Critical Note Case Study Example | Topics and Well Written Essays - 250 words

Critical Note - Case Study Example Hedley gets the wrong end of a chicken/egg argument. He seems to imply that a properly managed portfolio would not have allowed British motorcycle share to have fallen so significantly, and that, if only someone had valued market share, the demise of the industry would not have occurred. This argument, however, discounts the overriding market forces that would have debilitated the motorcycle industry in any event. It was not a lack of market share that caused British costs to remain stubbornly high, but wages, lack of natural resources, and the overall decline of British manufacturing (Turnbull et. al. 1992). Not a single motorcycle or automotive company has effectively navigated the murky waters of British cost and regulation without being bought out or constructed off-shore (Turnbull et. al. 1992), so arguing that clever portfolio management could have stopped this disaster is untrue. Portfolio management is surely important, but this example describes it more as a panacea, which i s a bad way to think about it. Turnbull, P., Oliver, N., & Wilkinson, B. (1992). Buyer†supplier relations in the UK†automotive industry: Strategic implications of the Japanese manufacturing model. Strategic Management Journal, 13(2),

Narrative composition and content Essay Example for Free

Narrative composition and content Essay In this essay I will talk about the narration, composition and the content of the newspapers which are published today. These three points are taken very seriously as they play the most important role in the success and failure of the newspapers which are published. I chose a broadsheet newspaper to analyse first as it has the articles in more proffesional order, its contents are trustworthy and theres a bigger audience for it. Narration of the newspapers on the frontpage of the broadsheet newspapers you would find the biggest news, something which would shock the viewers and convince them to read the newspaper. As it will be on the National News page it has to be a big news, it could be about politics, disasters in businesses or terrorist attacks anything which will grab the attention and it could be happening nationally. It would be popular and affect the people globally. See more: how to start a narrative essay for college Then it would be the local news which might be important to the viewers who live in the city which is mentioned in the newspaper but mostly everyone prefers an international paper with a good local section later in the newspaper as it may not be that important as much as the national news would be because the local news would be for a smaller audience it would come after the bigger news as it would be for the whole country. After the local news and adverts would come the Sports news pages which would be at the back of the newspaper because sports doesnt take much training or intelligence to grasp and it has a wide appeal. The reason newspapers are set up like that is because that setup makes them the most money. As the sports pages have always been at the back of the newspapers now the viewers know where to find the sports, if they dont want to see the other news they can just go to the sports area straight away and look at that, so they dont have to find it going through the whole newspaper. Â  Contents in newspapers- In tabloid newspapers we find stories of political events, crime, business, art/entertainment, society and sports similar to the broadsheet newspapers but they arent as big. The news about the ordinary people and what goes around the country which would be more emphasized, we find gossips about celebrities and their private lives etc for example The Sun they put stories for the people who are less proffessionals and look for something more humourous and fun rather than the serious crime and stressful news they find in the broadsheet newspapers. The tabloid newspapers make the news in a more intersting form with more pictures. Many people buy it to catch up with the news going around the world, as tabloids are more picture based the workers read it during their lunchtimes as a timepass and entertainment. Many readers think its really pointless It Seems that the owners of these papers care about doing is putting celebrity news as the major top stories. They have made celebrity news more important than the War on terror more important than global warming more important than the major problems this country this world is facing. Its not a real paper anymore its nothing more than a tabloid celebrity newspaper. Why changes were needed to be made to some of the newspaper content The contents in the newspapers we find today are completely different from what they were like when they first came out they actually needed to change for the better. Then they didnt care about how to please everyone and just used to put the content without looking at any audience and not thinking about the foreigners and the people from different cultures and thats why the newspapers then wernt that popular and successful whereas now the newspapers have improved and are more successful now because there are more foreign people in the country so the content needs to provide material for their interests aswell in order to gain more readers and also for that rather than having information only on british sport, they have news from all countries sport and their progress but with this the english people are also interested in other countries. The contents we find now in the newspapers are far more interesting now. In tabloids we find the news about everything but in a more humourous way even the global news would be presented in a similar way but the broadsheet newspapers are for the more serius audience who just simply want to know the news and no other interference with it they want to know more about crime, finance, stocks and shares and business although they are getting used to the entertainment and the gossip news everywhere and are started to get into these kind of topics. As the newspapers need to appeal to all different types of people with different thoughts and backgrounds even the broadsheets include small informations of the celebrities and the current affairs mixed with other news for . e. g law, art, taxes, celebs and horoscopes in the tabloid newspaper are there so that they can get more viewers. As there are more issues to discuss in the media now and the way aspects are portrayed are a lot more controversial ways to attract the readers or viewers like the page three women who are completely exposed and revealing everything to get the men viewers and the Madeleine McCann case and how the newspapers were allowed to write bias viewpoints about the situation and not jus this there are many others, tabloids are more open about their opinion but broadsheets are not so open and obvious. Even technologyy was to be blamed for the changes not to be happening in the early years as the technology wasnt as good back then the print outs and the quality of it wasnt that good either so they couldnt made it more attractive and colourful but now we can do everything so there are more changes and the newspapers look a lot better too. So this shows that the changes in the contents were quite essential to the newspapers.

WNBA Salary Claim :: Technical Writing

ATTENTION: MR Salary Man TO: WNBA Salary Board FROM: Mamma Thomas Professional Sports Representation Agent SUBJECT: Rookie Salary Negotiations Dear Sir, I am writing to discuss the details of Latoya’s Thomas’ contract in which my client disagrees upon. For entry into the 2001/2002 Women’s National Basketball Association, referred to from here as the WNBA, player draft. Latoya is a 6’1 all around player and is very versatile my client is now playing for the WNBA and has considered coming to America to play for your league the WNBA In looking over the minimum requirements I noticed that a few things rose to my attention. In particular endorsements allowed, contract length, sponsorships, work out dates, travel conditions, and salary increments. I will attempt to address all of my reservations and offer suggestions to remedy these requirements and leave room for negotiation between your negotiation team and myself. If you can not meet these requirements then my client will not be allowed to enter your WNBA draft 2001/2002. Firstly, let me quickly outline Latoya’s extensive playing history and this will demonstrate the level of play that Latoya can offer to your league. Starting out at 11 years old in the seventh grade Latoya played for Dent Middle School. In the eigth grade she also played for Richland Northeast High School on the Junior Varsity and Varsity teams. In continuing her career she made the Varsity team her Freshmen year and contiuned to play all four years. As a freshmen she averaged 15 points per game and was named Freshmen of the year. As a Sophmore she averaged 18 points and 11 rebounds. As a Junior, Latoya averaged 22 points, 12 rebounds and 6 assist. She also lead the team and the nation in scoring. She lead the team to a Conference championship and a State Championship. As a Senior she was #1 player in the nation, averaged a triple double with 31 points, 14 rebounds and 10 assist. For the second consecutive year in history she lead team to a state championship and lead the nati on in scoring. All four years in High school she was selected to be on the all-state team, all- region team, and all-conference team. During the summers of her High School years she would continue practicing and playing for an AAU team. To play for an AAU team you must be selected by the regional committee of which you belong to as a player.

Battered Woman Syndrome

The phrase â€Å"battered woman syndrome† was first coined by Walker to provide a clear picture about the recurrent events of violence occurring in a relationship. In this concept, some psychological structures are defined such as learned helplessness. This terminology will aid in the discussion of the reasons behind why certain women, who experience violence and assault, still remain and cling to the batterer and their relationship.Battered woman syndrome has become the subject of court cases in the past years, ranging from the prosecution of the batterers up to the testimonies of the battered woman. It is also traditionally applied as a reason for self-defense of a woman, who is believed to be in an imminent danger at the time she killed the batterer (McCann, Shindler and Hammond, 2004). However, issues conjure in response to this traditionally accepted claim of the victim. One of which is that battered women are masochists.Fulero and Wrightsman (2009) tackled issues about t he battered woman syndrome. They also compiled myths about the battered woman syndrome and one of which is the masochism of battered women. Since it is a myth, there are insufficient proof that the said issue is true and factual. Englander (2007) further added that theories about masochism as being normal for women have no scientific foundation and empirical data to support these theories. It is also not necessary that a woman experiencing battered woman syndrome is a masochist.Different angles of the issue must be viewed first. Consider the social status of the person because having an inferior social status does not necessarily mean that one is masochistic. Consider also her behavior. Although she behaves masochistically, it does not necessarily mean that she is suffering from masochism. Her act of masochism may be due to the fact that she needs to increase her chances of surviving or to eliminate the tension building inside her. A woman may not be able to leave her husband becaus e of the benefit she gains from him (e. g., her children has father) or she cannot find any other man to satisfy her emotional needs (Rancour-Laferriere, 1995). Other factors to consider would include the following: social or financial dependence on spouse, insufficient marketing skills, limited independence and mobility due to continuous childbearing, uncertainty about the severity of the problem, fear of becoming single, poor and alone, and knowledge deficit about other options that may help her (Englander, 2007). If a woman is a masochist, then she enjoys the suffering or the pain inflicted to her.However, Okun (1986) noted that masochism enlisted here does not imply enjoyment of suffering. Instead the suffering is endured because of the woman's low self-esteem and failure to understand her role in their relationship. Battered women are then suggested to be suffering from a subtype of anxiety related disorder. It is said to be under the subclassification of post traumatic stress disorder (PTSD) since the cyclical act of violence has become a serious threat to the health of the victim and her life.The battered woman often reports flashbacks, nightmares, emotional detachment, numbness, sleep problems, disrupted concentration, hypervigilance, startled response, guilt, and fears of experiencing recurrent violence. Other symptoms would include depression, indecisiveness, low self-esteem, self-blame, passiveness, social isolation, and unwillingness to seek help from others (Keltner, Schwecke and Bostrom, 2007). In conclusion, one must first consider several factors before making assumptions about battered women.They may have some psychiatric disorders that render them incapable of leaving their abusive partner. They may have deeper reasons why they chose to experience physical rather than emotional pain. Knowing that some of these women are mothers, their love for their children may be the only bond that ties her to an abusive partner. References Englander, E. K. (2007). Understanding Violence (3rd ed. ). USA: Lawrence Erlbaum Associates, Inc. Fulero, S. M. & Wrightsman, L. S. (2009). Forensic Psychology (3rd ed. ). USA: Wadsworth. Keltner, N. L. , Schwecke, L.H. & Bostrom, C. L. (2007). Psychiatric Nursing (5th ed. ). USA: Elsevier. McCann, J. T. , Shindler, K. L. , & Hammond, T. R. (2004). The Science and Pseudoscience of Ecpert Testimony. In S. O. Lilienfeld, S. J. Lynn, J. M. Lohr, & C. Tavris. (Ed. ) Science and Pseudoscience of Clinical Psychology. USA: The Guilford Press. Okun, L. (1986). Woman Abuse: Facts Replacing Myths. USA: State University New York Press Rancour-Laferriere, D. (1995). The Slave Soul of Russia: Moral Masochism and the Cult of Suffering. USA: New York University Press.

Profile prepared by Management Analysis Corporation

Do you believe that the diagnosis and resulting profile prepared by Management Analysis Corporation was a necessary step in the process of finding potentially successful general managers? ExplainThe profile prepared by Management Analysis Corporation is the first step in the process of finding a potentially successful of general managers, but it is not the only step. Actually, after MAC has understood very clearly the needs of Dancey Electronics, they could picture the perfect leader. Once this was done, they could see what skills must be innate and what skills can be learned to become a leader. Then, MAC could propose one more interview to the candidates. For example, the candidates are faced to a concrete leadership problem, and they need to solve it very quickly.MAC should analyze reactions of the candidates and pick the best one. This means picking the person who has the best ability to change and to adapt to a new situation. So, I do not know yet if Joe Morris could be the good candidate for leading Dancey Electronics.Moreover, I think that the analysis done by MAC is a good way to find a potentially successful group of general managers because it accually describes the ideal qualities of being an effective general manager and at the same time gives us ideas about the relationship and task orientation of each candidate along with analysis of some important environmental factors that might have some effect on their leadership style, such as the company’s expectation and the subordinated expectation for the behavior of general managers.However, I think Management Analysis Corporation should analyze the behavior of the followers more. This way, MAC will know what leadership style would be the best for the group.What alternatives are available to modify Joe Morris’s potential effectiveness in the new general manager position?Joe Morris has a high task orientation it means he can apply an initiating structure focused on goals and results. But it i s not enough to lead a team. Joe Morris has to be more relationship oriented. We know that Joe Morris has low skills in relationship orientation. But a leader needs to communicate with his team to have an influence on the behavior of the individuals. If Joe Morris does not change, he could only be a manager, but not a leader. As we learnt in class, â€Å"leaders do the right things, managers do things right†.According to the Fielder theory, Joe Morris can make changes to be more relationship-oriented. He can spend more informal time (lunch, leisure activities) with his subordinates. He can also request particular people for work in his group. He can be a volunteer to direct difficult or troublesome subordinates. He can suggest or affects transfers of particular subordinates into his unit. Finally, Joe Morris can raise morale by obtaining positive outcomes (special bonuses, time off, attractive jobs) for subordinates.Moreover, Joe Morris should follow a training session to dis cuss and analyze his leadership situation. This way, he can understand his performance and improve it. If Joe Morris increases his position of power, he could be a better leader because he would repair his lack in relationship orientation.Why will it be difficult for Joe Morris to modify his style of leadership?Joe Morris knows how to organize and define the relationships in the group and he establishes well-defined patterns and channels of communication, and spells out ways of getting the job done. So it is a good start. But it would be difficult for him to modify his style of leadership because it is very hard to change him. Moreover, he does not have an overall insight of the company. He needs to fit in the group to eventually change. Considering that Joe Morris is far away from a good relationship orientation, it might be very difficult for him to understand what changes he has to do to modify his style of leadership.It also may be hard for Joe Morris to change his style of lead ership due to the argument against the path-goal theory whereby subordinates play a rule  in the leadership style of the manager. In that, Joe Morris has a low score in relationship orientation which means that his relationship with the employees may not be as effective and efficient. As a result, although Morris my want to change his leadership style type, employees may not be as willing to change given his low relationship orientation which therefore makes it hard for him to change his leadership style.But on the other hand, according to the Leader-Member Exchange Approach, there is no consistent leader behavior across subordinates and Joe Morris can behave in different ways with his future followers than he used to. So he may not have to change his style of leadership and still be appreciated by his followers. Therefore he will become a good leader.

Quotes From the Movie V for Vendetta

Quotes From the Movie 'V for Vendetta' V for Vendetta is set in the near future in London, which has become a police state. The main character, V, fights the oppressors in his world. He aims to spread  bitter destruction and to  annihilate the government. When V rescues Evey Hammond, he gains an ally to help in his mission. Throughout the film, the characters, including imprisoned Valerie, look for freedom from their dystopian universe. These V for Vendetta ​movie quotes bring out feelings of torment, helplessness, violence, and hope. V The past cant hurt you anymore, unless you let it. A revolution without dancing is a revolution not worth having. There are no coincidences, only the illusion of coincidences. People should not be afraid of their governments. Governments should be afraid of their people. Valerie It seems strange that my life should end in such a terrible place, but for three years I had roses  and apologized to no one. I remember how different became dangerous. Id only told them the truth. Was that so selfish? Our integrity sells for so little, but its all that we really have. It is the very last inch of us, but within that inch, we are free. What I hope most of all is that you understand what I mean when I tell you that though I do not know you and even though I may never meet you, laugh with you, cry with you, or kiss you, I love you. With all my heart, I love you. I shall die here. Every last inch of me shall perish. Except one. An inch. Its small and its fragile and its the only thing in the world worth having. We must never lose it, or sell it, or give it away. We must never let them take it from us.   I hope that whoever you are, you escape this place. I hope that the world turns and that things get better. Evey Hammond He was Edmond Dantes. And he was my father, and my mother, my brother, my friend. He was you and me. He was all of us. Because he was right. This country needs more than a building right now. It needs hope. My father was a writer. You wouldve  liked him. He used to say that artists use lies to tell the truth, while politicians use them to cover the truth up. Bishop Lilliman It wasnt labor that I was speaking of, but rather my final remittance. My last little joy. Delia Surridge Oppenheimer was able to change more than the course of a war. He changed the entire course of human history. Is it wrong to hold on to that kind of hope? Creedy Whatcha gonna do, uh? Weve swept this place, youve got nothing. Nothing but your bloody knives and your fancy karate gimmicks, we have guns. Finch The problem is, he knows us better than we know ourselves. Deitrich You wear a mask for so long, you forget who you were beneath it.

Language and Identity in Kim Thuys Ru Essays

Language and Identity in Kim Thuys Ru   Essays Language and Identity in Kim Thuys Ru   Paper Language and Identity in Kim Thuys Ru   Paper Written as a semi-autobiographical series of accounts, Kim Thuy’s Ru offers a poetically realistic portrayal of the Vietnamese refugee experience. It is a work of metamorphosis that takes the novel’s heroin on a rollercoaster ride from riches to rags to riches (from riches to rags to riches), in a tragic display of war-induced deterioration and consequential success. Similar to the typical immigrant narrative, the narrator, Nguyen An Tinh, highlights language as a barrier that hinders her from situating herself in a foreign space as a ten-year-old refugee in Quebec. My paper will examine the linguistic barriers that catalyze immigrant success, as well as the means by which these barriers are demolished within a setting distorted by war, diaspora, and refuge. It will also examine the significance of family ties and motherhood in the life of the novels protagonist. Kim Thuy’s choice for a title to her novel foreshadows the main theme of motherhood prevalent throughout the course of An Tinh’s life. Mother figures have undoubtedly played a major role in shaping her personality, both as a child and as an adult. In an interview, Thuy reveals that in her native tongue, Vietnamese, run means â€Å"a lullaby, or to lull† and is commonly used by mothers to soothe their child to sleep (â€Å"A Refugees Multilayered Experience†). From the very beginning, it is evident that Thuy places great emphasis on motherhood and its influence on An Tinh. Furthermore, In her adoptive language, run gives a more inclusive meaning; one that relates to family ties. In French, run means a small stream, a flow potentially of blood. The double entendre in the work’s title conveys the divide in language that permeates the protagonist’s life. The narrator first introduces herself as Nguyen An Tinh and immediately points to the similarity between her and her mother. The purpose of her existence is to prolong the life of her mother, with whom she s

Human Anatomy Study Tips

Human Anatomy Study Tips Anatomy is the study of the structure of living organisms. This subdiscipline of biology can be further categorized into the study of large-scale anatomical structures (gross anatomy) and the study of microscopic anatomical structures (microscopic anatomy). Human anatomy deals with anatomical structures of the human body, including cells, tissues, organs, and organ systems. Anatomy is always linked to physiology, the study of how biological processes function in living organisms. Therefore it is not enough to be able to identify a structure, its function must also be understood. Why Study Anatomy? The study of human anatomy gives us a better understanding of the structures of the body and how they work. When taking a basic anatomy course, your goal should be to learn and understand the structures and functions of the major body systems. It is important to remember that organ systems dont just exist as individual units. Each system depends on the others, either directly or indirectly, to keep the body functioning normally. It is also important to be able to identify the major cells, tissues, and organs being studied and to know how they function. Make the Most of Your Study Time Studying anatomy involves lots of memorization. For instance, the human body contains 206 bones and over 600 muscles. Learning these structures requires time, effort, and good memorization skills. The following tips will help make learning and memorizing body structures easier. Know the Language The most important thing to understand when studying anatomy is the terminology. Using standard anatomical terminology ensures that anatomists have a common method of communicating to avoid confusion when identifying structures. Knowing anatomical directional terms and body planes, for instance, enables you to describe the locations of structures in relation to other structures or locations in the body. Learning the common prefixes and suffixes used in anatomy and biology is also helpful. And Decipher Terms Like "Brachiocephalic Artery" If you are studying the brachiocephalic artery, you can figure out its function by knowing the affixes in the name. The affix brachio- refers to the upper arm and cephal refers to the head. If you have memorized that an artery is a blood vessel that carries blood away from the heart, you can determine that the brachiocephalic artery is a blood vessel that carries blood from the heart to the head and arm regions of the body. Use Study Aids Study aids are very useful when studying anatomy. Believe it or not, anatomy coloring books are one of the best ways to learn and memorize structures and their location. The Anatomy Coloring Book is a popular choice, but other coloring books work as well. Flash Cards and Complementary Texts Anatomy flash cards, like Netters Anatomy Flash Cards and Mosbys Anatomy Physiology Study and Review Cards are recommended as well. Flash cards are valuable for reviewing information and are not meant to be a substitute for anatomy texts. Acquiring a good complementary text, such as Netters Atlas of Human Anatomy, is a must for higher level anatomy courses and those interested in or already attending medical school. These resources provide detailed illustrations and pictures of various anatomical structures. Review, Review, Review To really make sure you comprehend the material, you must constantly review what you have learned. It is vital that you attend any and all anatomy review sessions given by your instructor. Be sure to always take practice quizzes before taking any test or quiz. Get together with a study group and quiz each other on the material. If you are taking an anatomy course with a lab, be sure that you prepare for what you are going to be studying before lab class. Stay Ahead With Information The main thing you want to avoid is falling behind. With the volume of information that is covered in most anatomy courses, it is important that you stay ahead and know what you need to know before you need to know it. Know the Human Body at Small and Large Scale Organisms, including humans, are arranged in a hierarchical structure. Tissues Cells compose tissues of the body, which can be categorized into four primary types. These tissue types are epithelial tissue, muscle tissue, connective tissue, and nervous tissue. Organs Tissues in turn form organs of the body. Examples  of body organs include the brain, heart, kidneys, lungs, liver, pancreas, thymus, and thyroid. Organ Systems Organ systems are formed from groups of organs and tissues working in conjunction to perform necessary functions for the survival of the organism. Examples of organ systems include the circulatory system, digestive system, endocrine system, nervous system, lymphatic system, skeletal system, and reproductive system.

The Main Components of the EPA's Prescribed Waste Regulations Assignment

The Main Components of the EPA's Prescribed Waste Regulations - Assignment Example Batteries rules affect every person utilizing these commodities regardless of the level of use. The rules aim at regulating and making certain that the batteries are disposed of in environmentally friendly approaches. Biological diversity regulations offer conservation of natural diversity, sustainability and evenhanded distribution of resources. Wide life rules offer protection to all animals within the natural habitat regardless of their size and habitat. Forest acts offer protection towards conservation of forests. Merchant shipping rules offer to reduce waste that arises from ships within the coastal regions. The water acts offer protection to all water sources by preventing pollution. The air acts protect the ecosystem by curbing any possible air pollutions. The waste product is any redundant, cast off, dumped, unwarranted or excess material whether or not deliberated for trade or for recycling, reclamation, recuperation or decontamination by an independent process from that which created the material. Waste products can also be deemed to be everything affirmed by directive or environmental, safety guidelines to be waste, regardless of whether they are worthy or not. Waste products are any material regardless of the state in which it is liberated, emanated or accumulated in the surroundings, in volume component or manner that can cause a change in the environment. Waste products cause pollution in the case where they are poorly managed. Situational barriers hinder recyclers from creating effective recycling systems mainly due to deficiency of certain components that play a significant role. The deficiency is addressed at the level at which recycling occurs. At the lowest level, which is the home recycling, lack of materials such as numerous and large containers, little space to keep the wastes to be recycled, portable containers appreciably affects the establishment of effectual systems. At the higher-level, a low collection of waste from the local and municipal systems, hinder the firms that recycle from establishing an effectual system.

Does history teach us lessons Give examples Essay

Does history teach us lessons Give examples - Essay Example We are often told, that history teaches us lessons, and that terrorism is the notion, towards which these historical lessons and knowledge are to be applied. Simultaneously, there is a widely-spread opinion, that looking back at our past we see that there were the possibilities to prevent famous dictators from coming to the power and causing irreversible effects. The past cannot be changed, but it can and should be learned; however, what we face at present is false interpretation of the historical events and the desire of the historians to represent certain historical events in the light which is better for their personal needs and strivings. In fact, any historian plays the role of the intermediary between the past and the present - his main aim is to make the public familiar with the events of the past based on the evidence he has at his disposal; what we see now is that many historians have gone too far, trying to become the people, who have the right to interpret this past, often distorting it. I would agree, that history gives us lessons to learn, but due to the general lack of understanding of the historical events, we often have to rely on what famous historians say; their opinions often appear to be contradictory and misleading. As far as we don't really tend to go deep into history for finding our own proofs for this or that historical assumption, we mostly believe in what we hear about the lessons from history, and how they should be used. 'Because history is a world of detailed, specific events, the idea of 'general laws' of history is self-contradictory. Of course, historical actors should be understood as obeying the general laws independently derived by other disciplines, such as the law of gravity or the law of diminishing marginal returns. But history itself can generate no such laws, since they would involve abstracting away all of the details of events, in other words, abstracting away the very subject matter of history.' (Durant & Durant 1997, p. 49) What I wanted to say by this quotation is that history in general cannot be reduced to some generalizations, as it is often done. If there are any real lessons we have to learn from the past, these lessons should be tied to specific events, and not to some general assertions. We can't say that wars are the most important lessons to learn not to make new wars happen - each war is different in its essence, and each should be considered separately, in order to learn the lessons and to apply them to the requirements of the modern time. There is often a confusion between the historical past and the practical past - historical past is merely a statement of the events which took place in the past, while practical past refers to the question of 'what do these past events mean to me right now' (Fink 2001, p. 236) This is about what we talk here, and about what we have to make a reasonable conclusion. I would agree that the skills of the professional historian would give him enough knowledge to judge the events of the past, but I can

Personal Narrative Essay Example | Topics and Well Written Essays - 1000 words - 6

Personal Narrative - Essay Example That is when I decided to take the journey towards fitness so that I could lose weight and transform myself. The family supported me in the changes I made in my diet that included swapping the foods that were too fatty for lower-fat options, reducing the sizes of the portions and taking regular family walks. I enrolled in a program that was ran through a website that organized camps for big people as well as offering resources and tips. This was an inspiration to me and I met other people who were dealing with the same problem. Meeting with other people who were having the same problem greatly assisted in my efforts to change my lifestyle and become healthier. There has been an increase in the rate of obesity particularly in children and I make sure that I encourage other people who may be in the same situation that I was in to embrace more healthy living for their own sake. The statistics are overwhelming since approximately one in every three children between the ages of ten and seventeen living in the US is considered overweight or obese and Georgia is second after Mississippi in the country as far as obesity in children is concerned (Johansen 25). Living an inactive combined with a relative ease of access to fast food has been the main cause of obesity for the population. People, especially children spend most of their time watching television and on their computers and phones and very little time exercising. The path towards renewed health is the conviction to make the change and believing that it can be done. The person deciding to change his or her lifestyle must be determined to do it since if one is forced to do it, there is a high chance that when the person will find himself alone, he will fall along the wayside. After being determined that you can take the steps towards healthier living, one will need to take single small steps at a time. It greatly helps to begin by taking water in place of soft drinks and soda and trying things

What Made Amitaba Buddha's Pureland Speical to Sentient Beings Essay

What Made Amitaba Buddha's Pureland Speical to Sentient Beings - Essay Example However, Pureland Buddhism exalted the idea that even people who had no special knowledge could eventually one day reach the purelands if they had the desire to reach them. Pureland Buddhism stresses that â€Å"†¦ordinary beings are not born in a land of [a buddha in his body of] glory [because they have not ... can earn this distinction if they take refuge in the Vows of Amitabha Buddha and aspire for Birth in his Pure Land†¦Ã¢â‚¬ 1 This is a revolutionary concept because usually it has been necessary for someone to devote his or her life to religious practice before one can become an arhat, or person who is a foe destroyer. A foe destroyer is basically a person who has cleansed himself of all delusions, any hatred, and any greediness. Once the person becomes an arhat, he or she is enlightened and has reached the pinnacle of his or her spiritual practice. What is so amazing about Pureland Buddhism is that one can reach the stage of nirvana in Pureland practice, without h aving to be an arhat. This is significant because it was previously thought, in many situations, that a person would have to dedicate his or her entire lifetime in order to attain the worlds of the purelands available. However, it is now known that one need not be anyone special or revered in order to attain buddhahood in Pureland Buddhism. Simply the desire to want to have that knowledge grants the person to reach the purelands. Any ordinary, feeling or â€Å"sentient† beings have access to the Purelands if they so desire. That leads one to the next point. As long as someone had not committed one of the five inexpiable sins in Buddhism, reaching the purelands was possible for an ordinary person. These five inexpiable sins—which are basically sins that cannot be atoned for—include the following: 1) killing one’s mother; 2) killing one’s father; 3) killing an arhat (foe destroyer); 4) drawing blood from a tathagata (a buddha’s body); and 5) c ausing dissension within the sangha (the spiritual community). These are sins that cannot be forgiven. As long as none of these sins have been committed, the person is still able to achieve getting to the level of navigating any purelands through which the person desires to travel. Sentient beings, feelings beings, therefore, must not commit any of the five inexpiable sins in order to be able to attain the level of entering into the purelands. Anyone who had right intentions as a sentient being also was able to access the purelands with his or her own mind. Multiple worlds lay just beyond the reach of the ordinary person whose heart was in the right place. As such, that is how Pureland Buddhism differs from other branches of Buddhism. â€Å"[T]he most important statement of the buddha's covenant with sentient beings [was] promising to bring them to his Pure Land if they have the right attitude†¦Ã¢â‚¬ 2 In Pureland Buddhism, what is most essential is a person’s intentio ns. If the seeker has the right attitude, and he or she has a pure and good heart—it is much more likely that the seeker will find what is being searched for, which are the purelands. In search of the purelands, it is thought that anyone who sincerely has the desire to attain them will indeed be able to access them—not including those people who have committed any of the five inexpiable sins. In order to have proper intentions, it is important that the seeker purify his or her mind and make sure that his or her heart has only good and true intentions. That means that he or she is honest with everyone in every sense of the word. Some people are truthful but they are emotionally

Argument Essay Example | Topics and Well Written Essays - 1250 words - 1

Argument - Essay Example This paper will examine the perception towards slum tourism through literature exploration (Eveline & Rivke, p 113.) In the slum, setting there is nothing that is called garbage. Everyone in the slum wants a better life, Critics argue out the slums are exploitative, and they do not have a place in ethical travelers` itinerary. Professor David Fenell, at Brock University in Ontario, questioned the fact that the tourists visit places to take pictures and observe the lifestyles of the slum residents. He believes that the main purpose of slum tourism is to make the westerners feel better of their lifestyle in comparison to the slum habitants. They feel lucky on their life situation in comparison them. However, the proponents of slum tourism argue that ignoring poverty will not take it away. Slum tourism helps them to understand what poverty means. The big issue is how to conduct it (The New York Times, 2008) There conceptual ambiguity in slum tourism is based on a failure to set specific goals of tourism. The exact thing that attracts people during the tour in the slums and favelas is not precisely known (Manfred, p. 421). The use of poverty tourism indicates that poverty is the reason for the visits. The critiques argue that tours on the human wretchedness, infirmity, and unworthy living conditions should not be termed as a tourist attraction aspect. This issue has been largely fuelled by the mass media who present the pictures of such conditions. However, the proponents suggest that the word poverty tourism demonstrates the anticipated situation that propels them to go to slums (Eveline & Rivke, p 114.) Many organizers of slum tourism encourage active role-playing of the participants aimed at helping the residents. A church group in Mexico runs a tour of local garbage dumps where the scavengers collect trash to earn a living. In the tour, they make sandwiches and provide water in bottles for the scavenger.

What Made Amitaba Buddha's Pureland Speical to Sentient Beings Essay

What Made Amitaba Buddha's Pureland Speical to Sentient Beings - Essay Example However, Pureland Buddhism exalted the idea that even people who had no special knowledge could eventually one day reach the purelands if they had the desire to reach them. Pureland Buddhism stresses that â€Å"†¦ordinary beings are not born in a land of [a buddha in his body of] glory [because they have not ... can earn this distinction if they take refuge in the Vows of Amitabha Buddha and aspire for Birth in his Pure Land†¦Ã¢â‚¬ 1 This is a revolutionary concept because usually it has been necessary for someone to devote his or her life to religious practice before one can become an arhat, or person who is a foe destroyer. A foe destroyer is basically a person who has cleansed himself of all delusions, any hatred, and any greediness. Once the person becomes an arhat, he or she is enlightened and has reached the pinnacle of his or her spiritual practice. What is so amazing about Pureland Buddhism is that one can reach the stage of nirvana in Pureland practice, without h aving to be an arhat. This is significant because it was previously thought, in many situations, that a person would have to dedicate his or her entire lifetime in order to attain the worlds of the purelands available. However, it is now known that one need not be anyone special or revered in order to attain buddhahood in Pureland Buddhism. Simply the desire to want to have that knowledge grants the person to reach the purelands. Any ordinary, feeling or â€Å"sentient† beings have access to the Purelands if they so desire. That leads one to the next point. As long as someone had not committed one of the five inexpiable sins in Buddhism, reaching the purelands was possible for an ordinary person. These five inexpiable sins—which are basically sins that cannot be atoned for—include the following: 1) killing one’s mother; 2) killing one’s father; 3) killing an arhat (foe destroyer); 4) drawing blood from a tathagata (a buddha’s body); and 5) c ausing dissension within the sangha (the spiritual community). These are sins that cannot be forgiven. As long as none of these sins have been committed, the person is still able to achieve getting to the level of navigating any purelands through which the person desires to travel. Sentient beings, feelings beings, therefore, must not commit any of the five inexpiable sins in order to be able to attain the level of entering into the purelands. Anyone who had right intentions as a sentient being also was able to access the purelands with his or her own mind. Multiple worlds lay just beyond the reach of the ordinary person whose heart was in the right place. As such, that is how Pureland Buddhism differs from other branches of Buddhism. â€Å"[T]he most important statement of the buddha's covenant with sentient beings [was] promising to bring them to his Pure Land if they have the right attitude†¦Ã¢â‚¬ 2 In Pureland Buddhism, what is most essential is a person’s intentio ns. If the seeker has the right attitude, and he or she has a pure and good heart—it is much more likely that the seeker will find what is being searched for, which are the purelands. In search of the purelands, it is thought that anyone who sincerely has the desire to attain them will indeed be able to access them—not including those people who have committed any of the five inexpiable sins. In order to have proper intentions, it is important that the seeker purify his or her mind and make sure that his or her heart has only good and true intentions. That means that he or she is honest with everyone in every sense of the word. Some people are truthful but they are emotionally

Pepsi Co and Coca Cola Stock Analysis Essay Example | Topics and Well Written Essays - 1250 words

Pepsi Co and Coca Cola Stock Analysis - Essay Example The report at the end presents the summary of what has been learnt in the report. COMPARING THE STOCK PERFORMANCE OF TWO FIRMS Historical prices of Pepsi co Adjusted closing price has been taken for the calculation of returns and risk. The average stock returns are found to be negative (-0.08) (Yahoo! Finance, 2013a) Historical Prices of Coca Cola Company STDEV 0.0101 The Adjusting closing has been taken for calculating returns and risk. The average returns are negative (-0.15) (Yahoo! Finance, 2013b). Dow Jones Industrial Average NASDAQ Composite Index The latest price at which the Pepsi co Philippines traded is 6.19, it is 10.03% below its high 52 week of 6.88. The listing of Pepsi co products are primarily on Philippines Stock Exchange (Financial Times, 2013). (Financial Times, 2013) Market closed at 40.81, which is 6.03% below its high 52 week of 43.43. The listing of Coca Cola Company products are primarily on NYQ. Interest Rates: For the last four years wages are being flat and there is no hint of an increase in inflation rate. In 1980s, women began to enter labor force, but still the work force participation is at its low rate. After the financial crisis the financial system has improved a lot, capitalization of the banks are managed in a better way, balance sheets are being improved by both the corporations and households and all these factors can positively impact not only the two companies but Dow Jones index as well as NASDAQ. Industry News: Despite the continuation of Fed with the policy of buying bonds and accommodation, stocks were more than expected rallied on Monday. The Dow industrials were at a positive sign for the whole day despite the sharp rise in Intel and Merck. With a success of key drug trial, Merck was up 3.8% while with the introduction of new processors of fourth generation, Intel was up to 4 %. The Dow industrial average was increased by 138 points at the closing with 15,254 and NASDAQ was up to 9 points with 3465. 545 million shar es were traded by NASDAQ; there was an increase in the volume on NYSE with 879 million shares being traded. Dow Jones industrials violated the moving average of 20 day. The support zone focused concentration on Monday with 15,115 from 15,000. The index of Dow Jones was on a lead till March. Therefore such factors can also impact companies like Coca Cola and Pepsi as they are also traded on similar stock exchange. Company News The Coca Cola Company has announced its investment in Myanmar on Tuesday 4th June. The production of the company will be in Myanmar with an investment of $200 million. This investment will lift its shares in the market and profits will be enormous. The coca cola company was given the investment permit for the foreign investment Law by Myanmar. It is the first production of Coca Cola in decades. The Dow Industrial Average secured an uneven recovery has led the 30 giants of America which includes Coca Cola Company, Microsoft etc to the most comprehensive event (E avis, 2013) PepsiCo has started its joint venture with the Theo Muller Group, established a new art-state manufacturing of yogurt plant in Batavia, New York. There’s an employment capacity of around 180 people. PepsiCo is the leader in food and beverages it has no less than $65 billion of net revenues. With twenty two brands in the portfolio PepsiCo enjoys over $1 billion to in each brand in a result of its annual sales. With the joint venture with the Theo Muller group Pepsi co enjoys expansion in stocks. PepsiCo due to increasing its price on Feb. 2013,

About Sovereigns and Tyrants Essay Example for Free

About Sovereigns and Tyrants Essay There is a great distinction between a sovereign and a tyrant, although oftentimes people are confused by the meaning of the two. A sovereign is a leader of state that acquired his or her position by being elected or appointed by the people. A tyrant, on the other hand, is a self proclaimed leader, assuming leadership â€Å"without election, or right of succession, or lot, or a just war, or a special calling from God† (Bodin, 1992). Under the circumstances of tyranny, it is lawful or permissible to kill the tyrant. The primary moral reason here, especially in a democratic state, is to bring back power to the hands of the people. However, there is an exception here. If, after assuming tyranny, the tyrant’s rule becomes ratified by election or permission from the people, then it is no longer permissible to kill or persecute the tyrant without a fair trial. See more:  The 3 Types of Satire Essay It is possible for a sovereign prince to become a tyrant. When this happens, some people who share authority over the state (such as senators, aristocrats, and the people themselves) have a right to eliminate the sovereign-tyrant in order to deliver the unjustly oppressed. This can either be done by means of law, or by means of force. A foreign ruler may also be rather fit to do this task than the citizens of the state. On the other hand, a true sovereign ruler differs from a tyrant in that he (or she) has rightful absolute power over the entire state and he doesn’t share it with any of his subjects. Monarchs of England during older times are good examples of sovereign rulers. They obtained their leadership by law and birthright, and thus they cannot be considered as tyrants. It is not lawful then, to unjustly kill, plot against, resist, or even think about hurting a sovereign ruler. Such an act is nothing less than high treason and punishable by death. Bibliography: Bodin, J. (1992). On sovereignty (J.H. Franklin, Ed.). Cambridge: Cambridge University Press

Effect of Single Parent Household on Child Education

Effect of Single Parent Household on Child Education ABSTRACT The question of whether different family structures affect the educational achievement of children is one that has been debated over a vast amount of years and is still under scrutiny today. This theoretical study aims to contribute to our understandings of the links between single parent family structures and the affect it has on adolescents education (12 17 year olds). It particularly gives emphasis to single parent families, however also considers other family structures, such as, families that consist of two parents, step families, etc, which enables comparison between the data and gives an illustration of the educational differences between single parent family households and other family structures. This comparison has facilitated an analysis on positive or negative effects single parent families can possess on education. Lastly the study assesses the data available between educational attainment of adolescents from single-mother families and adolescents form single-father fam ilies. Research data has been collated from secondary sourced materials about single parent family structures and education, which were mainly in the form of journal articles all written by credible authors over the past 15 years. These statues of the sources used that influence the establishment of knowledge and policy are highly credible, as they are acknowledged by the accredited organisations that have allowed the primary research to be conducted and the data published. An analytical review has been conducted on all the research data examined and enabled the following findings; although adolescents are at increased risk of adverse outcomes when living in a single parent family structure, the differences between adolescents from two parent and single parent families is fairly insignificant and adolescents will predominantly, not be affected in terms of educational achievement and occupational success. CHAPTER 1: RESEARCH PROCESS Prior to starting this study, a comprehensive and detailed research process around the area of interest on single parent families was undertaken, to provide the core foundations of the study. It was necessary to engage with a wide variety of secondary sourced materials, which needed an extensive and analytical review, in order to carry a successful theoretical study on the chosen title; A Critical Review: The Educational Performance of Adolescents from Single Parent Families. There was a vast amount of literature and different methods of conduct in the way the information needed could be obtained, therefore a search strategy was devised [Refer to Appendix 1 Research Journal Book; Page 5], which included a clear and logical plan to collating the necessary research data. The starting point for the research process was a search for relevant literature on the Manchester Metropolitan University library website. This enabled access to the basic electronic books, articles and on-line journals to provide the basic background reading around the topic under analysis. Later, a search for various journal articles that were not available on-line was carried out and copies were made of the relevant ones that could help with the study. Also, after conducting a library search on the books required, the ones that were unavailable were reserved for later, and once obtained, it was necessary to read them. Comprehensive notes were made of the issues acknowledged around single parenthood and the information perceived to be of high significance. Although, now a lot of background knowledge and data on the subject matter was established, it was noticed that the materials used were not very contemporary, as some of the books and articles were published over 30 years ago. T herefore it was essential to engage with various online articles, including, The Times and journal databases, such as Demos to allow an analysis of a wider range of contemporary materials on the topic of interest. After collating and examining all the research attained, the materials were synthesised to the most relevant ones that were produced over the past 15 years and those that were published by credited authors and organisations, to allow the study to hold validity. In addition, a timeline was created, which consisted of dates as to when certain tasks and research would be carried out, in order to ensure the research tasks and study was completed before the submission deadline. After the research process was complete, it was officially time to commence in a detailed critical analysis and evaluation on the role of single parent families and adolescents educational attainment. CHAPTER 2: INTRODUCTION Research Interest The nature of this research is to find out whether the educational performances of adolescents (12 17 year olds) living in single parent households is different (better or worse) to those adolescents living in other family structures. The area of research interest is based around single parent families, particularly in relation to education and how children growing up in one parent households can affect their educational attainment. The focus is specifically on adolescents, as it has been argued by some practitioners who have studied single parent families that; adolescence in particular is a crucial time in which to study school success because educational achievement in the teen years has a direct influence on indicators of overall attainment, such as high school graduation and college attendance (Heard, 2007; p.320). The curiosity for this subject matter has stemmed from an individual standpoint, through personal experiences of being raised in a single-mother household, and holding positive educational achievements, as average academic grades have always been met. However, there seemed to be negative expectations from people in society (teachers, extended family members, etc), who considered individuals from single parent households to be less intellectually capable and to perform less well in education than those children from stable two parent families. Hence, the nature of this study and the hoped outcome after the review of literature is; that adolescents are often stereotyped because of their family structure which may have no or little relevance to their educational performance. In the process of conducting the research required, a personal interest on this topic area has developed furthermore, because a lot of different and altering views on single parenthood were found, which were not considered at first. For example, different explanations were discovered on how a boys educational achievement is affected when he is living in a single-mother household, which can be significantly different to him living in a single-father household. As previously stated, the research was conducted by collating relevant research data on the topic area and reviewing each article and information in depth to allow a detailed analysis of the main contentious issues, which included; the notion that adolescents from single parent households perform less well in education than those living with two parents, single parent families have a lack of funds to invest in educational resources, boys are adversely affected than girls from single parent households, boys growing up without a father are more likely to do less well in education, same with girls without their mother, and, lastly, the idea that living in a single parent family consequences very little parental involvement in the adolescents education. After underlining the main contentious issues, a number of 3 questions were formulated to guide the study and allow a successful analysis and evaluation of the secondary research data. These comprised; are adolescents from single parent families at a disadvantage to those of two parents in educational achievement? Secondly, are there any similarities or differences of the educational performance of adolescents between single-mother and single-father households? Lastly, do single-parents have little involvement in their childrens educational attainment? Report Structure The structure of the report firstly consists of an abstract to give the reader an insight to the study and what it deals with. Chapter 1 consists of the research process undertaken to allow the analysis of the research data. The section outlines the necessary steps taken when collating the research materials and provides the reader with a notion of the type of primary research previously conducted on the topic of single parent families. Chapter 2 is the introductory chapter to clarify the nature of the research. It includes information about where the curiosity in this subject matter stemmed from, the main contentious issues discovered from the secondary source materials, the questions developed to guide the study and lastly, an overview of the main conclusion drawn. Chapter 3 compromise a critical analysis on reports identified that deal with research and statistics conducted by governmental bodies, including the Institute of Education. It evaluates the effectiveness of the secondary sourced materials used to complete the study and takes into account the strengths and weakness of the materials analysed; also indentifying the gaps within the topic area under scrutiny. The analysis on these reports allows the subject matter to be put into a contemporary context. Chapter 4 consists of an analysis and critique of academic literature conducted by various authors and publishers. This part identifies other issues, ideas and competing theories related to children from single parent households and enables further arguments to be constructed. It also analyses the sociological data collection and analysis methods used to obtain data to form the studies on single parent households. Chapter 5 deals with an examination of the previous sociological theories devised around single parent families and also the contemporary ones. This analysis allows an insight to theorists opinions and explanations of the differences in educational attainment. Chapter 6 includes the addition of a comprehensive conclusion, compromising a brief summary of the research and independent conclusions related to the study are offered. This section allows an understanding of personal arguments and ideas made to contribute towards the concepts of the study and competing theories or interpretations. It also consists of a section that outlines the future work and study that can be implemented to develop the study of single parent families. Chapter 7, the last section contains a personal reflection on the engagement of the research conducted. It includes how and what has been learnt throughout the course of the study, as well as, how personal interests have been impacted and changed as a result of the research process and the completion of the study. Main Conclusions The critical review has drawn together the evidence on adolescents educational attainment from single parent family households. There is evidence to show that although adolescents are at increased risk of adverse outcomes when living in a single parent family structure, the differences between adolescents from two parent families and single parent families is fairly insignificant and adolescents will predominantly not be affected in terms of educational achievement and occupational success. The analysis has also exposed that family functioning and economic factors have a higher influence than the type of family structure on an adolescents educational success. Furthermore, various sociological theories have been devised on the matter of single parent families, which can be used in context with the topic in hand. Lastly, research indicates, the lack of educational success of adolescents being brought up in single parent families is not limited to one cause only; a lot of altering factors play apart. CHAPTER 3: ANALYSIS OF REPORTS There are a number of reports published by governmental bodies, such as, the Institute of Education, that deal with research and statistics established around single parent families and education. This chapter compromises a critical analysis of 5 major reports published in the last 15 years, which are all acknowledged by governmental bodies. Causes of Single Parenthood Over the space of a single generation the number of people marrying has halved, the number divorcing has trebled and the proportion of children born outside marriage has quadrupled (Lewis, 2001; p.37). It can be suggested, that all of the above contribute to the factors related to the causes of single parenthood. The context of this statement has been assembled from data provided by the Department for Children Schools and Families (DCSF) from the 1970s to the year 2000. However Lewis (2001) fails to look at contemporary data and statistics around the subject matter, which could alter the statement he has made. National statistics actually declare that the number of marriages in England and Wales steadily rose between 2001 and 2004 (Office for National Statistics, 2010), therefore although the number of marriages may have halved over the space of a single generation (Lewis, 2001; p.37), Lewis (2001) does not look at the rise of marriages in certain periods and does not offer any rationalisation for such trends [Refer to Appendix 2 Statistics Graph; Page 48]. In 2006 in Great Britain, 25% of dependent children were found to be living in single parent households with little or no contact with the second parent (Mooney et al, 2009). This figure holds credible status as it was obtained from the National Office for Statistics, however Mooney et al (2009) are unsuccessful in explaining how little or no contact is determined. There is no thesis or evidence of chapters that attempt to make clear how they approached and justified their declaration made, therefore making it questionable. Lewis (2001), Mooney et al (2009), amongst others also offer alternative explanations to single parenthood that are recognised within the majority of the reports under analysis, which will be addressed throughout the course of this study. Effects of Single Parenthood The levels of single parenthood are continuously rising; the effect that this has on the adolescents living with a single parent is contested. Some argue there are no adverse consequences, whilst others suggest that there are clear implications for the adolescents, arguing; evidence indicates unequivocally that those children whose parents separate are at significantly greater risk than those whose parents remain together, for a wide range of adverse outcomes in social, psychological, and physical development (Pryor and Rodgers, 2001; p.73). These two positions offered are both backed up with evidence, firstly showing the consequences for adolescents, mainly pointing at the fact that there is a considerable difference in educational achievement between those individuals from single parent families and those from nuclear family structures[1]. This evidence is mainly shown through the comparison of statistical data; those who were brought up by single parents were almost twice as likely to lack formal qualifications (Kiernan, 1997; p.9). Again, the contradicting argument also uses similar procedures, such as statistical data to illustrate the evidence that argues individuals form single parent families are not negatively affected; the difference between children from intact and non-intact families is a small one, and the majority of children will not be adversely affected (Mooney et al, 2009; p.3). Although both of these grand claims provide evidence to back up their statements, they are not a 100 per cent warranted as gaps within their claims still remain. For example, Mooney et al (2009) acknowledge that there is a small difference between single parent and nuclear family structures and claim the majority of individuals from single parent families are not affected. However they fail to recognise the small proportion of individuals who are affected, forgetting to address the reasons to how and why only a minority of adolescents from single parent families suffer the alleged adverse consequences. Separation or Divorce It is argued that adolescents whose parents separate have the double probability of experiencing long-term negative outcomes in education than adolescents from nuclear family structures (Mooney et al, 2009). The long-term studies that have been conducted to show this include the analysis of statistical data throughout a certain period of time and longitudinal studies, monitoring adolescents from single parent households over a course of their lives. There is no specific definition of the long-term outcomes, and studies have taken place over a variety of periods, including, 5, 10 and 20 years. There is also no precise measurement of a negative outcome, they tend to be the general opinions of the researcher or author rather than a factor defined through research or study; there are various chapters throughout all the reports that constantly refer to the negative child outcomes following parental separation (Mooney et al, 2009; p.13), however there is no mentioning of the measurements u sed to define these negative outcomes. A variety of research studies have indicated that adolescents who witness the breakdown of their own parents marriage in comparison to those who have not, hold lower educational qualifications, lower part-time or full-time incomes and more expected to be unemployed in later life (Kiernan, 1997). This expectancy is reasonably vindicated as Kiernan (1997) uses various statistical data from England to compare the educational achievements and employment roles of adults aged 33 who had been raised by single parents to those who had not. From her study, she found that there were a lower percentage of adults who experienced their parents separation than those brought up in nuclear family structures to commit to further educational studies. Also, there was a higher percentage of adults brought up by single parents who were unemployed than those brought up by both parents (Kiernan, 1997). Although, she provides some statistical evidence to indicate those from single parent families possess lo w levels of educational attainment, Kiernan (1997) does not take into consideration the fact that her statistics show; there was a higher proportion of individuals brought up by single parents holding O-Level qualifications in comparison to those who lived in a nuclear family structure [Refer to Appendix 3 Table of Statistics; Page 49]. She fails to provide an explanation for this statistic and in a sense seems to ignore this odd occurrence. The ignorance of this statistic suggests Kiernan (1997) is judging and concluding in a manner that does not necessarily match the evidence, which may indicate towards a personal or professional agenda. This personal agenda may simply be stereotypical views of those from single parent families, which can include the expectancy of academic failure and low employment prospects. Also, teenage girls who have witnessed their parental divorce or separation have a higher probability than their peers to begin early sexual relations, to cohabit at early ages and commit to teenage pregnancies. To start early sexual relations and conceive children young is one reason why a vast percentage of adolescent girls from single parent families perform less well in education than those living in nuclear family structures. The stresses of sexual relationships and pregnancy can often leave very little or no time to focus on study, commonly resulting in teenage mothers leaving education early and gaining little qualifications (Kiernan, 1997). Although Kiernan (1997) makes such claims, she does not provide any evidence to justify them. There is no evidence of statistical data showing that teenage pregnancies are the result of being brought up by a single parent and no mention of any imperative measurements used to suggests such outcomes can occur; thus her explanations lack in v alidity and can be contested in numerous ways. Economical Factors One economical factor that is argued to be common in single parenthood is the issue of living in poverty. In comparison to nuclear families, single parents tend to be considerably financially worse and statistics show 70% of single parents live in poverty (Evans et al, 2004). This is an accredited statistic obtained from the Department of Work and Pensions, which gives an insight of the scale of financial difficulties faced by single parents. Poverty has been identified as one major factor that affects educational attainment at schools and used to explain the low educational performances of adolescents from single parent households, as a vast number of children living in single parent family structures are only supported by one parental income or through welfare benefits. In Britain in the 1990s, approximately 80% of single mothers relied on governmental benefits to support themselves and their children (Kiernan, 1997). Again, this statistic is credited and provides a sound context t o the argument being made, however it is not a contemporary piece of research. Today in modern Britain a lot of people are facing financial difficulties because of different factors that can affect educational attainment, regardless of the type of family structure an individual is from. For example, in the current financial climate and the issues of the recession, many people are finding it difficult to maintain jobs and fund their familys educational needs, such as, university tuition fees, college expenses, etc; therefore adolescents from all family structures may have a lower educational attainment. Consequently there are more individuals today relying on governmental benefits to support their financial needs; from the start of 2008, 800,000 individuals were claiming Job Seekers Allowance, then rose rapidly in 2009, where there was 1.5 million claimants (National Office for Statistics, 2010: Refer to Appendix 4 Statistics Article; Page 50). Thus, Kiernans (1997) examination on f inance does not give a valid insight to the contemporary issues affecting educational achievement. Also, Kiernan (1997) suggests that single parents do not have the financial support from the second parent without any suitable evidence. Conversely this is not necessarily true, if parents have separated or divorced, the second parent is obligated to contribute to the finance of his/her family if any dependent children are involved; therefore although some single parents may face financial strain, there are others who still receive financial help from their ex-partners. Financial difficulty increases the chances of other variables connected with negative outcomes for the adolescents, including; poor nutrition, inadequate housing, health issues and limited access to educational resources. Adolescents with poor nutrition will find it significantly difficult to concentrate at school during lessons, limiting their educational performances. Evidence shows a balanced diet and the consumption of adequate vitamins and nutrients can boost the concentration levels of pupils at school, making them more alert and attentive during class sessions (Welsh et all, 2004). This evidence offered is of widespread knowledge and supported by nutritional specialists, such as, the British Nutrition Foundation (Stanner et al, 2010). Poor nutrition can also lead to various long-term health problems, including Anorexia, Cardiovascular Disease, etc, which may require adolescents taking a lot of time off school compared to those not living in poverty, therefore, again, limiting their educational performances (Mooney et al, 2009). A viable argument is made here, however there is a lack of evidence to support the suggestion that these health problems is a definite explanation as to why adolescents from single parent families can do poorly in education. Health problems can lead to taking time off school, however there is no reasonable clarification to why it specifically affects those from single parent families; Anorexia and Cardiovascular Disease can affect any individual, not just those who lack a balanced diet and may be living in single parent families; the causes of Anorexia range from a variety of factors, including, the media, social pressure and genetics (Russell, 2007). Inadequate housing conditions may make it difficult for adolescents to concentrate and complete coursework at home when required, resulting in another limitation in educational attainment (Mooney et al, 2009). Another viable argument, however, again, there is a lack of evidence to support this claim; it is not sufficient enough to suggest inadequate housing only affects those of single parent families, move valid knowledge and research is required to support such claims. Furthermore, it is contested; limited funds can often neglect the extra requirements of educational resources and materials to help during courses. For example, single parents may not be able to afford home computers, books, sportswear, etc that assist success in schools. Without the access to these resources adolescents from single parents are at a disadvantage in educational attainment compared to those adolescents living in nuclear families, supported by both parental incomes, thus an explanation for the questionable differences in educational achievement (Mooney et al, 2009). Although this is an explanation, Mooney et al (2009) fail to acknowledge the initiatives and support available for all family structures to overcome barriers when accessing educational resources. For example, public libraries are available to borrow books instead of buying them, libraries also facilitate free access to computers and schools also provide support free access to educational materials. Therefore the claim that adolescents from single parents do not have the access to resources available in order to perform well in education is not credible and lacks knowledge of contemporary support. In addition, it is also argued, adolescents living with single parents may leave education early to gain employment to help with the financial circumstances, or work long shifts whilst still at school to fund their own wants and needs, which can ultimately result in low educational attainment. Low qualifications and an early entry into employment can increase the prospects of low occupational achievement, little income, unemployment and state dependency (Kiernan, 1997). This argument is supported with evidence, as Kiernan (1997) uses statistical data to show that a lot of adolescents form single parent families do enter early employment to assist their familys financial needs. However, she has no evidence to suggest that an early entry into employment can increase the chances of low occupational achievement, this is an assumption made, that without further education individuals cannot succeed in the labour market. However this is not necessarily accurate, there are individuals in the media who have excelled within the labour market without an education to college or degree level, for example, Sir Allen Sugar, a successful business entrepreneur (BBC, 2009). Although there is a certain lack of acknowledgement of various factors when arguing poverty is a major factor of adolescents academic failure from single parent families, there has been a study conducted of 2 nuclear families in America who experienced a substantial decrease in income. This identified that the financial pressure lead to increased depression in both parents, conflicts throughout the family, behaviour changes in the adolescents and a drop in their educational success in schools and in exams. (Conger et al, 1992). Therefore, there is some valid evidence to associate single parent poverty with educational success. Never the less, consideration must be given to the fact that educational failure in single parenthood is not only limited to financial strain. Social Factors The single parent family structure is frequently associated with social factors, such as a decrease in the quality and quantity of personal contact between adolescents and their non-residential parent. This can affect a teenagers educational attainment due to the lack of support from both parents to perform well in school (Kiernan, 1997). Although this statement is made, there is no substantial evidence or research conducted to support the argument. There is the assumption that teenagers will automatically have a decrease in the quality and quantity of personal contact with their second parent. However, this is may not be the case, parents after separation can still have daily contact with their children on a regular basis; thus the support from both parents to do well in education may not decline. Misleading conclusions are being made, which suggest the author may hold biased views on this subject matter. It can be argued, single parents providing childcare may also have limited time and energy they can dedicate to their children, particularly if longer hours of paid employment is necessary to maintain financial stability. These decreases in parental resources, for example, help with homework, support and attention they can offer to their children, can increase the possibility of educational failure (Kiernan, 1997). Although the long working hours may have an impact on parental time available, there is no verification that declares a lack of parental time has a definite effect on educational attainment. Kiernan (1997) also ignores social networks that can provide support with educational attainment, such as, family, friends, neighbours, relatives, etc. It has been argued by many that social networks and support is crucial for the development of individuals intellectually, emotionally and socially; strong networks allow the foundations to achieving success in academic and occupational careers (Hooyman and Kiak, 2008). Psychological Factors Amongst these social and economical explanations are psychological explanatory factors that attempt to clarify the educational differences between teenagers from single parent and nuclear family structures. It is argued that the notion of family stress during bereavement, divorce, separation, etc, can provide a vast amount of strain on the children, which can add onto the predominant stresses of educational attainment. A number of studies have exposed that parental conflict during separation can have a harmful impact on the adolescents well-being. This can result to lack of concentration during school class sessions, less motivation to complete designated assignments and a lack of class participation, which usually lead to academic failure (Kiernan, 1997). There is substantial evidence to suggest stress can be related to educational achievement and affect academic results obtained; for instance there have been various observational and longitudinal studies that have discovered trauma tic stress can lead to a decline in academic success (Hall, 2000). Whilst Kiernan (1997) takes into consideration the stresses of parental separation, she fails to acknowledge the relief some marital breakdowns can have; for example, one where the child or partner was suffering physical abuse. In this situation a positive outcome could occur in educational attainment rather than the negativities of academic failure. Also research suggests that the parental ability to recover from distress of bereavement, separation and divorce can affect the childrens ability to adapt to new changes. Effective communication and frequent contact between the adolescents and both the resident and non-resident parents are important in assisting teenagers to adjust and adapt to change. If change is not accepted and the adolescents do not adapt, studies have discovered that there is a higher possibility of poor educational outcomes for teenagers from separated families than those from intact ones. The distress teenagers may face fro Effect of Single Parent Household on Child Education Effect of Single Parent Household on Child Education ABSTRACT The question of whether different family structures affect the educational achievement of children is one that has been debated over a vast amount of years and is still under scrutiny today. This theoretical study aims to contribute to our understandings of the links between single parent family structures and the affect it has on adolescents education (12 17 year olds). It particularly gives emphasis to single parent families, however also considers other family structures, such as, families that consist of two parents, step families, etc, which enables comparison between the data and gives an illustration of the educational differences between single parent family households and other family structures. This comparison has facilitated an analysis on positive or negative effects single parent families can possess on education. Lastly the study assesses the data available between educational attainment of adolescents from single-mother families and adolescents form single-father fam ilies. Research data has been collated from secondary sourced materials about single parent family structures and education, which were mainly in the form of journal articles all written by credible authors over the past 15 years. These statues of the sources used that influence the establishment of knowledge and policy are highly credible, as they are acknowledged by the accredited organisations that have allowed the primary research to be conducted and the data published. An analytical review has been conducted on all the research data examined and enabled the following findings; although adolescents are at increased risk of adverse outcomes when living in a single parent family structure, the differences between adolescents from two parent and single parent families is fairly insignificant and adolescents will predominantly, not be affected in terms of educational achievement and occupational success. CHAPTER 1: RESEARCH PROCESS Prior to starting this study, a comprehensive and detailed research process around the area of interest on single parent families was undertaken, to provide the core foundations of the study. It was necessary to engage with a wide variety of secondary sourced materials, which needed an extensive and analytical review, in order to carry a successful theoretical study on the chosen title; A Critical Review: The Educational Performance of Adolescents from Single Parent Families. There was a vast amount of literature and different methods of conduct in the way the information needed could be obtained, therefore a search strategy was devised [Refer to Appendix 1 Research Journal Book; Page 5], which included a clear and logical plan to collating the necessary research data. The starting point for the research process was a search for relevant literature on the Manchester Metropolitan University library website. This enabled access to the basic electronic books, articles and on-line journals to provide the basic background reading around the topic under analysis. Later, a search for various journal articles that were not available on-line was carried out and copies were made of the relevant ones that could help with the study. Also, after conducting a library search on the books required, the ones that were unavailable were reserved for later, and once obtained, it was necessary to read them. Comprehensive notes were made of the issues acknowledged around single parenthood and the information perceived to be of high significance. Although, now a lot of background knowledge and data on the subject matter was established, it was noticed that the materials used were not very contemporary, as some of the books and articles were published over 30 years ago. T herefore it was essential to engage with various online articles, including, The Times and journal databases, such as Demos to allow an analysis of a wider range of contemporary materials on the topic of interest. After collating and examining all the research attained, the materials were synthesised to the most relevant ones that were produced over the past 15 years and those that were published by credited authors and organisations, to allow the study to hold validity. In addition, a timeline was created, which consisted of dates as to when certain tasks and research would be carried out, in order to ensure the research tasks and study was completed before the submission deadline. After the research process was complete, it was officially time to commence in a detailed critical analysis and evaluation on the role of single parent families and adolescents educational attainment. CHAPTER 2: INTRODUCTION Research Interest The nature of this research is to find out whether the educational performances of adolescents (12 17 year olds) living in single parent households is different (better or worse) to those adolescents living in other family structures. The area of research interest is based around single parent families, particularly in relation to education and how children growing up in one parent households can affect their educational attainment. The focus is specifically on adolescents, as it has been argued by some practitioners who have studied single parent families that; adolescence in particular is a crucial time in which to study school success because educational achievement in the teen years has a direct influence on indicators of overall attainment, such as high school graduation and college attendance (Heard, 2007; p.320). The curiosity for this subject matter has stemmed from an individual standpoint, through personal experiences of being raised in a single-mother household, and holding positive educational achievements, as average academic grades have always been met. However, there seemed to be negative expectations from people in society (teachers, extended family members, etc), who considered individuals from single parent households to be less intellectually capable and to perform less well in education than those children from stable two parent families. Hence, the nature of this study and the hoped outcome after the review of literature is; that adolescents are often stereotyped because of their family structure which may have no or little relevance to their educational performance. In the process of conducting the research required, a personal interest on this topic area has developed furthermore, because a lot of different and altering views on single parenthood were found, which were not considered at first. For example, different explanations were discovered on how a boys educational achievement is affected when he is living in a single-mother household, which can be significantly different to him living in a single-father household. As previously stated, the research was conducted by collating relevant research data on the topic area and reviewing each article and information in depth to allow a detailed analysis of the main contentious issues, which included; the notion that adolescents from single parent households perform less well in education than those living with two parents, single parent families have a lack of funds to invest in educational resources, boys are adversely affected than girls from single parent households, boys growing up without a father are more likely to do less well in education, same with girls without their mother, and, lastly, the idea that living in a single parent family consequences very little parental involvement in the adolescents education. After underlining the main contentious issues, a number of 3 questions were formulated to guide the study and allow a successful analysis and evaluation of the secondary research data. These comprised; are adolescents from single parent families at a disadvantage to those of two parents in educational achievement? Secondly, are there any similarities or differences of the educational performance of adolescents between single-mother and single-father households? Lastly, do single-parents have little involvement in their childrens educational attainment? Report Structure The structure of the report firstly consists of an abstract to give the reader an insight to the study and what it deals with. Chapter 1 consists of the research process undertaken to allow the analysis of the research data. The section outlines the necessary steps taken when collating the research materials and provides the reader with a notion of the type of primary research previously conducted on the topic of single parent families. Chapter 2 is the introductory chapter to clarify the nature of the research. It includes information about where the curiosity in this subject matter stemmed from, the main contentious issues discovered from the secondary source materials, the questions developed to guide the study and lastly, an overview of the main conclusion drawn. Chapter 3 compromise a critical analysis on reports identified that deal with research and statistics conducted by governmental bodies, including the Institute of Education. It evaluates the effectiveness of the secondary sourced materials used to complete the study and takes into account the strengths and weakness of the materials analysed; also indentifying the gaps within the topic area under scrutiny. The analysis on these reports allows the subject matter to be put into a contemporary context. Chapter 4 consists of an analysis and critique of academic literature conducted by various authors and publishers. This part identifies other issues, ideas and competing theories related to children from single parent households and enables further arguments to be constructed. It also analyses the sociological data collection and analysis methods used to obtain data to form the studies on single parent households. Chapter 5 deals with an examination of the previous sociological theories devised around single parent families and also the contemporary ones. This analysis allows an insight to theorists opinions and explanations of the differences in educational attainment. Chapter 6 includes the addition of a comprehensive conclusion, compromising a brief summary of the research and independent conclusions related to the study are offered. This section allows an understanding of personal arguments and ideas made to contribute towards the concepts of the study and competing theories or interpretations. It also consists of a section that outlines the future work and study that can be implemented to develop the study of single parent families. Chapter 7, the last section contains a personal reflection on the engagement of the research conducted. It includes how and what has been learnt throughout the course of the study, as well as, how personal interests have been impacted and changed as a result of the research process and the completion of the study. Main Conclusions The critical review has drawn together the evidence on adolescents educational attainment from single parent family households. There is evidence to show that although adolescents are at increased risk of adverse outcomes when living in a single parent family structure, the differences between adolescents from two parent families and single parent families is fairly insignificant and adolescents will predominantly not be affected in terms of educational achievement and occupational success. The analysis has also exposed that family functioning and economic factors have a higher influence than the type of family structure on an adolescents educational success. Furthermore, various sociological theories have been devised on the matter of single parent families, which can be used in context with the topic in hand. Lastly, research indicates, the lack of educational success of adolescents being brought up in single parent families is not limited to one cause only; a lot of altering factors play apart. CHAPTER 3: ANALYSIS OF REPORTS There are a number of reports published by governmental bodies, such as, the Institute of Education, that deal with research and statistics established around single parent families and education. This chapter compromises a critical analysis of 5 major reports published in the last 15 years, which are all acknowledged by governmental bodies. Causes of Single Parenthood Over the space of a single generation the number of people marrying has halved, the number divorcing has trebled and the proportion of children born outside marriage has quadrupled (Lewis, 2001; p.37). It can be suggested, that all of the above contribute to the factors related to the causes of single parenthood. The context of this statement has been assembled from data provided by the Department for Children Schools and Families (DCSF) from the 1970s to the year 2000. However Lewis (2001) fails to look at contemporary data and statistics around the subject matter, which could alter the statement he has made. National statistics actually declare that the number of marriages in England and Wales steadily rose between 2001 and 2004 (Office for National Statistics, 2010), therefore although the number of marriages may have halved over the space of a single generation (Lewis, 2001; p.37), Lewis (2001) does not look at the rise of marriages in certain periods and does not offer any rationalisation for such trends [Refer to Appendix 2 Statistics Graph; Page 48]. In 2006 in Great Britain, 25% of dependent children were found to be living in single parent households with little or no contact with the second parent (Mooney et al, 2009). This figure holds credible status as it was obtained from the National Office for Statistics, however Mooney et al (2009) are unsuccessful in explaining how little or no contact is determined. There is no thesis or evidence of chapters that attempt to make clear how they approached and justified their declaration made, therefore making it questionable. Lewis (2001), Mooney et al (2009), amongst others also offer alternative explanations to single parenthood that are recognised within the majority of the reports under analysis, which will be addressed throughout the course of this study. Effects of Single Parenthood The levels of single parenthood are continuously rising; the effect that this has on the adolescents living with a single parent is contested. Some argue there are no adverse consequences, whilst others suggest that there are clear implications for the adolescents, arguing; evidence indicates unequivocally that those children whose parents separate are at significantly greater risk than those whose parents remain together, for a wide range of adverse outcomes in social, psychological, and physical development (Pryor and Rodgers, 2001; p.73). These two positions offered are both backed up with evidence, firstly showing the consequences for adolescents, mainly pointing at the fact that there is a considerable difference in educational achievement between those individuals from single parent families and those from nuclear family structures[1]. This evidence is mainly shown through the comparison of statistical data; those who were brought up by single parents were almost twice as likely to lack formal qualifications (Kiernan, 1997; p.9). Again, the contradicting argument also uses similar procedures, such as statistical data to illustrate the evidence that argues individuals form single parent families are not negatively affected; the difference between children from intact and non-intact families is a small one, and the majority of children will not be adversely affected (Mooney et al, 2009; p.3). Although both of these grand claims provide evidence to back up their statements, they are not a 100 per cent warranted as gaps within their claims still remain. For example, Mooney et al (2009) acknowledge that there is a small difference between single parent and nuclear family structures and claim the majority of individuals from single parent families are not affected. However they fail to recognise the small proportion of individuals who are affected, forgetting to address the reasons to how and why only a minority of adolescents from single parent families suffer the alleged adverse consequences. Separation or Divorce It is argued that adolescents whose parents separate have the double probability of experiencing long-term negative outcomes in education than adolescents from nuclear family structures (Mooney et al, 2009). The long-term studies that have been conducted to show this include the analysis of statistical data throughout a certain period of time and longitudinal studies, monitoring adolescents from single parent households over a course of their lives. There is no specific definition of the long-term outcomes, and studies have taken place over a variety of periods, including, 5, 10 and 20 years. There is also no precise measurement of a negative outcome, they tend to be the general opinions of the researcher or author rather than a factor defined through research or study; there are various chapters throughout all the reports that constantly refer to the negative child outcomes following parental separation (Mooney et al, 2009; p.13), however there is no mentioning of the measurements u sed to define these negative outcomes. A variety of research studies have indicated that adolescents who witness the breakdown of their own parents marriage in comparison to those who have not, hold lower educational qualifications, lower part-time or full-time incomes and more expected to be unemployed in later life (Kiernan, 1997). This expectancy is reasonably vindicated as Kiernan (1997) uses various statistical data from England to compare the educational achievements and employment roles of adults aged 33 who had been raised by single parents to those who had not. From her study, she found that there were a lower percentage of adults who experienced their parents separation than those brought up in nuclear family structures to commit to further educational studies. Also, there was a higher percentage of adults brought up by single parents who were unemployed than those brought up by both parents (Kiernan, 1997). Although, she provides some statistical evidence to indicate those from single parent families possess lo w levels of educational attainment, Kiernan (1997) does not take into consideration the fact that her statistics show; there was a higher proportion of individuals brought up by single parents holding O-Level qualifications in comparison to those who lived in a nuclear family structure [Refer to Appendix 3 Table of Statistics; Page 49]. She fails to provide an explanation for this statistic and in a sense seems to ignore this odd occurrence. The ignorance of this statistic suggests Kiernan (1997) is judging and concluding in a manner that does not necessarily match the evidence, which may indicate towards a personal or professional agenda. This personal agenda may simply be stereotypical views of those from single parent families, which can include the expectancy of academic failure and low employment prospects. Also, teenage girls who have witnessed their parental divorce or separation have a higher probability than their peers to begin early sexual relations, to cohabit at early ages and commit to teenage pregnancies. To start early sexual relations and conceive children young is one reason why a vast percentage of adolescent girls from single parent families perform less well in education than those living in nuclear family structures. The stresses of sexual relationships and pregnancy can often leave very little or no time to focus on study, commonly resulting in teenage mothers leaving education early and gaining little qualifications (Kiernan, 1997). Although Kiernan (1997) makes such claims, she does not provide any evidence to justify them. There is no evidence of statistical data showing that teenage pregnancies are the result of being brought up by a single parent and no mention of any imperative measurements used to suggests such outcomes can occur; thus her explanations lack in v alidity and can be contested in numerous ways. Economical Factors One economical factor that is argued to be common in single parenthood is the issue of living in poverty. In comparison to nuclear families, single parents tend to be considerably financially worse and statistics show 70% of single parents live in poverty (Evans et al, 2004). This is an accredited statistic obtained from the Department of Work and Pensions, which gives an insight of the scale of financial difficulties faced by single parents. Poverty has been identified as one major factor that affects educational attainment at schools and used to explain the low educational performances of adolescents from single parent households, as a vast number of children living in single parent family structures are only supported by one parental income or through welfare benefits. In Britain in the 1990s, approximately 80% of single mothers relied on governmental benefits to support themselves and their children (Kiernan, 1997). Again, this statistic is credited and provides a sound context t o the argument being made, however it is not a contemporary piece of research. Today in modern Britain a lot of people are facing financial difficulties because of different factors that can affect educational attainment, regardless of the type of family structure an individual is from. For example, in the current financial climate and the issues of the recession, many people are finding it difficult to maintain jobs and fund their familys educational needs, such as, university tuition fees, college expenses, etc; therefore adolescents from all family structures may have a lower educational attainment. Consequently there are more individuals today relying on governmental benefits to support their financial needs; from the start of 2008, 800,000 individuals were claiming Job Seekers Allowance, then rose rapidly in 2009, where there was 1.5 million claimants (National Office for Statistics, 2010: Refer to Appendix 4 Statistics Article; Page 50). Thus, Kiernans (1997) examination on f inance does not give a valid insight to the contemporary issues affecting educational achievement. Also, Kiernan (1997) suggests that single parents do not have the financial support from the second parent without any suitable evidence. Conversely this is not necessarily true, if parents have separated or divorced, the second parent is obligated to contribute to the finance of his/her family if any dependent children are involved; therefore although some single parents may face financial strain, there are others who still receive financial help from their ex-partners. Financial difficulty increases the chances of other variables connected with negative outcomes for the adolescents, including; poor nutrition, inadequate housing, health issues and limited access to educational resources. Adolescents with poor nutrition will find it significantly difficult to concentrate at school during lessons, limiting their educational performances. Evidence shows a balanced diet and the consumption of adequate vitamins and nutrients can boost the concentration levels of pupils at school, making them more alert and attentive during class sessions (Welsh et all, 2004). This evidence offered is of widespread knowledge and supported by nutritional specialists, such as, the British Nutrition Foundation (Stanner et al, 2010). Poor nutrition can also lead to various long-term health problems, including Anorexia, Cardiovascular Disease, etc, which may require adolescents taking a lot of time off school compared to those not living in poverty, therefore, again, limiting their educational performances (Mooney et al, 2009). A viable argument is made here, however there is a lack of evidence to support the suggestion that these health problems is a definite explanation as to why adolescents from single parent families can do poorly in education. Health problems can lead to taking time off school, however there is no reasonable clarification to why it specifically affects those from single parent families; Anorexia and Cardiovascular Disease can affect any individual, not just those who lack a balanced diet and may be living in single parent families; the causes of Anorexia range from a variety of factors, including, the media, social pressure and genetics (Russell, 2007). Inadequate housing conditions may make it difficult for adolescents to concentrate and complete coursework at home when required, resulting in another limitation in educational attainment (Mooney et al, 2009). Another viable argument, however, again, there is a lack of evidence to support this claim; it is not sufficient enough to suggest inadequate housing only affects those of single parent families, move valid knowledge and research is required to support such claims. Furthermore, it is contested; limited funds can often neglect the extra requirements of educational resources and materials to help during courses. For example, single parents may not be able to afford home computers, books, sportswear, etc that assist success in schools. Without the access to these resources adolescents from single parents are at a disadvantage in educational attainment compared to those adolescents living in nuclear families, supported by both parental incomes, thus an explanation for the questionable differences in educational achievement (Mooney et al, 2009). Although this is an explanation, Mooney et al (2009) fail to acknowledge the initiatives and support available for all family structures to overcome barriers when accessing educational resources. For example, public libraries are available to borrow books instead of buying them, libraries also facilitate free access to computers and schools also provide support free access to educational materials. Therefore the claim that adolescents from single parents do not have the access to resources available in order to perform well in education is not credible and lacks knowledge of contemporary support. In addition, it is also argued, adolescents living with single parents may leave education early to gain employment to help with the financial circumstances, or work long shifts whilst still at school to fund their own wants and needs, which can ultimately result in low educational attainment. Low qualifications and an early entry into employment can increase the prospects of low occupational achievement, little income, unemployment and state dependency (Kiernan, 1997). This argument is supported with evidence, as Kiernan (1997) uses statistical data to show that a lot of adolescents form single parent families do enter early employment to assist their familys financial needs. However, she has no evidence to suggest that an early entry into employment can increase the chances of low occupational achievement, this is an assumption made, that without further education individuals cannot succeed in the labour market. However this is not necessarily accurate, there are individuals in the media who have excelled within the labour market without an education to college or degree level, for example, Sir Allen Sugar, a successful business entrepreneur (BBC, 2009). Although there is a certain lack of acknowledgement of various factors when arguing poverty is a major factor of adolescents academic failure from single parent families, there has been a study conducted of 2 nuclear families in America who experienced a substantial decrease in income. This identified that the financial pressure lead to increased depression in both parents, conflicts throughout the family, behaviour changes in the adolescents and a drop in their educational success in schools and in exams. (Conger et al, 1992). Therefore, there is some valid evidence to associate single parent poverty with educational success. Never the less, consideration must be given to the fact that educational failure in single parenthood is not only limited to financial strain. Social Factors The single parent family structure is frequently associated with social factors, such as a decrease in the quality and quantity of personal contact between adolescents and their non-residential parent. This can affect a teenagers educational attainment due to the lack of support from both parents to perform well in school (Kiernan, 1997). Although this statement is made, there is no substantial evidence or research conducted to support the argument. There is the assumption that teenagers will automatically have a decrease in the quality and quantity of personal contact with their second parent. However, this is may not be the case, parents after separation can still have daily contact with their children on a regular basis; thus the support from both parents to do well in education may not decline. Misleading conclusions are being made, which suggest the author may hold biased views on this subject matter. It can be argued, single parents providing childcare may also have limited time and energy they can dedicate to their children, particularly if longer hours of paid employment is necessary to maintain financial stability. These decreases in parental resources, for example, help with homework, support and attention they can offer to their children, can increase the possibility of educational failure (Kiernan, 1997). Although the long working hours may have an impact on parental time available, there is no verification that declares a lack of parental time has a definite effect on educational attainment. Kiernan (1997) also ignores social networks that can provide support with educational attainment, such as, family, friends, neighbours, relatives, etc. It has been argued by many that social networks and support is crucial for the development of individuals intellectually, emotionally and socially; strong networks allow the foundations to achieving success in academic and occupational careers (Hooyman and Kiak, 2008). Psychological Factors Amongst these social and economical explanations are psychological explanatory factors that attempt to clarify the educational differences between teenagers from single parent and nuclear family structures. It is argued that the notion of family stress during bereavement, divorce, separation, etc, can provide a vast amount of strain on the children, which can add onto the predominant stresses of educational attainment. A number of studies have exposed that parental conflict during separation can have a harmful impact on the adolescents well-being. This can result to lack of concentration during school class sessions, less motivation to complete designated assignments and a lack of class participation, which usually lead to academic failure (Kiernan, 1997). There is substantial evidence to suggest stress can be related to educational achievement and affect academic results obtained; for instance there have been various observational and longitudinal studies that have discovered trauma tic stress can lead to a decline in academic success (Hall, 2000). Whilst Kiernan (1997) takes into consideration the stresses of parental separation, she fails to acknowledge the relief some marital breakdowns can have; for example, one where the child or partner was suffering physical abuse. In this situation a positive outcome could occur in educational attainment rather than the negativities of academic failure. Also research suggests that the parental ability to recover from distress of bereavement, separation and divorce can affect the childrens ability to adapt to new changes. Effective communication and frequent contact between the adolescents and both the resident and non-resident parents are important in assisting teenagers to adjust and adapt to change. If change is not accepted and the adolescents do not adapt, studies have discovered that there is a higher possibility of poor educational outcomes for teenagers from separated families than those from intact ones. The distress teenagers may face fro