by Herman Bailey | Feb 24, 2023 | Essays |
Task A
(a)
Resources are effective in meeting the various individual needs of the learners. With their utilization, resources have acted as the source of input for the various learners where they provide them with materials to develop learning. As supported by Warwick et al. (2006, pp78-86) learners benefit with the use of the resources where at a personal level, each of the learner gets exposed to the different modalities of the aspects taught in class. In the use of the resources, each of the learner is able to interact with the modalities of the written, the spoken and the current technologically mediated academic work. With the application of the resources in teaching, each of the learners is able to interact and get input which is beyond that which is provided by the teacher in class. Traditionally, with the main resource being the textbook, the involvement and use of other resources has enabled and promoted diversity in that there has been the use of resources such as the use of multimedia which in this case has included video or audio inputs. For the learners that do not appreciate the use of textbooks due to factors negative attitude, the use of multimedia based resources ensures that such learners are not left out. Traditionally, with the limited use of resources in this case books, the use of more resources has also ensured for inclusivity of the students having challenges in following learning in class based setting such as the teacher dictating notes. With the utilization of resources, such students are catered for where the use of such resources such as games and the use of artifacts have ensured that all students have an interest in what is being taught in class. As Eilks & Byers (2009, pp213-236) shows, the different mode of delivery that comes with the use of resources ensures that there are more opportunities for interaction with the teacher where opportunities are present for both input and output. The use of resources is effective in enhancing and stimulating reflection in all the students around the class. This is especially so for the ones who find it challenging to get involved in discussions around the learning materials. With resources, such students benefit whereby having the resources used in a different way, this group is able to develop questions as well as activities which stimulate deeper thoughts and allow affective response (Best & Thomas 2008, pp131-142). Struggling students are able to analyze the feelings around the different academic topics, have informed interpretations and come up with their own conclusions. The use of resources allows for the opening up of flexibility and creativity in the delivery of learning and teaching which has ensured that all the students in the classroom setting are aware and capable of acquiring maximum information from the content taught in class. Cost effectiveness is achieved with the use of resources where such aspects as using projectors in class reduce the cost of equipping every student in class with a laptop.
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Task B
(b)
It is the duty of the teacher to have the understanding and the knowledge of numeracy, language, literacy, as well as information and communication technology. These being the minimum core elements need to be integrated in the teaching qualifications. The improvement in the minimum core skills enables one to effectively fulfill the role of the teacher (Oldknow et al. 2010, pp89-103). For example teachers can demonstrate literacy through the elaborate planning of subject matter and consistent proper examination of the same. One of the ways includes the use of electronic whiteboards which are helpful in the promotion of both language and ICT skills. The whiteboard is a powerful tool in that it allows for the collaboration and interactivity in the class by making sure that there is the integration of media based content in the lectures delivered in class. The use of the whiteboard allows for a wide range of learning opportunities for all the students. With the whiteboard, there is interactive teaching where the teacher is able to sit at the computer with the students at the white board where he or she is offered suggestions by the rest of the students in class as well as ideas. As Armitage (2012, pp113-125The use of handouts is another way of using resources for inclusive teaching and learning. In this case, the correct use of handouts in minimum core elements such as numeracy ensures that learners have the direction in learning. Through giving students what will be presented in coming lessons, it helps them to stay organized in that they can know what to expect and even in some case read ahead. With the handouts, the students are in a position to evaluate the important things and highlight the same.
Teachers can also show their competence of core elements especially in numerical by their ability to develop student knowledge. Whereas teachers maybe exemplary in the understanding of numbers, unless they can demonstrate the same by transferring such knowledge to the students, they cannot be said to have mastered core elements.
Task C
(a)
Resources have been effective in meeting the various individual needs of the learners. With the use of resources, as a teacher I have been able to maximize the value of teaching in particular learners. I have been able to apply the resources that have been personalized in order to allow learners to connect with the same. It has been much easier to combine traditional resources such as text books and other writing material, adapting them to learner’s needs. This has ensured that the students who have difficulty with the use of the traditional book have had changed and adapted to the friendly resources which have allowed them to achieve the students interests and goals. From the experience gained from the use of resources, such methods as the reliance on books has been shown to offer little direct connection with the students. With the use of resources, a link has been created which allows for the experiences my students to be improved with multiple paths being offered with the engagement with the resources utilized. Through the observation of the way students interact with resources, I have come to understand that resources have helped the learners to personalize the way they interact with their learning material. As demonstrated by Best & Thomas (2008, pp123-134) by personalizing, students have improved in the way they absorb the material presented to them in class. There has been an improved individual based connection among the students with their materials. With the use of resources, there has been the improvement in the interpretation, the analysis and the reflection in the students’ class work. The utilization of resources has seen improved engagement among the students where those facing challenges in the interpretation of the content, resources allow free interaction where this group is able to receive help. With the use of the various resources, reaching other students has been easy to achieve Oldknow et al. (2010, pp95-107). The various learner groups in my class have all benefitted where for the students who are stimulated by the visual aspect, they have been able to benefit from the same by clearly seeing what is happening in the use of such resources as the whiteboard. For the tactile learners, the touching and moving of the various resources has allowed them to highlight the various academic based elements. For the students who are able to relate more with audio media, they have been able to participate in discussions an aspect that would not have been possible without the use resources.
(b)
With the use of resources, there are the various challenges that I have encountered. One of the challenges associated with the use of resources is in the critical use of resources. Some of the resources have presented problems to me, as a teacher and subsequently to the learners where I have attempted using resources without trying them out first. I have realized that before using any resource there is need to test and understand the general workings of the same. Warwick et al. (2006, pp56-68) further indicates, for the various resources that are being utilized, the teacher needs to be an effective user of the same. This will enhance the understanding of the aspects surrounding the use of such a resource such as the culture and the language.
Majority of the time, I have made use of resources that are developed and maintained by someone else. My application and the ideas of the developer may not be in accord leading to discordance in the use of the resources. Thus conflict often arises and the use of the resource may not be able to achieve the form of learning which as a teacher I had hoped to achieve. As further supported by Armitage (2012, pp147-159) thus, there is need to develop resources with the awareness of the theories and values in the same.
Another challenge that needs improvement in the use of resources is the assumption that I have had that a resource should be used on its own. Resources and other parts of learning should be combined rather than employed separately to achieve consistent results. The times I have made use of unconnected resources or disparate ones make it impossible for students to develop coherence in the aspect being taught. To avoid the same, I have mastered the art of combining resources effectively and testing same combinations to achieve great results.
List of References
Armitage, A. (2012). Teaching and training in lifelong learning. Maidenhead, Open University Press.
Best, B., & Thomas, W. (2008). The creative teaching & learning resource book. [London], Continuum International Publishing Group.
Eilks, I., & Byers, B. (2009). Innovative methods of teaching and learning chemistry in higher education. [Cambridge, UK], RSC Publishing.
Oldknow, A. J., Taylor, R., & Tetlow, L. (2010). Teaching mathematics using ICT. London, Continuum International Pub. Group.
Warwick, P., Wilson, E., & Winterbottom, M. (2006). Teaching and learning primary science with ICT. Maidenhead, Open University Press.
With a student-centered approach, I create engaging and informative blog posts that tackle relevant topics for students. My content aims to equip students with the knowledge and tools they need to succeed academically and beyond.
by Herman Bailey | Feb 24, 2023 | Essays |
Currently, education is highly valued thus prioritized by most societies judging from the numerous establishments of learning institutions and emphasis on the need to educate societal members especially the young. Education is the societal focal aspect largely supported and accepted. However, some ideologists tend to question the relevance of the largely used conventional education system in relation to its aims, adopted teaching process and relevance. This paper discuses the concept of education from the perspective of three theorist, Paulo Freire, Jane Martin and Joel Spring who tend to criticize education based on its failure to attain freedom, being based on theoretical knowledge and human capital ideology, respectively, that have jeopardized the attainment of fundamental aim of education which they believe is enhance the development of a person through critical thinking and practical skills.
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Paulo Freire’s Concept of Education
Freire believes the fundamental role of education to assists people gain freedom from oppressive, assumed societal ideologies that create socioeconomic classes. Education is supposed to help people critically evaluate the concept of reality as they discover their own ways of dealing with it. Freire further argues that education’ aim is to help people fully maximize their potential by creating a conducive, learning environment where they can freely realize ways of actively contributing to the transformation of the world which he maintains that has not been achieved as implied by Freire (2000).
Freire (2000) claims the existing education system ignores the learners’ role in co-creating knowledge in the teaching strategy which he suggests can be achieved through teacher-student dialogue. He claims the system confine students’ scope of knowledge to receiving, memorizing and repeating content. Freire associates the poor learning system that perceive students as objects- void vessels that needs to be filled with knowledge- with the notion that education is to be acquired and accumulated instead of questioned, tested, produced and used.
Freire (2000) argues that the education goals have been jeopardized by an irrelevant system that is inclined towards reproduction and retaining of capitalist notions that focus on preserving inequality and social division of labor thus widening the economic status gap. In addition, he views education as a mechanism of manipulative aimed at shaping people and the society by incorporating individuals into the logic of the existing system in order to validate its existence thus upholding and justifying social oppression.
Jane Martin’s Concept of Education
Jane Martin beliefs education’s major purpose is to arm individuals with practical skills and knowledge that enable them to independently define and pursue their own dreams as well as actively participate in various community activities. She advocates for education to focus on action and caring as she attempts to redefine the conservative definition of the ideal educated person that is based on intellectual development to a person able to defend and practice his/her gained skills. Moreover, Martin argues that education’s role is to aid in the better overall development of an individual, both body and intellect as indicated by Martin (1986).
Martin argues that basing education on academic knowledge which is the existing educational focal strategy disadvantages learners. Relying on theoretical knowledge as the core of learning and a true account of reality has contributed to only intellectual skills development that is inadequate since it creates spectators of democracy thus making democracy an illusion as explained by Martin (1986). Martin further claims that creation of uncaring and idle human beings is contributed over emphasis on curriculum content rather than aims of education as it has resulted to knowledgeable people incapable of action. In response, she suggests the establishment of a strategy that incorporates both the mind and the body in the learning process to aid seal the wedge between thought and action as well as reason and emotion in order to foster a better individual well equipped with practical skills.
Joel Spring’s Concept of Education
The key purpose of education according to Spring (1998) is to promote patriotism, nationalism and active democratic citizenship. He believes in fostering independent, innovative and proactive citizens who respects, values and participates fully in the nation’s growth through education. Spring claims the current education system as been shaped by politics and commerce with concept of education perceived and practiced from human capital point of view. The education policies are constructed based on the attainment of economic development to an extent the stress on school attendance is based on job solution and a better socioeconomic future. With schools flocking with students attracted by the human capital beliefs of education, Spring looks into the relevance of the system in the modern world pointing out the significant decline in the value of education attributed to inappropriate curriculum. The current standardized mode of teachers and students performance evaluation is test oriented; placing emphasis on mastering and repeating content rather than in the actual learning process of critical evaluation content developing of new ideas thus contributing greatly to low quality education as explicated by Spring (1998). He proposes establishment of a teaching model that bases evaluation on an individual’s capabilities.
Education is the means by which students become better productive members of the society. Through education, students are able to discover and exploit their potential for their own benefit and that of the society as they seek to actively participate in transforming the dynamic world. Education offers individuals with the opportunity to improve their world by critically analyzing other people’s ideas instead of accepting their current situation as affirmed by Newton (2007). It is true that education strains other sectors of the economy like vocational as the focus has shifted to attainment of higher education thus emphasis on white color jobs and preservation the inappropriate traditional aim of education.
In conclusion, the three philosophers tend to be in agreement regarding the misconceptions associated with education goals in the existing system with Freire believing that education is an instrument of freedom. Martin on the other hand thinks the purpose of education is to nurture active human beings and Spring claims education’s purpose is helping student discover their potential. They all criticize the education system arguing that it does not fully meets its obligation blaming inappropriate curriculum and poor learning strategies. Freire attributing education ineffectiveness with the learning system that he associates with a bank model suggesting a dialogue mode, Martin condemning the overreliance on theoretical knowledge championing for practical skills and Spring claiming it is test oriented.
References
Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.
Martin, J.R. (1986).Redefining the Educated Person: Rethinking the Significance of Gender. Educational Researcher.doi:10.3102/0013189X015006006A
Newton, P.E. (2007). Clarifying the purposes of educational assessment. Assessment in Education: Principles, Policy & Practice.doi:10.1080/09695940701478321
Spring, J.H.(1998). Conflict of interests: The politics of American education. Boston, MA:McGraw-Hill.
With a student-centered approach, I create engaging and informative blog posts that tackle relevant topics for students. My content aims to equip students with the knowledge and tools they need to succeed academically and beyond.
by Herman Bailey | Feb 24, 2023 | Essays |
Introduction
The saying, “Power corrupts, absolute power corrupts absolutely” denotes that more power an individual has makes one exert more control over people, hence becoming more corrupt. Chandler’s and a Paretsky’s novels,Farewell, My Lovely and Indemnity Only respectively are filled with both corruption and power. Power is authority and strength that expresses the ability to control leading to dictatorship. Historically, power and corruption has proven to be the root of evil in a community. The body, mind and soul of a human are capable coming corrupted through the abuse of power. Possession of power makes an individual feel in the same level as God, depicting a sign of corruption in an individual.Farewell, My Lovelydespite being filled with murder and corruption is essentially a love story that begins in the south central of Los Angeles. Meanwhile, Indemnity Only has over the past decades has become a sharp serving notice to bad boys in Chicago over corruption and abuse of power. The renowned authors, Chandler and a Paretsky, tangles with corruption and murder of individuals in connection to white collar crimes. Therefore, this essay critically analyzes the depiction of power and corruption in Farewell, My Lovely and Indemnity Onlyusing empirical examples from the novels.
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In Farewell, My Lovely, the author depicts power and corruption among the affluent classes. Particularly, in the search of Velma and Moose, Chandler introduces the use of affluent community to depict power and corruption. Marlowe secures a job accompanying a man with an intention to buy back a stolen necklace. While the two scenarios appear unconnected, Marlowe shows a link that gets sucked in to a web of power and corruption deeply infected in the affluent class. Likewise, Paretsky’sIndemnity Onlyportrays power and corruption of politicians of Chicago. Paretsky uses the terms old boys and old girls to refer to the people using power to pollute the environment. The novels are base on the American community, the two novels shows that the powerful people uses murder to threat opposing personalities and achieve their corrupt deals. Therefore, the two stories, despite having a non-traditional nature, the characters are identifiably true heroes and heroines that engage in corruption.
Power in farewell my lovely
The depiction of power in the book farewell my lovely seems to come from basic characteristics and mannerisms. Individuals seem to derive their power and legitimacy of the same from simple characteristics. In this case, the best and most highlighted characteristic is the race of the characters. When the murder takes place for example, it is seen that because the murder is that of a clack individual, the detective feels obligated not to take the matter as seriously as he takes other matters. Because the victim murdered is black, Lt. Nutty shows that he lacks much interest and does not give credibility to the matter often preferring to only give as little energy as possible. He sees the black murder victim as someone who exhibited little if any power and one who should be ignored.
Secondly, the Lt. Nutty shows that those in power can simply relay on the underdogs to do their work. While Marlowe runs around town attempting to find the murderer, the lieutenant in charge of the case opts to sit around, lazing around and instead trace Marlowe who is doing his work. For example, when Marlowe indicates that they should search for the girlfriend, the lieutenant who gets his lower from a higher position commands him to go forth and find the said girlfriend. In this case, power is depicted to improve laziness and a lack of interest in the duties that fall under ones category.
Finally power is shown as the foundation upon which corruption is based. Because she is powerful and well versed in the procedures of the bay police, perhaps even as implied in the novel having knowledge of the corruption in bay city police, Ms. Velma almost gets away with murder. She actually almost manages to stray the entire investigation in the direction that she wants. It is only through his intelligence that Marlowe determines and proves the truth. It is important to note that she controls so much power that at the mention of her name, the bay city corrupt officials are influenced to cooperation. Corruption brings with it its own set of power even forcing honest and truthful police men out of work. The corrupt police chief is able to do away with all those who are a threat and who despise the power that he possesses. Policemen are expected to either become corrupt or at least keep silent over matters of corruptions if they expect to maintain their employment. Failure to do so ensure that they are either fired or let go prematurely despite they being the only ones who are doing their work as expected.
Power in indemnity
The immediate source of power in the book comes from the writer’s choice of a lead detective. In a field that is often crowded with men, the writer elects to use a woman depicting and bring out the difference in power. Warshawski is hired by a man to find his lost girlfriend. She immediately takes up the work fervently, even determining immediately that the young girl she is searching for may not be who she imagined to be. The feminist kind of writing which portrays the detective as stronger than all the men in the novel gives credence to the fact that just being a woman in itself, her gender itself gives her complete and absolute power. On the other hand, the men are portrayed as victims or people who need to be rescued at all times. They are faced with phenomenal power which they are unable to resolve and find solutions for the same. However, even with the challenges facing her she is able to protect and complete the task set before her resolving the crime, fighting the criminals and finally re-uniting the finally in a happily ever after emotional setting.
A second depiction of power comes through the elitist kind of corruption that allows people to gather power and to do as much as they want. It is determined in the novel the corruption is so widespread so that even the daughter of the union leader has got to go into hiding. The corruption is seen as something that is common for the big organizations such as the insurance companies and the unions. The union bosses and insurance company bosses are so determined to protect their power that they go as far as using violence. Because people are being murdered and exposed to insecure situations, the other witnesses are unwilling to come forward. The situation is so bad that those in power such as the union boss have to resort to lying . when hiring Warshawski, he has to pretend that Anita is his girlfriend. Anita’s boyfriend has just been murdered and is this murder that has forced her into hiding. After the murder, Anita discovers that this is beyond and much bigger than the actual murder. After this discovery and in fear for her own life , Anita is forced away from her father who also fears for her life. It is this fear that forces him, despite being a big union leader and having his own power in the union to take up a different persona and hire a detective to help him trace his daughter. Because he feels so helpless against the powerful bosses from the insurance companies and conspirators in the unions.
Innocently Warshawski conducts a relationship with Devereaux whose boss is the one who has been ordering all the murders. This simple analogy shows that whereas the companies themselves maybe corrupt, individuals within the company may not be aware of the corruption and extent of power that their organizations. Devereaux though senior and working for one of the most powerful individuals within the town, is unaware otherwise he would easily collect all the information on the investigation. Notorious underworld bosses are controlling the entire town and indeed make all the decision s in the town. While the union boss for example is expected to make all decisions with regard to the unions, he is forced to make other forms of decisions because of the corruptions of senior business executives who are more concerned with making higher profits and reducing costs at any cost.
With a student-centered approach, I create engaging and informative blog posts that tackle relevant topics for students. My content aims to equip students with the knowledge and tools they need to succeed academically and beyond.
by Herman Bailey | Feb 24, 2023 | Essays |
Abstract
The 21st century has completely changed the meaning of education. Learning has been affected by these generational changes. To foster better-learning educators need to understand the generation and its learning characteristics. The previous generations had to struggle to get their assignments done, unlike today’s click-through students who have technology to assist them all through. Despite having technology at their disposal the click-through students do not post better grades, in fact the students are failing even more. It is for these reasons that most educators’ recommend that the current education system needs to change since it is no longer supportive of the click-through generation students. Students demand for an A even when they do not deserve it, they question their educators, and give all sorts of excuses why they did not score a better grade. Most of the blame is put on technology rather on how effective the education system.
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“”The illiterate of the 21st Century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” — Alvin Toffler
We believe it is time to present a new generation to the world, we have seen the unvoiced people generation, the Baby Boomers, Gen X, Gen Y, and the Millennial Generation. What we believe the generation teachers are beginning to see now is the Click-Through Generation.
The range of birth years determines the people in a particular generation. Generations can span many years; since people are individuals, not all members of a generation exhibit the same traits. It is important that we understand the generations and also embrace their uniqueness. Jopling suggests, by examining the values of different generations, we can better understand interpersonal relations and learn to cooperate with others (Jopling, 2004).
As a Professor I believe we are currently being faced with this new generation of students that are challenging the traditional teaching methods. “The students in this generation are not fit to study in the current education system”. This generation was born with technology in their hands, and they have absolutely no idea of what life was like without the ever-present cell phone, laptop, or iPad. These click-through students’ technology expectations surpass any previous generational expectations in that everything can be accomplished on a computer; it is not uncommon to hear –there is an app for that or check out YouTube. If you ask a click-through how long they have been using the internet and a computer, their reply more likely will be “my whole life” (Prensky, 2001).
Today’s students are the generation of instant everything from pudding to news. In other words, the students in this generation want it at the time they want! This generation, is by far the most confident generation, and they want to be loved and valued by everyone. They have never had to wait for anything they have always had what they needed to get by and often they had much more. Thus, their expectations are almost to the entitlement level; I want it, I get it.
The current generation’s students K through college are representatives of the generation that has grown up with technology. The students have been born surrounded with technology devices, such as the computers, videogames, digital music players, cameras, smart phones and other digital devices. Due to the increasing use of technology among these students, the students have spent less than 5,000 hours of their lives reading. Additionally, it is said that they have spent more than 10,000 hours playing video games with additional of 20,000 hours of watching TV. The click-through generation spent much time in their lives interacting with technology, therefore technology has become the most important parts in their lives (Prensky, 2001). .
The result of this mentality is that they believe they can do no wrong; the rules apply to others and not to them. They have always had someone to pick them up and dust them off, so they have little sense of accountability; it is always someone else’s fault when something does not work (Prensky, 2001).
In school, and in particular in an online college or high school course, these click-through students no longer read instructions and they are not willing to take the time to go through a tutorial on how to use an online Learning Management System or Homework System. Rather the click-through generation simply attempts to click-through the homework and then they don’t understand when they get less of a grade than they expected. The excuses are many, and they typically focus on how their technology failed them rather than the fact that they simply did not read the directions.
Even though this click-through generation is very well educated, like all young members of every generation they are quite naïve. They don’t think anyone will question their actions and when they are questioned or the evidence trail shows that they did not do as they said they did, they tend to turn a bit hostile and even blame the very technology that they demand. When, at the end of the term, they get a lower grade than they feel they deserve (of course it is an ‘A’) they naturally want to know why. When it is pointed out that they missed an assignment or exam which was listed in the course syllabus they claim that they never knew about it even though they clicked on the ‘I understand’ button on the syllabus, or sent an email stating they read and understood the syllabus. The click-through students are so used to seeing license agreements, terms and conditions, and other acknowledgements (that few people read), they just click the box and move on to the next page.
This new click-through generation will learn differently and we, as educators, will need to learn to teach differently. The authors of this article believe, although a challenge, this new generation will also enhance the way education will change to meet their needs. The need for textbook and lectures may become a thing of the past. The click-through generation will be the motivators of change over the next lustrum. Alvin Toffler was not so far off.
Bibliography
Jopling, J. (2004). Understanding Generations. Extension Service, p 36-41.
Prensky, M. (2001). Digital Natives Digital Immigrants. On the Horizon, p 12-16
With a student-centered approach, I create engaging and informative blog posts that tackle relevant topics for students. My content aims to equip students with the knowledge and tools they need to succeed academically and beyond.
by Herman Bailey | Feb 24, 2023 | Essays |
Divorce is defined as the formal separation of a married couple. In the United States each and every states has a set of regulations that provide for ground for divorce. Ordinarily before divorce is formalized by a trial court a person is supposed to state the reason they want a divorce as well as proving that reason. In some states a couple that intend to divorce is required to live separately before divorce is granted. In the recent years couples could apply for divorce on not fault grounds. The common grounds for divorce include adultery, cruelty, abandonment, incapacity and criminal convictions. This paper will evaluate the trends of divorce in the United States and the causes of divorce. In the first part the paper shall focus on the statistics of divorce and determine whether or not divorce rates are on the rise or not. In the second part the paper will look at the cause of divorce in the United States. The paper will then have a conclusion that will summarize the statistics and cause of divorce in the United States.
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Divorce Trends in the United States
Divorce occurs when married couples are no longer on the same page regarding the marriage and are unwilling to negotiate to stay married. Divorce trends in the United States has been stable for over forty years and increased dramatically in for three years during the great depression and World War II. After the World War II the rate of marriages increased by 16.2 percent and at the same time the rate of divorces increased by 4.3 percent. This rate of increase in divorce remained the same into the 1980s. In the 1990s the rate of divorce increased by 4.1 percent. It was in the year 2009 when the rate of divorce hit its lowest mark of 2.7 percent divorces per 1,000 people. As years went by the rate of divorces continued to increase due to various factors. It is because of these increased trends in divorce that led to the assumption that half of the marriages in the United States end up in divorce. According to the United States Census bureau that divorce rate in America have continued to rise from the 1960s up to date (United States Census Bureau 1). Although the rates of divorce have reduced from the previous years the figure is still high in the American Society.
The Causes of Divorce in the United States
Changes in the societies understanding of marriage has affected divorce trends. Enactment of laws that are not strict on divorce played a role in contributing to the rise of divorce rates. For instance, allowing the no-fault divorce has given many people more reasons to divorce. The Divorce Reform Act of 1969 brought so many changes regarding the grounds for divorce. It was no longer necessary for people to prove grounds for divorce such as adultery, abandonment, incapacity they could simply divorce if things were not working out or they were not happy. Couples took advantage of this law without giving thought into its implications. Although the same law still exists, people are paying much attention to the reason for divorce and the implication it would have on their children or family (Richards 10). Another law that resulted to increase in divorce trends in the 1980s and 1990s was the Matrimonial Family Proceedings Act of 1985. Before the enactment of this Act any person seeking divorce had to stay separated from the person they seeking divorce from for at least three years before actual divorce is granted. When the Act was enacted it allowed couples to divorce without giving much thought whether or not their marital issues could be resolved.
With the presence of the law that seems to support divorce, divorce became socially acceptable since many people were divorcing. In the 1960s women were primarily depended on men. However, in the recent years women have access to education and have high paying jobs and are much more independent and can financially support themselves. It is because of such reasons that separation or divorce has become a much easier choice for women than before.
Statistics also indicate that couples are getting married for various reasons other than companionship and are having high expectation of marriage. When people get into the institution of marriage thinking that it will make them look better and if this does not happen so they opt to get out of the marriage resulting to increased incidences of divorce.
Income of couples in a marriage has been one of the primary reasons why people divorce. Research has indicated that couples with an average income of $50,000 are more likely to end up divorced compared to those who earn less that $25,000. Economic constrains are likely to lead to disagreements and the most likely solution for such couple would be to seek dissolution of their marriage. It is recommended that to avoid a marriage ending up in divorce they should both have a modest income.
Couples who cohabit before marriage are also likely to end up in divorce if they marry. The risk is even higher for those who live together with more than one partner. Living together is said to hinder the building of a strong commitment in the relationship or to each other hence less importance of marriage. This goes in line with pregnancy before marriage. Statistics in America indicate that more than 37% of children are born to parents who are not married. When these parents eventually marry, it is reported that 72 percent will likely separate or divorce before the child starts school. The rest who don’t marry are likely to raise the child separately without marriage.
Being raised by divorcee parents has also been attributed to the increased trends of divorce in America. Children experiencing the divorce of their parents have a double risk of their marriages ending in divorce. For those who marry spouse that have experienced divorce then the risk of the divorce is said to have tripled. This statistics indicate why divorce is common from one generation to another.
Conclusion
It is evident from the American Bureau of Statistics that divorce trend rates has been on the increase in the recent years. Although the figure continues to reduce it is still high. A number of factors have been attributed to this increase in divorce rates. The common grounds for divorce such as cruelty, adultery, abandonment and incapacity are no longer considered and that people are allowed to divorce for no reason. In addition the number of years before divorce is actually allowed has been reduced from three years to zero years. Several factors are associated with this increased trend of divorce, such as the laws for divorce themselves, societal views, education, cohabitation before marriage, income of couples and many others.
Works Cited
U.S. Census Bureau. (2011). “Survey of Income and Program Participation (SIPP) 2008 panel, Wave 2 Topical Module”. Census Bureau Washington, DC: U.S..
Wright, Richards. (1889). “A report on marriage and divorce in the United States, 1867 to 1886”. Government Printing Office. Washington, DC: U.S.
With a student-centered approach, I create engaging and informative blog posts that tackle relevant topics for students. My content aims to equip students with the knowledge and tools they need to succeed academically and beyond.
by Herman Bailey | Feb 24, 2023 | Essays |
The two articles and the James Toole talk do not give an exact definition of what is big data. However, all the sources have a similar explanation of what is big data? Gary and Davis explain that big data is everywhere; from their explanation big data can be defined as the computerized data obtained from the zillion of searches in Google, the phone records, airline statistics, and other kinds of data that is used to predict the future. Big data is used to predict the health of people, the buying behavior and other kinds of behavior that occur in our lives. Lohr explains that big data is the advanced technology that opens new approaches to understanding the world and decision making. Big data is the bulk of new and old information that grows every year by over 50 percent. Toole on the other hand explains that big data is the everyday activities that are done repeatedly, in this case it is done on a computer and is stored on the hard drive of a computer, he data is then sued in the future to make decisions and predict the future.
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The new thing about big data is how the information is used. As Lohr explains big data is evolving on a day to day basis, the existing information on the internet changes and new statistics of information is formed. Toole explanation is more similar; big data keeps on changing. When Twitter was innovated, it became a necessity for most social media users. Gary and Davis say that new data will not only be important to technological development. It is possible to use big data to predict the future accurately. Big data can be used to detect correlations, for instance, the murder rates in the United States compared to the market share or internet explorer. Between 2006 and 2011 big data was used to predict the relationship between autism and the sales of organic foods.
Big data creates employment opportunities, according to Lohr Mo Zhou, who is a fresh MBA graduate who works at I.B.M as a data consultant helps companies predict the future through the massive traffic data. In this way, the company can cut on costs, predict profits and losses. Justin Grimmer is also another beneficiary of big data opportunities, he analyzes blogs and congregational papers, creating an analysis of how political ideas spread.
Despite the many advantages and opportunities big data creates it comes with many problems. First is that the big data analysis does not tell us the meaningful data analyzed. It is upon the user to determine which more meaningful data are. Secondly, big data cannot be used to solve wholly scientific problems. Although the analysis obtained is important, scientific tests need a proper understanding of the original concepts. Thirdly is with regards to accuracy, big data analysis tools can easily be manipulated and not show the true meaning of data.
The main ethical issue about big data is that the analysis is influential to behavior. Through big data, organizations can make decisions that do not influence any aspect o the organization. Big data use is as predicted by Toole is likely to interfere with privacy. For instance cloud storage can easily be interfered with by third parties. It is for this reason that he warns us to be careful when using the internet. Big data relates to the topic data often results in statistics, which in return is used as evidence. It is important to understand big data and related problems so as to determine whether or not to rely on statistics as evidence.
With a student-centered approach, I create engaging and informative blog posts that tackle relevant topics for students. My content aims to equip students with the knowledge and tools they need to succeed academically and beyond.
