The effects of parental bereavement in childhood

Sample details Pages: 22 Words: 6481 Downloads: 10 Date added: 2017/06/26 Category Sociology Essay Type Argumentative essay Tags: Childhood Essay Social Work Essay Did you like this example? The aim of this study is to present a general overview of the evidence base in relation to the effects of parental bereavement in childhood. The primary focus is upon research conducted during the past ten years, the available commentary and key theoretical ideas on the topic, notably from Bowlby (1969; 1980), Parkes (1986) and Worden (2003) together with an outline of the contemporary information and guidelines available for those directly involved with this phenomenon, particularly parents and children. An overview of the research suggests that there areconflicting findings, particularly in terms of the nature and extent ofpsychological difficulties, such as depression, that may present inlater life. Two clear messages seem to emerge. Firstly, a significantnumber of studies indicate that further research is needed into theinfluence of variables that potentially mediate, or facilitate, theoutcome for the bereaved child, such as the childs personality traits,family and school factors and other life events. Secondly, thereseems to be a need for more longitudinal studies in this area andstudies which ask similar questions and adopt similar research designand methodology, particularly in the qualitative field, so that usefulcomparisons may be made between different findings. Don’t waste time! Our writers will create an original "The effects of parental bereavement in childhood | Social Work Dissertation" essay for you Create order Chapter One Introduction The purpose of this literature review is to explore the evidence basein relation to the effects of parental bereavement in childhood. Theresearch and commentary on this topic is useful in terms of social workpractice because it offers much insight into the experiences and needsof children who have lost a parent. Furthermore, the evidence includesmuch background theoretical material regarding issues of attachment,loss, grief and the making and breaking of affectional bonds forchildren, offering useful insights for those working with children inneed. The death of a parent in childhood, by definition, is oftenpremature and unexpected. It is an event commonly understood tointerfere with the normal process of growing up. As the research andcommentary in this field demonstrates, the childs life is shaken fromits very foundations and the confidence the child has developed thusfar in the world around them and within themselves has effectively beendestroyed (Brown, 1999). This review offers a general overview of thecurrent literature relating to parental death in childhood to include arange of research studies undertaken within the last ten years,commentary by theorists and writers on the topic such as Bowlby (1969;1980) and Parkes (1986) underpinning much of the research and aselection of the advice, information and guidelines available onchildhood bereavement and offered to interested parties such asparents, service providers and the children themselves. This review differs from other reviews on the topic. Firstly, itconstitutes the most recent review of its kind, the latest review beingthat undertaken by Dowdney (2000), at least as far as can be determinedgiven the limitations on time available to search for such reviews.Secondly, this review includes an up-to-date indication of thepractical and accessible guidance and information available tointerested parties on child bereavement which is not present in otherreviews, such as that by Dowdney (2000). The choice of research papersto include in the review was determined by the availability of the fulltext of the articles found and the relevance of the subject studied tothis specific topic. Three further considerations were firstly, thatthe research discussed in detail would be contemporaneous, that iswithin a time span of the past ten years although earlier research isreferred to within the review, where this was adjudged to besufficiently influential and relevant to the issue under discussion. The second rationale, felt by the review author to be important, wasthat the research used would be that which was presented in a coherent,understandable and accessible way. Connected to this was the thirdimportant consideration, in that research material was selectedaccording to its validity and standing within the academic community.This was determined by the extent to which the researchers hadexplained their research design, methodology and analysis and whetherthe material had been cited by other well-established investigators inthe field. Decisions about how the review was to be organised, in terms ofgrouping the material, proved to be quite a difficult task due to thewide range of specific research aims and approaches found within thisfield. It must be stressed that the following four chapters representonly one way in which this material could be organised since there aremany issues and themes which tend to cut across all the studies,defying any rigid categorisation. Nevertheless, having considered allthe material, the chapter contents reflect the major themes to emergefrom the available literature from the past ten years. Two appendicesare included at the end of the review which outline the searchingstrategy used and its outcome, and the major themes emerging from thereview. Chapter Two Models of healthy mourning and the developmental perspective The death of a parent, and indeed any other significant figure, isunderstood as a very stressful experience for children. Worden (2003)notes the considerable controversy over some decades concerning theextent to which children are considered capable of mourning. He citesWolfenstein (1966) who suggested that children could not mourn untilthey have achieved full psychological differentiation within a fullyformed identity occurring at the end of adolescence. Others, hesuggests, such as Furman and colleagues (1974) and John Bowlby (1960),cite the age of capacity for mourning as much younger, at 3 years ofage and 6 months respectively (Worden, 2003). Worden himself assertsthat children do mourn and that the issue is rather that we need tofind a model of mourning that is appropriate for children themselves,rather than trying to fit childrens experiences into an adult model. Parkes (1986) and Worden (2003) have emphasised that mourning thedeath of a significant figure is characterised by a series of tasks tobe undertaken by the bereaved person over a period of time that isessentially unique to each individual. These tasks are summarised byBrown (1999) as accepting the reality of the loss, experiencing thepain of grief, adjusting to a new environment and investing in newrelationships (p.1). Brown (1999) points out that there are manyfactors which influence bereavement for children including their age,level of cognitive understanding and the relationship which they hadwith the person who died (p.18). She describes how these factors willimpact upon the childs emotional and behavioural responses to theirloss. John Bowlby, in his studies of attachment, loss and separation andaccompanying anxiety responses in children, asserted that bereavedchildren who had experienced secure relationships prior to the death,were more likely to achieve a healthy resolution to their loss (1969;1980). Furthermore, in his analysis of childrens responses to thedeath of a parent, Bowlby seems to place the responsibility for ahealthy resolution firmly with the significant adults around thechild. He suggests, for example, that the child is likely to behindered in his or her grieving process because the adults themselvesare often unable to bear the pain of mourning perhaps that of theirown mourning, certainly that of their childs, and especially that ofmourning together (Bowlby, 1980, p.272). Bowlby identified three key stages in the achievement of healthyresolution of childhood grief. Firstly, children need to be givenhonest and open information about the death, and to have theirquestions answered. Secondly, they need to be aware of adultsresponses to the loss and to be actively involved in the ritualssurrounding the death. Thirdly, they need a secure, continuedrelationship with a known and trusted adult (Bowlby, 1969; 1980).Bowlbys observations are given prominence here because they haveunderpinned much of the later work on childhood bereavement. Brown(1999), for example, outlines research evidence which emphasises thatthe most effective way to help bereaved children is to work with thefamily. She notes, also, that children adapting to grief need bothcognitive and emotional understanding of what has happened (Brown,1999, p. 18). Worden (2003) echoes this observation, pointing out thata certain level of cognitive development is required to fullyunderstand and integrate t he concept of death. He cites some of themajor cognitive concepts to be mastered as (1) time, includingforever; (2) transformation; (3) irreversibility; (4) causality; and(5) concrete operation (Worden, 2003, p.160). Worden (2003) describes the Harvard Child Bereavement Study whichhe, along with his colleague, Dr. Silverman, conducted in the early1990s with a total of 70 families, including 125 school-age children,over a two-year period following the death of one parent. Thenon-clinical sample of families was drawn from communities of varyingdemography and compared with a matched control group of non-bereavedfamilies. The researchers interviewed the children and survivingparents with the aim of studying the natural course of bereavementfor the children (Worden, 2003, p.160). Worden lists ten of the keyfindings from this survey study, the first of which is that mostbereaved children (80%) were coping well by the first and secondanniversaries (2003, p.160). The differences between the bereavedchildren (20%) who were not coping well and their control counterpartswere greater at two years than at one year, indicating that there was adelayed effect of the loss on these children, as pointed out by Word en(2003). This finding implies that childrens grief is developmental,fitting with the idea that the quality of childrens grief will changeover time, in line with their increasing mastery of the cognitiveconcepts mentioned earlier. The Harvard Child Bereavement research is cited as significant by anumber of commentators. Monroe (2001), for example, suggested thatthis study is probably the most important research study on childrenand bereavement to date (p.76). Monroe describes how children are aptto return to issues concerning bereavement and loss repeatedly overtime, especially at times of transition in their lives, as theirunderstanding develops and their questions change. Other key findingsfrom the research include the importance of active coping, cohesion andgood, open communication about the dead parent within the families.The most powerful predictor of a childs adjustment to the loss ofparent was stated as the functioning level of the surviving parent.Children with a poorly functioning parent showed more anxiety anddepression as well as sleep and health problems (Worden, 2003,p.161). This observation takes us back to Bowlbys assertion that aprime task in helping a child to overcome difficulties in the gri evingprocess is to provide the surviving parent with a supportiverelationship (1980, p.273), and this is a recurrent theme to which wereturn, especially in Chapter Five. A recent study conducted by Hurd (2004) contrasts with the Harvardresearch in many ways. Hurd employs a qualitative, single case-studyapproach in order to investigate the grief work of a 14-year old girlwhom he names Debbie. He describes his use of the interview method,audio-taping and transcribing all interviews into verbatim texts. Themode of data analysis used was the constant comparison method in whicheach interview session was coded for concepts, categories and majorthemes. Hurd describes his role as an engaged but dispassionatelistener committed to faithfully reporting and explicating (Debbies)bereavement experience and its meaning to her (2004, p.342). Datavalidity was established via interviews with Debbies mother andbrother to confirm factual accuracy. This differs from the surveymethod employed by the Harvard study in that it can produce therichness and complexity of individual experience in a way that theformer cannot. However, on the other hand, its limit to a single stud ycannot offer the kind of general overview of experiences within alarger population that the survey method allows. Recent commentators, such as Jacobs (1999) and Stroebe et al(2001), contribute to an ongoing debate that questions the perceptionof grief reaction as a psychiatric disorder, and therefore as somethingthat can be diagnosed and cured, rather than a natural response to theway that the death of a significant other can change a personsworld. Stroebe et al (2001), for example, have stressed the potentialfor healthy mourning during childhood after a parental death. Hurd,also, acknowledges the work of Bowlby (1980), stating that depressionas an outcome of a childhood bereavement experience was no longerconsidered as inevitable (2004, p.341). He also links this shift withan emergent contemporaneous interest in resilience in the lives ofat-risk children in this field, noting that there is, to date, verylittle research evidence on resilience in parentally bereavedchildren. From his single case study, Hurd concluded that Debbie was a stable andhappy 14 year old who had coped well with the loss of a much-lovedfather without having developed depression or other psychologicaldisorder. He notes the environmental factors deemed by Bowlby (1980)to be crucial for healthy mourning, as outlined above, and that thepositive presence of these in his analysis could help to explainDebbies success in coping. Hurd summarises by suggesting that theinternal and external protective factors were in place for Debbie tobecome a resilient adolescent able to experience healthy mourning andto develop her identity relatively unscathed by the psychological andemotional trauma that often accompanies a major loss (2004, p.351).Hurd ultimately calls for more single-case reports and large populationstudies enrich the knowledge base on resilience and suggest newdirections. Chapter Three Anticipated versus sudden parental death Many commentators have made a distinction between anticipated andsudden death in terms of the nature of grief responses. There seem tobe few studies which focus specifically upon childhood bereavement inthis respect, and where they do so they tend to be situated within thecontext of high-profile, public events such as the violence stemmingfrom the troubles in Northern Ireland, the September 11 attack on theWorld Trade Centre in New York and the genocide in Rwanda. Suchstudies, nevertheless, enhance our understanding of the specific impactof traumatic parental death upon children. Christ (2005) highlightshow the sheer numbers of parentally bereaved children following the 11September 2001 attack in New York prompted a range of novel groupinterventions with children and their surviving parents using ritualsand activities. These initiatives were centred upon the reconciliationprocesses of children at different cognitive and emotional levels,especially in the months following the death. Grace (2005) reviews the research into the relationship betweengrief and trauma responses in children. She notes that whilst earlierinvestigators stressed the need for the child to resolve the symptomsof trauma, where present, prior to being able to process bereavementissues successfully, more recent research suggests that the presenceof symptoms of trauma may not interfere with the childs ability togrieve (Christ, 2005, p.101). She cites evidence from her own workwith families of New York fire fighters who died which showed thatsymptoms associated with bereavement and trauma in children were oftenintertwined, suggesting that the two need to be addressedsimultaneously. Donnelly and Connon (2003) presented the findings from the childbereavement project group for the Social Services Trauma Advisory Panelin Belfast. They note that traumatic bereavement varies in nature andintensity as children grow and can also lead to the development of posttraumatic stress disorder and depression. Their research alsoidentified a number of children who were able to make use of bothsocial support and their internal resources to achieve understandingand cope with their grief without developing overwhelming symptoms orrequiring external interventions. Whilst acknowledging the usefulnessof resilience theory, emphasising the ability of children to cope wellwithout intervention, and other insights from research studies,Donnelly and Connon maintain that our current understanding oftraumatic bereavement underestimates the negative symptoms suffered bychildren (2003, p.3). They suggest that many researchers have reliedon assessing behaviours that do not accurately reflect the true rangeof childrens reactions (2003, p.3). Donnelly and Connon (2003), similarly to previously citedresearchers, acknowledge Bowlbys assertion of the loss of a parent, orprimary care giver, as one of the most influential events in a childslife, requiring radical adjustment to the childs daily routinealongside the establishment, or reinforcement, of a secure relationshipwith a trusted adult (Bowlby, 1980). They highlight the effects oftrauma on children, initial reactions depending upon the childs levelof exposure to the event, varying from hearing about it second-hand towitnessing, or being personally threatened by, the traumatic eventitself. They point out that the impact of trauma upon children can beso strong that emotions and thoughts about the event can remain vividfor years after the event and the threat have passed. Donnelly andConnon cite research by Terr (1991) which postulates traumaticbereavement as a particularly complicated process whereby the normalmourning rituals and social support which facilitate the resolut ion ofnon-traumatic bereavement are often not enough to overcome distresscaused by traumatic loss(2003, p.5). They go on to stress that iftrauma remains unresolved, or isnt fully understood by children, itinterferes with the normal grief process, engenders secondarydifficulties, and increases the period of distress (Donnelly andConnon, 2003, p.5). Many commentators, such as Brown (1999) and Worden (2003), point outthat bereavement is especially difficult when the death was sudden orviolent. The age of the child is important also; Brown (1999) notesthat where death has happened suddenly, many children will recallevents which immediately preceded the death, examining conversationsand their own relationship with the person in great detail (p.28).Brown records the observations of researchers such as Adams (1992), whopointed out that, for young people, a particularly difficult aspect ofa parents sudden death, often overlooked and misunderstood, is thatdeath and grief involve feelings of helplessness and lack of controlthat are exceptionally difficult to cope with when you are at preciselythe stage in your own life when you need to feel powerful and incontrol (1999, p. 28). Some researchers have addressed childhood bereavement within amedical model, emphasising the pathological features of certain griefresponses. Pfeffer (2000), for example, cites many research studieswhich stress how depressive symptoms seem to be the most consistentadverse outcome in bereaved children. He describes one study of 38children in which one-third of them suffered symptoms of majordepressive disorder within the first two months after parental deathfrom such causes as cancer, cardiopulmonary arrest, stroke or accident,and that these depressive symptoms lasted up to 14 months afterparental death in many cases (Pfeffer, 2000, p1). Pfeffer (2000)differentiates between grief following anticipated deaths, from cancer,for example, and grief following unexpected or violent forms ofparental death. Pfeffers study focused upon child survivors of parental death of twoparticular types, cancer (57 families, 64 children) and suicide (11families, 16 children). Children in both samples completed aself-report questionnaire, the Childrens Depression Inventory,described as an established and valid measure, within 18 months of thedeath. The data from both samples was compared using statisticalanalysis methods. Pfeffers findings indicate that althoughchildrens grief after all forms of parental death is characterised bysymptoms of depression, there are additional reactive symptomsfollowing sudden death, particularly suicide. These include severeanxiety, hyper arousal, and intrusive thoughts within the first yearafter parental death and the formation of childrens traumaticexpectations about the world and a sense of worry about personalintegrity and the security of interpersonal relationships(Pfeffer,2000, p.2). Chapter Four Long-term implications and retrospective studies Several researchers have demonstrated the increased risk ofdeveloping psychological and social difficulties in later life forchildren who have lost a parent through death (Weller et al, 1991;Black and Young, 1995). Some researchers have chosen to explore thelong-term consequences of childhood bereavement through conductingretrospective studies of adults, in contrast to those studies,highlighted in Chapters Two and Three, which primarily focus onchildren. Hurd (1999), for example, sought to discover how adults whohad been parentally bereaved in childhood had incorporated theexperience into their lives. Hurd was interested in the adequacy oftwo well-established, and contrasting, theories for explaining howyoung children cope with the death of a parent, and the implicationsfor their future mental health. Was the Freudian theory thatdepression is an inevitable consequence of the childhood bereavementexperience accurate? Or, did Bowlbys thesis of a more positive outcomefrom potentially he althy mourning fit better? Hurd (1999) used Q methodology, making use of both quantitative andqualitative measures, and including factor analysis, to organise andanalyse the subjective experiences of his 43 respondents. He foundthat 19 of the participants described their experiences of seriousdepressive illness at some time during adolescence or adulthood,another 19 recorded having never been depressed and none of them weredepressed at the time of the interview. Hurd concluded that the viewheld by Freudians of later behaviour and affective disorder was notconfirmed by the study (1999, p.31). In contrast, the data analysisconfirmed Bowlbys prediction that children were more likely to resolvetheir grief in healthy ways during childhood, reducing the potentialfor later depression if they have loving relationships with theirparents, if they experience strong emotional support from the survivingparent after the death occurs and are consulted during decision-makingabout the familys future, and if they experience the support ofextended family and others (Hurd, 1999, p.32). Hurd acknowledged the limitations of the study, such as reliance onself-reports by participants and the absence of validity confirmationregarding their childhood experiences and depression. Indications forfuture research include exploration of the role of siblings in thegrieving processes of children and longitudinal studies to explorefurther significant influences over time. Maier and Lachman (2000) observed that few research studies havebeen conducted into the long-term consequences of childhoodexperiences, including parental death, although, where they exist, theytend to focus upon the relationship between early parental death andspecific types of psychopathology in adulthood. Maier and Lachmansapproach is somewhat different from that of Hurd in that they chose tosurvey a large population sample to investigate a wide range offactors. Their study involved telephone interviews with a largesample, described as a national probability sample, of 4242 adults inthe USA. The respondents, aged between 30 and 60, completed aquestionnaire which was subsequently analysed according to measures ofmental health, depression, physical health, social support and natureof parental loss and separation. The research aim was to chart the consequences of early parental lossand separation for health and well-being in mid-life. One finding wasa stronger effect, in terms of mental and physical health anddepression, of parental divorce than for parental death in mid-life(Maier and Lachmann, 2000, p.188). The researchers conclude, in termsof early parental death, that greater autonomy was indicated for men inmid-life whilst depression was a more significant factor for women.However, they state that it is still unclear how parental divorce anddeath may differentially impact men and women (Maier and Lachmann,2000, p.189) and further research is flagged up for this particulararea. Another survey study was carried out by Mack (2001) of similar sizeto that of Maier and Lachmann (2000), using the self-completed reportsfrom 4,341 respondents for the analysis. Mack was also concerned tocompare adults who had experienced parental divorce with those who hadexperienced parental death prior to the age of 19. Mack is critical ofresearch on one-parent families that often has failed to distinguishbetween the effects of different types of family disruption upon adultwell-being. He points out that such research has typically notrecognised the possibility that events such as parental divorce orparental death are diverse experiences that are likely to affectchildren in very different ways (Mack, 2001, p.419). Mack draws on Bowlbys (1980) assertion that parents play animportant role in determining childrens responses to traumaticevents. He also refers to the social learning theory of Bandura (1971)which emphasises that children learn certain responses to stressthrough observation of parents and other significant carers. As Mack(2001) notes, accordingly, parental reactions to stressful events,such as divorce or death of a spouse, are particularly important indetermining how children develop responses to these same events(p.420). Mack suggests that these two theoretical approaches underpinhis own thesis that different types of childhood family disruption willdetermine qualitatively different outcomes for adult well-being. Thevariables used in Macks study to explore this theme were parent/childrelationship quality, self-confidence, depression and childhood familystructure and survey responses were analysed using statistical methods. Mack (2001) found that adults who had experienced early parentaldeath did not report significantly different parent/child relationshipsfrom those raised in intact families, contrasting with the negativeeffect found for parental divorce on parent/child relationships.Consistent with prior research, Macks study found that when comparedto adults who had been raised in intact families, adults whoexperienced parental death report lower levels of self-confidence andhigher levels of depression (2001, p.438). Whilst acknowledging thatnot all bereaved children and their parents necessarily respond in thesame way, Mack nevertheless makes a useful connection between his twokey background theories and the findings from his study. He observesthat regarding parental death, if permanent separations produceattachment-related feelings of despair and children also observe highlevels of parental guilt and sadness, then we should not be surprisedto find that these individuals have low confidence and symp toms ofdepression as adults (2001, p.438). Chapter Five Service Provision An exploration of the available literature on this topic revealsthat there is no shortage of advice and guidance for parentallybereaved children and their families from a wide range of sources.There are a number of accessible books aimed at children to help themunderstand and manage their feelings regarding loss and bereavement,for example, Michael Rosens Sad Book by Michael Rosen (2004),Remembering Mum by Perkins and Morris (1991) and It Isnt Easy byConnolly (1997). There are also books offering advice and support toparents coping with children in the context of bereavement and loss.For example, a book called Coping with Loss for parents by Elliot(1997) covers themes such as how bereavement, loss and change areconnected, how children think about death according to age, how aparents own grief impacts on his or her child and how to support agrieving child. In similar vein, a book by Wells (2003) covers thebroader perspective of children and loss, addressing the impact ofmajor losses, including parental death, as well as disability,ill-health and family traumas and how these affect children atdifferent ages within the family context. Service provision in the UK for children who have been parentallybereaved has been reviewed and researched in recent years and two ofthe key studies will be outlined here. Dowdney and colleagues (1999)sought to identify whether psychiatric difficulties in parentallybereaved children and surviving parents were related to serviceprovision. Using a representative community sample of 45 bereavedfamilies with children aged between 2 and 16 years from two Londonhealth authorities, they conducted a semi-structured interview witheach family. Information was gathered on the death, familial grievingactivities and adjustment of family members after the death togetherwith details of external bereavement support sought, offered andreceived by the family and children. Standardised checklists werecompleted by the parents to assess emotional and behaviouraldisturbance in the children and, for school-age children, by theteachers. Parental mental health was determined through a generalhealth questionn aire and probable psychiatric disorder wasidentified. Dowdney and colleagues found high levels of psychologicaldisturbance in the children and surviving parents during the 3 to 12month period after the death. Boys presented with greater symptomaticbehaviour than girls, particular through aggression and acting out(Dowdney et, al 1999). In terms of service provision for bereavedchildren, this was unrelated to probable psychiatric disturbance inchildren or parents or to parental desire for support and theresearchers concluded by suggesting that given resource limitations,service provision should be targeted at psychologically disturbedchildren or psychiatrically disturbed patients wanting parentingsupport, or both (Dowdney et al, 1999, p.?). It seems clear that Dowdney et als study, like that of Pfeffer (2000)described in Chapter Three above, adopts a medical model, viewing childand family bereavement responses and behaviour in pathological terms.It is interesting to note that they give no reference to the healthymodels of mourning, or natural processes of grief that have beenacknowledged by other authors, such as those outlined in Chapter Two ofthis review. Their focus is firmly upon those parentally bereavedchildren and families whom they have deemed to have shown psychiatricdisturbance and, therefore, service provision is viewed as necessaryonly within this context. A comprehensive survey of UK service provision for childhoodbereavement was carried out more recently by Rolls and Payne (2004).91 known services received postal questionnaires and from theresponses, 8 organisations were selected to be studied as in-depthcollective case studies. Both quantitative and qualitative researchmethods were used to analyse the data. Whilst services had a sharedobjective to help bereaved children, they were found to be very diversein terms of their location, type of services, service organization,management and funding arrangements, staffing types and levels and, toa lesser extent, types and range of interventions offered (Rolls andPayne, 2004, p.320). It was observed that since bereaved children werenot defined as children in need under the Children Act 1989, servicesaimed specifically for them were struggling financially in the face ofuncertain funding sources. It is also the case, however, that underthe present government initiative the Childrens National ServiceFramework standards are currently being defined to support thedelivery of services concerned with enhancing childrens mental healthand well-being. It is envisaged that childhood bereavement serviceswill respond to meet these. The Childhood Bereavement Network (CBN) is an umbrella federation ofservices, established in 1998, working in a variety of settings withbereaved children, their families and caregivers. Having secured threeyears funding from the Community Fund, the CBN aims to improve accessfor bereaved children, their parents and other caregivers throughoutEngland to a wide range of high quality information, guidance andsupport, including counselling (CBN, 2005). Other publicised resources include the charity Winstons Wish,begun in the mid 1990s, which has published a Charter for bereavedchildren. The Charter promotes respect for the rights of bereavedchildren in a number of areas, including bereavement support, theability to express feelings and thoughts associated with grief, toremember the person who has died, to receive information and educationand to have a voice in important decisions affecting their lives(Winstons Wish, 2003). The National Childrens Bureau, awell-established childrens charity, has also published its Guidelinesfor Best Practice for Bereavement Care for children and runs a websitegiving information about services, new initiatives and researchundertaken. Chapter Six Discussion and Conclusion Several themes and issues are raised by this review of the evidencerelating to the effects of parental bereavement in childhood. Firstly,the work of John Bowlby (1969; 1980) on issues of attachment,affectional bonds, loss and bereavement in childhood has clearly beenhighly influential in the research and commentary on this topic. Therewere references to Bowlbys theories in almost all the research sourcescited. Particularly pertinent, it seems, is Bowlbys notion ofhealthy mourning, that successful mourning in children can lead to ahealthy resolution of their loss and need not lead to psychologicaldisturbance in later life. The research studies of Worden (2003) andHurd (2004), cited in Chapter Two, while making use of contrastingmethodological approaches, illustrate this latter point effectively.Secondly, the developmental nature of childrens understanding ofdeath, and ability to cope with the loss of a parent over time, seemsto have been a key message from Wordens research, marking ou tchildrens bereavement as qualitatively different from that of adults. The theme of healthy mourning versus pathological mourningpermeated many research studies. It seems that there are many morestudies that focus on the detrimental psychological outcomes ofchildhood parental bereavement, both in children and in adults, thanthose which study healthy mourning. Studies of the former, notably,use terms such as psychological disturbance and psychiatricdisorder (Dowdney et al, 1999; 2000) and major depressive disorder(Pfeffer, 2000). Other examples of such research relating tochildhood parental death, found through a search on the internet, butnot described in this review, include phrases such as attachmentstyles and personality disorders (Brennan and Shaver, 1998),psychological symptomatology (Thompson et al, 1998) and earlyparental loss and psychiatric illness(Agid et al, 1999). It was muchharder to find research which sought to explore the normal course ofchildhood parental bereavement, with one or two exceptions. Worden(2003), for example, cited in Chapt er Two, found that 80% of thechildren in his study, who had been parentally bereaved, were copingwell by the end of the first and second year after their loss. Itwould seem, as some commentators have noted, that more work is neededinto children who do well after the death of a parent (Brown, 1999,p.28). Dowdney (2000) observes, from her review of the research literature,that there is continued support for the association between parentalloss, childhood disturbance and later psychiatric disorder,particularly depression, borne out by the findings in this review. Shepoints out that the strongest evidence for this tends to come fromretrospective studies of adults with mental health problems. However,many studies have not found this association, for example, Hurd (1999)and Mack (2001) cited in Chapter Four of this review, challenging thevalidity of this link. Dowdney (2000) points out that someresearchers, such as Tennant et al (1980) and Harris et al (1986), andthe study by Mack (2001) described earlier in this review, argue thatchild bereavement alone is unlikely to be associated with adultpsychopathology, including depression. It seems more likely to be thecase that, as Dowdney concludes, it is the factors associated withbereavement, such as the quality of parental care and the presen ce ofother adverse social and economic sequelae following the bereavement,that influence adult outcome (2000, p.819). The research on differences between anticipated and sudden parentaldeath for the bereaved child appears to be a relatively new field ofenquiry with some interesting findings, as outlined in Chapter Three.One of the key issues to emerge in this area is the debate around thedegree to which symptoms of bereavement and trauma are interconnected,as outlined by Christ (2005) and, therefore, whether interventions tohelp severely affected children need to be focused on thesesimultaneously or separately. Comparisons between the findings of the research studies outlined inthis review seem to be fraught with difficulties, largely becausemethodologies, sampling, research questions and design vary widely,making it hard to compare like with like. There are, unsurprisingly,conflicting conclusions, for example, regarding the manifestation ofdepressive illness later in life as a consequence of childhoodbereavement. There seems little doubt that, as Dowdney (2000)suggests, Commonly, bereaved children present with a wide range ofemotional and behavioural symptoms that constitute a non-specificdisturbance (p.827). A small, but significant percentage of thesechildren are likely to be sufficiently distressed to justify referralto specialist services (Dowdney, 2000; Worden, 2003). A number of theresearchers cited have highlighted the need for longitudinal studies toassess more accurately both the nature of childhood parentalbereavement itself and the extent of psychological vulnerability overtime. The qualitative case study undertaken by Hurd (2004) described inChapter Two is one example of research which can provide a rich,in-depth description of the experiences of one young person who hadbeen parentally bereaved. In the absence of large samples of recentlybereaved children, it seems that the development of rigorousqualitative methodology such as this latter study will be useful toprovide a framework for future empirical studies. Finally, the findings of researchers such as Mack (2001) suggestthat it may not be childhood parental bereavement per se that leads toprolonged or future psychological disturbance but any number ofexternal factors that may accompany this particular phenomenon. AsDowdney (2000) suggests, more research is needed to investigate theinfluence of variables that may mediate, or facilitate, the outcome forthe bereaved child. There may be individual child factors such astemperament or disposition, family and school factors and also the manylife events that may follow parental death (Dowdney, 2000, p.828). Agid, O, Shapira, B, Zislin, J and others (1999) Environment andvulnerability to major psychiatric illness: a case control study ofearly parental loss in major depression, bipolar disorder andschizophrenia, Molecular Psychiatry, 4, pp. 163-172 Black, D, Young, B (1995) Bereaved children: risk and preventativeintervention, in Raphael, B, Burrows, G (Eds) Handbook of Studies onPreventative Psychiatry, pp. 225-244, Elsevier, Amsterdam Bowlby, J (1969) Attachment and Loss: Attachment (vol. 1) Basic Books, New York Bowlby, J (1980) Attachment and Loss: Loss, Sadness and Depression (vol. 3) The Hogarth Press, London Brennan, K, Shaver, P (1998) Attachment styles and personalitydisorders: their connections to each other and to parental divorce,parental death and perceptions of parental care-giving, Journal ofPersonality, October 98, 66:5 Brown, E (1999) Loss, Change and Grief, David Fulton Publishers Ltd, London Child Bereavement Network (CBN) (2003), Service Development and BestPractice Guidelines for Bereavement Care for Children (July 2003-June2006), accessed via National Childrens Bureau (NCB) Christ, G (2005) Interventions with bereaved children, in Firth, P,Luff, G, Oliviere, D, Loss, Change and Bereavement in Palliative Care,Chapter 7, pp. 96-115, Open University Press, Maidenhead, Berkshire Connolly, M (1997) It Isnt Easy, Oxford University Press, Oxford Donnelly, P, Connon, G (2003) Traumatic bereavement: the impact onchildren and families, Trauma Advisory Panel of the Eastern Health andSocial Services Board, Belfast, Dowdney, L, Wilson, R, Maughan, B, Allerton, M, Schofield, P, Skuse, D(1999) Psychological disturbance and service provision in parentallybereaved children: prospective case control study, British MedicalJournal, 1999 (319), pp. 354-357 Dowdney, L (2000) Annotation: Childhood Bereavement followingParental Death, Journal of Child Psychology and Psychiatry, Vol.41,No.7, pp.819-830 Elliot, P (1997) Coping with Loss: for parents, Piccadilly Press Ltd, London Hurd, R.C (1999) Adults view their childhood bereavement experiences, Death Studies, Vol.23, pp. 17-41 Hurd, R (2004) Teenager revisits her fathers death duringchildhood: a study in resilience and healthy mourning, Adolescence,Vol. 39, No. 154 Jacobs, S.C (1999) Traumatic grief: Diagnosis, Treatment and Prevention, Bruner Mazel, Philadelphia PA Mack, K (2001) Childhood family disruptions and adult well-being:the differential effects of divorce and parental death, Death Studies,25, pp. 419-443 Maier, E, Lachman, M (2000) Consequences of early parental loss andseparation for health and well-being in mid-life, InternationalJournal of Behavioural Development, 24(2), pp. 183-189 Monroe, B (2001) Children and Bereavement, in Death Dying,Workbook 4, Section 10, pp. 76-88, The Open University, Milton Keynes Parkes, C.M (1986) Bereavement: Studies of Grief in Adult Life (2nd Edition), Penguin, Harmondsworth Perkins, G, Morris, L (1991) Remembering Mum, A C Black, London Pfeffer, C, Karus, D, Siegel, K, Jiang, H (2000) Child Survivors ofparental death from cancer or suicide: Depressive and behaviouraloutcomes, Psycho-Oncology 9: 1-10 Rolls, L, Payne, S (2004) Childhood bereavement services: issues in UK service provision, Mortality, Vol. 9, No.4, pp. 300-328 Rosen, M (2004) Michael Rosens Sad Book, Puffin Books, London Stroebe, M.S, Hansson, R.O, Stroebe, W, Schut, H (Eds) (2001)Handbook of Bereavement Research: Consequences, Coping and Care,American Psychological Association, Washington, DC Thompson, M, Kaslow, N, Kingree, J and others (1998) Psychiatricsymptomatology following parental death in a predominantly minoritysample of children and adolescents, Journal of Clinical ChildPsychology, Vol. 27, No.4, pp. 434-441 Weller, R.A, Weller, E.B, Frist, A, Bowse, B (1991) Depression inrecently bereaved pre-pubertal children, American Journal ofPsychiatry, Vol. 148, pp. 1536-1540 Wells, R (2003) Helping Children Cope with Change and Loss, Sheldon Press, London Winstons Wish (2003), Supporting bereaved children and young people Worden, W.J (2003) Grief Counselling and Grief Therapy, Routledge,London

eco 365 week syllabus - 1755 Words

Syllabus School of Business ECO/365 Version 4 Principles of Microeconomics Copyright  © 2011, 2008, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course provides students with the basic theories, concepts, terminology, and uses of microeconomics. Students learn practical applications for microeconomics in their personal and professional lives through assimilation of fundamental concepts and analysis of actual economic events. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor†¦show more content†¦Write 750 - 1,050-word paper of no more than summarizing the content. Address the following: Identify two microeconomics and two macroeconomics principles or concepts from the simulation. Explain why you have categorized these principles or concepts as macroeconomic or microeconomic. Identify at least one shift of the supply curve and one shift of the demand curve in the simulation. What causes the shifts? For each shift, analyze how it would affect the equilibrium price, quantity, and decision making. How may you apply what you learned about supply and demand from the simulation to your workplace or your understanding of a real-world product with which you are familiar? How do the concepts of microeconomics help you understand the factors that affect shifts in supply and demand on the equilibrium price and quantity? How do the concepts of macroeconomics help you understand the factors that affect shifts in supply and demand on the equilibrium price and quantity? Relating to the simulation, explain how the price elasticity of demand affects a consumer’s purchasing and the firm’s pricing strategy. Format your paper consistent with APA guidelines. Monday Sept 23 15 Learning Team Reflection Production and Cost Analysis Discuss this week’s objectives with your team. Include the topics you feel comfortable with, any topics you struggled with, and how the topics relate to yourShow MoreRelatedEco365 Week1 Essay2640 Words   |  11 Pages| Syllabus School of Business ECO/365 Version 4 Principles of Microeconomics | Copyright  © 2011, 2008, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course provides students with the basic theories, concepts, terminology, and uses of microeconomics. Students learn practical applications for microeconomics in their personal and professional lives through assimilation of fundamental concepts and analysis of actual economic events. Policies FacultyRead MoreUAE Consumer Lifestyle Analysis42818 Words   |  172 Pagesissues that confront them. Many have shifted their spending habits, preferring to buy more eco-friendly products. For example, many now opt to choose light bulbs and consumer appliances that use up less energy, while others buy furniture and other household furnishings that are made with sustainable or recycled materials. On a smaller scale, still others, given the choice at supermarkets between plastic bags and eco-friendly bags increasingly choose the latter. Children can learn about the benefitsRead MoreProject Mgmt296381 Words   |  1186 PagesGM product development, Tom Stephens, pronounced, â€Å"We cannot afford to have anything but a hit . . . every launch . . . has to be a home-run.† —T. Krisher, 2009 applications available and â€Å"significant developer interest† making it a â€Å"large enough eco-system† to become a successful platform. Motorola has seen its phone sales plummet in recent years. The company’s global market share has declined to 6 percent after commanding 23 percent in 2006. The new phones are seen as a key to Motorola re-establishingRead MoreLibrary Management204752 Words   |  820 Pageslibrary and recommends that Columbia consolidate its collections into a single library, create a shelf list, construct a complete catalog in one alphabet, and build a subject catalog. Dewey wants to increase the hours the library is open from 15 per week to 14 per day. â€Å"It will,† Dewey states, â€Å"require more employees to carry out these reforms.† He estimates that the consolidation will eliminate two positions but that the recataloging and extended hours will require about eleven additional workers

Mac Cosmetics free essay sample

C also focuses on what VIVA GLAM is and what its purpose is, which shows the rhetorical appeal of logos and pathos. The VIVA GLAM line is the first lipstick created to directly confront and raise money and awareness for AIDS. 100 percent of the proceeds of every VIVA GLAM product go directly to the M. A. C Aids Fund organized in 1994 by founders Frank Angelo and Frank Toskan. Their mission is to serve people of all ages, all races and all sexes affected by HIV and AIDS. The appeal of pathos is where M. A. C focuses on how all the proceeds of the VIVA GLAM product go to help people affected by HIV and AIDS, this helps a reader understand what the writer is saying, and gets the reader emotionally involved and moves the audience to decision or action. M. A. C achieves the appeal of logos through having the ad very simple all one color (white) and the VIVA GLAM text very bold and large along with the M. We will write a custom essay sample on Mac Cosmetics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A. C logo in the heading. Another way they achieved the appeal of logos through having the celebrities dressed in all white, and having them both wearing the VIVA GLAM product which is very bold on their lips. They take the attention away from the outfits, and background by using all white so their lips stand out. This ad makes it quite clear that the M. A. C is a company who not only differentiates itself from the competition by refusing to subject to the stereotypical corporate image of beauty for its brand, but they are also a company who is here to help people of all ages, races and sexes affected by HIV and AIDS, not many other beauty companies can say they can do that.

Reading Key Essay Example

Reading Key Essay Know: Old World, New World Are the terms old world and new world biased? Old World : Europeans fleeing poverty religious persecution. New World: North America 1. What conditions existed in what is today the United States that made it fertile ground for a great nation? Abundant natural resources Prior inhabitance cultivation of the land by the Native Americans The Shaping of North America Know: Great Basin:Lake Bonneville covering most of Idaho Utah today-it drained into the Pacific- drained the west through the Snake River Columbia River system. Lake Bonneville’s beaches are visible 1,000 ft. up of the floor of the Great Basin. Salt Lake lost its outlet and evaporation caused it to become saline. Appalachian Mountains: Formed before continental separation. 350 million yrs. Ago. Tidewater Region: Caused by many river valleys. Slope upward to the Appalachians. Rocky Mountains: 135-25 million yrs. ago after continental separation. Great Lakes: weight of the ice caused depressions in the Canadian Shield.This scoured away the topsoil Missouri Mississippi-Ohio River System: Drained the level of the Great Lakes. 2. Speculate how at least one geographic feature affected the development of the United States. †¢ Select a geographic region, explain how the geographic feature affected the development of the United States in each of the following time periods: 1500-1763 1800-1900 1900-2008 The First Discoverers of America Know: Land Bridge: 35,000 yrs ago the oceans congealed causing the sea level to drop, and exposing the la nd bridge between Siberia and Alaska. Nomad crossed the land bridge.About 10,000 years ago, as the Ice Age ended, sea levels began to rise and the land bridge was covered with water once again. 3. Before the arrival of Europeans, the settlement of the Americas was insignificant. Assess this statement. Insignificant infers that lower population levels were inferior to the larger population levels in other parts of the world. Also, new research suggests that the native populations of North America were actually much higher than previously thought. The Earliest Americans Know: Maize: corn- transformed groups into agricultural societies as it spread throughout the Americas.Aztecs: Nation-state in present day Mexico Incas: Nation-state in present-day Mexico Pueblo: maize reached the American southwest around 1200 bc. Rio Grande Valley established irrigation systems for their corn. Multistoried terraced buildings (pueblo means village in Spanish) Mound Builders: Chaokia: 40,000 in 1100 A . D. around 1300 population began to decline. (Monk’s Mound) Creek, Choctoaw, Cherokee were among the highest populations. Three-sister Farming: corn, squash, beans. Beans grew up corn stalk and squash retained moisture in soil. Cherokee: Iroquois: Northeastern woodlands, democratic political system . Describe some of the common features of North American Indian culture. Agricultural- yet impermanent settlements. Did not attempt to dominate nature Use quotes from pages 9-10 in textbook. They were so thinly spread across the continent that vast areas were virtually untouched by a human presence. 4 million†¦Ã¢â‚¬ ¦. Indirect Discoverers of the New World Know: Vinland: From Scandanavia 1,000 AD, Newfoundland (covered in wild grapes- hence the name vinland) Crusaders: 1300’s crusaders seeking to free holy land from Muslim control. This gave Europe a taste for foreign goods i. e: ilk, spices, drugs, perfumes- ***sugarMerchants ought cheaper means for the transportat ion of goods. Venice: Italian trading city Genoa: Italian trading city Describe the impact of sugar and the development of Europe’s sweet tooth on the colonization of the Americas. 5. What caused Europeans to begin exploring? Europeans were in search of cheaper trade routes from the East to the West. Europeans Enter Africa Know: Marco Polo: 1295 AD he returned from China. Increased European desires for goods. Caravel: Before its invention Europeans would not sail around the coast of Africa. 1450 invented by Portuguese allowed them to sail more directly into the wind.Bartholomew Diaz: Rounded the tip of Africa in 1488 (Portuguese) Portugal had control of the African coast Vasco da Gama: Reached India in 1498 Ferdinand and Isabella: rid Spain of the infidels (the Moors) Wanted to rival Portugal for power. Moors: Muslims who fought the Christians in Spain 6. What were the results of the Portuguese explorations of Africa? Exposure to slave trade by Africans and Arabs led to their own establishment of slave trade networks Slaves used to work on sugar plantations. Set up gold trading posts on the west coast Columbus Comes upon a New World Know: Columbus: 1492 7.What developments set the stage for a cataclysmic shift in the course of history? †¢ Europeans desired cheaper products from foreign lands †¢ Africa was a cheap labor source †¢ Long-range navigation was possible †¢ Spain was rising in power as a nation-state †¢ Renaissance the spread of knowledge When Worlds Collide Know: Corn: Potatoes: Sugar: Columbus brought over seedl ings of sugar cane Horses: Smallpox: Hispaniola population dropped from 1 million to 200 in 50 years. 8. Explain the positive and negative effects of the Atlantic Exchange. Positive negative effects can be argues for almost everything: Cattle HorsesPigs Maize, mantioc, sweet potatoes to Africa The Spanish Conquistadors Know: Only a small minority were actually nobility. Most were professional soldiers sail ors. The rest were peasants ans artisans. Treaty of Tordesillas: 1494 Treaty to discovery of Columbus dividing land b/t Spain and Portugal. Most of the land went to Spain, but Portugal got more land in Africa. Vasco Nunez Balboa: Spanish discoverer of Pacific Ocean of Pananma 1513 claimed washed by that sea. Ferdinand Magellan: Sailed around the world Juan Ponce de Leon: Sailed to FL Francisco Coronado: From Mexico east through AZ NM. He encountered the PueblosHernando de Soto: From the East crossed the Mississippi. Particularly brutal to Native Am. Francisco Pizarro: Destroyed the Incas in 1532. Encomienda: Basically enslavement of the natives in return for conversion to Christianity 9. Were the conquistadors great men? Explain. They were great at destroying the existence of native societies of the Americas Makers of America: The Spanish Conquistadors Know: Granada: Moorish stronghold in Spain (city) 1492 it fell to the Spanish after a 10 year siege. For 500 years the Christian k ingdoms of Spain had been attempting to rid the area of the North African Muslims Moors: North African Muslims Reconquista: Ended as a result of Moorish defeat†¦Ã¢â‚¬ ¦. The religious zealotry intolerance of the Spanish was now focuses on the New World frontier. 10. Were the conquistadors motives successfully fulfilled? Explain. Their individual dreams of glory were not attained. Most had to give booty to their commanders and later the Spanish crown tightened control of the loot. The Conquest of Mexico Know: Hernan Cortez: Conquerer of the Aztecs Tenochtitlan: Aztec capital city Montezuma: Leader of the Aztecs Mestizos: mix race of Aztecs Spanish 11. Why was Cortez able to defeat the powerful Aztecs? Guns diseaseThe Spread of Spanish America Know: John Cabot: Giovanni da Verazano: Jacques Cartier: St. Augustine: New Mexico: Don Juan De Onate led Spansih into the Rio Grande Valley in 1598. In the Battle of Acoma, 1599, the Spanish severed the foot of each survivor. The called this area New Mexico and in 1609 founded its capital in Santa Fe. Popes Rebellion: 1680, the native Americans destroyed all Catholic Churches and killed preiests and Spanish settlers. The Indians built kivas ceremonial religious chamber on the ruins on the Spanish plaza at Santa Fe. Mission Indians: In CA, San Deigo†¦attempt of Spaniards to convert Indians.These Indians not only lost contact with native culture but were also very susceptible to disease. Black Legend: That Spanish had butchered the natives, stole their gold, and infected them with smallpox. The Spanish actually did a better job of incorporating native cultures into their own than the English did. 12. What is the Black Legend, and to what extent does our text agree with it? The textbook rejects this legend overall. I’m skeptical of the textbook’s treatment of this topic. CHAPTER 2: THE PLANTING OF ENGLISH COLONIES GUIDED READING QUESTIONS Englands Imperial Stirrings Know: Henry VIII:Queen Elizabeth : Catholic Ireland: 13. Why was England slow to establish New World colonies? Elizabeth Energizes England Know: Francis Drake: Sir Walter Raleigh: Virginia: Spanish Armada: 14. What steps from 1575-1600 brought England closer to colonizing the New World? England on the Eve of Empire Know: Enclosure Movement: Primogeniture: Joint-stock company: 15. Explain how conditions in England around 1600 made the country ripe to colonize North America. England Plants the Jamestown Seedling Know: Virginia Company: Jamestown: John Smith: Powhatan: Pocahontas: Starving Time: Lord De La Warr: 16.Give at least three reasons that so many of the Jamestown settlers died. Cultural Clash in the Chesapeake Know: Powhatans Confederacy: Anglo-Powhatan Wars: 17. What factors led to the poor relations between Europeans and Native Americans in Virginia? Virginia: Child of Tobacco Know: John Rolfe: Tobacco: House of Burgesses: 18. By 1620 Virginia had already developed many of the features that were important t o it two centuries later. Explain. Maryland: Catholic Haven Know: Lord Baltimore: Indentured Servants: Act of Toleration: 19. In what ways was Maryland different than Virginia? The West Indies: Way Station to Mainland AmericaKnow: West Indies: Sugar: Barbados Slave Code: 20. What historical consequences resulted from the cultivation of sugar instead of tobacco in the British colonies in the West Indies? Colonizing the Carolinas Know: Oliver Cromwell: Charles II: Rice: 21. Why did Carolina become a place for aristocratic whites and many black slaves? The Emergence of North Carolina Know: Tuscarora: 22. North Carolina was called a vale of humility between two mountains of conceit. Explain. Late-Coming Georgia: The Buffer Colony Know: James Oglethorpe: 23. In what ways was Georgia unique among the Southern colonies?Makers of America: The Iroquois Know: The Iroquois Confederacy: Deganawidah: Hiawatha: Five Nations: Handsome Lake: 24. How did the political structure of the Iroquois pro ve to be strength and ultimately a weakness? The Plantation Colonies 25. Which Southern colony was the most different from the others? Explain. CHAPTER 3: SETTLING THE NORTHERN COLONIES GUIDED READING QUESTIONS The Protestant Reformation Produces Puritanism Know: John Calvin, Conversion Experience, Visible Saints, Church of England, Puritans, Separatists 26. How did John Calvins teachings result in some Englishmen wanting to leave England?The Pilgrims End Their Pilgrimage at Plymouth Know: Mayflower, Myles Standish, Mayflower Compact, Plymouth, William Bradford 27. Explain the factors that contributed to the success of the Plymouth colony. The Bay Colony Bible Commonwealth Know: Puritans, Charles I, Massachusetts Bay Colony, Great Migration, John Winthrop 28. Why did the Puritans come to America? Building the Bay Colony Know: Freemen, Bible Commonwealth, John Cotton, Protestant Ethic 29. How democratic was the Massachusetts Bay Colony? Explain. Trouble in the Bible Commonwealth Know : Anne Hutchinson, Antinomianism, Roger Williams 30.What happened to people whose religious beliefs differed from others in Massachusetts Bay Colony? The Rhode Island Sewer Know: Freedom of Religion 31. How was Rhode Island different than Massachusetts? Makers of America: The English 32. In what ways did the British North American colonies reflect their mother country? New England Spreads Out Know: Thomas Hooker, Fundamental Orders 33. Describe how Connecticut, Maine and New Hampshire were settled. Puritans versus Indians Know: Squanto, Massasoit, Pequot War, Praying Towns, Metacom, King Philips War 34. Why did hostilities arise between Puritans and Native Americans? What was the result?Seeds of Colonial Unity and Independence Know: New England Confederation, Charles II 35. Assess the following statement, The British colonies were beginning to grow closer to each other by 1700. Andros Promotes the First American Revolution Know: Dominion of New England, Navigation Laws, Edmund Andr os, Glorious Revolution, William and Mary, Salutary Neglect 36. How did events in England affect the New England colonies development? Old Netherlanders at New Netherlands Know: Dutch East India Company, Henry Hudson, New Amsterdam, Patroonships 37. Explain how settlement by the Dutch led to the type of city that New York is today.Friction with English and Swedish Neighbors Know: Wall Street, New Sweden, Peter Stuyvesant, Log Cabins 38. Vexations beset the Dutch company-colony from the beginning. Explain. Dutch Residues in New York Know: Duke of York 39. Do the Dutch have an important legacy in the United States? Explain. Penns Holy Experiment in Pennsylvania Know: Quakers, William Penn 40. What had William Penn and other Quakers experienced that would make them want a colony in America? Quaker Pennsylvania and Its Neighbors Know: East New Jersey, West New Jersey, Delaware 41. Why was Pennsylvania attractive to so many Europeans and Native Americans?The Middle Way in the Middle Col onies Know: Middle Colonies, Benjamin Franklin 42. What do the authors mean when the say that the middle colonies were the most American? Varying Viewpoints: Europeanizing America or Americanizing Europe? 43. The picture of colonial America that is emerging from all this new scholarship is of a society unique—and diverse—from its inception. Explain CHAPTER 4: AMERICAN LIFE IN THE SEVENTEENTH CENTURY GUIDED READING QUESTIONS The Unhealthy Chesapeake 44. Life in the American wilderness was nasty, brutish, and short for the earliest Chesapeake settlers. Explain. The Tobacco EconomyKnow: Tobacco, Indentured Servants, Freedom Dues, Headright System 45. What conditions in Virginia made the colony right for the importation of indentured servants? Frustrated Freemen and Bacons Rebellion Know: William Berkeley, Nathaniel Bacon 46. Who is most to blame for Bacons rebellion, the upper class or the lower class? Explain. Colonial Slavery Know: Royal African Company, Middle Passag e, Slave Codes, Chattel Slavery 47. Describe the slave trade. Africans in America Know: Gullah, Stono Rebellion 48. Describe slave culture and contributions. Makers of America: From African to African-American 49. And precisely because of the diversity of African peoples represented in America, the culture that emerged was a uniquely New World creation. Explain. Southern Society Know: Plantations, Yeoman Farmers 50. Describe southern culture in the colonial period, noting social classes. The New England Family Know: The Scarlet Letter 51. What was it like to be a woman in New England? Life in the New England Towns Know: Harvard, Town Meetings 52. Explain the significance of New England towns to the culture there. The Half-Way Covenant and the Salem Witch Trial Know: Jeremiad, Conversions, Half-Way Covenant 3. What evidence shows that New England was becoming more diverse as the 17th century wore on? The New England Way of Life Know: Yankee Ingenuity 54. How did the environment shap e the culture of New England? The Early Settlers Days and Ways Know: Leislers Rebellion 55. How much equality was evident in the colonies? CHAPTER 5: COLONIAL SOCIETY ON THE EVE OF REVOLUTION GUIDED READING QUESTIONS Conquest by the Cradle Know: Thirteen Original Colonies 56. What was the significance of the tremendous growth of population in Britains North American colonies? A Mingling of RacesKnow: Pennsylvania Dutch, Scots-Irish, Paxton Boys, Regulator Movement 57. What was the significance of large numbers of immigrants from places other than England? The Structure of Colonial Society Know: Social Mobility 58. Assess the degree of social mobility in the colonies. Makers of America: The Scots-Irish Know: The Session 59. How had the history of the Scots-Irish affected their characteristics? Clerics, Physicians, and Jurists Know: Smallpox, Diphtheria 60. Why has the relative prestige of the professions changed from colonial times to today? Workaday America Know: Triangular Trade, N aval Stores, Molasses Act 1. Describe some of the more important occupations in the colonies. Horsepower and Sailpower Know: Taverns 62. What was it like to travel in early America? Dominant Denominations Know: Established Church, Anglicans, Congregationalists, Presbyterians 63. How did the denominations in America affect relations with Great Britain? The Great Awakening Know: Jonathan Edwards, George Whitefield, Old Lights, New Lights, Baptists 64. How was the religion encompassed in the Great Awakening different from traditional religion? What was important about the difference? Schools and Colleges Know: Latin and Greek 5. What kind of education could a young person expect in colonial times? Culture in the Backwoods Know: John Trumbull, Charles Wilson Peale, Benjamin West, John Singleton Copley, Benjamin Franklin 66. Did Americans distinguish themselves in the arts during the colonial period? Explain. Pioneer Presses Know: John Peter Zenger 67. Why was the jury verdict in the Zen ger case important? The Great Game of Politics Know: Royal Colonies, Proprietary Colonies, Self-governing Colonies, Colonial Assemblies, Power of the Purse, Town Meetings, Property Qualifications 68. How democratic was colonial America?Colonial Folkways 69. What were the advantages and disadvantages of living in America during the colonial period? Colonial America: Communities of Conflict or Consensus? Know: Nashs Urban Crucible Theory 70. Were the colonies marked more by internal consensus or internal conflict? Explain. CHAPTER 6: THE DUEL FOR NORTH AMERICA GUIDED READING QUESTIONS France Finds a Foothold in Canada Know: Huguenots, Samuel de Champlain, New France 71. How was the colony of New France different from the British North American colonies? New France Fans Out Know: Beaver, Coureurs de Bois, Voyageurs, Robert de La Salle 72.What factors led to the French settlement of New France? The Clash of Empires Know: Treaty of Utrecht, War of Jenkinss Ear, James Oglethorpe, Louisbou rg 73. Describe the early wars between France and Britain. George Washington Inaugurates War with France Know: Fort Duquesne, George Washington, Fort Necessity, Acadians 74. How did George Washington spark the French and Indian War? Global War and Colonial Disunity Know: Benjamin Franklin, Albany Plan of Union, Join or Die 75. What was meant by the statement, America was conquered in Germany? Braddocks Blundering and Its Aftermath Know: Edward Braddock 6. What setbacks did the British suffer in the early years of the French and Indian War? Pitts Palms of Victory Know: William Pitt, James Wolfe, Battle of Quebec 77. What was the significance of the British victory in the French and Indian War? Restless Colonials 78. How did the French and Indian War affect the relationship between the colonies and the mother country? Makers of America: The French Know: Louis XIV, The Great Displacement 79. What contributions to American culture were made by the French? Americans: A People of Destiny Know: Treaty of Paris, Pontiac, Daniel Boone, Proclamation of 1763 80.How did French defeat lead to westward expansion and tension with Native Americans and the British? CHAPTER 7: THE ROAD TO REVOLUTION GUIDED READING QUESTIONS The Deep Roots of Revolution 81. Why does the author say that the American Revolution began when the first settlers stepped ashore? The Mercantile Theory Know: Mercantilism 82. Explain the economic theory of mercantilism and the role of colonies. Mercantilist Trammels on Trade Know: Navigation Laws, Royal Veto 83. How did Parliament enact the theory of mercantilism into policy? The Merits of Mercantilism Know: Salutary Neglect, John Hancock, Bounties 84.In what ways did the mercantilist theory benefit the colonies? The Menace of Mercantilism 85. What economic factors were involved in leading colonists to be displeased with the British government? The Stamp Tax Uproar Know: George Grenville, Sugar Act, Quartering Act of 1765, Stamp Act, Admiralty Courts, Virt ual Representation 86. Why were the colonists so upset over relatively mild taxes and policies? Parliament Forced to Repeal the Stamp Act Know: Stamp Act Congress, Nonimportation Agreements, Homespun, Sons of Liberty, Declaratory Act 87. In what ways did colonists resist the Stamp Act? The Townshend Tea Tax and the Boston MassacreKnow: Townshend Acts, Indirect Tax, Boston Massacre, John Adams 88. How did the Townshend Acts lead to more difficulties? The Seditious Committees of Correspondence Know: George III, Lord North, Samuel Adams, Committees of Correspondence 89. How did Committees of Correspondence work? Tea Parties at Boston and Elsewhere Know: British East India Company, Boston Tea Party 90. What was the cause of the Boston Tea Party, and what was its significance? Parliament Passes the Intolerable Acts Know: Boston Port Act, Massachusetts Government Act, Administration of Justice Act, Quartering Act of 1774, Quebec Act 91.What was so intolerable about the Coercive (Intolerab le) Acts? The Continental Congress and Bloodshed Know: First Continental Congress, Declaration of Rights, The Association, Tar and Feathers, Minute Men, Lexington and Concord 92. What was the goal of the First Continental Congress? Imperial Strength and Weakness Know: Hessians, Tories 93. What were British strengths and weaknesses at the outset of the war? American Pluses and Minuses Know: George Washington, Ben Franklin, Marquis de Lafayette, Continentals 94. What were the American strengths and weaknesses at the outset of the war? A Thin Line of HeroesKnow: Valley Forge, Baron von Steuben, Continental Army 95. What role was played by African-Americans in the Revolution? Whose Revolution? 96. Which of the four interpretations of the Revolution seems most true to you? Which seems least true? Explain. CHAPTER 8: AMERICA SECEDES FROM THE EMPIRE GUIDED READING QUESTIONS Congress Drafts George Washington Know: Second Continental Congress, George Washington 97. Why was George Washington chosen as general of the American army? Bunker Hill and Hessian Hirelings Know: Ethan Allen, Benedict Arnold, Fort Ticonderoga, Bunker Hill, Redcoats, Olive Branch Petition, Hessians 98.How and why did George III slam the door on all hope of reconciliation? The Abortive Conquest of Canada Know: Richard Montgomery 99. Did the fighting go well for Americans before July of 1776? Explain. Thomas Paine Preaches Common Sense 100. Why was Common Sense important? Paine and the Idea of Republicanism Know: Republic, Natural Aristocracy 101. Why did Paine want a democratic republic? Jeffersons Explanation of Independence Know: Richard Henry Lee, Thomas Jefferson, Declaration of Independence, Natural Rights 102. What does the Declaration of Independence say? Patriots and Loyalists Know: Patrick Henry 03. What kinds of people were Loyalists? Makers of America: The Loyalists 104. What happened to Loyalists after the war? The Loyalist Exodus 105. What happened to Loyalists during the war? General Washington at Bay Know: William Howe, Trenton, Princeton, 106. What were some of the flaws of General William Howe? Burgoynes Blundering Invasion Know: John Burgoyne, Benedict Arnold, Saratoga, Horatio Gates 107. Why did the Americans win the battle of Saratoga? Why was it significant? Strange French Bedfellows 108. Why did the French help America win independence? The Colonial War Becomes a World WarKnow: Armed Neutrality 109. Why was foreign aid so important to the American cause? Blow and Counterblow Know: Nathaniel Greene, Charles Cornwallis 110. Would an American Patriot, reading news of the war in 1780, have been happy about the way the war was going? Explain. The Land Frontier and Sea Frontier Know: Iroquois Confederacy, Fort Stanwix, George Rogers Clarke, John Paul Jones, Privateers 111. Was frontier fighting important in the outcome of the war? Yorktown and the Final Curtain Know: Charles Cornwallis, Yorktown 112. If the war did not end at Yorktown, then why was it importan t?Peace at Paris Know: Benjamin Franklin, John Adams, John Jay, Treaty of Paris 113. What did America gain and what did it concede in the Treaty of Paris? A New Nation Legitimized Know: Whigs 114. Did Americans get favorable terms in the Treaty of Paris? Explain. DOCUMENT BASED QUESTION: EXAMINE THE DOCUMENTS ATTACHED FOLLOW THE DIRECTIONS ON PAGE 11. WRITE A 5 PARAGRAPH ESSAY: Paragraph 1= Give your introduction and thesis statement Paragraph 2-3-4= Supportive evidence using documents and outside knowledge based on your text and other sources Paragraph 5= Conclusion We will write a custom essay sample on Reading Key specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reading Key specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reading Key specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

THE APPRENTICESHIP OF DUDDY KRAVITZ essays

THE APPRENTICESHIP OF DUDDY KRAVITZ essays In the Apprenticeship of Duddy Kravitz, Mordecai Richler clearly intends to portray his main character as a failure. Duddy understands perfectly well that a man must pursue his dreams, which is why he is one of the most motivated young man of his time. From the moment Duddy hears his grandfather say, "A man without land is nobody, he is prepared to seek the land of his dreams. This aspiration of Duddys is very respectable, but unfortunately his methods are totally inappropriate, and that leads to him being a failure. The moment that Duddy began to immerse himself into the establishment of his film company, it could be seen that he was willing to do anything to get money, even if he had to lie. For example, the film Duddy made for the bar mitzvah was of extremely poor quality, and as a result, the product was an obvious failure. Duddy himself knew that well: Duddy didnt say a word all though the screening but afterwards he was sick to his stomach. (Page 148). Later, Duddy said to Mr. Friar: I could sell Mr. Cohn a dead horse easier then this pile of _ (page 148). After this particular incident, Duddy does not even speak honestly to his clients. In conclusion, the only way Duddy sells his waste films is by telling lies. He always lies to gain money, and thats all that Duddy cares about. Duddy has never been loved in his family, so originally he was quite content to know that Yvette cares about him. At the beginning, Yvette and Duddy are in love. Its so nice to see you lie still for once, she said. Your always running or jumping or scratching. Duddy was surprised and flattered to discover that anyone cared enough to watch him so closely. (Page 92) As time passed by, however, Duddy began to use Yvette as a tool. The main reason for that is Duddy was striving to get the land, and since he could not legally own it as a minor...

Week 3 Questions Essays - Business Economics, Management Accounting

Week 3 Questions Essays - Business Economics, Management Accounting Week 3 Questions Christina McBee ACC 400 December 18, 2017 Arlene Murphy Week 3 Questions 20.1 a. The level of sales at which revenue exactly equals costs and expenses Break Even Point b. Costs that remain unchanged despite changes in sales volume Fixed Costs c. The span over which output is likely to vary and assumptions about cost behavior generally remain valid Relevant Range d. Sales revenue less variable costs and expenses Contribution Margin e. Unit sales price minus variable cost per unit Unit Contribution Margin f. The reduction in unit cost achieved from a higher level of output Economies of Scale g. Costs that respond to changes in sales volume by less than a proportionate amount. Semi-variable Costs h. Operating income less variable costs None 20.7a. Contribution margin ratio. (30-6)/30 =.8 is a 20% contribution margin b. Sales volume required to break even. 360000/20%= $ 1,800,000 need to be sold to break even c. Sales volume required to earn an annual operating income of $440,000. 360,000+440,000=800,000/20%= $4,000,000 needs to be sold to earn an operating income of $440,000 d. The margin of safety if annual sales total 60,000 units. 1,800,000/20%= 9,000,000 Sales for 60,000= 1,800,000 Margin of safety is 1,800,000-= 1,800,000 e. Operating income if annual sales total 60,000 units. 1,800,000x20%= $360,000 21.2 Home Depot closing its doors in the China Market caused a $10 million opportunity costs. With the closing of the store, merchandise had to be marked down and the $10 million is the amount of the markdowns, which would have actually been sold if the store had remained open. The sunk costs and the incremental costs would be the remaining $135 million, which would be from things that can not be avoided. 21.6 Fixed Costs 60,000 60,000 Variable Costs 75,000 0 $6 (Per Unit) 90,000 Total 135,000 150,000 The company should continue to produce the product, as they save $15,000 in costs if they do not outsource the product. 22.9 There are 3 characteristics that should be apparent at an accounting level for a company. The first is a budget. There must be a budget in place for every aspect of the business, from the toilet paper for employees, to the amount of labor spent. The second characteristic is timely performance reports. Every company should have some sort of system in place to gather reports on the successes and failures of the business. These reports can include but are not limited to cash flow statements, profit and loss statements, and balance sheets. The third characteristic is the measuring of performance. Each business, or store in this case, should be held accountable for certain performance measures. The responsibility accounting system at Cold Moo could be improved by implementing more of a accountability ratio for each store, as they are not incurring all of the costs that the corporate office is incurring, as far as distribution costs and such. By holding those stores more accountable, th e corporate office should see improvements in the bottom line. 22.1 A. Entire Company Solid Division % of Solid Division Sales Powdered Division % of Powdered Division Sales Sales $1,720,000 $850,000 100% $870,000 100% Contribution Margin $861,000 $382,500 45% $478,500 55% Product Line Fixed Costs $425,000 $175,000 20% $250,000 28% Common Fixed Costs $250,000 $125,000 15% $125,000 14% The responsibility margin for the solid division is at 80% (45+15+20) whereas the responsibility margin for the powdered division is at 97% (55+28+14). B. In looking at both divisions, it would seem that the more profitable of the two would be the solid division. After costs, the solid division leaves a 20% profit, with the powdered division only leaving a 3% profit. C. Entire Company Solid Division % of Solid Division Sales Powdered Division % of Powdered Division Sales Sales $1,820,000 $900,000 100% $920,000 100% Contribution Margin $911,000 $405,000 45% $506,000 55% Fixed Costs Product Lines $425,000 $175,000 20% $250,000 27% Fixed Costs Common $250,000 $125,000 14% $125,000 14% Advertising $15,000 $15,000 2% $15,000 2% After factoring in an advertising cost, the solid line will have a responsibility margin of 81% and the powdered will have a responsibility margin of 98%. Adding the advertising costs to each division only raised the margin by 1% on either side. I would suggest that the company advertise the solid line as the cost margin

Tobacco Industry Case Study Example | Topics and Well Written Essays - 2000 words

Tobacco Industry - Case Study Example Tobacco is one of the farming manufactured goods that are acknowledged as being addictive drug, developed from the new leaves of the vegetation.This has resulted in the formation of the British American Tobacco company as the industry for the produce to the people for their consumption in different forms. They have some of their stakeholders of which they have enabled the succession of the company in the past years. These stakeholder includes; the Russian government, the Rumania government, the European government, the African nations governments and the Americans government.Basing on this, the stakeholders have their own harms and the benefits that they do face today in the market. Focusing on the Russian and Rumania governments, they have continued to benefit in the market in that, their sales have continuingly increased in that in the year 2008, may, their sale growth rose upward by around 23% to around 30% of which showed a positive trend in the market of the tobacco in the BAT.R egarded the Americans market, the market have continuingly facing the harmful nature of the product. With this, the stakeholder noted the increase in the nicotine level in the product so as to increase the addictive quality of the product, this has led to the benefits of the market in that the increase in the addictive nature of the consumers have led to the increase of the sales in the market. With the Europeans as one of the stakeholders, they have experienced lose in regard to their contribution to the tobacco market. In this country, the consumer mostly involves the teenage girls of whom they have been addicted to the level that they can not perform correctly in the society. Basing on the African countries as the last stakeholders of the company, they have ended up involving themselves in the business of transporting the goods across the boundaries without paying the taxes. This has resulted in the high level of the consumption of the product among the uneducated people in the c ountries. 1.2 Banning of the Tobacco Industry. As much the industry has been one of the sectors that bring in high percentage of tax in the world as a whole, I do support the banning of the tobacco industry. This is because; the product has led to high negative effects to the consumer and even to the non users of the product. Whenever one associates anything with tobacco in the today world, they have tended to relate it to the lung cancer (Hoek 2000, pg 220). This is one of the diseases that have led to the decrease in the world population and thus leading to the low productivity of the nations in the world. other than the disease affecting the consumer only, it has that extent to the non smokers too as they receive the product impassively from the environment, and with this, I do support for the banning of the industry to reduce the death of the people in the world thus increase in the production rate. Due to the increase of the untaxed product being passed across the boundaries, the industry has in the long run resulted in being unproductive as no income tax is gained from it. With this, it has led to majority of the people involving themselves in the unlawful business of transporting the untaxed goods (Hoek 2000, pg 221). Thus, the industry will be best being banned to allow for the fairness in the country. This it will also utilize the utilitarianism theory of which states that, one has to do what will take full advantage of comprehensive happiness and gratify the significance of the people around him or her. With this, the society will be up to the idea of trying to ensure that the members of the society gets the clear and good air that they do need. 1.3 Duties & Responsibilities of the Tobacco Companies The tobacco companies were to be responsible to the application of the rules and the regulation on the usage of the product and the ways in which the consumer has to ensure that they do not affect the rest of the population in the environment. With this, the company has used

Speech given by that candidate Essay Example | Topics and Well Written Essays - 750 words - 1

Speech given by that candidate - Essay Example The goal was reached perfectly. This is because, Mitt Romney first introduced Paul Ryan as his running mate and the selected Vice President of the Republican party, and then went ahead to explain why he was selected. Mitt Romney introduced Paul Ryan as a man of character, who is true to his words, and who respects the opinion of others, even when they are his opponents, without demonizing his opponents (Romney, n.p.). He further defended the character of Paul Ryan as that of integrity and steadiness, being the reason why he was suited to back him up as a running mate, since they do not only share the same vision for America, but have the capability to achieve it, owing to the integrity and steadiness of his running mate. Further, the goal of introducing Paul Ryan as the right candidate was achieved thorough presenting him as a candidate whose judgment is respected by all, and the one who is an ardent supporter of freedom and justice (Romney, n.p.). Emotive language and balance are the two major speech techniques that Mitt Romney applies in this speech. These techniques are effective in persuading the audience to accept Paul Ryan as the best running mate and potential Republican Vice President Candidate. This is because; Emotive language, as the first technique that Mitt Romney applied in this speech, is able to appeal more to the emotions and feelings of the audience, as opposed to indulging them through logic and reason. This is achieved through the application of emotive language seen in Mitt Romney’s statement that â€Å"Pauls father died when he was in high school† (Romney, n.p.).The emotive language is specifically targeted at presenting Ryan as a man of discipline and personal character. This statement forms a tactical application of emotive language, where Mitt Romney was seeking to appeal to the emotions of the audience through showing them that Paul Ryan’s journey has not been easy, yet he has

Supermarket database-computer coursework Essay Example for Free

Supermarket database-computer coursework Essay Introduction There are many supermarkets around us, but there do you know how it works. In this coursework. , we will anyalsis the problem of the old supermarket system and how to solve this problem. Besides, in this coursework, it will introduce a new supermarket system, introduce its advantage, how to set up, how to use it and what is its advantages. Old supermarket system Disadvantage: piles of papers are used to keep the records it is hard to back up the records, if you really do so, the cost of the ink and the papers can make you bankrupt the payments are calculated by men, if your mathematics is poor, you will bankrupt again you need to spend nights after nights to turn the pages by your hands in order to search the data of the customers and supplier snail mail is used, which means time and money is wasted your customers cannot immediately get the most update news of your product, simply the million-dollar contract will fly to other companies the piles of paper wont remind you when your product is expired, you need to search through the papers it is not easy to comunicate to your branch stores. Many workers are needed to check the store Solution of the problem To solve the problem in the old supermarket system,setup up a database system that would control local store inventory, and cover the ordering of stock from the customers. Advantages of the new system Digital record is used. Millions of information are stored in a 6-inch hard-dish. The records can be backed up inside a DVD or a hard dish drive. the payments are calculated by computer, which decreases the human error In order to search the data of the customers and supplier, you simply need to type the name, or tel. number. email is used, your customers can get the most update news of your product, at once the computer will remind you when your product is expired, so you can make preparations you can communicate the computer form one branch store to another. Information can be transferred immediately computer can do most of the jobs. Less workers are employed Old system Computer system Space needed to keep the records more Much less Back up Very difficult Very easy error High possibility Low possibility Search data Very complicated Very convenient mail Slow and expensive Quick and free Check expired stock By hand automatically Communication Slow and inconvenient Quick and easy Number of employees more less Requirement of the system. It is consider that the supermarket has original system which has only one computer with the following equirement. Working system Windows 2000, standard edition Processor Pentium III 733Mhz, RAM 256MB recommended Drive space 20GB Video 32MB shared ram In order to reach the requirement of the new system, the computers need to replace new ones and connected as the following instructions. Requirement of the server. Working system Windows server 2003, standard edition Processor Pentium 4 3. 0Ghz, 550+ MHz recommended RAM 1024MB/1G recommended Drive space 250GB Video 128MB shared ram or better This computer is highly security. It needed the voice check and the password of the three highest manager to open the report of the profit and also to open the economy condition of the supermarket. Besides, the server is connected to a internet server with domain name. This is because this can convenient the customers to shopping or order products from the internet. Requirement of the other computers The other four computres is used to save data. They should have the following requirement. Working system Windows XP, Professional Processor Pentium 4 3. 0Ghz, 550+ MHz recommended RAM 512 MB recommended Drive space 80 GB Video 128MB shared ram or better. Software of the programme The supermarket can use Microsoft Access or Visual Basic The advantages of using MS Access are: Â  It is a relational database, which makes the data management easier. Â  It integrates easily with other Microsoft packages such as Word and Excel. Â  It is inexpensive. Â  It is a flexible product that cab be used for all kinds of databases. Â  It can be used to build extensive database applications. Â  All the information is held in one place and the information only needs to be updated once. Â  It can retrieve and update information quickly and easily. Â  Reports, standard letters can be easily produced. Backup and archiving is easy. The disadvantages of using MS Access are: Â  It lacks in high volume capacity. It is limited to a low transaction rate. It can bring down the entire servers if it is not used properly. The advantages of using Visual Basic are: It provides a user-friendly interface. The modular structure in visual basic program helps the programmer to develop a large program without knowing all the variables and their relationships. Â  It is provided by an integrate development environment that helps the programmer in debugging syntax errors. The disadvantages of using Visual Basic are:Â  It is limited in the kind of application that visual basic can code.

Anton Mosimann Essays -- Biographies Bio Biography

Contents Page Page 1: Contents Page Page 2: Anton’s Early Days Page 3: The Dorchester Page 4: Mosimann`s Page 5: Outside the Kitchen Page 6: The Future of Mosimann`s Anton Mosimann celebrates his 60th Birthday Page 7: My Findings Page 8: Picture of Mosimann`s Page 9: Research and References Let me begin my presentation with Anton Mosimann’s philosophy: "Nothing comes solely by chance". Chicken should taste like chicken and fish like fish. That's vital. So many people try to overpower good produce. Keep it simple. Our profession is one where you must give and be happy with it." Anton’s Early Days Anton Mosimann was born on February 23, 1947, the only child of Swiss restaurateurs in the Jura Mountains. He begins his book â€Å"The Essential Mosimann† with this lovely childhood memory, â€Å"I can still remember, as clearly as if it were only yesterday the sweet smell of dark, sugared fruit bubbling in the heavy copper preserving pan. My mother loved making jams and jellies and on these days the fragrance would fill the whole house, moving in a warm, fruity and sweet steam from the restaurants kitchen to our flat upstairs† Anton Mosimann spent his early years in Nidau, near Biel helping his parents run their own restaurant where he developed both a love for food and a desire to become a cook. The first taste he clearly remembers is that of Emmental cheese. "It was so tasty and so different from my previous food of vegetables and cereals." Anton learned from an early age that there is noting more satisfying for a chef than seeing a stack of empty plates after a good meal. When Anton was fifteen he received an unexpected call from the nearby Hotel Baeren i... ... emailed back a standard email which gave links to the website plus a copy of the July to October issue of Mosimann`s Newsletter, which I have included below. Books Mosimann, Anton, 1993, The Essential Mosimann, Ebury Press, London. Internet Global Chefs, 2007, Anton Mosimann, [online], http://www.globalchefs.com/chef/archive/chef023mosBio.htm, 21 October 2007. Mosimann`s, 2007, Mosimann`s Passion for Excellence, [online], http://www.mosimann.com/index.shtml, 21 October 2007. The Sunday Independent, 2007, Master Chef Turns 60, [online], http://www.independent.co.uk/living/food_and_drink/features/article2297913.ece, 21 October 2007. Swiss Info, 2007, Dial M for Good Taste in London, [online], http://www.swissinfo.org/eng/In depth/detail/, 21 October 2007. Waitrose, 2007, Products Available, [online], http://www.waitrose.com, 21 October 2007

Each Generation Has Something Valuable To Offer

Every generation is known to embody different beliefs. Older generations believe deeply in their culture about how a man is the breadwinner and the woman is the housewife. However, in this generation, everyone is equal and has the freedom and the rights to do as they wish. The aged generations also believed strongly in religion by worshiping and praying. But, the current generation seems to be adapting atheism due to the development in knowledge and understanding of things better. My parents believe that staying home is a pleasant thing; however my generation assumes that having a social life is an important aspect.Back in my parents’ days, social life existed in form of dinners and functions with other families. But these days’ people like to party and dance. Talking about freedom, parents always try to prevent kids from travelling and exploring new things. This generation finds exposure to new things a way to gain knowledge and experience such as: People these days li ke to visit various places to explore comparing to older generations that dedicated their life to one place. People change at a considerable rate over time, and this pattern continues as new ideas and generation approach.Lifestyle has experienced a whole new level of technological advancements that has changed our daily lifestyle. Communication system has experienced a new transformation. A century ago, people used mail, telephones that took a fair amount of time to get the message through, but now things such as texting, social networking have made life very straightforward. Technology has advanced expeditiously that we can see each other from different parts of the world with devices such as a webcam. The idea of virtual life has been introduced with the invention of consoles such as the Ps3, Xbox.The world has developed so much with things such as the internet where you can find anything or buy anything with the click of a button. Comparing that to older times where you went to f ar away towns after months to get a few items just sounds ridiculous and shocking. In conclusion, technology has changed the way people live and will continue to do so with the development of new ideas. The values and ethics from the past generations usually provide a better understanding of life compared to todays. Culture and family can only be taught by someone that has experience and can share with the current generation such as our parents.Each generation has a valuable belief and is beneficial to each differently such as: Experiencing the outside world may provide better understanding for one, but the other may find it better to stay home and acknowledge things. Each generation also has loopholes that are unacceptable such as the comparison of men and women and also teenagers drinking & partying to be a part of their society. Values are not just important things that are meant for people to be followed and respected. Values show how one discovers the real himself and live thei r life by going through the stages of beliefs and lifestyle.