How Changes Of Family Structure Affect Society

How Changes Of Family Structure Affect Society Many countries have experienced very significant changes in patterns of family formation and family structure. Great Britain is one of the countries where these changes have been particularly marked with the result that British families have become less stable . The roles of women and men with the parents or within the family have also changed. The last 100 years have seen changes in attitudes and expectations. Bruner, J. (1985) Vygotsk, the last 100 years have been seen in the structure of technology, attitudes and expectations. Families are mix of cohabiting parents, stepfamilies, single parent families, those living apart together and civil partnerships, as well as the traditional family. it was necessary to prove that in one of five ways such as unreasonable behaviour, desertion, adultery, two years separation with consent, five years separation without consent. The changes in marriage, divorce and cohabitation have contributed to the growing number of new types of family. Two in five of all marriages are now remarriages, which makes stepfamilies one of the fastest growing family forms in Britain. In the decade to 2006, the number of single parent families also increased to 2.3 million, making up 14% of all families. Consequently more and more children are now growing up in single parent families, and in stepfamilies. A growing number of couples are also now living apart together, often following failed marriages or cohabitations. Initial estimates suggest that around two million people have regular partners in other households excluding full-time students and people who live with their parents. In most cases this is due to working in a different location to the family home or because the relationship is still in the early stages . However, womens focus on their career may also be a factor. As women choose to focus on their career before set tling into a committed relationship, they are getting married and having children later in life. Finally civil partnerships between same sex couples have created a new type of family. By the end of 2007 there had been 26,787 civil partnerships since the law was introduced in December 2005. Teenage motherhood is one of the most distinctive features of British Demography. Without teenage pregnancies, Britains rate would fall from 1.8 to 1.68 (Coleman and Chandola, Chapter 2; also Coleman 1997). Teenagers throughout Europe both East and West now engage in sexual intercourse at earlier ages than their parents or grand-parents. In disapproval pre-marital sex . Marriage was broken, little remained to prevent young people who are physically ready to have sex from doing so. The analysis of European social attitudes data (Chapter 3; also Scott, Alwin, and Braun 1996) provides information about attitudes to pre-marital sex in various countries in 1994. In these information ,52 per cent were opposed to men, and 63 per cent opposed to women, having any pre-marital sex. Only a small number believed that pre-marital sex was natural (McKibbin 1998: 296) For teenage men and women in Britain today, the average age at à ¯Ã‚ ¬Ã‚ rst intercourse is 17. But whereas in most of Western Europe, rates of teenage motherhood have fallen as teenage sexual activity has risen. Demographically, Britain more closely resembles to Eastern Europe, where a tradition of marriage has long meant high teenage fertility rates (Coleman and Chandola, Chapter 2; also Coleman 1996b: 23).Almost all of the East European births are inside marriage while all of the Western are outside marriage with a large number being outside partnership as well. In Britain, teenage births account for just over one-à ¯Ã‚ ¬Ã‚ fth of all non-marital births 21 per cent while 80-90 per cent of teenage births are outside legal marriage. In 1996, there were 44,700 babies born to women aged 15-19. Although this represents a rise over the previous year. However, it is also the case that the number of teenage girls in the population was falling from the early 1980s onwards and that the rate at which 15-19 year olds become pregnant and remain pregnant .The conception rate and the abortion rate was stable or rising throughout the period and into the late 1990s (ONS 1997d: 62). Figure shows changes in the abortion rates for selected years since 1974.There was a large drop from 1974-84 when teenage births fell steadily. From 1984 onwards, however, conceptions have à ¯Ã‚ ¬Ã¢â‚¬Å¡uctuated around 60 and abortions around 35, per 1000 women aged 15-19. The stability of both the conception and abortion rates gives few grounds for thinking that in the short term at least . British teenagers will behave different than they have in the past. And as their numbers in the population are set to rise over the next decade and number of b abies born to teenagers (Craig 1997). Britain is also distinctive for its high divorce rate. Thirty years ago, there were two divorces for every 1,000 marriages. Liberalization of the divorce laws in the 1970s was sharp rise in divorce and by the mid-1980s about 1,000 marriages ended in divorce a rate (Pullinger 1998). The rate of increase is slower now than in the 1970s and early 1980s largely because the married population contains fewer of those at high risk (Murphy and Wang, Chapter 4). Nonetheless, 40 per cent of marriages will end in divorce measures of divorce per 1,000 marriages or per 1,000 population. Moreover, people are divorcing after shorter periods of marriage. One in ten marriages which took place in 1981 ended in divorce within 4.5 years, compared with one in ten divorcing within 6 years in 1971 and after 25 years in 1951 (Roberts 1996: 2). Early marriage have long been understood to be strongly associated with marital breakdown. The younger the age at marriage, the greater the likelihood of the marriage ending (Kiernan and Mueller, Chapter 16). Between 1971 and 1996, people under age 25 experienced the greatest growth in divorce rates with rates increasing for men and women (Pullinger 1998). The problem of lone motherhood is poverty. Research suggests that, as a group, lone mothers have few chances of obtaining other than low-paid work, often because they enter the labour market disadvantaged by their low level of qualià ¯Ã‚ ¬Ã‚ cations (Bryson, Ford, and White 1998). The majority, however, have young children to care for and thus need jobs which provide enough income to meet the costs of child care. Consequently, lone mothers in Britain are less likely to be employed than in most other case countries and in the 1970s and their employment rate has declined. The difference in economic activity between married and lone mothers is particularly sharp between women with children under age 5. In the 1970s, lone mothers with preschool children were more likely to be in work than married mothers This changed during the1980s, and during the 1990s married mothers with young children have been twice as likely as lone mothers to be economically active. During the1990s one in two m arried mothers with pre-school children have been in employment compared with fewer than one in four comparable lone mothers (Kiernan, Land, and Lewis1998: 128). Most of the fall in employment among lone mothers has come in full-time work while the full-time employment of married women has risen with part-time work remaining stable. People live alone for a variety of reasons. For example, living alone may be a permanent choice and for others , it may be a temporary. While there are more people living alone at all ages and the largest increases since 1971 have come among men and women under retirement age, particularly those aged under 40 (Hall and Ogden 1997). The increase in solo living among people under pension age rejects the way in which household change is some-times linked to economic change. Since 1970s ,the number of lone-parent families has been increased in Britain and also the proportion of children raised in such families (Coleman and Chandola, Chapter 2). In the late 1990s, 1.6million families in Britain with dependent children. During the 1960s, divorce overtook death as the primary source of lone-parent families while in the 1970s and 1980s, sharply rising divorce rates and falling remarriage rates furthered their growth (Kiernan, Land, and Lewis 1998; Murphy and Wang,Chapter4). From the mid-1980s, however, most of the growth in lone-parent families has come from never-married mothers as changing attitudes towards pre-marital sex. Nonetheless, there has been a substantial increase in the number of single women who become mothers while not living with a partner (Berthoud, McKay, and Rowlingson, Chapter 15). Since in 1990s, women who had never married before becoming mothers (Pullinger 1998). The parents who were working and busy of whole day to day responsibilities, grandparents could spend more time with their grandchildren and develop a special bond (Weissvourd, 1998). Children and their grandparents each were close to each other and were able to offer mutual support for each other. There were lot of facilities on the parents to teach their children even that grand parents played important role in this situation. This gave scope for reciprocal social relationships and joint interaction in learning and contrasts with the role of the parents as well as grand parents in learning (Bruner, 1985). In the context of the family, mutual trust and respect for each members perspective (Rommetveit, 1974, 1979) was a important to this process. Government has moved away from financial support for marriage towards families. Legislative changes have given families more flexibility to maintain their home and work lives and have a degree of choice in their options. The public would like to see support made available to families and delivered to the service provider and providing additional cash. In recent years the amount of money spent by government to support families has increased significantly but it has also been dramatically re-targeted which has the effect of shifting support from one type of family form to others. Up until 1999 the three key family benefits were Child Benefit (which began in 1975), Family Credit for low-income working families, Married Mans Allowance (it became the Married Couples Allowance in 1990). Family benefit as it is available to all those in employment with a low income including single people with no dependants. However, couples and single parents do get additional credit and there is a childca re element for those that have children.

A Pleasurable and Educational Preschool Observation Essay

I observed a 4 year old preschool class during playtime in Staten Island, New York. The class consisted of eight children, and one certified preschool teacher. There were 4 boys and 4 girls in the class. During my sixty minute observation I noticed several instances of dramatic play, peer relationships, relationships with adults, and self-control. Dramatic Play During my observation, I witnessed a group of two- one boy and one girl-playing house. According to Hutchinson (2011) children often use playing house as an opportunity to explore reality and their social roles based on adult behavior. The two children that I observed explored reality and their social roles as they pretended to eat dinner together as family. The pair even took it a step further as they included doll babies to play as their children. As the children played house, the girl cooked dinner and the boy sat at the table waiting for dinner to be ready. As the boy waited for dinner to be ready, he got up, walked around as if he was looking for something and came back with two baby dolls and told the girl, â€Å"here they can sit next to you†. The boy had assigned the girl a perceived female role, to be the mother and care for the baby. While the girl had assigned herself a female role, to cook for the male. Therefore, the boy was automatically assigned a perceived male role, to wait for the female to finish cooking so he could eat. The pair’s dramatic play demonstrates how children begin to understand standard gender roles and play accordingly during early childhood (Hutchinson, 2011). This play interaction was not gender segregated. This non-gender segregated play is a good example of how children play based on their gender. Although, many young children prefer to play with same sex mates, I believe this was not the case because the pair felt playing house required a female and male to fit the correct gender roles. I also believe that mass media plays a strong role in the way preschool children play in their perceived gender roles. According to Kirkorian, Wartella and Anderson (2008), by preschool age children are active television viewers. Therefore, if children watch shows that are based on family life, such as Modern Family, they will notice a strong presence of women in the kitchen and  caring for children, and model similar behaviors. Relationships with Adults During my observation there was little interaction with the teacher. Children seemed to prefer to play with their peers. One teacher-student interaction I observed was a withdrawal relationship. The teacher tried to engage the pair of preschoolers playing house. However, her engagement was unsuccessful. The teacher walked over to the pair’s play station and asked about the babies’ names. The pair answered the teacher but did not engage other than answering the question. During the time the teacher was questioning the pair, the girl got up from the play dinner table and walked over to play with another group, a group of girls. This example supports Garvey (1990) and Harper and McCluskey (2003) argument that the attention of an adult or teacher may hinder children’s peer interactions. The girl’s reaction to the teacher disrupting her play scenario was withdrawal. Another teacher-student interaction I observed was a friendly interaction. The teacher engaged a boy who was with trucks in play. During this interaction, the boy was playing alone with cars and trucks. The teacher asked if she could play with him, and he agreed. The teacher and student then played with cars and trucks in a friendly manner. This is normal as there is a tendency for teachers to spend more time with children who are less social than more social children (Harper and McCluskey, 2003). The boy in this case could be perceived as less social than others as he played alone the entire hour. During my observation I did not see attachment-seeking behavior from the children towards the adults. However. I did have the chance to observe one preschool girl dropped off by her mother prior to my observation. The preschool girl’s behavior was fussy and aggressive. The girl cried and kicked while the mother signed the girl in. The mom tried to soothe the girl, but looked like she needed soothing herself. Generally, separation from mothers can be stressful for children, however, separation from children can also be stressful for mothers (Balaban et al., 2002). Peer Relationship One peer relationship I observed consisted of three girls playing dress-up. Unlike the previous pair that was not gender segregated, this group of girls was gender segregated. According to Hutchinson (2011) in early childhood, children make friends with other children of the same gender and age. As  these girls engaged in dramatic play they were very nice to each other. They played with each other’s hair, did each other’s make-up, and referred to each other as â€Å"my best friend†. After the forth girl in the class finished playing house with the boy, she approached the three girls and asked if she could play with them. The three girls took the forth girls play initiation as a conflict. The three girls then teamed up and said â€Å"no way, you’re not our friend† to the fourth girl in the class. Young children often use the term friend and playmate interchangeable. According to Hutchinson (2011), young children see the definition of a friend as someone you play with. Therefore, when the fourth girl asked to play with the three girls she was excluded because she played with the boy and was the boy’s friend and not the three girl’s friend. Self-Control During my observation, I witness one instance of aggression. One girl was building a â€Å"princess castle† with building blocks and a boy came by and kicked over the castle. The girl immediately got up and pushed the boy and the boy pushed the girl back. The boy or girl did not show any self-regulation as they engaged in a fight. Also, there was no helpful or empathic prosocial behavior, as the children’s actions did not prevent negative impulses. In this instance of â€Å"self-control† or lack of self-control, the boy and the girl exhibited both instrumental aggression, fighting over toys and physical aggression, physical force against someone. However, these form of aggression is normal for preschool aged children as aggression increases during early childhood years (Hutchinson, 2011). Fortunately, aggressive behaviors normally deteriorate by the end of early childhood as children learn to better communicate their needs (Hutchinson, 2011). My preschool observation was a pleasurable experience. I was able to watch eight happy children play, fight, laugh, and joke with each other. My observation was also an educational experience as I was able to apply theories learned in class to real life situations. Overall, my observation experience was both enjoyable and educational. References Balaban, N., Brodkin, A. M., David, J., Drucker, J., Feder-Feitel, L., & Greenberg, P. (2002). A Great Start To School. Scholastic Parent & Child, 10(1), 40-45. Harper, Lawrence V & McCluskey, Karen S. (2003). Teacher-child and child-child interactions in inclusive preschool settings: Do adults inhibit peer interactions? Early Childhood Research Quarterly, 18, 163-184. doi:10.1016/S0885-2006%2803%2900025-5 Hutchison, E. (2011). Early Childhood. In Dimensions of human behavior: The Changing Life Course (4th ed.). Los Angeles: SAGE. Kirkorian, H., Wartella, E., & Anderson, D. (2008). Media And Young Children’s Learning. The Future of Children, 18(1), 39-61. Garvery, C. (1990). Play. Cambridge, MA: Harvard University Press.

Poetry Discussion Essay

Tone (literary) is a technique used in composition which aims to address the attitudes implied by the author towards the subject and the audience. It is commonly used in poetry to express feeling and emotion (wikipedia.org). It sets the mood and gives life to a literary piece.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The five poems that were assigned to be read are all well written. The authors who wrote these poems are respected and highly acclaimed. Among the five poems that were assigned to be read for the task, William Blake’s â€Å"On Another’s Sorrow† displays the most effective use of tone to convey meaning. Although the other authors were able to use tone effectively, William Blake seems to be the best. Lucille Clifton was also effective in her use of a playful and proud tone in â€Å"Homage to my hips,† but her approach was straightforward. The depth at which tone is utilized is not on the same level as William Blake’s poem. William Blake’s poem is quite related to that of Edelman (â€Å"Trouble†) and Pinskey (â€Å"Dying†) with respect to subject. The difference is that William Blake’s use of words and imagery conveys the meaning the poem in a deeper and a more intimate fashion. On the other hand, Billy Collins used extensive imagery in describing how he sees different names in various objects.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The main subject of the poem â€Å"On Another’s Sorrow† is sympathy. He describes  Ã‚   sympathy through parent-child, person-person, and God-mankind relationships. William Blake begins with a sad and depressing tone: â€Å"Can I see another’s woe, and not be in sorrow too† (Poetseers.org)? His use of rhetorical questions in the first 6 stanzas is effective in engaging the audience with the subject being discussed. The approach strengthens the feeling of sadness, depression and sympathy. A reader will feel the emotion that the author feels when he was writing the poem. The author also used a number of words that are associated with sadness. These are: sorrow, woe, tear, grief, groan, fear and weep. One would notice that some of these words, especially â€Å"sorrow,† are repeated throughout the poem. The repetition of such words emphasizes the dominant tone used in the poem. His use of such words and imagery reveals the theme of the poem. He was able to relay the mood and meaning of the poem  Ã‚   better than the others with his use of tone. Towards the end of the poem, the author’s tone shifted from an interrogative voice to an assertive one. In these stanzas, he speaks about God’s sympathetic nature.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Imagery refers to the elements in poem that ignites the five senses (poetryarchive.org). Figures of speech such as simile and metaphor are used to create powerful and effective images. In the poem â€Å"Kubla Khan,† Coleridge used vivid imagery that could be analyzed as metaphors. The poem could be interpreted in a lot of different ways. The poem could actually be interpreted as merely a description of what the author saw in his dream. Some stanzas could imply a deeper message, while some stanzas are only descriptions of the place. When the poem is analyzed as a whole, some parts simply pertain to the elements of the landscape. The first six lines for example, simply describe what Xanadu (where Kubla Khan resides) looks like. These are merely descriptive images. On the other hand, there are portions of the poem that slightly moves away from the main subject. In the last stanza for example, he suddenly talks about a damsel who plays a dulcimer. The author says that if he could only â€Å"revive her symphony and her song,† he will be able to build â€Å"a dome in the air.† This stanza could be a metaphor for a lost idea or an incomplete poem. The author implies that if only he could revive the vision or the idea, he would create a masterpiece and become great like Kubla Khan. Works Cited Blake, William. On Another’s Sorrow. 4 January 2008 Coleridge, Samuel. Kubla Khan. 4 January 2008 â€Å"Tone.† 18 December 2007. Wikipedia.org. 4 January 2008 â€Å"Imagery.† 2005. The Poetry Archive. 4 January 2008

Arab Israeli Conflict Essays - 3271 Words

The Arab-Israeli conflict is a struggle between the Jewish state of Israel and the Arabs of the Middle East concerning the area known as Palestine. The term Palestine has been associated variously and sometimes controversially with this small region. Both the geographic area designated by and the political status of the name have changed over the course of some three millennia. The region, or a part of it, is also known as the Holy Land and is held sacred among Jews, Christians, and Muslims. In the twentieth century it has been the object of conflicting claims of Jewish and Arab national movements, and the conflict has led to prolonged violence and in several instances open warfare opposing Israels existence. These wars, which occurred†¦show more content†¦Both movements aimed at uniting their peoples in a national homeland. They were to converge and confront each other in Palestine where, it was initially thought by some, they could each achieve their aspirations in an atmo sphere of mutual accommodation. The two movements, in fact, proved incompatible and the majority of Arab suffering resulted. Beginning in the 1800’s, oppression of Jews in Eastern Europe sparked a mass emigration of Jewish refugees. Some Jews formed a movement called Zionism, which sought to make Palestine an independent Jewish nation. The first Zionist Congress was held in Switzerland in 1897 and it issued the Basle programme on the colonization of Palestine and the establishment of the World Zionist Organization (WZO). Then, in 1906, The Zionist congress decided the Jewish homeland should be Palestine. The only problem was that there already was a large Arab-Palestinian population inhabiting the area. For this reason, Zionism was used as a propagandist tool to rid Palestine of the Arabs and to start a new nation for the Jews. A look at the fabric of Jewish Zionists that emigrated to Israel exhibited the driving forces and it displayed how massively the movement developed. F or Russian Jews, it was the desire to escape totalitarian oppression. Religious Jews went there hoping for the day of messianic redemption. Still others, viewing developments on the world scene, wereShow MoreRelatedThe Arab-Israeli Conflict1427 Words   |  6 PagesThe Arab-Israeli dispute is among the centermost issues facing the Middle East today. The conflict itself has spawned a number of wars, myriad militant skirmishes, and several embargos, as well as a lasting peace between Israel and a number of its former opponents. The conflict today is waged primarily between Israelis and the Arab Palestinians that inhabit Israeli territory. The Arab-Israeli dispute is rooted in the separate movements of Zionism and Arab-nationalism. 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