Currency Derivatives Essay Example for Free

bills Derivatives EssayPreference of equity and commodity over Currency derivatives trading in India pot Kindly spare some minutes to fill this form and be a part of real customer perception survey and support us to gain an insight about the preferences of Indian retail habilitateors for trading in market and the reasons behind the existing popularity of currency derivative market in India. 1. Did you incessantly cipher of currency derivative market as trading option? Yes, I trade in currency market No, but planning to invest after performing research?Never, what is Currency Derivatives? 2. In which market do you trade? (Choose all that apply, skip if you do not trade) Equity Commodity Currency Derivatives 3. Rate your expertise in the market (Choose one level for each) Zero Commodity Currency derivatives Equity Beginner Intermediate Expert 4. Given Rs. 1000, how would you share the money among these investment options? (Allocation should add up to Rs. 100).Hedger Commodit y Currency derivatives Equity Speculator Arbitrager 6. Choose and rate from 1 to 3 among the pastime attributes for each market. (Fill for only those market in which you trade) Returns Market volatility Portfolio diversification Hedging Arbitrage Commodity Currency derivatives Equity 7. Why do you think Indian retails investors have less preference towards currency derivatives market? Strongly agree Not enough self knowledge Less popular among peers drop of govt. initiatives Agree Neutral Disagree Strongly disagree.

Cigarettes and their effect of one’s lowered BMI over non-smokers Essay Example for Free

behinds and their effect of mavins lowered BMI over non-smokers EssayCigarette smoke has naturalized effects on body saddle. The effect of lean concerns on fume initiation, as well as smoking cessation will be examined in the following review. The following review further examines how age, while spent smoking and concern with an individuals outward fashion, can also lead to a continuation of smoking. The following review also demonstrates that when one ceases to smoke cigarettes, at that place is a spirited likely hood that their BMI will raise as well as a demonstration that cigarettes increase the master(a) metabolic rate. Habitual smokers pick up been open up to weigh 3-6 kg less than non-smokers. In the text the explanation of this relationship is examined. Findings include, the emergency to do something with ones hands, food preferences, choosing sweets over other foods. Findings further explained that during the cessation stage an ex-smoker will gain 4. 5 k g and that roughly 13% will gain at least 11 kg. Efforts to address weight concerns in smoking cessation programs may need to prat these subjects as it leads to these individuals not ceases to stop smoking cigarettes. Cigarette smoking is a well-documented public health problem.Furthermore, cigarette smoking has established effects on body weight. What is the ca aim and effect as to why smokers may come a lower BMI than non-smokers, and how do cigarettes affect weight gain during and after cessation? Also, does the possibility of weight gain after cessation, stop the smoking from quitting for fear of gaining weight? Tobacco deaths alone account for 4. 9 million deaths annually. Aside from the addictive properties, one explanation could be the belief that cigarettes contri hardlye to a lower BMI. Also what happens to your BMI once you cease smoking cigarettes?The following review will examine scientific information on weight concerns and smoking behaviors. The dimensions of appea rance concerns in smokers An individuals outward appearance appears to play a large role in the onset and continuation of smoking. One way to confront the problem of weight gain in smokers vs. nonsmokers is to simply ask them what their fears are, with regards to gaining weight and their appearance in general. Grogan, Hartley, Conner, Fry and Gough (2010) conducted an experimental research, involving a questionnaire of a total of 244 British, 17-34 yr. lds.The questionnaire presumption to the subjects was the Multidimensional Body- Self Relations Appearance Sub- Scales. The subjects were then asked to rate their feelings towards their appearance. The method involved mailing the questionnaire to 547 non-student participants in Leeds who had taken part of a previous smoking study as well as an additional 80 university students that attended Staffordshire. The questionnaires were returned, some counting as undeliverable, which resulted in a final number of 244 nail down data sets, Grogan et. al. (2010).The participants include Staffordshire University 7 male smokers, 36 male non-smokers, 5 female smokers and 32 female non-smokers. The sample from Leeds included 8 male smokers, 49 male non-smokers, 43 female smokers and 103 female non-smokers, Grogan et. al. (2010) . The questionnaire included closed and two open- ended questions, one such question was, why do you smoke? The racing shell also measured things such as Appearance Scale and Appearance Evaluation, also along with self-classified weight. The results that the researchers used , were compared by two factors Manovafollowed by Univariate Anova.Results revealed the following data (F-4. 237=7. 90p0. 001 eta squared=0. 10) In the end the only variable that differed significantly between smokers and non-smokers was appearance evaluation smokers were not as positive about their appearance than non-smokers, Grogan, (2010). It should also be noted that this was based on asking subjects about their feelings to ward their general physical appearance, not merely centered on feeling overweight, the results do not go along with the previous studies that smokers are more preoccupied with their weight than non-smokers, Grogan et. l. (2010).The results suggest that to in the future targeting smoking cessation programs need to target the smokers concern for the his/her overall appearance, as well as weight gain. grass as a Means to loose Weight There are umpteen negative effects that continued smoking contributes to. Among many of these effects there is an altercation of lipid metabolism, through the increase of lipolysis, insulin resistance and the tissue lipotoxity, Gastaldelli, Folli, Maffei (2010). The researchers noted that smokers have in general a lower BMI than non -smokers.It is noted however, that heavy smoking is associated with less physical activity which often can lead to obesity, Gastaldelli et. al. (2010). It well established that smoking or nicotine ingestion increases the basa l metabolic rate, which could explain an change magnitude cogency expenditure in smokers, Gastaldelli et. al. (2010). Smokers tend to be thinner than non-smokers and former smokers, and several(prenominal) studies have shown that a smokers BMI is lower, Gastaldelli et. al. (2010). In further support of this finding, it has also been found that heavy smokers tend to have high BMIs than brightness smokers and even some non smokers Gastaldelli et. l. (2010).Also in general the abdomen is where the fat in smokers seems to accumulate the most as well as showing an increased waist to hip ratio. However, there has also been noted a decrease in the resting metabolism when a smoker reaches cessation. It has also been suggested that there is an It has also been suggested that there is an enhancement in metabolism when it combined with nicotine and exercise, Gastaldelli et. al. (2010). Cigarette smoking among high school students has increased as well. There are on average one-quarter of h igh school students surely smoking cigarettes, Johnson, Eaton, Pederson, Lowry (2009).The question remained whether high school students were using cigarettes as a method to control their weight, Johnson (2009). The method that was used for this research involved the youth Behavior Risk data (2005), where behaviors such as current cigarette use, trying to loose weight and (2009). Separate logistic regression models mensural adjusted odd ratios for cigarette use and trying to loose weight. In Spring of 2005 a three stage cluster model was used and the vignette was administered to students in grades 9-12. There were a total of 98 items on the come.The questions centered on how many cigarettes smoked, as well as whether or not weight was a factor that the students considered. The students method that was used for this research involved the youth Behavior Risk data (2005), where behaviors such as current cigarette use, trying to loose weight and also keep from gaining weight , Johns on (2009). Separate logistic regression models calculated adjusted odd ratios for cigarette use and trying to loose weight. The students BMI was also calculated from the metric conversions of self reported height and weight, Johnson(2009).Using the CDC growth charts the BMI was created as well. All of the statistical analysis including prevalence, and odd ratios were performed on weighted data, using SAS-Callable, Johnson (2009). The study indicated that trying to loose weight was associated with cigarette smoking before but not after, which in turn accounted for healthy and unhealthy weight control behaviors, Johnson (2009). Similarly, greenness (2009) found that there is a rather consistent association between being come to with ones weight and current smoking.Data was then collected from the Minnesota Survey on Adult Substance, which used a telephone survey (N= 16289). Current smoking and mental health were considered, in relation to ones body weight. The BMI was self reported and each subject was assigned a 1-4 on the body weight category. Those who reported smoking have smoked 100 cigarettes or more in their life and had 30 days Park (2009). The K6 scale was used to screen the subjects for any mental illness that was diagnosable, Park (2009). With further research Park, found that underweight woman were more likely to smoke.Smoking and BMI How does smoking effect BMI, is the question that Neil E. Grunberg examined, in 1985. Studies were conducted to compare the body weight of smokers vs. non-smokers. Habitual smokers have been found to weigh less 3-6kg less than non-smokers, Grunberg (1985). Interestingly, check to Grunberg studies have found that there appears to very little difference between smoking and BMI with regards to younger participants, specifically those aged 15-19. Considering these two studies it appears clear that smokers weigh less than non-smokers. description of this relationshipOne such explanation that can help shed some light onto the correlation between smoking and BMI, is simply food drug addiction of smokers is less than non-smokers and that smoking cessation lends to increased food consumption, Cigarettes and their affect of ones lowered BMI over non-smokers Grunberg (1985), offers another explanation is that cigarette smoking increases energy utilization. Therefore, smokers will gain less vs. non-smokers. A third explanation that, Grunberg (1985) mentions is that smoking affects certain food consumption, such as foods that fall into the sweet category.In essence, when a person who smokes cigarettes ceases to, they consume a higher amount of sweets. As well as when a smoker ceases to smoke they may feel a need to do something with their hands or a need for oral satisfaction. Some animal studies report that once nicotine was administered to the animals their food consumption decreases, Grunberg (1985). Grunberg also points out that it is all important(p) to mention that only bland food was provided to th e animals, as this may have had something to do with it as well. Another study produced similar results as well according to Grunberg.Subjects were studies during an eight hour period in a laboratory, in which they were not allowed to smoke. What they found was that the subjects ate twice as much sweet and salty food, but the same amount of other foods that they did when smoking was allowed, Grunberg (1985). Munafo, Tilling , Ben- Shlomo (2009) lend even further food for thought into this world. They conducted an longitudinal study in which they compared in different phases. The study consisted of contacting men aged 45-59, who were first seen in an evening lab. At all of the phases, the subjects had their measurements taken as well as their smoking history.The dietary behavior was also included in all phases except Phase IV, Munafo (2009). Non-smokers were also included in the study. Linear regression models were used to relate the BMI, to smoking status. The researchers found in the final results that never smokers and ex-smokers differ in their BMI when compared with current smokers with an average of 1. 6 kg. Also, even more surprisingly, the researchers found that the longer one ceases to smoke the higher their BMI. Munafo finds that the longer a smoker ceases to smoke, in time their BMI will return to the equivalent of that to never smokers.

Reflective Essay NU-AGE

Reflective Essay NU-AGENU-AGE is a module that has had a intelligent influence of my understanding about the notion and self-perception about ripening. Having to canvas how much more biology, lifestyle, clinical aspects, technology, living conditions and solutions can directly or indirectly alter how an individual age.Ageism in one major tinct that was given much attention to in the module. Ageism was thought be the direct action of our society towards the senescent population(reference). For the past century, the institutionalisation and the idea of making the old population redundant was a major concern to both the economy. Many had to opt for poor relief, begging, paid work when possible, charity, growing food, use of common rights and patron from family. Unequal access to improved occupational and private pension take a shit been a concern to how the ageing population had access to an in accompany to support them through by and by life has contributed much to the of the negative concept of ageing. This led the population to support a stereotypical view of the prevalence of loneliness at older batch that their prevalence of illness and disease were more likely higher and older workers be less efficient. Despite all these negative stereotypical views positive ideas and views have been acknowledged, but many recognise that the ageing population have a perceived superior wisdom from experience.HealthNutrition and health has an undoubtedly profound aspect on how progression of ageing occurs. Research has shown that people in poorer parts of England lived on average 7 years less than those of in richer parts. This has been associate with the qualities of life the ii regions face and the conditions they are assumed to face in such(prenominal) regions. The poorer regions are proposed to be subjected to adverse environment conditions, more stress and poorer diet. Richer regions are assumed to have the direct opposite qualities of those of the poorer r egions. Research has proven that the genotype of an individual has a profound effect on the progression of ageing of an individual, such as having the Age-1 gene. All these factors are known to contribute oxidative stress, metabolic stress and inflammation which known to affect the trajectory of how ageing progresses and the prognostic implications in later life. It has been proven that diets low in calorific value and higher in unsaturated fats and omaga-3, such as the Mediterranean diet, showed marked decrease in the causes of mortality such as cardiovascular disease, neurodegenerative diseases and cancers. Physical activity has been a key player in the progression of how we age. Mental health has been shown to be associate to how much an individual is involved in the arts and society. For example, risks of showing onsets of dementias have been shown to decrease with engaging in thought and social processes. (reference) This clearly shows us the ageing is plastic. This relates ve ry strongly to the Clinical Ageing and Health module I took this year in Biomedical Sciences, iterating much of what was c everywhereed but in a simplified coherent manner.Ageing affect individuals related to the ones ageing. Residents in the care homes haves generally shown that there are losses of formal association with members they have had rather in life thus leading to increased prevalence to neurodegenerative disease and loneliness. This has been addressed by providing and involving the ageing population in the arts whereby bonding with those of a similar age, ethnicity and class which provides a strengthened emotional support, and social identities.WealthEngagement of the ageing population has been a paramount interest of discussion over the years. Establishments of capital development projects were one of the topics of interest that has been of great interest to me, especially one EX-BEX member shared his thoughts of how he thinks that life savings in the shore might not gain as much capital gains as when other forms of investment out-weighed the risks since equity has been rising for the past century.Through this module, I have truly come to grasp of the global scale of what society is expecting from ageing, how it is perceived and what we as the younger generation can implement to address issues in proportion to the current ageing population and to the younger generation to age in a graceful manner. I have learnt that ageing is not a concept to be worried about and that it should be regarded in a positive aspect to consider in life. Being an international student, I have come to experience thoughts and aspects of ageing in the UK and through other international students which I propose to implement in the Seychelles. Seychelles has had a graceful ageing population two decades ago, unfortunately the can no longer be said with confidence. Prevalences of age related diseases are rising and life-spans are decreasing. No strong investigation has been do to determine why such decline is occurring. I feel that it is my duty as a Seychellois to lead the way to investigate and support the ageing population into the aspect of graceful and healthy. My hope is to promote the Seychelles as an example to the world that ageing is in our control and we should not fear it. My dream is to get wind the ageing population of Seychelles to be healthy, active and vibrant thus defeating the ideology and perception of ageism.

John Dewey, My Pedagogic Creed

John Dewey, My Pedagogic CreedThe ideas of the great Ameri sess philosopher, John Dewey, transformed the American education system. small-arm all Dewey did was simply apply some of his pragmatist philosophical ideals to the classroom, the results of his work changed education forever. In the short essay, My Pedagogic Creed, Dewey gives his readers great insight into his ideas regarding what education is, how it should be done, and wherefore its important. Today, he is considered a father of education and his views are being adapted in all sorts of substances in classrooms around the world. Dewey first stood out by rejecting the traditional ideal of American education which was built around teachers standing up in the front of the classroom and pouring information into the minds of their students. sort of, Dewey suggested a saucy form of education that utilized relevant experience as the key element of learning. Thesis sentences hereJohn Dewey embodies umpteen of the pragmatic ideals that define American philosophy. He was born around the time that Charles Darwins Origin of Species book came out, so the debates surrounding that topic had a monumental influence on his philosophy. Along with some(prenominal) different American philosophers of Deweys time, such as Charles Sanders Peirce, in that respect was a desire to respond to these new discoveries in evolutionary science and find out how they cogitate to philosophy. Dewey believed that acquaintance was best discovered through the scientific method. As I will later talk about, this is nowhere more(prenominal) prevalent than in Deweys moulding for education in which he defaults to hands-on experience and inquiry as the paramount key to learning. Going out into the concrete world and having a function experience that could be tested and criticized by others in order to progress to something better was essential to Deweys view and a foundational belief of many American pragmatists.In the eyes of Dew ey, education and smell were one in the same. Dewey is quoted as saying, education is a process of living and non a preparation for future life (8, My Pedagogic Creed). A proper education of the individual was essential to the functioning and growth of that individual and the society they lived in, as trail was first a mixer institution. School was to be centered on the community and the student was being veritable in school so they could be an active member of the community. Dewey advocated that what a child does in their home life should be incorporated into the curriculum in the classroom. Also for Dewey, the student had to be invested in their education for it to mean anything. The way that he suggested this be accomplished was to let the students learn about something they were interested in. An education could only be valuable if the student was learning material that they could rattling apply to their real everyday life as evidenced by Deweys quote, True education come s through the stimulation of the childs powers by the demands of the social situations in which he finds himself (2, My Pedagogic Creed). Dewey believed that education was a process of discovery where students would study what they were interested in at their own pace as they were gradually becoming more aware of where their interests laid.Deweys education system is perhaps most well known for how it stresses the importance of hands on experience in the learning process. Dewey believed that people wise to(p) best by going out and interactively doing. Out were the days where teachers would lecture on facts and information, forcing their ideas onto the students. Dewey criticized teachers and the current education system for protecting students too closely and not letting them go out into the real world so they could blossom saying, the situation approaches learning to swim without going too near the water (The relation of Theory to Practice, Dewey). For Dewey, a teachers job was mor e about being a facilitator to the students, helping them discover what they were interested in and then creating ways for them to actively do these things. Ultimately for Dewey, learning grounded in experience combined with subject matter that was interesting and applicable to the student would lead to a greater society.I cipher that both good and bad come from John Deweys ideas for education. First by, I like Deweys movement away from teaching styles that stressed only memorization and the vomitive of facts. Hands-on experience is a proven way for students to learn. It is much more enjoyable for the student and seems to be directly applicable to their future. I also delay with Deweys view that students should learn about something that interests them. Stuffing facts that kids do not have any desire to learn down their throats is not beneficial to anyone. When students can really connect with the material they are learning, they are more likely to put in the time and effort th at is necessary to fully develop their knowledge and thought of a subject. Lastly, I believe that its a good idea to focus your studies in one particular sports stadium as it is very difficult to see to it a multitude of subjects. I find its better to be extremely proficient in one subject than to have an aver get along with amount of knowledge in multiple subjects. This way, everyone can pick an area of study that interests them and then, as a community, each person can bring their one unique area of expertise to the table and the rest of the people that arent as fluent in that subject can benefit. With that being said, I think the preceding principles need to be applied in moderation.While memorization and repetition is not a perfect form of teaching, the results are hard to argue with. I believe that in that location is something to be said for covering a subject. For example, my major area of study is accounting. It is one thing for me to get hands on experience directly a pplicable to my major, nevertheless learning cannot just come through playing so to speak. I must first study all the foundational information that is out there. there are many people in the world that are much more knowledgeable on the subject than me and there are a parcel of valuable things I can learn from them. Secondly, to be a successful accountant, there are other core subjects that I must be able in. For instance, I need to be knowledgeable in English to be able to communicate with my coworkers and I need to know maths so I am able to compute the formulas required in accounting. There is a proven value in having a rounded education. Learning about subjects that whitethorn not directly apply to your area of study can benefit you in many divers(prenominal) ways. As an example, perhaps it could sharpen your precise thinking skills. And on top of that, a student might think they are not interested in a certain subject until they actually sign up a class and learn about it. Hard work and long hours spent in the library-sometimes memorizing principles and formulas-is necessary for me to be a master of accounting, although I whitethorn not enjoy that work. To me, Deweys education system seems to encourage skipping the main course and going straight to dessert. I believe that I first need to master the principles of accounting in order to deserve a shot of going out into the real world and actually doing accounting.Dewey stayed true to his pragmatic ideals by examination out his own education theories in a real-life environment. He created what became to be known as his very own laboratory school. Deweys school was radically different than any other of its time. The students did not sit at desks and listen to a teacher lecture or do homework problems out of a textbook. Instead they would be moving about the classroom doing varying physical activities, such as sewing or cooking. As I stated earlier, Dewey believed that students could learn the critica l skills (math and science for example) that they needed by doing these types of activities instead of the more traditional studying the textbook method. The children were broken down by age and every different age group was always doing something different. Dewey had the kids going on field trips, building models, acting out plays, and playing games among many other active things. He preached that teachers should hold off on having kids do things like reading and writing until the student found it necessary and appealing to do so (Dewey Article, Enotes). Deweys school had its successes and failures and there is a isthmus that can be taken away his grand experiment.While I do admit that a lot of great education practices were first developed at Deweys laboratory school, I cannot help but notice the fundamental flaws that existed in it. If I was to apply what Dewey showcased in his school to todays world of education, I think his system would fail. The reason for this is first that Dewey seemed to be looking at education through rose colored glasses so to speak. In my opinion, a guess on education should be able to apply to any situation. I think about what Dewey had put together in his school, where the home life was heavy incorporated into the class curriculum. But, what about children that come from broken homes, as we see so often in todays society? If a child is being maltreat or suffering under the watch of alcoholic parents, who could care less about their childs education, how would that fit into Deweys system? Deweys school would probably work well in a case where a child has very supportive parents that are extremely interested in their childs education, but how often is that not the case in todays world? Henry Perkinson, an author and educator at New York University, makes a comment about Deweys lab school saying, Deweys educational philosophy depicts a school or school enterprise that never existed and probably never could exist. To carry it out would require superteachers and superstudents (Perkinson). While I believe Dewey is taking education in the right direction, I think he first needs to find a way to develop a theory on education that can apply to each and every student.Another area that I just cant agree with Dewey in is how he resorts to experience as the primary way for a student to learn. Without a doubt, I believe that his method of inquiry can add a lot to a students education. In his school, the kids were doing so many amazing things that I wish I could have done in my years as a young boy. But, looking at the big picture, there seems to be so many things that a child must learn over their lifetime that they cannot possibly discover and do everything. Yes, you can learn math when measuring out the flour required to bake a cake, but can that form of math be applied to everything? There are other things out in the world like measuring liquids or counting coins. How would one child have the time and the means to experience every iodin thing? I think that at some point, students will need to use some form of memorization of information or facts as a basis of knowledge that they can then use to learn about other things. A quote from a parent that had a child in Deweys school really sums up this problem saying, We have to teach him how to study. He learned to observe last year (Storr).I think that Dewey had the right idea, but he had everything backwards. First, the student should learn a foundation of knowledge, from something like a textbook, and then they can go out and experiment and apply that knowledge to real everyday situations.John Dewey was a great philosopher that made ground-breaking advances in education. He was a man that practiced what he preached and for that I have great respect. I do like Deweys ideas in doses. In the end, I think that a good balance of his experiential learning in combination with a discipline study of information and textbooks is the best form of educatio n. While his ideas did have their flaws, the direction that he took American education was for the better.

The Pearl by John Steinbeck

The Pearl by John SteinbeckThis is a sm ein truth(prenominal) village where kino and his family as well as relatives live in. The people living in this village scram similar houses as kino gums house. The reader can tell that the people living in this village be as well as very poor and therefore atomic number 18 probably uneducated. Further much, this village serves as a contrast to the town that the fertile people live in. Since the people are poor and uneducated, the rich people leave alone be qualified to take advantage of them easily. The setting contributes to the theme of the social class since it demonstrated the inequality amidst the rich and the poor. Since kino gum is very poor, so when he discovers the pearl, people should feel happy for him, right? It is not this case in this invention. People want to steal the pearl scour though they are already very rich. Thus, this setting clearly helps to demonstrate the tendency of human beings to be greedy and cruel e ven to those who have already suffered for a long period of time.Gray gemstone mountain A mountain north of La Paz where gum kino and his family run to in order to carry from the trackers. The mountain is very lofty, and there is a spring and a sh everyow cave on the top where Kinos family hide in. Since all animals seek to go to the high place when they are hunted or pursued, the mountain gives the readers a sense of what it is like when hunting and being hunted. The setting itself in like manner creates a suspenseful and try mood when the novel is at its climax.6. Plot outline (brief) Kino, Juana, and their baby Coyotito live in a humble brush house by the sea in the village of La Paz. On one morning, a scorpion stings Coyotito. Kino and Juana thence rush him to the heal in the town nearby. When they arrive at the front of the doctors house, they are rejected by the doctors servant because they cannot afford the medication fee. Kino then decides to dive into the ocean and lo ok for pearls so he can pay the doctor money. Later, Kino finds the largest pearl that has ever existed on Earth. subsequently hearing about Kinos discovery, the doctor comes to Kinos house and cures Coyotito toward the evening. Before going to bed, Kino hides the pearl under his sleeping mat. Later in the night, he is awakened by an intruder looking for the pearl inside his house. A violent struggle follows, and Kino is injured during the fight. The contiguous morning, Kino and Juana goes to town to sell the pearl. After realizing that the pearl dealers are trying to cheat on him, Kino decides to sell the pearl in the capital instead. In the middle of that night, a group of men attacks Kino again in an attempt to steal the pearl. During the fight, Kino chance evently kills one of the men. Kino and Juana then decide to flee. After they find out that Kinos canoe is undo and their house is burnt, Kinos family hides in Juan Tomass house until night comes. At night, Kino, Juana, and Coyotito leave for the capital. They rest after a long move and are about to continue again when Kino finds out that three trackers are following them. Kino decides that they must go up the gray stone mountain and attempts to mislead the trackers by creating false trails. After they find a cave at the top of the mountain, Kinos family decide to hide inside of it and wait for a chance to bilk. Slowly, the trackers make their way to the top of the mountain. The trackers are preparing to sleep when Kino decides that he must attack them before the moon rises so he will not be seen. As Kino prepares to attack, Coyotito lets out a gentle scream, waking the trackers. Then, one of trackers fires his rifle at the cave Juana and Coyotito are in. The moment he fired, however, Kino attacks and quickly kills all of the trackers. Later, Kino finds out Coyotito has been shot. The next day, Kino and Juana travel back to their town. They walk to the ocean as the townspeople watch in silent enthra llment. At the shore, Kino takes out the great pearl and tosses it back into the ocean with all his might.7. Major themes of the workWealth brings trouble and causes the loss of sinlessnessKino transforms from a happy, contented man to a greedy savage criminal after he finds the pearlWealth causes ambition and greed, which destroy man large-mindeds purityGreed transforms the pearl from a symbol of good luck and hope to a symbol of destructionKinos greediness leads him to act violently toward Juana and eventually to his passwords conclusionPeople become jealous and want to obtain Kinos newfound pearl in both legal and illegal waysThe greed and jealousy of all the people destroy the peace and happiness that Kino has knownSteinbeck points out that human beings have a tendency to be jealous of other people. roughly people are envious of the wealth of others, and many will try to take a portion of that wealth by using any method. Therefore, it is very important for us to not to be t oo greedy and ambitious.The roles of fate (destiny) and luckForces beyond human control (like fate and destiny) can completely channelise an individuals life either for the better or the worse at any momentKino and Juanas lives are changed when the scorpion (symbol of wicked fate) bites CoyotitoTheir lives then change again when Kino discovers the pearl (symbol of beneficial fate)Even though Steinbeck points out that fate and other forces do play a role in shaping human life, he also suggests that it is not fate, but human emotions and desires in the forms of jealousy and greed that ultimately leads to the novels devastating tragic ending.Cruelty of Humanity and the Social ClassesThe doctor cruelly refuses to treat Coyotito since Kino does not have moneyThe pearl buyers try to cheat on the ignorant Kino so that they can make more moneyThe trackers and other unknown invaders are willing to kill Kino in order to become wealthyThe poverty and lack of education prevents the working-cl ass from enjoying the benefits of the higher-classThe upper-class members take advantage of the tear down-class because they are more educatedIn showing how the pearl affects other people, Steinbeck points out that most people have a cruel nature. We might do harm to others in order to achieve our own personal goals. Furthermore, Steinbeck also points out that there is an inequality between the higher-class and the lower-class, since the better educated higher-class will always take advantage of the uneducated lower-class.8. Symbols in the bookThe PearlThe pearl constantly appears throughout the novel. When the pearl is scratch line discovered in Chapter 2, it represents possibility, good luck, and a symbol of divine assistance. Kinos discovery of the pearl fills him with hope for a better-quality life. It seems to be an event that serves as a relievo to the disaster of the scorpion bite.Once the town learns about the pearl (Chapters 3-6), however, the pearl begins to make everyo ne to become greedy. The pearl becomes less symbolic of all the good involvements that it represents and now interprets greed, ambition, desires, and cruelty. Juana and Juan Tomas also begin to see the pearl as a dangerous threat. Kino begins to dedicate all his efforts and possessions to protecting the pearl toward the end of the novel. The pearl therefore comes to symbolize the destructive nature of greediness.The scorpionThe scorpion that stings Coyotito in Chapter 1 represents evil and the annihilation of honor and purity. Even though the scorpion only appears once in the novel, the process of the destruction of innocence that it represents occurs constantly throughout the plot. For instance, Kinos innocence is destroyed by his ambition and greed, and the colonists destroyed native peoples beliefs and traditional ways of life.Kinos canoeKinos canoe represents his pride, a means of making a living, and his connection to his cultural tradition. The canoe appears twice throughou t the story. The first time is when Kino uses it to find the pearl. Kinos races culture is deeply spiritual, so it is important that Kino uses his canoe to discover the pearl, which is granted by a heavenly power that has nothing to do with human behaviors or actions. The second time it appears is when Kino attempts to escape by using the canoe. However, he finds it already destroyed. This is very important because Kinos ownership of the pearl leads directly to the destruction of his canoe, and this is an event that symbolizes how Kinos greediness and ambition have destroyed his traditional way of life.9. Other significant imageryThe stars still shone and the day had drawn only a pale wash of light in the lower time, and the early pigs were already beginning their ceaseless turning of twigs and bits of wood to see whether anything to eat had been overlooked. Outside the brush house in the tuna clump, a bevy of petty(a) birds chattered and flurried with their wings. Chapter 1, pag e 5Steinbeck portrays the natural world as a kingdom that reflects the human world. This imagery mirrors the natures peaceful innocence the same innocence that Kino has at the beginning of the novel. However, hiding inside that innocence is the tendency to be greedy. The pigs in this quote are greedy in a sense that they are trying to find anything that they can possibly find to eat.The gray oysters with ruffles like skirts on the shells, the barnacle-crusted oysters with little bits of weed clinging to the skirts and small crabs climbing over them. An accident could happen to these oysters, a grain of sand could lie in the folds of muscle and irritate the flesh until in self-protection the flesh coated the grain with a layer of smooth cement. But once started, the flesh continued to coat the foreign body until it fell free in some tidal squabble or until the oyster was destroyed. Swarms of fish lived near the bed to live near the oysters thrown back by the searching men and to ni bble at the glistening inner shells. Chapter 6, page 85The descriptions of the sea emphasize the fact that life is a struggle for existence in which only the strongest will be able to survive. The fish can only eat what the men left behind. So if the food is not enough for them, they will die. This struggle can be seen in the conflicts between natives of Kinos race against the oppressive colonists. Also, this quote suggests that oysters must die in order for a pearl to form. Again, Steinbeck points out that every time something is gained, another thing is lost. Kino, with his newfound pearl, has lost his innocence.Beside this tiny stream, wherever enough earth collected for root-hold, colonies of plants grew, wild grape and little palms, maidenhair fern, hibiscus, and tall pampas grass with feathery rods increase above the spike leaves. And in the pool lived frogs and waterskaters, and waterworms crawled on the bottom of the pool. Everything that loved water came to these few sha llow places. The cats took their prey there, and strewed feathers and lapped water through their bloody teeth. The little pools were places of life because of the water, and places of killing because of the water, too. Chapter 6, page 85This imagery suggests that there are two sides to almost everything. The pool is a place of birth for plants and other animals. However, it is also a place of death since predators look for prey here. Steinbeck also applies this principle to the pearl as well. Kino is able to afford the doctor and have his son cured because of the pearl. However, his son ultimately died because of the pearl, too.10. Significance of title of work The title of the novel is very symbolic and represents the themes of the story. The way the pearl is described throughout the novel reflects the changes that Kino, the main protagonist, goes through. At first, the pearl is a simple and gorgeous object of nature. Once it becomes intertwined with ideas of material value, greed , and desire, however, it becomes dangerous and destructive. The pearl is an item of natural splendor and rectitude that draws out the wickedness innate in men.11. Authors techniques that are important to this work One of the special techniques that Steinbeck used in this novel is the way he makes all the characters to seem very realistic. In order to develop the characters that he was creating, John Steinbeck studied the culture, traditions, and the thinking of ancient races like those depicted in the novel. As a result, the novel and its characters are very realistic and believable to the readers.For exampleBeware of that kind of tree there, he said, pointing. Do not touch it, for if you do and then touch your eyes, it will blind you. And beware of the tree that bleeds. See, that one over there. For if you break it the red blood will flow from it, and it is evil luck. Chapter 6, page 76In this quote, we can clearly learn what Kinos cultures traditions are and what the people of his race think and believe in. One thing we can tell just by looking from this example is that Kinos race thinks that if a tree bleeds, then it is bad luck. This shows us that they are superstitious and might believe in some kind of religion.

The Fathers Rights in Child Custody Issues Essay -- essays research p

The Fathers Rights in Child Custody IssuesIn the United States today more than than one-half of all marriages end in divorce. The purpose of this paper is to examine the reason why women have typically received custody of the nestlingren far more often than the fathers. In order to better understand child custody one must first examine how fathers have often seasons been unexpended out of the picture, and conversely why mothers have had such hard times raising children on their own. This paper will first examine the perspective of a father who has lost custody of his children.A Fathers PerspectiveAccording to many the custody of a child should be determined with the best interest of the child in mind. However, it is not easy for a judge to make such an important decision in such a short amount of time with limited information. Smith (2004) stated that, the simple fact of being a mother does not indicate a willingness or capacity to render a quality of care different than that wh ich a father can provide. Some might argue that what Reynolds (2004) calls deadbeat dads, or in other words fathers who freeze off to pay their child support, are often times confused with Turnips, who are ex-spouses who can not afford to pay child support. One ideal of a turnip is a father who is in prison he is obviously not making money while he is on the inside. Now an example of a deadbeat dad is when the father is enjoying all the finer things in life and he cannot reach far enough into his...

Destruction and Failure of a Generation in Fitzgerald’s The Great Gatsb

The Great Gatsby and the Destruction of a Generation The beauty and splendor of Gatsbys parties masks the decay and corruption that lay at the heart of the Roaring Twenties. The society of the Jazz Age, as observed by Fitzgerald, is morally bankrupt, and thus continually plagued by a crisis of sheath. Jay Gatsby, though he struggles to be a part of this world, remains unalterably an outsider. His life is a grand irony, in that it is a caricature of Twenties-style ostentation his closet overflows with custom-made shirts his lawn teems with the pay people, all engaged in the serious work of absolute triviality his mannerisms (his false British accent, his old-boy friendliness) are laughably affected. Despite all this, he evoke never be truly a part of the corruption that surrounds him he remains intrinsically great. Nick Carrway reflects that Gatsbys determination, his lofty goals, and most importantly the grand character of his dreams sets him above his vulgar contemporaries. F. Scott Fitzgerald constructs Gatsby as a true American dreamer, set against the decay of American society during the mid-twenties. By eulogizing the tragic fate of dreamers, Fitzgerald thereby denounces 1920s America as an age of blindness and greed an age hostile to the work of dreaming. In The Great Gatsby, Fitzgerald heralds the ruin of his own generation. Since America has always held its entrepreneurs in the highest regard, one might expect Fitzgerald to glorify this heroic version of the American Dreamer in the pages of his novel. Instead, Fitzgerald suggests that the societal corruption which prevailed in the 1920s was uniquely water-washed to dreamers in fact, it was these men who led the most unfortunate lives of all... ...ible Honesty Mongrel Manhattan in the 1920s. bare-assed York Farrar, Straus, and Giroux, 1995. Fielder, Leslie. Some Notes on F. Scott Fitzgerald. Mizener 70-76. Fitzgerald, F. Scott. The Great Gatsby. 1925. New York Scribner Classic, 1986. Hobsba wm, Eric. The Age of Extremes. New York Pantheon, 1994. Posnock, Ross. A New World, Material Without Being Real Fitzgeralds Critique of Capitalism in The Great Gatsby. Critical Essays on Scott Fitzgeralds Great Gatsby. Ed. Scott Donaldson. Boston Hall, 1984. 201-13. Raleigh, John Henry. F. Scott Fitzgeralds The Great Gatsby. Mizener 99-103. Spindler, Michael. American writings and Social Change. Bloomington Indiana UP, 1983. Trilling, Lionel. F. Scott Fitzgerald. Critical Essays on Scott Fitzgeralds Great Gatsby. Ed. Scott Donaldson. Boston Hall, 1984. 13-20.