A Separate Peace

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The phrase "a separate peace" is used in the book when Gene is recalling the winter carnival that Phineas initiated. "…Phineas recaptured that magic gift for existing primarily in space, one foot conceding briefly to gravity its rights before spinning him off again into the air. It was his wildest demonstration of himself, of himself in the kid of world he loved; it was his choreography of peace." (Page18). Gene describes Phineas in a sense such that he has always been carefree and lived without worries of what is happening in the world around him. "His choreography of peace" is how Gene describes Phineas' peace. He chooses the word choreography because there are hundreds of distinctly different choreographies knows, and a new form of choreography can be invented any day, by any body. Phineas has created his own "choreography", or a way of keeping his own peace, that is different from the other boys at Devon.

Phineas' way of keeping peace is by denying that there is an actual war taking place. He tells Gene, "…That kept the people who were young in the thirties in their places. But they couldn't use that excuse forever, so for us in the forties they've cooked up this war fake…The fat old men who don't want us crowding them out of their jobs. They've made it all up. There isn't any real food shortage, for instance. The men have all the best steaks delivered to their clubs now. You've noticed how they've been getting fatter lately, haven't you?" (Page 107). Later in the story, Leper makes Phineas as well as the others boys realize that the war is an actual thing and it has real consequences that affect them directly. Gene says, "All of them [the other boys], all except Phineas constructed at infinite cost to themselves these Maginot Lines against this enemy they thought they saw across the frontier, this enemy who never attacked that way- if he ever attacked at all; if he was indeed the enemy." (Page 16). Although Gene, in his description, excludes Phineas from it, it really does apply to Phineas. Phineas' Maginot Line was his denial of the war. As long as he did not accept it, he wouldn't have to deal with it. But when Leper went crazy, his Maginot Line was broken, because it had come to a point where Phineas, as well as the other boys, had to deal with the effects of the war.

Then more into the story, it is discovered that Phineas does want a part in the war, for he has been sending letters requesting any kind of part in the war, but he is constantly rejected due to his leg. Before these pieces of information are found, Phineas' denial of the war is used to keep him from facing the facts that he will not be able to have a part in the war and that it really does have negative features with it. This is part of his "separate peace" because by pretending that the war doesn't exist, he is keeping himself from facing the fact that he will never be a part of it.

Gene goes on to describe the day in which they participated in the winder carnival as, "It wasn't the cider which made me surpass myself, it was this liberation we had torn from the gray encroachments of 14, the escape we had concocted, this afternoon of momentary, illusory, special and separate peace." (Page 18). Phineas creates the Winter Carnival simply as something for the boys to do, but it also serves as a distraction from the war and the boys' responsibilities. Phineas' carnival has captured the other boys participating in it into his own separate peace. For the time that they take part of it, they don't have to think about anything having to do with the war or anything that they don't want to think about because they are playing the games and taking part in the carnival. In that sense, the entire group of boys is living in there own separate peace, thanks to Phineas, away from the reality of the world.

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"Phineas alone has escaped this. He possessed an extra vigor, a heightened confidence in himself, a serene capacity for affection which saved him. Nothing as he was growing up at home, nothing a Devon, nothing even about the war had broken his harmonious and natural unity. So at last I had." (Page 16). In that narration, Gene acknowledges that Phineas lived his life unlike the other boys. He knows that that is just the way that Phineas was, that it was how he lived his life. By saying that nothing at home or at Devon was able to change Phineas, then Gene knows that is really how Phineas' personality is and that he's always going to be like that. Gene says that, "at last I had," meaning that he changed Phineas. He may be referring to the simple fact that he ruined Phineas' leg, and therefore changed Phineas' ways. The statement overall refers to Gene's rupturing of Phineas' separate peace in the way he lived his life.

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Princess diana

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Princess Diana

Diana Francis Spencer was born July 1, 161 at Park House near Sandringham, Norfolk. Diana is the second youngest of four children born to Viscount and Viscountess Althorp. Her sisters Sarah and Jane were older then her. Her brother Charles was younger then her. Diana lived with her father and moved to the Spencer family house in Northhamptonshire in England midland in 175.

Diana went to prepatory school in Diss, Northolk at Riddleswort Hall. In 174she was a board student at west heath near Sevenaks, Kent. Diana was an accomplished pianist. She received the award for giving the most help to the school and her schoolmates. This award shows how giving she was at a young age. She then attended finishing school in 177 she was attending the Institute Alpin Videmanette in Rougemount, Switzerland.

Diana then moved to Coleherns court in London. She worked as a kindergarten teacher at young English school in Pimlico. Then three year later it was announced officially that she would would merry the Prince of Wales. Their families had been friends for years. Prince Charles and Lady Diana married in St. Paul's Cathedral on July , 181. Over 1,000 million people worldwide watched the ceremony. Hundred of Thousands lined the route from the Cathedral to the palace. Archbishop Dr. Runcie of Canterburg and the deans of St. Paul's Cathedral solemnized the marriage.

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Princess Diana was the first English woman to be married to the heir to the thrown since 1680. Diana wore a silk taffeta dress with a twenty-five foot train and her veil was held in place by the Spencer family diamond tiara. Her bridal bouquet was made of gardenia, lilies of the valley, golden roses, white freesia, white orchids and stephanotis. She had five bridesmaids.

Princess Diana and Prince Charles spent part of their honeymoon at the family home at Broadlando, Hampshire. They then flew to Gibralter and join the Royal Yacht. The then embarked on a twelve-day cruse through the Mediterranean to Egypt.

The Prince and Princess lived at Highgrove House near Tetbury. Gloucesteshire primarily. They about shared an apartment at Kensington Palace. The Princess and Prince had two children, William and June 1, 18, and Henry on September 15, 184. Diana had seventeen godchildren.

In December 1 it was officially announced that Diana and Charles would separate. The divorce was final on August 8, 16. Princess Diana then visited Northwick Park Hospital, London.

The year before her death she campaign for a ban on the manufacturing and use of landmine. She visited Angolia in 17 was part of her campaign. Princess Diana remained a patron of Century point English national Ballet, Leprosy Mission, National Aids Trust, and the hospital.

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Communicative language teaching

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Communicative Language Teaching approach

The Definition Of CLT

Communicative Language Teaching (CLT) originated from the changes in the British Situational Language Teaching approach dating from the late 160s (Richards & Rodgers, 001). Stemming from the socio-cognitive perspective of the socio-linguistic theory, with an emphasis on meaning and communication, and a goal to develop learners' "communicative competence", Communicative Language Teaching (CLT) approach evolves as a prominent language teaching method and gradually replaced the previous grammar-translation method and audio-lingual method (Warschauer & Kern, 000). Since the concept of "communicative competence" was first introduced by Hymes in the mid-160s, many researchers have helped develop theories and practices of Communicative Language Teaching approach (Brown, 187; Canale, 18; Hymes, 171; Littlewood, 181; Nattinger, 184; Nunan, 187 &18; Richards & Rodgers, 186; Widdowson, 10). Hymes coined this term in contrast to Chomsky's "Linguistic Competence". As Stern (1) explicated, "Competence represents proficiency at its most abstract and psychologically deepest level" (p.7). Chomsky indicated that underlying the concrete language performance, there is an abstract rule system or knowledge and this underlying knowledge of the grammar of the language by the native speaker is his "linguistic competence". In contrast, Hymes argue that in addition to linguistic competence, the native speaker has another rule system. In Hymes' view, language was considered as a social and cognitive phenomenon; syntax and language forms were understood not as autonomous, acontextual structures, but rather as meaning resources used in particular conventional ways and develop through social interaction and assimilation of others' speech (Warschauer & Kern, 000). Therefore, speakers of a language have to have more than grammatical competence in order to be able to communicate effectively in a language; they also need to know how language is used by members of a speech community to accomplish their purposes (Hymes, 168). Based on this theory, Canale and Swain (180) later extend the "Communicative competence" into four dimensions. In Canale and Swain, "'Communicative competence' was understood as the underlying systems of knowledge and skill required for communication. Knowledge refers here to what one knows (consciously or unconsciously) about the language and about other aspects of communicative language use; skill refers to how well one can perform this knowledge in actual communication (Canale, 18, p.5)". From this perspective, what language teachers need to teach is no longer just linguistic competence but also socio-linguistic competence ("which utterances are produced and understood appropriately in different socio-linguistic contexts"), discourse competence ("mastery of how to combine grammatical forms and meanings to achieve a unified spoken or written text in different genres"), and strategic competence ("mastery of verbal and non-verbal communication strategies that may be called into action for compensating or enhancing communication") (Canale, 18, pp.7-11).

Distinguishing Features Of CLT

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Richards and Rodgers (001) have reviewed a number of people's works on CLT and described several distinguishing features of it. As "communicative competence" is the desired goal, in CLT, meaning is paramount (Finocchiaro & Brumfit, 18, cited by Richards and Rodgers, 001). In socio-cognitive perspectives, language is viewed as a vehicle of conveying meaning, and knowledge is transmitted through communication involving two parts, for example, speakers and listeners, and writers and readers, but is constructed through negotiation. As a consequence, "communication is not only a matter of following conventions but also of negotiating through and about the conventions themselves. It is a convention-creating as well as convention-following activity (Breen & Candlin, 001, p.10)". Therefore, there are three elements involved in the underlying learning theory communication principle, task-based principle, and meaningfulness principle (Richards & Rodgers, 001, p.161). Based on this perception, when applied to language learning, "functional activities" and "social interaction activities" (Littlewood, 181) are consequently selected according to how well they engage the learner in meaning and authentic language use; learning is interpersonal to learn to communicate; attempt to communicate may be encouraged from the very beginning; dialogues, if used, centre around communicative functions and not normally memorized; and contextualization is basic premise; drilling may occur, but peripherally; any device that helps to communicate and understand is acceptable (Finocchiaro & Brumfit, 18, cited by Richards & Rodgers, 001, p.156). To some extent, that is to say, students do not simply learn the linguistic structures and grammar rules. Rather, they should be actively making meaning through activities such as collaborative problem solving, writing for a purpose, discussion of topics of genuine interest, and reading, viewing and responding to authentic materials (Murphy, 000).

Since knowledge and learning are viewed as socially constructed through negotiation according to socio-cognitive perspectives (Breen & Candlin, 001), another dimension of CLT is learner-centred and experience-based. "With interactive communicative language use as the call of the day, communicative processes became as important as linguistic product, and instruction became more learner-centered and less structurally driven" (Kern & Warschauer, 000, p.5). In another word, in CLT context, learners are seen as active participants in the construction of knowledge, rather than passive recipients of information provided by the teacher or the textbook. In contrast, language teachers are no longer viewed as the authority of the knowledge, playing a dominant role. Rather, they share different roles such as communication facilitater, independent participant, needs analyst, counselor, and group process manager (Richards & Rodgers, 001, p.167) to create more fascinating experiences for the learners.

Besides the above features, Richards and Rodgers (001) describe other significant characteristics of this approach including its efforts to make tasks and language relevant to a target group of learners through an analysis of genuine, realistic situations, its emphasis on the use of authentic, from-life materials, and its attempt to create a secure, nonthreatening atmosphere. All these attempts also follow the major principles of communicative view of language and language learning helping learners learn a language through authentic and meaningful communication, which involves a process of creative construction, to achieve fluency. In this vein, in terms of classroom activity, it includes group work, task-work, information-gap activities, and projects.

The Weaknesses Of CLT

Yet, inevitably, despite these outstanding characteristics, CLT also have weaknesses. Schmitt (000) argued that CLT needs supportive vocabulary for functional language use but it gives little guidance about how to handle vocabulary. However, it has been now realized that mere exposure to language and practice with functional communication will not ensure the proficiency in language learning, so current best practice includes "both a principled selection of vocabulary, often according to frequency lists, and an instruction methodology that encourages meaningful engagement with words over a number of recyclings" (p.14). Stern (1) also pointed out that CLT approach puts an excessive emphasis on the single concept "communication" so that "in order to account for all varieties and aspects of language teaching we either stretch the concept of communication so much that it loses any distinctive meaning, or we accept its limitations and then find ourselves in the predicament of the "method" solution" (p. 14). Some people criticized that as CLT focus on learner-centered approach, while in some accounts of CLT, learners bring preconception of what teaching and learning should be like, which when unrealized can lead to learner confusion and resentment (Henner-Stanchina & Riley, 178, cited by Richards & Rodgers, 001).

In addition, some people contended that CLT has not given an adequate account of EFL teaching despite its initial growth in foreign language teaching in Europe (Li, 001). Stern (1) argued that one of the most difficult problems is making classroom learning communicative is the absence of native speakers. Apparently, CLT are more successful in English as a Second Language (ESL) context because students usually have a very supportive learning environment outside school. They have more chances to be exposed to the authentic contact with native speakers and the target language, which reinforces what they learn in class. Besides, they have the motivation to work on oral English because they need it in their lives. In contrast, in English as a Foreign Language (EFL) context, due to some physical limitations, such as the purpose of learning English, learning environments, teachers' English proficiency, and the availability of authentic English materials, CLT meets much more difficulties during its application.

confronted by language teachers but it has a great potential that gain the apparent popularity in language teaching and learning domain. It also needs to realize that there In summary, CLT cannot be seen as a panacea for the problems that have been isn't a fix framework of CLT. As learners and the learning context are dynamic, when CLT is applied to a certain context, the adaptation and innovation of it is necessary.

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Racism in Toronto

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When the Toronto Star launched its hysterical campaign against racial profiling last year, I expected city hall would roll over quickly. White Canada is a guilty place, and few public figures have the courage to challenge the claim that our society is infested with institutional racism.

Julian Fantino proved me wrong. At public meetings held in the months following the Stars articles, the Toronto police chief stood up for his officers, displaying a titanium backbone in the process. And last week, at a public police services board presentation, he went on the offensive, bringing in a University of Toronto scholar whose independent review debunked the Stars report. The key finding is the Star articles are what we refer to as junk science, concluded a lawyer who appeared at the meeting. It doesnt contribute anything to the public debate about important issues. They simply pour gasoline and throw a match on it.

The fact that the Stars case against Toronto police is junk science is not news here at the Post. Our editorial board blasted many of the flaws in the Stars analysis soon after it was published. In particular, we argued it was meaningless to compare the treatment of blacks and whites arrested for drug possession without properly accounting for such race-neutral factors as previous convictions. Sure enough, the independent study found that the discrepancy between the cops handling of blacks and whites collapses when these variables are included.

The sort of smear campaign being waged against the Toronto police force is going on all across North America. In city after city, the pattern is the same Activists dig up data that shows blacks are more likely to be arrested and convicted than whites. They then ignore the obvious explanation -- that, for a variety of reasons, blacks commit more crime -- and eagerly skip to the conclusion that cops are acting on racial prejudice.

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In fact, the campaign waged by the Toronto Star closely resembled the one waged against New Jerseys highway patrolmen. A few years ago, Peter Verniero, then the states attorney-general, released a report showing that 5% of consent searches on the New Jersey Turnpike involved black drivers -- despite the fact blacks make up just 14% of the states population. State governor Christine Todd Whitman immediately accused her police of racial profiling. The New York Times, which inevitably strikes the same hyper-correct postures on race issues as our own Star, began referring casually to the troopers racial bias.

But as Heather Mac Donald demonstrates in her new book, Are Cops Racist? How The War against the Police Harms Black Americans, the New Jersey evidence crumbles when you touch it. Peter Verniero finds culpable racial imbalance in the search figures without suggesting a proper benchmark, she writes. He simply assumed that 5% black consent searches are too high. Compared with what? If blacks in fact carry drugs at a higher rate than do whites, then this search rate merely reflects good law enforcement.

Sure enough, Mac Donald shows that blacks account for about 60% of arrests for drugs and weapons. The crime numbers in Toronto are similarly illuminating Blacks represent about 7% of those arrested for the most violent offences, yet make up only 8% of the citys population.

As the title of her book suggests, Mac Donald believes the campaign against racial profiling hurts minorities more than anyone else. Usually, the victims of black murderers are black themselves. If cops are discouraged from good police work out of fear theyll be labeled racist by a Toronto Star editorial writer, more murderers will escape capture, and more black victims will get hurt. Thats why, in inner city neighbourhoods, the man on the street cares less about esoteric theories of institutional racism than about keeping gangs and drug dealers off his block. It is only among the activist elite -- and their media cheerleaders -- that cops are seen as the main problem.

Fantinos pride in his police force is contagious. Last week, Ontario Public Safety and Security Minister Bob Runciman declared his own skepticism about profiling claims No one has proven that it exists, and certainly police officers have indicated it does not exist. And yesterday, at a racial profiling summit convened by former lieutenant-governor Lincoln Alexander, the Ontario Association of Chiefs of Police struck a similar line.

Lets hope other provincial and municipal leaders follow their lead. This month, the provinces Human Rights Commission has been staging a fishing expedition to elicit personal accounts of racial profiling. The campaign will no doubt produce a flood of unsubstantiated horror stories vilifying Toronto cops. And when those stories are made public -- whether fact or fiction -- the Star will use them as cover to make everyone forget about how thoroughly its investigative report on racial profiling was trashed.

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Hello

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The most significant place, event and time of year for me at this stage in my life, (held at the Theatre Royal during December) is the Hobart Dance Academy end of year concert. Which I have been a part of for the last 1 years. All the activities such dress rehearsals, photo calls, whole school rehearsals at the theatre and the preparation and warm ups every Tuesday also play a major role but are all a lead up to the concert. It is a significant event because I feel at home and comfortable performing there with friends beside me, and knowing that my family and friends are watching in the audience. It is a great opportunity for me to show everyone that I am apart of something as great as this, to show my talent and possibly inspire others try join. There is a great feeling of community and friendship between all the H.D.A dancers, even if you don't know one of the members at that stage. We all come together and help each other to achieve the best.

Every Tuesday from four thirty till six pm I have an hour and a half lesson that includes a forty-minute warm-up and rehearsal of each of our three routines being Jazz, Song and Dance and Neo classical. All of these lessons work towards our end of year concert and mid year eisteddfods. All Southern schools compete against one another at this in many sections for example; kick routines, Jazz, Song and Dance, classical, Neo- Classical and champion group. From the ages of six through to open ages

Before the Hobart Dance Academy Concert our school has a photo call. This is where each group has a group photo in full costume and make-up, it is also possible to have solo and paired photo's. After this there is a full school rehearsal at the gym for a practice and so that the groups can check out other groups routines. After this is the rehearsal at the Theatre Royal. This is done to get used to the change in floors and so our instructor, Ken Mcswane, can choose lighting that suits each dance and costume.

At the end of the concert our school does a finale, this is where each group comes on stage in order of oldest to youngest and performs a dance of about thirty seconds, to show off Hobart Dance Academy, to get the audience pumped, and to show finality. After the finale when the entire school is on stage we conclude the night with our Hobart Dance Academy song. Originally this song was meant to be sung by two solo singers but nowadays it is sung by the entire school. This song sums up the way I feel about dancing and why I chose dancing as my significant place. "We shape our dance, we can shape our future, feel our commitment here to day, we work so hard, but that's so easy…" "The feelings we have earned are with us all the way, the self respect that we have learned stays with us day to day…" "lets dance, we wont to dance with H.D.A"

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The Effects of Single Families in the United States.

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Upon reading the article "UnMarried America" written by Michelle Conlin which appeared in "Business Week" magazine for the week of October 0, 00, I have realized just how much society has changed in my lifetime. Marriage is no longer viewed with as much importance as it was in the past. It is now viewed as normal to be divorced, single parent, or for same sex couples to raise children on there own.

According to Michelle Conlin "The U.S. Census Bureau's newest numbers show that married-couple households-the dominant cohort since the country's founding- have slipped from nearly 80% in the 150's to just 50.7% today. That means that the US's 86 million single adults could soon define the new majority" (106).

I can't help but wonder what effect this will have on the future of the United States? In the past if a home had a child living there, more often that not the child's parents were married. Today this is rare. In the past a single mother was viewed as an "Aberration" (106). In today's society, it is accepted as normal. This has made a huge impact on the Nation's economy. Michelle Conlin reported that "Already, unmarried adults make up 4% of the workforce, 40% of home buyers, and 5% of voters" (106).

There seems to be an infatuation with marriage in the United States. Many adults are seeking marriage but so many seem to wait until later in life, between the debates of same sex marriages to President Bush's marriage-promotion campaign to TV's views on marriage our culture has become "Marriage-crazed" (Conlin, 108).

There seems to be a growing trend of single families, it is almost as if marriage has become outdated. Today married families only make up 5% of every residence, and this is expected to drop to 0% by the year 010, says the Census Bureau. By this time nearly 0% of home will be lead by a single adult.

According to Michelle Conlin this "unprecedented demographic shift holds vast implications for everything from Corporate America to the culture wars; from government institutions to the legal system"(108). No longer do we look to shows like "Leave it to Beaver", "Brady Bunch" for our views on family life. Our Social Security Retirement fund was built in the last century encouraging marriage. Now that there is a growing number of single homes, what kind of impact will this have in the future on our Social Security, will there be enough benefits for everyone?

Michelle Conlin also stated "The notion that married people lose out because they pay more in taxes through the oft-cited marriage penalty is only partly true. Dual-income, high-earning marrieds and low-income couples sometimes suffer the penalty, but for slightly more than half of all spouses, marriage actually slashes tax bills, particularly for those with children. That means, for example that mega-salary executives with stay-at-home wives get subsidies that single working mothers don't"(108). This appears to me to show that our government is rewarding those who are married, because less taxes are taken from a married adult than that from a single, but a married couple is able to claim more of a tax break on there taxes. This may seem unfair to many but you also have to remember in today's society it seems most married couples have two incomes coming in which in turn places a larger tax on the couple. Due to there being more single workers this has increased our Social Security income for the time being. But in the workplace unmarried people make up to an average of 5% less than those that are married. This is mainly due to the marriage-centric of health-care benefits, retirements, calculates "Thomas F. Coleman" a lawyer who heads the Los Angeles-based American Society for Single people (qrd. In Conlin, 108).

Also according to Michelle Conlin "In the civic arena, rising school taxes and growing inequities in pensions between marrieds and singles represent a big bonus for legal couples. The unmarried are often subject to discrimination in housing and credit applications. They pay more for auto and homeowners' insurance and are shut out of valuable discounts on gyms, country clubs, hotel rooms-even football-ticket lotteries. In some states, unmarried people, perhaps laid off from jobs and scrounging to pay their bills, are barred from taking on roommates to help pay the rent" (108).

With our advances in medical research, we are living longer and due to this if we live to the age of 70 we will more than likely live most of our adult lives single. This has made for a deficit in our Social Security Benefits, because we are now living longer and there is a greater population than in the past more benefits are being used. There seems to be a growing number of elderly adults that are being forced into working due to a longer life span than in the past.

The number of children born to single mothers in the United States has grown to %. Many of these mothers are unemployed or underemployed, which leads to the mother leaning on the government to help with her financial needs for the child. Although many of these single adults are raising children, they still are forced to pay higher taxes, unemployment rates, receive fewer job benefits, and receive fewer discounts.

As reality sinks into America, we will be forced to realize that we must change our structure of not only our outlook on marriage, but we need to come up with a more feasible plan for single families. Michelle Conlin stated that "Already in Corporate America, more than 40% of the 500 largest companies have started to revise their marriage-centric policies, reexamining everything from subsidized spousal health care to family Christmas parties"(10). In doing this it will allow their employees to add another adult to their health plans, such as a domestic partner or a qualifying child.

This decline in marriage raises some questions. Will the future generation be able to support the needs of retirement? Will there be enough educated employees to keep up with the growing needs of production?

Michelle Conlin, also stated that "THE TENSIONS BETWEEN TRADITIONAL families and the new households are already starting to spill out all over society- in offices, neighborhoods, and political campaigns" (110).

Singles are challenging zoning laws that limit who can live with them, and in turn others are forming associations that ban children from living in certain areas. Some singles are trying to change the way the travel industry tries to force them into paying a higher percentage for travel due to being single.

Due to our changing society, you are finding increasingly same sex couples coming out of the closet. In doing this they are then eligible to share their health benefits, taxes, etc. in order to receive the same benefits a married heterosexual couple receives. Many older couples are forced to forego marriage and live together due to avoiding loosing benefits from a deceased spouse's pension or health benefits. This to me seems to be a Catch . If they remarry after their spouse passes on they will loose benefits that have been left to them from their spouse but if they do not remarry then they are forced to pay higher taxes at a single rate. A married man receives 85% more in benefits than those that are single, and African Americans, who have low marriage and life expectancy.

According to Michelle Conlin, "Although marriage and fertility rates are at their lowest point in history across the industrialized world, and estimated 85% of Americans will still marry at least once in their lives-even though that is a huge drop from the historic 150's" (114). This has me wondering why our value of marriage has dropped so much, wondering what message we are sending to the children of America? With the legalization of gay marriage or even the increased number of married immigrants, this may in some way increase the percentage of married Americans. "Judging by the attitudes of young people, that seems unlikely. Fully 54% of female high school seniors say they believe that having a child outside of marriage is a worthwhile lifestyle, up from % in 180, according to the University of Michigan Survey Research Center. And 40% of female twentysomethings would consider having a baby on their own if they reached their mid-0's and hadn't found the right man to marry" (114).

"Since 170, the ranks of the never-married and the childless have surged astronomically, according to the Census Bureau. There is also a creeping disconnect between marriage and the child-rearing, with an 850% increase since 160 in the number of unmarried couples living with kids" (114). This may be due to women now seeking careers before marriage and children, and with the welfare reform today many younger mothers are now employed.

As Americans, I feel we need to take a good look not only at our values of marriage, but we also need to look for other alternatives to help the single families. The higher tax cuts on a single mother or father has placed many children in poverty-ridden homes. This even has had some seeking marriage just to have the tax break, in that unfortunately many of these marriages do not last. We as adults need to take the time to look at the big picture "the children". I feel we need to look back to our ancestor's and remember that we built this country on the values of family, and it seems these values are no longer valid in America. If as a Society we feel that marriage is no longer the way of life then we need to look for other means to help our society make their way in America.

Bibliography

Conlin, Michelle. "Unmarried America." Business Week 0 Oct. 00106-116.

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Freud and the Oedipus Complex

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One of the cornerstones of psychoanalysis is the Oedipus complex. According to the generally accepted version, during a session of self-analysis Freud unearthed a childhood memory of being sexually aroused by seeing his mother naked. What Freud wrote about in his discovery to his colleague was that he remembered a long train journey, and because it was so long he deduces that he might have had the opportunity of seeing his mother naked. He then deduced further that he might have been aroused by the scene.

Soon after Freud uncovered these memories from his own childhood he postulated a universal law - the Oedipus complex. Freud believed that in the phallic stage of development (i.e. between the years of and ) every boy becomes his mothers lover in his dreams. However, the boys sexual interests are soon met with the threat of castration. The successful resolution involves identification with the father and assuming an active and aggressive social role in a male- dominated society. For a little girl the resolution of the Oedipus complex is different. She gives up the desire for the mother by becoming her Daddys little girl. In fact she might become too attached to Daddy. While Freud originally believed that the memories his female clients uncovered about incestuous relationships with their fathers were true after the formulation of the Oedipus complex Freud reached the conclusion that these memories were in reality wish-fulfilling fantasies of overly attached females. As such feelings were unacceptable to the moral ego the female repressed them.

The Oedipus Complex is a theory formed by Sigmund Freud, stating that individuals have a repressed desire for sexual involvement with the parent of the opposite sex while feeling rivalry with the parent of the same sex. There is much evidence in the play that suggests Hamlet is a victim of the Oedipus Complex.

In the beginning of the play when Hamlet is reciting his first soliloquy, he makes many references to his disgust in his mother when she is with other men. "Must I remember? Why, she would hang on him, as if increase of appetite had grown." He says this of his deceased father. He does not want to remember how his mother hung on his father, as if to satisfy some great appetite, a need for his love. He tells that his mother married his uncle with "most wicked speed," to "incestuous sheets." He then continues, "It is not nor it cannot come to good; But break, my heart; for I must hold my tongue." Hamlet must keep quiet about his feelings and it tears him apart.

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If Hamlet does, indeed, have the Oedipus Complex, he would have violent and hateful feelings toward his father, perhaps even enough hatred in him to kill his father. When Horatio and Marcellus tell Hamlet of their encounter with his dead father's ghost, Hamlet voices that it is very strange, but also he also states, "This troubles me." If he loves his mother and hates his father, he would not want to be concerned with his father after he is supposed to be dead and out of the picture. Hamlet asks his friends, "Arm'd, say you?… From top to toe? … Look'd he frowningly?" Perhaps Hamlet is concerned that his father knows of Hamlet's relief in his father's death, and is worried that his father may be looking for revenge on Hamlet.

When Hamlet goes with his friends to see the ghost, he says "angels and ministers of grace defend us!" Again, he is troubled, distressed at the thought of his father seeking revenge. When the ghost beckons Hamlet, Horatio says to him, "It beckons you to go away with it, as if it some impartment did desire to you alone." And Marcellus, "It waves you to a more removed ground." When the Hamlet learns the real reason of the ghost's visit, he promises to quickly seek revenge. "Haste me to know't that I, with wings as swift as meditation or the thoughts of love, may sweep to revenge." However, when Hamlet has to opportunity to kill his uncle, he does not. He reasons that he should wait until his uncle is doing something wrong, so that his death will lead him to hell. However, Hamlet only wants to wait until he has his mother's approval. Only after Hamlet talks to his mother, does he finally feel that he may kill his uncle. Hamlet hears a noise from behind a curtain and immediately thrusts his knife into it, with no second thoughts or hesitations, as he has his mother's approval.

There are many references to Hamlet's disgust in his uncle throughout the play. Hamlet's hatred is increased by the thought of his mother sleeping with his uncle. When he organizes the script for the players to follow, he writes that Player Queen shall say, "A second time I kill my husband dead, when second husband kisses me in bed." His preoccupation with his mothers sexual life is disturbing for Hamlet to think about.

Please note that this sample paper on Freud and the Oedipus Complex is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Freud and the Oedipus Complex, we are here to assist you. Your essay on Freud and the Oedipus Complex will be written from scratch, so you do not have to worry about its originality.

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