Business environment Assignment Example | Topics and Well Written Essays - 2500 words

Business environment - Assignment Example The region has long been established as the leading European zone for attracting private investment. In fact, at present it is UK's most successful region for attracting foreign direct investment, and is among the top five in Europe. The West Midlands is the address of nearly 2,000 overseas companies from 34 different nations, employing roughly 9% of the region's workforce - nearly a quarter of a million people. Birmingham itself can boast of almost 300 overseas companies, which employ over 36,000 people. International and famous companies based in the West Midlands include Peugeot, Ford, BMW, Fujitsu, Oracle, Gap, Denso, IBM, NEC and Johnson Controls. A little over the last ten years, the West Midlands experienced real economic growth with GDP increasing by around 29%, an additional 240,000 people in employment, a fall in unemployment rates from 12.1% to below 8% (2000), economic activity rate at par with the rest of the country, an employment rate of around 74% (1998-1999 to 2003), higher than the national rate at the start of the three year period (1998-99) and a higher percentage of employees in high technology sectors than the national average in 2000 (Mitra, 2001). Despite noticeable indicators of development and progress, the West Midlands maintains its status of an under-achieving region. It has under-performed in almost all major areas judging by the economic indicators, if overall performance in the UK is used as a standard. Gross Domestic Product (GDP) per head in 1999 was 6% below the national average in spite of an increase of nearly 2% from 1998. On the Index of Local Deprivation, the West Midlands has two districts in the top 10 and 6 in the top 50 most deprived areas. In 1997, likewise, the West Midlands had the second lowest manufacturing productivity levels. Gross Value Added per GDP per head has stayed around 6% below the national average throughout the 1990s. Since 1990, unemployment rates have remained above the national average. Finally, the number of VAT- registered businesses has fallen faster than the national average. Compared to EU regions similar to the West Midlands (using the GVA metric), the latter is at par with most other regions and slightly below Bourgogne (France). SMEs in the West Midlands Economy With statistical trends elsewhere, small and medium sized enterprises (SMEs) constitute the largest share of all enterprises in the West Midlands. The region is composed of small firms, which would imply that small business activity is characteristic of the region's business and economic scenario. The sectoral spread of the firms portray the profile of the region with its mix of traditional industrial ands agricultural activities, combined with business and financial services. Reflecting overall national patterns, and indeed that of the West Midlands region, no one sub-region has more than two sectors with greater than 20% of the business sites in those sectors. Potential Sources of Support Across the region, Advantage West Midlands is setting up a variety of strategies and business support programmes aimed at motivating and promoting wealth creation and the diversification of the region's economy. Working in alliance with other organisations, the objective is to provide the business support required

Inclusive Education Essay Example for Free

Inclusive Education Essay The management of inclusion is a source of enormous challenge to many schools across the globe. Developed countries in particular are faced with the mounting challenge of ensuring that every child is educated up to adequate standards (Ainscow 1995). Similarly, families that have children with special needs are seeking institutions that can provide their children with the standard level of education received by other children. Educational Institutions are also in a similar boat, continually faced with the mounting challenge of accepting and responding to the diversity that each child brings to the classroom. While many definitions of inclusion are pervasive, it remains widely accepted that the notion of inclusion involves welcoming and encouraging diversity amongst all learners. Inclusive education can be viewed from different perspectives. Different educational settings and social communities have differing perceptions of what it means. Most literature however start with the general notion that education is a basic human right that forms the foundation of every just and fair society. However, the basic elements of its meaning can be categorized into four. Ainscow (2005) suggests the first element involves seeing inclusion as a process – a continuous process that analyzes and recommends improved ways of responding to diversity by accepting and learning from peoples’ differences. Every one’s difference is seen as an asset which can be used to ensure learning takes place under varied and flexible circumstances. Ainscow (2005) also refers to the second element of inclusion as identifying and removing barriers. The teachers or managers of the inclusion process should be actively involved in collecting, analyzing and managing information from diverse sources which can be applied to policy refinements and modifications. The third element is centered on enforcing active participation and goal achievement for each student. The fourth element highlighted by Ainscow (2005) is the need for teachers or those in charge of learning to place an increased emphasis on those who are at greater risk of being marginalized or who are less able to benefit from the current modes and aspects of learning. In summary, Ainscow (2005) suggests that the practices that are pervasive in most organizations today is a reflection of present culture and norms. Learners may be impeded from learning optimally under certain conditions due to over learned behaviour imposed by social institutions and their thinking patterns. Consequently, Ainscow (1999) suggests that the development of inclusive practices should focus on reforming the way actors think in order to be able to realize the full potential of inclusive education and make its practice more reinforced in schools across the world. Armstrong (2003) describes inclusion as a set of principles, values and practices that are executed to initiate a revolution of education systems and communities.   It seeks to challenge thinking that is conditioned to assume that certain pupils need to be dealt with in a particular way (Armstrong 2003). According to (CSIE 2010) Inclusive education has a long history but centers on the need for equality and human rights. It is based on a moral perspective that values and respects every person while welcoming diversity. Schools are becoming more open to people of different abilities, backgrounds, ethnic and cultural histories. Consequently, there’s an extensive need for schools to fend for different learners. According to CSIE (2010), inclusion in education has a large number of connotations and the basic ones include:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The need for schools to value everyone including staff and students equally.  · The participation of all students in cultures and learning communities, while reducing barriers to their learning and the inclusion of students, even though categorized as having special educational needs  · Revamping school’s practices and policies so that they are responsive to the variety of students within the region  · Learning from attempts at inclusive education and implementing the changes more widely  · Acknowledging the basic right of every child to a fair education and recognizing that inclusion in education is paramount to inclusion in society.  · Emphasizing the role of schools in community development, sustaining relationships and adjusting the resources of the schools to support learning. According to CSIE (2010), the world is changing and stereotypical thinking needs to be nipped in the bud. Valuing some people over others is deemed unethical; people should not be prevented from participating in culture and curricula and neither should segregated schooling be used for children with special needs since it violates their right to education without any form of discrimination (Ainscow 1994). Academic achievements should not be the sole aim of schooling there is also the moral and personal development that every child should have a right to. Also, isolating schools and communities from each other deprives students of rich and multifaceted experiences that can enhance their learning. The right to an inclusive education is in Article 24 (Education) of the United Nations Convention on the Rights of People with Disabilities (2006). Even though the idea of inclusive education is generally accepted, some schools have reservations to it and claim that they do not have the resources to cater for all categories of children. It is unclear whether this problem is persistent due to funding, personal reservations or a lack of resources. In addition, inclusive education can be seen as an educational practice that emphasizes that students who can learn normally, without any learning inhibitions, spend time with those who have special educational needs which may be of any form. This type of inclusion emphasizes the child’s right to participate while schools are also inclined to accept the child as they would any other normal child. This principle rejects the use of special, isolated classrooms and learning environments for students with disabilities. The social, civil and participatory rights of students are emphasized and form the heart of any inclusive education strategy. It is a collective form of education in which all types of children can sit and learn together and it proposes the need to emphasize diverse learning approaches to handling children with varying educations and academic limits. With inclusive education, children who were previously excluded may now spend time with other children, which would not have been possible earlier. The use of segregated schooling is however still pervasive and one must bear in mind that Inclusive education does not apply only to disabled children but to everyone (CSIE 2010). The Benefits of Inclusive Education There are a number of ways to analyze the benefits of inclusive education. This section will start off by examining the benefits to disabled children. There are many aspects to inclusive education that can benefit disabled children as well as the normal children. Children with special needs would have the chance to learn in the same environment as normal children; they are thus subjected to the same learning environment and resources which will on the long run, ensure that they also have the opportunity to learn at the same pace as the normal children. Inclusive education may also nip in the bud, future psychological problems that a child may have when they eventually become aware that they have special needs. Inclusive education helps them to mix with other children thereby reducing possible issues of inferiority complex that may arise in the future. With inclusive education, schools can become flexible to adapting to the needs of the children, and not the other way round. The differences between the students can also serve as a means of achieving diversity and variety – the educational facilities and teachers would then have to develop unique responses to deal with each child (Ainscow 1999). In terms of society, the benefits are multi-fold. Inclusive education can help in forming stronger links between schools and communities. This on the long run will lead to stronger societies, partnering, consolidation and the forging of self respect for every individual in the society.   For developing countries, the benefits are extensive. Education is one of the hallmarks of any progressive society and as such should not be taken lightly. Inclusive education would give every child the right to fair education and a chance of a bright future. Inclusive education should be central to the educational polcies of any country claiming to be democratic. When countries embrace this ideal, it promotes a culture of fairness, comraderie and may nip societal ills such as racism and discrimination in the bud.

Salome by Oscar Wilde Essay -- Salome Oscar Wilde Essays

Salome by Oscar Wilde Oscar Wilde’s gruesome and controversial play begs and important question. Who is Salome? In the bible this woman is not even given a name. She is the daughter of Herodias who dances for the pleasure of her stepfather, Herod. Perhaps the very fact that she remains unnamed is part of the mystery and problem that is Salome. There was no need to name this type of woman in patriarchal Christian religion. Yet, Salome’s story continues to inspire and terrify both her champions and her harshest critics. In writing Salome Wilde gives this figure both an identity and a desire. But just what does this identity and subsequent desire represent? Throughout the play Salome is subjected to the male gaze. Both the Young Syrian and Herod continually look at her. They are both warned not to do so. The Page of Herodias tells the Young Syrian, â€Å"Why do you look at her? You must not look at her†¦Something terrible may happen.† Herod is similarly warned by his wife, â€Å"You must not look at her! You are always looking at her!† Aside from their own desires, why would these two characters believe that looking at Salome is so dangerous? This could be an acknowledgement of the power of looking and the subsequent power that Salome gains from being looked at. Scopophilia is not only the pleasure and power of looking, but also the pleasure and power of being looked at. Salome is aware of this type of power. She says, â€Å"Why does the Tetrarch look at me all the while with his mole’s eyes under his shaking eyelids? It is strange that the husband of my mother looks at me like that. I know not what it means. Of a truth I know it too well.† Salome realizes that Herod is viewing her as a sexual o... ...y? Whatever the reason Salome is destroyed by men immediately after she receives the satisfaction of kissing Jokanaan’s severed head. Perhaps the figure of Salome is much like the moon in this play. It reflects whatever the onlooker hopes to see. To those who wish to view Salome as the original femme fatal, she is reflected as dangerous and grotesque. To others, who encourage her rebellion, she is an icon for artistic self-reflection. Representations of Salome are varied and many. They are constantly evolving with shifts of collective experience. In any event, Salome has earned the name denied to her in the bible. She is to some a heroine, to others a pornographic object, and still others a dangerous threat to patriarchal order. She has many identities and even more desires, yet she continues to fascinate and repulse, as her mystery is unraveled.

Character of Penelope in Homers Odyssey Essays -- Homer, Odyssey Essa

The Character of Penelope in The Odyssey "My lady, there is no man in the wide world who could find fault with you. For your fame has reached broad heaven itself, like that of some illustrious king."(Page 289,Book 19, The Odyssey) Penelope played one of the most vital roles in Homer's timeless classic ‘The Odyssey’, as both Odysseus's patient and loving wife and as the Queen of Ithaca. Her great love for Odysseus is most powerfully shown with her persistence in waiting nineteen years for her husband to return over the ‘wine dark sea’ rather than losing all hope and marrying another. Penelope has a strong and constant character, and her personality changes very little throughout ‘The Odyssey’. Since there are so few mortal women featured in The Odyssey, Penelope can be perhaps seen as an ideal figure to represent all noblewomen within the Greek world. Although women were to the most part seen as possessions they could still be highly respec... ...assical Greek Art," pp. 29-58. Richard Brilliant, "Kirke's Men: Swine and Sweethearts," pp. 165-73. Helene Foley, "Penelope as Moral Agent," in Beth Cohen, ed., The Distaff Side (Oxford 1995), pp. 93-115. Homer. The Odyssey. Trans. Robert Fitzgerald. New York: Vintage Books, 1989. Marilyn Arthur Katz, Penelope's Renown: Meaning and Indeterminacy in the Odyssey (Princeton 1991). Nancy Felson-Rubin, Regarding Penelope: From Courtship to Poetics (Princeton 1994). Â  

Did the Ancient Greek Gods Exist Essay

The Ancient Greeks regarded their religion and mythology with much respect and loyalty. Although the Ancient Greek Gods are now seen as an explanation created by man, for natural forces and the world around us, there has been much evidence both for and against the debate that these Gods were real. The Greeks believed that the Earth was created with the birth of Gaia, or Mother Earth, from the dark void known as Chaos. It was believed that Gods were all-powerful giants and heroes, who were responsible for our creation. The Olympians were a younger race of Gods led by Zeus, who eventually overthrew the formidable Titans, led by Zeus’ tyrannical father Cronus. Once in power, the Olympians, named after their home Mount Olympus, were each given certain responsibilities and powers over natural forces and aspects of life. Such as the sky, ocean, death and war. Many have debated that the Gods have made their presence clear, through their influencing and intervening with our history and punishments that they have cast upon us. Whereas others argue that they were mere stories told to inspire others, teach morals and explain the unknown. The mythology of the Gods were mainly passed on through stories and supported with archaeological evidence, the main literary account was by Homer and his two epic poems. Although they mainly accounted for the events surrounding the Trojan War, they include much proof on the impact and influence the Gods had on Ancient Greek history. In Homer’s epic poem Illiad, Zeus is shown sending Agamemnon a false dream, thus influencing his military decisions during the Trojan war in an attempt to depopulate the Earth. Although the existence of Agamemnon cannot be proven, the city of Troy can be. The archaeological ruins of the city can be found in what is now known as Turkey and shows signs of being destroyed and rebuilt several times, most likely due to an earthquake and even a war, from which there was evidence of much slaughter. The Ancient Greeks worshipped the Gods, believing they had power over everything around them and perceived them as almighty deities. The Gods were believed to have normally taken on human form, exhibiting the same emotions and traits. They were also known for regularly intervening in human history. Many people have argued that like some Ancient Chinese deities, many Gods were in fact based on actual figures of history and that over time, like the Chinese gods, their true identities were simply forgotten and they were continually perceived as almighty gods. Such as Guan Yu, a Chinese general who was deified as the Taoist God of War, during the Sui Dynasty (581-618) for his contributions to the civil war. He continues to be worshipped by the Chinese and is a figure of Chinese folk religion. Like the Greek Gods, Guan Yu is worshipped with alters, ceremonies, sacrifices and festivals. However after many centuries of being seen as a God, many are unaware that he did in fact exist. The Historical Theory, continues to support the idea that all people mentioned in mythology were once real people, only their story is passed on and changed over time. Comparisons have also been drawn with the similarities between the basis of Ancient Greek mythology and its factual history. The Greeks believed that there were three generations of Gods; Uranus and other creation gods, the Titans and the Olympians. Many believe that this is merely a reflection of the three major Ancient Greek civilisations; Minoan, Mycenaean and Hellenic. Even with the Gods, they portray heavy social struggles between threatening communities. Professor Martin P. Nilsson concluded that the Gods were a mere reflection and dramatization of Ancient Greek civilisation. Although the Gods were worshipped for their allegiance, they were also known for their wrath and harsh punishments such as the Minotaur, a ferocious monster with a thirst for blood and the result of a God’s punishment. It all began as a sentence cast by the God, Poseidon, onto the King of Crete, Minos for not sacrificing a prized white bull. To punish him, fellow goddess Aphrodite made Minos’ wife Pasiphae fall in love with a bull hence resulting in the birth of the Minotaur, the unnatural offspring of man and bull. The Minotaur was infamous for its human body and bull head. Uncovered representational arts such as vases, alters and ruins have proven the high amount of bull worship in Crete and even parts of Spain, possibly due to the existence of the Minotaur. However many argue that it was from the bull sensation that came the origins and inspiration for the tale of the Minotaur. The creature eventually grew for a horrific taste for blood, forcing Minos to imprison it in a twisting labyrinth under his palace, Knossos. Several years ago, Oxford university geographer Nicholas Howarth uncovered an underground cave complex consisting of a dark, twisting network of tunnels on the island of Crete, just miles away from the ruins of Knossos. Locally, it is even known as Labyrinthos Caves. The Minotaur was eventually slain by Theseus, a demi-god, further supporting the argument that the Ancient Greek Gods existed. As mentioned, over time people have come to accept the Ancient Greek gods as something the Greeks created to understand the world around them. The Physical theory reinforces this argument, claiming that all mythology and religion is formed from the basis of the natural elements; air, fire and water. Similarities can be seen with that of the Ancient Greek gods, such as Poseidon who was â€Å"God of the Sea† and was believed to have domain over the ocean. Many argued that the Gods were mere symbolic personifications of the uncontrollable nature around us, from which the Ancient Greeks found hope and security. Sigmund Freud’s symbolic communication and dream interpretation suggested that with the proper psyche and desperation, the Greeks could have used the Gods as a verification of control. Many have continued to attempt to interpret the mythology of different ancient civilisations. One of the most successful would be Herodotus, who uncovered the relationships and connections between Ancient Greek, Roman and Egyptian mythologies. He believed that the Ancient Greek Gods were directly inspired by Egyptian mythology. Gods such as Zeus were paired with the Egyptian god Amun. Through historical linguistics, it was believed that these gods actually derived from common archetypes of the Proto-Indo-European religion. Thus concluding that Gods were a mere copy of other cultural religions and myths. Despite the scepticism that many feel towards the argument, the evidence is overwhelming and reinforces the debate that the Gods did exist, whether they were immortal Olympians or simply heroic human beings. As immortal wrathful giants, the gods were able to influence entire battles and punish those they believed evil, whereas if they were only human beings, their story would be able to inspire and teach others heroism and bravery. Although the argument involving the Physical theory and Herodotus is viable, the natural elements are the foundation of life and therefore can be twisted to fit any argument and have similarities found anywhere if one simply looked hard enough. Although we may never learn the truth, the existence of the Ancient Greek gods are more realistic due to the possibilities faced with the idea that they could have been either almighty gods or average human beings.

buy custom Effects of Spouses’ Physical Abuse on Boys and Girls Adult Relationships essay

buy custom Effects of Spouses’ Physical Abuse on Boys and Girls Adult Relationships essay Domestic abuse has extensive and lasting consequences on victims. The impacts can either be physical or emotional and can affect the direct victim and children who notice parental brutality. Whenever parents are aggressive, with or without annoyance, there is a constant likelihood of child mistreatment. Physical violence to the child can as well transpire. During parental hostility, brutality moves straight onto the child, particularly older males. When parents are fighting, for instance, a mother can accidentally drop her baby or hit the child by mistake (Archer, 2000). I choose to focus on this topic because of these reasons, and many others since it is important to both parents and children. Hypothesis In this paper, I will show how physical abuse between spouses influence boys and girls behavior in adulthood. In most cases, the dissatisfaction in the relationship transfers to dissatisfaction in the child particularly when an irritated parent shifts blame for his or her matrimonial predicaments onto the child. Mistreated partners may not strike back against the violent partner and takes her assault out on the child by incorporating the child and his spouse, as an object for brutality. Emotional exploitation of children in brutal families may crop up more frequently than physical violence, and may result to intense mental harm to the child.Moreover, children can be abandoned owing to the parents' meager energy or incapability to meet their requirements. Abandonment of the child might take the shape of emotional deficit, poor control, failure to offer sufficient health care, or failure to give enough food (Sandra et al. 2000, 642). There is a genuine risk that children will learn violence, and that it will turn into an element of their outline of conduct. Research findings, child mistreatment texts and family theorists point out those aggressive patterns of conduct that are passed down to generations. Studies have shown that mistreated children recurrently turn out to be violent parents and offensive partners. Children who see their parents or other important adults take on in physical hostility frequently adapt to these manners and rebuild them in adulthood. In addition, numerous adults who exploit their partners were mistreated as children and/or witnessed physical aggression involving their parents (650). Theoretical Framework Brutality is an outline of cultured manners. It seems to be obtained by exposure, watching and endorsed in the family. It appears that the recurrence of the aggression is also attributable to the absence of any other practical or cultured stress reactions in the family structure. Although an individual who has been abused as a child regularly has extreme pessimistic outlook concerning the parents and their actions, opposing this harmful outlook are feelings of devotion for and a sense of belonging with the parents. Children might grow to take after the abusive behavior or as a victim. In addition to getting acquainted to brutal actions, the children discover adaptive or endurance behaviors by which they can evade being mistreated. Both the abuser and sufferer characters are presentd to children's performance repertoires, and they acquire a spouse who is also vulnerable to approve these characters (Hinchey and Gavelek, 1982, 399). Usually, the boy who witnesses family hostility will, firstly, sympathize with his mother and have severe pessimistic thoughts regarding his father's hostile actions. As he grows, the child might try to mediate in aggressive occurrences. Furthermore, the older son in the family may serve to cater for some of his mother's requirements and may assume some of the father's responsibilities. He may turn into his mother's close friend and supporter. Having learnt how to protect their mother from an abusive father, such a male becomes a very responsible man, overly protective, caring and loving towards their future partners (401). Conversely, as the male child attains late teenage years, he might become aggressive, disobedient, and unmanageable. In his effort to get away from the exceptionally close connection with his mother, he might become offensive to her, as he starts to relate to his father. He might as well begin excessive drinking, destroy property, and act aggressively to younger siblings. He might become violent if he gets into a relationship. Method The study designs employed in the findings expressed in this paper are surveys carried out by doctors, psychologists and gender advocates. They have taken a sample of both men and women in some studies, while others have taken women only. These are people who are mostly affected by spouse physical abuse in their childhood, and consequently in their adult relationships. The doctors measured the rate of depression and pressure in both men and women in poor relationships. They used the Hamilton Depression Scale to identify the intensity of depression in such individuals and a sphygmomanometer for blood pressure. These measurement tools were used because they are simple to incorporate and save on time. Survey Findings According to Sandras study, girls who have observed hostility involving their parents might take either the sufferer, or the abuser character, based on the situation. Females whose mothers endorse only a sufferer position will usually mimic this character themselves. Frequently, they take up child nurturing tasks for the younger children. The older female might ignore school to look after them. The female may hate this responsibility but will seldom convey annoyance. She typically tries to gratify her parents, but is regularly incapable of meeting their requirements. During aggressive incidents, she might make an attempt to defend her siblings. The daughter's responsibility as substitute mother and intermediary frequently makes her a prospective prey of incest. These girls may be silent, withdrawn, and reserved. There is likelihood that, without intercession, they will turn into victims of brutality. Consequently, such a female may not be willing to get involved with men in their adu lthood (Sandra et al. 2000, 650). Alternatively, daughters who have observed aggressive parental relations might have behavioral setbacks. These girls may exhibit their prediicaments in the classroom and act aggressively to age mates or siblings. As they approach puberty, most of these girls flee from their abodes, become drugs or alcohol addicts and sexually chaotic. All of these actions imply an effort to flee from a psychologically and physically destitute condition. Such a child will develop to be a reckless adult and certainly have poor relationships (Jeffrey and Angela, 1994). Those males who see their fathers mistreat their mothers are more probable to impose intense brutality as grown-ups. Statistics imply that females who see motherly mistreatment may endure violence as grown-ups more than females who do not. The lasting outcomes of child sexual mistreatment comprises despair and self-unhelpful activities, annoyance and resentment, poor sense of worth, feelings of seclusion and shame, difficulty in believing others, particularly men, marital and relationship setbacks, and a trend in the direction of revictimization. A discussion research study by Sandra and her colleagues tested whether revealed information of childhood witnessing to parental spouse mistreatment was connected with internalizing features of grown-up changes. Applicants were 550 males and female university scholars. Among females, childhood experience to spouse violence was connected to despair, trauma-connected indications and poor sense of worth. Among males, experience was linked with trauma-related indications. These relations were arithmetically unconnected to parental alcohol misuse and break ups accounted for. Relationships of parental spouse mistreatment to poor sense of worth and dejection among females were as well independent of deviation in shown information of child sexual and physical mistreatment. However, the connection of spouse mistreatment to trauma-connected indications depended, partially, on the co-incidence of child mistreatment. The discussion tackled allegations of the results for upcoming research and for medical applications (Sandra et al. 2000, 642). Several experimental studies have surveyed the association between familiarity with domestic hostility and developing disturbing distress. Hinchey and Gavelek (1982, 397) interviewed 93 females reporting to be in continuing, traumatic relationships and those who had grown on aggressive abodes. The researchers based their study on the connection between emotional violence, intensity of abuse in the relationship and dejection. The outcome of the study demonstrated a considerable connection between domestic hostility and dejection. In every cluster in the research, emotional abuse on its own, moderate abuse, and intense abuse, women attained the highest rate for disturbing tension chaos. Generally, 55.9% of the test met analytical standards for the condition. With the use of questionnaires, the study also proved that those particular women were in poor current relationships. In additional support of the extensive connection between family hostility and future relationship of children, Gaylord and his colleagues, interviewed 100 females in Australian asylums, each of whom had gone through domestic brutality. They established that 45 of the 100 females had problems with their relationships . Buy custom Effects of Spouses’ Physical Abuse on Boys and Girls Adult Relationships essay

Robert Hooke and the Coil Spring

Robert Hooke and the Coil Spring Robert Hooke was perhaps the single greatest experimental scientist of the 17th century, responsible for developing a concept hundreds of years ago that would result in coil springs that are still used widely today. About Robert Hooke   Hooke actually considered himself a philosopher, not an inventor. Born in 1635 on England’s Isle of Wight, he studied classics in school, then went on to Oxford University where he worked as an assistant to Thomas Willis, a physician. Hooke became a member of the Royal Society and is credited with discovering cells.   Hooke was peering through a microscope one day in 1665 when he noticed pores or cells  in a piece of cork tree. He decided these were containers for the â€Å"noble juices† of the substance he was inspecting. He assumed at the time that these cells were unique to plants, not to all living matter, but he is nonetheless given credit for discovering them. The Coil Spring Hooke conceived of what would become known as â€Å"Hooke’s Law 13 years later in 1678. This premise explains the elasticity of solid bodies, a discovery which led to the development of tension increasing and decreasing in a spring coil. He observed that when an elastic body is subjected to stress, its dimension or shape changes in proportion to the applied stress over a range. On the basis of his experiments with springs, stretching wires and coils, Hooke stated a rule between extension and force which would become known as Hooke’s Law: Strain and the relative change in dimension is proportional to stress. If the stress applied to a body goes beyond a certain value known as the elastic limit, the body does not return to its original state once the stress is removed. Hookes law applies only in the region below the elastic limit. Algebraically, this rule has the following form: F kx. Hookes Law would eventually become the science behind coil springs.  He died in 1703, never having married or had children. Hooke’s Law Today Automobile suspension systems, playground toys, furniture and even retractable ballpoint pens employ springs these days. Most have an easily predicted behavior when force is applied. But someone had to take Hooke’s philosophy and put it to use before all these useful tools could be developed. R. Tradwell received the first patent for a coil spring in 1763 in Great Britain. Leaf springs were all the rage at the time, but they required significant maintenance, including regular oiling. The coil spring was much more efficient and  less squeaky.   It would be almost another hundred years before the first coil spring made of steel found its way into furniture: It was used in an armchair in 1857.