are useful techniques for developing fluency.""Teach for comprehension. Try introducing conceptually important vocabulary prior to initial reading and have children retell the story and answer questions regarding implicit content. Teach children the main components of most stories (i.e., character, setting, etc.) and how to identify and use these components to help them remember the story.""Teach reading and spelling in conjunction. Teach children the relationship between spelling and reading and how to correctly spell the words they read.""Provide positive explicit and corrective feedback. Reinforce attempts as well as successes. Direct instruction and teacher-child interactions should be emphasized." (Frost, J. A. & Emery, M. J. 15)The teacher should provide direct instruction in language analysis and the alphabetic code, use techniques that make phonemes more concrete. For example these five characteristics make a word easier or more difficult1. "The size of the phonological unit (e.g., it is easier to break sentences into words and words into syllables than to break syllables into phonemes."). The number of phonemes in a word. (e.g., it is easier to break phonemically short words such as no, see, and cap than snort, sleep, or scrap."). Phoneme position in words. (e.g., initial consonants are easier than final consonants and middle consonants are most difficult.")4. Phonological properties of words. (e.g., continuant such as /s/ and /m/ are easier than very brief sounds such as /t/.")5. Phonological awareness challenges. (e.g., rhyming and initial phoneme identification are easier than blending and segmenting.") (Beginning Read...15)Future teachers can make an immense difference to the dyslexic children of tomorrow. Although it can't be cured, dyslexia can be changed. Through a teacher, lives can be improved; and brilliant and gifted dyslexic children can shine.The dyslexic child can learn to read, spell, and comprehend, but best of all their struggle can be eased. ReferencesBaum, S. (10). Gifted but Learning Disabled A Puzzling Paradox. ERIC Digest #E47. Retrieved February 17, 00, from OBSCOhost.Beginning Reading and Phonological Awareness for Students with Learning Disabilities. (15) ERIC Digest #540. Retrieved from EBSCOhost February 17, 00.Bower, B. (001). Audiovisual aids may lessen dyslexia. Science News,160 (10), 155British Dyslexia Association, Http//www.bda-dyslexia.org.uk/index.htm Retrieved from World Wide Web February 0, 00Fawcett, A., Nicolson, R., & Maclagan, F. (001). Cerebellar Tests Differentiate Between Groups of Poor Readers With and Without IQ Discrepancy. Journal of Learning Disabilities. 4 () 11.Frost, J. & Emery, M. (15). Academic Interventions for Children with Dyslexia Who Have Phonological Core Deficits. ERIC Digest #E5. Retrieved from EBSCOhost February 17,00.Goldstein, B. & Obrzut, J. (001). Neuropsychological Treatment of Dyslexia in the Classroom Setting. Journal of Learning Disabilities, 4 (), 76.Hurford, D. M. (18). To Read or Not to Read Answers to All your Questions About Dyslexia. New York, NY Simon & Schuster Inc.Kher, U (001). Blame It on the Written Word. Time Atlantic, 157 (1), 71.Kidsource, http//www.kidsource.com/schwab/ld.common.schwab.html Retrieved from the World Wide Web on April 15, 00Lokerson, J. (1). Learning Disabilities Glossary of Some Important Terms. ERIC Digest #517. Retrieved from EBSCOhost February 17, 00.Reilly, R. (001). Dyslexia Some Background, Some Technology Tools. Multimedia Schools, 8 (6), 70Test Pilot Dyslexia.(001). People,56 (1), 18Wanzek, J., Dickson, S., Bursuck, W., & White J. (000) Teaching Phonological Awareness to Students At Risk for Reading Failure An Analysis of Four Instructional Programs. Learning Disabilities Research and Practice, 15 (4) 6. cool man@ Please note that this sample paper on "Word Blindness"Dyslexia; A Difficulty With Words is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on "Word Blindness"Dyslexia; A Difficulty With Words, we are here to assist you. 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The impact of I love lucy

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"I Love Lucy" Rough Draft-1stIt is almost hard to believe that the television series "I Love Lucy" originated over 50 years ago. This is quite amazing, being that this show is still alive and kicking today. Who would have thought, that over 50 years ago a little show, based off of a radio program, would have had such an impact on the entertainment industry? Becoming a great legend, and bringing the gift of laughter to people for over 5 decades? Expected to become a flop, still "I Love Lucy" caught everyone's attention and brought never before seen ideas to television. The making of "I Love Lucy" revolutionized the world of television and helped evolve the entertainment industry to be what it is today.America in the fifties, less than ten years after WW, was all about creativity. People were trying to find fun ways to make themselves happier people. The fifties were the years that rock and roll was born. They had teen idols such as Fabian, and Ricky Nelson. In these years Elvis would start to show his talent and begin his reign of the "rock and roll king". Amusing and fun toys like; silly putty, Mr. Potato head, and play doh were created, as Barbie would come in later in the fifties. T.V. was invented and right along with that was T.V. dinners (created by a man with to many Thanksgiving leftovers; might I add.) Western shows became popular as well as sitcoms, which is greatly due to "I Love Lucy".

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In July of 148, Lucille Ball (a.k.a. Lucy), had agreed to do a radio program called "My favorite Husband". In it she played a dizzy housewife very similar to Lucy Ricardo. In 150 CBS brought about the idea to her that they may want to make the show into a television series. Lucy had liked the idea but refused to do it unless she could have her husband Desi Arnaz to be her costar, instead of her radio partner Richard Denning. "Unless Desi and I can act together, I will never act again."- Lucille Ball. CBS did not accept until they heard that NBC had offered Lucy the job with Desi. In 150, in fear of losing Lucy, CBS agreed Lucille could do the show with Desi as her husband. On March nd 150, they had finished their pilot episode. Desi and CBS did not agree on many of the ideas and was not working well with CBS so he decided to make his own producing company over using theirs, beginning the Desilu Empire. They used the Biow Company as their agency and everything was set. By the summer of 151, all of the chaos finally fell into place, only waiting for the show to begin.The beginning productions of "I Love Lucy", proved to be very hard work, which greatly paid off in the end. October 15th 151- the day the world first saw the soon to be the most popular television show in history, was the beginning of "I Love Lucy". It aired on CBS, on Monday night from -0. Originally, the critics had predicted that "I Love Lucy" didn't stand a chance. However, when the people saw this first episode, which was titled "The Girls want to go to a Nightclub", they quickly disregarded the critics' comments. They enjoyed the show and continuously would watch "I Love Lucy" on Monday nights. " The name Lucy can only mean one person."- Michael McClay. And thus began a new society tradition.When "I Love Lucy" premiered on October 15th 151, the critics were quick to make a 180 and give praise to the show. Within two months it ranked sixteenth in the nation, and by the end of the season it was ranked number three behind "Arthur Godfrey's Talent Scouts" and the "Texaco Star Theatre". Variety reported that an average of twenty-nine million viewers were watching the show every week and that "I Love Lucy" was the first TV show in history to reach over ten million homes.The second season of "I Love Lucy" (15-15), the fairly new series had no competition and finished off clearly as first place with a 67 rating, with now more than forty-five million viewers. The Desilu Company had such a huge growth that they were in need for a new studio and they moved from General Service Studios to Motion Picture Center, a seven acre facility with nine sound stages! They received a million dollars from CBS for their grand success.During its third season, "I Love Lucy" had won its second Emmy for best situation comedy, and Vivian Vance (Ethel) had walked away with best supporting actress in a comedy. Unfortunately, Lucille had lost the award for Best comedienne to her friend Eve Arden. Again the show was first place with a rating of 58. Lucille Ball and Desi Arnaz had stared together in a movie called "The Long, Long Trailer", which had been very good publicity for "I Love Lucy". Things seem great- right?"I Love Lucy" suffered a major crisis that almost killed the show during its third season. Lucille Ball had been accused by the FBI of being a communist. They called this the "red scare". The press had put a photo stated copy of the 16 registration card on which Lucy had indicated her intention to vote for the Communist party candidates in that years election. They did not know that Lucille's aging grandfather had a friend running for a city council seat on the communist ticket and her grandfather had insisted on his grandchildren to vote for his dear friend. To try and better the situation, Desi made a live announcement, before one of their shows - "Lucille is no communist. Lucy has never been a communist-not now and never will be. We both despise the communists and everything they stand for! I was kicked out of Cuba because of communism." He said with a shaking voice and tears filling his eyes. The audience gave an exploding applause and a standing ovation. Lucy then came out and hugged Desi and kissed her mother and friends with tears in her eyes. Finally the show was back on schedule. The very next day the papers had Lucille's testimony. Eventually things were cleared up and it was long forgotten. This hard time for the show really strengthened the show and the bonds that the show held. For the fourth season of "I Love Lucy" (154-155), the Ricardo's and Mertzes moved to Hollywood for Ricky's business. This new change brings more excitement to the show and its ratings go back up to 70 at first place. In the 155 Emmys, they had been nominated for a record of five nominees. Sadly, they took home none that night. To make matters worse, the next day Philip Morris, their sponsor, had dropped their sponsorship. Thankfully, General Foods quickly filled their spot and helped to sponsor. The Desilu Empire continued to expand.The fifth season gave Lucy her second Emmy for best actress. William Frawley had lost to Art Carney for the third consecutive year, while Vivian Vance wasn't at all nominated. "I Love Lucy" dropped to number two, because "The $64,000 Question" was a 1.4 higher rating. Next, the show lost their beloved producer Jess Oppenheimer left for a five year contract with NBC, while two new writers had joined the staff Bob Schiller and Bob Weiskopf.During its sixth season, "I Love Lucy" climbed back up to number one at a 47 rating. Desilu Productions was in need of money so Desi sold all 17 episodes of "I Love Lucy" to CBS for four and a half million dollars. During this season, the Ricardo's move to Connecticut. At the close of the 6th season Desi decides that he wants hour long shows monthly; instead of half hour shows weekly. Thus beginning "The Lucille Ball-Desi Arnaz Show". Due to his decision, the show loses their sponsors and receives many negative comments and bad criticism, yet he still would not change his mind. After that, they do a couple more years of hourly shows together then take their separate routes. Throughout the years "I Love Lucy" earned over two hundred awards due to its high and new entertaining value. In 154 it wins Emmys for Best situation comedy and for best comedian- Lucille Ball. In 15 "I Love Lucy" wins Emmys for best situation comedy again and best supporting actress- Vivian Vance. And in 155, "I Love Lucy" won one award for best actress in a continuous performance- Lucy. "I Love Lucy" would not have been near as successful if it did not have the determined minds behind the camera or the devoted casts talents. The two great writers that stuck out the show through its entire run were Bob Carroll Jr. and Madelyn Pugh-Davis. They had also been the writers of the radio program, "My Favorite Husband", where the "I Love Lucy" idea originated. Jess Oppenheimer was the fabulous director and producer of the radio program and most of the television show. He was there the first five years but then left due to a contract with NBC, and also partially due to the fact that he and Desi Arnaz didn't get along. Their ideas for the show contrasted one another's and they would argue on who had the better or more original ideas. Those three people were the most important people behind the camera, along with Desi.Desi Arnaz was born on March , 117 in Santiago. He grew up in Cuba where his father was mayor of Santiago. There they were very wealthy. In the summer of 14, Fulgenco Baltista rallied the army against the corrupt Machado government, and all of the people associated with his power structure, which Desi's father was apart of, and threw them all in jail. Desi watched the mobs destroy his house and slaughter all of his animals. When Desi's father was released from prison his family sent him to Miami. Desi left three months later. At sixteen years, Desi auditioned to be a bandleader and got the job instantly. After listening to him, a man asked if he would consider being in the play "Too Many Girls" on Broadway. He did so well on Broadway that they gave him the job to be the same role in the film, which is where he met Lucille Ball. They married on November 0,140. He tried to pursue acting, after Lucille, but there weren't very many parts for Latins. He soon got very jealous of Lucille's fame and stardom. He realized that film was not the right career choice for him and went back to band leading. During world war two he was called to join the army and help at the hospital where he would often sing and entertain there. One night he was planning to surprise Lucy by going to go see her. He took a plane while his band drove. That night his bands bus was involved in a major accident and if he hadn't left to go surprise Lucille that night, but gone with his band instead, he would have been in the seat that was squashed and he would have died. Because of this scare they try to stick together and work out their marital problems.When "I Love Lucy" begins, Desi feels awful because he knows he is unwanted at the show. However, in the second year when he buys his own production company he basically runs the show. Unfortunately in 155, Lucy and him were on the rocks because of his many problems unwilling to remain faithful to her, drinking too much and letting his anger and jealousy become out of control. Lucy filed for divorce on March , 160. 6 years later, on December nd of 186 Desi Arnaz died in his daughter Lucies arms. All of his alcohol abuse had finally taken its toll.Lucille Ball was born on August 6, 111, in Jamestown, New York. Her father died of typhoid fever when she was four years old. Four years later Lucy's mother remarried a man named Ed Peterson, a factory worker who drank and gambled too much. Lucille's mother sent her two kids to go live with their grandfather. In high school, Lucille did a production of "Charleys Aunt", playing the male lead, and realized then that she wanted to act someday. At fifteen years old, Lucille's mom enrolled her into a school special for performing arts. However, after a year at the school they told her that she didn't have any talent and to find another career. At , Lucy became a "Chesterfields Girl" model, which helped her in her movie career. She was eventually contracted by RKO. Then she starred in "Too Many Girls", meeting Desi who she fell in love with instantly and married. Her marriage to Desi proved to be rocky with Lucy even filing for divorce at one point, but is reconciled to Desi. She also suffers a miscarriage during this turbulent time. Soon she is getting too old to be doing movies and is replaced with much younger girls. That's when she changes courses and goes into radio and makes "My Favorite Husband". She finally becomes pregnant and carries full term to, giving birth to Desi Jr. on January 1, 15 at 815. The next year she has to go through the "red scare" and is accused of being a communist, which is a major downfall on her career. Things continue to spiral downhill for Lucy. In 160, Lucy files for divorce on the charge of mental cruelty. She continued to do TV shows such as "The Lucy show", "Desi-Lucy show", "Here's Lucy", etc…. On April 6 18, the legendary Lucille Ball dies unexpectedly during surgery. "I Love Lucy" was the first television sitcom, which changed comedy and entertainment forever. "I Love Lucy" was the first show to have ever televised a pregnancy. The first pregnancy episode was called "Lucy is enceinte". Enceinte is a French word meaning "with child". They were forbidden to say the word pregnant so they would say things like enceinte or expecting. When Lucy told the public that she was pregnant, a few people thought it was an outrageous idea to let it be known on television. The crew on "I Love Lucy" feared how the audience would react knowing that they were having sex. Another area in "I Love Lucy" that has slightly led television to be where it is today, was the way that they took lightly serious issues like marriage. In one episode, Ricky goes to see the neighbor Mrs. Grace Foster, who is wearing a low-cut sundress, however he tells Lucy that he is going to see Fred, but Lucy gets suspicious. Ethel tells Lucy that she saw Ricky come out of Mrs. Fosters apartment and she knows that Mr. Foster is out if town. Lucy later listens in on Ricky and Grace on the telephone and hears her ask, "does Lucy expect anything yet?" and Ricky replies, "We got her fooled". Later, Lucy pretends to be a painter and lowers herself down to Mrs. Foster's window and see's Ricky put a pearl necklace on her. We later learn that Ricky was buying a pearl necklace for Lucy from Grace and wanted to surprise Lucy. As you can see from demonstrations like that, "I Love Lucy" helped to bring in the sitcom culture today. Shows like Friends, Seinfeild, Will and Grace, etc… all originated from beginning shows taking little steps forward as "I Love Lucy" did. If we see enough of it we may become adjusted to it, which is what should not be done. Just because you've seen something on television doesn't mean that it is normal or o.k. These shows may not be morally correct."I Love Lucy" brought out woman power like never before. It is still a fairly new idea to America that male and female are equal. It shows a big step for woman to have made a show revolved around a girl that is not the typical damsel in distress. After "I Love Lucy" is made, many more comedic, female based shows come up such as Mary Tyler Moore, Laverne and Shirley, Rhoda, bewitched, I dream of Jeannie, and more. "I Love Lucy" started many of the fundamental filming techniques and technology that we still use today. First of all, it is the very fist show to ever use three cameras while filming. Another new idea is the lighting that they used. It illuminated the entire set and balanced the lights evenly. The lights were suspended from a maze of catwalks, which helped to keep power cables off of the floor. Another new invention made for "I Love Lucy" was the intercom phone system, which is still in use today. "I Love Lucy" also came up with new photographic methods that changed the way photography was done. And last but not least "I Love Lucy" created the idea of a "live" television show. This leads to great, new shows such as Saturday night live and the tonight show. Still to this day, "I Love Lucy" is watched around the world and it is still a popular sitcom-comedy. It has changed the way we watch, make and approve television. "I Love Lucy" brings the great gift of laughter to people. Lucy, Ricky, Ethel, Fred. These four great characters are what our television world revolves around today. They are our entertainment basics. The foundations. "I Love Lucy" has helps people to feel better when down, which is one reason it was so popular. If "I Love Lucy" had never been created, where would entertainment be today? Would we have live shows or sitcoms? "I Love Lucy" really helped shape our society, and helped the advancement of television to be where it is today. There are reasons it has remained named "the most popular television show in history". Bibliography McClay, Michael. I love Lucy. New York Warner books 15, pg.s 7. "The complete picture history of the most popular television show ever."Oppenheimer, Jess and Gregg Oppenheimer. Laughs, Luck,…and Lucy. CBS. 16. pg.s 1Brochu, Jim. Lucy in the Afternoon. New York William Morrow and Company. 10. pg.s 71Risafi, Peter. "I Love Lucy". Nick at Nites Classic TV Companion. Ed. Tom Hill. New York Fireside Books. 16. pg.s -00Chunovic, Louis. One foot on the floor. New York TV books, L.L.C. 000. pg.s 16Marc, David and Robert J. Thompson. Prime time, Prime movers. Canada Little, Brown, and Company limited. 1Andrews, Bart. The "I Love Lucy" book. CBS. 185. pg.s 4www.lucyland.com Lovin' Lucy. Nic Harold. Nov.11 1. March 5, 00Encyclopedia of Television. Ed. Newcomb, Horace. New York Fitzroy Dearborn Publishers. 17 pg.s 000A TV guide. "How TV changed Lucille Ball" TV Guide 154 Please note that this sample paper on The impact of I love lucy is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The impact of I love lucy, we are here to assist you. Your persuasive essay on The impact of I love lucy will be written from scratch, so you do not have to worry about its originality.

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Social Integration of Women

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Our staff of freelance writers includes over 120 experts proficient in Social Integration of Women, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Social Integration of Women paper at affordable prices!When starting a family in contemporary American society, women are faced with greater challenges and fewer supports, increased and confusing choices about work and family arrangements, ambiguities about men's and women's proper roles, and demanding expectations of themselves to be both a knowledgeable and nurturing partner and parent. In a detailed, qualitative study, Arlie Hoschilds (18) notes that working mothers come home to a "second shift," where they are working an extra month a year in comparison to their husbands. This paper explores the assumption that the gender roles of men and women influence the institution of marriage and lead to the social isolation of women.This study examines the satisfaction men and women derive from their social system, in particular the institution of community. Social integration can be defined as the degree to which an individual is psychologically linked to others in a group. Katz and Kahn (178) argued that the integration of a social system results from a number of causes but is most directly a function of affective factors rather than role requirements. This suggests that within a group, individuals' personal satisfaction with other members and motivation to sustain those relationships are important indications of integration. Social integration, therefore, can best be thought of as a multifaceted phenomenon that reflects attraction to the group, satisfaction with other members of the group, and social interaction among the group members (Katz & Kahn, 178). It is hypothesized that women will feel less socially integrated because of the "stalled revolution", which refers to the friction between faster-changing women and slower changing men. Rates of change which themselves result from the different rates at which the industrial economy has drawn men and women into itself has created an inequality occurring in the home between husband and wife. While the mobility of women is supported by the industrial economy, once employed, the workplace remains inflexible in the face of family demands in their female workers (Hoschilds 11-1). Women are confused as to the social role they must fulfill. Men, on the other hand, will have a strong sense of social integration as they are fulfilling their social role as the breadwinner. Women are feeling a heightened sense of anxiety due to their dueling commitments to their relationships in the home and in the workplace. In sum, women are struggling to reconcile the demand of a job with a happy family life. Females will feel less socially integrated because they are uncertain as to where they belong, in work or at home? Historically, women's place has been in the home. Today, the perception of men and women working is equal. However, women will feel socially isolated because of the "extra month" of work. They are attributed the role of caretaker for husband and children as well while simultaneously encourage to move out of the home and into the workplace. Women will work the "extra month" at home to ensure they are fulfilling the traditional role of wife and mother. Men use this time that their wives are using in the home, to form meaningful social relationships within the community. Therefore, men will be more socially integrated than their wives.

In addition, it is also hypothesized that single working women in comparison to married working women will be more socially integrated. Single workingwomen don't have the obligation to the institution of marriage, meaning that don't have to evaluate and alter their role as women in the workforce. They do not have to partake in the stalled revolution or the second shift, endured by married workingwomen. This research question is of importance because individuals become part of society through processes of socialization, where they become members of groups and institutions that contribute also to their individuality. Women in the processes of social integration will have bonds with tradition and be devoted to the transmission of norms and values, or they will attempt to innovate this domain as they had little influence in the past. Social integration can improve people's life satisfaction because it will attribute to the individual a sense of contribution. The data analyzed for this research project was collected from the National Geographic Survey 000, which garnered responses from 178 nations around the world. Eighty thousand people participated in the interactive questionnaire about their demographics, use of the Internet, mobility, social world, community, cultural practices, and preferences regarding literature, music, and food. The magnitude of social integration of men and women in relation to their participation and personal sentiment within their community was examined. The data collected from the National Geographic 000 survey relevant to the study was entered into a spreadsheet data editor where it was modified and transformed. A series of cross tabulations was run using the Statistical Package for the Social Sciences (SPSS). This program is a comprehensive statistical analysis software program that is widely used by behavioral researchers. Data was selected from those respondents who were married and employed, married and employed with children, and single and employed. SPSS helped to create nine contingency tables or cross tabulations that displayed the value of individuals who have each value on each of the two variables (SPSS for Windows; Stangor 6).In order to define the hypothesis, variables from the National Geographic 000 URL were used to measure non-integration, by specifically focusing on variables indicative of alienation. Those variables include My community is a source of comfort, I feel close to other people in my community, and I have something valuable to give to the world . The responses of men and women to the above statements were examined. The variables selected are indicative of the conceptual variable of satisfaction derived from the community. My community is a source of comfort is a valid measure of alienation because if respondents disagree they are less socially integrated. If a person derives comfort from his or her community, and agrees with the statement, it shows a reciprocal relationship between that person and other members within their community. He or she feels comfortable in their position as an individual member within the context of society. I feel close to other people in my community will measure that persons that feel part of their community care about it's well being, and therefore become more involved and have a greater sense of faith in the establishment. Thus, he or she will feel as a contributing member of their community and be socially integrated. I have something valuable to give to the world responses will show that if persons disagree they will belittle their role as a contributing member to their society. He or she will have little less motivation to establish social relationships in the community, and they will be defined as less socially integrated. Due to the ambiguity of the responses ranging from strongly disagree to strongly agree, with several degrees of responses in-between, agree/disagree answers were collapsed. The "don't know" response was omitted. In the analysis of the data, all results found were contrary to the original hypothesis. For the variable of My community is a source of comfort sex crosstabulation (see Figure 1), it was found that 18% of married employed fathers feel that there community is not a source of comfort; 1% of married employed mothers felt the same. Thirty percent of single employed males and females disagreed with the statement (see Figure ). For the variable of I feel close to other people in my communitysex crosstabulation (see Figure ), 0% of married employed fathers disagreed about feeling close to others in their community; 1% of married employed mothers disagreed as well. Thirty-Three percent of single employed males do not feel close to others in their community and thirty-two percent of single employed females don't feel close to other people in their communities (see Figure 4). The final variable of I have something valuable to give to the world sex crosstabulation (see Figure 5) shows that 5.% of married employed fathers disagreed with the statement, and 4.1% of married employed mothers disagreed. Six percent of single employed males do not believe that they have something valuable to contribute to the world; four percent of females also feel this way (see Figure 6). It is evident from the results that the original hypothesis that men will be more socially integrated than women is incorrect. Rather, women are equally socially integrated as their male counterparts, give or take a few percentage points. It is necessary to further examine the nature of these results. In regard to the crosstabulations concerning feelings of closeness to other members of the community and deriving comfort from one's community, married males and females with children agreed more often so than single employed males and females. Married and working fathers felt 14% closer to other people in their communities as compared to single workingmen. Sixteen percent more of married working mothers felt a connection to those in their community than did single working women. In addition, 16% more of married working fathers find comfort in their communities than do single working men; 11.4% more of married working mothers view their communities as comforting in comparison to single working women. It was originally hypothesized that women would feel less socially integrated in comparison to men, and even more so if those women were married with children. However, the results do not support this hypothesis. A pattern was discovered where married employed mothers felt equally socially integrated with married employed fathers and more socially integrated than single employed men and women. The diminishing social distance between the sexes can be explained in terms of the emancipation of women from their traditional social role. As women moved into the workforce, they were strongly confronted with problems relating to male sentiment of women attaining power equal to their own. Thus, both men and women were forced to unlearn their outdated social expectations of each other. These centered on sexuality and marriage. At work, both men and women had to learn how to better relate to one another regardless of sexual attraction. This implied that women had to unlearn their old societal roles and attitudes. Today, women have not only come to run and organize the social sphere of society, but also function as its gatekeepers (Wouters, 15).To explain additional differences from the original argument, the variances in agreement between married working mothers and single working, women were scrutinized. It is possible that single employed females feel more alienated than married employed mothers because they are less involved in community affairs and feel less confident in their contributions to society. Perhaps, this is due to married women having more opportunities to benefit from social involvement. For instance, they have the advantage of partaking in their husbands' relationships in the community as well as that of their children. A wife has the advantage of utilizing her husbands' social relationships in order to ensure the well-being and future of her children. For example, if a mother is not satisfied with the administration at her child's school, she may join the PTA and foster a change because of her husband's social influence in the community. Single women lack these resources to drive their involvement in their society. They will be more interested in addressing self-concerning matters, where the circle of concern that a married woman has encompasses other people than herself. In addition, perhaps because married mothers are working they will feel a heightened concern for the well being of their children while they are at work. To secure the welfare of their children working mothers will contribute more to their community. Thus, they are more socially involved in the community that fosters care for their children, giving them more satisfaction than single working, women. In sum, children are the driving force in getting women to be more socially involved. As seen from the results, this argument also pertains to married, working fathers.The differences in agreement between married, working mothers and fathers and single, employed men and women is very small. Both groups almost equally that they have something valuable to give to the world. However, it is interesting to note that although married, working mothers and single workingwomen equally agree with this statement. As shown from the other two variables, married, working mothers are the actual contributors to their society. While both groups are saying they feel they have something to give, married, working, women are doing so by 10% more than single, working women. In conclusion, it is now hypothesized that children make the difference in a person's (male or female) amount of social integration. Contrary to what was originally believed to influence a person's social integration it is not marriage that is the main factor. To illustrate this new research question a crosstabulation was run for the preceding variables on married, employed men and women (with no children).For the variable My community is a source of comfort sex crosstabulation (see Figure 7), 4% of males and 5% of females did not find comfort from their community. For the variable I feel close to other people in my community sex crosstabulation (see Figure 8), 7% of men disagreed and 8% of females disagreed with the statement.. Lastly, for the crosstabulation of I have something valuable to give to the world sex (see Figure ) 6.4% of men and 4.% of women disagreed. In the analysis of these values, married workingmen without children don't differ greatly, as compared to married, working men with children. On average, women without children are 10% more likely than women with children to feel alienated from their community. Thus, the hypothesis that children foster the greater social integration of women is proven. In 150, 8 percent of married women with children between six and seventeen worked outside the home; in 186, it had risen to 68 percent. In 150, percent of married women with children under six worked. By 186, it had grown to 54 percent. Today, half of the women with children under one work outside the home. Two-thirds of all mothers are in the labor force, and more mothers have paid jobs than non-mothers (Hoschilds ). Furthermore, studies show that working mothers have higher self-esteem and get less depressed than housewives (Hoschilds 4). Although marriage promotes the social integration of women, it is children who drive it. Occupation is a strong contributing factor, but it is not the primary one. The workforce provides greater opportunities for women to become and stay financially independent, in turn giving them a strengthened belief that tasks such as providing care for the children and maintaining the home should be shared equally with their spouse. As these more egalitarian rules take time to "sink in", this shift in the traditional division of labor between husbands and wives has intensified the tug-of-war between old and new ideals, and the related feelings of ambivalence in both sexes. As noted by Hoschilds, most men and women seem to be egalitarian "on top" and traditional "underneath". Women may sometimes seem to be more extreme because they are the ones putting their husbands under pressure. Most men react by not wanting to accommodate and not easily perceiving the "civilized" pleasures of a more egalitarian relationship. Most men will therefore use the "gender strategy" of appealing to the old identity underneath, trying to bring it back on top.As a solution to this problem Wouters (15) emphasizes the importance of men and women exercising emotional management, which refers to both sexes relying on their past experiences as well as experimenting. "Through this process men and women will come to find new balances between ways and means of intimacy and distance and feelings of uselessness and feelings of power". By finding a new balance of power in their relationship, segregation between the two sexes will diminish and feelings of integration will increase. In turn women will gain a stronger sense of self and believe in their ability to change society through their contributions.In contemporary American society, the family is a crucial agent in reproducing existing societal arrangements. Until they go to school, many children are wholly dependent on their families, thus their sense of self and competency is largely shaped in the home. Parents tend to pass on to their children the outlooks that are suited to their own experiences in the world. For example, if a mother values her level of social integration as adults her children will most likely reproduce this value. The process of generating the importance of being involved in one's community can be seen as a reciprocal. A mother will become involved in social activities for the benefit of children. In turn, the child will see her commitment and come to value it as well. Finally, the social integration of the sexes, most specifically women, has increased dramatically. Women now view themselves as important members of the community who have something valuable to contribute. Social integration is a dynamic process of give and take between people and others in their environment. People do not receive their social selves passively. Rather, individuals help to create their selves as contributing members in this process. Women have realized their ability to actively and effectively participate. The primary factor in this recognition is their children, the growing equality of their marriage, and the mobility they have acquired in the workforce. Figure 1Married, employed, with childrenFigure Single and employedFigure Married, employed, with childrenFigure 4Single and employedFigure 5Married, employed, with kidsFigure 6Single and employedMarried and Employed no childrenFigure 7Figure 8Figure Works CitedHoschilds, Arlie Russell. The Second Shift. Avon Books New York, 18. Katz and Kahn. "Work group demography, social integration, and turnover."Administrative Science Quarterly March 18 v4 1-.McIntyre, Lisa J. The Practical Skeptic Core Concepts in Sociology. McGraw Hill Co. New York, 00.Wouters, Cas. "The integration of the sexes." Journal of Social History. Carnegie Mellon University Press Winter 15 v, 5-40.Please note that this sample paper on Social Integration of Women is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. 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