Leisure and Recreation Essay Example | Topics and Well Written Essays - 1000 words

Leisure and Recreation - Essay Example Also what new ideas you would bring to that particular sports program.   Worth 25 points   b) Is there one thing that you’ve learned this quarter that has changed your mind about recreation? What is it? How did it change your perception of recreation? Explain in a minimum of 350 words. Give a strong defense of your point of view. Tell me and your classmates why you feel strongly about your position.   Worth 25 points   Answer these 3 Questions on Leisure and Recreation   (Question #1)   What are the benefits of leisure to you? Explain?   (Question #2)   In your personal life, do you leave enough time for leisure and recreation. If so, what do you like to do? Explain.   (Question #3)   What trends do you see in the future for leisure and recreation?   Without a doubt, instructional sports are vital to the development of any organization. Instructional sports incorporate discipline, organization, and vital teamwork that is necessary in to thrive in real-lif e. It influences individuals to focus and train on a consistent basis and enjoy the competitive nature of it. In addition, instructional sports are pivotal it enables children to grasp rules and tactics that are associated with sports. It develops knowledge and skill that are undoubtedly crucial if an individual wants to pursue particular sport as their profession. One key element that is vital in instructional sports that is not found in any other recreation is the fact that it builds leadership and collaboration. These leadership skills are vital as they cultivate an aura of experience that most children lack in their life. With experience, individuals can portray their willingness to perform and excel in sports. However, the challenge in recreation sports is to seek instructors and tutors who truly understand the game and know how to mentor individuals. Without proper mentoring, individuals will not be able to taste the true essence of instructional sports. These dynamic skills e nable individuals to mature and embed these crucial skills in real life. Hence, instructional sports are critical since they are a foundation of forming discipline, organization, and collaboration. In order to enhance instructional sports, I would bring professional athletes to mentor these kids. I truly believe that these athletes possess experience and instincts that can be truly valuable to this program. In addition, I would give incentives for students if they achieve certain milestones. For instance, if they are playing competitive football, merits would be based on goals achieved in their position. Moreover, I would try to attach the socialization agent with instructional sports. Instructional sports require team dynamics. Thus, allowing peers to collaborate with each other in a social environment can truly add a new aspect to instructional sports. Lastly, I would add technology to instructional sports, visual game simulation to mimic real life situations in a technical settin g. My perception of recreation has changed in many ways. First and foremost is the fact that recreation sports do allow individuals to experience their passion for sports and compete at a decent lever. Many individuals dream of competing at a professional stage. Unfortunately, they might not possess the talent to play in the professional standard, but they can portray the love of the game through intramural sports. Individuals who have other priorities can truly indulge in recreational sports without feeling the pressure of succeeding.

Analysis of the Allegory of the Cave Essay Example for Free

Analysis of the Allegory of the Cave Essay Plato’s â€Å"Allegory of the Cave† presents a visualization of people who are slaves that have been chained in front of a fire their whole lives. These people observe the shadows of different things shown on the cave wall that is in front of them. The shadows are the only â€Å"reality† the slaves know. This is because they have never seen anything else to compare them to. Plato argues that there is a critical flaw in how people mistake their limited perceptions as reality, as truth, and as what they believe to be what is good. The allegory reveals how the flaw affects our education, our spirituality, and our politics. The flaw that Plato speaks about is how people trust what they see and think it is real. In The Allegory of the Cave, the slaves in the caves know that the shadows, shown on the wall by the fire behind them, are real. If they were to talk to the shadows echoes would make the shadows appear to talk back. To the slaves, as Plato puts it, â€Å"the truth would be literally nothing but the shadows of the images†¦. † The allegory also talks about how a slave is later brought out of the cave, in what Plato refers to as â€Å"the ascent of the soul into the intellectual world. † Once out of the cave, the slaves discover that what they thought was real is not. They learn to understand all of these new images as what is real and what is true. Since the slaves have been in the dark for all their lives, both literally and metaphorically, the light blinds them. Representing knowledge, the light is too brilliant for them to see and comprehend. The slaves must be re-educated. They have to learn that the reflections are truer than shadows and the objects truer than reflections. They must deal with a new reality that does not exist within the cave. Plato says that these people who are brought out of the cave must go back into the cave to educate the other slaves. But the only people who should be allowed back into the cave are the ones who are willing to go back. The people must teach the other slaves about the reality outside of the cave, and what is outside of the slaves’ reality. These are representing the philosophers in the allegory. The capacity to learn exists in the soul. Humans need to use their whole soul to learn, not just use their eyes. The allegory states that, â€Å"†¦the power and capacity of learning exists in the soul already; and that just as the eye was unable to turn from the darkness to light without the whole body, so too the instrument of knowledge can only y the movement of the whole soul be turned from the world of becoming into that of being†¦. † According to Plato, human beings’ misperception about â€Å"reality† also affects the spiritual growth of that person. When the slave makes the ascent out of the cave that they have been in their entire life and sees the sun, they will be reminded of God. Plato wrote about how the slaves may even mistake the sun for God because the slaves would have no real perception of what the sun or what God looks like. Having moved from darkness into light, the slaves come to the conclusion that this bright light must be God. Plato argues that one’s soul holds knowledge of what is true. When one learns, one simply remembers. People originate from Heaven where they knew the truth. In the Bible it even talks about how on the outside people are wasting away every day but on the inside they are being renewed every day. One is renewed day by day by remembering things that their soul knows, but that they have forgotten. Also, Plato discredits a government run by the people in the cave who are uneducated and yet still fight for power. He also argues that the people who have made the ascent from the cave must govern, for they know what is real and what is not real because they understand that the shadows are only dreams, or something that is unreal. Plato says it is difficult to go back down into the darkness after somebody has seen the light, but they must. They must educate the slaves about the world above, so the slaves understand that power is not the greater good. Even though it will be about ten times harder to readjust to the darkness after descending into the cave again they will see about ten times better, because now they know the shadows are not real. They will govern with knowledge of good and truth. I believe that the Allegory of the Cave simply states that we must question reality and we must not trust just what our eyes tell us. We must know more than just what the eyes see. The slave in the allegory that makes the ascent and eventually rejects the truth of the shadows comes to know a truer truth. But then they believe what their eyes show them that is on this world. They have forgotten that they must question reality, because how are they to know that this reality is realer than that of the caves’? Somebody may wonder what if we are the shadows in the cave. And who knows. It corresponds to having an imaginary friend when a person is younger. The imaginary friend is very real to whoever the befriended person is, but as the person gets older or makes the ascent to the world of knowledge, they will mostly likely reject their childhood imaginary friends. Everybody is faced with a different reality where they start to believe that what their eyes show them is the only truth. They forget to question things and don’t realize that maybe there is yet another ascent, out of this bigger â€Å"cave† of the light. It may be something that nobody will know about until they reach the point of ascent. Human beings’ knowledge of goodness, reality, and truth will forever be limited by their fear of new ideas and new perspectives. As long as people are afraid of questioning what they cannot see, they will be stuck, chained up as slaves who are trapped in the darkness of the unknown in their very own cave.

Legal Research Assessment

Legal Research Assessment Question 1 Could Vincents security staff be given power to issue fixed penalty notices for disorder? Issues What is a fixed PND? Who legally can issue? How does this apply to these particular facts? Research Lexis Halsburys Laws of England – search â€Å"penalty notice for disorder† Result – 639 Directions as to Defendants good character – reference to Criminal Justice and Police Act 2001 s2(1) Search Criminal Justice and Police Act 2001 s2(1) – Part 1 deals with Provisions for Combating Crime and Disorder and within this section 2 with Penalty Notices S2(1) â€Å"a constable who has reason to believe that a person aged [10] or over has committed a penalty offence may give him a penalty notice in respect of the offence.† Note subordinate legislation Penalties for Disorderly Behaviour (Amendment of Minimum Age) Order 2004, SI 2004/3166 no reference to under-age drinkers in the facts so not following up further Reviewing rest of Part 1 and noting that under s(4) a â€Å"penalty notice† is defined as â€Å"a notice offering the opportunity†¦to discharge any liability to be convicted of the offence to which the notice relates.† S(1) lists offences leading to penalties on the spot and noting that these include â€Å"being drunk in a highway, other public place or licensed premises† , â€Å"disorderly behaviour while drunk in a public place† and â€Å"behaviour likely to cause harassment, alarm or distress† Halsburys Laws of England 542 penalty notices and penalties Halsburys Laws 543 deals with procedure Therefore appears that in addition to the police â€Å"accredited persons† may be able to issue PNDs subject to certain exceptions. Westlaw Searching for Police Reform Act 2002 s41 – accreditation under community safety accreditation schemes Applies where under s(1) a chief officer of police has entered into arrangements with an employer for the purposes of carrying out community safety functions Schedule 5 sets out the powers that may be conferred on â€Å"accredited person† Under s41 (4) chief officer of police must be satisfied that (a) the employer is a â€Å"fit and proper person to supervise† [the carrying out of the function of the accredited person], (b) the person themselves is a suitable person to exercise the powers (c) the person is capable of carrying out the function and (d) the person has received adequate training Under s41(5) chief officer of police may charge a fee for considering and granting applications Accreditation only applies while AP is employee of the person with whom chief of police has entered into the arrangement and for specified period, although can be renewed. S40 Police Reform Act 2002 – community safety accreditation schemes – under s40(1) chief officer of police of any police force may establish such a scheme Business Link website www.businesslink.gov.uk/bdotg/action/detail?itemId=1084582443type=RESOURCES Guidance also found on the Home Office website at www.homeoffice.gov.uk/police/penalty-notices/212291 Essex Police website – details of accreditation scheme on â€Å"about us† page http://www.essex.police.uk/about.aspx Question 2 Would male customers have any cause of action against the Club for being charged twice the entrance fee of women on a Wednesday or Thursday night? If so, where could this action be instigated? Issues Is this sex discrimination? Where can proceedings be brought? Research As mentioned in memo that threatened to complain to Equal Opportunities Commission – looked for its website. Comes under Equality and Human Rights Commission (EOC) at www.equalityhumanrights.com/ Main legislation is the Equality Act 2010 which came into force 1 October 2010 and brought into one place the fragmented existing laws against discrimination. Guidance on EOC website suggest that businesses need to avoid unlawful discrimination which includes setting conditions – eg â€Å"ladies nights† would almost certainly fall into this. Says EA applies to both public and private sectors, Human Rights Act 1998 – to public bodies Also referred to Human Rights Law and Practice, Third Edition Lexis Nexis 2009 – EHRC is non-departmental government body Lexis Equality Act 2010 s13 Direct discrimination (1) A person (A) discriminates against another (B) if, because of a protected characteristic, A treats B less favourably than A treats or would treat others. s29 Provision of services, etc. (1) A person (a â€Å"service-provider†) concerned with the provision of a service to the public or a section of the public (for payment or not) must not discriminate against a person requiring the service by not providing the person with the service. (2) A service-provider (A) must not, in providing the service, discriminate against a person (B)— (a) as to the terms on which A provides the service to B; (b) by terminating the provision of the service to B; (c) by subjecting B to any other detriment. Part 9 deals with enforcement – s113 with proceedings, 114 jurisdiction, 118 time limits and 119 remedies. Important points – bring in county court in area where business based within 6 months of discrimination. Westlaw Equality Act 2010, Part 2 (4) and (11) â€Å"protected characteristic† includes sex. Recent news – Hall and Preddy case (unreported) – same sex couple who were not allowed to stay in bed and breakfast received  £1,800 each in damages Question 3 Is Lucca entitled to the additional 6 months leave? If so, does Vincent have to keep his job open for him? Issues What is the entitlement to paternity leave? Can Lucca return to the same job? Research Westlaw Search â€Å"paternity leave† – Additional Paternity Leave Regulations 2010 (SI 2010/1055) came into force 6 April 2010. Under Employment Rights Act 1996 requirement to make regulations entitling fathers to paternity leave – 2 consecutive weeks within 56 days of birth. Work and Families Act 2008 inserted s80AA and 80BB into ERA – reference to ordinary and additional leave. Paternity and Adoption Leave Regulations 2002/2788 gave entitlement to 2 weeks paternity leave. Additional Paternity Leave Regulations 2010 (SI 2010/1055) Additional paternity leave where child due on or after 3 April 2011 – up to 6 months and entitled to return to same job after leave. Internal Report Memo From: Trainee To: Supervising Partner Date: 30.03.11 Re: Vincent Grubnic, managing director of the Vortex, Night- Club Dear Supervising Partner Thank you for your memo dated 29.03.11 in which you requested I conduct some research ahead of your meeting with Vincent Grubnic next Thursday, focusing particularly on the following issues: 1. Could Vincents security staff be given power to issue fixed penalty notices for disorder? 2. Would male customers have any cause of action against the Club for being charged twice the entrance fee of women on a Wednesday or Thursday night? If so, where could this action be instigated? 3. Is Lucca entitled to the additional 6 months leave? If so, does Vincent have to keep his job open for him? Summary In relation to issue 1 Vincent can apply to the local police force for accreditation for his security staff to be given the power to issue penalty notices. In relation to issue 2 it is likely that the promotion described would fall foul of sex discrimination law and the complainant could bring proceedings in the county court and possibly be awarded damages. Therefore it is advisable that the promotion is changed. In relation to issue 3 it is again likely that Lucca will be entitled to the additional leave and, if his job is not held open for him, there is a risk of Lucca bringing an employment claim. Issue 1 Fixed penalty notices for disorder The starting point is the Criminal Justice and Police Act 2001 (CJPA), Part 1 of which deals with Provisions for Combatting Crime and Disorder. This legislation created the power for the police to issue penalty notices for certain offences. A â€Å"penalty notice† is defined as â€Å"a notice offering the opportunity†¦to discharge any liability to be convicted of the offence to which the notice relates† . Therefore a person given a penalty notice, assuming they elect to pay the specified amount, will not be convicted of the offence detailed in the notice. If, however, they do not pay the specified amount they are likely to be charged with the offence and may be convicted. The offences which may lead to on-the-spot penalties include â€Å"being drunk in a highway, other public place or licensed premises†, â€Å"disorderly behavior while drunk in a public place† and â€Å"behavior likely to cause harassment, alarm or distress .† The amount of the penalty is specified by order of the Secretary of State with the fixed amount for most of the listed offences being  £80, or  £40 in case of person under 16. The notice must include specified details including the alleged offence, the circumstances in which it occurred and the persons right to ask to be tried for the alleged offence in place of paying the fixed amount. Initially, under CJPA, it was envisaged that penalty notices would be issued by the police . However, this was later widened to include Police Community Support Officers as well as people accredited under a community accreditation scheme . The Police Reform Act 2002 (PRA) created the power for the chief officer of a police force to set up a community accreditation scheme. Under such a scheme, an â€Å"accredited person† has similar powers to the police to issue notices and therefore the chief officer must be satisfied that that their employer is fit to supervise them carrying out their role, that the person themselves is suitable to the role and that they have received training. Under s41(5) PRA the chief officer of police may charge a fee for considering and granting applications. Accreditation schemes are aimed at particular types of work including staff of private security firms . My research suggests that Vincents staff may therefore be able to obtain accreditation, assuming Vincent is prepared to pay the necessary fees for the application and training and that both he and the staff are deemed suitable to participate. If this is something Vincent would like to pursue, there are further details about the local accreditation scheme on the Essex Police website . Issue 2 Sex discrimination in promotions In order to consider this issue, I firstly reviewed the law in relation to discrimination on the grounds of sex. The legislation in relation to the various types of discrimination has recently been brought into one place in the form of the Equality Act 2010 which came into force 1 October 2010. I note that the student who made the complaint had threatened to complain to the Equal Opportunities Commission. The EOC now comes under the Equality and Human Rights Commission (EHRC) which provides a wide range of guidance and advice to both service users and businesses. The guidance suggests that businesses need to avoid setting conditions in promotions which favour either sex and suggests that â€Å"ladies nights† would almost certainly fall foul of the requirements of the new legislation. . This guidance is confirmed by the legislation itself. The Equality Act 2010 (EQA) states that â€Å"a person (A) discriminates against another (B) if, because of a protected characteristic, A treats B less favourably than A treats or would treat others.† The sex of a person is a protected characteristic. The EQA makes specific references to service providers and that discrimination is not permitted in the terms in which A provides a service to B. My view is that it is clear under the EQA legislation that service providers such as Vincent cannot offer a service at one rate to men and at another rate to women without breaching requirements in relation to discrimination. Turning to enforcement, this is dealt with under Part 9 EQA. The student could issue proceedings in the county court in which Vincents business is situated, which in this case would be Colchester County Court, and would have 6 months from the action complained of in which to do so. While he cannot make a claim through EHRC it may provide assistance if there is sufficient interest in the matter. If the students case was successful, he may be awarded damages and it is therefore advisable commercially that Vincent changes the promotion as soon as possible. While this would not prevent a claim, it would limit its impact and the interest of the EHRC. Issue 3 Additional parental leave Finally, I turn to the question of the bar manager, Lucca. The Employment Rights Act 1996 (ERA) states that the Secretary of State shall make regulations entitling fathers who meet specified conditions to a period of 2 weeks of paternity leave. This was carried out through secondary legislation in the form of the Paternity and Adoption Leave Regulations 2002. The Work and Families Act 2008 then inserted s80AA and 80BB into ERA making reference to â€Å"ordinary† and† â€Å"additional† leave. Following this, the Additional Paternity Leave Regulations 2010 (APLR) came into force on 6 April 2010 and made provision for entitlement to additional leave where the baby was due on or after 3 April 2011. It appears that Vincent does not dispute Luccas entitlement to the 2 weeks ordinary paternity leave. However, it appears that Lucca also meets the criteria for additional paternity leave under the APLR having been employed for more than 26 weeks, being the father of the child and, along with the mother, apparently expecting to have the main responsibility for bringing up the child. In addition, the baby is due after 3 April 2011. Lucca wishes to take 6 months leave beginning 6 months after the birth, which he is entitled to do providing he gives notice 8 weeks prior to the start of the leave . The notice must be in writing and include both employee and mother declarations that the purpose of the leave is for Lucca to care for the child while the mother is at work. The APLR also confers a right for Lucca to return to the same job providing he does not take more than the 6 months intended leave . If Vincent does not keep the job open for Lucca then it is likely that he will have been unfairly dismissed which may give rise to a claim. I hope this is helpful. Please let me know if you have any queries or would like me to do any further work on this matter prior to your meeting, such as contacting Vincent to ensure he brings along identification if he is a new client.

Computer Systems Analyst :: essays research papers fc

Computer Systems Analyst   Ã‚  Ã‚  Ã‚  Ã‚  I push the button, I hear a noise, the screen comes alive. My computer loads up and starts to process. I see the start screen for Windows 95, and I type in my password. Even though this takes time, I know that I will be able to do whatever I want to do without any trouble, without any glitches, without any questions. My computer is now easier to use and more user friendly because computer systems analysts have worked out the problems that many computer systems still have.   Ã‚  Ã‚  Ã‚  Ã‚  It appears to me that a career choice needs to contain a number of different features. The first being: Will this area of interest mentally stimulate me as well as challenge me? The second being: Is there a way of making a living in these areas of interest? And finally: Do I enjoy the different activities within this area of interest? From the first day that I started my first computer, I have grasped the concepts quickly and with ease. But the computer as well as I will never stop growing. I have introduced myself to all topics of word processing to surfing the web. After reviewing a number of resources, I have noticed a relatively high demand for technologically integrated hardware and software positions available with companies that wish to compete with the demand for â€Å"networking†. (â€Å"Computer Scientists† 95) This leads me to believe that future employment prospects will be high and of high quality pay within the next eight to ten years. The past, present, and future have and will see the computer. Since I have seen the computer, I have enjoyed the challenges and countless opportunities to gain in life from this machine. From school projects to games; from the Internet to programming languages; I have and always will feel like that little kid in the candy store.   Ã‚  Ã‚  Ã‚  Ã‚  Job Description   Ã‚  Ã‚  Ã‚  Ã‚  A Computer Systems Analyst decides how data are collected, prepared for computers, processed, stored, and made available for users. (â€Å"Computer Systems† COIN 1) The main achievement as a systems analyst is to improve the efficiency or create a whole new computer system that proves to be more efficient for a contracting company. When on an assignment, the analyst must meet a deadline. While striving for a deadline, he must create and comprehend many sources of information for the presentation. He must review the systems capabilities, workflow, and scheduling limitations (â€Å"Systems Analyst† 44), to determine if certain parts of the system must be modified for a new program.   Ã‚  Ã‚  Ã‚  Ã‚  First, a computer programmer writes a program that he thinks will be

Impact of the Internet in Our Life

Available online at www. sciencedirect. com Computers in Human Behavior Computers in Human Behavior 24 (2008) 2005–2013 www. elsevier. com/locate/comphumbeh Impact of the Internet on our lives: Male and female personal perspectives Ann Colley *, John Maltby School of Psychology, University of Leicester, Henry Wellcome Building, Lancaster Road, Leicester LE1 9HN, UK Available online 30 October 2007 Abstract Gender di? erences in Internet access and usage have been found in a number of previous investigations. The study reported here extends this work by providing an analysis of the impact of the Internet on men’s and women’s lives.A content analysis of 200 postings from men and 200 from women, on the topic of ‘‘Has the Internet changed your life’’ invited by a news website, was undertaken then examined for gender di? erences. Results showed more women’s postings mentioned having made new friends or having met their partner, renewin g old friendships, accessing information and advice, studying online, and shopping and booking travel online, while more men’s postings mentioned that the Internet had helped or given them a career, positive socio-political e? ects, and negative aspects of the technology.The results are interpreted as supporting the view that the Internet represents an extension of broader social roles and interests in the ‘‘o? ine’’ world. O 2007 Elsevier Ltd. All rights reserved. Keywords: Internet; Gender; Gender roles; Gender di? erences 1. Introduction ‘‘The Internet is my job, my high street, my supermarket and my international social playground’’ (Female participant 63). Usage of the Internet continues to increase worldwide. In the UK 57% of households now have access, in comparison to 46% four years ago (National Statistics, 2006).The * Corresponding author. Tel. : +44 (0) 116 229 7188; fax: +44 (0) 116 229 7196. E-mail address: [ema il  protected] ac. uk (A. Colley). 0747-5632/$ – see front matter O 2007 Elsevier Ltd. All rights reserved. doi:10. 1016/j. chb. 2007. 09. 002 2006 A. Colley, J. Maltby / Computers in Human Behavior 24 (2008) 2005–2013 Digital Future Project in the US has found that 78. 6% of Americans went online in 2005, with an accompanying increase in the amount of time spent per week on the Internet (Centre for the Digital Future, 2005).A number of factors have been found to relate to access and use, including socioeconomic variables, demographic variables, and education (e. g. Bimber, 2000; Wasserman & Richmond-Abbott, 2005). One signi? cant area of research over the last decade has investigated the impact of the Internet upon di? erent social groups and inevitably work on gender di? erences has been at the forefront, with concerns about the presence and impact of a ‘‘gender gap’’ in Internet access and usage. A number of investigators (e. g. Sherman e t al. , 2000) have investigated this gender gap in Internet use.Bimber (2000) found gaps in both access and use among US adults, and concluded that, while access di? erences can be accounted for by socioeconomic and other factors that a? ect women and men di? erentially, the gap in use was due at least in part to gender-speci? c factors such as the male stereotype of computers, cultural associations between gender and technology and gendered cognitive and communication preferences. However, there is growing evidence that the gender gap in access is closing or has closed with more women coming online, and that the gap in use of the Internet is still present but may also be closing (e. . Cummings & Kraut, 2002; Ono & Zavodny, 2003; Wasserman & Richmond-Abbott, 2005). There continues to be a gender gap in usage in the UK: the latest ? gures from adults in a nationally representative sample of UK households show that 40% of women had never used the Internet in comparison with 30% of men , and 55% of women had used the Internet within the 3 months prior to the survey in comparison with 65% of men (National Statistics, 2006). In addition, there are further gaps in the frequency and nature of use that appear to remain (Odell, Korgen, Schumacher, &Delucchi, 2000; Ono & Zavodny, 2003; Wasserman & Richmond-Abbott, 2005). One of the issues that was highlighted early on in investigations of the gender gap, concerns the negative e? ect of the link between the Internet and computer technology. This area grew from work on gender di? erences in computer attitudes and use more generally, which showed more negative computer attitudes (Durndell & Thomson, 1997; Whitley, 1997), lower female self-con? dence and higher computer anxiety among females (McIlroy, Bunting, Tierney, & Gordon, 2001; Todman, 2000).The possibility raised in the literature was that girls and women were being discouraged from using the Internet because of its delivery via a computer interface, and because of t he association of the kinds of operations required to interact with it with traditional masculine technology. Indeed, computer attitudes and Internet attitudes have been found to be linked (Liaw, 2002; Schumacher & Morahan-Martin, 2001), and experience using the Internet has been found to predict both (Liaw, 2002). Durndell and Haag (2002) found higher computer self-e? acy, more positive Internet attitudes, longer Internet use and lower computer anxiety among male than female students, and gender was independently linked to Internet experience. Similarly, Joiner et al. (2005) found that a signi? cant relationship between gender and use of the Internet remained, after controlling for Internet identi? cation and Internet anxiety. This may be due to a number of other factors, and Joiner et al. suggest that self-e? cacy and expectancy of success may be fruitful areas to pursue. In addition, it seems that there are di? erential e? cts of experience upon anxiety in using the technology am ong men and women: Broos (2005) found that experience decreased anxiety among men but had little e? ect for women. Alongside investigations of the gender gap in use of the Internet, there is a growing body of research on di? erences in the use of the Internet for di? erent functions by males A. Colley, J. Maltby / Computers in Human Behavior 24 (2008) 2005–2013 2007 and females. This is a crucial area to pursue in order to understand the gender gap, since amount of use is inextricably linked to the functions erformed and the bene? ts of them for an individual. The number of potential functions of the Internet is very substantial and the activities are diverse. The current top Internet activities in the US are e-mail (top), general sur? ng, access to news, shopping, reading entertainment news, ? nding information about hobbies, online banking, accessing medical information, instant messaging and accessing information about and booking travel (Center for the Digital Future, 200 5).The available evidence points to variations in exploiting these functions of the Internet by its male and female users: women are more likely to regard it as a tool or means to an end, while men regard it as technology to play with and master (Singh, 2001; Turkle, 1984). For example, Tsai and Lin (2004) found gender di? erences in perceptions of the Internet among adolescents: males perceived its use as a source of enjoyment or ‘‘toy’’, while females took a more practical approach and perceived it as a ‘‘tool’’, ‘‘technology’’ or ‘‘tour’’ (providing the ability to navigate around di? rent sites and people). One area of Internet use that has attracted attention among investigators is interpersonal communication. This is due to the association of functions facilitated by electronic communication with the expressive and communal aspects of femininity, such as the potential for use in self-expression and the facility to communicate readily with family and friends. Thus, it was expected that women might engage with the Internet for such purposes, despite having lower self-e? cacy in relation to computer use.Jackson, Ervin, Gardner and Schmidt (2001) predicted that women would use e-mail more and men use the Web for information more, based on the greater interpersonal orientation of women and greater task orientation of men. This prediction was supported in a large sample of Anglo-American undergraduates, even after computer self-e? cacy, loneliness and depression were controlled for. Wasserman and Richmond-Abbott (2005) found that women use e-mail slightly but not signi? cantly more than men but that men use chat rooms more. A similar ? nding was obtained by Sherman et al. 2000) who found higher participation in chat groups among men, but higher e-mail use among women, and these di? erences remained among successive cohorts of students in the late 1990s, despi te generally higher use of the Internet. Women’s preference for e-mail and men’s for chat rooms re? ects the di? erent purposes of the two types of communication: e-mail facilitates personal contact with friends and family, while chat rooms can be anonymous and provide an arena for the display of power di? erentials present in society more generally (Wasserman & Richmond-Abbott, 2005). There are some null ? dings with respect to gender di? erences in e-mail use (e. g. Joiner et al. , 2005; Schumacher & Morahan-Martin, 2001), but methodological di? erences between studies may account for such disparities. With respect to other uses of the Internet, there is evidence that some of these too are gendered. Men are more likely to use game web sites (Joiner et al. , 2005; Sherman et al. , 2000; Weiser, 2000), download material (Joiner et al. , 2005; Teo & Lim, 2000), browsing or seek specialist information (Jackson et al. , 2001; Joiner et al. , 2005; Teo & Lim, 2000; Weiser, 2000). These ? dings provide additional support for the notion that men’s use of the Internet is more task-oriented than women’s, and the tendency for women to use e-mail more accords with their greater interpersonal orientation (Jackson et al. , 2001). They also support the male ‘‘toy’’ versus female ‘‘tool’’ distinction (Tsai & Lin, 2004). The research literature on gender and the Internet suggests that gender stereotypes play a powerful role in this as in other areas of human activity. Sherman et al. (2000) concluded 2008 A. Colley, J. Maltby / Computers in Human Behavior 24 (2008) 2005–2013 hat we need to appreciate that ‘‘online behaviors and attitudes are extensions of o? ine social processes and relationships’’ (p. 893). If that is the case, what impact has the Internet had on the everyday lives of the men and women who use it? With respect to women, Morahan-Martin (2000) concl uded that it has brought both promise and peril. The perils are an inevitable consequence of the features that empower – freedom of expression and free access to information, since these also permit the ampli? cation of behaviors and perspectives that support the gendered power di? rential. What has been its impact upon men? Is the Internet just another arena in which gender is performed? The empirical research reviewed here has focused upon usage and patterns of usage, rather than impact from the point of view of the user. The purpose of the data analysis reported here is to provide a picture of the impact of the Internet on the everyday lives of men and women. 2. Method 2. 1. Participants and data collection On 24th July 2006, the BBC News website posted a topic for discussion on its ‘‘Have Your Say’’ discussion section (http://news. bbc. co. k/1/hi/talking_point/default. stm), with the title ‘‘Has the Internet changed your life? â€⠄¢Ã¢â‚¬â„¢. The invitation issued to prospective contributors was to post personal stories about life in the digital age and how the Internet has changed their lives. The majority of contributors to this site used names rather than pseudonyms. There were substantially more postings from men, but the site was monitored until there were 200 postings from female contributors, then these together, with 200 postings randomly selected from among the male contributors were downloaded for analysis.The sample came from approximately 1200 postings during the period 24th July and 4th August. Selection for analysis was only undertaken if the name of the contributor was unambiguously male or female. The majority of the postings (92%) gave the town or country of origin, with 48% of the total postings being from the UK, 25% from the US and Canada, 7% from mainland Europe, and the remainder from the rest of the World. 2. 2. Data coding A content analysis was undertaken to derive category frequencie s for analysis.Coding was undertaken based upon content categories derived both from the existing literature and from a sample of the postings. These categories were: 1. Easy and cheap contact with family and friends (through e-mail, instant messaging etc. ) 2. Made new friends (through chat room, discussion forum, etc. ) 3. Renewed contact with old friends/family 4. Met partner/spouse (through chat rooms, dating sites etc. ) 5. International news sites 6. General information acquisition/research 7. Therapeutic/medical advice 8.Support for those with access/mobility problems 9. Entertainment (music, radio, movies, games, hobbies) 10. Travel booking A. Colley, J. Maltby / Computers in Human Behavior 24 (2008) 2005–2013 2009 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Online education Trading Banking Shopping Job enhancement (increased e? ciency/? exibility) Job hunting Assisted career path Job in industry Studying online Socio-political e? ects (global access to information, democ ratization of information, bringing humanity together) 21. Negative e? cts (pornography, phishing, spam, viruses, bad use of time, addiction, reduction of face-to-face contact, availability of illegal items, proliferation of uncensored information, etc. ) Reliability of coding was established in a 20% sample from the postings. Across all categories this yielded substantial agreement (Cohen’s Kappa = 0. 78), with no individual categories yielding ? gures below the substantial range (Landis & Koch, 1977). Gender di? erences were then examined using v2 tests. 3. Results Gender di? erences were found in the frequency with which a number of the categories were present in the postings (see Table 1).Chi square tests revealed that a higher proportion Table 1 Frequency of appearance of coding categories by gender Category Contact with family and friends Made new friends Renewed contact with old friends/family Met partner/spouse International news sites General information acquisition/ research Therapeutic/medical advice Support for access/mobility problems Entertainment Travel booking Online education Trading Banking Shopping Job enhancement Job hunting Assisted career path Job in industry Socio-political e? ects Negative e? ects * ** % Men 25. 0 10. 0 4. 0 8. 5 9. 5 25. 5 2. 5 4. 0 12. 5 1. 5 2. 0 3. 0 6. 12. 5 6. 0 1. 5 12. 0 12. 0 12. 5 31. 0 % Women 30. 5 20. 5 20. 0 22. 5 19. 5 36. 0 7. 0 5. 0 10. 0 6. 0 6. 5 7. 0 7. 0 20. 5 7. 5 3. 5 4. 0 6. 0 5. 0 21. 0 v2 (1) n. s. 8. 53** 5. 50* 14. 97** 8. 07** 5. 18* 4. 48* n. s. n. s. 5. 60* 4. 98* n. s. n. s. 4. 63* n. s. n. s. 8. 70** 4. 40* 7. 05** 5. 20* p < . 05. p < . 01. 2010 A. Colley, J. Maltby / Computers in Human Behavior 24 (2008) 2005–2013 of women’s postings mentioned having made new friends, having renewed contact with old friends or family members, having met their partner or spouse online, access to international news sites, being able to ? d information easily, accessing medical or ther apeutic advice, studying online, booking travel online and shopping online. A higher proportion of men’s posting mentioned that the Internet had played a role in their career path, that they had found employment in the industry, positive socio-political e? ects and negative aspects of the Internet. 4. Discussion The ? ndings from this study extend those of existing research on Internet usage by providing information on what men and women perceive as important to them. In some cases the ? ndings accord with the usage data, while in others they do not.With respect to interpersonal communication, our ? ndings show no di? erence in the frequency with which Internet-assisted contact with friends and family was cited as being an aspect of the Internet which had changed the lives of men and women. It is worth noting however, this was the second most frequent category occurring in postings from both sexes. Studies of usage have produced a range of results on gender di? erences in the use of e-mail, although on balance the ? ndings have suggested slightly more or signi? cantly more use by women (e. g. Sherman et al. , 2000; Wasserman & Richmond-Abbott, 2005). Our ? dings suggest that the impact upon men’s and women’s lives may be similar, although of course there may be di? erences in the way in which men and women enact relationships electronically (Boneva, Kraut, & Frohlich, 2001). Di? erential impact is evident in women’s higher frequency of mention of using Internet sites to make new friends, meet partners and renew old acquaintances, supporting the notion that women’s interpersonal orientation will in? uence their Internet behavior (Jackson et al. , 2001). This ? nding is of interest in the context of men’s greater usage of chat room sites found by Sherman et al. 2000) and Wasserman and Richmond-Abbott (2005), although our content category was not speci? c to chat rooms alone. It is nevertheless possible that men and women use such sites for different purposes and gain di? erent kinds or rewards from them: our data suggest that women place greater value on the facility to expand their social networks, whereas it is possible that men’s motives may be more mixed. Wasserman and Richmond-Abbott’s suggestion that men may be more likely to use them to play interpersonal games and display power may be relevant here, and accords with ? dings that men are more likely to be dishonest in chat room interactions (Whitty & Gavin, 2001) and lie about their sex, education, income and occupation (Whitty, 2002). There is a growing literature on the nature of online relationships and the characteristics of those who participate in them (e. g. Cheng, Chan, & Tong, 2006; McCown, Fischer, Page, & Homant, 2001) and it would be pro? table to examine gender di? erences in motivation to engage in interpersonal behaviors on the Internet in more detail. The most frequently cited positive e? ct overall was the abil ity to access general information on the Internet, although it was present in a higher proportion of women’s than men’ postings. This result contrasts with the usage ? ndings (Jackson et al. , 2001; Joiner et al. , 2005; Teo & Lim, 2000; Weiser, 2000), but supports the notion of women’s more practical approach and stronger perception of the Internet as a ‘‘tour’’ (Tsai & Lin, 2004), which may also explain their more frequent mention of news sites. The women’s more practical approach is also evident in their higher frequency of mention of accessing A. Colley, J. Maltby / Computers in Human Behavior 24 (2008) 2005–2013 011 online education, therapeutic advice, booking travel and shopping. However, gender differences were not present in other practical uses such as trading, banking and accessing sources of entertainment. In order to explain the pattern of ? ndings, it is necessary to take into account the broader context of g ender di? erences in social role demands and accompanying gender-related traits (e. g. Eagly, 1987; Eagly, Wood, & Diekman, 2000), in which the domestic vs. external distinction di? erentiates the focus and interests of women and men. Our data suggest that this distinction may underpin the impact of the Internet on men and women.The Internet in? uences women’s lives more than men’s in facilitating new interpersonal interactions, providing access to information from the domestic sphere, and facilitating the purchase of goods, and in? uences men’s lives more than women’s by providing employment or assisting career development. In addition there was greater evidence in the postings from men of awareness of the global impact of the technology, for example, ‘‘Never have so many people been empowered to make a real di? erence and get their message heard’’, (male participant 159).This external awareness is also evident in men’s m ore frequent mention of the negative impacts, ‘‘A disadvantage is the anonymity. . .. idiots can spread their madness, insult others etc. all without fear of being uncovered. A 60-year-old suddenly becomes an 18-year-old and vice-versa’’, (male participant 108). The gender di? erence in relation to negative impacts, however, raises several further possibilities. One may be that women’s greater interpersonal orientation simply results in a tendency to emphasize the good rather than the bad in responding to the discussion issue on the site.Alternatively, women’s more domestic focus may make them less concerned about the broader context and in particular the ‘perils’ of the Internet in relation to power and exploitation (Morahan-Martin, 2000), so ironically, one outcome of the tendency of the Internet to re? ect traditional gender divisions may be to reduce women’s awareness that this is the case. There are some limitations as sociated with using this kind of methodology which are shared with studies of computer-mediated communication in discussion lists (e. g.Herring, 1993), and which relate to the lack of information on the sample. For example, no data on age is available and this may be a relevant variable in relation to impact, since younger users will have grown up with the Internet, while older users will have adapted to its use. However, there is no reason to assume that their distributions among the males and females in the sample should vary and introduce a systematic bias. There is no information available on experience, which may show a gender di? erence since women’s widespread use of the Internet has been more recent than that of men.Whether or how length of experience might in? uence perceptions of the impact of the Internet cannot therefore be answered here but would be a suitable topic for further investigation. Finally, the sample is drawn from those who visit a news website rather than users of the Internet in general so could be regarded as representing a part of the population with a particular pro? le of interests. However, news websites are visited by a signi? cant proportion of the population: this was the third largest use of the Internet in a US survey for 2005 (Centre for the DigitalFuture, 2005) and 35% of a recent sample of UK citizens had accessed on-line news in the last three months (National Statistics, 2006). One signi? cant advantage of using this kind of data is that the areas appearing in the sample of postings are those that spontaneously occur to those submitting them, without prompting from an investigator. Consideration of the advantages and limitations of using the postings as data raises a further gender di? erence, which relates to the acquisition of the quota sample used. There were very substantially more postings on the site from men than women, even when ambiguous 012 A. Colley, J. Maltby / Computers in Human Behavior 24 (2008) 2 005–2013 names were discounted. While this may partly re? ect a residual gender gap in access, it also provides a clear illustration of the di? erent uses of the Internet by men and women, which are attributable to socio-cultural factors and therefore likely to remain (Wasserman & Richmond-Abbott, 2005). Interestingly, Fuller (2004) found that use of the Internet by men and women in the US for political activities, such as accessing information was broadly equal but that women were less likely to post to a political discussion group.It seems, therefore, that it is the opportunity to engage in an anonymous form of interpersonal interaction in which knowledge and power may be displayed (Wasserman & Richmond-Abbott, 2005) that attracts more male postings to sites like the one studied here. The analysis of this sample of postings has produced a picture of what men and women who use the Internet regard as the areas with major impact on their lives. Our content analysis produced a number of gender di? erences which show that the perceived impact of the Internet broadly re? cts the concerns and motivations associated with men’s and women’s gendered social roles. McGert (2000) argued that viewing online behavior as separate from o? ine behavior produces an unhelpful dichotomy, and in order to understand the impact of Internet technology it is necessary to situate it within the gendered practices that impact on people’s everyday lives. Our data support that view and the conclusion of Sherman et al. (2000) that gender di? erences in online behavior will continue for as long as they exist more generally. References Bimber, B. (2000).Measuring the gender gap on the Internet. Social Science Quarterly, 81, 868–876. Boneva, B. , Kraut, R. , & Frohlich, D. (2001). Using e-mail for personal relationships. The di? erence gender makes. American Behavioral Scientist, 45, 530–549. Broos, A. (2005). Gender and information and communication technologies (ICT) anxiety: Male self-assurance and female hesitation. Cyberpsychology & Behavior, 8, 21–31. Center for the Digital Future (2005). 2005 Digital Future Report. Los Angeles: USC Annenberg School. Cheng, G. H. L. , Chan, D. K. S. , & Tong, P. Y. (2006).Qualities of online friendships with di? erent gender compositions and durations. Cyberpsychology & Behavior, 9, 14–21. Cummings, J. N. , & Kraut, R. (2002). Domesticating computers and the Internet. Information Society, 18, 221–231. Durndell, A. , & Haag, Z. (2002). Computer self-e? cacy, computer anxiety, attitudes towards the Internet and reported experience with the Internet, by gender, in an East European sample. Computers in Human Behavior, 18, 521–535. Durndell, A. , & Thomson, K. (1997). Gender and computing: a decade of change? Computers and Education, 28, 1–9.Eagly, A. H. (1987). Sex di? erences in social behavior: A social role interpretation. Hillsdale, NJ: Erlbaum. Eagly, A. H. , Wood, W. , & Diekman, A. B. (2000). Social role theory of sex di? erences and similarities: A current appraisal. In T. Eckes & H. M. Taunter (Eds. ), The developmental social psychology of gender (pp. 123–174). Mahwah, NJ: Erlbaum. Fuller, J. E. (2004). Equality in cyberdemocracy? Guaging gender gaps in on-line civic participation. Social Science Quarterly, 85, 938–957. Herring, S. C. (1993). Gender and democracy in computer-mediated communication.Electronic Journal of Communication 3, http://ella. slis. indiana. edu/herring/ejc. txt/. Jackson, L. A. , Ervin, K. S. , Gardner, P. D. , & Schmitt, N. (2001). Gender and the Internet: Women communicating and men searching. Sex Roles, 44, 363–379. Joiner, R. , Gavin, J. , Du? eld, J. , Brosnan, M. , Crook, C. , Durndell, A. , et al. (2005). Gender, Internet identi? cation, and Internet anxiety: Correlates of Internet use. Cyberpsychology & Behavior, 8, 371–378. Landis, J. , & Koch, G. (1977). The measure ment of observer agreement for categorical data. Biometrics, 33, 159–174. A. Colley, J.Maltby / Computers in Human Behavior 24 (2008) 2005–2013 2013 Liaw, S. -S. (2002). An Internet survey for perceptions of computers and the World Wide Web: Relationship, prediction and di? erence. Computers in Human Behavior, 18, 17–35. McCown, J. A. , Fischer, D. , Page, R. , & Homant, M. (2001). Internet relationships: People who meet people. Cyberpsychology & Behavior, 4, 593–596. McIlroy, D. , Bunting, B. , Tierney, K. , & Gordon, M. (2001). The relation of gender and background experience to self-reported computing anxiety and cognitions. Computers in Human Behavior, 17, 21–33. McGert, L. -J. (2000). ‘Nobody lives only in cyberspace’’: Gendered subjectivities and domestic use of the Internet. Cyberpsychology & Behavior, 3, 895–899. Morahan-Martin, J. (2000). Women and the Internet: Promise and perils. Cyberpsychology & Behavior, 3, 683–691. National Statistics (2006). Internet access. Households and Individuals. London: National Statistics. Odell, P. M. , Korgen, K. O. , Schumacher, P. , & Delucchi, M. (2000). Internet use among female and male college students. Cyberpsychology & Behavior, 3, 855–862. Ono, H. , & Zavodny, M. (2003). Gender and the Internet. Social Science Quarterly, 84, 111–121.Schumacher, P. , & Morahan-Martin, J. (2001). Gender, Internet and computer attitudes and experiences. Computers in Human Behavior, 17, 95–110. Sherman, R. C. , End, C. , Kraan, E. , Cole, A. , Campbell, J. , Birchmeier, Z. , et al. (2000). The Internet gender gap among college students: Forgotten but not gone? Cyberpsychology & Behavior, 3, 885–894. Singh, S. (2001). Gender and the use of the Internet at home. New Media and Society, 3, 395–415. Teo, T. S. H. , & Lim, V. K. G. (2000). Gender di? erences in internet usage and task preferences. Behavior and Information Technology, 19, 283–295.Todman, J. (2000). Gender di? erences in computer anxiety among university entrants since 1992. Computers and Education, 34, 27–35. Tsai, C. -C. , & Lin, C. -C. (2004). Taiwanese adolescents’ perceptions and attitudes regarding the Internet: Exploring gender di? erences. Adolescence, 39, 725–734. Turkle, S. (1984). The second self: Computers and the human spirit. New York: Simon & Shuster. Wasserman, I. M. , & Richmond-Abbott, M. (2005). Gender and the Internet: Causes of variation in access, level, and scope of use. Social Science Quarterly, 86, 252–270. Weiser, E. B. (2000). Gender di? rences in Internet use patterns and Internet application preferences: A twosample comparison. Cyberpsychology & Behavior, 3, 167–177. Whitley, B. E. Jr. , (1997). Gender di? erences in computer-related attitudes and behaviour: A meta-analysis. Computers in Human Behavior, 13, 1–22. Whitty, M. T. (2002). Liar, Liar! An examination of how o pen, supportive and honest people are in chat rooms. Computers in Human Behavior, 18, 343–352. Whitty, M. , & Gavin, J. (2001). Age/sex/location: Uncovering the social cues in the development of online relationships. Cyberpsychology & Behavior, 4, 623–630.

Free Essays on Growth Of Holden Caulfield

The Catcher in the Rye is a novel written by J.D. Salinger in 1951. Holden Caulfield is the protagonist who tells the story of â€Å"this madman stuff that happened to me around last christmas†(Salinger,1). It is a very popular novel that frequently provokes strong reactions both positive and negative. Salinger wanted to capture the identity crises which many young adults of Holden’s age are caught in. he focuses on the character development. Holden narrates its own story from a psychiatric facility a few month after it. The story cover a time period of about three days which are greatly important as they relate the passage from his youth into maturity. Though his innocence has already been lost, he still hopes to protect others children from knowing about adult subjects. Throughout the book, he will change and will become much more mature, although his perception of the world as a corrupt and ‘phony’ place is not modified. Holden’s central goal is to resist to the process of maturity and to resist to the hypocrisy of the adult world. He is an atypical adolescent with special needs. Two traumas put him in an emotional statue: the death of his brother Allie and the suicide of one of his schoolmates therefore he suffers from depression which stems from a desire not to grow up. Traumatized, holden is terrified by the idea of change and disappearance; the symbols of the ducks in Central Park symbolize that change is not permanent. Even if they leave the lack every winter, they return every spring; therefore, some vanishing are temporary. It is a direct result of his inability to come to adult world. These had made him suicidal: â€Å"What I really felt like, though, was committing suicide† (Salinger,104). He is extremely immature and has a fixation on childhood. For him, it is a world of innocence, curiosity, and honesty. His glorification of children, his admiration of Phoebe (his youngest sis... Free Essays on Growth Of Holden Caulfield Free Essays on Growth Of Holden Caulfield The Catcher in the Rye is a novel written by J.D. Salinger in 1951. Holden Caulfield is the protagonist who tells the story of â€Å"this madman stuff that happened to me around last christmas†(Salinger,1). It is a very popular novel that frequently provokes strong reactions both positive and negative. Salinger wanted to capture the identity crises which many young adults of Holden’s age are caught in. he focuses on the character development. Holden narrates its own story from a psychiatric facility a few month after it. The story cover a time period of about three days which are greatly important as they relate the passage from his youth into maturity. Though his innocence has already been lost, he still hopes to protect others children from knowing about adult subjects. Throughout the book, he will change and will become much more mature, although his perception of the world as a corrupt and ‘phony’ place is not modified. Holden’s central goal is to resist to the process of maturity and to resist to the hypocrisy of the adult world. He is an atypical adolescent with special needs. Two traumas put him in an emotional statue: the death of his brother Allie and the suicide of one of his schoolmates therefore he suffers from depression which stems from a desire not to grow up. Traumatized, holden is terrified by the idea of change and disappearance; the symbols of the ducks in Central Park symbolize that change is not permanent. Even if they leave the lack every winter, they return every spring; therefore, some vanishing are temporary. It is a direct result of his inability to come to adult world. These had made him suicidal: â€Å"What I really felt like, though, was committing suicide† (Salinger,104). He is extremely immature and has a fixation on childhood. For him, it is a world of innocence, curiosity, and honesty. His glorification of children, his admiration of Phoebe (his youngest sis...

Shizue Ishimoto essays

Shizue Ishimoto essays One can hardly imagine the reaction of the young bride Shidzue Ishimoto (later Kato) when she first arrived at the small mining town in Western Japan soon after her marriage to Baron Ishimoto, an engineer with ideals of social reform. Descended from the Samurai origins, Shidzue was born into rank and privilege and raised in the mores of pre-modern Japan. The environment she encountered here was so much different. Sweet home' Isn't he teasing me' How could one live in a place like this among dust and the noise of engines'' At this my long dream was broken and I had to realize that it was indeed Kattachi where my husband and I were to live from now on. A poor and shabby village it was. (148) In her autobiography Facing Two Ways: The Story of My Life, Shidzue Ishimoto covered in detail the terrible lives of the mining families in the mid- to late 1800s. Men, women and children all worked in dark, unhealthy and dangerous tunnels for least 12 hours a day. Because of the low heights, most of the workers could barely stand up during working periods. Women had to creep into these passages like wiggling worms to pull baskets of coal out to the place where the wagons stood. A huge contrast existed between this mining experience and Shidzue Ishimoto's first two decades as described in the beginning chapters of Facing Two Ways. Because of her family's prestigious background, she lived in a two-story house, was cared for by maidservants and spent weekends in a country farm. At school, however, she met many "illegitimate little girls (51)," and noticed their life a tragedy. This part of her autobiography foreshadowed her later concerns for unwanted children. At 17, Shidzue Ishimoto was betrothed to Baron Ishimoto from "a family of wealth and honor" (105). Her "mountainous" trousseau consisted of jewelry and furniture. Wit...