Assignment on human growth and development

Assignment on human growth and development This essay uses theoretical perspectives of social sciences relevant to human growth and development by demonstrating the socialisation process and the impact of family structures on the normal development of Gerry. It uses the Maslows hierarchy of needs to explore the effects of poverty on Gerrys infancy and it will use Balter, Catherin Tamis-Lemonda to support Maslows philosophy needs. Furthermore it will go on to use Bowlbys maternal deprivation hypothesis to show the effects of attachment during Gerrys infancy. More still with the use of Eriksons stages of identity versus role confusion to discuss Gerrys adolescence, the theory of generativity versus stagnation to explore his adulthood developmental task of his contributing and stagnation to society and finally the psychological crisis of ego integrity verses despair to explain the effects and causes during his development in middle adulthood. However, other psychologists theories will be used to support Eriksons theories or cri tic them. During his infancy, 0-2 years by Piaget (1936) (cited in Crawford and Walker 2009 p 22), Gerry and his family experienced poverty because his father had been made redundant. This means that Gerrys family could not afford to meet his basic needs. According to Maslows pyramedical model (1970) ( cited Steers 1998: p21 ) lower -level needs such as food, clothing and shelter have to be fulfilled to a reasonable degree before the more advanced need levels such as self actualisation, esteem, love/ belonging ,and safety are met. It can be argued that the failure of Gerrys family to meet his basic needs had a profound effect on his development. This argument is supported by Balter, Catherin Tamis- Lemonda. They argue that children growing up in poverty develop developmental delays in intellectual development. Social, emotional and behavioural problems (Balter, Catherin Tamis- Lemonda 2003: p.391) (cited Chafel, 1993 and Garbarino, 1993). Poverty goes hand in hand with gross inequality, unemployment and adverse consequences for poor people and society as a whole. Deprivation experienced by poor families affects their quality of life, their health and life expectancy and the education outcomes of their children. Poverty brings despair and fear Rebach and Bruhn (2001: p. 369). This argument is supported by Spode and Saracho, (2006) (cited in Duncan and Brook-Gunn, 1997), who say that children growing up in poverty develop more emotional and behavioural problems than children who live in above the poverty line. This is because early cognitive and behavioural outcomes show to predict later school success. Another challenge that Gerry encountered was maternal deprivation. This occurred when his mother was in hospital during the birth of Lily and as a result, Gerry had to be looked after by his grandmother. According to Bowlbys (1953, 1969) (cited in Smith, Cowe and Blades 2004 p106) maternal deprivation hypothesis, children should not be deprived of contact with the mother during a critical period when the primary attachment relationship is being formed. He also believed that both mother and baby were predisposed biologically to stay in contact and only this relationship would allow normal development. However, critiques of Bowlby like (Oakley 1981) (cited in Holmes 1993: p. 45) argue that to generalise that any separation of mother from child in the first three years of life is likely to be damaging is unwarranted. Oakley further argued that there is no harm in entrusting the infant to the care of a responsible grandmother or baby-minder. However, Archer (1992: p.32) states that Hinde and his colleagues studied the effects of shorter periods of separation from a mother on later behaviour in young rhesus monkeys. The outcomes from the studies indicated by the infants experienced mild disturbance and frustrating situations. It can then be argued that Bowlbys maternal deprivation hypotheses is better placed in explaining what Gerry went through during his separation from his mother. Another challenge that Gerry faced in his infancy was siblings rivalry. This took place at the arrival of the new born Lily. Dun (1993) (cited in Shaffer 2009; .p 388) argues that after a new baby arrives, mothers typically devote less warm and playful attention to the older child, who may respond to this perceived neglect by becoming difficult, disruptive and less securely attached. This results into a spirit of completion, jealousy or resentment between siblings. It can then be argued that the birth of Lily when Gerry was barely two years old might have left Gerry feeling neglected and unwanted because his mother had to give her attention to the new born Lily. Furthermore, Gerry experienced a long-term effect of the extreme war-related trauma which led him to suffer greater emotional difficulties and environmental distress in life. On top of that he experienced more stress when he moved homes from a familiar environment and away from his peers. According to (Bell et al 1990 and Giffoed 1994) (cited in Bell, Greene, Fisher and Baum. 2001), it is augured that environmental distress examines the relationship between the person and his physical environment. More still, Main at al (1985) also adds that the adolescent can become disorganised and disoriented by the loss and trauma if the traumatic experience is not resolved. It can be argued that the war had a profound psychological effect on his development as a 12 year old boy by 1945. Another issue in Gerrys adolescence was lack of positive attitude towards education in school although he changed this attitude while in the army and even chose to pursue an engineering career. This is because Gerry had grown up in an environment where most people worked in the factories and had low levels of education; he believed that his destiny was to work as a factory labourer since he had no environmental support especially from his father that inspired him to pursue education higher. According to Piagets (1984) (cited in van wormer, Besthorn and Keefe 2007) theory of cognitive development, school related concerns about intelligence, achievements and behaviour of learning are accumulated gradually as a function of environmental support. The Social Learning theory posits that children learn and model their social and cognitive behaviour by observing and imitating adults in their environment (Bandura, 1971). Therefore it can be argued that Gerry did not like education because he had no role model. However, it is notable the time Gerry was about to leave the military school, he was faced with the challenge of knowing who he was and what he was going to be upon returning to the community. Having been born in a poor, uneducated family and neighbourhood, it was time for him to ponder whether to remain as he was in his community or to independently identify himself. According to Erikson (1975)s psychosocial development, it appears that Gerry was faced with a stage of identity versus role confusion where adolescents redefine themselves. It should also be noted that events that happened in Gerrys adolescence seemed to have had a more buffering and compensatory effect than his depriving earlier experiences (Bowlby, 1988). The army offered him the opportunity to learn the engineering trade and one could argue that he may have found replacement experiences in form of role models and focus on career direction which prompted him to stay on even after the national service. At this stage, Gerry realised that he did not have any qualification and because of that, life would be difficult for him upon return to civilian life. However critics of the psychosocial model argue that Eriksons findings were based on clinical observations and his work lack ecological validity or statistical analyses. Although critics do hold such opinions, Rutter, (2003) points out that research results strongly support his notion on basic trust, identity, intimate relationship and the developmental crises. (Rutter, 1993 cited in Ewen, 2003). It can be argued that Gerrys identity versus role confusion was resolved by the army by offering him the opportunity to study engineering. Between the age of 40-65 by Havinghurst cited Karin and Walker, (2009, p 98) Gerry was in his middle adulthood, he faced a life with triviality, stagnation, and decline due to the detachment that happened to him during his infancy. According to Bowlbys, (1969, p. 194) attachment theory, he says that early experience in childhood has an important influence on the development and behaviour later in life and an evolutionary component; The propensity to make strong emotional bonds to particular individuals is a basic component of human nature. However Hazen and Shaver, (1987) argue that the pattern established in childhood has no impact on later relationships. More to the above, Feeney and Noller (1993) say if a child experiences avoidant attachment during infancy, as adults, they will tend to have difficulty with intimacy and close relationships. Such people do not put quality time in relationships, are not bothered when they end and normally avoid intimacy by using excuses (such as long work hours), or may fantasize about other people during sex. Their research also holds that adults with an avoidant attachment style are more accepting and likely to engage in casual sex. However Wagner (1987) argues that an adult should not be blamed for the attachment styles formed in infancy, because what ever happened during that time is not necessarily identical to that demonstrated in adult romantic-attachment. This is because a great deal of time that has gone by between infancy and adulthood. Therefore intervening experiences have played a big role in Gerrys attachment styles. Those described as ambivalent or avoidant in infancy can become securely attached as an adult. More to the above he had little to do with his parents especially his father and neither did he have a good relationship with his son. This was because during Gerrys infancy he missed out on the father-son relationship, therefore one can assume he did not get proper supervision during his adolescence and less bonding with his father hence made him have poor parenting skills. According to Banduras (1971) social-cognitive learning theory, he says behaviour is learned through observation and imitation. However, Watson and Skinners (1920) theories of classical and operant conditioning disagree with Bandura by saying that all behaviour is learned as a response to external stimuli or environment. The classical occurs when an organism learns to respond in a particular way and the stimulus does not evoke that type of response and with the operant conditioning, an organism learns through rewards and punishments. It can then be argued that Banduras social-cognitive learning theory better placed Gerrys learning of behaviour. At the age of 51 Gerry should have been looking back at in his memories and feeling fulfilled with his life, but he was faced with depression and found it hard to accept the death of his mother and father even if he did not get on well with them, the loss of relationship with his son and partners. According to Erikson, achieving a sense of integrity means fully accepting oneself, ones accomplishments, and coming to terms with mortality. Accepting responsibility for your life and being able to undo the past and achieve satisfaction with self is essential. On the other hand, Gerry may have looked back at his life with a sense of doubt or gloom over the lifes worth, hence resulting in a feeling of despair. This led to Gerry not being compassionate, more reflective and judicious, thus less tyrannized by his inner conflict and external demands. More still it is seen that Gerry had a number of loses in life and less love for others, like Edina, Elizbieta and his son Emo, retired on heath grounds. All in all, Gerrys early life has been extremely disrupted; he has had two care placements in total as well as many changes of caretakers during his first year. Evidently Gerry did not have a strong sense of bonding with his family and did not have the opportunity to develop a secure attachment during his infancy and childhood. During his middle adulthood he tried to develop an attachment when he got engaged and married to Edina, but due to his effects of separation during his infancy and childhood his internal working model is of mistrust. This led him to be promiscuous. Poverty goes hand in hand with gross inequality, unemployment and adverse consequences for poor people and society as a whole. Deprivation experienced by Gerrys family affected his quality of life, health and life expectancy and his education outcomes it also caused him despair and fear.

Promoting Molly’s health and wellbeing Essay

The purpose of this essay will to be to promote Molly’s health and wellbeing through evidence based theory and practice (Refer to appendix 1 for Molly scenario). Molly has various health needs that necessitate the need for health promotion such as the risk of postnatal depression. However, for the purpose of this essay, the focus will be her type 2 diabetes health need. There are several bio-psychosocial factors that contribute to Molly’s health and wellbeing such as genes, stress and low income. The interventions that are designed to promote Molly’s health and wellbeing will include education and empowerment . These will address Molly’s determinants of health by using appropriate models and approaches to provide realistic and practical suggestions to Molly. The rationale upon promoting Molly’s diabetic health need is due to the fact that, type 2 diabetes can cause severe complications such as retinopathy, kidney failure and cardiovascular disease. What is more, type 2 diabetes continues to increase in the United Kingdom and it is estimated to affect more than 5 million people by 2015 (NHS choices 2013) Historic overview of health promotion was first highlighted by Florence Nightingale (1860) who noted the biomedical care given to patients and suggested the need to provide holistic patient centred care to patients (Piper 2010). Notably, she recognized the importance of environmental factors such as cleanliness and nutrition to promote the health of patients (Piper 2009). Health promotion is a plethora of contested definitions. Therefore, over the years there have been considerable attempts to define this concept. For (WHO 1986) Ottawa Charter, health promotion is defined as a process of educating and empowering people to make healthier choices (Hubley et al 2013). This definition implies that, health promotion is a holistic concept that emphasizes on the physical, social and mental wellbeing (Piper 2010) The nurse is the health professional that will be involved in promoting Molly’s health and wellbeing through evidence based theory and practice in addition to using various models and approaches (Piper 2009). This strategy will enable Molly and the nurse to individually and holistically express themselves, develop innovative plans suited to Molly’s health needs and promote effective communication between Molly and  the nurse (Bowden and Manning 2006). Communication is an important principle in health promotion as not only does it underpin the basis of holistic care given to patients but it also builds therapeutic relationships between the nurse and the patient (Bowden 2006). Communication is a fundamental concept in nursing that is defined as a skill of information sharing between the patient and other health professionals (Yulli et al 2011). In these circumstances, the nurse will communicate with Molly through various modes of communication which will include verbal, non-verbal and written communication. She will discuss with Molly on shared values and beliefs that is relevant to Molly’s health needs. Most important, communication in Molly’s case will go beyond information sharing to involving Molly in her own care by supporting her to make positive healthier choices in her life (Hubley 2013). Significantly, the nurse will adhere to ethical principles of autonomy, non-maleficence, beneficence and justice (Whitewood 2010). There are several bio bio-psychosocial factors that contribute to the health and wellbeing of Molly. These factors can be well understood by using the bio-psychosocial model. This is holistic model that combines major determinants of health such as social economic status, biological status and psychological status to give a holistic view of an individual mental, physical and social wellbeing (Baxter 2010). The biological factors that contribute to Molly diabetic health need are her genetic susceptibility due to her family history (NHS choices2013). Her unborn child is also at a risk of inheriting the illness from her mother. Type 2 diabetes tends to run in families largely due to similar unhealthy lifestyle (Bowden and Manning 2006). Whereas Molly might have inherited type 2 diabetes from her parents, the development of this illness is also influenced by lifestyle choices (NHS choices 2013). Psychologically, Molly is at the risk of suffering from postnatal depression and stress due t o physical demands of work and taking care of her family. This can consequently lead to mental illnesses (Hobart and Frankel 2009). Psychological illnesses can affect Molly’s ability to self-manage her blood glucose. Apart from this, psychological instability can cause Molly to lose control of her diabetes with fatal consequences (NHS choices 2013). Molly is on a low social economic status as she is only able to work part time. Green  and Tones (2010) contends that, low income limits access to nutritional food and housing which can consequently lead to poor physical health and social exclusion. Furthermore, Hill et al 2013 s proposes that, type 2 diabetes disproportionately affects people with limited resources. Perhaps this is because, low income earners are more likely to indulge in unhealthy damaging behaviours such as eating unhealthy food and lack of physical activity (Hubley 2013). If this were the case, Molly might not able buy healthy food or accesses those activities that address her health needs such as the gym and other social networks in her community. All these factors might hinder positive health outcomes. According to (WHO 1986), health is defined as not only an absence of diseases but also a complete state of physical and mental wellbeing. In order to promote Molly’s health, a holistic approach is needed to address the bio-psychosocial the factors that affect her health and wellbeing. Therefore, various activities need to be undertaken by using appropriate theoretical approaches and models. Initially, the nurse should ensure that, Molly’s basic needs are meet first before moving up to the higher needs. Maslow (1943) proposed that, humans have hierarchies of needs. He believed that, needs such as food and water are meet first before reaching the level of self-actualisation (Hubley2013). Having previously identified that Molly is on a low income which can affect her ability to access healthy food. The health promotion priority will be then to address this need before moving on to the other higher needs. The nurse should advice Molly on the help that is available for her to increase her earnings . For example, Molly would benefit from extended school that offer childcare and family support services (Larkin 2009). The importance of childcare would be that, Molly will be able to work more hours bringing in some extra income for her family. Consequently, she will be able to buy healthy food and engage in activities such as swimming or going to the gym. Significantly, this would reduce her risk of social exclusion and diabetes related complications (NHS choices 2013). However, it is important that Molly believes that, her positive health behaviours will prevent complications and help acquire good quality of life. This will influence  Molly’s willingness to take action (Yulli 2010). According to Health belief model by Rosenstock (1966), Molly will only take positive action if she believes that, she is susceptible to serious illnesses, believes that her type 2 diabetes is serious and believes that her positive actions will avoid the negative consequences of diabetes ( Yulli 2010). For instance, by doing physical activities it reduces her chance of her being obese and consequently reducing her risk the of cardiovascular diseases or even death (Coyle 2013). The Health belief model is useful in promoting Molly’s diabetic health need. This is because it organises the patients health status, views and points out the factors that that determines whether the patient will change their behaviour. Furthermore it provides a useful checklist that points out the issues that need to be addressed and the patient’s motivation to change their health ( Yuill et al 2010). Nevertheless, the Health belief model has not escaped criticism due to its individualistic way and ignores social influences (Hubley 2013). For example, Molly low income status may influence her decision of whether or not she eats healthy food. Furthermore, it does not address psychological factors such as fear and denial that greatly influences human ability to take positive action towards their health (Hubley 2013) . For instance, Molly’s ability to engage in physical activities may be affected her pregnancy, emotions and social influences such as family and friends. Another activity that to be undertaken to promote Molly’s health is encouraging Molly to learn from positive role models that will motivate her to positively regulate her behaviour and reflect on her actions (Green 2010). This can be learning from her family, friends or other people who have type 2diabetes but have successfully managed their diabetes through positive attitudes, behaviours and treatments. According Social learning theory by Bandura (1986), people actions are influenced by observing the behaviour of other people. He argued that, this promotes people self-esteem that in turn drives them to make positive changes (Green 2010). In these circumstances, the social learning theory is equally important in promoting Molly’s diabetic health need because it addresses the concept of self-esteem. This is a key part of resisting negative influences and promotes self-efficacy and locus of control to do what is right by her health (Amdam 2012). Social learning theory importance should not be  underestimated as it recognizes that, individuals do not exist in isolation (Amdam 2012). Despite this, it is criticised by biological theorists for its rejection of biological factors such as genes. Moreover, the biologist model challenges the social learning flawed assumption that, behaviours are learnt by contending that, behaviours are inherited but not learnt (Gyenscuico 2011). Education is another activity that needs to be undertaken in order to promote Molly’s diabetic health need. The aim of education will be to teach Molly on self-management skills and to improve Molly’s knowledge on diabetic care (Bowden and Manning 2006). The nurse will use health educational model to modify Molly’s behaviour and actions through providing value-laden facts and information about type 2 diabetes . This may be done by giving Molly leaflets about type 2 diabetes, teaching Molly on how to control and monitor her glucose levels (Bowden and Manning 2006). According to education approach, if Molly have the necessary knowledge on diabetes, she is more likely to make positive decisions (Lawrence et al 2009). For Instance, by teaching Molly how her blood glucose is affected by food and exercise, she is more likely to eat more healthier food and be active in order to keep her blood glucose stable (NHS 2012). One cannot ignore that education model is evidence based and not only does it educate the patient but it also gives skills to the patient. However, this model fails to consider environmental, psychological and economic constraints which affect individual’s ability to make choices (Lawrence et al 2009). Another limitation of this model is its simplistic view of cost-benefit analysis. It assumes that, if Molly is given the knowledge she will accept it unconditionally, weigh up the cost and then make a positive health choices for her best interest (Bowden and Manning 2006). What is more, its deterministic view point that, education is a must does and its top down approach does not give Molly much free will to make her own choices which the self-empowerment does (Bowden and Manning). The empowerment model gives the patient the free will through it advocacy of the individual concept of locus of control and self-efficacy to take control of their own health (Lawrence et al 2013). Thi s model links to the activity of empowerment which is another activity that needs to be undertaken in in order to promote Molly’s health and well being . This will be through Molly  participating and taking part in all areas of decision making (Piper 2009). This model shifts the balance of power from the health professionals to the patient (Piper 2010). The empowerment model bottom up approach is a vital factor in empowering the patient (Bowden and Manning 2006). The empowerment will mean that , Molly is acknowledged as being a part of her health promotion and she will work alongside the nurse and other multi-agency teams involved in her own care (Yulli et al 2010). Perhaps this might raise her confidence and influence her ability to make healthier choices by taking responsibilities on her type 2 diabetes management (Hanlon et al 2012). The advantage of using the self-empowerment model in Molly’s scenario will be that, Molly will gain more control of her life and confidence to move towards healthier existence (Hanlon 2012). However, it fails to consider influences of power that may prevent Molly from making healthier choices (Hanlon 2012). For example, Molly’s husband might influence her ability to make choices. Moreover, it does not address social economic factors such as low income that can mean that, Molly’s primacies may be at odd with the priorities of the health promoting professionals (Bowden and manning 2006). Finally, its acknowledgment of the self-determination means that, Molly might exercise her free will and choose unhealthy eating behaviours that might place her at risk or even death (Dean and Irvine 2010) One cannot ignore the benefits of health promotion in Molly’s scenario is a useful tool to educate, motivate and empower Molly to make positive changes towards her health. However, health promotion can be problematic at times. This is due to the dangerous assumptions of the health promoters focus on health issues ignoring that, people have various motives to change their behaviours and health might not be one of them (Scrive 2010). For instance, for Molly diabetic health need might not be her prime motivator to change her lifestyle. Another criticism of health promotion is the ever changing health advice for patients due to research that is always finding new evidence (Amdam 2011). In these circumstances, patients have barely enough time try one treatment or advice before th ey can adapt to another. This affects the efficacy of health promotion (Scriven 2010). Evidently, the media contradicts the health promotion advice which is based on facts due to its focus on controversy rather than facts which can be confusing for the patients (Amdam 2011). Furthermore, the health promotion in Molly’s scenario  raises this question. If Molly decides not to change, does it mean that the health promotion in her case has failed? The challenges of effective health promotion require actions at all levels starting at an individual, community and at a government level (Scriven 2011). Therefore, to successfully, promote the health of an individual, it is necessary to have an approach that combines all these levels together as they all influence the effectiveness of health promotion ( Amdam 2011). To conclude, health promotion is defined as a process of educating and empowering people to make healthier choices. Molly’s health is influenced by various determinants of health that are linked to her social, biological and environmental conditions. The health promotion emphasis is to tackle such determinants of health through evidence based practices that combines various theories and approaches. These theories and approaches are tied up with practical activities that are aimed at changing Molly’s lifestyle and behaviour to promote her health. The importance of health promotion should not be underestimated at it educates and empowers the patients to make positive actions towards their health. Nevertheless, health promotion is plagued with challenges such as contradicting health advice that affects the efficacy of health promotion. These challenges affect the most vulnerable people such as Molly. It is therefore important that the health promoters recognizes these difficulties and address them accordingly. Finally, it is recommended that, future health promotion professionals address the deficit of the lack of an approach that tackles health promotion at an individual, community, government level to ensure the effectiveness of health promotion. Referencing Amdam, R. (2011) Planning in health promotion work. Oxfordshire: Routledge. Baxter, M. Health (2010). 2nd ed. Cornwall: Polity press. Bowden, J. and Manning, V. (2006) Health promotion in Midwifery. 2nd ed. London: Edward Arnold Ltd. Ghensucico, B. (2011) Critic on Albert Bandura’s Social Learning Theory. Dawsonera [Online]. Available at: http://dawsonera.com [Accessed: 25 January 2014] Green, J. and Tones, K. (2010) Health promotion planning and strategies. 2nd ed. London: Sage Publication Ltd. Hanlon, P. Carlisle, S. Hannah, M. and Lyon, A. ((2012) The future public health London: Open University Press. Hobart , C., Frankel. J. (2009) Safeguarding children . 3rd ed. Cheltenham: Thornes Ltd. Hubley, J. Copeman, J. and Woodall, J. (2013) Practical health promotion. 2nd ed. Cambridge: Polity Press. Larkin, M. (2009) Vulnerable groups in health and social care. Dawsonera [Online]. Available at: http://dawsonera.com [Accessed: 30 March 2014] Needle, JJ. Petchey, RP. Benson, J. Scriven, A. Lawrenson, J. and Hilari, K.(2011) The allied health professions and health promotion: [Systematic review] Cochrane

What Every Body Is Saying About Essay on Compare and Contrast Samples Is Wrong and Why

What Every Body Is Saying About Essay on Compare and Contrast Samples Is Wrong and Why The End of Essay on Compare and Contrast Samples Anyway, you're totally free to use a few other tips. Following are a few common examples. You ought to start by creating a list of distinctive features or facts associated with your two topics. The topics you'll find here require an exceptional approach as you attempt to develop useful and accurate content. 1 difference between both surfing and snowboarding is simple to see. While you're just beginning to compose essays, you shouldn't struggle attempting to develop something to discuss. On a general perspective, there are lots of distinguishing things which require close attention. Finding the perfect topic isn't the hardest job in the planet, all you need to do is to take a few factors under consideration. You have to choose a topic that you truly feel comfortable with. You may also choose a single topic at the moment and begin practi cing. You're not restricted to anything, and you may select any compare and contrast writing topics you're passionate about. Lucky for you, there are several topics you could concentrate on when writing and it's all your responsibility to establish the precise topic that you would like to build on. If you're still having problems making a determination, then you always have the option to request assistance from our professional essay writers who can help you get the best topic. It's therefore important to think about the association between the 2 events or phenomena before finalizing your topic. Perhaps you thought it will be simple to choose a topic all on your own, but the truth is that you're able to end up sitting with a blank paper for a number of hours. The sole thing you've got to remember about picking the topic is it has to interest you. College is a time for students to concentrate on courses that are particular to the student's career targets. You may also speak to students and teachers to discover their opinion on education. College students are our very first category. Therefore, many students and employees decide to get affordable essay rather than writing it themselves. You don't need to be very detailed in your essay, but be certain you check whatever y ou write about. You may also order a fully written compare and contrast essay and alleviate the quantity of work you must do. Otherwise, you should have a look at a number of the easy compare and contrast essay topics on the many scientific innovations. There are lots of others persuasive compare and contrast essay topics regarding education if you are ready to write about doing it. If you opt to compose a funny comparative essay then you have to have good humor. You may discuss a feeling of taste and the book of your favourite author. Students who don't have a fantastic awareness of humor might overdo it in their essay. Moving forward consider the obvious similarities and differences. So now you are aware of how to pick the best compare and contrast topics and the various segments which you require to address when writing. The Death of Essay on Compare and Contrast Samples So far as the compare and contrast essay ideas or topics are involved, you will get a great deal of them a some of them are going to be simple, others are going to call for comprehensive analysis. It's needless to mention your topics ought to be precise and on point. Some topics might have a connection to the law for instance, death penalty or abortion legalization. In the majority of instances, the topics you select should be closely related. It's possible to restate your thesis statement and point out a number of the arguments used over the full essay that backs it up. You should present your topic, obviously, and also your thesis statement that has the function of indicating to your readers what is the probable path of the full work. Try to remember, you can get to a thesis statement only in the event that you work on your outline beforehand. Now the thesis statement can be produced, and the particular details can grow to be the paragraphs.

A Research Study On Finance And Economics - 2006 Words

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The power of these subjects to cater to practical applications in the real-world setting led to my close involvement with them, which was also i nstrumental for my qualifying for the Indian National Mathematics Olympiad. For my undergraduate studies, I chose Mechanical Engineering over the other options, at one of the top universities for this discipline in my country, due to its significant quantitative content and for the possibility of applying those tools to solving complex problems, which I did. 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