ktmeng/mec huggingface dataset:
Topic: family

One of the well-established realistic factors in finances of a Korean family is that large families get small educational funds and display poor achievement in their education. This leads to the concept that small families and little population growth translates to economic gain (Changing,2011). Private tutoring in South Korea creates a dilemma for the government and school system. “Expansion f public education in developing countries usually results in fiscal problems within the school system, including lower teacher salaries, poor facilities, and a lower quality of education. Many families look to private tutoring to help make up the difference in quality.
Topic: family

There is some concern that private tutoring can also result in problems” (Swooning, 201058(2), 259-296). With economic growth and development in South Korea the educational opportunities provide better career opportunities but, contributed to industry changes and the demise of the silk industry due to wage increase of unskilled labor and imports from China. Many of the growing pains Korea has and is going through compare a great deal to many aspects of US culture and business development. An interesting problem that exists in South Korea and has been compared to the US is Attention Deficit Hyperactivity Disorder (ADD). Three to the behavior of children in the classroom.
Topic: family

Reliable diagnoses have been a problem South Korea 16 because parents and teachers usually are the individuals to diagnose the problem. It needs to be pointed out that every culture’s children are affected by ADD to some degree. Thailand reflects a lower number due to the culture expecting them to speak softly in public. The East Asians culture is influenced by Confucianism which dictates harmony and appreciates education. Also, devotion to their country and respect for their parents and elders. It is assumed that these elements of culture results in a lower number of East Asian students diagnosed with ADD than US students in the classroom.
Topic: family

The economic climate of the society and parental guidance also plays a role in contributing to the numbers of ADD students. The lower income families are distracted by their financial situation. Organizational factors also are believed to contribute to the expression of ADD such as classroom structure, student duties, and styles that control behavior. Genetics is another factor considered as it relates to chemicals in the brain. The term ADD became familiar to the South Koreans in 1987 and in 2004 ADD awareness programs were developed for the South Korean public. In 2005 the campaign continued by a special academy for South Korean Child and Adolescent Psychiatry.
Topic: family

In South Korea students with ADD exhibit hostile behavior, low self-worth, have difficulty with self-control both at home and in school, eave a tendency to show aggressive behaviors, to suffer from low self-worth, are combative with other classmates, become loners at public functions, and have learning disorders. The concerns about the effect of ADD differs in the US and South Korea. The US concerns are more about behavior than academic achievement whereas South Koreans are more concerned about their children’s academic progress. One other significant difference in the two nations is the US parents have more confidence in medication because it helps to control behavior and the South Korean parents are not as receptive to medication South Korean 7 because it does not help their children academically.
Topic: family

Also, an important factor in treatment outcomes is parents in the US rely on doctors and the South Korean parents consider the mother as the main caregiver. In addition, the Koreans culture of traditional Confucianism ( in spite of western cultural influence) directs their view that obedience is a priority, harmony in the family is important and the parents feel strongly that they can raise their children as they dictate and have total power over their children. Children are raised with the knowledge that they must do as their parents dictate. In South Korea the public still has a poor understanding of ADD and psychiatric treatment. The South Korean teachers are not well trained in detecting ADD and distinguishing it from other behavioral issues.
Topic: family

However, the teacher does try to accommodate an ADD student by providing one-on one tutorial for assignments and after school help with school work. (Moon, 2011). What are the implications for US business that wish to conduct business in South Korea Organizations in South Korea developed and evolved as the country grew over the past 40 or 50 years. South Koreans modernization and globalization opened the government. Environment, conservation and wildlife, human rights, social advocacy, and many more organizations play an important role in growth and development of South Korea Environment. One such important organization is the High Performance Work Organization (WHOOP).
Topic: family

Three important issues for WHOOP are “(1) the adoption of WHOOP is highly dependent upon top management and union/employee representatives; (2) union status plays a critical role in enabling the two case South Korea 18 firms to adopt two different production modes; and (3) alignment among organizational design and work processes, ERE systems and HARM systems leads 10 gig organizational performance. (Kim, 2005, 16(7)). However, without the complete participation of chief stake holders, workplace innovation will not work as it is intended. It takes change in the Korean management style from a paternalistic and authoritarian and to not see WHOOP as a threat to managers (Kim, 2005).
Topic: family

The Role Tourism Plays In Their Economy It was not until after the setback of the Korean War the government decided to enter the tourism market on a domestic and international level. In 1962 the genesis for South Korea tourism was created and came under the new Economy Development Plan. This resulted in the Korean National Tourism Organization (ONTO) for the purpose of keeping an eye on the tourism and regulates the internal and external tourism operation. South Korean tourism continued to grow and very profitable through the late sass. Once the ONTO was established the South Korean government made it clear that tourist was to be given a warm welcome. The influx of foreign currency was also part of the tourism bonus.
Topic: family

The determination to rebuild their country led to growing forms creating industries, including tourism (Young-Kook, 2006). In 1993 it was estimated economic benefit of foreign tourism totaled $4700 lion from expenditures and international air fares (Choosing-Kick’s). However, with any industry, success can dwindle away if management misses important aspects of day to day operations. In 2006 the Korean service industry obtained losses of $10. 6 billion from January to July. This loss is a South Korea 19 serious setback to the Korean economy. It was discovered that bad quality of service from the staff is a major problem and can only be turned around if employees develop service quality levels by acting ethically on their own (Kim, 2008).
Topic: family

Capulet is happy and excited to meet the guest, “Ah ha, my mistresses, which of you all will how to deny to dance.” Romeo comes as an uninvited guest to the ball with Mercutio and Benvolio, “You are a saucy boy. Is its so indeed?” Tybalt hears Romeos voice and goes and tells Capulet to tell him to leave so Capulet tells him to leave us alone to or I will start a fight in front of the entire guest. “You’ll make mutiny among the guest.” Tybalt doesn’t listen and goes to Romeo and Capulet gets angry because of Romeo.
Topic: family

In Act 4 Scene 5 Capulet has invited all the guest and family, he is happy it is the wedding day and Juliet has already drank the potion. People think Juliet is dead all the guest are shocked. Lady Capulet and Capulet enter the room and are horrified of the news. “Death that had taken her hence to make me wail, ties up my tongue, and will not let me speak.”
Topic: family

The next style is imagery. Imagery helps the reader to visualize what is happening to the character. Annie Dillard uses both of these styles to tell her story. The first style is comparison/contrast. Dillard utilizes comparison/contrast to compare herself to characters in books. She longs to become a woman such as those in romance novels. “I envied people in books who swooned.” She shows that by comparing herself to these characters that she strives to pass her adolescent stage.
Topic: family

Utopian communities are societies that strive for perfection in different aspects. Some wanted to reform a certain issue, such as slavery and others wanted to achieve perfection in all aspects. These societies usually had few laws because they tried to diminish all evils from them. Oneida was one of the communities that thought their society was best for human kind. They saw men and women as equals and everyone was married to each other. The utopian community of Oneida had a system that saw women and men as equals but oppressed both.
Topic: family

Oneida was founded in New York by John Humphrey Noyes in 1848. Oneida was mostly involved in the growing of fruits and vegetables, the production of silk thread, and the manufacturing of animal traps. Oneida’s people believed that they were free from sin because Jesus had already returned. Noyes believed that sex was very spiritual. Oneida believed in “complex marriage” – the practice of keeping sexual encounters in constant circulation throughout the week.
Topic: family

In the Circular, it states that, “[Noyes] evolved a theory that women were ‘the legitimate critics of men in social life. ’ In the ‘slave-holding position of marriage’ men refused to look on women as equals, but in the dispensation of the Community, women were set free to express their own tastes and feelings and their criticism was the proper looking-glass for a man” (Circular 295). Instead of the usual instance where women sat quietly without speaking their opinion, Oneida allowed them to have a voice. In dominant societies, women were the property of men.
Topic: family

Men could do anything to their wives without shame or punishment. When Ellis spoke about Oneida’s equality, he said that, “The women are the common property of men, and vice versa” (Document 8). At Oneida, everyone was married to everyone else. No one had a particular partner and they were treated as brothers and sisters. In the dominant society, women were only given domestic jobs at home. Welter discusses that, “The true woman’s place was unquestionably by her own fireside – as daughter, sister, but most of all as wife and mother” (157).
Topic: family

At Oneida, women could perform any job. A writer from the Circular says, “I see here, women employed as bookkeepers, business correspondents, packers and shippers, and managers of large manufacturing establishments” (301). The women could perform what the dominant community perceived as “manly. ” These jobs proved that women were not as “fragile” as the dominant society saw them. Women and men were not forced to be involved in a monogamous relationship. John Humphrey Noyes compared monogamous relationships to prisons because of their lack of freedom.
Topic: family

In the dominant society, “The marriage night was the single great event of a woman’s life, when she bestowed her greatest treasure upon her husband, and from that time on was completely dependent upon him, an empty vessel, without legal or emotional existence of her own” (Welton 152). Since the dominant society believed that women were so fragile and needy, marriages were the only reasonable option for women and men. The neediness of the woman called for the man to control the relationship. Welter says, “Submission was perhaps the most feminine virtue expected of women” (154).
Topic: family

Women would blindly obey their husbands without argument. On the account of marriage, Mr. Free Church says, “The Truth is, Marriage gives man the power of ownership over woman, and such power is wrong and prolific of wrong in the case of Marriage, as in of Slavery” (Document 3) Oneida believed that a monogamous relationship enslaved women. To be truly free, women had to participate in interviews. Women were not seen as adulterous when they participate in their weekly “interviews. ” Because of the “interviews,” women had more sexual freedom. In a dominant society, women who were not chaste were not true women.
Topic: family

Welter says, “Purity was as essential as piety to a young woman, its absence as unnatural and unfeminine. ” (152) Contradictory to the dominant society, Oneida believed that the only way to be happy and free was to circulated between different men in the community. In the dominant society, the man was in charge. In regards to the ideas of Oneida, Ellis says, “Persons shall not be obliged to receive, under any circumstances, the attentions of those whom they do not like” (Document 8). Women in traditional societies could not argue or object to a man’s wishes but women at Oneida could.
Topic: family

If they did not want to participate in an interview with someone they did not like, they were not forced to. Even though there was more sexual freedom at Oneida, there were certain rules that the society had to follow regarding sexuality. Monogamous relationships were forbidden so if a couple was becoming too close, then the society would let them know and they would try to prevent it. Noyes Robertson explained that, “No couples were to show ‘exclusive love’ for one another; and if a man and woman began to have a disproportionate number of sexual encounters” (139).
Topic: family

The interviews were supposed to keep in constant circulation to prevent “exclusive love”. According to Noyes Robertson, “Males were encouraged to avoid ejaculation during intercourse with their partners, as a sign of self-control and spiritual maturity. This practice was based on the idea that ‘wasting’ a man’s semen was bad, and that difficult pregnancies for women should be avoided” (15). In the dominant society, women were the ones who were in charge of the birth control but Oneida made the men in charge of it.
Topic: family

This altering of gender roles took the stress of birth control off women and made the men responsible. The community of Oneida believed that the man’s “control” showed great spiritual maturity. In the Oneida community, women were not forced to dress or look a certain way. Instead of wearing formal dresses everywhere, “They cut off their skirts to knee length and used the discarded material to fashion straight ankle-length pantalets. Not beautiful, not always becoming, but always both comfortable and practical.
Topic: family

Under the same inspiration, they cut their hair short” (Noyes Robertson 294) Women stopped dressing to the men’s approval and satisfaction. They started wearing what was most practical and most comfortable. According to the First Annual Report of the Oneida Association, “The women say they are far more free and comfortable in this dress than in long gowns; the men think that it improves their looks; and some insist that it is entirely more modest than the common dress” (Noyes Robertson 297) The men Oneida appreciated the women no matter how comfortable or unfeminine they looked.
Topic: family

Oneida women were not forced into having children. The default life of a woman from a dominant society included getting married and having children. Not having children was not an option. On the contrary, the women from Oneida could choose to have children or not. They were not expected to take on the responsibility if they did not want to. According to the Circular, “Childbearing, when it is undertaken, should be a voluntary affair, one in which the choice of the mother, and the sympathy of all good influences should concur” (17). In a dominant society, women were practically forced to have children.
Topic: family

If they did not or could not, they brought shame to their husbands and families. The women at Oneida were not pressured about infertility because having children was completely optional. If the Oneida women decided to have children, they were not expected to be involved with child care. The Oneida children were raised together, apart from their parents. Noyes Robertson says that, “The children between two and twelve years of age were housed” (311). This system allowed women to have children but did not force them to raise the child by themselves.
Topic: family

The parents could visit the child but they would be criticized if they became too close. With regards to “exclusive love,” Corinna Ackley Noyes says, “I gave her up at last, with the others, heartily, feeling that she would have every want supplied and that I should be a better and happier woman for doing so. I now realize, as I did not before, that the old way of each mother’s caring exclusiveness for her own child begets selfishness and idolatry and in many ways tends to degrade women. The new system works well in every respect” (Document 15).
Topic: family

Giving her child up to the community satisfied Corinna Noyes Ackley. She did not have to stress about the vast responsibility of raising a child alone. She believed that she did the right thing when she sent her child to be raised by the Oneida community. In contrast to the conventional society, Oneida’s women were given more opportunities because they were seen as equals to men. Women had a chance to have a non-domestic job, a choice to have children or not, and more sexual freedom. The perfect community’s demise was in the year 1881. It’s example of equality still lives today.
Topic: family

Graffiti appears on books, posters, bedroom walls, interior of vehicles, doors and furniture. You should discuss any graffiti you find with your child first, then remove it. The graffiti may be a gang member’s name or the name of their gang. It may include members’ nicknames, or be a declaration of loyalty to a particular gang. Hispanic gang graffiti often uses block lettering that is exaggerated or has reversed letters.
Topic: family

Gangs thrive on intimidation and publicity. Violence is common in gangs and is used to maintain its status. Gangs depend on both individual and group participation. An individual will be pressured by others in the gang to maintain their status. Legitimate groups elect a leader. A gang’s leadership generally depends on who is the toughest, natural leader or who has access to weapons or money. It also may be based on who has the best skills for what the gang wants to do at that time. A good fighter may lead on a night that they are going to fight, a good thief when they want to commit a theft. Gangs will have a name or common identity. The name usually comes from their town, a street, an area, or their phone area code, housing project, rock bands, cults, or personal beliefs of the members. The gang name is an important identity for the gang. Members may have nicknames (monikers) as well. The moniker may be given to the member by the other members or chosen by the member himself. The name frequently fits the member’s personality (real or perceived) or relate to some physical or mental traits.
Topic: family

Gangs are a terrible burden on society. Family members must worry about their safety as well as their child’s. Friends who refuse to join the gang may be in jeopardy because of their refusal. These friends are often discarded for their fellow gang members. Parents can be subjected to heavy financial bills for legal services, medical treatment, jail housing, and restitution to victims. The gang involved youth can expect to be arrested and prosecuted for their criminal activity. Most parents are not aware that if a crime is gang related, the violator will not only be prosecuted for this crime, they can also be charged with criminal gang enhancements. Upon conviction, the youth can expect jail time, out of home placement, fines, restitution to victims, community service work and/or very restrictive conditions of probation.
Topic: family

Gangs differ from other groups in that they engage in criminal activity. Gang members commit a variety of crimes. These include robbery, burglary, thefts, vandalism, assaults, arson, witness intimidation, weapons and narcotic offenses. Graffiti is probably the most visible and common crime. Gangs use graffiti to let the community know they exist, to mark their territory, to make statements about their gang, or to issue challenges to other gangs. Graffiti is not just an idle crime and is a great source of gang information. Gang members actively seek violent conflicts. This includes murder, assaults with deadly weapons drive by shootings, and batteries. Gang violence often claims innocent victims. In 1993, almost nine out of every ten victims of gang related violence were non-gang members. These crimes are committed for economic gain or to enhance the gang’s reputation.
Topic: family

Awareness is the key to stopping gang activity, many parents are not aware of the child’s gang involvement. Most youths are reluctant to discuss it with their parents. This is why the community should learn to recognize the signs of gang activity and to take appropriate action. The first step is to recognize there is a gang problem. People who recognize the problem are better equipped to address the issue with their child, as well as not becoming victims of gang crimes. Communities must recognize the problem and work together to solve the problem. Structured after school activities, employment, awards for good grades, community outreach and organized youth activities help lessen gang activity.
Topic: family

Working with school and law enforcement officials aid in eliminating the anonymity that allows gangs to grow. Whenever graffiti occurs in your community, report it to law enforcement. Once it is documented, remove it quickly. If you allow you community to look like a ghetto, it will become ghetto. Enforcing the laws and dealing with gang members is best left to those trained to deal with dangerous situations. Always report crimes as soon as they occur. Get involved in such groups as Neighborhood Watch. Cooperate with law enforcement, court officials and probation officers in holding gang members responsible for their actions. A community that is dedicated to stopping this kind of activity will hamper a gang’s ability to exist.
Topic: family

Montessori however believed in preparing her children for adult life and so designed activities modelled on real household tasks. Children in her care would be allowed to help prepare food, wash and tidy up, sweep floors and assimilate a wide variety of household chores. Like Froebel, tying ribbons, buttoning laces and threading materials would also take place. These she called her practical life activities and developed them to promote social skills, independence, self-discipline, concentration and motor skills.
Topic: family

Within this space, children are allowed to role play as grown ups and simulate making tea, washing up and cooking food much like Montessori’s theory on practical life activities. Bayley, R. (2002) acknowledges that today’s early years environments still symbolize ideas embedded in the past by Maria Montessori. The former teacher states that practitioners will ensure that materials are available and easily accessible by having a place for everything and everything in its place (p26) Areas are logically situated and sectioned and displays are kept at a reasonable height so as children can observe their own work.
Topic: family

As well as this, Bayley believes that like Montessori’s notion of the acquirement of autonomy children should be allowed to participate in the preparation and handling of drinks and snacks and getting involved in setting up the learning environment with the practitioner. The practitioner’s role within the early years environment has always been paramount. However, throughout history, psychologists and theorists have always disputed about how much the practitioner should physically be involved with the children. This is an area in which both Montessori and Froebel held similar ideas.
Topic: family

Throughout Friedrich Froebel’s observations of childhood, the philosopher came to believe that the practitioner’s role within the Kindergarten was to plan and observe the child in their play. By monitoring the child closely the practitioner could intervene in the child’s play when it was deemed necessary. However, the activity was left to the child to lead whenever possible. Because of Montessori’s whole concept of self-education, she considered the child to be her teacher in an environment where practising teachers received the term director or directress.
Topic: family

Like Froebel, the practitioner’s role was to observe, record, intervene when necessary and plan. It could be said that both theories have stood the test of time and are still witnessed today. When carrying out activities within a structured environment, practitioners encourage children to solve problems for themselves. Aiding children with open questions the practitioner will encourage the child to query what is accepted and work out answers for themselves. Of course children will not always come to the right answer first time however according to Bayley (2000) it is when we make mistakes that the greatest learning happens.
Topic: family

It is also believed that children who learn to function independently have many advantages over those who do not. (Ibid) However, children do need interaction, as well as observation so as to motivate and encourage them in a testing situation. The foundation stage document follows the historical principles of observing and assessing children so as to identify stages of development and knowing when it is time to intervene and when to hold back. (QCA 200) Once a child has been observed and assessed.
Topic: family

Practitioners can then plan the right type of education depending on the child’s diverse needs. Again this relates to Froebel and Montessori’s theory of planning and record keeping and gives the practitioner an insight into what the child knows and can do. More importantly it can help identify children who may have special educational needs. However, the practitioner was not the only influential adult in the child’s education. Both Froebel and Montessori regarded the child’s parents as playing an equally important role in the development of the child.
Topic: family

Froebel saw the child’s family as being the most important first educator in their life. He viewed the child’s relationship with the parents to be as important to the child’s development as was his socialisation and interaction with his peers and teacher. He also believed that the context of life was the love and respect that both parent and child share with one another, therefore through a loving, purposeful relationship, foundations for learning could be laid in the family during the early years.
Topic: family

Maria Montessori on the other hand viewed any adult, including the parents, to be a threat to the child’s freedom, as she believed that their presence would hinder the child’s independence. She maintained that within the household, because of the different psychological states between the two, it would be almost impossible for parent and child to live together unless necessary adjustments were made. (Carter, B. B, 1936) According to the philosopher, the child’s home would need to be large with multiple rooms set out like a school environment.
Topic: family

(Montessori, 1964, pp 9-10) Instructive apparatus like the ones used within the classroom, and designated areas where children could be left free to move would have to be in place. Within his home the child could then continue to be educated with or without the need for his parents and so extending his independence out of the school environment and into the world around him. The idea of parent school partnerships is a more modern concept of parental involvement but could almost certainly be traced back to the ideas formed by both Froebel and Montessori.
Topic: family

The high scope curriculum that was talked about earlier highlights the importance of a developing partnership between the school and parents. Professionals teaching the curriculum maintain that this partnership needs to be established if parents are to significantly influence their child’s education. Schools practicing the high scope method welcome all parents and focus on sharing control of their children’s education by listening and learning from parents and using themes such as coffee mornings and PSP meetings to form relationships and show interest in the parent as well as the child.
Topic: family

Similar to Froebel’s theory, the parent of today is still seen as the first and most enduring educator (QCA 2002) and schools aim to become part of their local community. Parents are urged to develop their own education as well as their children’s so they will be more able to help their children and not shy away from awkward questions about numeracy or literacy. Portage groups can also be set up to encourage parents to work at home with their child. Henry (1996) claims that children see love and affection as an attachment.
Topic: family

This he believes is a basic need to every child, that only the mother can give. The author states that as schools work on rote and have many children to teach, they cannot give children the type of secure attachment they need to be emotionally stable. Therefore by working along side the school, parents are giving children a psychologically steady, and secure education. To conclude it can be suggested that from the evidence brought forward in this essay, the four main areas of a good early years education originated from theories that were set in the past.
Topic: family

A gift was an object given to a child to play with, which helped the child to understand the concepts of shape, dimension, size, and their relationships. These gifts or playthings included balls, globes, dice, cylinders, collapsible dice, shapes of wood to be put together, paper to be folded, strips of paper, rods, beads, buttons, etc. The aim was to develop elemental judgement, distinguishing colour, separation and association, grouping, matching and so on.
Topic: family

If the shape of the children’s day at school could have been set not by government officials, but by the teachers and art assistants, (and maybe by the children themselves), that would probably help us to bring the joy of play back to the classroom. “Instead of concentrating on pre-specified learning objectives and then spending a great deal of effort in “motivating” children to want to attain these specified objectives, we ought to look more carefully at the conditions in which the children achieve their impressive learning success. ” (G. Blenkin, A. Kelly, 1988, p. 67)
Topic: family

French playing cards are most famous deck of card game.The total number of series in French suits are thirteen for each of the suit : clubs (♣), diamonds (♦), hearts (♥) and spades (♠), with different face cards. Every ace on card represents every symbol of its suit that is a king, queen and jack.These playing cards has signs on facing corners to identify them while overlapping .Sometimes the pattern of the French deck is called as “English” or “Anglo-American” pattern.
Topic: family

During the time playing cards became more popular different cultures created their own suits and their own “royalty” cards, sometimes with six different face cards.Intricate designs were made on both the suits and the royalty cards ny using hand painting techniques.But they were expensive to manufacture.In France, Parisian cardmakers settled on Spades, Hearts, Clubs, and Diamonds as the four suits. The first three suits were adapted fromthe German card suits Leaves, Hearts, and Hawk Bells.These cards were made for the French upper class because cardmakers used expensive Diamonds over common Acorns.
Topic: family

Some decks use four colors for the suits to identify them easily.The typical colors used in french suits are black for spades, red for hearts, blue for diamonds and green for clubs.In German suits spades are green, diamond sare yellow,hearts stay same in red and clubs are black.This color set of Germans was adopted after.The French cards were made by using single-color for the suits. These images were made by using simple stencils technique. In the 15th centuary these cards were cheap and oversupplied in the markets of England and then traveled to America.
Topic: family

The term Patience or solitaire is known in the US and Canada, which is a genre of card games that can be played by a single player. Patience games can also be played in a head-to-head mode and the winner is selected by a scoring scheme.The word solitaire is often used to refer to solitaire played with cards in US while in other countries solitaire refers to peg solitaire. Both Solitaire and Patience are sometimes used to refer to the Klondike form of Patience.Klondike is known form of solitaire card.The cross purpose of Patience is to manipulate the order of cards with an aim of sorting them in some manner.
Topic: family

Solitaire is a countertop game in which one can play by oneself. The word “solitaire” is also used for single-player games which is played by using an order of tiles, pegs or stones instead of cards. These games include peg solitaire and mahjong solitaire which is also known as Shanghai solitaire Most solitaire games looks like a puzzle game because of different starting point which may or may not be solved in a different way each time.
Topic: family

All Solitaire games are played with one or more 52-card packs. Usually Solitaire uses one 52-card pack.The first goal in this game is to turn out and play into that area with certain cards to build up each foundation according to the suit in sequence, from the ace over the king. So, the goal is to build the whole pack onto the specific areas, and if that is done, the Solitaire game will be won.
Topic: family

Another interesting fact, the Jack of Spades, Jack of Hearts, and the King of Diamonds represents figures it means we see one side of their faces. That is why it is called “One-eyed Jacks” and “One-eyed Royals.”The other court cards shows front-facing in which figure is still looking left or right but shows both eyes. The one-eyed cards are more easy to understand in certain games.In the four court cards which are black, are looking to the right. The other eight cards look to the left.
Topic: family

SUMMARY PART 1 It was a story of a boy who was only 17 when he decides to marry his love one. He was dodong, and he love teang so much that he could not wait for the right age to settle down in a relationship that is hard to escape. It’s the “marriage”. At the age of 17 dodong and teang got married without thinking of the risk being in an uneasy part of life. They just follow what they feel. They don’t think what would happen in their future.
Topic: family

Dodong wanted to marry Teang and asked his father’s permission. Thinking that since they are young, their love would be short, he allowed them to get married. After nine months, Teang gave birth to a child named Blas. For six consecutive years, a new child came along. Teang did not complain even thought she secretly regretted being married at an early age. Sometimes she even wondered if she would have the same life if Lucio, her other suitor who was nine years older than Dodong, was the one she married. Lucio has had no children since the time he married. When Teang and Dodong were twenty they looked like they were fifty. When Blas was 18, he told his father that he would marry Tona.
Topic: family

Dodong did not object, but tried to make Blas think twice before rushing to marriage – because Dodong doesn’t want Blas to end up like him. It simply tells the story of an older person who made a mistake in the past who ended up with a not so pleasurable life. Then he had a son who is like him when he was young. His son is hasty in making the decision to get married, just like he was when he was 17. Despite this, Dodong did not – and could not – stop Blas from marrying Tona. Therefore, he didn’t object. Instead, he just reminded him that Blas is still very young and might as well think twice before rushing to marriage. But, as the ending goes: “Youth must triumph… now. Love must triumph… now. As long ago did youth and love triumphed for Dodong. And then… life.
Topic: family

It is always easy to get married but is never easy having a big responsibility. So, one must always think, not only twice but more times, to really understand what he/she will be encountering or simply, to think it over and consider the future before making up your mind. 2. Marriage is something that is taken seriously. Because marriage aside from being a sacrament is something that is full of responsibilities, when you decide to get married and you do marry someone, there is no turning back.
Topic: family

To the youth, there is lots of things that should be taken into consideration before marrying of course including their readiness to take the responsibilities of raising a family and being able to respond to their needs. Because marriage is not a move that they can cancel when they feel like doing so. 3. Parents must guide their children. As they are still a child teach them the right things to do. Parents must not let their child to do the same bad things that they have done in their past. 4. Do not let things pass so fast. Everything we wanted most will come right on time, thus, creating greater fulfilment and contentment in life. Meaning, what life may offer is too different from what we want in a rush.
Topic: family

Orphans in the 19th century were children who have had no parents and required special effort to develop and are “left to the tender mercies of churchwardens and overseers. ” They were “juvenile offenders”, “culprits” who were not shown any mercy. They were mistreated, abused, isolated, bullied and neglected by various sections of society. These children were “pitied by no one”, “despised by all,” kept “half starved” and were never respected in society.
Topic: family

” These childhood experiences of Dickens have been transferred into the early pages of the novel ‘Oliver Twist’, where we see the feeling of desperation that the author had experienced as a child. At that time in the 19th century when there was demand for labour, children were often made to work under miserable conditions with little or no wages. Orphans were treated very badly and were left to the mercy of their caretakers who were not even bothered about them.
Topic: family

Dickens himself was exposed to such hardships in a young age, in his novels he usually writes about the troubles faced by the middle and lower class people of society. In this novel he brings to life the troubles and horrible hardships faced by the orphans of the 19th century. In the novel Dickens narrates a story of an orphan who makes his way in the world and encounters prejudice and hatred that he does not really understand. In this book he uses a very descriptive style of writing to convey to his audience how terrible conditions were in the 19th century.
Topic: family

He creates a vivid and descriptive picture in the readers’ minds of the most pathetic and disgusting situations just to make the readers aware that there are also people in this world who live such miserable, unhealthy lives in the most unhygienic conditions. In the book he exposes the British Society as a society of classes that ignored the lowest level of the ladder. Through his language he wants people to realize how certain members of the society were ill-treated. Throughout the book exaggeration is also used to further intensify the conditions of the orphans; “they established the rule, that all poor people should have the alternative…
Topic: family

of being starved by gradual process in the house, or by a quick one out of it,” this referred to the Poor Law Act, through which many children died of starvation and the others were thrashed for “presuming to be hungry. ” Exaggeration is especially evident where the description of the setting is concerned, where Dickens paints horrific pictures in the readers’ mind. The language that Dickens employs to convey the true misery of orphans lies heavily on the use of satire, sarcasm and mockery. The characters in his book reveal a great deal about the orphans of that time and the way they were treated.
Topic: family

Oliver is the main character who directly represents the orphans at that time; and other characters like the “Artful Dodger (Jack Dawkins)”, “Bill Sikes” and “Nancy,” play an important role in the book representing different characteristic in society. In the book, Dickens uses sarcasm to expose the cruelty practiced on the innocent children. Also we see the use of pathos in Dickens writing, “If he could have known that he was an orphan, left tom the tender mercies of churchwardens and oversees, perhaps he would have cried louder.
Topic: family

” Also the quote “So lonely, sir! So very lonely! ‘Every body hates me. Oh! Sir, don’t, don’t pray be cross to me! ‘ the child beat his hands upon his heart; and looked in his companion’s face, with tears and real agony” is full of such pathos and tender emotions that we can empathize with the child’s feelings. Further on in the book Dickens very effectively uses graphical language to describe Oliver’s hunger, “I wish some well-fed philosopher, whose meat and drink turn to gall within him…
Topic: family

There is only one thing I should like better; and that would be to see the philosopher making the same sort of meal himself, with the same relish. ” Through this quote Dickens also provides the readers with a comparison made with a philosopher who would not eat dog food. Dickens once again makes use of a descriptive technique to describe the lonely situation Oliver was in “he was alone in a strange place; and we all know how chilled and desolate the best of us will sometime feel in such a situation,” through this he also gives an impression of the common crowd in that kind of situation.
Topic: family

Dickens also mocks Oliver each time he repeats the phrase “poor Oliver Twist”. However from the beginning to the end of the book Dickens is successful in creating a pathetic figure of Oliver through the use of his evocative language. And also, through the devices of irony and humor, Dickens disperses the cloud of gloom from the novel and introduces a ray of hope. The use of superlative verbs in the quote “the smallest possible portion of the weakest possible food,” enforces the shortage of food in the workhouse.
Topic: family

The conditions in the workhouses were purposely uncomfortable and unappealing and this in turn led to more hardships, “the room in which the boys were feed, was a large stone hall, with a copper at one end. ” The people in charge of the workhouse brought up Oliver and here Dickens reveals to us that Oliver was lived miserably, “… seven pence-half penny’s worth per week is a good round diet for a child; a great deal may be got for seven pence- half penny, quite enough to overload its stomach, and make it uncomfortable.
Topic: family

The elderly female was wise and knew what was good for the children” through this line Dickens shows us Oliver is living a miserable life. In this case it shows us that he was underfed; it also shows that the other orphans in the workhouse were treated the same way. Here Dickens stresses on the physical hardships faced by the orphans at that time. This extract also refers to the hypocrisy of society of the time, with the lady in charge choosing to starve the children and then state that it is good for them.
Topic: family

In the workhouse the orphans were treated without any sensitivity and care. There they had no sense of security as the caretakers never bothered about them whether they lived or died, made no difference to them. The “white waistcoat” man constantly bullied and insulted Oliver. This again proves that the workhouse instead of providing protection to the poor orphans was a place where children starve and it becomes a means to solve the problem of poverty by bringing about the death of the poor.
Topic: family

Again Dickens here shows us the contrast between the conditions of the workhouse caretaker, “Mr. Bumble” on one hand who was fat, well-fed and on the other hand the orphans who starved for food. They were subject to starvation; hunger was present everywhere as they only got a “porringer” each or a bowl of “watery gruel. ” The orphans were always so hungry, “their bowls never wanted washing. The boys polished them with their spoons till they shone again… ” This shows that the orphans slow starvation made them “wild with hunger” and this lead to “Oliver” asking for “more”.
Topic: family

Only Oliver was the one to ask for more because he was the only one who was courageous and his courage was born out of desperation for food. Oliver grew up in harsh, unsympathetic conditions this did not affect his character as he naturally had a humble and gentle character. His self-confidence was crushed when he looked down upon himself; this was due to his harsh punishment he got when he tried to boost about his self-confidence. No one could ever posses any self-confidence if they were treated in the way he was.
Topic: family

“Please sir, may I have some more,” this quote suggests that the orphans were not allowed to state or express that they were hungry, at this point the readers cannot do anything but sympathize with Oliver and the other orphans for the life they lead. Oliver pleaded for his life, not once but many a times and the quote, “Five pounds and Oliver Twist is offered to any man or women who wanted an apprentice to any trade, business, or calling,” proves that and informs the readers that Oliver was treated like just another slave who were sold for a few pounds to do all the dirty work of society.
Topic: family

Here before he was being sold for pounds five he pleads the board system of the workhouse not to send him away. We see Oliver pleading for his life again in a very dramatic way. “Oh don’t tell me you are going to send me away, sir, pray! Exclaimed Oliver, alarmed… doesn’t turn me out doors to wander in the streets again, let me stay here and be a servant. Don’t send me back to that wretched place from where I came from. Have mercy upon a poor boy, sir! ” this quote shows us the extent of Oliver’s fear and show his extreme insecurity that made him plea in this way in front of Mr.
Topic: family

Brownlow. From the day he was born, no one valued his life and showed compassion to him. It is through Oliver’s emotional suffering that we truly understand the extent of misery endured by orphans of the 19th century. Oliver in his wretched condition is continually pitied throughout the book, and his constant outburst of emotions and pleading makes the readers feel sorry for him. Through the examples and phrases from the book we realize that they the orphans were always victims of harsh treatment and foul language as they are always insulted.
Topic: family

Thesis: It is my objective to prove the goals found within feminist parenting centers on the notions children should be raised in nonviolent ways while simultaneously avoiding instilling any sexist biases which ultimately so as to develop an intuitive sense of self esteem in the child. I. Children must be parented in nonviolent ways while avoiding instilling sexist biases. A. People are used to seeing the mother be the disciplinarian and have a tendency to ignore female violence abuse. B. Female abuse of children is seen as equally horrendous as male abuse.
Topic: family

C. Some women feel guilty about the absence of a male figure in the home. (hooks 72) 1. Some women become hyper-vigilant about imparting sexist values to children. 2. Some women potentially plant the seeds of sexist biases into these children, especially male children. II. Parents need to develop healthy self-esteem in their children. A. When sexist and anti-sexist biases are not the standards used to judge behavior, boys and girls will usually develop healthy self-esteem.