Gender differences in the effects of divorce Essay

Besides behaviour differences among children of divorced and intact families, there are also gender differences to consider. Hyatt suggests that boys and girls react differently to parental divorce. Boys tend to create more behavioural problems in school than girls do. Boys’ self-esteem tends to decline as a result of divorce and they seek constant attention from the teacher and disturb class with irrelevant talks. Their effort in school work also decline. Hyatt mentions that boys are more prone to difficulty of losing contact to their father hence regular communication with the father can help these adjustment problems. Girls’ behaviour in school after parental divorce is not as noticeable as boys because they do not manifest their difficulties by acting out in class. Rather, they tend to become more anxious or unhappy or showing over controlled good behaviour. Another findings concerning gender difference in the effects of divorce is that girls do accept help from their teachers unlike boys. This is because girls see their school as a place where they can be supported during divorce while boys conduct socially unacceptable behaviour. School Behaviour of Children of Divorced Families Human beings grow by constantly adapting to new environment therefore adapting to an environment is part of life cycle. Children’s educational place can be divided into home, school and the society. The child and environment continuously interact and the school takes over large part of a child’s life. Therefore as well as having a settled family life, school period is also important in determining how children might turn out in the future. School is a place where children enjoy, and gain sense of satisfaction by experiencing various activities and maintain harmonized relationships with the teachers and other students. Similarly, school adjustment is defines as taking interest in school environment and feel comfortable being in school with other children. This adjustment reflects on their school achievement and development. For instance, children who enjoy being in school and participate in school activities are likely to gain more educational experiences than those who have adjustment disorder. Liebman defines school adjustment disorder as excessive reaction where individuals are unable to harmonize with the school environment and other students which will prohibit individual development. Children of divorced families are likely to have more difficulties in school adjustment than those of children from intact families. Berbe suggests that children with adjustment disorder tend to attract teacher’s attention by inappropriate questions in class, distract other children and find it hard to pay attention in class. They also refuse teacher’s request and are often disobedient. And if they continue to show irresponsible academic behaviour, it leads to serious adjustment disorder. Heck’s idea is also similar to Berbe’s suggestion that children with adjustment disorder problems are frequently absent and tend to be oppositional in class. However, it is difficult to judge the cause of maladjustment solely on divorce. How children respond to above stress can vary from a child to child. It can differ according to their age, gender or disposition and the environment includes economic stature of parents, social approval rating of parents and family conflict. Variables are categorized as they may affect children’s school adjustment into demographic differences and family variables. Demographic differences include race, gender, and parental socioeconomic status and family variables include relationships, organisation, control, social support, mother rejection and father rejection. Behaviour of children of divorced in school As mentioned earlier, children from divorced families appear to have difficulty in academic achievement and relationship with other children at school than children from intact families. The cause of this should not be looked at solely on the primary factor which is divorce. Secondary factors are to be considered as well, such as the change in socioeconomic structure and resources after divorce. For example, as mentioned earlier, economic loss, poor parental adjustment, lack of parental competence and parental loss can cause behavioural problems. As mentioned in the section of ‘Comparison between children of divorce and intact families’, women’s standard of living is reduced by 29 % after divorce and absence of father can have negative influence on children more on boys than girls. Regarding studies on children’s maladjustment behaviour, Liner categorizes disorder behaviour as: ? action-out behaviour like hitting someone and being aggressive ? withdrawing behaviour: very quiet, sucking fingers, restricted behaviour ? defensive behaviour: lying, ignoring ? disorganised behaviour: escaping from reality Similarly, Wickman describes behaviour of children with adjustment disorder as: ? immoral, dishonest, in resistance to authority, stealer, cheater, disobedient, rude and rebellious ? often violates regulation of class, careless, loses interest in study, negligent and trustless ? exaggerated and offensive personality ? unsociable, overly sensitive, and liar Based on experience, as a teacher of young children, those from divorced families have lower academic achievement, are socially isolated, overly sensitive, either humiliate themselves or boast and show negative behaviour in class. Specifically, their academic grade is poorer than it used to be and they do not try to socialize with others in class. Further, they often seem absent-minded and tend to change their mood easily. If they are scolded for not doing their homework or asked to answer something they do not know, they use violent language in response. They also suffer from headache and easily get tired. This behaviour of children can also be explained by Rotter’s theory of locus of control. Locus of control refers to how individuals attribute the cause of their behaviour to internal or external forces. In applying to children of divorced families, children who have internal locus of control believe that if their parents are divorced, it is their fate. Therefore these children are able to handle any difficulties and feel less psychological distress. In contrast, children who have external locus of control believe that if they do not perform well in school, they tend to blame external factors such as parental divorce rather than blame themselves. Hence, these children are likely to suffer from severe distress than those who have internal locus of control. When elementary school children experience parents’ divorce, they can become aggressive and develop sense fear and sorrow. Some children also imagine reunion of their parents. And they also explain that children’s school behaviour depend on how they are treated at home. As per experience, the relationship between custodial parent and the child seem to have a large impact. Prior research says that the relationship between the behaviour of custodial parents and children’s school adjustment illustrate that the attitude of custodial parents has large influence on children’s school achievement. Mothers’ affection can influence enormously on developing children’s social skills. From mother-child relationship, children learn responsibility, self-control and social skills, hence, hostile attitude towards children can act as hindrance in developing social skills. Therefore one can learn that the attitude of custodial parent becomes important factor which influence children’s school adjustment.

Hw assignment revised Essay

Culture includes everything about a particular group’s way of life; from high art to the most ordinary behavior (what we eat for breakfast, for example). It is defined as the manner of life for a whole society and the sum of socially transmitted behavioral patterns and can be classified into values, norms, institutions and artifacts. The set of distinctive features of a society or a social group, which includes emotional, spiritual and intellectual, can be called as culture. It encompasses the community’s ways of existing together, its value systems, customs and ideals. Everything we do, from our food to our behavior can be considered as culture. From the essay, â€Å"From Culture to Hegemony, culture is defined as the norm of life. Barthes who used the model of linguist de Saussure, sought to uncover the latent meanings of the norms. He tried it from boxing to little things. Transmission of culture is done through language, material objects, customs, institutions, and art, passed from one generation to another generation. Usually, this transmission remains intact and â€Å"pure†; however, when foreign influences set in either through cultural diffusion and/or assimilation, naturally, the native culture will have become irreparably modified. In â€Å"From a Native Daughter†, Haunaini-Kay Trask, bemoans the rape of her native lands culture. How the haole invaded their land and proceeded to change their history. For her historians like the missionaries from whom she had her education, were a part of then colonizing horde, one part colonized the spirit and the other the mind. She believed that any outsider were to understand them, one should first know their language, their songs, their chants, their customs, and their bond with the ‘aina (the land). She said, â€Å"This bond is cultural, it can only be understood culturally†¦Ã¢â‚¬  IDEOLOGY: Ideology includes the underlying ideas that shape culture. These ideas are often what we take for granted, i. e. they are unconscious. For example, the idea that success is gained through going to college and getting a high paying job seems so obvious as to be truth. However, it is part of an ideology. A trick in identifying ideologies is to look for undefined terms in a statement. What does â€Å"success† mean and where did that meaning come from? Ideology is the organized collection of underlying ideas that shape the culture. Being unconscious, they are often taken for granted. They are abstract thoughts applied to reality and every society has an ideology on which they base their actions on. From Marx’s Ideology as quoted in Subculture: the meaning of Style by Dick Hebdidge, ideology is defined as a set of common beliefs that lie beneath the awareness commonly known as â€Å"common sense†. This common sense, although transparently, validates ideas. These taken for granted phenomena can function as signs, which in turn, will reflect the reality of the culture and can be analyzed through mapping them on a range of potential meanings. Power and class are parameters which extends and vary ideology thus making it achievable to have different levels of divided labor. Our education system is the one who is responsible in instilling the ideology into the individuals of the society. In other words, the ideologies are maps of probable meanings which serve to have persons think their way into positions of power or subordination. HEGEMONY: A form of power usually built on ideologies. Instead of bullying (i. e. using coercion) to get your way, it’s easier and more sustainable to make your victim believe that your way is the right way. For example, car makers don’t have to force us to buy new cars at gunpoint; it’s easier to make us think that getting a new car every couple of years is simply what one does. The underlying ideology might be that newness equals human progress. Hegemony is the subtle almost undetected authority of one individual over another and/or one group of people over another group. This dominance however doesn’t use threats or force. Naturally, the dominant party in our society has their advantages. For example, a dominant party can dictate the terms of trade to its advantage. Moreover, our cultural perspectives became in favor of the dominant group. It controls the way ideas are discarded or neutralized. It happens in a process where hegemony alters our notions of common sense of a given society. According to the Gramsci, hegemony is the association of social groups exerting total social authority through coercion, imposition of thought or shaping consent. Familiar examples of this include the selling of cars where you coerce your buyers to buy because it is only right that you get yourself a car and thinking that it is simply what one does after a few years of using an old car. It may also because of the ideology that’s behind it is that a new car means an improvement in your lifestyle. Hall is also quoted in Subculture: the meaning of style, in the chapter, From Culture to Hegemony, Hall (1977) was cited saying, â€Å"hegemony refers to the situation in which a provisional alliance of a certain social group exerts total social authority over other subordinate groups not only through coercion or by the direct imposition of ruling ideas but by winning and shaping consent so that the power of the dominating class appears to be legitimate and natural†¦ â€Å" DEFAMILIARIZATION: Lastly, defamiliarization, also called â€Å"ostanenie† is a method of forcing the audience to see common things in an unfamiliar way. It is done in order to improve the insight of the familiar. Religion is a tried and tested way of bringing order to a world of chaotic events. In the article, World View and the Analysis of Sacred Symbols, from the Antioch Review by Clifford Geertz wherein he describes how religion is composed of sets of symbols that are in turn composed of meanings that can only be stored in the symbols. He says that a people’s ethos is the way they dress or their movements and the way they talk. In general it is the quality of their lives while the world view is the cognitive aspect reflects how the people view the natural order of things as they are found in their world. All of these things are in some way or another affected by the religion of the people. Geertz considers the wajang as the clearest illustration of the relationship between the metaphysical (i. e. religion, belief etc†¦) and the people of Java’s actual values. The wajang is the ritual shadow play using puppets that usually lasts all night and well into the early morning. The gamelan is the director musician and storyteller all in one. The most famous characters in the wajang are the Pendawas and the Korawas, and their endless wars. The Pendawas represent the five senses that must always work together to come up with just and good decisions. They represent calm detachment from the everyday events of life which is the way these myths are interpreted and translated into the actual culture that is in the peoples of Java. The Korawas on the other hand represent passion and indiscretion. They are the representative icons that depict the capacity of religion not only to set the standards of ideal living but also delineate the workings of evil and destruction. Just like the Navajo looks at everything that is good and productive as in the form of a circle and thus evokes the circle in everything they do, so does the Javanese in their quest to detach themselves from the passions of everyday life to transcend into inner serenity and peace. Their world views affect their ethos and in turn dictate how they view their reality and consequently how they react to it. The concept of defamiliarization as defined above is also effectively illustrated in the article by George Orwell, Shooting an Elephant. In this article he tells the readers how he had to kill the elephant not because he had to do it to save the people, or because it is truly a danger, in spite of it having killed a â€Å"coolie†, he says that he killed the animal to save himself from looking like a fool it is expected of him to not be afraid, to be consistent (and thus consistent in his initial impulse to kill the elephant). His nationality and the empire he represents have created such a concept that as a member of the empire he is expected to conform to. Thus his actions no matter how mundane and ordinary they are will not have correspondingly simple interpretations at least as far as the natives are concerned.

Effective Leadership in a Hair Salon Essay

Abstract An effective leader has the power to improve the success in an organization. This paper will demonstrate the characteristics and behaviors of Tava Jackson as an effective leader in managing her hair salon. It will discuss her personal power, political skills, and decision making style. The four dimensions of transitional leadership behavior will be the main focus of Mrs. Jackson’s leadership performance in the workplace. Critical thinking steps developed by Browne &Keeley (2010) and theories explained by Colquitt, Lepine, and Wesson (2013) will support how Mrs. Jackson is an effective leader and her impact on me in the salon. Introduction Colquitt et al. (2013) defines leadership as, â€Å"the use of power and influence to direct the activities of followers toward goal achievement† (p. 450). Tava Jackson upholds suitable skills in her salon, empowering her employees to achieve their goals. This paper will discuss her ethical leadership qualities, supported by scholarly articles, and explain how it has impacted me as her employee. I will demonstrate her abilities by explaining the following: How her personal power influences the behavior of her employees?; the political skills in networking ability and social astuteness to increase her understanding of employees; and her consultative style in leader decision- making allowing the organization to work as a team. Idealized influence, inspirational motivation, intellectual stimulation, and individualized considerations are the four dimensions of transitional leadership behavior that will emphasis her effective leadership skills. I will analyze the reasons, assumptio ns, logical agreements free from fallacies, verifiable evidence, causes, significant information omitted, and reasonable conclusions. The finalizing will be of Mrs. Jackson personal  reflection as a leader. Context Tava Jackson, owner of Hairtopia Salon, as owned her salon for over five years. Her business constantly grows because of the characteristics and behaviors she maintains in the workplace. Over ten years ago, she received a license to teach individuals the art of hair. Within her salon, Mrs. Jackson not only hires individuals to work, but provides them with the knowledge to be better in the cosmetic business. She has taken specific classes to enhance hair abilities, maintaining awards in outstanding achievement by John Amico and advanced cut and color by TONI &GUT TIGI. I have worked with her since sixteen years of age, and she has continuously impacted me through her influential abilities, determination to achieve in the workplace, interaction with client and employees, and capabilities of making rational decisions. I would like to own my salon in the future, and she has impacted me has a leader to follow certain strategies and techniques with the abilities I obtain to achieve that go al. She is an effective leader who inspires individuals through her job performance and work ethic. Theoretical Framework Yunus and Anuar (2012) state that, â€Å"transformational leadership empowers others to become open-minded, independent individuals capable of exercising leadership† (p. 651). Transformational leaders are effective leaders in a salon, with the accumulation of personal power, political skills, and consultative style of leadership decision making. Power can come from the management position an individual has in a salon. It can give the person the capability to award or discipline others. Colquitt et al. (2013) mentions, â€Å"expert power derives from a person’s expertise, skill, or knowledge on which others depend† (p.421). Individuals with power have a talent or skills that others don’t possess, attracting others who want to retain that skill. Salon managers hold high positions based on their extraordinary performance, problem solving skills, and understanding of the tasks needed to accomplish the jobs mission. Political skills is the aptitude to efficiently understanding others at work, and using that understanding to influence others in ways that increase personal and/or organizational objectives (Colquitt et al., 2013, p.427). Networking ability and social astuteness are  two parts in political skills. Moss and Barbuto (2010) explain network ability to be the strongest display of a successful leader (p.156). Network ability shows the impressive valuation of job performance. A personal skill that permits an individual to understand and respond effectively to the work condition is social astuteness. Moss and Barbuto (2010) discussed social astuteness as â€Å"the ability to understand men and women, boy and girls- to act wisely in human relations† (p. 159). When a leader discussed a problem with employees, taking in opinions and suggestions before finalizing a decision in the work place is consultative decision- making (Colquitt et al., 2013, p.427). A salon manager essentially needs to make ethical decisions as a leader. Their decisions can have a particular influential consequence, since it involves numerous business deals and interactions with so many people (Woiceshyn, 2011, p.311). Transformational leadership is defined as â€Å"the capability of the leaders who influence changes in visions, strategies, and cultures of an organization† (Sookaneknun and Ussahawanitchakit, 2012, p. 79). Idealized influence, inspirational motivation, intellectual stimulation, and individualized considerations are the four dimensions of transitional leadership behavior. Idealized influence is when a leader can deliver their ideas to their employees and be an influential role model for the employee. Inspiring and motivating employees to visualize what they will receive from accomplishing the business goals is inspirational motivation. Intellectual stimulation is the skill a leader obtains to develop the employees capabilities. Showing care and importance to the employee allows them to feel valued in the business is individual consideration. Transitional leadership is seen as an additional motivational method to leadership than other management methods (Colquitt et al., 2013, p.462). Framework: ————————-> Application and Analysis What makes Tava Jackson an effective leader in her hair salon? How has her leadership impacted me personally in the salon? Colquitt et al. (2013)  explained leadership effectiveness as, â€Å"the degree to which the leader’s actions result in the achievement of the units goals, the continued commitment of the unit’s employees, and the development of mutual trust, respect, and obligation in leader–member dyads† (p. 452). The main concepts that are defined are that leaders use power and influence. Her inimitable qualities that make her an effective leader are the power and influence she maintains in the workplace. Mrs. Jackson’s personal power influences the behavior of her employees by ensuring that they are skilled in the field and updated with new techniques of the season. Her awards received from her work performance by John Amico and large clientele influences her employees to want the same knowledge and expertise skills to increase their clien tele. Mrs. Jackson takes time to understand what each employee is talented at, influencing them to expand that talent by networking. Moss and Barbuto (2010) stated how networking can bring promotion and increased salary impacting leadership performance (p. 160). The ability she possess to socially astute her employees displays her capability to understand her each individual. Every employee in the salon is affect from decisions made by Mrs. Jackson. She cares about the opinions her employees have, so when decisions need to be made she listens to their suggestions. Her consultative style in leader decision- making expressions her ethical understanding to make employees feel heard in the workplace. Mrs. Jackson empathy toward her employees my cause them to trust and respect her more. â€Å"Transformational leadership is a type of leader that can promote organizational innovation capability† described by Sookaneknun and Ussahawanitchakit (2012, p. 79). Mrs. Jackson is an idealized influence when she plans meetings to inform staff on ways to increase profit with her various ideas. She lays out a vision that ins pires other to be part of the project. When she goes to different classes, to stay updated in the cosmetic field, it is motivational and inspires others to follow her tactics. Mrs. Jackson intellectually stimulates her employees by taking them to hair shows like, Bonner Brother, Nirobi, and Dudley, to let them see skills outside of the workplace that will inspire them to try new techniques. This brings out talent that individuals may not have known they obtained. Skills are developed from Mrs. Jackson’s effort to open minds to innovative things. She cares about her employees by individually considering their needs to advance and improve in  the field, by personal training when they feel they need more understanding. Conclusions and Reflections Tava Jackson is a transitional leader that has impacted me personally I have been through about four salons. I started out at Hairtopia Salon, but while in college I had to relocate. I have seen poor leadership in managers, not being considerate or willing to provide professional knowledge to improve their employees in the workplace. She personally impacted me through her influential abilities. I am not sure how she continues the have these skills, and what she went through to gain the skills she obtains. Mrs. Jackson acquires numerous abilities from research found, explaining her growth and the growth of her employees. In the ethical decision- making assessment I scored a 41/50 showing I possess good skills in ethical decision-making. This research shows that there are multiple qualities that can be obtain to be an effective leader in a hair salon. My manager’s effective leadership behaviors and characteristics opened my mind to other capabilities I will need for future skill in managing my own salon. References Browne, M.N., & Keeley, S.M. (2012). Asking the right questions: A guide to critical thinking. (10th ed.). Boston: Pearson Colquitt, J.A., Lepine, J.A., & Wesson, M.J. (2013). Organizational behavior: improving performance and commitment in the workplace (3rd ed.). New York, NY: Mc-Graw- Hill Irwin. Moss, J.A., & Barbuto Jr., J.E. (2010). Testing the relationship between interpersonal political skills, altruism, leadership success and effectiveness: A multilevel model. Journal of Behavior &Applied Management, 11(2), 155-174. Sookaneknun, S., & Ussahawanitchakit, P. (2012). Transitional leadership, organizational innovation capability, and firm performance of cosmetic business in Thailand. Journal of International Business & Economics. 124), 77-91 Woiceshyn, J. (2011). A model for ethical decision making in business: Reasoning, intuition, and rational moral principle. Journal of Business Ethics, 104(311-323). Doi:1007/s10551-011-0910-1 Yunus, N. J., & Anuar, S. (2012). Trust as moderating effect between emotional intelligence and transformational leadership styles. Interdisciplinary Journal of Contemporary Research in Business, 3(10), 650-663

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Two problem questions on constitutional law of European Union - Essay Example The UK believes the section of the Directive has been drafted in too broad terms and it, along with a number of other member states, has been seeking clarification as to the technicalities of the possible operation of the guarantee scheme. There has never been any legislation in the UK on protecting workers pension payments by establishing financial guarantee institutions. A recent change of government, along with a worldwide recession, also mean that the UK is now opposed to the pension protection scheme in principle and, if it introduces the pension protection scheme, it will legislate to limit protections up to a ceiling of 5,000 pounds and restrict claims to those made within two weeks of an employers insolvency. The Commission has been examining the questions from Member States but has confirmed that it expects Member States to meet their obligations under the whole of the Directive. Adils security guard company becomes insolvent and he is made redundant after 30 years service and pension payments. He is told his pension fund is at risk and that he cannot pursue his employers in court for his pension guarantee as there is no money left in the pot after the company was wound up. A law student has told him that he may be able to enforce his EC law rights by other means. He comes to you for legal advice. Adil has been working in the security guard company for about 30 years. The fact that the specific firm had to be dissolved – because of the lack of funds for the continuation of the business activities – cannot justify the loss of pensions of employees – at least such a case would not be fair for employees that have invested all their pension funds on a specific corporate pension scheme. The problem is that existing UK law does not provide a specific legal framework that protects employees in cases of insolvency of their firm. Currently, the pensions of employees in Britain

Communication In Business Essay Example | Topics and Well Written Essays - 1500 words

Communication In Business - Essay Example The citizenship mission meets the community needs and makes the company more responsible towards the society. The company advocates the important role of good corporate citizenship, which helps people and businesses to realize their full potential. The Microsoft company reports highlight that, and the reports take into account the interests of all the stakeholders such as governments, employees, customers, shareholders, partners and communities. In fact, the prestigious Dow Jones Sustainability Indices and the FTSE4 Good Index also admitted that Microsoft is the leader of corporate citizenship. Steven A. Ballmer, CEO, Microsoft Corp, explained that the company has many social activities. For instance, Microsoft YouthSpark empowers young generation through education and technology. Its ‘Technology for Good’ initiative donates software to non-profit organizations and it extends its impact through knowledge sharing. The sensitive approach gets reflected in its ‘Humanitarian Response’ chapter. The company’s ‘Accessibility’ chapter deals with creating opportunities for disabled people and wellness for senior people. According to the UN report, nearly 15 per cent of the global populations are disabled. The term disability is basically an umbrella concept that includes physical, mental, cognitive or emotional impairment, or it can be combination all these challenges. A disability can be inborn or can be developed afterwards. The UN fact sheet also estimated that there are 1 billion people who live with some sort of disability. They are the largest minority globally. The World Health Organization (WHO) estimated that this figure increases with growth of population, aging process and medical advancement and Microsoft tries to combat the huge challenge with the help of technology. It believes that technology can empower people. Microsoft introduced accessibility features into its, software, and hardware

Go Green And Save the Earth Essay Example for Free

Go Green And Save the Earth Essay Top of Form Global warming is happening and its getting worse everyday. If we dont take this problem upon ourselves, and take drastic action to help save our environment, Earths most precious gifts could be lost forever. Do you want to help? Here are some useful ways to help reduce your own carbon footprint on the Earth! RECYCLE Recycling is more than just tossing a few things in your bin here and there. You need to do more to make a positive impact. One way to reduce waste is to buy products with minimal packaging. Economy size things are great, since they are usually much bigger and you arent buying so many smaller packages. Also you can try to buy reusable products. For example, when cleaning your kitchen you can use a wash cloth that can be laundered afterwards, rather than using half a roll of paper towels. Remember to recycle paper, plastic, newspaper, glass and aluminum cans. If you recycle half of your household waste each year, you will save 2,400 pounds of carbon dioxide annually. LIGHT BULBS Changing out your light bulbs with the energy efficient bulbs not only is great for the earthits great on your bills as well! They actually give off more light than the old ones, and also last much longer! ADJUST YOUR THERMOSTAT This is a trick that will save the planet and your wallet at the same time. Make your home more energy efficient by adding insulation and weather stripping. Also, set your thermostat two degrees higher in the summer and two degrees lower in the winter.Just throw on a sweater, or cuddle with your spouse! This will also allow you to pay less for heating and air conditioning while saving about 2,000 pounds of carbon emissions each year. CARPOOL Join a carpool or take the bus. You can help the environment and save money on gas. If your work isnt too far away, try walking or biking to work. Maybe you can add a few years to your life by getting some exercise too! BUY GREEN PRODUCTS Look for products that say Earth Friendly, Greenlist, Plant Based Ingredients, or All Naturaleven Organic. Buying these products are healthy for you as well. All those extra chemicals are making us sick, and polluting our earth. REUSE PLASTIC BAGS If you cant buy the reusable cloth bags and avoid using the stores bags all togetheryou can at least reuse them at home. Please just dont throw them away. Those things are turning up everywhere! They are killing millions of marine animals in our oceans. These animals are confused by them, and when they are eaten, they die! So please, at least recycle them if your not going to use them for something else! As a concerned citizen, you should do your part to lessen the effects of global warming. Please take global warming seriously.Lets save the planet, and go GREEN!

Kant and Categorical Imperatives Essay Example for Free

Kant and Categorical Imperatives Essay In order to evaluate ones actions whether they are moral or not, we use many moral dilemmas. One of them is Kants categorical imperative. This essay presents Kants project of categorical imperative. Then, I will explain that rulers should appeal to Kants categorical imperative when making foreign policy decision. In order to support my point of view, I will give importance to the reasons of why rulers appeal to categorical imperative when making foreign policy, so I have two reasons for this. One of them is that states depend on each other in economically and politically. Thus, in order to provide this stability which means that continue to stay among other states, states should act through the principles of categorical imperative which are universally valid, good intention and never using people or other states as means to end. The second reason is that if rulers appeal to categorical imperative when making foreign policy decisions, the world can be more peaceful. Since, wars and conflicts which are caused by bad intention, using other people or states as means for gaining advantages which are not universally valid can be hindered by categorical imperatives. Finally, I will conclude that the Kants categorical imperatives are still valid and necessary when rulers are making foreign policy decisions. If we explain briefly Kants categorical imperative, there are basically three principles that represent it. These are universal law, ends as a means and the importance of intention in conducting of human behaviour. Firstly, according to Kant, ones action should be universally valid. Universal validity means that people should think behaviours and they need to judge their own behaviours or actions are morally acceptable or not. When you think of your behaviour, if you decide that everyone acts in the same way with me, then the action become universal and moral. The second principle of categorical imperative is that people must respect others and never use them for achieving some goals. Lastly, the third but the most important criterion of categorical imperative is maxim, which means intention. Moral value is determined by the intention of people, which is called general maxim. If your intention is good, then your action is moral. The consequences of your action are not important, the most important thing is your intention. For this reason, being moral in your actions depends on the universal validity. However, it does not matter that how your actions conclude on others whether they are good or bad. In order to explain the first reason of why rulers should appeal to categorical imperative when making foreign policy decisions, we can think about the growing trade between the states. States become more interdependent when trades among various states expand. Interdependence is not only important economically but also politically because all economic or business activity depends on political positions of the states. When states trade between each other, they become mutually dependent on each others political advantages. Also, world markets are influenced by politics and states power in the world markets depends on its foreign policy. So, states should establish good relations with other states. For this reason, when making foreign policy decisions, ruler should appeal to categorical imperative. Firstly, rulers actions must be universally valid. If states foreign decisions are internally valid, then state cannot benefit from this politically and economically. For example, if the state decide to change the price of its export goods up without approval of other states, then states could not sell its goods whose price increase, because other states want to buy the same goods from another country whose price is cheaper. Second point is that if states intention is bad and this kind of intention is understood by other states, this state is reproached by other states, which have a relation with this state. As a result of this, the state that is reproached becomes alone in the world market and world policy without any advantage both politically and economically. Because of that, states should have a good intention when they have relations with other states. The second reason is that principles of categorical imperative can provide peace and order if rulers appeal to them when making foreign policy decisions. Since, states start to think universally while acting toward other states instead of being self-interested. Moreover, acting with good intentions and not using people or other states as means provide justice and order in the world. Since, each state wants to be powerful and they try to get more power than other states. It means that in order to reach their aims, they simply can use other foreign policy actors as tools. In other words, they can use other states as a means to their ends. As a result of this kind of action, war between states is inevitable. It is because when one state can act in that way toward others then, other states also act in similar way. For this reason, their interests can be probably conflicted and chaos in world politics can arise. However, if states take into account the principles of categorical imperative, there will be probably no conflict or chaos in the world politics. In conclusion, when the principles of categorical imperative are concerned, we easily realise that they depend on each other and they help us to evaluate the actions, which are moral. These principles of categorical imperative have the same goal that is being moral. For to be moral, the actions should be universal and should not have the aim of using others in order to gain advantages. If rulers conduct through the principles of categorical imperative then, it is obvious that the world would be more peaceful and fair. However, these obligations are not put into practise in todays world politics. But, it is enough to know that categorical imperative is still valid and is necessary to apply to todays conditions of foreign policy.

Childrens Learning And Development Unit Children And Young People Essay

Childrens Learning And Development Unit Children And Young People Essay There are three prime areas of Learning and development, these prime areas begin to develop from a base of secure, loving relationships and children learn and develop well in enabling environments, in which their experiences respond to their individual needs. Children have a different way of learning and develop their learning at different rates. The three prime areas of learning and development are as follows: Communication and language development- this involves giving children opportunities to experience a rich language environment, and to develop their confidence in speaking and listening. Physical development-involves encouraging children to be active in their play and learning. Children should be given the opportunity to move around and develop their motor skills. Personal, social and emotional development- this area of development helps children to develop an awareness of themselves, to form positive relationships, develop respect for others. It supports children in managing their feelings, and behaviour and to develop a sense of their self-esteem. The specific areas of learning develop out of the prime areas of development and identify specific skills to be developed. The four specific areas of learning and development are as follows: Literacy development-children must be given access to a wide range of reading materials to develop an interest in books and understanding of written print. This encourages children to begin to link sounds and letters and they begin to read and write. Mathematics- is all about providing opportunities for children to develop and improve their skills in counting, understanding and using numbers through early rhymes and songs, calculating, simple addition and subtraction, and developing an understanding of shapes, spaces, through exploring and categorising objects. Understanding the world-involve guiding children to make sense of their different communities; children will also be given the opportunity to learn about the world around them. Expressions, arts and design- involves enabling children to explore and investigate a wide range of and media and materials and discover how they work, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, role play and design and technology. ((Open Study College Early Years Level 3 pgs. 75,76) Planning to meet childrens development needs is important when planning activities, because all children develop at their own rate in their own time. According to (The Department for Education March 2012) Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development. Each child is view as a unique person with their individual needs: a unique child will have their own personality, characteristics and interest. When a child is born they can sense love from their parent, and carers, this will make them feel safe and secure in their environment. when planning for an activity in your setting, practitioners should consider the age group that the activity is for an if it is suitable for all the children involved, you also need to take in consideration other needs such as disability or special needs, for example, if the setting that has a child with hearing problems, then the practitioner should consider planning visual activities for that child to be involved and take part. Practitioners should look at what skills and knowledge the children are demonstrating and build upon this. This will ensure that the individual needs of the child are being met. Practitioners must respond to each childs emerging needs and interests, guiding their development through warm, and giving them a positive interaction. Within the early years settings practitioners working with the youngest children especially need to focus on the three prime areas of development, which are the basis for successful learning in the other four specific areas. For children whose home language is not English, practitioners need to take reasonable steps to provide opportunities for children to develop and use their home language in play and learning; they must work in partnership with their parents in order to support their language development at home too. Each area of learning and development must be achieved through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is vital for childrens development, building their confidence as they learn to explore, to think about problems, and relate to others. It is important that practitioners plan effectively because every child is unique and has different abilities, learning skills, attention and education backgrounds, each child needs individual support and planning. It is recommended that the practitioners follow a cycle of planning, observation and assessment of each of their key children. Through observing, practitioners can gather a lot of information about a childs knowledge, skills and abilities, through assessment a practitioner will look at findings from their observations and use them to plan further activities for that child. In my previous nursery (x) where I worked we had to plan daily activities, I had to support childrens learning experiences through play, we had to plan activities to suit the individual needs of the children, the indoor and outdoor environment was used as part of play, observation, discussions with parents on the interests of the child, we also carried out a one to one talk with children for their own id eas to help us with further planning. Practitioners need to form a base of secure, loving relationship and a positive environment with young babies and children in order to support the learning and development of the seven areas of learning. Communication and language development is divided into three aspects: Listening and attention- Practitioners can build positive relationships thorough being physically close, maintaining eye contact, sing songs and rhymes during every day routines, practitioners can support childrens learning by listening to children and taking account of what they say in your responses to them, share rhymes, books and stories for many cultures. Play games which involve listening for a signal such as Simon say and use ready steady go. Understanding- Practitioners should look at the baby and say their name and wait for their response. Prompt childrens thinking and discussion through involvement in their play. Show children a photograph of an activity such as hand washing helps to reinforce understanding. Speaking -Practitioners should model language to babies, speaking clearly to them and using appropriate body language and gestures. When babies try to say a word, repeat it back so they can hear the name of the object clearly. When children begin to talk, practitioners should be partners in conversation, modelling the correct use of language. Personal, Social and Emotional Development is also divided into three aspects: Making relationships- Practitioners can support children in making relationships by encouraging children to play with a variety of friends from all backgrounds so that everybody is being involved. Self-confidence and self-awareness- Practitioners should organise the environment for children to access different resources and materials to promote their independent choice making. Managing feelings and behaviour- Practitioners need to find out from the parents as much as they can about the individual children before they start the setting so that the routines they follow are familiar and comforting. Practitioners need to set clear rules and boundaries for children to follow in managing appropriate behaviour. Physical development is divided into two aspects: Moving and handling- practitioners should help babies to become aware of their own babies through touch and movement. Treat mealtimes as an opportunity to help children to use fingers, spoon and cup to feed themselves. Practitioners should plan activities where children can practise moving in different ways and at different speeds, balancing, target throwing, rolling, kicking and catching Health and self-care- practitioners should Plan to take account of the individual cultural and feeding needs of young babies in your group. Respond to how child communicates need for food, drinks, toileting and when uncomfortable. Encourage children to be active and energetic by organising lively games, since physical activity is important in maintaining good health and in guarding Against children becoming overweight or obese in later life. Literacy- Practitioners should provide a variety of books for all children according to their age and stage of development, it is also important to sit down with the child and spend time in reading stories aloud to them in circle time. Practitioners should support early writing skills. Also support children in recognising and writing their own name. Mathematics- practitioners can sing number rhymes s they dress or change babies e.g. one, two buckle my show. Sing counting songs and rhymes which help to develop understanding of number, such as two little dickey birds Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Practitioners can provide shape sorters and jigsaws puzzles for older babies and toddlers to enable them to fit the correct shapes into the hole. Understanding the world- is divided into three aspects: People and communities: Practitioners need to celebrate and value cultural, religious and community events and experiences. Encourage children to talk about their own home and community life, and to find out about other childrens experiences. The world: Practitioners need to help children to find out about the environment by talking to people, examining photographs and simple maps and visiting local places. Technology: babies and young children use technology from a young age with action toys. They will learn how to operate the toys. A children grow older they should be given more complex toys such as wind ups or mechanical toys. Children are curious about the technology around them such as computers, televisions, cd players; practitioners should provide them with the opportunity to use this technology. Expressive Arts and Design-is divided into two aspects: Exploring and using media and materials -practitioners should sing songs and nursery rhymes with babies and can provide different musical instruments. Older children enjoy dancing to music; practitioners should encourage movement to the music. Being imaginative- Practitioners should provide a variety of role play materials and support childrens imaginative ideas. Help children communicate through their bodies by encouraging expressive movement linked to their imaginative ideas. This source of information has been taken from (Open Study College-Early Year Level 3 Pgs 81-90). (Development Matters in the Early Years Foundation Stage (EYFS). There are 3 characteristics of effective learning which help us to focus on and understand how children learn. The characteristics of effective learning are as follows: Playing and exploring this characteristics observes how children engage with their learning. à ¢Ã¢â€š ¬Ã‚ ¢ Finding out and exploring- through play children will find out about and explore the objects around them. Play is a key role for children to develop the understanding of different objects in the world around them, also the understanding of different cultures, and religions of others can be developed through play. à ¢Ã¢â€š ¬Ã‚ ¢ Using what they know in their play- play is a key role to promoting childrens learning and development. Free play is important for children as it gives children the opportunity to explore their own feelings, views and ideas. à ¢Ã¢â€š ¬Ã‚ ¢ Being willing to have a go- children will develop their self- confidence and will enjoy challenge and risk. Active learning this characteristic observes how children are motivated to learn. à ¢Ã¢â€š ¬Ã‚ ¢ Being involved and concentrating- will develop childrens ability to hold concentration in activities for longer periods and will help children maintain focus and attention on their activities. à ¢Ã¢â€š ¬Ã‚ ¢ Keeping trying-through trying out new experiences and activities, children will experience failure and disappointment. à ¢Ã¢â€š ¬Ã‚ ¢ Enjoying and achieving what they set out to do- succeeding and achieving new skills will build childrens self-confidence and pride in their own abilities. Creating and thinking critically this characteristics observes how children are thinking. à ¢Ã¢â€š ¬Ã‚ ¢ Having their own ideas- within play children will act out as role models and explore their own ideas. à ¢Ã¢â€š ¬Ã‚ ¢ making links- once a child has discovered their own ideas and methods, they will be expected to try them out again. à ¢Ã¢â€š ¬Ã‚ ¢ Choosing ways to do things and finding new ways- children will develop strategy in their own learning. Children will think about what went well and how to change the activity when they approach it again. Practitioners can support childrens thinking by asking them open ended questions. According to (Tunja  on September 9, 2012) Playing and Exploring is when Children can represent their experiences through play and rehearse what they will be able to do without adult help later on. Play brings together ideas, feelings, relationships and the physical life of a child. Children who are encouraged to express themselves freely through play are likely to be more able to adapt and learn new skills in a school environment. Active Learning often occurs naturally during exploratory play. For example, where children are concentrating on something and keep trying until they succeed in their attempts. This might be something as simple as threading beads on a string or more complex such as assembling a construction toy with bolts and a spanner. Creativity and Critical Thinking is linked to active learning and can occur where children are able and have time to develop their own ideas. This helps them be able to make links between their different ideas. For example, this is often observed in schemas. Such as when children experiment with a theme like rotation. They might rotate themselves, whisk their milk with a straw and spin wheels linking how things move in circles or spirals. According to (Abbot and Moylett, 1999, Early Education Transformed )Educationalist Susan Isaacs states Children in their play can escape into real experiences or out of it and through doing this they learn about reflecting on life, getting a sense of control over their lives, developing self-esteem and feeling abhorred. Piaget  was a French speaking Swiss theorist who posited that children learn through actively constructing knowledge through  hands-on experience. He suggested that the adults role in helping the child learn was to provide appropriate materials for the child to interact and construct Jean piaget believed Children were often viewed simply as small versions of adults and little attention was  paid to  the many advances in intellectual abilities, language development, and physical growth. Conclusion Supporting childrens learning and development is implemented through the seven areas of learning they have been split in to the prime areas and specific areas. The characteristics of learning identify how children learn; the ways in which a child engages with other people and their environments is through playing and exploring, active learning and creating and thinking carefully. It is important that practitioners plan effectively because every child is unique and has different abilities, learning skills, attention and education backgrounds, each child needs individual support and planning.

Theories of Communication Essay -- Informative, Communication Theories

Intro: Theories of Communications, is a course that allowed me to further gain a far better perspective and has also broadened my understanding and knowledge of some of the major theories. I appreciate the fact, that during the course of the semester, this class really did an admirable job introducing me to a variety of well known and widely studied theories in the communication feild. One of the biggest things I took out of this class, was how the class impled me to learn how to apply some of the theories to my life in a practical way through some of the class activities, readings, group work, presentations, and assignments. In the following paper, there will be three main things I will be covering. I will start off by introducing all members of my family, and describing a little bit about them individually. I will then be talking about the five theories I selected that I can applyto myself and my family. I will then describe each of the five theories, give an example of my own families experiance that aplies to the theories, and give an analysis of the experiance using the theory. And lastly, I will share with you my conclucion, which will conclude basically all of the things that I learned through writing this paper. Familiy: In my immiediate family, there are 5 members in our household. We as family have been living in bloomington, Minnesota for about 10 years now. My father Brian, who is in his early 50's, and is employed for the Toro company where he is a finance department. My step-mother Roxanne, who is in her mid 40's, and is employed by the government where she is a probation officer. My younger brother Niles who is 20 years of age, and is currently enrolled in a community college in Minneapolis, MN. My youngest... ... of emotion regulation theory is the meta-emotion, which is one's emotions about emotions. It is proposed in the class-text that meta-emotion structure is a major factor and influence in the children's developmental outcomes (Cupach & Olson, pg. 214). Theory #5: Communication Privacy Management Theory: Understanding Families. Definition: this theory is about the management privacy that family members, within a family have to make decisions about how much information to share and how much to keep private from other family members. This is a complex but important theory. Faily privacy is essential to family fucntioning (Petronio & Caughlin, pg. 36). Communication Privacy Theory is practical and is constructe to permit applications that gives us the oppurtunity to understand everyday problems and events that people encounter in families (Petrino & Caughlin).

The Effects of Alcohol on the Body Essay -- Papers Alcohol Drinking Es

The Effects of Alcohol on the Body (word count includes outline) Alcohol can be helpful or harmful to the body depending upon the amount of alcohol consumed. Drinking in moderation increases life expectancy, reduces the likely hood of heart attacks and other diseases. Heavy drinking can lead to poor nutrition, liver disorders, strokes or heart attacks, and affect sexual desire and offspring. Although alcohol is usually considered harmful there is growing evidence of health benefits associated with moderate alcohol consumption, approximately one to three drinks per day. A recent study at Harvard found that moderate drinkers tend to live longer than those who either abstain or drink heavily. The study found the risk of death from all causes to be twenty-one to twenty-eight percent lower among men who drank alcohol moderately, compared to abstainers. Furthermore, in a larger study of about 88,000 people conducted over a period of ten years found that moderate drinkers were about twenty seven percent less likely to die during the period. This was largely due to a reduction of such diseases as coronary heart disease, cancer, and respiratory diseases. (Alcohol and Health) Moderate drinkers of alcohol are less likely to suffer heart attacks than those who abstain or heavily drink. Research conducted from 1900 to 1986 found a strong, consistent relationship between moderate alcohol consumption and reduction in cardiovascular disease, the number one killer in American. Harvard researchers have identified the moderate consumption of alcohol as a proven way to reduce the risk of coronary heart disease. These researchers concluded, ?Consumption of one or two drinks of beer, wine, or liquor per day has corresponded to ... ...the liver. B. Alcoholic hepatitis damages many liver cells and can cause various symptoms. C. Cirrhosis of the liver is a serious condition that will likely turn into death. D. Liver cancer is also common among heavy drinkers. VI. Heavy amounts of alcohol can increase the risk of strokes and heart attacks. A. It can cause high blood pressure and enlargement to the heart. B. The heart muscle is also weakened by alcohol. VII. Effects of heavy alcohol use includes missed periods and lessens sexual desires for women and possible sterility in men. A. A woman who drinks while pregnant risks the health of her unborn child. B. It is proven that this will cause a fourteen percent risk that the unborn child will be deformed. Conclusion: Alcohol can be both helpful and dangerous to the body depending if the person who consumes it is a heavy or moderate drinker.

Narrative vs. Montage Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚   Each film has a distinct purpose associated with it. Whether this purpose is as simple as teaching children a valuable lesson or as complex as criticizing a society’s barriers, there are explicit goals which must be discerningly conveyed. There are specific elements to filmmaking which are designed to contribute to the goals set forth when making a film. Such elements include what would be considered â€Å"aesthetics of astonishment,† or striking images, editing conflict and other techniques associated with montage filmmaking. Each of these techniques imprint a thought or logic on a film – a kind of â€Å"watermark† – that pushes the film itself towards the accomplishment of the original goals. Regardless of the need for the completion of these â€Å"higher goals†, a director’s ability to keep a viewer’s undivided attention is crucial to the success of a film. Each viewer must remain fascinated from start to finish by the plot a nd characters, or he will lose interest in the film. So, when a film relies on a strong narrative base to keep its audience captivated, there is little room for variation from the elements which depict the story best. Striking montage images or techniques, if not carefully placed, can have a tendency to take the viewer’s eye from the progression of the narrative and turn their thought to something else.   Ã‚  Ã‚  Ã‚  Ã‚  Quite often, montage aspects of a film are deliberately placed to invoke specific thoughts or feelings. Such techniques can be employed to even go so far as to provide an alternate connotation to an event than what the average viewer would normally formulate. Parallelism is a method designed to do just that. This technique allows directors to have his audience associate a single action or event with a secondary action or event. The Strike parallels the slaughter of a cow and the execution of factory workers to generate a deeper emotion than one would normally associate with murder. The audience does not view the execution as merely mass murder, but instead they compare the soldiers to a butcher and connect the murder itself to something heartless and revolting – a slaughter. The Strike seems to tastefully use this method to strengthen the purpose of the film itself: a criticism of murder and execution. There is, however a fine line between what is tasteful and what is not. If this techniqu... ...en were sickened by the excessive visual conflict. Needless to say, these flashes took a significant amount of attention away from the narrative itself, and one can safely assume that such an event would tend to make a film rather unpopular.   Ã‚  Ã‚  Ã‚  Ã‚  If the aesthetics of astonishment are not employed whatsoever, the film loses its purpose and becomes an empty recital of the actions of its characters. This deems the striking montage elements necessary. If these elements are overdone, then the audience can and will lose sight of the narrative element. Should this cause the audience to lose interest in the film altogether, then the film is a failure and the director loses credibility. The most important aspect of creating a film is finding a healthy medium between completing the objective of the film and presenting the narrative. Directors are responsible for depicting the necessary montage elements in a film while avoiding creating what Gunning describes as â€Å"an excess of mimesis† (FTC). One could argue that this very conflict is what distinguishes films that find this medium as â€Å"great films.† Books used to support this paper: Film Theory and Criticism Film Art

Deliberately is to think about your actions Essay

Checkpoint 1 Living deliberately is to think about your actions, and to make good choices based on the consequences of those actions. One also prioritizes the more important things in life.Living deliberately is to think about your actions, and to make good choices based on the consequences of those actions. One also prioritizes the more important things in life.Living deliberately is to think about your actions, and to make good choices based on the consequences of those actions. One also prioritizes the more important things in life.Living deliberately is to think about your actions, and to make good choices based on the consequences of those actions. One also prioritizes the more important things in life.Living deliberately is to think about your actions, and to make good choices based on the consequences of those actions. One also prioritizes the more important things in life.Living deliberately is to think about your actions, and to make good choices based on the consequences of those actions. One also prioritizes the more important things in life.Living deliberately is to think about your actions, and to make good choices based on the consequences of those actions. One also prioritizes the more important things in life. Viewpoint 1 I think the essential facts of life are to be born, to live and to die.I think the essential facts of life are to be born, to live and to die.I think the essential facts of life are to be born, to live and to die.I think the essential facts of life are to be born, to live and to die.I think the essential facts of life are to be born, to live and to die.I think the essential facts of life are to be born, to live and to die.I think the essential facts of life are to be born, to live and to die.I think the essential facts of life are to be born, to live and to die.I think the essential facts of life are to be born, to live and to die.I think the essential facts of life are to be born, to live and to die.I think the essential facts of life are to be born, to live and to die.I think the essential facts of life are to be born, to live and to die. Viewpoint 2 I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living. I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light a t the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living. I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living. I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living. I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living. I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living. I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living an good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.I think, â€Å"To live what is not life,† means you are not living a good life, you are not happy and you cannot see the light at the end of the tunnel. Perhaps you feel invisible or maybe you are being bullied. I think that is â€Å"to live what is not life†, because life is supposed to have good times and sad times. When you only experience the sad times, you are not truly living.