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Saturday, April 20, 2013

managing a bad company

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She is the person of compromise who attentively listen to the other opinions and ideas.

“F” is a student from Toronto. She is a very active, organized and a person of “agendas”. Much of her behavior reflects the strict and formal hierarchical corporate environment. She tend to be very official in her approach but the high level of formality seems to compromise the flexibility of the team and not rarely causes frustration among the other members. However, this level of corporate formality, obviously, seems to serve well many members of the team, taking advantage of such organized system of notes, appointments, meetings or future agendas. She is the kind of person who always tries to push her ideas forward but on the other hand she doesn’t seem to pay always attention to other opinions and arguments. She behavior confronted her with other members of the team.

“G” is an international student from South Korea. He is a quite but committed member of our team, ready to give his own contribution whenever he can. The pressure that he faces from the language makes him not very active member and as a result he tend to be in a position where he agrees with the decision made by the majority, without raising any question or objection. However, his technical and especially designing skills surprised anyone who saw his work at the IT project, where he prepared all presentation slides designs and other graphs and diagrams included in it.

The experience that we had so far in our team revealed that working in an highly diverse team in which members come from different profession, work environment and cultures is an challenge and hard work, however a commitment work and a careful coordination makes it the most efficient and creative one.

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From the outset, the team members were faced with the challenge of making a diverse team work. Everyone has to join the forces in order to complete successfully the appointed assignments and projects. It was clear for everyone that as a self managed team, where its members have different expectation, capabilities and skills; negotiating the rules of engagement and the norms of behavior would be the first step to undertake. It was agreed that each team member has to work cooperatively as part of the team, sharing at the same time the same right and privileges. It was also agreed that all team members will try to create a atmosphere of openness where everyone will feel comfortable expressing openly different point of view. In addition, every member will try to avoid negative competitiveness, and conflict situation that may arise during this time, as well as dividing the workload fairly and related to the skills of every member.

The norms and rules agreed at the start serve the team well and help everyone to get involved and play his/her part. Because half of student were international students, it was decided that the rest of the team will try to support and pay special attention to these members, as well as to try to clarify and precise all the point raised and discussed in meetings or during the projects work.

However, as the team got more involved in the assigned projects and task, it was being obvious that other issues and problem were affecting the team performance.

Communicating effectively has been one of the most challenging issues that our team is still facing. The international students, due to the time constrains and high studding material volume, have been for the most part of the time under the language pressure. Despite the effort of the other member and their progress in this matter, this problem is still evident. Many of them do not express their ideas or opinions afraid of any embarrassment of not speaking the language correctly or afraid that other might use the language difficulty as a weapon to reject their proposals or ideas. On the other hand, many Canadian born student, despite their willingness to involve the other students in discussion, speak fast and use a lot of slang and colorful expression that do not make sense for members who don’t understand those. As the days goes by, and the new student start to fill more confident, communication problem continue to prevent member‘s involvement , affecting as a result the team performance.

Another problem the team is facing with the issue of communicating effectively can be referred as the problem of expressing the ideas non in a concise and clear way. Sometimes, members who are asked to give their own opinion or argument about a subject do not try to be as concise or concrete as everyone would be able to understand their thought. It was assessed from the team members that the main cause for this problem was the lack of preparation and the knowledge on the discussed subject. As the time constrains has been evident throughout this period, such time consuming problem has increased the pressure on all team members and affected the work performance.

Some other communicating effectively problems that the team is facing are related to certain rules and norms respecting like interruption of a member during his/her discussion, as well as the issue of giving the chance to everyone who want to present his argument or offer a solution, etc.

On the other hand, taking advantage of the resources they are having at the school has helped the team to increase the communication with each-other. The use of e-mails, same-time connect tool, postings in different learning space, has the communication easier and more convenient. The most important factor, however, is that the members who have been less active in the face�to-face discussion due to their communication skills, seem to be the most active ones in the virtual work, fact that has brought some balance in the part of contribution every member gives to the team work.

As the team-member contribution stands at the very basis of the team work, every member in our team, from the outset, had agreed to give his/her best contribution at every single task or project assigned to us.

As part of quality objectives and time constrains, he team had decided to give every member the part of project or task that is in the area of his/her skills or expertise. In this way, the job get done faster and the quality is higher. At our recent IT project, “A” and “B”, who have extensive experience in the IT technology, were involved in the research and overall architecture of the project; “C” was involved in legal and privacy issues (“C”-is in the joint program MBA/LLB); “F” was involved in marketing and sales issues; “G” completed the design-presentation part; and the rest of the members prepared and completed other parts of the project, which were closely related to their skills. The result of this was that the project was done in time, the grade was satisfactory for any one, and everyone was happy.

The size of our team apparently has played a role in the member contribution as well. This issue is visible not only in the projects or assignment work but also in the social behavior of our team. Very often the team seems to be divided into mini-team, advocating often contradictory solutions or approaches. Considering the volume of our assignment, a smaller group would have been more flexible and suitable. In that case, tasks overlapping would have been avoided and each member should have felt the sense of indispensability, and having a more visible and distinct contribution in front of the others.

The contribution of every member is for our team very important. Every idea or solution counts and every supportive fact makes the argument of the projects stronger and more convincing. Often, it is a the right answer anyone has been looking for. The new approach that “B” offered in the Management Skills assignment, a subject in which he rarely gets involved, was a turning point for us. It was realized that this was the most adequate choice for the given situation.

As the pressure of deadlines increases the contribution of the members increases as well. At this time Team members tend to intensify their interaction, discussions, becoming at the same time more involved not only struggling to resolving their part of the work but helping the others in different way as well. The deadline our group had on the IT assignment, made the group to work for over ten hours a day, completing tasks that otherwise would have need days to get done.

Another factor that influenced the performance of the team is the decision making process. It was agreed from the start that we would listen to the points of view of each member before making any decision and trying whenever is possible to achieve consensus and where this would not be attainable the decision of majority will prevail. As part of this commitment, one of the things that have characterized our team during this time is the dedication to achieve consensus in any decision made, whenever possible. Up to this moment, every decision made by the team is done in consensus. In doing so, members have contributed to keep the unity and harmony within the team, stimulating at the same time a higher connection and collaboration.

The leader of the team has played an important role in the decision making process as well. As the team decided not to have an appointed leader, rather an emerging leader, based on skills and expertise he might have on the project we would be dealing with. The result of this approach is that the leader, being the central person who has the obligation and enjoys a higher influence for this project, can reveal more effectively the supporting facts, advantages and disadvantages of the specific options; as a result, helping the other members to make a more informed decision.

We found, however, that the decision making process in a highly diverse team is rather difficult. Moreover, the tendency of “B” and “F” who very often try to push their ideas and solution forward, made this issue more sensible. It was concluded that in order to avoid complications of conflicts situations in the decision making all member will pay special attention to this process. One of the way to achieve this has been reflected in the persistence in respecting and enforcing the team agreed norms and rules; giving the equal right to express opinion and argument to every member; considering extra time and attention and for the member who might need it; etc. In this way, no alternative was overlooked and a fair decision was made as a result.

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One of the suggestion that will help the team members in achieving their goals is distribution of tasks among members in a way different from their area of their skills or expertise. One of the main goals that every member has to achieve in this program is to learn new skills and familiarizing himself with different new approaches and experiences. After all, how pathetic would be if each member, after the program, will find himself with the same skills and abilities without taking advantage of all possibilities and resources provided to him. It might be obvious that such approach might ask for some trade-offs between quality of the work with skills developed; however, the sacrifices and investment would meaningful and worth doing.

Another of the suggestion that will impact the performance of our team would be to work to improve the working environment, in which members would feel comfortable speaking freely; sincere feedback whenever possible, as well as stimulating team members involvement in assigned project and other social activities alike. In doing so, the contribution of the members would be higher and a better quality of the work will be done as a result. Moreover, team members will be more connected to each other and feel more motivated in doing the joint tasks that will reward them equally.



In the success that the team has achieved so far, despite the contribution, commitment and discipline demonstrated by every member, the diversity of the team, which we thought would be for us an obstacle, turned out to be an important factor that gave us a remarkable impact on the success. Having the chance to look at 60o at every solution or choice, makes the team aware of all possibilities available, and the most suitable and meaningful answer is chosen as a result. The team has started to understand that the commitment and the sacrifices to foster such productive environment is finally paying off.

Finally, one of the changes that would make a big difference on our team performance would be by appointing a more stimulating and meaningful task or project, a rewarding one; with a real life application, which will challenge the team to push its limits. Many team member hold back to give their full contribution just because most of the tasks appointed to them seem to be formal, for educational purpose, not directly related to the real life events. The “bell-shaped” grading system also is a factor that makes the evaluation process neither encouraging nor rewarding.

The initiative that GM of Canada announced few weeks ago, inviting all student teams at the York University, and some other Universities in Ontario to participate in an contest for the best presentation, promotion, and public relation of one of his new car models “Pontiac VIBE”. The winning team will have the chance to win a summer internship, working with a GM specialist to put the project working in real life. It seamed that our team might need a challenging and significant project just like that.



Please note that this sample paper on managing a bad company 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 managing a bad company, we are here to assist you. Your cheap custom college paper on managing a bad company will be written from scratch, so you do not have to worry about its originality.

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1950

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A famous Quote by Harold Macmillan in the 150s was ‘Things Have Never Been So Good’ the likely consequence was that the 150s was a comfortable decade regardless of the hardship caused by the war. There was a need for people to get away from the dullness of the war years and were in need of a better standard of living. The unemployment was at a low, the standard of living was rising and the economy was booming. All restrictions made by the government about utility restrictions on industries were lifted in August 15 and then a lot of consumer goods became available and you could purchase these goods on credit or higher purchase making it much easier for people with a lower income to afford the latest goods.

There was a sudden increase of new modern colourful designs across all different art areas. Advertisement was a main part of this and were being shown through television, glossy magazines etc You still see most of these designs today many items are manufactured with materials and mirror designs that were thought to be outstanding and revolutionary in the 150’s.



There was a lot of new inventions in the 150s such as the invention of the microchip in 158 and the use of transistors in electrical equipment; both were big advantages in the use of electrical equipment. The effect of the computer developments reached everyone, and everywhere. In industry, medicine, work and play!

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The 150 is the same with kitsch. It was an era where everyday ordinary objects were designed with a fun, tongue and cheek appeal. They were made form cheep materials which meant they didn’t last for very long but this was to be the case. This means that more people could afford to try different things. The most popular item was coffee tables with popular themes on the table tops.

People also started to change the trend by taking ordinary plastic basket weaved garden chairs and placing them in their living area in their homes. The chairs were available in all different styles sizes and colours and were cheep to manufacture and buy.



Please note that this sample paper on 1950 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 1950, we are here to assist you. Your cheap custom college paper on 1950 will be written from scratch, so you do not have to worry about its originality.

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Thursday, April 11, 2013

Higher edu

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WORLD CONFERENCE ON HIGHER EDUCATIONHigher Education in the Twenty-first CenturyVision and ActionUNESCO, Paris, 5 � October 18VOLUME V � PLENARYInternational Association of Universities (IAU)Note1 To meet UNESCO publishing standards, some editing ofpapers has been required.Note Authors are responsible for the choice and the presentationof the facts contained in signed articles and for the opinionsexpressed therein, which are not necessarily those ofUNESCO and do not commit the Organization.ED-/HEP/WCHE/Vol.V-NGO-1

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International Association of Universities (IAU)Speech of Dr Wataru MoriPresident of the International Association of Universities (IAU)Mr President,Mr Director-General of UNESCO,Excellencies,Representatives of Member States and of Organizations,Dear Colleagues,Let me start by thanking UNESCO and its Director-General for having taken the initiative of organizing thisWorld Conference of Higher Education. The International Association of Universities should like tocongratulate the organizers particularly on the way they have been able to set in motion a broadconsultation and mobilization process and thus to create a remarkable synergy and dynamic already in thepreparatory stage.This Conference is indeed a most timely opportunity to underline the importance of higher education as anintegral and decisive part of the education system as a whole, and to focus on the essential role of highereducation, and of higher education institutions as actors of change and renewal, for the development ofour societies.The conference will allow us, those responsible on the national, international and institutional levels, actorsand partners, to identify together the challenges ahead and to clarify our respective, and shared,responsibilities as well as the necessary conditions that will need to be met at the various levels to allowus to assume these responsibilities.On the international level, cooperation in the production and dissemination of knowledge is both a priorcondition and an consequence of political and economic integration. Higher education can play a crucialrole in both contributing to the ongoing process of globalization and attenuating and counter-balancingsome of its adverse effects on social and cultural diversity and intellectual pluralism. Its role is also crucialin assuring that the ownership and advancement of knowledge together with highly qualified humanresources are recognized as being equally essential for the least developed countries as they are for theeconomically advanced.Here lies an important and most legitimate role for UNESCO to lead a process with a view to federatingthe efforts of Member States and of partner organizations around the basic and perennial values thisOrganization has been founded on and which have to remain an inalienable reference in light of, oftenshort-term, “market” pressures.On the national level, sustained support of stakeholders and the public is essential, if higher education iseffectively to carry out its increasingly complex mission, whether educational, scientific, social oreconomic. And, while fully acknowledging the need for diversifying the sources of funding for highereducation, the crucial and abiding role of governments in taking responsibility for what is a public good andin assuring the resources necessary for higher education and research is paramount.At last - the institutional and individual levels This is where the notions of academic freedom, universityautonomy and social responsibility come in. If - as several of the Working Documents point out - academicfreedom and wide autonomy of higher education institutions are essential for them to carry out theirmission and to be accountable for what they are doing, these principles need to be strengthened andprotected. A value essential to the relationship between university and society is trust, the exclusion ofarbitrariness and abuse, on both sides.This is why the International Association of Universities should like to make one specific proposal withregard to the Draft Framework for Priority Action We propose to include an appeal to governments toset in place the guarantees necessary to allow those working in higher education to respond to society’sexpectations. This appeal is to be complemented by a request to UNESCO to pursue efforts in view of theelaboration of an international instrument on academic freedom and autonomy, as suggested in thePlenary - NGOs

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feasibility study which IAU has carried out upon the Organization’s request, following the resolutionadopted by the UNESCO General Conference at its 7th Session.In closing my remarks, I should like to express our hope that this Conference will mark a culminating pointin the dynamic that has been created up to now, but not its end. We hope, quite on the contrary, that it willlead to the adoption of a broad strategy for higher education and allow the forming of strategic alliancesamong the different partners and stakeholders, under the leadership of UNESCO, and supported by acommon sense of commitment. As for IAU, which has enjoyed a long-standing close relationship withUNESCO, we certainly stand ready to be an active and reliable partner in implementing a new, forward-looking vision and mission for higher education into the Twenty-first Century.

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Monday, March 18, 2013

Functionality of the Chorus in Greek Plays

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The Functional Chorus in Oedipus at Colonus

In Greek plays, the Chorus serves as a multi-faceted entity able to reason with characters and intrigue the audience while aiding Greek playwrights and actors with the ease of scene transition and overall flow of their thespian work. However, the Chorus maturates throughout each individual play, which is diacritical of Greek plays as a whole. In Oedipus at Colonus, the Chorus attains a level of functionality as a fixture of stage production and as an approach to understanding difficult ideals the play cultivates.

The Chorus has both a subjective and objective role within Oedipus at Colonus. Its objectivity rests with it role as a presence on the stage. Greek sets were notoriously plain and were dependent on the Chorus to distract the audience during whatever minimal scene changes were needed (“Oedipus the King”). Masks and costumes during Greek plays did not allow for emotion, so actors were dependent on the Chorus’ words to portray any sentiment existing between the characters. Essentially, the Chorus functions as background music, giving a framework of events that occur prior to the action and foreshadowing to future events. The Chorus also forces us, the audience, to respond to the activity on stage, whether we agree or disagree with what the Chorus proclaims. It is with this that the Chorus in Oedipus at Colonus becomes subjective, acting as the voice of reason and making conclusions and throwing upon us the necessity of opinion and taking sides.

The Chorus’ mentality towards main characters within the play changes over the course of action in an almost bell-curve path, using the tragedy as a conduit for its swells and falls. As Oedipus enters the grove of Athens, the Chorus is not involved with Oedipus but ascertains their role as the public opinion consequently question Oedipus and disapprove of his location. The Choral Dialogue, however, shows how the Chorus keeps a fluid change of pace. Their desire for Oedipus to move closer to them signifies their eventual relocation to the scene of the action in Oedipus at Colonus

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Stand aside and come down then!

There is too much space between us!

Say, wanderer, can you hear?

If you have a mind to tell us

Your business, or wish to converse with our council

Come down from that place!

Only speak where it is proper to do so! (-4)

It is significant that they wish for Oedipus to come to them and not vice versa. They reason that Oedipus’ resting spot is holy, but it also serves as a forced invitation to become involved in Oedipus’ story. However, the Chorus does not wish to become too involved, and hence waits for “higher authorities” to “judge this matter” (100). It is this way the Chorus allows for the audience to hear an opinion of a higher power and not only hear the ways of the general public of Athens.

As the play continues , the Chorus begins a liaison with Oedipus. They counsel him in the prayers of Eumenides to appease the spirits whom he offended when he entered the holy grove. The Chorus becomes close with Oedipus, and believes him even in the presence of Theseus.

My lord before you came this man gave promise

Of having power to make his words come true! (11)

The Chorus now sides with Oedipus, and when Creon comes to take Oedipus’ daughters, the Chorus cries out in their disagreement with Creon’s actions. In fact, the Chorus begins to consider Oedipus the proper one, and Creon a “stranger” (1), although Creon and Oedipus are equally new to the land. At the entrance of Theseus, we reach the climax of the relationship between the Chorus and Oedipus where they make vocal their association with Oedipus

My lord, our friend is worthy; he has had

Disastrous fortune, yet he deserves our comfort. (1)

From then on, the Chorus takes its place behind Oedipus until Zeus’ thunder signals Oedipus’ time to depart his world peacefully. While Antigone and Ismene cry, the Chorus (who, up to now, has been defending him mercilessly) states simply he has passed. The bell curve reaches its cadence, with the Chorus now continuing the alliance, formerly with Oedipus, now with Antigone. The Chorus disassociates itself with Oedipus completely, backing away gracefully and stating that there is no need for any further emotion because it is all in “the hands of God.”

Essentially, the Chorus forges alliances as it become convenient, befriending the main character when the audience is supposed to, and disbanding the alliance when the main character passes on and continuing the alliance with Antigone. Here, the Chorus fills in the blanks for the audience; it dictates whose side to be on. While Oedipus is freed by death of his sinning ways, the Chorus aids us in deciding that it is not Oedipus at fault but the gods’ mysterious ways.

The Chorus’ affiliation does nothing to contradict the actions of the main characters. It feeds off only pre-existing situations and arguments, and cause no new disturbances. Oedipus responds in kind to the Chorus, as does Creon (albeit his in a negative fashion.) The Chorus maintains a level of ambiguity, able to change sides and opinion almost immediately as the situation allows. This gives the Chorus a methodology; basically, join the side of the argument that can attain the highest level of sympathy from the audience.

In essence, the Chorus has the function of directing us, the audience, to a side. If we choose to side with the Chorus, we sympathize for the character they do, which in this case is Oedipus and later on, Antigone. If we choose to go against the Chorus, we will remain pursuant to the idea that Oedipus is a sinner and we will sympathize with Creon and Polyneices. Regardless, the Chorus forces a choice upon us. The functionality of the Chorus remains as a buffer to give us justification for our decisions, to meld the play together and to essentially reward us for our decision. If it weren’t for the Chorus, we might never reach a conclusion to the play. It’s with the Chorus that we find ourselves constantly on track with the piece, never astray from the action. In the 1st century, a Chorus would not be well received with our affinity for intermission and commercials.

The Chorus in Ancient Greek plays has an important role. It is an ancient method of scene transition and cohesion while enforcing the audience’s attention toward the action and subsequent conclusions of the performance. For the Chorus has an integral part of any Greek play. any “character” that habitually gets the final word in a play has a high honor, and the Chorus unequivocally fills that “role”.





Works Cited

“Oedipus The King, by Sophocles.” Classics. 18 Jan. 001 (http//classics.uc.edu/johnson/

tragedy/oedipus_king.html)

Fitzgerald, Robert and Dudly Fitts. Sophocles The Oedipus Cycle. Florida Harvest, 177.

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Thursday, March 14, 2013

Homer, The Odyssey, Summary of Book 15: The Prince Sets Sail for Home

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Athena goes to hurry Telemachus along on his journey back to Ithaca. He is spending the night at Menelaus’ house with Pisistratus, Nestor’s son. Telemachus cannot fall asleep because he keeps thinking of his father. Athena appears above him and tells him that it was wrong of him to leave his home and mother alone with all the suitors. He should leave Menelaus’ with Pisistratus. People are urging Penelope to marry Eurymachus back at home and Telemachus should go and stop her. Athena warns him that the suitors have picked men to lie in ambush between Same and Ithaca. With her message said, she returned back Olympus.

Telemachus woke Pisistratus and told him of the plan, but Pisistratus said they should wait until morning when Menelaus would load their chariots with priceless gifts. When morning came, the two told Menelaus of their leaving, and he gave them warm salutes and indeed provided them with great gifts, including a silver and gold mixing-bowl and a bridal dress from

Helen. On their way out of the gates as everyone was waving goodbye, a bird flew by on the right of Telemachus with a white goose from Menelaus’ yard in its talons. Helen said the sign meant that Odysseus would descend on his house and take revenge on the suitors; and he if he was already home he was sowing seeds of ruin for them.

The pair traveled all day in the country until they reached Phera, the site of Diocles’ halls, the son of Otrilochus, son of the Alpheus River, where they spent the night. The next day they resumed their voyage and soon came to Pylos. Reaching this city, Telemachus told Pisistratus he should drop him off here so that he could go by ship with his crew the rest of the way and Pisistratus was to go to Pylos, where his father lived, by himself. Just before setting sail, Theoclymenus, a fugitive from Argos, approached Telemachus. He had killed a man and now he was running away from his victim’s brothers and kin, rulers of land in Argos. Telemachus brought Theoclymenus along with him on the ship. As soon as they had set sail, Athena sent them wind, pushing the ship along on its course.

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Meanwhile, back in Ithaca, Odysseus was staying at the swineherd’s, but not in the identity of himself. He decided to test Eumaeus, so he told him he would have to go begging in town in the morning and he might even go see King Odysseus. He also told Eumaeus that he would even try to become one of the suitors at Odysseus’ house. This news startled Eumaeus and he told his guest that he was too good to be one of them. He told his guest that he could stay at his house until Telemachus returned, who would be hospitable to him.

Eumaeus tells his guest of his life story. He used to live with his mother and father, Ormenus’ son Ctesius, on the island of Syrie. There are two cities on Syrie, both of which his father ruled, where it is not too populated, hunger and sickness never strike, and wine and wheat are plentiful. As the people grow old, Apollo and Artemis kill them with gentle arrows.

One day Phoenicians came to island and brought many flashy trinkets. They met a beautiful Phoenician woman who lived and worked for Eumaeus’ father. They would sail her back home and she made them promise they would never harm her. In return she would give them all her gold and her master’s toddler, for whom she was a nurse, so they could sell him off for a good price.

The Phoenicians took a golden choker to Eumaeus’ father’s house. The maids and Emaeus’ mother were fascinated by it and took bids on the fine piece of jewelry. While they were occupied with bauble, the nurse slipped the toddler away to the Phoenician ship and they all sailed off. They were at sea for seven days until Artemis shot the nurse with a death arrow and the crew fed her body to the sea. At last they reached Ithaca, where Laertes bought Eumaeus.

The next day after Emaeus told of his story, Telemachus, his crew, and Theoclymenus landed at Ithaca. As they got on land, a hawk flew on the right of Telemachus between him and the ship. It had a dove in its claws, and the dove’s feathers fell to the ground. The prophet said this omen meant Telemachus’ reign would be eternal. Telemachus left to go to swineherd’s house, the crew took the ship around to the city and he would pay them the next morning, and Theoclymenus went to stay at Piraeus’ house until Telemachus returned.



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Saturday, February 9, 2013

gilgamesh

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Death in The Epic of Gilgamesh As Gilgamesh accomplishes to put his name in stone as a hero, he doesnt realize the price he will pay in the end. Through his loss and suffering he learns to use wisdom to win his battles. Gilgamesh and his brother Enkidu conquered the world, but when Enkidu dies Gilgamesh realizes that he is human. My younger brother who seized and killed the Bull of Heaven, and overthrew Humbaba in the cedar forest, my friend who was very dear to me, and who endured dangers beside me. () He realizes that death would come to claim him too one day, that he too was flesh and blood. Enkidu my brother whom I loved, the end of mortality has overtaken him. I wept for him seven days and nights till the worm fastened on him. Because of my brother I am afraid of death. () Gilgamesh feels lost without Enkidu and ventures on a great journey looking for a fountain of youth, so that he would not die like a common man. On his journey, Gilgamesh confronts the man scorpions and rather than picking up a weapon he used reason to conquer them. I have traveled here in search of Utnapishtim my father; for men say he has encountered the assembly of the gods, and has found everlasting life. (7) Gilgamesh is determined to find everlasting life but everybody he encounters says that he will never find what his heart desires. You will never find the life for which you are searching. (8) He begs the maker of the wine not to turn him away; do not let me see the face of death which I dread so much. (8)

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Tuesday, February 5, 2013

great expectations

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The internal change in Pip began as he started to play with Estella. She would tell him that he was to “coarse” for her, while Miss Havisham would constantly remind Pip that he was not good enough for her beautiful Estella. Pip begins to contemplate his role as an indentured slave for his family when he becomes apprenticed, and does not like the path in life that he is on. He begins to study himself on becoming a gentleman so that he can win Estella’s love and prove to her that he is not too coarse. This changes Pip into thinking like a snob and alters his perception of every one around him as beneath him now.

Pip shows his change when he returns from Satis House after being treated like a “dog” and turns his anger onto Joe for him being so coarse. This brings out a true turn around in Pip from once respecting Joe for him having to put up with Mrs. Joe as he did, to Pip resenting Joe for being a blacksmith. The feeling of contempt towards the trade intensifies as Pip feels guilty for feeling ashamed of Joe on their visit together to see Miss Havisham. Pip begins to show more and more contempt towards becoming an apprentice, which truly shows when Miss Havisham decides to “reward” him by sponsoring him. She feels that she has done a good thing for Pip, but he really sees it as a punishment. Since he is becoming coarser, he will never win Estella, exactly what Miss Havisham has been propagating in his head.

The other change Pip has been going through is the reoccurrence of his secrets. Pip being a young boy has a lot of secrets he has to keep. The first noticeable one is when he steals from Mrs. Joe to help the Magwitch and keeps it a secret from her and the police. He first notices the guilt and how bad it feels to have to lie. The lie reemerges as he sees the man in the pub and then as the weapon used against Mrs. Joe is the shackle and chain of Magwitch. He then is caught in lie when he tells Mrs. Joe how good it is over at Miss Havishams, but then goes on to tell Joe how much he dislikes it. Joe gives him a good piece of advice of how bad it feels to tell lies and makes Pip feel even guiltier.

Pip only being a young man has a lot on his shoulders. He is carrying an immense amount of guilt around with him accompanied by never feeling like he going to be good enough. I can draw a connection with Pip because at a young age I had a lot of pressure on me to succeed as my sister did. I was five years younger but everyone expected me to be just like her. I did not want to be just like I felt I could be better than her. Nobody believed I could at the time, but I proved them wrong on my own terms and not theirs. Pip need to come in connection with himself and not have to prove things to these other people, especially Estella.

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expectastons

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Wednesday, January 23, 2013

women in the third reich

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Women played a vital role in Adolf Hitlers plan to create an ideal German Community (Volksgemeinschaft). Hitler believed a larger, racially purer population would enhance Germanys military strength and provide settlers to colonize conquered territory in Eastern Europe. The Third Reichs aggressive population policy encouraged racially pure women to bear as many Aryan children as possible.

This policy took its most radical form in 16 when SS leaders created the state-directed program known as Lebensborn (Fount of Life). These were not buildings that were hidden away in some back street. “The government openly publicised them and they had a white flag with a red dot in the middle to identify them to the public.”

Lebensborn homes sheltered illegitimate offspring and their mothers, provided birth documents and financial support, and recruited adoptive parents for the children. The 16 Lebensborn ordinance prescribed “that every SS member should father four children, in or out of wedlock”. In the end, however, the Lebensborn program was never promoted aggressively. Instead, Nazi population policy concentrated on the family and marriage.

The state encouraged the Law for the Encouragement of marriage, through marriage loans, dispensed family income supplements for each new child, This law stated that all newly married couples would get a government loan of 100 marks which was about months average income. 800,000 newly weds took up this offer. This loan was not to be simply paid back. The birth of one child meant that quarter of the loan did not have to be paid back. Two children meant that 50% of the loan need not be paid back; four children meant that the entire loan was cleared.

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Publicly honoured child-rich families, bestowed the Cross of Honour of the German Mother on women bearing four or more babies, August 1th had been the birthday of Hitler’s mother. On this day each year, the Motherhood Cross was awarded to women who had given birth to the largest number of children. The gold cross went to women who had produced 8 children; silver was for 6 children and bronze was for 4 children

Such was the desire to increase the German population that in 14, a law was discussed among Nazi leaders that all women - married or single - should have 4 children and that the fathers of these children had to be racially pure. Heinrich Himmler, head of the SS, was particularly keen on this idea. If a family already had four children, the father from that family had to be released to father more children outside of his marriage. This law never came into being as even the Nazi leaders realised that this law would create social anarchy.

During the election campaign in 1, Adolf Hitler promised that if he gained power he would take 800,000 women out of employment within four years. In August 1 a law was passed that enabled married couple to obtain loans to set up homes and start families.

The decline in unemployment after the Nazis gained power meant that it was not necessary to force women out of manual work. However, action was taken to reduce the number of women working in the professions. Married women doctors and civil servants were dismissed in 14 and from June 16 women could no longer act as judges or public prosecutors. Hitlers hostility to women was shown by his decision to make them ineligible to jury service because he believed them to be unable to think logically or reason objectively, since they are ruled only by emotion.

As housewives and mothers, their lives were controlled. Women were not expected to wear make-up or trousers. The dyeing of hair was not allowed nor were perms. Only flat shoes were expected to be worn. Women were discouraged from dieting as this was considered bad for child birth. Women were encouraged to have a well built figure as slim women, so it was taught, would have problems in pregnancy. Women were also discouraged from smoking - not because it was linked to problems with pregnancies - but because it was considered non-German to do so. Women knew not to wear cosmetics or revealing clothing because Hitler believed that a proper German woman should not flaunt her sexuality in front of a man.

From their earliest years, girls were taught in their schools that all good German women married at a young age to a proper German and that the wife’s task was to keep a decent home for her working husband and to have children.

On the 6th of January, 14, Hitler gave a speech

“ Detest women who dabble in politics. And if their dabbling extends to military matters it becomes utterly unendurable. In no section of the Party has a woman ever had the right to hold even the smallest post. In 14 we had a sudden upsurge of women who were interested in politics. They wanted to join the Reichstag, in order to raise the moral level of that body, so they said. I told them that 0 per cent of the matters dealt with by parliament were masculine affairs, on which they could not have opinions of any value. Gallantry forbids one to give women an opportunity of putting themselves in situations that do not suit them.”

Hitler did not really believe that women were intelligent enough to do more than bear a healthy baby. Hitler despised womens weak nature and did not want them competing for jobs with men who were far superior than them. Despite Hitlers wishes to keep women out of the work force in order to pave the way for men, with the onset of World War II, he was forced to ask for their help. With all of his capable men gone to fight the war, Hitler enlisted the help of women to keep the German economy going. Women could be found working in artillery factories and spent some time farming. Hitler relied on these women to help his country through the war.

Hitler wanted healthy and legitimate babies for his new Germany. He wanted women to act like women and stop trying to be men. This is part of the reason why he tried to remove women from the work force. One would think that most women would be against Hitlers policies because it took away their rights as human beings. However, many women embraced Hitlers program. Many women agreed with him that women should return to their traditional roles as housewives. The truth is that many women were frightened of their own independence. This fact also explains why women were such large supporters of the Nazi party. In fact, women made up the majority of Nazi party supporters. Hitler was well aware of the fact that women were his primary supporters. He knew that without the good women of Germany, he would have never reached his pinnacle of power.

One major issue with women in the Nazi party must be highlighted. They were not allowed to hold any positions of political power with the Nazi party, in spite of the fact that they by far made up the majority. This is just another example of how Hitlers prejudice towards women colored his judgment.

Common rhymes for women were;

Take hold of kettle, broom and pan,

Then you’ll surely get a man!

Shop and office leave alone, Your true life work lies at home.

From this rhyme the society can truly see that Germany was very strict about what the women’s job in her life, this included cooking and cleaning for her husband.

Women were treated differently to men in both the political and social factors, through out the years of the Third Reich the woman had come to realise their position in society. They were rewarded for having children, young and unmarried women were encouraged to show their femineity through the Lebensborn homes. Here they were to have sexual encounters with the SS men so they were able to bear a racially pure baby for the future Army of Germany.



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Housekeeping by Marilyn Robinson

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Is Housekeeping a pessimistic novel?

In my point of view, Housekeeping is a pessimistic novel. It is a novel written by Marilyn Robinson to inform us the poverty and the suffering of the world. As other people have argued, housekeeping is not a pessimistic novel as the negative things often turn into positive things. Although sometimes a negative thing can turn into a positive thing, we are not reading the novel for “the fun of it”. It is only forced to realize that there is still beauty in the world when people have experienced or have seen the horrors in the world and have suffered in pain. It could also be read as that for every optimistic result, there are always pessimistic circumstances. Having many pessimistic scenes has made the novel pessimistic and positive things don’t necessarily make it better. Many unfortunates have happened in Housekeeping and have often made it depressing for the reader to read. I have to admit; it is the first book that I have ever read that contains so many deaths and sad separations. To be honest, the question “Is Housekeeping a pessimistic novel” cannot be answered correctly. Other students have done an outstanding job with tremendous effects to analyze this question. This is just my point of view.

The following is a list of things, which I find pessimistic. I have made points and quotes under each title and have explained “the society’s view on transients” in detail.

-How Grandfather and Helen’s escaped from this world

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It is sad to see that the world is so unfriendly. Instead of leaving this world, Robinson has purposely described their deaths as “escaped from this world”.

“Edmund Foster…who escaped this world years before I entered.” Ruth views her world as a prison.

-Grandma’s death, Nona and Lily’s farewell

More death in the family leaving Ruth and Lucille to Sylvie

-Ruth finding the world beautiful

Discovered the beauty as she has suffered pain and loss

It was very interesting to see how a transient can be happy and in chapter 10 as Ruth explains to us “I learned an important thing in the orchard that night, which was that if you do not resist the cold, but simply relax and accept it, you no longer feel the cold as discomfort.” Pg04 and “I was hungry enough to begin to learn that hunger has its pleasures, and I was happily at ease in the dark…” Pg04

The two quotes are basically telling us that when someone has suffered and felt the pain of something, they are always able to find pleasure in it. I think it is quite depressing to see this kind of ‘beauty’.

-Ruth and Lucille’s separation

Family tree totally collapse

Never to see each other again.

-Sylvie and Lucille forced to burn the house and drift away from Fingerbone

Cannot stand any memories, leaving a horrible place to find other beauty of the world.

Although their grandpa built the house, there are many bad memories in it and it is just cruel to live in it. For example, instead of describing their grandmother’s belongings as priceless, she says it is horrible when she looks at it closely as it turns into evil objects.

-The society’s view on transients

“Why do you get involved with such trash people? It’s embarrassing…I wouldn’t say ‘trashy’, Lucille. She didn’t strangle anyone” I thought this quote represents the many pessimistic atmospheres in the novel because it shows Lucille’s (and the rest of the society’s view) towards transients. This quote also shows the miss link between Sylvie and Lucille and how Lucille is getting tired of not being looked after.

In this quote, Sylvie has apparently missed Lucille’s meaning of ‘trashy people’. Lucille meant that transients are trashy people but Sylvie thought that Lucille meant people with crimes are transients. Through out the book, it has been expressed that transients are the lower class of the society, even though they are people without crimes. “We went inside for lunch, and when we came out again, she was a dog-yellowed stump in which neither of us would admit any interest.” pg 61 For instance, when Lucille and Ruth built the snow woman dressed like Sylvie could very well represents transients and the ‘dog-yellowed stump’ could symbolize the society’s view on transients. The society has looked down on them and has cut them out of the rest of the world. “…hoboes made a practice of whisking children under their coats and carrying them off.” A normal housekeeper like their grandmother has used transients as ‘the big bad wolf’ to scare Ruth and Lucille. Obviously their grandmother has meant well but we get the view of why the people in Fingerbone are nervous towards transients, as they don’t know anything about them and they were told since when they were little that they are people to stay away from. Different people have different views towards transience. People who does good housekeeping thinks they are the scrap of society and looks down upon them. I find the way in which no one’s equal in the society; all the pain and suffering in the society and the way it is so complicated in the society very pessimistic.



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Tuesday, January 22, 2013

10 on 1

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10 on 1

Gataca seems to be about a man who is trying to overcome a

genetic inequality but it really is about the human spirit and

it’s ability to overcome.

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1)no one thinks he can be as good as his genetically

engineered brother

) he cannot run for as long or as fast

) his father didn’t think he was good enough to have his

fathers name

4) Anton always swims farther

5) he works as a janitor because he is overlooked for

everything else

6) his desire drives him to be able to beat his brother

7) he is willing to go through anything to achieve his goal

of space travel

8) he had extra inches grafted onto his legs to appear more able

) in the end he achieves his goal of space flight

10) gains the respect of his brother as well as the doctor who

were both genetically enhanced

The human spirit can and will prevail if given the right

chance to succeed. In Gattaca the main character is looked

down on by all the people who are “better” than he is simply

because he hasn’t been genetically enhanced. Society has

accepted that the genetically enhanced are the only ones

qualified for the good jobs and the normal people are only fit

to clean up after them. The human spirit can prevail though

and it will with a little desire and the willingness to walk

the extra mile.

Even though the main character cannot physically do the

things that others do he does not give up. With the right

amount of desire a person can push themselves to achieve

almost anything. The human mind is one of the most researched

but still misunderstood things around. Thus a person who is

not genetically enhanced can still push their mind to the

limit. It may be more difficult and it may take twice the

amount of time but still it can be done. In the movie there is

no gene enhancement for desire therefore desire can make up

for lack of ability in all kinds of other areas. You always

hear stories of the little guy doing big things. He doesn’t do

it because he was the best at it or it was given to him. He

succeeds because he wanted it more than anyone else. People

should not be judged on appearance but on their ability to do

things. It should not be assumed someone cant succeed based on

stereotypes. If a person fails at something but is willing to

work at it and give it another shot they too should be

considered. In the end all that matters is results. It doesn’t

matter who produces the results as long as they are produced.

The person who is willing to put it all on the line in order

to succeed should be the one given the opportunity to succeed.

People should be judged on the end result. Whoever produces

the best result is obviously the best for the job. People

should not be stereotyped. They should not be judged based on

anything other than their ability to produce. That being said

whoever has the most desire t produce will prevail in the long

run.



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pregnancy in california

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on pregnancy in california. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality pregnancy in california paper right on time.

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Approximately 1 million teens become pregnant each year in the U.S. This results in approximately 50,000 births, 405,000 abortions and 80,000 miscarriages. More than 10% of this total is in the State of Ca, and 10% of the California total is in Orange County

• California has the nd highest teen pregnancy rate in the nation. 15 pregnancies per 1000 women aged 15-1 occurred in 17. The national rate in 7% per 1000 women

• Over 40% of adolescents will become pregnant before reaching age 0. By age 18, 4% will have a pregnancy.

• Of the total number of teen pregnancies, approximately half occur with 18 & 1 year olds.

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• Five to seven billion in state and federal money is spent each year on services related to teen parents.

• 46% of single mothers receive public assistance

• Of prison inmates between 15&1 years of age, 0% are products of an adolescent pregnancy

• Pregnancy is third of the top ten disciplinary problems confronting public school teachers.

• of 10 teen mothers go on welfare within years of the birth of their first child.

• 70% of all pregnant adolescents do not receive adequate prenatal care.

• % of teen mothers have low birth weight babies, which are 40 times more likely to die in their first month of life than normal weight babies.

• Sexually transmitted diseases along with HIV/AIDS are some risk factors that contribute to teen pregnancy.

• Pregnant teens often have poor eating habits and may smoke, drink alcohol and take drugs, increasing the risk that their babies will be born with health problems. Also more at risk of pregnancy complications (premature or prolonged labor, anemia and high blood pressure). And are even greater for teens who are less than 15 years old.

• 1 in teen mothers drops out of high school.

• 40% of females who give birth by age fifteen don’t complete 8th grade.

• More than in 10 teens who give birth keep their babies.

• The younger the birth mother, the greater the age difference between herself and the father. In fact, many of these fathers are guilty of statutory rape, and most states do very little to prosecute. The percentage of the fathers accept the reality of what they have helped create.

Please note that this sample paper on pregnancy in california 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 pregnancy in california, we are here to assist you. Your cheap custom college paper on pregnancy in california will be written from scratch, so you do not have to worry about its originality.

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