On Becoming A Teacher

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Becoming a Teacher

In Herbert Kohl's, Growing Minds on Becoming a Teacher, I found there to be many helpful insights to the teaching profession. Kohl gives a straight up approach about his experiences while teaching, and what he feels was successful and beneficial for not only for himself, but also for his students. This book taught me that teachers not only teach the students, but the students also teach the teachers.

One of the most shocking things that took place in the beginning of the book, was the fact that this man came from a family that did a lot of labor work for careers, whereas Kohl wanted to teach elementary school students how to do the basics such as read and write. I was absolutely shocked that he went through so much schooling, and even got a doctrine at Harvard before he made the leap to elementary education.

I personally found this book quit agreeable. I really enjoyed his attitude towards students, and making them more as friends rather than a teacher -student relationship. This approach of making everyone in the school his friend helped me realize that how important it is to have the student's during the learning process. How Kohl took his students' lives and went out of his way to make them better, really gave me more energy towards the profession. I realized that this is the type of educator that I want to be. I want to be a friend, a confidant, and yet a person that still is able to educate and coach students with their lives. I found it particularly disheartening when administrators and other teachers looked down upon this way of action in the schools. I am hoping that they only reacted that way because it was forty years ago, and that attitude is now abandoned.

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The one fear that I have always had about teaching is that my students won't like me as a person and therefore not learn what I am teaching. I really think that it is important for students to be fond of their instructor because in a way it helps them get excited about the class, even if it's a subject that does not interest them. Taking from a personal experience, I always hated science growing up, until my 8th grade year I had a wonderful biology teacher, Mr. Boland. I hated biology, however Mr. Boland was so excited about the topic, and he would give incentives and play games with students to help them have fun and at the same time learn.

Another aspect Growing Minds taught me was that teachers are not the only educators in the room. "One of the beauties of teaching is that there is no limit to one's growth as a teacher" (77). Each time Kohl went into a new teaching environment, he learned something new about himself. It was almost as if he was surprised that he handled the conflict and conquered it the way he did. I feel that a true aspect of teaching is keeping an open mind, and sure there will be times when you get frustrated with a particular student, but fighting back is not the answer, but rather becoming the trickster and keeping an open sense of humor.

Every person who is going to school to be teacher always wonders about the type of discipline they will need to put forth in their classroom. No one wants a problem child, but chances are there is not a way around it. My personal take on the matter is that shipping the problem out of the classroom is the wrong idea. Kohl tells a story of a school that limited its classes down to ten students in a class because they kept ridding the problems out of the class rather than asking why there were problem students. I can only imagine the huge task a teacher has to take one when he or she is presented with disciplinary problems in the classroom, however there has to be a way to maintain control in the classroom, while solving the problems without the students even realizing it. A good teacher would look at the reason the student is presenting to resist learning, and then find a way to cure that resistance. It might be working with the child during lunch, or giving special kind attention to the child, at the same not letting him or her get away with disrupting the class. Kohl however made a great point; there will always be a problem student in the classroom. If one problem is fixed or the problem is shipped out of the room, another student will soon arise into the next disturbance.

If this book taught me anything, it is that teaching is not as easy of a profession as I had imagined it to be. There is a lot to learn, and 5% of it (besides unit plans and lessons) is all learned through experience. Herbert Kohl seemed to get through the first hard years of teaching and he offered lots of advice to those who are beginning to teach. This book really recharged my enthusiasm about the career and gave me great insight on how to overcome the great challenges. I truly hope that one day, I will be looked up to just like Kohl and I will aspire to provide the support and knowledge that he has giving myself along with many other people looking into this line of work.

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Huck Finn and tom Sawyer

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Huck Finn and Ton Sawyer are two characters that seem to not be able to keep themselves out of trouble. Such is the case in the novel The Adventures of Huckleberry Finn by American author Mark Twain. The more these Huck and Tom continue with their insane antics and pulling pranks the more they prove themes. Their actions though funny often prove serious themes. Huckleberry Finn and Tom Sawyer, two diverse characters, show the themes of prejudice, hypocrisy, and the "true heart" through satire.

The theme of prejudice is apparent when shown through Tom Sawyer. Exaggeration and the imagination are Tom Sawyer's specialties When Jim is imprisoned in Uncle Silas' shack Tom decides that cutting off one of Jim's limbs to free him is a stroke of genius, "And a leg would be better still. But we got to let that go. There ain't necessity enough in this case; and besides, Jim's a nigger, and wouldn't understand the reasons for it…" (pg.1). Tom wants everything by the books; practical or not. Even though it makes one chuckle to think that someone even took into consideration to amputate someone's limb to free them when the bed could be lifted up and slide the chain of the bed. On top of that Jim is a slave, which in Tom's case makes is even better. To Tom it is just like ripping the wings off a fly. Sadly, Tom cannot be blamed for his thoughts and actions; he has been taught this from infancy. Society is to blame for this cruel mistake. Society tells people what to think and act like a twisted game of Simon says The author is plainly showing that prejudice is a vile and uncaring beast that rampages through families leaving its evil seeds in the hearts and minds of the generations to come. Tom Sawyer, a prejudice bigot, who out right kicks prejudice into the open for everyone to see and spit at.

Huckleberry Finn proves the theme of hypocrisy through his and Tom's plan to free Jim. Throughout the entire novel, Huck has been listening to his heart and does the right things, but when Tom comes along, Huck falls back into being a follower and doing what he is told. "Well, if it ain't just like you Huck Finn. You can get up the infant-schooliest ways of going at a thing. Why, hain't you ever read any books at all?" (pg. 0). Tom is coming up with all these crazy ideas on how to rescue Jim, and when Huck protests saying a practical one Tom degrades Huck, who then just falls in suit with Tom again. Twain demonstrates that self-esteem leads hypocrisy around by a leash. When a person does not feel strongly about himself he is quick to change his views when someone has a different opinion. Another part of that is the fact Huck looks up to Tom. To Huck, Tom is a model citizen who can do no wrong in any way. Upon that, Huck thinks of himself as low-down and dirty. Hypocrisy is evident throughout this book Huck is just a vessel to convey it to the reader. Hypocrisy is proven yet again by the infamous Huck Finn; when Jim thinks he's in freedom he talks about he will steal his children back and Huck is shocked. "Here was this nigger, which I had as good as helped to run away, coming right out flatfooted and saying he would steal his children" (pg. 86). Huck actually stole Jim, according to society's standards, by not turning him in, and here Huck responds with surprise because Jim wants to "steal" his children. It is odd that Huck could even find it wrong that Jim would want to steal his own flesh and blood. What the author is trying to show that once some else tries to steal a slave then it was wrong. Huck Finn has struggle within him and he does what is right and then gives in to the gravitational pull of society.

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The theme of the "true heart" is proven through Huck Finn through his crazy, but right actions. "These uncles of yourn ain't no uncles at all; they are a couple of frauds…" (pg.180). In this scene Huck goes to Mary Ann and explains to her that the King and the Duke are frauds. Huck had been going along with the King's and Duke's plan for as long as he could stand, but when he finally could take no more of watching the three sisters get robbed blind he told Mary Ann. The reader can see Huck's pure heart because he could have made off with a lot of money, but instead he did what was right. People who follow their heart are still hard to find. Most people do what society, family, or friends dictate for them, but when someone does what their heart tells them they shine. Furthermore, this is how Huck proves the theme of the "true heart".

Huck Finn and Tom Sawyer help prove the theme of prejudice, hypocrisy, and the "true heart". In the world we live in these themes are still very apparent. Through Huck the author shows the right way by doing what his heart tells, but saying what society tells him to say. In contrast, Tom Sawyer is the opposite; he says what society tells him and does whatever he wants, but still pleases society. If prejudice, hypocrisy, and the "true heart" still thrive in reality then authors will continue to put them in their novels.

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If you order your cheap custom essays from our custom writing service you will receive a perfectly written assignment on ‘Films rely on symbolic and technical codes to encourage the viewer to identify and accept particular representations of individuals or groups of people.'. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality ‘Films rely on symbolic and technical codes to encourage the viewer to identify and accept particular representations of individuals or groups of people.' paper right on time.

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The way in which viewers are encouraged to perceive certain groups of people or individuals is predominantly influenced by the symbolic and technical codes used by the filmmakers. In the feature film Erin Brockovich viewers are positioned to identify with the major characters and accept the way in which they are represented. Erin Brockovich consists of a small variety of groups of people as well as the important characters that are portrayed as the individuals. Film producers rely heavily on the use of symbolic and technical codes to present the characters but the direction of viewers' attitude towards these representations is also influenced by additional methods.The feature film Erin Brockovich is a true story about a determined woman who tackles the corporate giant, Pacific Gas and Electric in a lawsuit regarding the deceit directed towards a small Californian town, Hinkley, as to the misleading statements regarding the condition of their water supply. With the assistance of Ed Masry's legal expertise, Erin and Ed commit themselves to help these unfortunate people whose lives have been destroyed because of the diseases and various types of illnesses the contaminated water has forced upon them.Symbolic techniques are used in the feature film Erin Brockovich to foster an influenced representation if individuals. This is intentional, as the viewer can accept and identify with these individuals. Erin Brockovichs' storyline is categorized into the Archetypal narrative of the underdog against the more powerful foe. This is highlighted in a distinct and powerful scene when Peter Jensen, husband of Donna Jensen, is seen in absolute dismay and distress, crying, whilst throwing stones at the Hinkley Water Corporation that is seen in the distance. The viewer witnesses camera shots of his homestead with his lights on seen through the windows and then reverts to camera shots of the Hinkley plant itself. The predominant colour used in this scene is a blue-grey which is somewhat symbolic to the emotions Peter is feeling, further scooping the whole underdog notion. Through the throwing of stones at the Hinkley plant the powerful similarities seen between the ‘David and Goliath' bible tale are clearly unmistakable. Through this specific scene the viewer can observe the severity of damage PG and E have caused individuals such as Peter Jensen, as he has just learnt that his wife has a malignant tumor in her breast. The movie producers purposely use the symbolic technique of colour to further heighten the emotions of the viewer and to make the viewer understand the situation as being somewhat similar to ‘David and Goliath'. The viewer feels a level of empathy and commiseration for Peter Jensen as PG and E have instigated horrible life-threatening damages to his family. The negative representation of PG and E is acquired as the viewers look on to the suffering they have caused and through this determine that PG and E are the antagonists in this situation. As the viewer values family and life, they cab accept and identify with Peter Jensen as an individual.Feature film producers in Erin Brockovich employ symbolic codes to portray a certain representation of a group of people such as the plaintiffs. All plaintiffs differ as individuals but all withhold the link of exposure to hexavalent chromium during their time in Hinkley. All of the six hundred and fourteen plaintiffs are represented in Erin Brockovich to belong to the same socio-economic grouping. Obviously this is not the case for all of the plaintiffs but the minority whoa re seen, through their appearance; the viewer can assume that these people are not very well off. This is displayed through costume, as their clothing is middle class. Also through setting the viewer witnesses the conditions of their homesteads and how the town is constructed as a whole. The viewer sees the diversity of the plaintiffs through their dress in a series of scenes referred as jump cuts when Erin and Ed are driving around knocking door to door to obtain the extra one hundred and fifty signatures needed for the arbitration proposal. The viewer sees a diverse range of people, all having a different appearance seen through the symbolic code costume. This is done intentionally by feature filmmakers to put some emphasis on the assortment of people affected by PG and E. Another scene where the viewer sees the diversity of the plaintiffs is where Ed Masry is explaining the arbitration proposal to the town at a group meeting on a relatively humid night. This scene is seen from the perspective from Ed Masry as the viewer witnesses the audience he is addressing dressed at a middle class level trying to battle the humidity. Also through setting the viewer interprets that there is not a high demand for living in Hinkley because when the representative for PG and E offers $50,000 for the Jensen's home he is cocky and cynical as he states that this is a above market value for an area such as this. The representative hints to the audience that Hinkley is not a very desirable place to live. All scenes where the viewer observes the plaintiffs determine on what level the viewer accepts and identifies with them therefore somewhat relating to them. The viewers of Erin Brockovich can relate to these plaintiffs and they accept the representation that they belong to the lower to middle class who are merely trying to sue PG and E in order for compensation to enable some future security through financial means. Through the symbolic code, costume, the viewer understands that PG and E are far superior to the plaintiffs in social-economic grouping. The viewer accepts this representation and can identify with the plaintiffs as some viewers may feel they are deserving of compensation and also some viewers may have similarities with them too such as appearance. The viewer is enabled to accept these people as a group due to the representation that they are normal everyday citizens whose lives have been crushed by another conflicting group, PG and E.

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Technical camera shot are employed in Erin Brockovich to portray an influenced representation of PG and E itself. With the further aid of audio codes, technical camera shots can be further emphasized and help the viewer in fully understanding what is carried out in a scene. When Erin is at home she receives a disturbing phone call from an anonymous man. This anonymous man is an unseen individual representing the PG and E group. The mystery caller states that Erin should be careful and should nor continue her investigations further and implies to her that if she continues he will use her children as a means to damage her. After the audio phone call that the viewer is fully able to hear, camera shots clearly show that Erin is now high-strung and edgy. Due to her nervousness she closes her blinds and checks her house for some further assurance on personal security and privacy. A long shot is used as well as a series of close ups of Erin's face to show the audience that she is now rattled and worried. The viewer can identify with Erin's natural maternal instinct to protect her children from harm. This unseen anonymous character is an individual represented as the PG and E group and therefore as a group they are reflected to be negative as they would intentionally harm children to hide the truth. The viewers of Erin Brockovich value family, so this further enables a level of identification and acceptance between them and Erin. The viewer interprets PG and E as dangerous and evil as childhood innocence and life is valued by the majority of society. The negative representation is clear as they are prepared to harm more people to cover up the truth regarding contaminated water. The viewer accepts this negative representation of PG and E because of the direction of Erin reacted to the hostile threat. Although due to Erin's strong character she still continues her investigations to help the plaintiffs. Erin is seen as the movies protagonist and therefore the viewer sides with Erin.Technical camera angles are use by feature filmmakers to show an influenced representation of Erin as an individual. In a scene when Erin arrives home late one night, she discovers Jeorge is ready to leave her as she has been neglecting him as a partner in their relationship. Jeorge is shown through camera manipulation to look upset as a long shot is used to symbolize his loneliness. Jeorge tells Erin she has to find a different job or a different guy. Erin replies "For the first time in my life, I got people respecting me. Please don't ask me to give that up"(1)Erin clearly does not wan to give up her job as she has worked very hard and the Hinkley community respects her. Erin is sick and tired of being pushed down by the constraints of a male-dominated society and she wants to be successful in life. By witnessing this camera angle of Jeorge and Erin's personal reaction to it can help the viewer in successfully identifying and accepting Erin as an individual. Erin is seen as a heroine for not falling for Jeorge's request and fighting for her independence, as she does not want to confirm with the conventions of males being dominant over women. The viewer accepts this positive representation of Erin because she gives so much to help people and she does not want to give that up even if it deters her away from her partner, Jeorge. The viewer accepts and identifies with Erin as well as the representation that she sacrifices a lot of time from her personal life to help the PG and E case run smoothly. The viewer can relate to Erin because of their similar ties with values and attitudes, as well as the manipulation of technical codes such as long shots and full shots to enable on the correct character representation to come across to the audience. Technical codes play an essential role in the acceptance and identification of Erin as an individual by the viewers.Viewers throughout the feature film Erin Brockovich are somewhat influenced to perceive certain representations of individuals and groups of people through the aid of technical and symbolic codes. Viewers are purposely positioned by feature filmmakers to identify and accept all characters whether in a positive or negative light. Also all characters whether they belong to a group or seen as individuals are purposely constructed by film directors to achieve a certain response from the viewer. Film directors depend heavily on the use of symbolic and technical codes to further present these characters. Other codes such as audio codes play a role in the fine-tuning of a scene and the light in which an individual or a group is represented.

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Evolution

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A long path leads from the origins of primitive ?life,? which existed at least .5 billion years ago, to the profusion and diversity of life that exists today. This path is best understood as a product of evolution. Contrary to popular opinion, neither the term nor the idea of biological evolution began with Charles Darwin and his foremost work, On the Origin of Species by Means of Natural Selection (185). Many scholars from the ancient Greek philosophers on had inferred that similar species were descended from a common ancestor. The word ?evolution? first appeared in the English language in 1647 in a non-biological connection, and it became widely used in English for all sorts of progressions from simpler beginnings. Some common errors about the theory of evolution are illustrated by such questions as ?If man evolved from the apes, then why are there still apes?? The theory of evolution is not equivalent to Darwinism. The term Darwin most often used to refer to biological evolution was ?descent with modification,? which remains a good brief definition of the process today. The extensive evidence in support of both fact and theory of evolution is an interrelated set of now well confirmed hypotheses including descent with modification, natural selection, and genetics as being the mechanisms behind the evolutionary process itself.

The descent with modification component of evolutionary theory is that all life forms can trace their lineages back to earlier classes of life forms in a branching, ?nested? hierarchy (forming what looks like a bush or tree, as in the ?Tree of Life?), which can ultimately be traced back to the beginning of life on earth (a point that would likely have been the culmination of a long period during which the distinction between living and non-living matter would have been difficult to make). During the long period since that time, changes in body plans have accumulated in diverse directions to make all the differences we now see between all life forms. To continue the tree analogy, a person can start from the tip of any arbitrarily chosen twig and follow it back to the point where it joins another twig, the ?common ancestor? of the two (or more) twigs. That now thicker twig or branch can then be traced back to where it joins another branch. This process can be repeated until that person ultimately reaches the trunk. Applied to evolution, each twig and branch represents a particular lineage; the points where there is a joining of those twigs and branches represents the common ancestor of all the lineages that can be traced back to that point. Note that the descent with modification hypothesis can be tested independently of any ideas about how it happened, the mechanism behind it. Of course, the mechanism introduced by Darwin was that of natural selection (along with the additional view that natural selection proceeded in a gradual, steady fashion).

Darwin proposed that evolution could be explained by the differential survival of organisms following their naturally occurring variation, a process he termed ?natural selection.? According to this view, the offspring of organisms differ from one another and from their parents in ways that are heritable; that is, they can pass on the differences genetically to their own offspring. Furthermore, organisms in nature typically produce more offspring than can survive and reproduce given the constraints of food, space, and other environmental resources. If a particular off spring has traits that give it an advantage in a particular environment, that organism will be more likely to survive and pass on those traits. As differences accumulate over generations, populations of organisms diverge from their ancestors.

A particularly compelling example of speciation involves the 1 species of finches studied by Darwin on the Galapagos Islands, now known as Darwin?s finches. The ancestors of these finches appear to have emigrated from the South American mainland to the Galapagos. Today the different species of finches on the island have distinct habitats, diets, and behaviors, but the mechanisms involved in speciation continue to operate. A single year of drought on the islands can drive evolutionary changes in the finches. Drought diminishes supplies of easily cracked nuts but permits the survival of plants that produce larger, tougher nuts. Droughts thus favor birds with strong, wide beaks that can break these tougher seeds, producing populations of birds with these traits. It has been estimated that if droughts occur about once every 10 years on the islands, a new species of finch might arise in only about 00 years.

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Darwin?s original hypothesis has undergone extensive modification and expansion, but the central concepts stand firm. Studies in genetics and molecular biology, fields unknown in Darwin?s time, have explained the occurrence of the hereditary variations that are essential to natural selection. Genetic variations result from changes, or mutations, in the nucleotide sequence of DNA, the molecule that genes are made from. Such changes in DNA now can be detected and described with great precision.

Genetic mutations arise by chance. They may or may not equip the organism with better means for surviving in its environment. But if a gene variant improves adaptation to the environment (for example, by allowing an organism to make better use of an available nutrient, or to escape predators more effectively, such as through stronger legs or disguising coloration), the organisms carrying that gene are more likely to survive and reproduce than those without it. Over time, their descendants will tend to increase, changing the average characteristics of the population. Although the genetic variation on which natural selection works is based on random or chance elements, natural selection itself produces ?adaptive? change; the very opposite of chance.

Evolutionary change continues to this day, and it will proceed so long as life itself exists. In recent years, many bacterial pathogens have evolved resistance to antibiotics used to cure infections, thereby requiring the development of new and more costly treatments. In some frightening cases, bacteria have evolved resistance to every available antibiotic, so there is no longer any effective treatment. In the case of HIV, which causes AIDS, significant viral evolution occurs within the course of infection of a single patient, and this rapid evolution enables the virus to evade the immune system. Many agricultural pests have evolved resistance to chemicals that farmers have used for only a few decades. As we work to control diseases and pests, the responsible organisms have been evolving to escape our controls. Moreover, scientists can perform experiments to study evolution in real time, just as experiments are used to observe dynamic processes in physics, chemistry, and other branches of biology. To study evolution in action, scientists use organisms like bacteria and fruit flies that reproduce quickly, so they can see changes that require many generations.

The extensive evidence in support of both fact and theory of evolution comes primarily from studies of descent with modification, natural selection, and genetics. Evolutionary biology is a strong field of science. A theoretical framework that encompasses several basic mechanisms is consistent with the patterns seen in nature; and there is abundant evidence demonstrating the action of these mechanisms as well as their contributions to nature. Hence, evolution is both a theory and a set of established facts that the theory explains. Like every other science, there is scientific debate about some aspects of evolution, but none of these debates appear likely to shake the foundations of this field. There exists no other scientific explanation that can account for all the patterns in nature, only non-scientific explanations that require a miraculous force, like a creator. Such super-natural explanations lie outside of science, which can neither prove nor disprove miracles. Science provides us with a compelling account and explanation of the changing life on Earth. Please note that this sample paper on Evolution is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Evolution, we are here to assist you. Your persuasive essay on Evolution will be written from scratch, so you do not have to worry about its originality.

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Three Kings

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Three Kings

(1)Crew Director/Writer (David O. Russell), Producer (Charles Roven)

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CastGeorge Clooney (Archie Gates), Mark Wahlberg (Troy Barlow), Ice Cube (Chief Elgin)Plot SummaryThe movie starts of with Barlow shooting an Iraqi soldier in the neck. The next day him and Conrad find a very important map that ends up leading to sadams bunkers with the bullion he stole from Kuwait meanwhile they take the map back to their tent and chief comes with aerial maps of the designated area in Iraq which were the map was drawn of. They are interrupted by Archie looking for the map and an offer to make to the guys. So he proposes that they go and find this gold and mentions that they won't have to go back to their day jobs. So they leave the next morning to a small village outside of Karbala. They make one two though the bunker inside the city and find the gold. The Iraqi soldiers help them put the gold in a van they stole from a villager. They leave with the gold and some villagers. As they leave, the Iraqi soldiers fire tear gas mortars at them causing them to wreck and troy is captured but the others were saved.So Archie makes a deal with the rebels to go find troy.After going through a small battle they find Troy in an Iraqi bunker being tortured. After they come out of the bunker Conrad is shot and killed. They now try to get the rebels across the Kuwait border but the Iraqis would've let em but the U.S. military came to the rescue.Character Analysis

Chief has a good symbol that being religion. This is shown directly and indirectly a couple of times its shown for example, its shown directly when he's praying at shrine and then its shown indirectly when him and Barlow are looking at the map and when he dose the sign of the cross.Music

The music in this movie emphasizes on the culture and the surrounding actions for example, when they are parting at the beginning they play the music in our culture, the when they walk to the town where they get the cars a song Is playing in an Arab language, when there are action/battles they play a suspense type of music.SymbolThe key symbol in this movie is the map because it makes them think that stealing the gold can't be that hard. Because the map made the bunkers look like they were away from anti-ally troops. But as they leave the bunker with the gold, the republican guard fired mortars with tear gas at them. So the map didn't make them think about the bad stuff that could and did happen.ThemeThings aren't as easy as they seem. When you steal gold there is going to be some pist off people and think they didn't realize that those soldiers were going to be killed because they let American soldiers steal saddams gold.EvaluationI really like this movie because first of all it starts of with Kevin shooting an Iraqi in the neck. But I also liked how David O. Russell made them mortal. I hate when the good guys never get shot or killed so by doing this Three Kings is pretty realistic. He also makes a serious time "being that it is a war their fighting" comical. He made a great decision putting Conrad's character in the movie. There is nothing better then having a white trash high school drop out joining the army and has no clue what the hell is going on. I also like what he did with the camera work especially when troy got shot he made a first person point of view shot, made it a little blurry, and he muffled the sound . It really added suspense because I wasn't sure if he was going to die or not. I really want to watch some more David O. Russell films.

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Effects of Divorce on Children, Sociology

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Each year, over 1 million American children suffer the divorce of their parents; moreover, half of the children born this year to parents who are married will see their parents divorce before they turn 18. Mounting evidence in social science journals demonstrates that the devastating physical, emotional, and financial effects that divorce is having on these children will last well into adulthood and affect future generations.

Divorce Children and Society

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Since there is so much discussion of the effects of divorce on children, it is important to begin stating divorce (overall) does have negative effects on children. Divorce not only has an effect on the family institution, but also effects the other institutions religion, economy, education, and state. Children that come from a divorced family have more difficulty in school, more behavior problems, more negative self-concepts, more problems with peers, more trouble getting along with their parents and less likely to participate in a religion. With half of American marriages ending in divorce, divorce greatly affects the younger generations (York, 18).

Most psychologists and sociologists agree that there are six major hypotheses regarding the causes of childrens difficulties loss of a parent, economic loss, stress, poor parental adjustment, lack of parental competence, and exposure to conflict. These six effects are affiliated much more with family institution and the economy institution. If the family is the building block of society, then marriage is the foundation of the family. However, this foundation is growing weaker, with fewer adults entering into marriage, more adults leaving it in divorce, and more and more adults eschewing it altogether for single parenthood or cohabitation. American society, through its institutions, must teach core principles that marriage is the best environment in which to raise healthy, happy children who can achieve their potential and that the family is the most important institution for social well-being (York, 18).

One of the most significant factors in divorce is a child has a loss of a parent, affecting more the family institution. Divorce often results in the loss of a parent for the Divorce Children and Society children and with this loss children also lose the knowledge, skills and resources (emotional, financial, etc.) of that parent. Though many no custodial parents still spend time with their children, there still is less time being spent. One finding that emphasizes the importance of parents as a resource to children, is that children who lose a parent due to death are somewhat similar to children of divorce (Fagan, 000). Generally, children who lose a parent due to death suffer some of the same problems as children of divorce. However, the effects of death are not exactly the same as the effects for divorce as studies suggest that children of divorce have greater problems than children with a deceased parent. Another finding that fits with this hypothesis is that children of divorce who have other adults who take over the function of the absent parent will fare abetter (York, 18).

Another significant effect on children comes from the economic loss they suffer. Another result of divorce is that children living in single parent families are less likely to have as many economic resources as children living in intact families. Due to limited economic resources children in single-parent families may have more difficulties. Most mothers become the custodial parent. And since women make only about 70 cents for every dollar a man makes, this gives way for a much tighter budget (Fagan, 000). Given that both parents work in one home, there is now only one income coming into the household and most likely the expenses do not decrease dramatically when a parent leaves the home. For example, a couple with one child rents a two-bedroom apartment; later they decide on a divorce. There is now one income coming into the home and there Divorce Children and Society is still a need to rent a two-bedroom apartment. Of course there are laws that require a man to pay child support, but less than half the men ordered to pay child support pay the required amount; some pay less and some do not pay anything at all. There is a common belief that many of the difficulties experienced by children are the result of the economic difficulties experienced in these families. The overall evidence is not as strong in support of this hypothesis as might be expected. Generally, family income is positively associated with childrens well being, but some studies have not found that income improves childrens well being. Also, researchers have statistically controlled for income differences between intact and divorced families and all of the differences between children in these two types of families do NOT disappear. In other words, there are still some other factors affecting childrens well-being above and beyond money (York, 18).

Stress is another effect of divorce on children; there is much more of it. Divorce often results in many changes in childrens living situations such as changing schools, childcare, homes, etc. Children often also have to make adjustments to changes in relationships with friends and extended family members. These changes create a more stressful environment for children. Of course there are areas that the child will be experiencing less stress, such as not having to live in a home when one or both parents is unhappy in the marriage (York, 18). Religious worship, which has been linked to better health, longer marriages, and better family life, drops after the parents divorce. The institution of religion suffers greatly when parents divorce. Despite what most believe, Divorce Children and Society 4Americans are less likely to go to church when they are stressed out. This contrasts with the belief that religious worship aids in the relief of stress. Also, parents (who become custodial parents after divorce) that actively involve their children in religion before divorce involve their children about half as much after divorce (Fagan, 000).

Another effect of divorce depends on how well both parents adjust. Some parents adjust very poorly; this also affects the family institution. Generally how children fare in families is due in part to the mental health of the parents, this is likely to be true for children in divorced families as well. The psychological adjustment of parents is a significant factor in childrens well being. There have been many studies examining the relationship between divorced parents psychological well-being and childrens well-being. Of the 15 studies that have examined this relationship 1 found that there was a positive relationship between the mental health of parents and childrens mental health. That is, children whose parents are better adjusted fare better than children whose parents are not adjusting well. There is some evidence to suggest than when the divorced parents adjustment is taken into account that some of the differences between children from intact and divorced children disappears. Despite the general support for these conclusions, there is at least one important caution. The causal relationship between parents and childrens adjustment is not clear. It could be that having better adjusted children improves the well-being of the parents (York, 18).

Of course, there is always different degree of parental competence. Much of what Divorce Children and Society 5happens to children in general is related to the skill of parents in helping them develop. The competence of parents following divorce is likely to have considerable influence on how the children are doing. The skills that parents have in dealing with children have a profound influence on childrens well being (Fagan, 000). Overall, the evidence indicates that many parents report diminished parenting practices immediately following divorce that appears to contribute to some of the problems that children experience. Many studies have also examined the relationship between child-rearing skills and childrens well being. There is overwhelming research evidence that indicates that parenting skills and the types of relationships between parent and child are strong influences on how well children are doing (York, 18).

A major hypothesis regarding the causes of childrens difficulty is that conflict between parents prior to, during and after the divorce contributes to lower well being. There have been a number of studies examining this relationship. Generally, it has been found that children in high conflict families (either intact or divorced) fare worse than children in low conflict families. Some studies have found that children in non-conflicting single parent families are doing better than children in conflicting two-parent families (Fagan, 000). There is also evidence that children begin to have difficulties prior to divorce and that some of these difficulties are associated with the conflict present prior to divorce. Post-divorce conflict has a strong influence on childrens adjustment. Children in those families that can cooperate and reduce conflict are faring better than other families. Conflict is frequently part of families and may be especially common in Divorce Children and Society 6families that have undergone divorce. The degree to which children are exposed to conflict may have substantial effects on childrens well being (York, 18).

As noted, many institutions suffer when divorce occurs. With broken homes, there is a greater chance of poverty, but the religion and state institutions suffer as well. Since the mid 0th century, the government has imposed more regulations on divorce, child support, custody, and counseling. Restoring the importance of marriage to society and the welfare of children will require politicians and civic leaders to make this one of their most important tasks. To set about the task of rebuilding a culture of family based on marriage and providing it with all the protections and supports necessary to make intact marriages commonplace, federal, state, and local officials must have the will to act. The federal and state governments spend $150 billion per year to subsidize and sustain single-parent families. By contrast, only $150 million is spent to strengthen marriage. Thus, for every $1,000 spent to deal with the effects of family disintegration, only $1 is spent to prevent that disintegration. Refocusing funds to preserve marriage by reducing divorce and illegitimacy not only will be good for children and society, but in the long run will save money (Fagan, 000).

Although it has been proved that divorce does have negative affects on children, divorce rates keep climbing. The social institutions bear the effects; there is a lower well being for the younger generations. With half of marriages ending in divorce, the effects of divorce are not a culture shock, but they are becoming a trend, perhaps a norm in the American society. The effects of divorce surround the family institution, a habitat where Divorce Children and Society 7love, comfort and support is supposed to partake. If this is to suffer the most, our children surely are not given the best of life (Fagan, 000).

1. Ambert, Anne-Marie. 18. Divorce Facts, Figures and Consequences. Ph.D. Department of Education. Dissertation, York University, Toronto, Ontario, Retrieved August , 00

(http//www.vifamily.ca/cft/divorce/divorce.htm). Fagan, Patrick. 000. The effects of Divorce on America. The Heritage Foundation. Retrieved August , 00

(http//www.heritage.org/Research/Family/BG17.cfmPlease note that this sample paper on Effects of Divorce on Children, Sociology is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Effects of Divorce on Children, Sociology, we are here to assist you. Your cheap college papers on Effects of Divorce on Children, Sociology will be written from scratch, so you do not have to worry about its originality.

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A well thought out essay

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