A Short Story Essay Example | Topics and Well Written Essays - 500 words

A Short Story - Essay Example It was one fine Saturday evening when we went to the beach. The atmosphere was as amazing as it has always been. There were comparatively more people this weekend because of the scorching heat; however, everything was going smooth. The water was rough, and the lifeguards were roaming on the beach asking people not to go farther, as the water was very rough. Three of us were very rebellious, maybe the reason is very obvious, and that is of our age. We decided to let go of our worries and decided that our sole mission here was in the water. We got into the water, its cooling effect making us feel better than ever before. Because of the large crowd we opted to go a little farther from our usual spot in order to get enough playing space. Two others of our friends were also coming to join us. It would be an afternoon to remember; I thought. Everything was perfect; friends swimming past one another, water splashing on the face, the afternoon sun, and all the fun that was going wild each minute. For all this time, we thought we were the only ones who did not heed the lifeguards’ advice. We assumed that we were the only people deep in the waters until we saw one child drowning. The kid was far from us and was screaming for help. Suddenly the entire environment changed, and people were shouting for help. Lifeguards were trying to keep off the crowd, also rushing towards the scene. Some swam towards the kid at a speed that I had only seen in water sports. All of a sudden, one of our friends started swimming towards the kid. However, to reach the drowning kid, he had to get past another group of teenagers swimming towards the shore in great panic. Seeing that he would drown himself we decided to go after him. He, however, managed to swim past the teenagers and towards the kid. Before he could reach the drowning kid, w ho was now almost submerged, a big wave hit him. There

The Dalits of India Essay Example for Free

The Dalits of India Essay I had been planning my trip to India for a year. I read about the Dalit people by accident one day while waiting for my car at a car repair shop. The Dalit people — also known as â€Å"Untouchables† — have been the most oppressed caste for over 3,000 years, living at the bottom of Indias rigid social order. The word â€Å"Dalit† means â€Å"broken, ground-down, downtrodden, or oppressed. † Dalits comprise about  ¼ of the population of India: that’s seven times the entire population of Canada. [1] This large group of people are considered to pollutants to the rest of India. They are considered to be a lower class of people and are treated this way. The Dalit people are only given disgusting jobs like preparing bodies for cremation, picking up human waste and dead animals. The Adivasis is the collective name used for the many tribal peoples of India. Adivasis are not an homogenous group — with over 200 tribes speaking over 100 languages, which vary greatly in ethnicity, culture and language; however there are similarities in their way of life and generally perceived inferior position within Indian society. There are over 50 million Adivasis constituting 7. 5% of the Indian population, thus making it the largest tribal population in the world. 2] The best way for me to prepare for this trip was to get back to the basics. I started by weaning myself off of modern day conveniences. I packed away my coffee pot and my gps. I learned how to use a compass and a map. I took a few camping trips to learn how to start a fire and cook food on that fire. I researched the native plant life of India so I will know what I can eat and touch. I packed my luggage 6 months early. Every week or two I would go through and re-pack, getting down to the basics. During the ‘weaning process, I learned a lot about myself and how much stuff I do not need. The 67. 7 million people belonging to Scheduled Tribes in India are generally considered to be Adivasis, literally meaning indigenous people or original inhabitants, though the term Scheduled Tribes (STs) is not coterminous with the term Adivasis. Scheduled Tribes is an administrative term used for purposes of administering certain specific constitutional privileges, protection and benefits for specific sections of peoples considered historically disadvantaged and backward. [3] In 1952 the Nehruvian Panchsheel gave the Adivasi these rights: 1. Tribals should be llowed to develop according to their own genius. 2. Tribals’ rights in land and forest should be respected 3. Tribal teams should be trained to undertake administration and development without too many outsiders being inducted. 4. Tribal development should be undertaken without disturbing tribal social and cultural institutions 5. The index of tribal development should be the quality of their life and not the money spent [4] The race is India but the cultures are different from the ‘normal’ India natives. The Culture of the Dalits is one of hard-work and rest, honesty and simplicity, achievements and celebrations. Dalits are always creative and productive, celebrations and enjoyments. Come with that freedom, frankness, open heartedness, songs, steps, beats, drums, dance and drama; food, feasting, festivals, thanksgiving, worship, prayer and sacrifices. It is an agriculture based agrarian farm culture. [5] These groups of people are so hated that officers that are paid to protect and enforce laws never bother. They are just there for the pay. The ‘outside’ world does not want to learn about these people. If they were just given a chance, other would learn that they are not lower class people because they are poor or live a very simple life. They do not show any relevance to the modern communist economy. They have collective ownership of the means of production, they have a sense of equality among community members, they have a spirit of cooperation with each other, they make consensus decisions pertaining to the community and aim to protect and nurture their environment. With all the planning and weaning I did to prepare, I was still amazed when I first arrived. Beautiful and sad. The people are treated like a lower class but they are so full of love and life. I learned so much about life in just the few months that I was there. Even when life sucks, you can make the best out of it. Even though these people are suppressed and treated very poorly, they survive. With the help of foundations like the Dalit Freedom Network, they will continue to survive and their lives will slowly get better. I will continue to pass the story of the Dalits along to everyone I come in contact with. Their story is an encouraging one. It is my hopes that my story will touch the heart of at least one person, so that someday, other peoples like the Dalits will people who care.

Passive Resistance as a Powerful Tool for Social and Political Change E

Passive Resistance as a Powerful Tool for Social and Political Change Passive resistance, simply defined as â€Å"peaceful resistance by fasting or refusing to cooperate,† (hyper-dictionary) is a complex issue, and potent tool to attain a means through absolutely zero violence. As Martin Luther King Jr. and Gandhi, have argued, passive resistance is a noble means to a peaceful end, in which only the followers of a movement risk themselves and bring no harm to those whom they oppose. â€Å"Passive resistance,† according to Mahatma Gandhi, â€Å"is an all sided sword; it can be used anyhow; it blesses him who uses it and him against whom it is used. Without drawing a drop of blood it produces far-reaching results. It never rusts and cannot be stolen.† Martin Luther King Jr. and Gandhi both knew that police forces could not stifle those who would not fight against them. Likewise, no matter how powerful a government, the hearts of those fighting for a just cause could not be quelled. Others are also moved by those who fight passionat ely for their cause without using violence, and that independence from those who oppress is a key to developing a change in social and political structure. While soldiers are easily rallied to fight an enemy who will kill one of their own, they cannot be so easily pressured to kill innocents who merely oppose them without ever resorting to violence. It is a basic human instinct to react to a physical threat, (usually by eliminating it) but if no physical threat exists, it is impossible to justify the elimination of a life. Police forces are faced with this dilemma when encountering passive resisters. Although passive resisters may be in the way of a regime, government, or society, it is hardly justifiable to us... ...fully. Martin Luther King Jr. helped bring peace and equal right to the most powerful nation in the world. Mahatma Gandhi helped India gain independence from Great Britain and thus helped in the molding of the largest democracy in the world. Mahatma Gandhi held no truth to be stronger than the fact that passive resistance, is the only just battle to be fought. Because people feel for others, â€Å"Self sacrifice of one innocent man is a million times more potent than the sacrifice of a million men who die in the act of killing others. The willing sacrifice of the innocent is the most powerful retort to insolent tyranny that has yet been conceived by God or man.† Works Cited - Mahatma Gandhi, â€Å"The gospel of Satyagraha† - Martin Luther King Jr. â€Å"I’ve been to the Mountaintop† - Henry David Thoreau, â€Å"Civil Disobedience† - Hyper dictionary, www.dictionary.com

Innovations In English Language Teaching Essay

Within the inter-related fields of linguistics, psychology and specifically language learning it has been recognized that language acquisition depends on several cognitive and environmental aspects. When giving instruction in a foreign language, it is also necessary to consider the language of origin already mastered by the learner, as well as the peculiarities of culture that may interfere with or otherwise have an impact on the manner in which a given language is learned (Collier, 1995). In Singapore, innovations in language learning based on these criteria have already been made, but implementation has posed a challenge (Tucker & Corson, 1997). The true language expert has a deep understanding these barriers and must be prepared to come up with ideas that facilitate the change that drives the actual implementation of these innovative processes (Reza-Hernandez & Clifford, 2003; Garcia, 1994). In Singapore, English has been acknowledged as the language of business and commerce, and therefore it has become crucial for greater strides to be made in passing on its knowledge to the citizens (Tucker & Corson, 1997). Singapore’s national university has instituted such innovations as the creation of computerized databases that hold â€Å"profiles of Singapore-based English† as a method improving the research and development in the area of English language teaching in the country (1997, p. 227). This type of research appears to enable language instructors to understand the general areas of English that need more or better instruction. Other innovations directly affecting Singapore include the new dictionary of Southeast Asian English as well as numerous conferences that promote the improvement of the language. This research hopes to add further innovations, including in the area of technology, that would build on the projects already begun and further enhance the learning of the language in the country (Chapelle, 2003; Parker, 2007; Reza-Hernandez & Clifford, 2003; Klein et al. 2006). Research Objectives The aim of this research is to find new approaches to teaching English that can be easily implemented in the Singaporean context. These will include new instructional methods, teaching aids, and the use of technologies as an integral aspect of imparting the language experience to those who learn. Research Question: How does collaborative learning, using the primary learners as mediators of the language, affect English language instruction in Singapore? Methods The major theme of the implementation strategies will be the establishment of a community of English language learners using a core group of English language institute students as mediators of the language. The use of technology will enhance the project but not be the main focus. In community building, emphasis will be placed on building bridges between and among students of language-learning institution and other schools or groups within the community (Hones, 2000; Parker, 2007; Klein, et al. , 2006). Technology will come into play as computers and the internet will provide the means of uniting persons separated by distance. It will also be used to engage the participation of native speakers of English from the United Kingdom, the United States, Australia, and other English speaking countries of the world. Technology will also be used as a supplement to the activities performed in the language-learning setting (Kamhi-Stein, 2000). The study will therefore take the form of an action research in which the use of existing educational software, games, and activities in English are used within an integrative context. This integrative context will involve the exposure of the language-learning institute students to activities with native speakers, which they will in turn pass on to a group of Singaporeans within a given community—perhaps children or youth group. The types of activities used will include the following †¢ internet word-searches and studies †¢ webquests (Teclahaimanot & Lamb, 2004) †¢ on- and offline word-game applications such as Scrabble †¢ watching and discussing movies in English †¢ reading and discussing books in English These will be done together with volunteers from English speaking countries who will be instructed to maintain constant dialogue with the institute student about the activities for the duration of the session. Group chats as well as one-on-one conversations will be used. Later the student will be expected to impart the knowledge gained from the session to members of the community. Activities will be monitored via reports and observation in order to provide the data for the research.

A Uniformed Education Essay

Even though it is believed that students need to make life decisions based on their own standards, instead of the procedures and guidelines set for them, and that this is vitally critical for them as they grow into adults. Uniforms are a good idea as it causes students to focus on their academics and learning rather than on latest fashions or what the next student is wearing, also to respect themselves, their instructors and each other. Students are more likely to feel safe in schools with uniforms and they are also more inclined to attend classes and perform better academically. Faculty members in an inquiry believed that uniforms increased the learning climate by reassuring morality amongst students, augmenting the communication between teachers and students and bettering the administration of discipline. Many school officials agree that wearing uniforms helps decrease bullying and student detachment, and many educators are convinced that school uniforms increase students’ a bility to thrive in the classroom. As Huss (2007) states, â€Å"School uniforms are tangible; they are seen as a concrete and visible means of restoring order to the classrooms.† Uniforms cause change in appearance and performance while in class. First, students are more likely to feel safe in schools with uniforms and they are also more inclined to attend classes and perform better academically. Students perform better academically when they feel safe and are not threatened in school. There has been a lot of scrutiny concerning school safety, due to the increased activity and violence of gangs in schools. After taking note of these actions (increased violence and gang presence) officials are always considering ways to establish the security of the students and the faculty. King (1998) states, â€Å"Those who fear for their safety in school or on the way to school may not learn effectively, and they may turn to truancy as a viable alternative to facing daily threats of violence.† School safety, a  more disciplined student and student learning is believed to be the outcome if school uniforms would be enforced. Wearing school uniforms helps a school limit the wearing of gang colors, theft and school violence. Enforcing school uniforms should be taken seriously considering the ability of them making a student feel secure and safe to learn. When uniforms are required and worn it makes it easy to identify those that are not from the school or that are actually out of uniform by wearing regular street clothes. Students from schools where uniforms were required reported they did feel more safe and compelled to be concerned more about their education and succeeding in the classroom than to have to identify who was a member or which gang from day to day. King (1998) states, â€Å"Approximately one in four students reports worrying about becoming a victim of crimes or threats at school, and one in eight reports having been victimized at school.† The wearing of school uniforms should be expected in all schools and not just targeted areas; this would increase the true benefit of wearing unifor ms in our education system. Creating a system where uniforms are worn in all schools would limit the thought of a school that actually has a uniform policy in place as being considered a bad school or unsafe to send a child. Uniforms should not be associated with a schools safety and or truancy problems. The safety of our children should be a priority every day. Additionally, teachers in a study believed uniforms enriched the schooling climate by stimulating morality amidst students, augmenting the interactions between the teachers and students and bettering control. Similarly, of the 5,500 principals surveyed as attendees of the National Association of Secondary School Principals’ annual conference in February 1996, more than 7-% believed that requiring students to wear uniforms to school would reduce violent incidents and discipline problems. Moreover, greater than 80% of Long Beach Telegram readers supported uniforms. (King 1998) â€Å"A school reported the effects of wearing uniforms and in the first year alone crime decreased by 36%, sex offenses by74% and physical fights among students by 51%.† (King 1998) Students have shown to behave at a higher standard when in uniform and it also has been reported to have an effect on the interaction between a teacher and student. When in uniform students mannerisms are different and they carry themselves in a higher regard. It is believed that both the students and teachers operate based on the way they are dressed. A school  official has been quoted as saying â€Å"Students here understand why they are in school†; â€Å"Students work hard to complete their assignments†; and â€Å"Students in this school have fun but also work hard on their studies.† (Murray, R. K. 1997) This in no way means that all students will act accordingly and excel academically, but it would assist in creating an environment where both students and teachers were a ppreciative of their school and more considerate to each other. It is believed that teachers interact differently with students when they are clothed in a more uniformed manner. Students have also been noted as having better mannerism and more care in how they handle each other as well as the faculty. Finally, the most important reason uniforms are a good idea as it causes students to focus on their academics rather than on the latest fashions because â€Å"wearing uniforms helps students to get into â€Å"learning mode† and reminds them to respect themselves, their instructors and each other.† (Wade, K. & Stafford, M. 2003) The administrators instantly point out that normally; purchasing school uniforms for a school year can cost between $80 and $90 per child, this cost is lower than what parents would spend when having to buy the designer clothing that a student desires. So, a student and parent would be better off purchasing uniforms financially which is looked at as a bonus in these economic times. Students in a school that requires uniforms are less likely to feel or receive peer pressure because of their lack of the designer clothing that other families may be able to afford. In a climate where uniforms are mandatory your family’s financial situation is not noticeable thus making it a more comfortable learning environment. A parent was quoted saying, â€Å"I know I spent less money and needed far fewer items of clothing for my children when they wore school uniforms.† (Walmsley, A. 2011) This also lessen the occurrence of the morning fights between parents and students as to what to wear for the day the selection is simple and minimal at the same time. At this age youths are at the point of attempt to find their own individuality and ideas of what suits them clothes wise be it baggy or tight jeans, cartooned t-shirts, and political clothing. Getting away from wearing those types of clothing and requiring a uniform causes the student to not focus on what someone is wearing but instead their schooling and academics which is way more important. Fashion should take a backseat when it comes to your education. A youth’s individuality can be expressed in other ways if shown  and at the same time there should be limits set on the possibilities of accessories worn with the uniforms. Students have been intensely wounded and or killed for their designer shoes, clothing and accessories. School uniforms are believed to cut down on these occurrences. Being dressed in a different manner has been shown to cause a different reaction in class and in a student’s day to day life. School climate has been shown to be related to student achievement as well as how students behave and feel about themselves, their school, and other individuals. Furthermore, positive school climate has been identified as a characteristic of an effective school. Given the significant impact of school climate on student achievement, practitioners should consider these new findings when considering implementing a school uniform policy as a means of improving school climate and student behavior. (Murray, R. K. 1997) Requiring uniforms in schools changes the climate and the reaction to learning significantly. Walmsley (2011) states, â€Å"Because students dress in uniforms, they’re reminded that their â€Å"job† is to be a student.† A uniform causes a different behavior and creates such a reaction in the students that their attitudes ch ange automatically. On some occasions students have even decided to opt out of the days allowed for â€Å"street clothes† after they have experienced a school uniform environment. When dressed in street clothes students tend to behave in a manner of â€Å"play† and not take their education as serious. Just as stated before when in uniform â€Å"they’re reminded that their job is to be a student,† it’s presenting them with the idea that during these hours you are expected to give your all and not limit yourself in anyway and behave in a more professional or sophisticated manner much like if they were going to an actual 9 – 5 job this behavior is expected from them. Indeed, while wearing a school uniform does not allow for self-expression some think that students should make choices in regards to life based on their own personal values instead of the precedent and governance chosen for them and this is important for their own well-being and development as they con tinue to grow up. Anderson (2002) states, â€Å"four basic reasons for promoting school uniforms: 1) enhanced school safety, 2) improved learning climate, 3) higher self-esteem for students, and 4) less stress on the family.† Uniforms are a good idea as it causes students to focus on their academics and learning rather than on latest fashions or what the next student is wearing because  wearing uniforms helps students get prepared and ready to learn and it reminds them that certain level of respect is required of them towards their instructors, themselves and the other students. The use and purchase of uniforms can also improve Schools should provide a safe environment for learning. Wearing uniforms could be considered a form of good discipline and causing students to learn and adhere to rules. Calling for uniforms in schools can reduce violence and propel our students into a better category academically in the world as a whole. The wearing of a school uniform may not resolve all or any of the problems that occur day to day in our schools now but there are some other benefits to wearing them and those benefits should be taken into account. (Lester 106-12) With classrooms today needing a more respect for teachers and each other wearing school uniforms can help with that. Conformity should be painless with uniforms being incorporated in our education system, as the guidelines are definite and straightforward. References Anderson, W. (2002). School Dress Codes and Uniform Policies. Policy Report. Washington, D.C.: Office of Educational Research and Improvement. ERIC document ED 471 528. Huss, J. A. (2007). The Role of School Uniforms in Creating an Academically Motivating Climate: Do Uniforms Influence Teacher Expectations? Journal of Ethnographic & Qualitative Research, 131-39. King, K.A. (1998, January). Should school uniforms be mandated in elementary school? Journal of School Health. p. 32. Murray, R. K. (1997). The Impact of School Uniforms on School Climate. NASSP Bulletin, 81(593), 106-12. Wade, K., & Stafford, M. E. (2003). Public School Uniforms: Effect on Perceptions of Gangs Presence, School Climate, and Student Self-Perceptions. Education and Urban Society, 35 (4), 399-420. Walmsley, A. (2011). What the United Kingdom Can Teach the United States About School Uniforms. Phi Delta Kappan, 92(6), 63-66.

Phil 2200. Ethics Essays

Phil 2200. Ethics Essays Phil 2200. Ethics Essay Phil 2200. Ethics Essay A. New Uses A bucket is a home object used for various purposes at home, and the applications include; washing clothes, fetching water. Other uses for the bucket include bathing, cleaning of the utensils and keeping them, storage of trash collected in the house, storing water for drinking, transportation of goods from one place to another, building the rocket stove, making a water filter. It is also used as a fire extinguisher, grow food. Harvesting rainwater, heating up water, raising chicken. B. Exotic Association In the activity, I found the following words in the book I used, soft, green, power, grab, and jug. The word soft is not related to the bucket. Green is related to the bucket since the bucket may either be in the color green. There is no power connection to the bucket in any form. There is a link between the grab and the bucket since when you want to move from the bucket from one position to another you have to grab it. Jug is a house object similarly a bucket is a home object. C. New Ideas Topic: Workplace violence Workplace violence refers to the threat of violence against workers in a working area. It may involve physical assaults, verbal abuse, threats or homicide. To deal away with the issue secure the place by incorporating video surveillance mechanism, install alarm systems, increase lighting illumination in the area. The second way to address the issue is by equipping the field staff with cell phones and alarms, which are handheld, make them prepare a daily work plan and ensure that you keep a person who is in charge of putting or keeping contact with the workers throughout the day. Provide intensive maintenance of the employer vehicles for emergency purposes. In life, people perceive things differently. The way a person judge something might be entirely different from the way other people see it. The whole idea emerges from the Critical or creative thinking, decision-making and problem-solving. These are the essential life skills that every individual ought to make either inductive or deductive judgments.

November Is the Write Time

November Is the Write Time November Is the Write Time November Is the Write Time By Mark Nichol Writing is one of the loneliest pursuits (or professions), and as I know as well as anyone, enthusiasm for expressing oneself is tempered by the daunting challenge of actually doing it. For those of us for whom having written a novel is a more appealing prospect than, you know, actually writing it, National Novel Writing Month provides a quirky motivating nudge. The annual event, which encourages writers to complete the first draft of a novel in thirty days with the knowledge that one can publicly celebrate one’s progress while embracing the morale-boosting benefit of knowing that one is part of a worldwide community of fellow scribes, is in its fourteenth year. Last time around, more than a quarter million people participated from all over planet Earth. Only one out of seven hit the 50,000-word goal, but every one of them started and as we all realize, the first step is the hardest. (More than a hundred NaNoWriMo participants have had the novels they worked on for the event published again, not everyone, but enough to make it reasonable to imagine that someday you number among them.) To help encourage participants, the NaNoWriMo website offers various features and tools, including Pep Talks, email messages from published authors ranging from Booker Prize winner Nick Hornby (whose books High Fidelity, About a Boy, and Fever Pitch have been adapted for film) to newcomer Melissa Mayer, whose young-adult novel Cinder started out as a NaNoWriMo draft. You’ll also find NaNoWriMo badges you can download onto your website or blog, special offers for software products or self-publishing deals, and forums in which you can contact other participants in your area to give and receive advice and encouragement. (Forums include the Appellation Station, where participants can get help with naming people, places, and things and books and the Character Cafe, a resource for development of your dramatis personae.) In addition, NaNoWriMo sponsors ancillary events, such as a fund-raising write-a-thon on site in San Francisco; Camp NaNoWriMo, an extension of the original event held during other months; and support materials for teachers and students involved in the event. And, as usual, the website lets you keep track of your word count and post excerpts of your work. The beauty of this crazy conception is that the timed nature of the event encourages you to do what writers must do to succeed: Just write the damn thing already no time to edit, no opportunity to agonize. Write a crappy first draft. (All first drafts, the site assures you in its inimitably perky-but-puckish style, are crappy.) Sign up, already. Operators are standing by. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:Creative Writing 101One Sheep, Two Sheep, One Fish, Two Fish . . .13 Theatrical Terms in Popular Usage

Carthage - The Founding

Carthage - The Founding What Is Carthage? Carthage was a prosperous ancient city on the north coast of Africa (in modern Tunisia) that was founded by Phoenicians. A commercial empire, Carthage made its fortune through trade and expanded its domain across northern Africa, the area that is now Spain, and into the Mediterranean where it came into contact and conflict with the Greeks and Romans. What Does Punic Mean?PhoenicianPhoenician Traits The Legend of Carthage: Dido and the other Pygmalion The romantic legend of the founding of Carthage is that a merchant-prince or king of Tyre gave his daughter Elissa (usually called Dido in Vergils in marriage to his brother, her uncle, a priest of Melqart named Sichaeus, along with the kingdom. Elissas brother, Pygmalion [note: there is another ancient Pygmalion], had thought the kingdom would be his, and when he discovered that he had been thwarted, secretly killed his brother-in-law/uncle. Sichaeus, as a ghost, came to his widow to tell her that her brother was dangerous and that she needed to take her followers and the royal wealth that Pygmalion had appropriated, and flee. Although certainly, the supernatural element raises questions, clearly Tyre did send out colonists. The next part of the legend plays on the characterization of Phoenicians as tricky. After stopping at Cyprus, Elissa and her followers landed in north Africa where they asked the locals if they could stop to rest. When they were told that they could have the area that an ox hide would cover, Elissa had an ox hide cut into strips and lay them out end-to-end in a crescent circumscribing a sizeable area of land. Elissa had taken an area of the shoreline opposite Sicily that would allow the emigrants from the mercantile city of Tyre to continue to ply their expertise in trade. This ox-hide enclosed area was known as Carthage. Eventually, the Phoenicians of Carthage branched out into other areas and started to develop an empire. They came into conflict first with the Greeks [see: Magna Graecia] and then with the Romans. Although it took three (Punic) wars with the Romans, the Carthaginians were eventually annihilated. According to another story, the Romans sprinkled the fertile land on which they lived with salt in 146 B.C. A century later, Julius Caesar proposed the establishment of a Roman Carthage on the same spot. Points to NoteAbout the Carthage Founding Legend: The Greeks and Romans considered the Phoenicians to be treacherous. In the Odyssey, Rhys Carpenter (1958: Phoenicians in the West) says Homer calls them polypaipaloi of many tricks. The term Punic fides Punic faith means bad faith or betrayal.Cicero said of the Carthaginians that Carthage would not have held an empire for six hundred years had it not been governed with wisdom and statecraft.Cadmus (Kadmos) of Tyre was a Phoenician of legend who brought the alphabet to the Greeks when he went in search of his sister Europa whom Zeus had carried off on a white bull. Cadmus founded Thebes.The salting of Carthage is a legend. R.T. Ridley in To be Taken with a Pinch of Salt: The Destruction of Carthage, Classical Philology Vol 81, No. 2 1986 says the first reference he can find to the salting of Carthage comes from the twentieth century. Evidence for Carthage:The Romans actively set out to obliterate Carthage in 146 B.C., following the Third Punic War, and then they built a new Carthage on top of the ruins, a century later, which was itself destroyed. So there are few remains of Carthage in the original location. There are tombs and burial urns from a sanctuary to the fertility mother goddess Tanit, a stretch of the wall fortifying the city that is visible from the air, and the remains of two harbors.(1) Date of the Founding of Carthage: According to Polybius (born c. 204 B.C.), the Greek historian Timaeus of Tauromenion (c. 357-260 B.C.), dated the founding of Carthage to 814 or 813 B.C.Other ancient authors who wrote about Punic Carthage were: Appian,Diodorus,Justin,Polybius andStrabo. Dionysius of Halicarnassus (Antiq. Roman. 1.4), basing his opinion on Timaeus, said that Carthage was founded 38 years before the First Olympiad (776 B.C.).Velleius Paterculus (c. 19 B.C. to  c. A.D. 30) said Carthage lasted 667 years.Recent carbon-14 dating confirms the late part of the ninth century B.C. as the date of the founding of Carthage.(2) References: (1)Scullard: Carthage,  Greece Rome  Vol. 2, No. 3. (Oct. 1955), pp. 98-107. (2)The Topography of Punic Carthage, by D.B. Harden,  Greece Rome  Vol. 9, No. 25, p.1.

Psychology sexual Identity Essay Example | Topics and Well Written Essays - 1500 words

Psychology sexual Identity - Essay Example Fortunately, I now have the capacity to gauge their influence on my relationships-how they start, get maintained or ultimately end. Prior to learning all these, it is as if they passed by my life like a stream. Having been in this course enabled me to dip my hands and catch a handful of water - I am now able to contemplate about these ideas and not just let them influence me without my comprehension. '''''' I have acquired a lot from the course, and one of them is utilizing critical thinking and value systems in arriving at sexual decisions. Sex is indeed a basic, physiologic need, but expressing one's sexuality is also ridden by personal choices and not just controlled by raging hormones (Nevid et. al, 2005). I have tackled sexual decisions before without so much thought to them, and by then I could have been labeled as a follower of ethical relativism-living life and acting out according to one's own conscience rather than depending on external frames of thought to identify the demarcation line between bad and good (Nevid, et. al, 2005). Knowing the other value systems has not caused me to be swayed to switching and adhering to them, but it has helped me gain understanding of the rationales for other people's sexual actions. More than understanding other people, I have learned that my belief in ethical relativism boils down to my being open-minded and tolerant of diversity. Opposing opinions do not irritate me, nor am I advocating for oneness of opinion just to promote harmony amongst people who are intolerant of differences. I may see pre-marital sex as acceptable, but I can deal with people who staunchly believe that it is a sin and deserves abomination. Through this, I am now able to respect their decisions more, and also, I am able to respect my very own decisions as well because I have seen how self-reliant I am, enough that I was and still is able, to make sexual decisions in accordance with my own conscience-decisions that give not only space for freedom, but also impose limitations if this already tramples o n another's rights. '''''' During the duration of the course, my critical thinking skills applied in sexual decisions has also been honed and sharpened. I used to jump inside the bandwagon of pop psychology, believing in claims that has garnered growing number of support, and with this in mind, fueled enough complacency in me to apply in my sexual life. It is no different from all those fab diet regimens advertised in commercials; not all of them produce the results they claim to bring about. Of particular and pragmatic use are some guidelines presented in the first chapter. I learned how not to take everything by hook, line and sinker. I learned how to debate with what the book presented as fact. Indeed, there are book and magazines showing off that they have what it takes, methods and all, to bring out an explosive sexual experience. My old self used to pick up those kinds of magazines and buy them. Now I criticize the article first with questions like, "Who wrote this'", "Do they have credible and reliable sources or is the article just filled with sensationalized personal accounts'" Critical thinking enables me to ask the right questions so that I might arrive at the correct answers, which in turn becomes a guide for me to reach sensible decisions.' Effect of Environment and Historical

Information Management Strategy Case Study Example | Topics and Well Written Essays - 2250 words

Information Management Strategy - Case Study Example Hicks (1986) states that as the world moves from the days of disparate societies to the days of integration and awareness, the need for having reliable, authentic, and verifiable means of information increases. This results from the fact that managers need processed information for taking better decisions on a routine basis, and this processed information is the output of various processes that are conducted on the initially presented and collected raw data. This raw data constitutes the information collected from various sources within the organization or from external sources, and thus the sources of information gain ultimate importance, no matter which organization it is. Subsequently, the importance of not just information but the information sources as well cannot be denied. The information sources may include, but are not restricted to, employees, stakeholders, shareholders, newspapers, industry analysis, independent news sources, media, competitor publications, etc. Data manag ement is a critical subject of concern today for management, because the reliance on availability of accurate, verifiable and timely data cannot be denied by any means. The organization under consideration in this assignment is my own organization i.e. where I work. The major operation in my organization is based on customer communication, where our source of revenue is the printing of statements, cheques, mailing, customer response, and we are also indulged in develop IT solutions for various customers that we have. The aim of our organization is to provide this wide variety of services to our wide clientele. 1.3 Information Needs of the Organization - what information is needed The focus of this assignment is mainly towards the human resource department that is facing loads of troubles as far as data gathering through various sources is concerned. Seemingly, it looks like human resource department would not require loads of data or the data resource would be fairly restricted, but neither is the case. This section details the need for data in the human resource department, while the next section sheds light on the various data resources. It is noticeable here that the term data and information would be used interchangeably, though in reality, data is the raw form of information, and information is processed data. Human resources are defined as the truest source for attaining competitive edge for an organization. Therefore, there has been tons of weightage given to subjects like management and organizational behavior, similar to the weigh given to finance and marketing, if not more or less. A major part of keeping the human resource satisfied and contented is giving them appropriate compensation, with the right and justifiable deductions. For this fact to stand true, i.e. the right compensation with proper deductions, there is need for information pertinent to attendance, ins and outs, movement of employees, late comings, proper utilization of time, presence in the right area, avoiding irrelevant movements across the firm's building, and so on. All this information needs to be gathered at the end that generates pay-slips and payments i.e. the payroll department. 1.4 Information Resources After having described the need of information for

Rucial Role in Shaping the Life Essay Example | Topics and Well Written Essays - 500 words

Rucial Role in Shaping the Life - Essay Example Unfortunately, my mother succumbed to cancer when I was only six years old, and I only understood what happened to her when I was in middle school. Hence, I had to do many things that my mother would have done for me due to the absence of my father and elder brother. For instance, I visited the doctor on my own and many other things I did by myself. Over time, little things that I did on my own built my personality, and it was only in the second year of my high school that the final stroke hit me after my brother was diagnosed of cancer. Effectively, my brother's two-year illness made me a different person despite having learned how to live on own for many years. Following my brother’s diagnosis of cancer, my life changed and became completely different. I realized that I became quick to anger, but I did not show the anger, and neither did I know the cause of the anger. In addition, I was always in pain and moody although I did not show my father this side of my personality. Importantly, I never lost faith since I continued praying for my brother who was always there for me despite his condition. When I had questions, my brother would always respond to my questions each time. During the time he experienced incidents of pain, my brother remained positive throughout the pain. Effectively, I learned the importance of a positive attitude in life, and I inculcated a positive personality that has helped me achieve milestones. In addition, I discovered the importance of avoiding anger, being moody, and being sad since these factors depicted a feeling of fear and made an individual weak. Moreover, speaking to people whom I trusted helped me ch ange to a better person that I am today. As I said, my life was similar to a movie since most movies depict challenging and unbelievable situations that happen to unlikely people.Today, my brother remains the biggest inspiration since he always saw the light at the tunnel and he walked me through the journey of identifying this light with him, which was instrumental in life. To quote my brother, â€Å"Everything will be fine in the end. If it will not be fine, then it is not the end.† I do not know where the quote came from, but the quote is helpful in time of despair.

Question 4 Essay Example | Topics and Well Written Essays - 1500 words

Question 4 - Essay Example The boons of this technology do not end here. It s a new generation technology that lay unrecognized for a long time owing to high costs, and has now come into focus (Z Corporation, 2005). Thus 3D printing technology has the potential to affect almost each and every industry and varied aspects of the personal lives of people. Revolution in the modern industrialization: 3D printing technology The benefits of the 3D printing technology are being increasingly realized in the medicine industry. Production of medicine pills or capsules might be changed forever with new bio-printers actually printing human tissue, advancing the methods of pharmaceutical testing. Along with process of production the rate of production of these pills would also undergo vast improvements. The construction business and architecture is changing fast under the effect of this technology. Nowadays, designs of intricate architectural drawings are developed quickly in the form of 3D-printed models. This process is f ound to be relatively less expensive and also as less time consuming than the traditional process of building prototypes of handcrafted models made of cardboard. Even experiments are being made by â€Å"printing concrete structures† (3dprinter, 2013) using gigantic 3D printers. ... Beautiful objects, starting from artistic sculpture to household fixtures, now are not needed to be build with ones hand; they are simply designed using computer software (3dprinter, 2013). Hence one has the liberty to â€Å"imagine a future in which† (Barnatt, 2013) solid objects can be printed by a device attached to a computer. In this future industries have the prospect of moving to a new height and services be improved to the extent that tangible goods might be delivered to common households at their desktops. ‘Atomization’ of computer generated designs would lead to the creation of virtual prototype objects or even real user-end objects in much less time than it is required at present. The internet can be used to connect different producers and suppliers and also the consumers. It would allow modern industries to abandon their processes of â€Å"mass pre-production and stock-holding of a wide range of goods and spare parts† (Barnatt, 2013). The jewell ery industry 3D printers are â€Å"capable of outputting physical objects† (Barnatt, 2013) and are therefore getting installed in different manufacturing plants in different industries. In the jewellery industry it has started to generate a multitude of innovative digitalized manufacturing capabilities. Many companies in the jewellery industry are adopting this latest technology. Process of gold/silver printing The method of 3D printing uses the ‘additive manufacturing technology’ (Tyagi, n.d.). It is a process of â€Å"printing an object† (Hembrey, 2013). It involves the process of transferring some material onto a surface in the printer on which the object is to be build, layer after layer, in the method of spraying. These layers are â€Å"placed one on top of the other until the

Marketing - The movie ' Valentines Day ' Term Paper

Marketing - The movie ' Valentines Day ' - Term Paper Example It is the sheer ingenuity of these marketing and promotional campaigns that sell the movies regardless of how critics evaluate them. This is best accentuated by the example of the release and eventual success of the movie ‘Valentine’s Day’ which immediately stormed up to the top of the charts and made millions of dollars despite the fact that the movie failed to offer a plot that was anything beyond appalling and was popularly disparaged by critics. Not only the gist is vague, the movie has also been criticized for being loaded with offensive, controversial and questionable content (Goodwyn). However, it managed to achieve the number one rating when it opened and caused quite a stir in the box office. The movie was marketed with the obvious yet the most selling strategy of being tied with a major and popular holiday. To title the film after Valentine’s Day is a very calculated effort to capitalize on the emotions that are elicited around this holiday and at the same time to target an audience for whom the movie becomes a prime attraction on this very particular day just because of its name as it is a perfect present as well as a ‘going-out’ event. Lucy Fisher captures this is a very sleek manner when she comments that "People are prodded to buy something for the occasion, and in this case, its a movie ticket.. it doesnt matter about the quality† (Hare, 2010). Not only that, it a clever ploy to target women who are lured into the trap of saccharine love stories, cute stuff toys, red roses and the fever of the holiday. It is in this way that the movie self-advertises itself by its name enough to drive hundreds and hundreds of love-struck couples of all age s, young group of friends or even those lonely ones who need an exciting event towards the path that leads to the theaters. Even if the movie is perceived to be of poor

Interview with a professional social worker Ali Haider Ali Essay

Interview with a professional social worker Ali Haider Ali - Essay Example AHA: Also, growing up in inner city Delhi, I saw the disparity between the have's and the have-not's and somehow I felt that it was important to be involved in making a difference and making a change, so that there would be a greater degree of social justice for everyone involved. So that's actually when I first began some interested in it, although I'll tell you honestly, that I think that it's something that Allah has called me to because it seems to be a really natural fit for me. AHA: Yes, more specifically I want to do my paper on social work and Muslim youth, or the social concerns of the Muslim youth. I want to do an ethnographic qualitative study that gives us a chance to hear from Muslim youth and what they see their experience of being Muslim in a secular country though demographically dominated by non-Muslims-specifically Hindu. I think some of the implications of this on social work, both Islamic social services or in the Muslim community and mainstream social services, would be how to better understand how to relate to Muslim youth, to identify areas of strength as well as areas of challenge that they face. AHA: Also, sometimes Muslim youth experience different social problems family problems, identity problems, a variety of issues that the Muslim community is not well prepared for, nor do they develop sufficient prevention programs for it, nor is the mainstream social services community prepared. Interviewer: But is it not true for the Muslims living in so called first world AHA: It is. Say, US or UK authorities should look into this, especially their social workers. Interviewer: However, coming back to India, should we get around to involving the rest of the community in social work, such as Imams, how should we train them What

Marketing - The movie ' Valentines Day ' Term Paper

Marketing - The movie ' Valentines Day ' - Term Paper Example It is the sheer ingenuity of these marketing and promotional campaigns that sell the movies regardless of how critics evaluate them. This is best accentuated by the example of the release and eventual success of the movie ‘Valentine’s Day’ which immediately stormed up to the top of the charts and made millions of dollars despite the fact that the movie failed to offer a plot that was anything beyond appalling and was popularly disparaged by critics. Not only the gist is vague, the movie has also been criticized for being loaded with offensive, controversial and questionable content (Goodwyn). However, it managed to achieve the number one rating when it opened and caused quite a stir in the box office. The movie was marketed with the obvious yet the most selling strategy of being tied with a major and popular holiday. To title the film after Valentine’s Day is a very calculated effort to capitalize on the emotions that are elicited around this holiday and at the same time to target an audience for whom the movie becomes a prime attraction on this very particular day just because of its name as it is a perfect present as well as a ‘going-out’ event. Lucy Fisher captures this is a very sleek manner when she comments that "People are prodded to buy something for the occasion, and in this case, its a movie ticket.. it doesnt matter about the quality† (Hare, 2010). Not only that, it a clever ploy to target women who are lured into the trap of saccharine love stories, cute stuff toys, red roses and the fever of the holiday. It is in this way that the movie self-advertises itself by its name enough to drive hundreds and hundreds of love-struck couples of all age s, young group of friends or even those lonely ones who need an exciting event towards the path that leads to the theaters. Even if the movie is perceived to be of poor

Global Education and Development in Africa Research Paper

Global Education and Development in Africa - Research Paper Example For a country to get developed it is necessary to have a stable political system. History tells us about Africa’s long history of oppression under the rule of English who came to the continent because of the diamond and gold mines. The English and the Dutch agrarian settlers imposed Apartheid and adopted the policy of segregation and rule over the natives of the land. The Africans were denied basic rights and had no part in the political system of their own country. Apartheid laws served to legalize this discrimination against the African blacks. The country itself saw economic prosperity as the white oppressors exploited the native Africans while suppressing and depriving them of many things. Therefore even at the end of Apartheid in 1990, the suppressed nation therefore was still a developing nation. Many international contributions are now being made towards the educational and economic development of Africa. Free education programs have been introduced all around the count ry and young Africans have now begun to realize the value of education. With the help of free education there is a hope for Africa to develop as well. Problem statement The researcher tries to find out the factors, which affect the education of Africa. The researcher focuses on the factors which make Africa have a low literacy rate and how education can get common at this part of the land. Literature review Education is the most important factor that contributes towards leading a society towards success. Education changes and affects not only the personality of the student but also changes their entire thought process, which eventually influences... According to the paper education is the most important factor that contributes towards leading a society towards success. Education changes and affects not only the personality of the student but also changes their entire thought process, which eventually influences positively on the society. According to Troy, education is important for the development of the nation as a whole. For the empowerment of nations and people, the most important thing is education. This paper makes a conclusion that education is the right of every human being. Education makes one capable of living a good life. It opens doors to better employment and quality of life. Education makes one think and work for the country and helps in making the nation get to know about the importance of jobs, technology and industrialization. It is basic human right and should be provided to both men and women. The education in Africa should be free of cost so that the poor can acquire knowledge and contribute towards the development of the country. Africa is rich in resources and minerals. Due to increased population there is a lack of food. Investment should be made in Africa to make it developed. There should be jobs available for people so that they can also earn out of it. The British capture over Africa can be regarded as the worth of Africa. Africa has diamond mines and that is why they were captured. Therefore, it is not a country which does not have resources. The real truth is that they were suppressed and therefore, they were not able to develop. The apartheid laws make one understand the intensity of the English rule and the oppression of the Blacks. A stable political system is obligatory for getting a developed country and continent at large.

Construction Project and Procurement Essay Example for Free

Construction Project and Procurement Essay A historic overview on the development of building procurement systems in the UK from post war period (1945) present day. The points in evolution a split into 4 phases; 1. 1)Phase 1 1945 – 1972: The period before the World War 2 selective tendering methods were being used more prolifically, the Simon report 1944 (ministry of works 1944) strongly recommends the use of selective tendering. After the end of the 2nd World War there was an increase in the building industry, this resulted in using procurement methods such as open competitive tendering despite the report in 1944. In the 1950’s the Phillip’s report reiterated the recommendation in the use of selective tendering and explained the need for co-operation from all parties in the construction process (HMSO 1950). However by this time new procurement systems such as negotiated tenders and design and build had come about. Through the 1960’s to the 1970’s the need for co-operation between the industry and its professions was further expressed in the Emmerson report 1962 and Banwell 1964, they also reiterated in this period the recommendations of the Simon report 1944 and the use for selective tendering. Over all from the end of the war to the 1970’s this was a time of uninterrupted economic growth in which construction procurement in terms of conventional methods prevailed, only where few unconventional methods where being used on smaller projects, Despite a number of reports in the period recommending the adoption of more co-operative approaches from members of the project team. 1. 2)Phase 2 1973 – 1980: Phase 2 was a period of recession and instability, which was a result due to large price increase of crude oil from other countries, Post the 2nd World War after the economic boom this was lead due to high inflation rates. A number of case studies during the 1970 had brought to attention the use of non-conventional procurement methods. The wood report 1975 examined purchasing policies and procurement, although the report was restricted to the public sector it stated that public authorities used inappropriate procurement methods due to circumstances and found that 40% of the projects that were examined still used non-conventional procurement. Reports that followed this stated the need for improvement and urged a state of recovery as clients did not want to commit themselves to building projects during a time economic uncertainty. . 3)Phase 3 1980 – 1990: This phase was a time of post-recession the period of adjustment and recovery, big changes were made in the economy and the construction industry it introduced labour-only subcontracting and changed attitudes of major clients. Major clients and organisations had decide that old existing procurement methods were inefficient and caused delays there fore leading to extra cost at the end of projects, So bigger organisations such as the British property federation (BPF) started to use ideas from the US to improve their own management and procurement systems. In this period conventional methods were popular and were still widely being used, there was also a substantial increase in the design n build and management contracting, however management contracting proved in early years to take longer and dissatisfy clients if poor management was involved due to projects being overrun so there was a suggestion to reduce this method. 1. 4)Phase 4 1990 – 2008: The period from around 1990 up to the credit crunch (recession 2008) contained around equal phase of recession and recovery as it did from the post war period. In past decade the advent of partnering and the increase in various private finance initiatives had come about, there were also efforts by the governments to improve the performance in the construction industry. Two main reports were the means of vastly improving the industry, these reports were made by ‘Sir Michael Latham’ (Constructing the Team) and by ‘Sir John Egan’ (Rethinking Construction), these two reports changed the industry by improving the inefficiencies towards procurement and contractual agreements within the construction industry. The reports brought about a number of initiatives such as; †¢M4I – the Movement for Innovation was formed in 1998 I was to co-ordinate the report ‘Rethinking Construction’ through the use of demonstration projects, working groups and knowledge exchange, †¢KPI’s – are a product from ‘M4I’ and the ‘Egan Report’ they were set to create targets in which had to be met in order to achieve improvement, a number of ‘KPI’s’ were created but were refined in the year 2000 to around elven different aspects of the process of construction, PFI’s – private finance initiates were brought about by the government to enable public projects to be funded without the need for the capital from the government, †¢Partnering and framework agreements – had already come about before 1994 but were given great impact by the ‘Latham Report’. Partnering is where contractor’s works with client to reduce and share costs, the partnering framework agreements are the contractual agreements between both parties.

Design and Simulation of Automatic Load Tap Changer

Design and Simulation of Automatic Load Tap Changer   Introduction CE 3.1 This is the third project I did as a graduate Electrical Engineering while pursuing my Bachelor of Engineering in the field of Electrical Engineering from Balochistan University of Engineering and Technology, Balochistan, Pakistan. I wanted to conduct a project that would enable the transformer to attain different voltage levels using a load tap changing transformer and thus wanted to learn about different electrical/electronic components that would be needed and thus learn about its design and how to implement it. I was able to improve my written and oral presentation skills as well as my interpersonal skills by the successful completion of this project. Background CE 3.2 For my third project as an undergraduate in electrical engineering, I wanted to start working on a project during my second year. I wanted to learn about the different and commonly used electrical/electronic components, the working mechanism and the implementation in complex projects. This served as a motivation to conduct a project on Load Tap changers. I had studied during my bachelors that Transformer Load changers are an integral part to any power grid whether in big projects or small. I knew that there were the Mechanical Load tap changer and the Electronic Load Tap Changer. I wanted to design an automatic Electronic type Load tap changer to the problems with reliability and maintenance of the Mechanical type.Also, I learned that by using Thyristors to take the on-load current while the main contacts change over from one tap to the next, the design would have no moving parts and thus have a longer service life. And it is due to this reason that I selected the Design of Automatic Load Tap Changer for my project. CE 3.3 The objective of this project is to design and build a prototype of a fully electronic on load tap changer for power transformers by using Triacs as switching devices and microcontroller as the triggering circuit. CE 3.4 CE 3.5 I successfully completed this project by engaging in the following activities: I divided my project into Power circuitry and Control circuitry. I designed the power circuitry to basically consist of a tapping transformer connected to the load through the switching devices. I designed the Control circuitry to sense the voltage signal fed from the step down transformer and compare it to a pre-set reference value. I used a Triac which is a three terminal semiconductor for controlling the current in both directions. I used a Power Circuit, Microcontroller Unit, Analog To Digital Converter, Zero Crossing Detector, Multiplexer, LCD, Buzzer as the parts of the circuit I completed the project within the time frame specified by the university. I conducted detailed literature review on all the components used here. Personal Engineering Activity CE 3.6 I approached a professor with an idea of conducting a project with transformers. Along with my team mate, I had a lot of brainstorming sessions and review meetings with my project supervisor to select a suitable topic. I suggested that I work on a project that was concerned with designing and fabricating a system based on Automatic Electronic Load Tap Changer of a Transformer and the supervisor agreed to this and asked us to begin working on this by first conducting a literature review on all the components we would require and the working of this project and to start working on this project. CE 3.7 I first started with the design of the Power circuitry which consists of our main Tapping Transformer. The tapping is provided at 231V, 225V, 220V, 214V, 209V and 0V. Furthermore, I decided to incorporate BTA16 Triacs. I also decided to build a snubber circuit using 100ÃŽÂ © resistor and a 104pF capacitor. I decided to use the Triac instead of the SCR because a triac operates in the same way as the SCR however it operates in both forward and reverse directions. Also, I had to ensure the TRIAC will turn off correctly at the end of each half-cycle of the AC power. And due to this reason I used the snubber circuit to assist in the turning off and on. I used a MOC 3021 to assist with this. Circuitry Diagram The following are the components I used for this project: I used the AT80S8252 Microcontroller or the 89C52 which is a high performance CMOS 8bit microcomputer of sorts. ADC 0804 Analog to Digital Controller which feeds the input to the microcontroller. I used a step down transformer to provide samples to the ADC of the load.-   Zero Crossing Detector to provide the required pulses for the AND logic along with the multiplexer. A Multiplexer or Mux is a device that selects one of several analog or digital input signals and forwards the selected input into a single line.In my project, the Interlocking mechanism is achieved by using Multiplexer. Thus, at any instant of time, no two triacs would be in their ON STATE. This is particularly important and advantageous in case the logic of microcontroller fails. I used a Liquid Crystal Display (LCD) to display the output voltage that would be across the load side. I used an Optocoupler MOC 3021 to transfer signals between different elements of a circuit. CE 3.8 The following is the manner of the working of this project using a block diagram: The block diagram shows the basic strategy, as to how the Load Tap Changer will work automatically. I used TRIACs as the switching devices. I made sure that the The transformer has five tappings at the voltage level. Each of these tappings is connected to the one of the main terminals of the TIRAC. The second main terminals of all the five TRIACS have been shorted. So at any given time when any of the TRIAC has been switched on there is only one conducting path to the load. I used a step down transformer to step down the voltage level to instrumentation levels so that it can be used in the control circuitry. As the voltage increases or decreases depending on the nature of the load the voltage at the primary of the step down transformer varies, resulting in an equivalent variation at the secondary side. I then had to make sure that this sampled AC voltage is rectified to an almost smooth DC value. This DC voltage is then fed to the analog to digital converter, which gives a digital output that can be understood by the microcontroller. The ADC output is fed to the microcontroller which had been already programmed to compare this incoming value to a set of predefined values and send a high signal on one of its port bits. The output of the microcontroller is fed to a multiplexer. It is incorporated to ensure that at any given time, even if the logic fails there is only 1 conduction path to the load. I.e. only one TRIAC is switched on at any instance in time. I also used the zero crossing detector in order to detect the instance when the AC voltage crosses the zero amplitude mark. The output of this zero crossing detector is in the form a pulse generated every half cycle. I then fed the output of the zero crossing detector and the multiplexer to the AND logic as shown in the diagram. Each time the zero crossing detector gives an output, a pulse is generated at the output of the AND logic This output of the AND logic is basically our trigger signal for the switching devices i.e. the TRIACs however in order to isolate the control and high voltage circuitry and to implement DC triggering on the TRIACs operating at AC voltages the Optocouplers have been incorporated. So basically the Optocouplers are only there to provide isolation. CE 3.9 The following are simulation results I obtained: When input is 220v, the Triac on Tap 3 is on. When the input is 225v, the Triac on Tap 2 is on. Summary CE 3.10   Ã‚   I successfully completed the project titled Design and Simulation of Automatic Load Tap Changer along with my team mate. I learned how to build a circuit board and how all the different electrical components talk to each other in this project. I learned how important the Load Tap Changer is for any power grid and how useful it is over the Mechanical type Load type changer. By successfully completing this project, I was able to improve my written, oral and interpersonal skills.

Promotion and Retention of Women in Mathematics :: Mathematical Careers Education Essays

Promotion and Retention of Women in Mathematics How do we interest and retain more women in the field of mathematics? "Women now make up nearly half the undergraduate math majors in the U.S. (1993 Annual Survey of the American Mathematical Society and the Mathematical association of America); yet in graduate math programs, only about one-quarter of the American students are women" (Adhikari & Nolan, 1997, p. 17). For women who choose SME (Science, Mathematics, Engineering) majors, persistence rates in the major are significantly lower than that of male peers. (Seymour, 1995, p. 438) I am interested in the topic because I am a female who experienced pursuing undergraduate and graduate mathematics degrees. I want to know what I can do to help motivate other women in mathematics. While reading the literature, I became aware of subtle personal experiences that paralleled common experiences of women pursuing mathematics majors. Whereas I had informally considered my attempts at fair, consistent treatment for all students to be po sitively related to motivating women (and other minorities) in mathematics, upon reading the literature a strong case is made for additional support to different groups. Although I will focus the majority of the paper on college experiences that influence women in SME majors, literature also points to the influence of pre-college coursework. â€Å"Maple and Stage (1991) found that students who took more science and math courses in high school were significantly more likely to choose science and math majors in college† (Trusty, 2002). Farmer, Wardrop, Anderson, and Risinger (1995) found taking elective science courses in high school had a moderate direct effect on persistence for women in science-related careers, but taking elective math courses did not. (p. 163) Although in this research taking elective math courses was not found to effect persistence of women in science-related careers, I contend that math courses are still critical as they are prerequisites for science electives of chemistry and physics. The National Science Foundation has reported, â€Å"young women have lower interest in math courses and take fewer advanced math courses† (Farmer, Wardrop, Anderson and Risinger, 1995, p. 157). In addition, Seymour and Hewitt (1997) found the effects of inadequate high school preparation to be the most common contributor to early decisions to switch from SME (science, mathematics, engineering) majors to non-SME majors (p. 79). Seymour (1995) also points out that studies have noted â€Å"the subtle deterrents to active participation in mathematics and science which bear upon precollege girls† (p.

When the Levees Broke Rhetorical Analysis

Chase Caldwell Professor Gwaltney English 1102 14 March 2013 When The Levees Broke Rhetorical Analysis Hurricane Katrina made landfall in Louisiana on the morning of August 29, 2005. The storm produced sustained winds of up 125 mph when it hit that morning. On that same day Katrina caused 53 different levee breaches in greater New Orleans, spilling the waters of Lake Pontchartrain into the city and flooding an overwhelming majority of New Orleans.The floodwaters destroyed countless homes and lives along the way. Some estimates of the cost of Katrina were up in the 200 billions but according to Kimberly Amadeo, â€Å"The actual cost of Hurricane Katrina's damage was between $96-$125 billion, with $40-$66 billion in insured losses. † This statistic makes Katrina one of the most expensive natural disasters to ever hit the United States. Money wasn’t the only thing that was lost; the storm killed roughly 1,500 people in Louisiana alone.Floodwaters stayed in New Orleans for weeks leaving many people stranded and fighting for their lives. Post-Katrina New Orleans was a war zone with looting, shootings, robbery, and people desperately needing help from the government. Help was slow to arriving though. People went days and days without food or any kind of help at all. Many people died from all sorts of different causes. Deaths ranged from heat exhaustion in attics to drowning in the street and even in the victims own home.The majority of citizens of New Orleans’ ninth ward feel like the government did not take the right measures in getting help to the victims of the storm and they also feel like the destruction altogether could have been avoided had the levees been built correctly. The story of New Orleans and the failing levees is right up one filmmaker’s alley. Spike Lee is known to make movies that examine race relations and political issues. The story of New Orleans during Katrina touches on both of these subjects immensely. Thus, When t he Levees Broke was born.The documentary is a heart-wrenching medley of eyewitness accounts, video news footage, and photographs of the destruction that mix together in a way that shows Lee’s dissatisfaction with what happened during Katrina. Lee was legitimately upset about what happened in New Orleans during Katrina and even toys with the idea that the U. S. government blew up the levees to rid New Orleans of poor blacks. Needless to say, Lee will not hesitate to tell anyone what he believes and is the center of many different controversies in Hollywood. His personality is best described as that of a ticking time bomb.His feelings for the people of the ninth ward coupled with his outspokenness on political affairs and race relations were the driving force behind When The Levees Broke. Lee’s intended audience is really anyone who takes the time to watch his work. He really wanted to get the story out to the public and that is exactly what he did, he let the world see exactly what was happening in New Orleans without any sugar coating. Lee does not hesitate to put a floating, swollen dead body on screen just to let the viewers know the grotesque reality of what happened.Lee uses this documentary to voice his opinion against how the government handled Katrina. He felt that the government did not do what it should have done during this time and he shows his disappointment with the federal government through the movie. Lee conveys a huge array of arguments in this film from the government blowing up the levees to George Bush not caring about black people. Throughout all of these arguments his barebones, central argument is that the federal government did not fulfill its duty to the people of New Orleans during the Katrina catastrophe.Lee conveys this argument in a number of different ways. For instance, he conveys the argument by interviewing a multitude of people that lived through Katrina and has them explain their unrest and disappointment in the government on camera. He also shows photographs of posters and paintings that read things like â€Å"Where’s Fema? † and â€Å"Fuck Bush†. These tactics make it quite easy to see that Lee is upset with the Government. He uses a number of appeals to get his argument across. He mostly uses pathos by using horrific eyewitness accounts and gruesome photographs to stab at the audience’s emotions.The audience cannot help but feel terrible for the people who had to go through this. One of the worst feelings is watching someone cry over their lost home or hear an account of someone who comes home to their dead mother. Lee undoubtedly does a good job of evoking emotion from the audience. Lee interviews a melting pot of people in this documentary. It seems like there is an interviewee from almost every walk of life. In fact HBO explored just how many people Lee interviewed: Lee and his team selected close to 100 people from diverse backgrounds and representing a w ide range of opinions to nterview, including Governor Kathleen Blanco; Mayor Ray Nagin; residents Phyllis Montana LeBlanc, Kimberly Polk, Shelton â€Å"Shakespeare† Alexander and Rev. Williams; activists Al Sharpton and Harry Belafonte; CNN's Soledad O'Brien; and musicians Wynton Marsalis, Terence Blanchard and Kanye West. This works in his favor and adds to the ethos of the film. Since he is getting the opinions of a number of different people it shows more of the bigger picture and does not focus on only one person or one group of people.Diversity and unifying people under their disappointment with the government is a key part of his argument. This shows that he is not the only person that feels this way about the government, in fact everyone in the movie feels the same as he does. This can cause some speculation. Spike’s argument is not perfect. There are multiple flaws in the argument that can cause it to be discredited. For one, the opinions of his interviewees ar e so one-sided that the audience does not see a single glimpse of the other side of the spectrum.Not one person in the film seems satisfied with how the government handled the situation. In a way this discredits Spike Lee’s argument because it seems as if he is only showing you what he wants to show you. He shows you nothing good that the government did or people that are satisfied with how the government helped. The audience only sees the people who are disgruntled by Katrina who just want more and more help. It is hard to believe that there is not a single person in New Orleans who was not satisfied with the help that they received from the government.Mr. Lee simply does not show the satisfied citizens of NOLA. If he had shown these people then his argument would be much stronger. Also, Lee does evoke emotion in the audience but after a while it just becomes too much. After 4 hours of seeing wreckage and dead bodies you almost grow tired of feeling sorry for people. The fir st time you see a destroyed home or a dead body you want to cry for the victims but after hours and hours of seeing the same thing you become used to seeing it.Spike lee definitely evokes emotion but he should have done so more in moderation so the audience would not tire of feeling sorrow for the victims. Lee’s background as an outspoken critic that really just seems to love controversy also discredits his argument. It is as if Lee could be making this film to just stir up controversy in Hollywood because that is what he seems to love to do. He has had countless run-ins with almost every director in the business from Tarantino to Tyler Perry. He imply loves controversy so why would he not take this story and blow it up and make a huge controversy out of it? It would not be out of character for him to do so. That is why his argument can be somewhat discredited by his background. It is not unlikely that Lee took this story and made it a huge ordeal just to stir up controversy in Washington and against Bush, whom he does not support. The story is really just a perfect opportunity to pin people against Bush. His background, one-sidedness, and excess of pathos all hurt his argument greatly.When the Levees Broke is a Spike Lee documentary that tells the story of the destruction that Katrina and a failed levee system had on New Orleans, Louisiana. The creator uses the film in an attempt to argue that the federal government did not do its part to help the people of New Orleans after the disaster. However, he fails at arguing that point due to his one-sidedness and his personal background. During the film, interviewees all agree on the consensus that the government did not help out how they should have but no one thinks that they did a good job of helping out.This just shows that Lee is only showing the audience what he wants them to see. If he had shown both sides of this argument and disproved the opposing side his argument would have been much stronger. Also , Lee’s personal identity as one who loves controversy discredits his argument in that it appears to be just another one of his critiques. He has so many critiques of things that this argument really just gets lost in the sea of them all. Works Cited Amadeo, Kimberly. About. com. The New York Times Company. n. d. Web. 12 Mar. 2013. HBO. com. n. p. n. d. Web. 12 Mar. 2013.

Research Papaer

CHAPTER ONE INTRODUCTION 1. 1 Background to the Study The terms ‘youth’, ‘teenager’, ‘adolescent’, and ‘young people’ are all used to describe people in the phase of life that marks the conversion from childhood to adulthood. While there is universal agreement on the transition from childhood to adolescence, when exactly adolescence ends and adulthood begins is less clear as the stage of adolescence is culture-specific and therefore different in every society. In some cultures, the transition from teenager to adult could be very short, while, in other cultures it could be longer (Govindasamy et al. 2002). The World Health Organization (WHO, 2009) defines ‘adolescents’ as people aged 10-19; ‘youth’ as those aged between 15-24; and ‘young people’ as those aged between 10 and 24 years old and ‘teenager’ as people aged 13-19 years. Traore (2010) agrees that age has been used to differe ntiate adolescents from teenagers based on their physical development. This study, however, prefer to take females in the age group between 13 to 19 years as ‘teenagers’. In this study, the term ‘teenagers’ was used throughout. The incidence of teenage pregnancy remains high around the world.According to Nanda (2006), teenage females give birth to 15 million infants every year. Thus, teenage pregnancy is a concern from both a human rights and a public health perspective. Teenage pregnancy and its effect on teenage motherhood are among the major societal problems confronting the contemporary global community (Gatara & Muriuki, 2005). In Ghana, for example, one report estimates that nearly one-third of the childbirths recorded in public hospitals occurred to women under 19 years of age (Xinhua, 2006).The prevalence is higher in the rural areas and small- to-medium-sized towns which are often under-represented in the hospital birth statistics. A survey conduct ed by the UN Regional Institute for Population Studies reported that one out of three girls aged 15 to 19 living in Ghana's Central Region has had a child (Xinhua, 2006). Similar prevalence of teenage pregnancies have been described for other African countries (Mwansa et aI. , 2004). One study in Swaziland found that females aged 15-19 years accounted for 32. per cent of the total fertility (Gule, 2005). Another study reported that females in the same age group contributed 103 births per 1000 women in the Kenya (Gatara & Muriuki, 2005). It has been estimated that at least one out of twenty girls is likely to give birth during the school-going age. Data for Botswana also show that by 2004, about 25 percent of girls 15-19 years old were already mothers (Curtis, 2008). Two years later, in 2006, 56 per cent of the girls had dropped out of secondary schools in the country due to pregnancy (Mashalaba, 2009).On explaining the factors that contribute to teenage pregnancy, (Anderson, 2001) f ound that in poor neighbourhoods, teenagers experience less control over many aspects of their lives than the non-poor.. Anderson (2001) has further reported that some impoverished teenage girls consider childbirth as a rare source of self-esteem, or a sign of growing up, while sexual conquest brings a feeling of accomplishment to some teenage boys to whom legitimate opportunities may be blocked (Farley, 2005). The discussion of teenage pregnancy and childbirth therefore, tends to characterise the problem as mainly a feature of the poor segment of society.Besides, a literature review (Lewis, 2006; 2009) shows that aside poverty, factors such as early exposure to sexual activity, lack of sex education, weak parental control and supervision, peer pressure, low self-esteem and the need for self-fulfillment are associated with teenage pregnancy. It is in light of these factors that this study seeks to assess the factors that influence teenage pregnancy and their effects in the Sunyani M unicipality in order to help policy makers address the problem. 1. 2 Problem StatementTeenage pregnancy has long been a worldwide social and educational concern for the developed, developing and underdeveloped countries. Many countries continue to experience high incidence of teenage pregnancy despite the intervention strategies that have been put in place. In 2000 approximately 530,000 teenagers in the United States became pregnant, out of which 51% gave birth (Coley & Chase-Lansdale, 2008). Available literature suggests that in Africa, the total fertility rate has declined to an average of 2. 9 children per woman (Dickson, 2002).A decline in fertility rates has been associated with a high use of contraceptives among women and also the legalisation of abortion in most African countries (Swartz, 2002). Despite the decline in the total fertility rate, teenage pregnancy has been found to be significantly high (Dickson, 2002). The high prevalence of teenage pregnancy in societies chara cterised by poverty, low education, fewer job opportunities and families headed by mothers who gave birth to their first children in adolescence (Dryfoos, 2006; Macleod, 2009).Teenage pregnancy is also associated with other problematic behaviours such as alcohol and drug use, and early initiation of sexual activity, which have been identified as predictors of pregnancy (Coley & Chase-Lansdale, 2008). Plant and Plant (2002) argue that risk or problem behaviour is associated with social disadvantage, poverty, homelessness, unemployment, bad housing, fragmented family structure and stressful life events. The youth emulate the behaviour of their parents and of their society, thus social and cultural factors influence patterns of risk taking (Plant & Plant, 2002).The high incidence of teenage pregnancy has become a major societal and educational concern, as it seems to perpetuate poverty and low levels of education (Furstenberg et al. , 2007; Morgan, 2007). Also due to changing social ci rcumstances and values, teenage pregnancy is a tolerated phenomenon in modern Ghanaian society. Social permissiveness towards sex outside marriage, and absence of serious social repercussions like isolation or exclusion following an out of wedlock birth, contribute to the high rate of teenage pregnancy (Parekh & De La Rey, 2007).It has also been argued by Preston-Whyte and Zondi (2002) that the high value placed on fertility and education encourages adolescent girls to aspire for both motherhood and academic qualifications. The high cultural value placed on education and fertility is seen as a contributory factor to the prevalence of teenage pregnancy (Preston-Whyte & Zondi, 2002). Education and the link employment prospects enhances the possibility of improved quality of life and thus may be one of the factors that encourage adolescent to continue with school after child birth (Kaufman et al. , 2001).Even though pregnant teenagers may not officially be prevented from remaining at s chool, realistically, due to the demands of parenting, they may be forced to drop out of school, for example, in instances where there is no one to look after the child while the teenage mother continues with her schooling. Sometimes the pregnant teenager feels isolated from her peers. She may be embarrassed by her condition and have difficulty fitting in with her non-pregnant peers and as a result may drop out of school. Parenting teenagers often have to deal with strained family relationships. Sometimes parents react with anger to the pregnant teenagers.She may be blamed or ostracised for causing a problem (Cervera, 2004). Consequently, she may not get assistance and support from her family members forcing her to drop out of school in order to raise her child. Based on the aforementioned problems and its effect on the teenager, child, family and the society, this study seeks to assess the factors that influence teenage pregnancy and their effects in the Sunyani Municipality in ord er to help policy makers address the problem. It has been established that there has not been any similar study concerning teenage pregnancy and their effects on teenagers at the Sunyani Zongo community.Although there have been countless cases of teenage pregnancy in the community depriving affected teenagers from furthering their basic education. The aged in the community based on interaction with the researcher revealed that people come to the community to seek the support of the residents in response to their questionnaires, their projects aimed at other relevant community related problems but none of them is focused on teenage pregnancy. 1. 3 Justification of the Study Little attention has been given to psychological variables and processes that predict the occurrence of teenage pregnancy (Coley & Chase-Lansdale, 2008).Most literature focuses on social factors, which predispose teenagers to falling pregnant. Pregnancy may cause psychological distress, as it is often associated w ith dropping out of school, either before or shortly after childbirth (Zondi, 2002). Teenage mothers are more likely to present with symptoms of depression when compared with their non-parenting peers and older mothers (Kalil & Kunz, 2000). The transition to motherhood puts teenagers at a greater risk for psychological distress because they are socially, cognitively and emotionally immature to cope with the demands of motherhood.This study examines the experiences of pregnant learners, both in a scholastic and personal context. It assesses how these learners are affected by the demands of coexisting motherhood and adolescence. There appears to be little research done on how Ghanaian pregnant adolescent learners perceive their situation and how they cope with the demands of adolescence and of motherhood. The results drawn from the study would form a basis for further research on the psychological effects of pregnancy during teenagers and may also be of value to designing intervention strategies. 1. 4 Research ObjectivesThe study focused on the following objectives. 1. 5 General Objective To assess the factors that influence teenage pregnancy and their effects in the Sunyani Municipality (SM) in order to recommend policy actions for policy makers. 1. 5. 1 Specific objectives This study intended: To assess the influence of socio-economic status on teenage pregnancy; To identify the effect of peer pressure on teenage pregnancy; and To examine mass media exposure and its effect on teenage pregnancy. To assess the effects of teenage pregnancy in the Sunyani Municipality. ` To make recommendations based on the findings of the study. . 5 Research Questions Based on the specific objectives of the study, the research seeks answers to the following questions: What is the influence and effects of socio-economic status on teenage pregnancy in the SM? What are the influences and effects of peer pressure on teenage pregnancy in the SM? How does the mass media exposure impact on teenage pregnancy? What are the consequences of teenage pregnancy in the Sunyani Municipality? 1. 6 Significance of the Study The outcome of this study will provide useful information about the psychological well-being of pregnant teenagers.This will assist mental health professionals in developing appropriate psycho-educational programmes to address the psychosocial challenges associated with teenage pregnancy and motherhood. Furthermore, the findings of the study will help to inform public debate that could lead to the development of appropriate policies on how to deal with the challenge of teenage pregnancy and motherhood. Also victims of teenage pregnancy will get the opportunity to disclose information about their experiences in order to help in their addressing problems.Considering the nature of this study, including student affairs professionals, counsellors or psychologists, and those interested in woman's issues would be assisted to identify the factors associated with teenage pregnancy in the Sunyani Municipality and their effects on the teenager, the child and the society. Future researchers, who would study into determinants of teenage pregnancy in the Municipality, would also have a complement or a basis for their literature review. Finally, the research is likely to raise questions leading to further research. 1. 7 Scope of the StudyFor feasibility purposes, the study focused on how socio-economic status; peer pressure and early exposure to sexual activity by the mass media influence teenage pregnancy and their effects on the teenager, child and the society. The study considered school going teenagers who dropped out of school due to teenage pregnancy in the Sunyani Municipality. In the study, a pregnant teenager was pregnant girl aged 13 to 19 years. Besides, psychological effects in this study referred to the presence of symptoms related to somatic complaints, anxiety and insomnia, social isolation, and depression.The current study focused on pregnant teenagers who were drawn from the Sunyani Municipality who attended antenatal clinic (ANC) at the Sunyani Municipal Hospital (SMH) during the period of data collection. 1. 7 Delimitation Even though the study was carried out in Sunyani Municipality, concentration was on teenagers at Sunyani Zongo community considering the fact that they have stake in the topic understudy. This research was conducted within the following parameters: the influence and effects of socio-economic status on teenage pregnancy: he influence and effects of peer pressure on teenage pregnancy:: the influence and effects of mass media exposure on teenage pregnancy: the consequences of teenage pregnancy on teenagers. 1. 8 Organisation of the Chapters The research is in five different chapters. In the first chapter, an insight is given as to what the study is all about with the statement of research problem, research questions and objectives, significance of the study, limitations of the study, and th e organization of the essay. In the second chapter, an overview of relevant materials related to the study is discussed.In the third chapter, the researcher presents the methodology used in the study; chapter 4 will focus on the presentation and analysis of data, and the final chapter will look at the conclusions and recommendations. CHAPTER TWO LITERATURE REVIEW 2. 1 Introduction This chapter reviewed several selected studies which relate to the topic. The chapter focused on literature related to socio-economic status and teenage pregnancy; peer pressure and teenage pregnancy, mass media exposure and teenage pregnancy as well as the effects of teenage pregnancy 2. 2 Socio-economic status and Teenage PregnancyIt has been revealed that teenage pregnancy is often associated with low socio-economic status ( Dryfoos, 2006). Economically disadvantaged teenagers are characterised by low levels of education and lack of employment opportunities (Preston-Whyte & Zondi, 2002). Certain family characteristics have also been identified as factors that put teenagers at risk of becoming pregnant in early life. Factors such as poverty, single parent families –especially the female headed households, poorly educated parents have been associated with teenage pregnancy (Furstenberg et al. , 2007).Teenagers from one-parent headed families are apt to suffer from deprivations that may lead them to seek affection, security and a sense of significance elsewhere (Chillman, 2006). There are two contrasting views on the subject of single parenting. In some sources it is argued that most parenting adolescents have been found to come from impoverished single parent families, which are often headed by a female (Swartz, 2002). In the other source, children raised in single parent families are more likely to have been victims of an unstable family environment, have experienced a divorce or parental conflict (Russell, 2004).Negative family environment plays a major role in contributing to early teenage sexual experience and teenage pregnancy (Cunningham & Boult, 2002; Macleod, 2009). A family’s low economic status with all the factors associated with it, impacts negatively on teenagers’ attitudes towards early pregnancy. Life experiences associated with poverty minimise the perceived repercussions of adolescent pregnancy (Preston-Whyte & Zondi, 2002). Andorka (2008) stated that people with higher income show lower fertility levels at the earlier stage of socioeconomic development than people with lower income.Other basics of economic conditions such as economic security also seem to have a significant influence on teenage pregnancy (Andorka, 2008). A study by Kamal (2009) showed that a significant negative relation was found between teenage motherhood and the wealth index. About three out of four women with a poor wealth index started childbearing before they reached the age of nineteen. Choe et al. (2001) showed that woman’s education was si gnificantly related to the probability of child bearing before the age of 20.The results of a study by Were (2007) also showed that teenage pregnancies were perpetuated by poor educational access as women with low levels of education tended to be the victims of teenage birth. Because educated woman were more likely to participate in the labour force than their uneducated or lower educated counterparts, women who were working also tended to delay their first marriage and first birth compared with those women who were not working. In Ghana, Bogue (2009) argue that education showed a stronger and more consistent relationship with teenage pregnancy.The level of education of women is a socioeconomic indicator which is frequently found to be negatively related to teenage pregnancy. This is because educated women tend to marry and use contraception later compared to women who have a low level of education (Bongaarts, 2008). Furthermore, Cochrane (2009) also stated that education was positi vely related to more favourable attitudes toward birth control, greater knowledge of contraception, and husband-wife communication. Thus, concerning the context of the study, it assumes that the level of educational attainment of women may affect the timing of childbearing among women. . 3 Peer Pressure and Teenage Pregnancy Preston-Whyte & Zondi (2002) found that schoolmates exerted a lot of pressure on their peers to engage in sexual relations. Some studies have found that teenagers often cite their peers as being of strong influence on their sexual behaviour (Preston-Whyte & Zondi, 2002; Chillman, 2006). Teenagers’ need for approval and a desire to belong to a group makes them vulnerable to peer influence thereby leading to them to teenage pregnancy (Kamal, 2009). Nowadays teenagers’ preferred position is to stay away from their parents, to avoid to be controlled by parents.They rather listen to their peers than to their parents. Bezuidenhout (2002) said that during that time norms and values taught by parents start to fade out and are replaced by liberal sexual values orientated by peers. Preston-Whyte and Zondi (2002) mentioned that peer pressure plays a role in teenage pregnancy. Buga et al. (2006) found that 20% of girls and 10% of boys respectively indicated that they had initiated sexual activity because of peer pressure. Wood et al. (2006) said peer pressure takes a form of exclusionary practices (e. g. sending sexually inexperienced teenagers away when having discussions concerning sexual matters).Again Mfono (2008) indicated that one of the dynamics operative in sexual relations is that girls and young women are under pressure to demonstrate that they are sexually capable of giving birth. Furthermore, Rozakis (2003) believed that many teens are pushed by their friends into doing something they are not ready for, and really do not understand that peer pressure can be a very strong and persuasive force for sexual relations during adoles cence. Peer association has been indicated as one of the strongest predictors of adolescent sexual behaviour and teenage pregnancy (DiBlasio & Benda, 2004).Youth that do not engage in sex tend to have friends who also abstain. Those that are sexually active tend to believe that their friends are sexually active as well. Males, particularly those over 16, report more pressure from peers to be sexually active while females report more pressure from partners (Guggino & Ponzetti, 2007). Moore and Rosenthal (2003) pointed to the following ways peer influence can operate: Through sharing of information, which can serve as a guide in decision-making about sex (this may include inaccurate information).Through prevailing attitudes about sexuality (implicitly reflected in their behaviour and serving as a role model or explicitly stated in discussions etc. ). For example, there is some research evidence that the age of first intercourse is related to the perceived peer approval of premarital i ntercourse (Daugherty & Burger, 2004). 2. 4 Mass media exposure and Teenage Pregnancy Lucas (2004) stated that the age at first marriage is the one of the determinants of fertility and is classed as the intercourse variable. Early entry into marriage or a union is considered to be strongly connected with early child bearing.The supposition is that it will expose women to regular sexual intercourse through the mass media, and therefore increase the possibility of conception (Mahy & Gupta, 2002). Gupta and Leite (2009) stated that access to the media was found to be the most significant predictor of fertility among young adult women in Brazil based on an analysis of DHS data. In this region, the mass media are believed to play an important role in promoting social attitudes about fertility and reproductive behaviours, especially given the country’s linguistic homogeneity (Gupta & Leite, 2009).It can be assumed that women who are used to being exposed to mass media are likely to understand the risks of teenage motherhood, and, as a result, they tend to delay their pregnancies. It is clear from different sources that the media often plays a major role in influencing teenage pregnancy. Parents can hardly consistently monitor what programmes their teenagers are watching. Rozakis (2003) believed that television is the main source of sexual socialization in many teenagers’ lives in the USA.According to A Rozakis (2003), in a single year there were 20, 000 sexual messages on television used to sell almost anything you can imagine: cars, travel, soft drinks, toothpaste, and clothing. Television also shows six times more extramarital sex than sex between husbands and wives. During the absence of any elderly person children become bored and want to experiment with many things including exploring TV channels as source of entertainment. Devenish et al. (2002) agreed that the media also portray sex as fun and exciting.Bezuidenhout (2004) added that sexually aro using material, whether it is on film, in print or set to music, is freely available to the teenager and such information is often presented out of the context of the prescribed sexual norms of that society. Schultz (2004), in his empirical study, suggested that sex educators, social workers, other helping professionals, and parents should work together to counteract distortions that affect adolescents’ sexual development and sexual growth, and professionals and parents need to recognize the reality and power of the media as an influence on sexual growth.All of the above can influence teenager’s behaviour and encourage them to experiment with sex which will lead to unwanted teenage pregnancies (Schultz, 2004). Similarly, Moore and Rosenthal (2003) pointed out that television, films and other forms of media have removed a lot of the mystery surrounding sex by increasingly explicit portrayal of sexual acts, which can provide a model of sexual behaviour. The stereotypic p ortrayals often do not provide positive role models with hedonistic values rather than responsibility being promoted (e. g. planning for sex being rarely included) (Moore, 2000).According to McCabe (20055), the media’s message is that teenagers should be sexually experienced. 2. 5 Effects of Teenage Pregnancy Teenage pregnancy has been associated with a number of negative effects, hence it is perceived as a social problem (Furstenberg et al. , 2007; Macleod, 2009). In medical literature it has been associated with obstetrics problems such as high infant and maternal mortality, risks of clandestine abortion, delivery complications and low infant birth weight (Dickson, 2002). Other complications for the teenage mother are limited educational opportunities, self-determination and a poor quality of life (Prater, 2002).At the broader social level the high teenage fertility rate has been found to have a negative effect on the economic development (Varga, 2003). Some young mothers d o not get support from their families. They may be rejected by their families and blamed for introducing a permanent crisis (Hudson & Ineichen, 2001; Cervera, 2004). In a situation where there was a pre-existing interpersonal problem, there is a potential that tension might be orchestrated (Dryfoos, 2006). Therefore conflict may arise between the pregnant daughter and other members of the family.Some sources have reported positive results, indicating that sometimes a family reorganises itself in order to adjust to the new member of the family (Cervera, 2004). The family may react with dismay or anger when they discover about the pregnancy, but when the baby is born the family may become the source of support for the mother (Moore, 2000). Positive family support has been associated with emotional adjustment and mental stability for both mother and child (Camerana et al. , 2008). According to Kalil and Kunz (20088) young mothers who lived with a supportive family tended to cope better .In the Ghanaian context, a child of an unmarried mother belongs to its mothers’ family (Burman, 2002). It is very unlikely that her family will reject a teenage mother (Kaufman et al. , 2001). Most communities no longer practice acts of exclusion to the unmarried mother and her child (Parekh & De La Rey, 2007). In her review of South African studies on teenage pregnancy, Macleod (20099) stated that teenage mothers reported a perceived improvement in the relationship with their parents. Parents were reported to relate to teenage mothers as adults. Thus parenthood gave the teenage mothers an entry to adulthood (Preston-Whyte & Zondi, 2002).Prater (2002) stated that teenage pregnancy and subsequent parenting could create major obstacles to any learner’s achievements at school. Thus, pregnant learners are impaired by their situation. Even though they have as much potential for academic success as their non-parenting cohorts, there are multidimensional causes for their aca demic failure. Many investigations have shown that early pregnancy hinders educational attainment. Erikson (2004) reported that teenage mothers exhibited a ‘syndrome of failure’, which included a failure to remain in school. Pregnant learners are more likely to drop out of school for at least an academic year.The dual role of being a mother and a learner is stressful (Parekh & De La Rey, 2007) and impinges on school achievement. School attendance, is also disturbed by such things as babysitting arrangements and the health of the child. Furstenberg et al. (2007) referred to what is termed ‘role overload’. He defined ‘role overload’ as the strain that exists when the teenage mother simultaneously attempts to meet the demands of parenting and schooling. Parenting learners cannot participate in experiences enjoyed by their peers, for example, extra-curricular activities, which can add much value to the total school experience of most teenagers.Desp ite these hardships schooling emerged as important (Prater, 2002). Depression has been correlated with teenage pregnancy (Hamburg, 2006). Parenting teenagers are more likely to present with higher levels of depression when compared with non-parenting adolescents and older mothers. In most literature psychological distress among adolescent mothers is perceived as resulting from psychosocial stressors related to the adjustment into the role of being the mother (Kalil & Kunz, 2000). In some literature it is argued that teenage girls are predisposed to depression (Galambos, 2004).It is postulated that teenage girls are more prone to experiencing mothers of the same ethnic and socio-economic status had similar findings (Field et al. , 2006; Hudson & Ineichen, 2001). It was found that infants of teenage mothers are more likely to receive less verbal stimulation and to have developmental delays. These negative effects were associated with the fact that teenage mothers had limited knowledge of developmental milestones and held punitive child rearing attitudes. Literature concludes that teenage mothering is contributory to poor cognitive development of the child.Low education levels of the mother, poor socioeconomic status and negative attitudes towards child rearing are correlated with the child’s poor developmental outcome (Field et al. , 2006). Cunningham and Boult (2006) also postulated that the young mother’s immaturity, social inexperience and lack of child rearing skills have a negative effect on the child. The young mother and her off-spring are at a risk of becoming victims of crime like incest, rape, neglect, abuse, family violence and of participation in criminal activities such as drug trafficking, prostitution etc.In the Ghanaian context the teenage mother often resides in her parental home (Preston-Whyte & Zondi, 2002) and the child is often in the care of an adult during the day either the grandmother or at an alternative day care. This imp lies that the child of a teenager is more than likely to receive parenting from an adult mother figure and to benefit from this interaction (Camerana et al. , 2008). Multiple care giving has also been found to be of benefit for the mother. While an adult is looking after the child, the mother gets the opportunity to attend to other responsibilities thus alleviating the stressors for the mother (Yozi, 2003).It is beneficial for both the teenage mother and her child and consequently children who are raised in their mother’s parental home are more likely not to suffer the detrimental consequences associated with teenage mothering. CHAPTER THREE: METHODOLOGY 3. 0 Introduction The purpose of this chapter was to discuss the methodology followed to collect and analyse data for the purpose of answering the research questions mentioned in chapter one of this study. The rationale for the use of a specific methodology was discussed. 3. 1 Study Area 3. 1. 1 Location and SizeSunyani Munic ipality is one of the twenty-two administrative districts in the Brong Ahafo Region of Ghana. It lies between Latitudes 70 20'N and 70 05'N and Longitudes 20 30'W and 2010'W and shares boundaries with Sunyani West District to the North, Dormaa District to the West, Asutifi District to the South and Tano North District to the East. There are effective economic and social interactions with the neighbouring districts which promote resource flow among these districts. The municipality has a total land area of 829. 3 Square Kilometres (320. 1square miles). 3. 1. Population Size and Growth rate SMA had a population of 260,924 with growth rate of 3. 8 percent (PHC, 2010). The male female ratio is of 50. 4 females to 49. 6 males, thus the sex ratio of the municipality is 1 Male: 1. 01 Females. The percentage of female teenagers in the municipality is 12. 3% (PHC, 2010). 3. 1. 3 Household Characteristics 26 percent of households in the municipality have 1-3 persons making up a household, 45. 3 percent have 4-6 persons, and 22. 7 percent 7-9. Also the least composition has 4 percent and 2 percent for 10-12 and 13-15 respectively (PHC, 2010).The municipality has an average household size of 4. Comparing the municipality’s average household size of 4 to the national average household size of 5. 1, the average household size of the municipality is low. 3. 1. 4 Literacy Levels Given the criterion that persons aged 15 years and above who complete basic school (Primary, JSS or Middle school level) are literates, the survey revealed that about 76 percent of the population of the municipality is literates. The municipality can therefore be said to be highly literate when compared to the national average of 53. percent. This situation allows for majority of people to understand and get involved in the development process of the municipality. 3. 2 Study Design The study design is descriptive cross-sectional. Descriptive cross-sectional design provided clarification and des cription of accurate information about factors influencing teenage pregnancy and the effects of teenage pregnancy. This study design was used because according to Majova (2002), in descriptive cross-sectional research there is no manipulation of subjects. The researcher measures things as they are.Besides, descriptive cross-sectional study provides answers to the research question. Finally, Ntsholo (2002) believes that this design is suitable in cases where time and resources are limited. 3. 3 Study Population A teenager according to Collins English Dictionary (1998:557) is a person aged from 13 to 19 years of age. The study population from this research point of view defines a pregnant teenager as a school going person between the ages of 13 and 19 who took a pregnancy test and the results are positive, which means she is pregnant.According to the 2010 Population and Housing census, there are 1086 school-going women of this age range in the Sunyani Municipality, representing 22. 1 percent of all women in fertility age. 3. 4 Sampling Methods and Sample Size The researcher used both non-probability and probability sampling methods for the study. For non-probability sampling, the researcher used convenience sampling method. For the convenience sampling, the researcher used pregnant teenage girls that were easily accessible and were willing to participate in a study.This helped to save time and money. Besides, for the probability sampling, the researcher employed a simple random sampling. For the sampling random sampling, the researcher will write â€Å"Yes† and â€Å"No† on pieces of nicely cut hard cardboard papers and give them to the respondents who will be at the antenatal clinic (ANC). All respondents who will choose â€Å"Yes† were given the questionnaire upon their consent to partake in the study. This procedure was repeated for the entire three weeks of data collection until the sample size of was sampled.Using the formula for comput ing sample size (Epi-Info version 7. 09. 34), this formula was used: N=t? *p(q)/ d? Where N = required sample size t = Confidence level at 95% (standard value of 1. 96) p = Estimated prevalence of teenage pregnancy in the Sunyani Municipality (17%= 0. 17) d = level of precision at 5% (standard value of 0. 05) q=1-p Hence, n= (1. 96)? ? 0. 17 (1-0. 17) ? (0. 05)? n= 3. 8416 ? 0. 17 (0. 83) ? 0. 0025; n=0. 0. 54204976/0. 0025 n= 216. 82 ? 217 An additional sample size of 23 (10. %) was added to take care of attrition. In all, 240 eligible respondents were supposed to be sampled. For lack of time, the researcher used half of 240 (120) for the study. However, this sample size (120) was large enough to make room for generalization and non-response error having taken care of attrition. 3. 5 Data Collection Methods 3. 5. 1 Questionnaire The instrument used was a self designed structured questionnaire titled Questionnaire on Teenage Pregnancy. The questionnaire was divided into three major parts of A and B.Part A is made up of the bio-data otherwise known as the personal data of the respondents which comprises of age, location, educational level, religion and current occupation. Part B of the instrument was made to elicit responses from teenage mothers in order to test and discuss the research questions raised. The researcher administered the instrument with the assistance of nurses at hospitals on subjects that came for antenatal clinic. The use of nurses was sought to allow for professionalism as they would be able to know through the personal data of their clients the sample sought for.The researcher also used teenagers at the Sunyani Zongo community. In this study, the researcher used questionnaire as a method of collecting data because it has an advantage that the researcher can reach large number of respondents at the same time. Besides, the questionnaire serves two purposes. Firstly, it translated the research objectives into specific questions the answers prov ided the data necessary to answer the research question. The second purpose was to motivate the respondent to communicate the required information. The researcher used close -ended questionnaire.This has an advantage in that it eliminated irrelevant responses and allowed respondents to focus on most important issues at hand and saved time. The questionnaire is quick, efficient and relatively easy to administer. 3. 5. 2 Document/Literature Review Besides, the tools for secondary data were search engines such as Hinari, Pubmed, Science Direct, Google Scholar and Social Science Research Network (SSRN). Furthermore, books from the University College and Kwame Nkrumah University of Science Technology (KNUST) library as well as newspaper articles online on teenage pregnancy were used. 3. 5. Study Variables The dependent variable in this study was teenage pregnancy. That is, a teenager who pregnant at the time of the study. Besides, the following dependent variables have been selected for the analysis: 1. There were four demographic variables which are expected to have an effect on teenage pregnancy: teenager’s current age, religion, location, and current occupation. Peer pressure and exposure to mass media will also be considered as factors influencing teenage pregnancy as independent variables. 2. Socio-economic variables were considered to influence the prevalence of teenage pregnancy.There were seven socio-economic variables: women’s education, husband’s education, religion, type of place of residence, wealth index, working status, and media exposure index. Table 1: Study Variables VariablesOperational DefinitionData Collection Methods Objective 1: Socio-economic status Economically disadvantaged teenagers are characterized by: Low levels of education Lack of employment opportunities Female headed households Poorly educated parents Structured questionnaire Literature review Objective 2: Peer pressureSchoolmates exerting a lot of pressure on t heir peers to engage in sexual relations.Teenagers’ need for approval and a desire to belong to a group. Structured questionnaire Literature review Objective 3: Mass media exposureThe type of movie and its correlation with sexual intercourse. Access to the media and teenage pregnancy. TV channels teenagers normally watch as source of entertainment. Structured questionnaire Literature review Objective 4: Effects of teenage pregnancy. Isolation Depression School drop rate Poor quality of lifeStructured questionnaire RecommendationsRecommendations for policy makers, municipal health directorate, future researchers and NGOsLiterature review Source: Researcher’s Construction, 2012 . 6 Data Analysis Method In this study, quantitative method of data analysis was used. Firstly, demographic variables were assigned numerical values since these responses did not have a quantitative relationship. Data was analysed using chi-square. In order to test the association between teenage pregnancy and some selected demographic and socio-economic characteristics of respondents among teenagers, univariate analyses including descriptive statistics of relevant variables was done. Then, this was followed by more complex analyses which comprise bivariate and multivariate analyses, in particular, he Chi Square Test and Binary logistic regression. All of the statistical analyses were performed using SPSS version 20. 0 software. 3. 7 Ethical Consideration Ethical clearance was first sought from the Faculty of Public Health and Allied Sciences, Ethics Committee Board of Catholic University College of Ghana, which offered an ethical backing for the study. Informed permission was also sought from the District Director of Health Services, the District Public Health Unit, and the head of institutions of the various health facilities used for the study.All procedures in accordance with the ethical standards of the Ghanaian Ministry of Health were followed. Every respondent was ass ured of confidentiality of the information given and that the information was meant scientific purposes only. Voluntary participation of the respondents was ensured. Finally, all secondary data were duly documented in the text and the reference list. 3. 8 Limitations of the Study The researcher faced a number of constraints in this study considering the fact that outsiders were involved in the study.Factors such as time allotted for the study, combining studies and research, financial constraints and hiring of research assistance impeded the success of this study. Considering the fact that Catholic University College of Ghana, Fiapre library is not well stocked it became necessary for the researcher to search for extra materials on â€Å"factors that influence teenage pregnancy and their effects† outside the university. CHAPTER FOUR 4. 0 PRESENTATION, ANALYSIS OF DATA AND DISCUSSIONS 4. 1 Presentation and Analysis This chapter analyzed the data gathered from the field using t he stated objectives as a guide.Considerably, the analysis was grouped into bio data and the main data. With the main data emphasis was on socio-economic status of teenage mothers, peer pressure and teenage pregnancy, effects of mass media on teenage pregnancy and effects of teenage pregnancy. 4. 1. 1 Section A: Demographic Figure 1: Distribution of Respondents by Age Source: Field Work, 2013 Inferring to figure 1, 24% (n=29) of the respondents were within 13-15 years while 58% (n=69) were also within 16-19 and 5 %(n=6) were within the range of 22-25. Additionally, table 1 further explained that %4 (n=5) were within 28-31 with 5% (n=6) also within 34-37 years.Meanwhile, table 1 noted that the remaining 4% (n=5) were 34+. Table 2: Distribution of Respondents by Educational Background AgeFrequencyPercentage JHS/SHS11092 Nurses’ training college 76 University 32 Total120100 Source: Field Work, 2013 Table 1, observed that 92% (n=110) of the respondents were still in JSHS/SHS whil e 6% (n=7) also attended nurses’’ training school with the remaining 2% (n=3) been university graduates. Table 3: Distribution of Respondents by Religion Religion FrequencyPercentage Muslim 8873 Christian 3227 Total120100 Source: Field Work, 2013According to table 3, 73% (n=88) of the respondents were Muslims while 27 %(n=32) were also Christians. Table 4: Distribution of Respondents by marital status Marital status FrequencyPercentage Single 9378 Married 2218 Divorced 54 Total120100 Source: Field Work, 2013 Table 4 explained that 78% (n=93) of the respondents were single while 18% (n=22) were married and the remaining 4% (n=5) were also divorced. 4. 1. 2 Section B: Socio-economic status of teenage mothers Source: Field Work, 2013 Figure 2: Socio-economic status of teenage mothersAccording to figure 2, 73% (n=80) of the teenagers disclosed that the socio-economic status of teenage mothers is very poor while 27% (n=30) also described the socio-economic status of teenage mothers as poor. Table 4 : Social class that dominates teenage pregnancy Social classFrequencyPercentage Middle class2018 Lower class9082 Total110100 Field Work, 2013 According to figure 2, 18% (n=20) of the teenagers said teenagers from middle class families dominates teenage pregnancy while 82% (n=90) explained that children from lower class families always form a core number of teenage pregnancy related cases.Table 5: Social characteristics associated with teenage mothers Social characteristicsFrequencyPercentage Lack of medical care1514 Lack of employment2523 Social neglect109 Poverty 6054 Total 110100 Source: Field Work, 2013 Table 5 indicates that 54% (n=60) of the teenagers said one main common characteristics associated with teenage pregnancy is poverty while 14% (n=15) also added lack of medical care and 23% (n=25) revealed that lack of employment is also another problem associated with teenage pregnancy with the remaining 9% (n=10) mentioning social neglect. Source: Field Work, 2013Figure 3: means of earning a living by teenage mothers Figure 3 observed that 53% (n=58) of the teenagers used in this study disclosed that teenage mothers earn a living through menial jobs while 18% (n=20) also added parental support and 29% (n=32) disclosed that teenager mothers survive through assistance from philanthropists. Source Field Work, 2013 Figure 4: Family’s social status and teenage pregnancy All the 110 teenagers used in this study representing 100% responding affirmative meaning they strongly believe that family’s social status can impact negatively on teenagers’ attitude towards early pregnancy.Section C: peer pressure and teenage pregnancy Table 6: Contribution of peers towards teenage pregnancy Peer pressureFrequencyPercentage Sexual influence8073 Obscene material provided by friends 3027 Total110100 Source: Field Work, 2013 Table 6 shows that 73 %( n=80) of the respondents said they were influenced by their peers to engage in sexua l relationships whereas 27% (n=30) also mentioned obscene materials provided by friends. Table 7: Moving With PeersPeer pressureFrequencyPercentage Yes 109 No 10091 Total110100 Source: Field Work, 2013 With reference to table 7, 9% (n=10) of the teenagers stated categorically with â€Å"Yes† response indicating that they are comfortable moving with their peers while 91% (n=100) said â€Å"No† meaning based on what they have been through in the hands of friends they are no more comfortable with their peers. Source: Field Work, 2013 Figure 5: engagement in sexual relationshipWith emphasis on figure 4, it was realized that 71% (n=78) of the teenagers responded â€Å"Yes† indicating that they were coerced by their peers to engage in sexual relationship while 29 % (n=32) added â€Å"No† implying that they were not coerced by their peers to engage in sexual relationship. Source: Field Work, 2013 Figure 6; Cause of pregnancy Figure 6 shows that 89% (n=98) of the teenagers said sexual experimentation led to their pregnancy while 11% (n=12) of them said it was as a result of genuine relationship.Table 8: Operation of Peers Operation of peersFrequencyPercentage Sharing of information6055 Prevailing attitude about sexuality3027 Premarital intercourse2018 Total110100 Source: Field Work, 2013 According to table 8 55% (n=60) of the teenagers said peers do operate by sharing information while 27% (n=30) also said peers carry out their activities through prevailing attitude about sexuality. Additionally, 18% (n=-20) also said peers operate through premarital sexual intercourse. Section D: effects of mass media on teenagersTable 9: role of the mass media on teenager issues Role of mass media Frequency Percentage Educative programmes 7064 Role modeling 4036 Total 110100 Source : Field Work, 2013 Table 9 shows that 64% (n=70) of the teenagers said the mass media can help teenagers overcome their plight through educative programmes while 36% (n=40) als o adding by inviting role models on their talk shows. Table 10: rating the effect of mass media on teenagers Effects of mass mediaFrequencyPercentage Good109 Very bad8577 Bad1514 Total110100 Source: Field Work, 2013Concerning the ratings of the effects of mass media on teenage pregnancy, 77% (n=85) of the respondents said very bad whereas 14% (n=15) added bad with the remaining 9% (n=10) good. Source: Field Work, 2013 Figure 7: management of teenage pregnancy by the mass media Figure 7 shows that 55% (n=60) said doing away with obscene programmes is one major way the mass media can help overcome teenage pregnancy with 45% (n=50) explaining that developing education oriented programme for teenagers is also one other way the mass media can contribute towards the crusade against teenage pregnancy.Table 11: mass media and management of teenage pregnancy InfluentialFrequencyPercentage TV8073 Radio2018 Magazine109 Total110100 Source: Field Work, 2013 According to table 11 revealed that 73 % (n=80) said one medium that influence teenage most is TV while 18% (n=20) also disclosed that radio do influence teenagers and 9 %( n=10) were of the view that magazines have influence on the lifestyle of teenagers. Source: Field Work Figure 8: Role of Parents The teenagers used in this study established that parents have a role to play in the campaign against teenage pregnancy.As a result of that figure 7 observed that 64% (n=70) of the teenagers said one major role of parents in the fight against teenage pregnancy is by providing the needs of their children while 27% (n=30) also noted that social monitoring is another way parents can help control teenage pregnancy with the remaining 9%(n=10) adding playing their parental role. Section D: Effects Teenage Pregnancy Figure 9: effects of Teenage Pregnancy Source : Field Work, 2013Table 9 shows that 40% (n=4) of the nurses believed that in most cases teenage pregnancy can lead to low infant birth weight whiles 3% (n=3) also disclosed that teenage pregnancy leads to high infant mortality with 2% (n=2) adding high maternal mortality rate. Additionally, the remaining 10% (n=1) mentioned that teenage pregnancy is associated with delivery complications. Figure 10: effect of teenage pregnancy on formal education Source: Field Work, 2013 According to figure 10, all the 10 nurses representing 100% disclosed that teenage pregnancy has serious effect on formal education with â€Å"Yes† response. Source: Field Work, 2013Figure 11: Problem face by teenage mothers Figure 11 explained that 50% (n=5) of the nurses noted that one of the problems that teenage mothers go through is stigmatization whiles 40% (n=4) also said dismissal from school with the remaining 10% (n=1) stating that in most cases some parents reject their teenage children after delivery. Source: Field Work, 2013 Figure 12: Problems associated with teenage babies With reference to figure 10, 80% (n=8) of the nurses said teenage babies have poor nutritio n due to the unfortunate state of their mothers while 20% (n=2) added that babies from teenage mothers have poor cognitive development problem.Figure 13; Advice for teenagers Source: Field Work, 2013 According to table 13, 60% (n=6) of the nurses used in this study said one of the reliable ways for teenagers to protect themselves against teenage pregnancy is through self-denial while 40% (n=4) also added it can be done through the use of condom. 4. 2 Discussions 4. 2. 1 Socio-economic status of teenage mothers Inferring to the field data majority (73%) of the teenagers disclosed that the socio-economic status of teenage mothers is very poor. In a similar study, Lesch and Krugar (2005) revealed that teenage pregnancy is often associated with low economic status.Supportively, 82% of the teenagers responded that lower class families always form a core number of teenage pregnancy related cases. In support of the respondents view Lesch and Krugar (2005) once again explained with a study on the relationship between teenage pregnancy and socio-economic status that due to high rate of poverty, teenagers from low class families are faced with a number of socio-economic problems leading them to sexual experimentation with an intention of getting money to cover their social needs that their parents find it difficult to meet them as required. However, the end result of such act is mostly pregnancy.In a related development based on the field data 54% of the teenagers strongly believed that one main common characteristic associated with teenage pregnancy is poverty. This revelation from the respondents was in line with a study carried out Furstenberg (2007) that factors such as poverty, single parent families, especially female headed families, poorly have been associated with teenage pregnancy. Bogue (2009) asserted that in most cases teenage mothers are seen engaging themselves in all kinds of petty trading of which they believe can make life out of that to sustain themse lves and their babies.Most of them are seen competing in economic activities by the road side in most developing countries selling toffees, handkerchiefs and other viable economic products. Similarly, taking into consideration the field report, 53% of the teenagers who took part in this study noted that teenage mothers earn a living through menial jobs. Unanimously, 100% stated emphatically that family’s social status can impact negatively on teenagers’ attitude towards early pregnancy. On the contrary Choe et. l, (2001) posited that is not always that the socio-economic condition of parents can lead teenagers into associated themselves into bad companies however, the truth of the matter is that there some teenagers who get all the necessary socio-economic support yet they believe in sexual experimentation which end result is often teenage pregnancy. 4. 2. 2 Peer pressure and teenage pregnancy On the contribution of peer pressure towards teenage pregnancy majority (73% ) of the teenagers upon the field data said they were influenced by their influenced by their peers to engage in sex.Contributing to the responses from the teenagers, Peterson-Whyte and Zondi (2002) found that school mates exerted a lot of pressure on their peers to engage in sexual relations. Most teenagers often cite their peers as being strong influence on their behaviour. Mfono (2006) also supported the field argument explaining that peer pressure takes the form of exclusionary practices, for example sending sexual inexperienced teenagers away when having discussion concerning sexual matters. To Peterson-Whyte and Zondi (2002) most teenagers often cite their peers as being strong influence on their behaviour.Contrary to Peterson-Whyte and Zondi (2002) study on teenage and their friends 91% of the teenagers used in this study said based on what they have been through in the hands of friends they are no more comfortable with their peers. Analytically, the field study established t hat 71% of the teenagers said sexual experimentation led to their pregnancy. To add to this, Rozakis (2003) believed that many teens are pushed by their friends into doing something they are not ready for and really do not understand that peer pressure can be very and persuasive force for sexual relations during adolescent.Guggino and Ponzetti (2007) also argued that teenagers that do not engage in sex tend to have friends who cal also abstain. Those that are sexually active tend to have their friends who are also sexually active. The field data added that peer operates in diverse ways. Base on that score, greater part (55%) of the teenagers said peers do operate by sharing information. The ideas of the teenagers was in direct correspondence with Moore and Roseenthal (2003) findings that teenagers operate through sharing of information , which can serve as a guide in decision making about sex.They also added prevailing attitudes about sexuality as one other way that peers do carry o ut their actives. 4. 2. 3 Impact of mass media on teenagers The teenagers that took part in this study believed that the mass media play a leading on issues concerning teenagers. Accordingly 64% of the teenagers said the mass media can help teenagers overcome their plight through educative programmes. Supportively, Gupta and Leite (2009) were of the view that the mass media play an important role in promoting social attitudes about fertility and reproductive behaviours.It can be assumed that women are used to exposure of the mass media are likely to understand the risk of teenage motherhood and as a result they tend to delay their pregnancies. On the contrary, Moore and Rosenthal (2003) also explained that TV, films and other forms of media have removed a lot of the mystery surrounding sex by increasingly explicit portrayed of sex acts, which can provide model of sexual behaviour. The stereotypic portrayals often do not provide positive role models with hedonistic values rather than responsibility being promoted.For MacCabe (2005), the mdia’s message is that teenagers should be sexually experienced. However, 77% of the respondents disclosed that the effect of the mass media on teenagers is very bad. Adding to this, Devenish et al. , (2002) agreed that the media also portrays sex as fun and exciting. To Bezuidenhout (2004) sexuality arousing material, whether it is on film, in print or set to music, is freely available to teenagers and such information if often presented out of context of the prescribed sexual norms of society.Majority (55%) of the teenagers believed that doing away with obscene programmes is one major way the mass media can help overcome teenage pregnancy. Additionally, 45% of them explained that developing education oriented programme for teenagers is also one other way the mass media can contribute towards the crusade against teenage pregnancy. Correspondingly, Schultz (2004) in an empirical study, suggested that sex educators, social workers other helping professionals and parents should work together with the mass media to counteract distortions that affect adolescents’ sexual growth.Empirically it was realized with 64% responses from the field that one major role of parents in the fight against teenage pregnancy is by providing the needs of their children. This attests to the fact that the crusade against teenage pregnancy should be seen as a shared responsibility. Section D: Effects Teenage Pregnancy The nurses used in this study mentioned low infant birth weight, high infant mortality, and high maternal mortality as some of the health complications associated with teenage pregnancy. Meanwhile, 40% been the majority percentage believed that in most cases teenage pregnancy can lead to low infant birth weight.In a medical literature Macleod (2009) also mentioned obstetric problems such high infant and maternal mortality, risks of clandestine abortions, delivery complications and low infant birth weights as some of the leading medical challenges associated with teenage pregnancy Inferring to the field data realistic percentage of the nurses (50%) of the nurses noted that one of the problems that teenage mothers go through is stigmatization. In line with the nurses view Hudson and Ineichen, (2001) posited that some young mothers do not get support from their families.They may be rejected by their families and blamed for introducing permanent crisis. Form health point of view 80% of the nurses said teenage babies have poor nutrition due to the unfortunate state of their mothers. Substantiating the argument made by the nurses, Boulting (2006) was of the view that poor socio-economic background of most teenage mothers correlate with most teenage babies not getting nutritious foods. In the end majority ( 60%) of the nurses used in this study said the most reliable way for teenagers to protect themselves against teenage pregnancy is through self-denial.CHAPTER FIVE: CONCLUSION AND RECOMM ENDATIONS 5. 1 This chapter takes a critical look at summary, conclusion and recommendations. They were all based on the findings of the study. 5. 2 Conclusion The study sought assesses the factors that influence teenage pregnancy and their effects in the Sunyani Municipality. There is growing opinions teenage pregnancy has adverse effects on the social lives of affected teenagers. Upon that score, the researcher realized the need to carry out this study. The sample size for the study was 120. Convenience sampling techniques was used to select the respondents for the study.Also, questioner was the instruments used for the study. 5. 2. 1 Socio-economic status of teenage mothers The outcome of this study helped to realize that the socio-economic status of teenage mothers is very poor. This showed clearly that teenage pregnancy per this study is mostly characterized with poverty. In view of that affected teenagers thrived to earn a living by engaging themselves menial jobs. In sum, thi s study made it known that socio-economic status of families can sometimes have negative effect on the lives of teenagers.In the situation of Sunyani Zongo community the study realized that most of the families are vulnerable and such has been a precipitating tool to their children engaging themselves in sexual related relationships in anticipation of getting moneys for their needs. 5. 2. 3 Peer pressure and teenage pregnancy As it has already been confirmed by most renowned teenage advocates, this study conclusively revealed that in most cases teenagers in their quest to experiment are influenced by their peers to engage in sex and through continue experimentation most of them become pregnant.Even though there are numerous practical ways in which teenagers operate, this study showed that the major operation tenet of teenagers is sharing of information. 5. 2. 4 Impact of mass media on teenagers It was established by the teenagers used in this study that the mass media has contribute d massively to the woes of most teenagers, particularly on the issue of pregnancy.This is due to the fact that in most cases some teenagers develop the idea of early sex from TV/radio programs, however the teenagers were of the view that the mass media can help overcome teenage pregnancy by eschewing obscene programs and also through the de