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What is HTML anyway? Well, HTML stands for Hyper Text Mark-up Language and is the secret code that is used to create the look and layout of all the documents on the web. Why do I call it the secret code? Because everything on this web page is the result hidden instructions, called tags, that tell the web browser how to display the text, the images, the color, and such. Moreover, the web browser doesnt display the tags on the web page...so, thats why I call it the secret code.


Sound confusing? It might help for you to see an example of what HTML looks like with all those tags.


Look up on the browser windows toolbar, go under View, then click on Page Source. In a matter of seconds you will see all the hidden HTML tags for displaying the text and images you see here on this page. Or, just click on the button below and Ill take you behind the scenes to the HTML for this page. Oh, and keep an eye out for less than () and greater than () signs, because those are part of the instructions which your web browser reads and obeys.


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Buy cheap html term paper

cheap term papers



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Wow! Thats a lot of stuff, isnt it! Did you notice all those less than () and greater than () signs? Those are part of the HTML tags.


Learning to write HTML is not hard to do. Thats why you and I are here...to help you learn how to write HTML in order to make your web pages.


Now, lets get started learning the tools and rules of writing tags.


Saving your document


To write HTML, you will need a simple text editor. For Macintosh, I suggest using SimpleText, and for Windows, I suggest using Notepad or WordPad. You can however use a word processor program, such as Word or WordPerfect. But, if you do, then you must remember to save your files in the text format. In order to do this, when you are ready to save your document, you need to choose Save As, and not Save. This is because when you choose Save As, a box pops up and lets you choose the format in which you want to save your document. In this case, you want to save your work as Text.


Why all the fuss if you are using a word processor? Well, web browsers can only read text, and they cant understand anything else. When you use a word processor program like Word, your document does not automatically save as Text. Thats why I suggest using SimpleText or Notepad because your documents are automatically saved as Text.


While learning HTML, I suggest that you save all your documents in one folder and on your machines hard drive. Perhaps the simplest way to do this is to make the new folder on your desktop, allowing you quick and easy access to your documents.


Naming your document


To name your document, you can choose any filename that you want. But, you need to be sure to add the ending of .html for Macintosh and .htm for PCs to the filename you have chosen. For example, if you want to name your document Fred, you would type in the name as Fred.html


Viewing your document


When you are ready to see your new web pages, all you have to do is double click on the filename and it will appear on your computer just like a web page. This way, you dont need to have space on a web service provider to start learning how to write HTML. However, when your ready to show off your hard work to the rest of the world, you will need to send your documents to a web server, such as


HYPERLINK /redirect?url=http//www.tripod.lycos.com/


Tripod


HYPERLINK /redirect?url=http//geocities.yahoo.com/home/


GeoCities


HYPERLINK /redirect?url=http//angelfire.lycos.com/


Angelfire


.


Now, are you ready to continue because its time to get to the good stuff -- writing tags.


As you have learned, tags are the instructions that tell the web browser where to put things and how to make them look. Each tag begins with a left angle bracket ( ) and end with a right angle bracket ( ). Inbetween the angle brackets, place the tag name like this


left angle bracket


INCLUDEPICTURE d redarrow.gif


HTML


INCLUDEPICTURE d redarrow.gif


right angle bracket


INCLUDEPICTURE d redarrow.gif


tag name


That tag is called a starting tag, and usually each starting tag has a closing tag like this


/HTML


Notice that all you had to do to make the ending tag is add a blackslash ( / ) to the starting tag.


Are you wondering what this pair of tags will tell your browser to do? It is pretty simple. The starting tag, HTML, tells your Web browser that Hey, here is the start of a file that contains HTML coded information. And the ending tag, /HTML, tells your Web browser that Okay, here is the end of my HTML file.


There are many different tags that you can use to tell your browser what to do. Just remember that tags are always enclosed in angle brackets. Also, while I type the tag names in all upper case letters, tag names are case insensitive. This means that it doesnt matter whether you type them in upper or lower case. Write it how you want to...HTML, html, Html, or even hTmL if you really want to. Just do whatever makes it easiest for you to read.


Think youre getting the hang of HTML? Lets check out a few more tags and see what they do.


Wondering what else goes into your HTML document? Every HTML document needs a certain amount of tags in order for it to work. You already know that the first and last tags your file needs are the HTML tags to tell your web browser where the HTML in your document begins and ends


HTML


/HTML


Now you need to put in a pair of HEAD tags. These tags hold all of the documents header information, such as the title of the document and such. But, you dont have to worry about that. Just know that you need to put in a pair of HEAD tags, and know that any information put here is not seen by the web browser


HTML


HEAD


/HEAD


/HTML


Speaking of a title, lets go ahead and put in the TITLE tags, as well as the name you want to give to your document. Whatever falls between the TITLE tags will be the title of the document. Then, when anyone views your web page, people will see the title displayed in the title bar located in the upper left hand corner of the web browser. For instance, look up in your browser window now and youll see that the title of this web page is called Basic Tags. Lets show you an example of how to write the tag. In this instance I am going to use My First Web Page as the title


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


/HTML


Now, here is the absolute last pair of basic tags that an HTML document needs - the BODY tags. This pair of tags is the most important because in-between these two tags is where you will put the all the stuff (text, links, graphics, etc.) that you want to be displayed in the window by the web browser


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


all your stuff will go here


/BODY


/HTML


This is what your file will look like once you put it all together


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Pretty blah looking, isnt it! Dont worry, you are on your way to learning about all the things that can go between the BODY tags. This is just your bare-bones HTML document. It contains nothing but the required minimum tags. But, hey, you are going to learn some more. Lets keep going.


Now that you know the four basic tags (HTML, HEAD, TITLE, BODY) that go into your document, lets look at all the stuff that you can put between the BODY tags.


Of course you are going to want some text displayed on your web page. As you saw from a previous example that all you need to do is type the words that you want displayed between the BODY and /BODY tags. So try something like this...


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


Woo-Hoo! Im learning HTML!


/BODY


/HTML


Want to see what it looks like in a web browser?


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Did you notice that I put in some extra blank lines when typing the tags for the example above? You can do the same thing with your tags, as well as your text. Dont worry about how many blank lines or blank spaces you use because the web browser will take all of it and simply display it as one single space. Here is an example of what Im talking about


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


Woo-Hoo!


Im


learning


HTML!


/BODY


/HTML


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Notice how the web browser just ignored all the blank lines between my words. That means you can go ahead and add as many blank lines and spaces as you want. Do whatever helps you to read your code.


Oh, and if you are wondering how to make extra spaces and line breaks show up in your web page, I will show you how to do just that next.


To get blank lines and blank spaces to show up in your web browser, there are a few tags that will do that trick.


If you want to start a new line, simply use a line break tag, BR.


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


Woo-Hoo! BR Im BR learning BR HTML!


/BODY


/HTML


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If you want to start a new line and skip a line, you need to use a paragraph tag, P.


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


Woo-Hoo! P Im P learning P HTML!


/BODY


/HTML


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To make more than one space between letters, you must use the non-breaking space tag, . Notice that this tag does not need the angle brackets and it does not need an ending tag. This tag is a special tag because it starts with & (ampersand) and ends with ; (semicolon). In other words, the & tells the web browser that we are beginning a special character and the ; tells the web browser that we are ending a special character. What about the letters in-between? Well those letters are sort of an abbreviation for what the tag is telling the web browser to do. In this case it is telling the web browser to display an extra blank space. There are lots more of these


HYPERLINK /redirect?url=http//www.owlnet.rice.edu/~jwmitch/iso885-1.html


special characters


that you should be aware of. Be careful, because unlike the other tags you have learned so far, this special tag is case sensitive. That means if you type (instead of ) the web browser wont know what you mean.


Here is an example using the   tag


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


Woo-Hoo! Im learning HTML!


/BODY


/HTML


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Things look a bit confusing right now? Relax and just try playing around with the various tags. Dont worry about messing things up. I remember when I first started learning HTML. Boy, did I mess up my display! But hey, I sure did learn from my mistakes.


Finally, I want to let you know another way of breaking up your display beyond using the the line break tag, BR, and the paragraph tag, P. What I am talking about is the horizontal rule tag, HR, which will insert a horizontal line on your web page.


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


Woo-Hoo! HR Im learning HTML!


/BODY


/HTML


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Wow! You have just learned a whole lot of new tags. However, there are still many more left for you to learn. Come on! Lets keep going and I will show you some really cool stuff to do to your text!


You can center your words on a line


CENTERWoo-Hoo! Im Learning HTML!/CENTER


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You can make words bold


BWoo-Hoo!/B Im learning HTML!


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Notice that I placed the start bold tag, B, just before the word that I wanted to make bold, as well as placing the end bold tag, /B, right after the word I wanted to make bold. This way I am giving specific instructions to the web browser, telling where to start making things bold and where to end. If I had forgotten to put the /B tag, it would have totally changed the display in the web browser. Check it out


BWoo-Hoo! Im learning HTML!


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You can make words in italics


Woo-Hoo! Im Ilearning/I HTML!


You can underline words


Woo-Hoo! Im learning UHTML/U!


You can even use tags in combination. Want something bold, in italics, and underlined? No problem


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


BIUWoo-Hoo! Im learning HTML!/U/I/B


/BODY


/HTML


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When you use more than one pair of tags, as I did in the above example, you need to do something called nesting so that you wont confuse the web browser. Let me explain . . .


Okay, now that you know how to use several different tags, I need to tell you about nesting. Nesting means that when you put several pairs of tags into a document, you must balance each pair of tags, making sure they do not overlap. It is easiest to understand with an example. So here is an example using the italics tag, I, and bold tag, B tag


PRIVATE


Incorrect


INCLUDEPICTURE d redarrow.gif


this end tag is overlapping


Correct


/B


If you have overlapping tags, then your document will be displayed by the web browser in ways you didnt expect.


Let me give you a more complicated example because this nesting thing is really important. Trust me, it can cause you some major problems later on when you start filling up your document with a whole lot of tags...


PRIVATE


Incorrect


TAG 1


TAG


TAG


/TAG


/TAG


INCLUDEPICTURE d redarrow.gif


this end tag is overlapping


/TAG 1


Correct


TAG 1


TAG


TAG


/TAG


/TAG


/TAG 1


As you can see in the second example, you need to put /TAG before you put /TAG .


Got it? Hope so, because I am ready to start showing you some more cool things that you can do with your text.


As you know, when writing HTML tags, you are giving instructions to the web browser on just how you want your web page to look. If you dont give specific instructions, the web browser will assume a few things. To explain, when you type in your text between the BODY tags, the web browser assumes that you want that text to be displayed a certain size because you havent told it any differently. In other words, the web browser will assume a default value of , which is the size of the text that you are reading right now. However, you can make your words bigger or smaller by just giving more specific instructions to the web browser.


So, to change the font size, first of all, you are going to need a pair of FONT tags FONT and /FONT. Next, you will need an attribute, which will give the web browser some additional instructions. In this case, you want to change the font size. So, to tell the web browser just what size you want, you must use the SIZE attribute. Also, you need to tell the web browser one more thing - what size to make the font. To do this, you simply tell the web browser a value.


Now, to put it all together, you need to put both the attribute and the value inside the start FONT tag


PRIVATE


Woo-Hoo!


FONT


INCLUDEPICTURE d redarrow.gif


start tag


SIZE =


INCLUDEPICTURE d redarrow.gif


attribute


6


INCLUDEPICTURE d redarrow.gif


value


Im /FONT


INCLUDEPICTURE d redarrow.gif


end tag


learning HTML!


Here is what it will look like when you typed it out


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


Woo-Hoo! FONT SIZE = 6 Im /FONT learning HTML!


/BODY


/HTML


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In this example, the tags, attribute, and value are simply telling the the web browser that I want the font to be size 6.


Wondering just what size is 6 anyways? Good question. Here is the different sizes that you can use


1 4 5 6 7


Also, looking back at the examples, notice that I put the value in quotation marks ( 6 ). So, be careful when you are typing.


Ready to learn more about Fonts and Text Styles?


As you just learned, the web browser assumes a default value for the font size. Well, the web browser also assumes a default value for the font face, which is Times New Roman, and the font color, which is black. But, I am going to show you how to change them by writing attributes and values...just like we did with the font size!


To change the value for the font face, you need to use the FONT tags once again. Also, you need to include a FACE attribute, which is simply the name of the font you want to use. For example


PRIVATE


FONT


INCLUDEPICTURE d redarrow.gif


start tag


FACE =


INCLUDEPICTURE d redarrow.gif


attribute


Arial


INCLUDEPICTURE d redarrow.gif


value


Woo-Hoo!


Im learning HTML!


/FONT


INCLUDEPICTURE d redarrow.gif


end tag


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Here is a quick list of just some of the faces that you can use


Arial


Arial Black


Arial Narrow


Book Antiqua


Bookman Old Style


Century Gothic


Century Schoolbook


Courier New


Garamond


Times New Roman


Verdana


To change the value for the font color, you need to use. . .can you guess what it is? . . .yep, the FONT tags. Also, you need to include a COLOR attribute and value


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


FONT COLOR = Orange Woo-Hoo! Im learning HTML! /FONT


/BODY


/HTML


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As for giving a value, you can do as I did and type in the name of a color. Or, instead of typing in a


HYPERLINK http//www.projectcool.com/developer/reference/color-chart.html


color name


, you can place a


HYPERLINK http//www.projectcool.com/developer/reference/color-chart.html


which will allow you to specify the exact color you want. For instance, in the example above, I used the word Orange. But, instead, I could of typed this


FONT COLOR = #FF00 Woo-Hoo! Im learning HTML! /FONT


Just keep in mind that using a color code is safer since color names only work with Netscape web browsers.


Wondering if you can put more than one attribute in a tag? Say, for instance, you want to change the size, face and color. No problem! Just put all the attributes into the start tag


HTML


HEAD


TITLE Learning HTML /TITLE


/HEAD


BODY


FONT SIZE = 6 FACE = Comic Sans MS COLOR = #FF00


Woo-Hoo! Im learning HTML! /FONT


/BODY


/HTML


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Well, you have just learned the basics on Fonts and Text Styles. Yeah! Now, lets move on to the real fun...making links to other web pages


Hyperlinks, or simply links, are all those underlined words or images that you see in web pages that will take you from one web page to another web page when you click on them. And, making links in HTML is really very simple once you get the hang of it. So lets just jump right in and make a link to the


HYPERLINK http//www.ipl.org


Internet Public Library


.


To start, you need a pair of anchor tags, A and /A, which tell the browser that Hey, here is a the begining and ending of a link. Between the anchor tags you want to put the text that will be your link. In this example, I am have used the words Internet Public Library


AInternet Public Library/A


But wait, thats not all. The web browser doesnt know what web page you want to link to. So, in order to tell the web browser what page you want to link to, you need to use a hypertext reference attribute, HREF, as well as a URL for the value. The URL, which stands for Uniformed Resource Locator, is nothing more than the web address that is displayed in the location bar of the web browser. For example, if you look up there right now, the web address for this page here is http//www.ipl.org/youth/kidsweb/tags.html .


I know, it sounds a bit confusing, but looking at the example might help


PRIVATE


INCLUDEPICTURE d redarrow.gif


start tag


HREF =


INCLUDEPICTURE d redarrow.gif


attribute


URL goes here write some text to identify the link/A


INCLUDEPICTURE d redarrow.gif


INCLUDEPICTURE d redarrow.gif


INCLUDEPICTURE d redarrow.gif


value this will be your link end tag


Still confused? Well, here is the HTML for making a link to the Internet Public Library


HTML


HEAD


TITLELearning HTML/TITLE


/HEAD


BODY


A HREF = http//www.ipl.org/Internet Public Library/A


/BODY


/HTML


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Got the hang of it? It is pretty simple once you get the hang of it. Just make sure that the URL is enclosed in quotation marks, or your link wont take you anywhere.


Lets keep going. .


You will probably have more than one page to your website. And, most likely you will want to make a homepage and then create links to all the other pages of your website. To do this, you use the same pair of anchor tags, A/A, and the HREF attribute, as we did in the previous example where we made a link to the Internet Public Library


A HREF = http//www.ipl.org/ Internet Public Library/A


Whats different this time is that you do not need to use the URL for the value. Instead, you will use the filename for the page that you want to link to. Remember that the filename is simply what you named your HTML document when you saved it to your computers harddrive. For example, Fred.html .


Now, say for instance, that you want to make a link to Fred.html from your homepage. All you would have to do is type the following HTML into your homepage document


HTML


HEADER


TITLEHomepage/TITLE


/HEADER


BODY


A HREF = Fred.htmlGoto Fred.html/A


/BODY


/HTML


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Just keep experimenting with the tags and you will get the hang of it.


Want to spice up your web page with some graphics and images? All you need is the image tag, IMG, and the source attribute, SCR, and a filename for the value. For example, I have an image of a goldfish bowl on on my computers hard drive in the same folder with my HTML documents. And, I want to tell the web browser to put the picture of the goldfish bowl on the web page right here, right now. This is how I would do it


HTML


HEAD


TITLELearning HTML/TITLE


/HEAD


BODY


IMG SRC = GoldfishBowl.gif


/BODY


/HTML


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Want to make the image bigger? All you have to do is specify a WIDTH and HEIGHT attribute, as well as a value for each


HTML


HEAD


TITLELearning HTML/TITLE


/HEAD


BODY


IMG SRC = GoldfishBowl.gif WIDTH=75 HEIGHT=75


/BODY


/HTML


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Want to center the image on the web page? Just add a pair of CENTER tags


HTML


HEAD


TITLELearning HTML/TITLE


/HEAD


BODY


CENTERIMG SRC = GoldfishBowl.gif/CENTER


/BODY


/HTML


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Pretty cool, huh?


There are tons of places to find images and graphics for your page. In fact, check out the IPL Youth Divisions


HYPERLINK http//www.ipl.org/cgi-bin/youth/youth.out.pl?sub=cai5000


Web Page Design


for some resources.


Also, when you do find something that you want to include on your page -- whether images, graphics, or even text -- you need to make sure that it is not copyrighted. To better understand, let me explain some more about copyright. . .


INCLUDEPICTURE d z greenbar.gif


Now that you know how to do cool things with your text, as well as how to make links and add images and graphics, I will show you how to put some finishing touches onto your web page.


To change the background color of your webpage, you need to place a background color attribute BGCOLOR, and a color value, which will be one of the


HYPERLINK /redirect?url=http//www.projectcool.com/developer/reference/color-chart.html


color codes


that you learned about earlier, inside the start body tag


HTML


HEAD


TITLELearning HTML/TITLE


/HEAD


BODY BGCOLOR = cb71


/BODY


/HTML


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To use an image or graphic as your background, you need to use the BACKGROUND attribute and give the filename of the image or graphic for the value


HTML


HEAD


TITLELearning HTML/TITLE


/HEAD


BODY BACKGROUND = background.jpg


/BODY


/HTML


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If you decide to change the background, just make sure that your text can be read easily when displayed


INCLUDEPICTURE d z greenbar.gif


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

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The March revolution of 117 took Lenin (Vladimir Ilych’s pen name) by surprise however this did not stop him from getting a safe and secure passage to Russia with the help of the German government in a sealed train. Lenin took up the Bolshevik movement and the banner ‘peace, bread and land’. Though neither Lenin nor his policies were widely supported this was essentially the start of Lenin’s political power and influence within Russia.


There are two main policies that are associated with Lenin’s rule of Russia. The first was the policy of ‘War Communism’ (which took place from 117-11) the other was the N.E.P or ‘New Economic Policy’. How did war communism come to being in Russia? The impact of World War One and the Civil War had severe consequences on the Russian economy. In order to deal with the devastating effects the post war era, the Bolsheviks decided that total control of production was going to be necessary, however to do so there would have to be nationalization of land, forests, minerals, transport, trade, banking and even insurance. In other words remove the old capitalist system. All factories and workshops as well as land were nationalized.


The ‘War Communism’ did not last very long and did not help Russia’s situation much, Lenin was even forced to accept an emergency loan from the U.S.A. Since ‘War Communism’ had failed, Lenin compromised and forged a mixture of the capitalist and communist/socialist systems, this new policy was called the New Economic Policy (N.E.P). The N.E.P did not immediately get results but in the long term the changes were significant.


There is also Lenin’s political policy to consider, the first constitution came into being in July 118 and known as the Soviet Socialist Republic, however this only applied to the central piece of Russia (ie where the country was under direct Communist rule). Why was this? For the simple reason that the Bolsheviks, Moscow and the Kremlin were regarded as being illegitimate. Eventually though, in 1 White Russia, Ukraine, and the Trans-Caucasian independent Soviet Republics agreed to unite with the Communist Republic and establish the Union of Soviet Socialist Republics (U.S.S.R). Also in 1 a constitution with a federal structure was put in place. This meant that the Federal Government had the power of veto over the legislation of the individual republics. It also meant that Russia was working as a one party state and any opposition politically was quickly suppressed, freedom of the Press or of speech was also suppressed and prohibited.


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In 1, the first of three strokes got to Lenin, it all but incapacitated him, although he made a partial recovery he could not put all his attention into the running of the government, finally in 14 he died in the village of Gorky. While Lenin was not much of a philosopher he was a brilliant strategist and he guided the Bolsheviks to seize power and to keep that newly gained power.





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America’s decision to declare independence form Great Britain was both due the change of economic policies and to the development of refining life and liberty. After driving the French out, with help from the Indians and British troops, colonist began to quarrel with Parliament’s insistence of testing the limits of their power in North America. Their control was made difficult when residents decided to smuggle and boycott goods. Eventually, the colonies resistance and loss of patience would lead them directly to independence.


The Proclamation of 176 was the first to anger the colonist. In order to assure the Indians that settlers would not invade tribal lands, Britain emphasized colonist not to expand to the westward region. Shortly after, the use of writs of assistance, which allowed customs to search anywhere without the used of a warrant, placed a major infringement upon colonial natural rights. The Sugar Act (established at the same time) was an attempt to discourage smuggling by lowering the price of molasses below smugglers cost. It also stated that exports could only go through British ports before being sold to foreign countries. When merchants were accused of smuggling, they faced a jury-less trial and were often convicted. Violators of the Stamp Act of 1765 also faced the same when they did not buy special watermarked paper for newspapers and all legal documents. Because the Stamp Act was an internal tax on the colonies, it motivated the first actual structured response to British impositions.


Violence eventually broke throughout the colonies, forming such colonial groups as the Loyal Nine and the Sons of Liberty to organize the resistance and assemble the citizens in attempts to stress Parliament to revoke the act. Because of the overwhelming protest of businessmen (and the forced evacuation of stamp distributors), Britain’s economy was severely damaged and they were forced to cancel the act. However it was not long before Parliament tugged on the strings of the colonist again. The Quartering Act of 1765 demanded colonial assemblies to pay for supplies for troops residing within their colonies. The act did not affect much of the colonies except New York. New York at the time had a significant amount of troops stationed and refused to comply with the law. Parliament in returned threatened to nullify all laws passed by the New York colonial legislature, taking away what self-government they had. To avoid more hardships, New York decided to obey Parliament.


Finally, the colonies bit their last lip when a man named Charles Townshend assumed the duties of Britain’s treasurer. Britain’s House of Commons decided to cut their taxes by one-fourth and proposed to make up for the loss by passing the Revenue Act of 1767. Townshend drew a plan that put taxes on glass, lead, paint, paper, and tea entering the colonies. Though it only raised 7,000 pounds, compare to the 500,000 pound pay cut in the treasury department, Townshend duties was very effective in arousing political dispute that had laid inactive since the withdraw of the Stamp Act. The revolution was growing strong and would finally be established after an incident in Boston in 1770.


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Because of continued violence in Massachusetts, British troops were brought in towards the end of 1768 to relieve tension. Ironically, situations grew worse and the troops were very unwelcomed by the colonist. The colonist felt as if rights were under the watchful eye of the king. In 1770 and irritated customs officer shot an eleven year-old boy for throwing rocks at his house. Though the troops were not responsible for the shooting, they were usually under fire for hostility toward British power. After the boy’s funeral, violence erupted outside Boston’s custom office, and after the conflict, five colonists were dead. The news spread through the colonies as the Boson Massacre. To cool down the hostility of the colonist, the Townshend duties were soon erased.


Despite the fact that the British were deciding to pursue less controversial policies, colonist could no longer bare the abuse of their rights that Britain trampled on. They were soon to be democratic nation and were tired of supporting an empire center around monarchy. Every colony united and rebelled against is abusive mother country, creating the American Revolution.





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Cultural Fear


The 1 L.A. riots that devastated not only parts of the city, but many Americans who thought racial tensions had declined, were a manifestation of cultural fear. Cultural fear is inherent in every culture, and can be defined as a fear which that culture holds towards another. In the case of the riots, it was a black fear that a white dominated judicial system had again discriminated against them, and this fear led to the general uprising in protest. While this protest manifested itself rather violently, other forms of protest exist in all cultures in a more subdued manner. These quieter protests can be seen where tension exists between the cultures. Cultural fear manifests itself where one culture is given reason to fear another, and is often expressed verbally as a way of protesting the cause of the fear.


The protests do not serve just the function of a protest though. They also serve to act as a unifying form of expression around which the people in the culture can rally. They enumerate the fears of the people and help the culture define its fears. Sobek notes this when she explains several of the reasons that the Mexican immigrants write canciones and corridos. She claims the songs act as symbolic reflections of the struggles of the immigrants, in addition to being a platform via which they can express their concerns and fears. The songs are also motivational in their purpose, since they unify and try to convince the people to overcome the problem. Cultural fear is expressed in this protest, and is part of the motivation for the protest.


Patricia Turner remarks that during the Atlanta Child Murders many African -Americans felt a preoccupation with the unexplained murders. Her reason for this preoccupation is that the murders touched on a cultural fear within the black community, namely that of racism. The fact that many illustrious personages felt close connections to the events, though separated by in some cases thousands of miles, shows how the fear of the murders manifested itself throughout the African-American culture. This preoccupation with the murders, and the desperate attempts to discover their cause can be explained by the deep-seated fear with which many blacks viewed the whites involved in the case.


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This fear of racist forces at work during the case displayed itself through numerous rumors which appeared in the black community. Turner attributes the emergence and dissemination of the rumors to a desperate need for information within the community. While the primarily white news sources showed the progress or lack thereof in the case, at the community level rumors spread which gave non-official explanations of the murders. Turner believes the black communities mistrust of a predominantly white media helped give rise to the popularity of the rumors. These verbal rumors were not only explanations of the crisis, but served to express the fears of the black community.


Turner claims that it was the unofficial news which had the greatest impact among the African-Americans. In her view, once the community had confirmed the crimes against their population, speculation ran rampant and possible assailants and motives were created. The focus on anti-black groups expressed the preoccupying fear of the blacks towards these groups. Turner points out that the KKK was the primary suspect in the murders, and adds that the Klan has often been cited by the black community as a plausible source of conspiracy (7) This is an expression of cultural fear, where the rumor elucidates what many blacks feel to be a primary source of concern.


Was the black community in this situation given reason to fear that the white community, or white supremacist groups had anything to do with the murders? The answer is yes, and because they had a compelling reason they expressed their cultural fear of this. Turner points out that one of the prosecution witnesses involved in the trial of Wayne Williams, the only person incarcerated in connection with the murders, had both connections to the KKK and to one of the murder victims. Thus it makes sense for the black community to revive their traditional fear of the KKK in connection with the murders.


Turner cites several rumors which appeared in connection to the murders, all of which tend to focus on a group which at some point promoted anti-black activity. Since it is natural to fear groups which have at some point in the past participated in activities harmful to others within the culture, it is no surprise that the rumors included these groups. Other popular rumors implicated the FBI, CIA, or the American government, and Turner adds that these rumors often were connected to the bodies being used in medical experiments. She explains convincingly that the black perceptions of the FBI were integral in associating the enforcement agency with the murders. The FBI earned a negative image under Hoover, and retained it in the Atlanta Child Murders by playing often controversial rolls. Their image was tarnished by the fact that the officers sent to investigate were predominantly white. In addition Turner says the FBI made antagonistic comments, criticized the local law enforcement community, and publicly accused several of the victims own families, as well as pressed for the arrest of a black suspect. This brought about the reemergence of the FBI as an anti-black institution, which culminated in their inclusion in the oral rumors.


The black communities use of rumors to express their fears and concerns about the Atlanta Child Murders is part of a larger, more global use of verbal traditions to express fears. Maria Herrera-Sobek analyzes the Mexican immigrants reactions and fears towards immigration via their Canciones and Corridos. The songs and ballads are, according to Sobek, expressions of the attitudes and reactions of the immigrants as they face innumerable hardships. (87) The innumerable hardships can also be understood as their fears in this case, whereby the immigrants are expressing several intimidating concerns.


This verbal response is the reaction of Mexican immigrants to United States immigration policies. Sobek gives several examples of songs which deal with immigration to the United States and shows how the songs express a distinct fear or concern. The popularity of the songs she attributes to a need in the community to contemporize the events and make them meaningful to continuing immigrant experiences. The songs serve the function of revealing the fears within the culture and help the people to define those fears.


Sobek divides the songs into three distinct categories, the quest for the mica (green card), tension with the border patrol, and the place of the coyotes or smugglers of the immigrants. Each of these three categories is in and of itself an expression of a different fear each immigrant experiences. There is the fear of not obtaining a green card, and thus facing almost certain deportation. The border patrol is also grounds for fear, since they are the deporters and simultaneously the police. The smugglers produce enough fear that they have even been given the name coyote and are often seen as con men.


The Mexican immigrants have dealt with these fears much in the same way the black community did with the Atlanta child murders. They have created a verbal way of expressing their fears and concerns, using a traditional form of verbal communication, namely the songs. The songs serve not only to elucidate the fears of the immigrants, but are also a way of protesting the treatment which they are given by the American government. The dissemination of the songs has helped to create a common resource for the immigrants to grasp onto. The songs serve not only to represent the immigrants fears verbally, but also to create a common format which allows the immigrants to be heard.


Sobek talks briefly about how the corridos were used in the 160s by Cesar Chavez to promote the workers cause and help them unionize. This directly linked the songs with a form of protest, which has become a function of the songs ever since. It also stimulated the writing and producing of many more of the songs, and helped the songs gain a foothold as the traditional form of expression. (8) What has happened in the case of the canciones and corridos is that the songs not only express the peoples fears, they also serve as a way of informing the other culture what those fears are, and help the Mexican immigrant to unify.


The black community used the rumors as a way to unite as well. Turner says at one point that the reason the rumors grew was because the black community as a whole was starved for information about the murders, and these murders filled a necessary role in supplying information, whether logical or not. In addition, she blames the mistrust with which the white media was viewed as contributing to the need for information from unofficial sources. Yet I feel she is closer to the true reason the rumors were so pervasive when she writes that the rumors acted as a motivating source for black unity and helped create a national movement in response to the murders. (include green ribbons)


The black community seems to also use rumor as a way on conveying to the whites what their fears are. While not publicly displaying the rumors, these verbal protests are a way to gauge the black communities reactions and fears. Turner gives an explanation and rational for each rumor she presents in her essay, and points out how many of the rumors are dependent upon news that has reached the black community. For instance, in the rumor concerning interferon, where the belief was that the bodies were being used to extract a drug for medicines, the popularity of the rumor depended on the number of people who knew about interferon. Thus one could literally watch, based on the rumors, which fears were affecting the blacks most.


What is hardest to see are the various functions that these rumors serve. Not only do they disseminate traditional fears within the community, but they provide an outlet for those fears. Turner states, Circulating these rumors among themselves, African-Americans are seeking to gain some measure of control over threats to their presence and status in a hostile environment. (85) The Atlanta child murders served as a catalyst to reprovoking those fears, and, as Turner says, the rumors provided a way of coping with the fears.


The canciones and corridos that Sobek works with serve much the same function of releasing the tensions and fears which the immigrants have. The songs about obtaining a mica are not just expressions of a desire to obtain a green card. Rather they also clarify fear of future deportation through the medium of song. Sobek writes, The dream of all undocumented workers is to legalize their status in the United States...and so as not to fear (emphasis added) later deportation. (1) The explicit statement of the fears in the songs serves to render them less ominous and formidable, and allows the immigrant to gain a small measure of control over their own status in a hostile environment.


Often the explicit statement of the fear is accompanied by a form of humor which renders the fear slightly less ominous. In the case of the songs which Sobek uses, many have elements of humor which attempt to make the border patrol appear foolish, or are about tricking someone only to be tricked in turn. In the Atlanta child murder rumors this element of humor is conspicuously absent, which is only natural considering the nature of the events.


The use of the rumors to help mobilize blacks throughout America is probably their greatest contribution. The fact that they renewed the traditional fears of the black community, and in some cases create new fears, acted as a driving force towards unification of the collective groups everywhere. The same impact was achieved when Cesar Chavez used the Mexican immigrants songs to promote the unionization efforts back in the 160s. The songs served as a unifying medium by establishing the fears the people had, and giving them a point around which not only to rally, but also to express themselves.


Turner quotes Terry Knopf, a rumor theorist, as arguing that rumors foster a culture of their own, which includes its own leadership and mobilization. He continues to say to that the rumors can provide a form of proof which leads to mass activism. In the case of both the black community and the Mexican immigrants his ideas hold true. Both cultures used their forms of verbal expression to unify themselves, to clarify their fears, and to act in a concerted manner in an attempt to counteract the fears. In the case of the black community this was harder to do because the cause of the murders, and thus the fears, was unknown. The immigrants have the advantage of a distinct and clear cut enemy with whom to take issue, in the form of the U.S. Government.


Sobek feels that the use Chavez made of protest songs was aided by the popularity of protest songs in general during the 160s and 170s. While this is probably true, the songs had existed long before then as protest songs, and have continued to do so ever since. The fact that the songs were written then and continue now is a sign that they are not written only due to popular demand, but rather to express the feelings of the people. The songs are a rallying point for the people and are necessary for the culture as a way to release its fears.


The similarities between these two cultures must also be analyzed to understand how the cultural fears of both have led to such similar forms of verbal protests. The blacks faced many long years of suppression within the United States, and immediately reached to that fact when constructing the rumors. The Mexican immigrants are currently fighting a form of suppression, in their inability to gain working status, and have used that as their protest.


Anthropologist Mary Douglas as quoted by Turner argues that symbols of group conflict are frequently revealed in forms that emphasize the human body. This can be seen in both groups where the bodies are the focus tensions. Within the black community there was the fear that the bodies were used for testing or for drug production. The Mexican immigrant community saw the body as a way of discriminating against them. In the song Superman is an Illegal Alien they point out the hypocrisy of the American government in letting Superman in simply because He is fair-skinned, Blue-eyed, And has a great physique. Both groups use the bodies as a source of fear since they are discriminated against due to their bodies. Thus it makes sense that they would eventually focus on the body as being a symbol of their fear.


While other fears obviously underlie both cultures, it is the direct cultural conflict which brings out certain fears. The fears of genocide or of being extradited in these two different cultures have led to the same response; a verbal protest of the real or perceived atrocities affecting the cultures. This verbal response is the manifestation of the deeper cultural fears inherent in the communities, which rose in response to the circumstances in which the culture was placed. The cultural fears cannot go away until the tensions creating them disappear. The cultural fears can however be analyzed via the verbal protests which express them, and help us better understand how the culture feels and reacts.


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Self Evaluation


The “I believe” speech was not a very rigorous speech to present. I must say, I was nervous and I did freeze a few times. Honestly, I believe that from now on the nerves will be as solid as rocks and they will not surface again. As I said before my speech, I was very sick. However, I still believe that I did do a mediocre job with my tone of voice, considering I was in that type of condition. As everyone does, I had my decent parts and my dire parts.


Eye contact is key during a speech. This is one thing that I had trouble with throughout the duration of the speech. As I looked back at the film of myself, it does not seem as evident that I was looking down. To myself, it seemed that after every sentence I looked down at my notes even when I did not need them. It was simply a security issue. It should be something that I can easily break.


Preparation of a speech is very important. Preparation is another thing I was lacking. I did not prepare as well as I should have. Ideally, I should have made my outline for my speech, written my introduction and conclusion, and memorized them. I wrote my outline Sunday night and that is all I did. A grasp on the material was all that I needed, and I took the easy way out and did minimal memorizing. I did not take it above and beyond to make my speech outstanding.


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However, there were some decent parts to my speech. Speaking well and loud is a must during a speech, but it is hard to do when you can’t breathe out your nose. I have a very loud voice, and believe that I have a “speaker’s voice”. I was always in the plays and musicals in high school and that has helped me become a better speaker, meaning louder with better annunciation. Speaking well and loud gets the attention of the audience and the attention of the audience is obviously very important.


Overall, I felt my speech was average. For next time I now know to prepare myself better and to keep eye contact with the audience. My tone of voice will be better, because my next speech I will not be sick, or at least I hope. I then can use my speaking voice and project to get the attention of the audience. All of the jitters should now be out, and my next speech should flow nicely. I feel confident that it will.





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In modern American society, bearing and raising children is more than an entitlement, it is an option. From a historical perspective, throughout many cultures the belief systems have instilled a variety of different views on both the child as an individual and the child rearing process as a whole. The concept of childhood is a relatively modern invention. Historians suggest that the traditional concept of childhood, beginning at birth and extending to eighteen, did not become widely accepted until the twentieth century (Sugar, 14). The unique and diverse challenges that face people who make the choice to have children, is a prominent factor in the experiences of their children. We are all affected by our childhood. The experiences and memories we are left with play a large role in determining the adults we become. This has led me to search for an answer to something that has been bothering me quite a bit Am I an absentee parent now that I have returned to school and work full time? I am also worried that this will have long-term effects on my young children, since psychological research has proven that children process the majority of their life skills before the age of three (Fox, 00).


My children look at the world in their own special and surprising ways, as do all kids. Every child is a unique being with unique opinions and a unique point of view. Between the ages of three and five, children develop motor skills, social skills, their imaginations, the ability to follow directions, the skill to think visually, and the capacity to understand and express emotions. How children view the world and function within it is in direct relationship to these stages of development (Parent Tales, 001). The joy I have experienced when I have been given the opportunity to witness one of these milestones has been tremendous. Yet, the disappointment I felt at missing my daughter’s first potty experience in December 00, because I was at work, cannot be expressed in words.


I believe that everything in our childhood from difficult experiences to fabulous adventures truly form our psyche. Studying the issue of parenting from a psychological viewpoint, I am taking into regard the 0th century controversy of nature vs. nurture. I believe that we can overcome most inherited difficulties given the proper familial support; therefore I believe nurture can overcome nature. Would Watson and Crick agree with me (Watson, 168)? What did they come to believe in their studies of the structure of DNA? While the next few years will undoubtedly see major progress in rooting out genetic factors that influence our likelihood of contracting common diseases, what about the role that genes play in shaping human behavior and personality? However, with the full genome sequence now accessible over the Internet, scientists hope to pin down many more genes that code for various aspects of human behavior (Davies, 001).


In today’s American society we have come to value possessions as much as we do a strong family unit. This has led to the common reality of both partners working full-time jobs. Of course, from an economic standpoint, there are couples who must both work outside the home to afford basic necessities, and there are couples who each choose to work outside the home to perpetuate a certain upper-class lifestyle. These are all individual choices, based on individual preferences. In the United States about forty-four percent of single mothers with children under the age of three work outside the home. Ironically, the percentage of mothers in two-parent families with children under three who have entered the workforce is even higher at fifty-seven percent. Thus, there is a special stress even among parents fortunate enough to have employment the stress of having too little time to spend with ones child. The typical child spent about 0 hours per week with a parent in 165; by the 180s, this interaction time had declined to about 17 hours (Bornstein, 15).


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There are many different schools of opinion that state small children need their mother with them on a constant basis. How has this affected the recent generations of children? How has this affected the adults that they have become? How has this affected how those generations are raising their children? The answers that have revealed themselves differ greatly based on cultural diversity.


My German heritage has always lent itself to a matriarchal system, where everyone shows reverence to my Oma, and asks her advice on life issues. The women in the family have all worked outside the home, while being the omnipresent influence in the household. Basically, everyone does what Oma tells them they should do, and when she’s not available the next in line is a great-Aunt and then your own Mother. In my husband’s Hispanic family, however, a patriarchal system is adhered to. The men perform the lofty task of maintaining the financial responsibilities of the household almost entirely on their own. The women dedicate themselves to caring for the children, and some are very insistent that once you become a Mother that is your only focus. I have found that each system works very well, the adults of our generation from both families are all well-adjusted people with high self-esteem. Both families emphasize education, morality and filial piety. I have come to conclude that the nature of the family’s structure is not what is important; it is the positive interaction of the family with each other which determines the fate of the children.


After battling tumors and cysts, I was told I would never be able to give birth to children. This was something that I accepted. I wanted children, but I resolved myself to the fact that I would probably just be a career woman. Through advancements in medical technology I was given the opportunity to have laparoscopic laser surgery to remove scar tissue build-up from previous surgeries. This not only reduced the severe pain I was having, it also made conception a possibility. In December 1 God decided the time was right, he gave my husband and I our first daughter, Audrey, and nineteen months later he blessed us with Annabella. The future of these two little girls is the focus my inquiry. On my thirtieth birthday I decided that, for my own personal fulfillment, I needed to complete my education. Finishing my degree has become my goal, but I am worried that I have selfishly taken quality time away from Audrey and Belle. I work fulltime, I am going to school fulltime and I am anxious to discover if I have become an absentee parent.


In this society of advanced medical techniques, many children have entered lives that would otherwise remain untouched by the joy they bring. Through my research I discovered that children conceived through Assisted Reproductive Technology, or ART, typically have parents who express greater warmth toward their children, are more emotionally involved with them, interact with them more, experience less stress related to parenting and report greater feelings of parental competence. This has been attributed to these children conceived due to ART being so desperately wanted for such a long time. As reported by Susan Golombok, PhD., of City University in London, a leading researcher in the field


People who are willing to go through infertility treatments, which can be very expensive and can stretch over many years, are those who are really committed to becoming parents. Then when they do become parents, theyve waited so long for their children that theyre just thrilled to have them.


This includes atypical parents such as surrogate mothers with single fathers raising the children, lesbian moms and older couples in second marriages as well as traditional couples struggling to form a family unit so that they may be fulfilled. The children fortunate enough to be born to any of these parents are rarely subject to the absence of their parents either physically or emotionally.


There are many types of absentee parents, there are many reasons for absentee parents, and there are many excuses for absentee parents. Alcoholics and drug dependants do not constitute the entire network of absentee parents. How many of our politicians, community leaders, and civic movers would rather attend a club meeting to discuss child violence rather than stay home and be with their kids? A child can be orphaned, neglected, or simply abandoned while still being loved very much by their parents. The children left behind, regardless of the situation, can often feel ignored and alone.


Geographic ramifications can play a huge role in the amount of children left behind. According to Dr. Pat Thompson, the climate, irrigations, crops and diseases of a region establish the type of civilization or culture which will arise there (lecture notes, 00).


In the year 001, there were a total of 4,4,000 orphans in Africa. Their parents deaths are due to AIDS, other disease, starvation, and war. Experts say by the year 010, there will be 41,4,000 orphans living in Africa (Warm Blankets, 00).


The demographics found in the villages of Africa are of very old people, and very young people. The parents have died, and the children are dying. One report suggests that by the year 010 one in three children in Namibia, Swaziland, Zimbabwe and South Africa will have lost a parent to AIDS. And most of those born with AIDS will die before they are 5 years old. The family unit is non-existent, as we Americans know it. In Africa, it truly does take a village to raise a child.


The potential for social unrest, social instability is pretty significant. You have a very substantial proportion of your population that has been undereducated, malnourished, marginalized, is disaffected, not able to go to school. (Williamson, 000).


More needs to be done to help families and communities support orphaned children. The total HIV-infected Indian population is estimated at just under 4 million. Although infection rates in India are a fraction of those in Africa, health officials worry that the disease can still have a grave effect on the nations future. When my own brother, Patrick, died just before Audrey’s first birthday, his body had become ravaged with the effects of the AIDS virus. We named her Audrey Patrice Garcia after him, and he had never smiled brighter than the day she was born. If the death of a single family member can have such devastating effects on one family, I shutter to imagine what is caused by the deaths of many family members in a small village which relies on strong people for mere existence and harvesting of crops and other valuable food sources.


World politics is also now playing a part in absentee parenting. America has deployed nearly 105,000 troops into Iraq, with the total number of American and Coalition members deployed due to Operation Iraqi Freedom ending at nearly 00,000. A soldier answering the call to Duty can bring about heart-wrenching consequences if that soldier is also a single parent. Will their children recognize the sacrifices they have made for duty and the future of our nation, or will they only remember that Mommy never saw their first dance recital and Daddy didn’t go to the Spelling Bee? There are also countless children orphaned due to the ravages of war. Their parents, regardless of whether they die defending their country or their beliefs, leave behind children who may never have the opportunity to make valuable contributions to society because they are forced to become older than their years. It has been widely reported that in certain Middle Eastern countries picking up a weapon themselves is all a child knows. History teaches us that this is a society which has always been embroiled in strife. The children are subsumed into this violent culture, a culture which was the origin of the first civilization in history. Perhaps it is this tenacity that helped them organize the people into the river valley civilization of Mesopotamia.


My quest has led me through several disciplines. Some of the statements I have uncovered on the subject of absentee parenting stem from intense scientific research, and some are simply ludicrous to me. For example, it has been noted by researchers that absentee parenting is linked to teen pregnancy and controlled substance abuse. In some parts of Bexar county the pregnancy rate for girls 15 to 17 years old was 106.7 per 1000, this is four times higher than the national average. Even more alarming are the pregnancy figures for girls aged 10 to 14; those are twice that of the national average at 1.7 per 1000 (Metro Health Alliance, 001). A ten year-old child should be concerned about Barbie and pop quizzes, not diapering and nurturing her newborn infant. There is hope for the future of Bexar County and the problems of the teen pregnancy rate. Through community initiatives such as Project Worth, teens are given the opportunity to focus on more positive choices. In school districts such as Northeast Independent School District in San Antonio, Texas, parenting classes are offered in the classroom setting so that teen parents are given the opportunity to not fall into the traps of absentee parenting.


A survey, from the National Center on Addiction and Substance Abuse at Columbia University in New York, shows a correlation between teens at low risk of substance abuse and those who live in highly structured households. The research found that youths in hands-off households were twice as likely to abuse alcohol or drugs as the average teen, and that youths in this category who had absentee parents were four times as likely to engage in substance abuse as children in highly structured homes. (Rucker, 001).


Through my inquiry I have also found that certain organizations, such as Exodus International, posit that homosexuality does not have a biological basis but is actually caused by absentee parenting (Affirmation, 00). My investigation has required that I filter through the misinformation and propaganda to develop my own hypothesis (Firestone & Harris, 1). In my investigation to determine if having an absentee parent shapes the adults the children become, I uncovered some interesting research. Apparently, the major cognitive change alleged to occur during the adolescent years involves the emergence of Formal Operations (Piaget, 16). Formal Operations are said to be established between the ages of 11 and 15, and are reflected in an increased ability to reason hypothetically independent of concrete situations, and to describe ones own reasoning processes. Through this research I can conclude that while at this young age my daughters do not understand why I am not spending as much time with them, but when they have become young adolescents they will understand and appreciate the sacrifices everyone in our family is making for their future. It is therefore my expectation that this will, indeed, affect the adults my daughters become, and shape their beliefs. They will understand how important education is to me, and should be to them, and they will be able to interpret how different their lives would be if I had a lower earning potential. After all, I was a teenage girl once, and at that time designer clothes were a very important status symbol. I am doubtful things will change in ten years!


I must use analytical skills to evaluate a survey I have conducted on absentee parenting. This survey (Garcia, L., 00) has given me a huge amount of insight into the vast difference of public opinion. This survey divides the population polled into age group, income range, sex, and parents/non-parents. Examination of these survey results shows overwhelming support for a working mother returning to school. In fact, 5% of the respondents declared that a working mother has not abandoned her child to pursue her own goals. Another interesting response came in asking if the people surveyed would have been more fulfilled as adults if their parents would have spent more time with them as children. There was a very thin margin of difference in the responses 45% responded “Yes”, 50% responded “No”, and 5% chose not to respond the question asked. This leads me to assume that either these people spent adequate quality time with their parents when they were children, or they feel that more quality time would not have made a significant difference in their overall contentment as adults. In general, the belief of the people who responded to my survey is that the overall benefits to the children outweigh the lost moments now. Out of all respondents to my survey, only one person hesitated in their answer when I posed the question, “Do you think that a working mother has abandoned her children to pursue her own goals.” This response was, “Yes & No. If a mother leaves to pursue her goals to better herself and her children’s life it is not abandonment as long as they are well taken care of. But, a mother that abandons her children to pursue her own goals to better herself only, is unspeakable.” When asked for an honest opinion about a working mother returning to school, this same respondent replied


I believe that the biggest mistake a parent can make is having children first and then pursue their education. It should be education before children are brought into their life. People always say their kids just don’t know the difference, don’t under estimate a child’s way of feeling things. They know and feel when things are different or not right. What you teach your child in the early years will stay with them a lifetime. I believe that a child’s role model should be their parents. I would wait to further my education when the children are older and you will be setting an example for them when they see and are able to understand that you believe that education is important. That speaks louder than words.


I have not let this theory dissuade me from pursuing my education, however I do understand the reasons behind it, and I even embrace the honesty. The overwhelming support from every other respondent was very encouraging, and I have been grateful for this enlightening data. The most fascinating answers given were in reply to my inquiring about their favorite childhood memories. These were such beautiful, well thought-out answers and I was truly appreciative that I was allowed to somehow share in the cherished moments.


I have utilized statistical data to determine if economically disadvantaged segments of society are more prone to absentee parenting. What I have uncovered is that, through the implementation of government programs, parents are given incredible opportunities. They can now build self-assurance through working outside of the home and feel secure that their child is in a safe environment receiving developmental and educational advantages they might not otherwise be rewarded with. The advantages of social interaction and the Head Start program are invaluable, in comparison to a child sitting at home watching the television with their depressed parent subsisting on welfare. While some would argue that this time away from the child results in absentee parenting, the effects for the parent and child have proven to be extremely beneficial. The parents who partake in these programs find it possible to live more rewarding lives and become more educated themselves by contributing to the community.


Ultimately, my entire foray into the subject of absentee parenting has, directly and indirectly, focused on the sociological aspects. This is because the subject I have found myself consumed with is so integral to the structure of all societies. My investigation has led me to understand the importance of the


child rearing process, as well as how it ultimately affects the future


of the family unit and individual communities. It is natural that


cultural beliefs affect the manner in which a child is raised.  This


does influence the way that child will conduct himself or herself as an


adult, and the civilization that the culture they are a part of becomes. Each moment the child spends with the people in their life affects them; this leads me to


conclude that the importance of quality family time is just as


important as the quantity of time spent. However, I have also


discovered another contributing factor, which I did not expect The


amount of time I have been spending away from my children is affecting


me as well. I have been concerned about the effects of absentee


parenting on Audrey and Annabella, when in actuality caring family members just clamoring to spend time with them surround these little girls.


They are much more fortunate than many children around the world.


Ultimately, I feel that I have been the one who is most affected by this decrease


in time spent with my children.


The reality is, in mid-January my girls would cry when I had to leave for work or school, not that I wanted them to, it truly made my heart ache when I would drive off knowing their tear-stained faces were still in the house. But, there’s something quite poignant when the day came that I kissed them goodbye and they just waved and said, “Bye, Mama.” It seems that in the short months since I have returned to school, my children have already become slightly less attached to the idea of me staying with them as often as possible. Another reality check, when my three year-old fell down and scraped her knee I tried to comfort her but she cried for Grandma, one of her primary caregivers now that my priorities have shifted. This made me grateful for the love she is receiving, but at the same time guilty and jealous.


My examination of the subject of absentee parenting has also led me to inspect the history of absentee parenting and repetitive patterns that could give clues about the effects of absentee parenting. I have had neither the training, nor the experience to make any assumptions. However, I do personally know an expert. My Grandmother was abandoned by her own Mother at the age of six. She was the oldest of three children, and was left to care for her brother and sister in a Michigan logging camp run by her Father. The State of Michigan simply would not allow children to be raised in this environment, and especially not by a man, in the 10’s, so they were put into Foster Care.


When she was an adult, she became a Foster Mother of forty-three children, and eventually adopted one of the girls, my Aunt Phyllis. This served a dual purpose; she was able to effect a positive change in the lives of as many children as possible, and she gave her own daughters many fabulous opportunities to learn about caring for others. I can clearly see how the experiences she has had with absentee parents affected her in a statement she sent me on the subject.


Every child is a different personality. It makes no difference if they are your biological children or foster children; they all have special needs. It does not seem to make a great deal of difference if children are abandoned by their parents, removed from bad situations, or lost a parent by death, they are all a little frightened and feel abandoned. When they are put into another equally bad situation it can, and often does leave permanent personality damage. Fritzler(00).


My Grandmother continues on to say





There are situations where children would not be abandoned if parents could get more support from the extended family. Our day care and foster care for children gets less attentions and inspections than a cow barn. Children are put in day care situations where they are left without attention for hours at a time. They are taken there hurriedly by parents who don’t bother to tell them they are going and when they will be back. The children are feeling abandoned. (Fritzler,00)


I find this incredibly enlightening information, even when I detach myself from the fact that she is my Grandmother. When I evaluate and process the information as being from someone who has had many experiences with children, and even worked for the Texas Education Agency, I feel hopeful for the futures of my girls. Audrey and Belle are not in day care, we have elegantly choreographed every moment to ensure that a family member is with them at all times. In fact, our family is thrilled when it is their turn to be with the girls. Audrey and Belle make sure that they are always at the center of everything - there is no way my children would allow anyone to leave them without attention for hours!


My Grandmother’s life holds positive sociological inferences; it is the responsibility of society as a whole to care for the others within that society. This idea can be construed as an extension of the Confucian ethical system, but it dates back even further, to Biblical times. The Bible tells us, Pure and undefiled religion is this, to care for orphans and widows in their distress... James 17(O.S.B., n.d.). Even in ancient times bearing children was a lofty encumbrance, yet today we are graced with more knowledge and assistance from outside resources than has ever been available to parents before. The drawback is, with the exception of Child Find, the parent must initiate these services themselves and be willing to appropriately facilitate these resources if they are going to positively benefit the child. If the parent is unwilling to seek help, or unable to assess their situation and realize that their child is in need of services then the child is at the mercy of the system to identify his situation and offer services that might be available.


I have many more steps to take before I can draw conclusive evidence as to the emotional well being of my children. Do I fall into the category of absentee parent? Are they affected since we have so much help from our family? I also have many other decisions to make once I have drawn a conclusion. Should I go to school part-time? Should I wait until they are older and then return to finish my degree? Should I continue at this pace, so one day they will be proud of their Mama?


My questions originally stemmed from my own feelings of guilt about abandoning my children to further my education while they are still quite young. I can quite simply justify my reasons The Future. However, I cannot justify the huge void I personally feel from the loss of their companionship. When I arrive home from night classes after 00 I feel so cheated out of saying prayers and kissing them goodnight before they go to sleep. When they wake up in the morning and I’ve already left for an early class, I yearn to partake in our silly ritual of “The Good Morning” song that we made up.


I began this journey of discovery to fulfill my own desires, to earn my bachelor’s degree and to make my family proud. What I have ultimately discovered is that I must concentrate on being proud of myself. When the time comes for me to review everything I have done in my life, what I will be the most proud of having accomplished is raising Audrey and Annabella. In my heart I do not believe that my girls have suffered the ill effects of absentee parenting. But, have I been an absentee parent? I still cannot answer that question, you may judge me on that yourself. I do know, that I was raised by a single mother who got her Bachelor’s and Master’s degrees at Southwest Texas State University while teaching at Robert E. Lee High School. I’ve neglected disclosing this information until this point because I wanted you to make your own hypothesis about my inquiry before drawing you into the entire story. You see, throughout my childhood my mother was always striving to further her education and make me proud of her, and I truly am, but as a small child I yearned for her time and not her increased future earning potential. Therefore, I have decided that I must find a peace in the middle of what is best for our futures and what is best for our family. My husband and I fall into the category of the two-parent family working to make ends meet. It is not financially possible for me to quit my bookkeeping job at this point. After this semester I will take the summer off of school to produce puppet shows with my girls, paint our fingernails, and take swimming lessons. Because that is more important to me than graduating on the schedule I had originally established for myself. In the long semesters I will attend the university part-time, rather than trying to work six days a week, take twelve hours, get on the dean’s list and be super-mom. It may take me several years to finish up these last thirty hours, but through this inquiry I have come to realize what is truly important. I would hope that after burrowing through my research, you do too.


REFERENCES


Bornstein, M.H., (15). Handbook of parenting volume I. Mahwah, NJ Lawrence Erlbaum Associates, Inc.


Davies, K. (April 001). Nature vs. nurture revisited. Retrieved April 1, 00 from http//www.pbs.org/wgbh/nova/genome/debate.html


Firestone, J. M. and Harris, R. J. (1) Knowledge for a Lifetime The Importance of Social Research In Martinello, Cook, and Woodson (Eds.) Modes of Inquiry Voices of scholars across the fields of study. Carrollton, TX Alliance Press.


Garcia, L. S. (00) Lorrie’s public opinion poll. Unpublished scale.


Granrose, C.S., & Kaplan, E.E., (16). Work-family role choices for women in their 0s and 0s from college plans to life experiences. Westport, CT Greenwood Publishing Group, Inc.


Martinello, M. L. (187) The Search for Emmas Story - A Model for Humanities Detective Work. Fort Worth, TX Texas Christian University Press.


Martinello, M.L. (1) Modes of Inquiry - Voices of Scholars Across the Fields of Study.


            Carrollton, TX Alliance Press.


Okagaki, L., Luster, T. (Ed.), (1). Parenting an ecological perspective. Hillsdale, NJ Lawrence Erlbaum Associates, Inc.


Piaget, J., Flavell, J.H. (16). Developmental psychology of jean piaget. Princeton Van Nostrand.


Rucker, A., (001). Parents key to solution, research shows. South jersey courier-post, May , 001.


Sugar, M.H., (14). When mothers work, who pays? Westport, CT Greenwood Publishing Group, Inc.


Watson, J. D. (168). The double helix. New York Mentor Books.


Williamson, J., et.al (000). Children on the brink 000. Published report for the U.S. agency for international development.


INTERNET RESOURCES


Affirmation.org, (00), Internet. Retrieved March 5, 00 from www.affirmation.org/ingodsname.htm


Davies, K. (April 001). Nature vs. nurture revisited. Retrieved April 1, 00 from http//www.pbs.org/wgbh/nova/genome/debate.html


Metro Health Alliance (00). Project Worth. Retrieved April 1, 00 from http//www.sanantonio.gov/ProjectWORTH/?res=800&ver=true


Online Study Bible (n.d.). Internet. Retrieved February , 00 from http//bible.crosswalk.com/


Parent Tales from Dragon Tales (001). Internet. Retrieved April 10, 00 from http//www.pbs.org/parenttales/childview.htm


Survey of Income and Program Participation P70-86 (Spring 17). Internet. Retrieved from http//www.sipp.census.gov/sipp/public.html


Warm Blankets Orphan Care, International, (00), Internet. Retrieved March 6, 00 from http//www.warmblankets.org/africanorphans/index.htm


www.affirmation.org/ingodsname.htmPERSONAL COMMUNICATIONS


Fox, Dr.Sarah (00). Classroom lecture notes.


Fritzler, Mrs.Ruth (00). Conversations and e-mails.


Garcia, Miss Audrey Patrice (00). Daily conversations.


Garcia, Miss Annabella Presley (00). Daily conversations.


Smith, Honorable Lamar (00). E-mail.


Thompson, Dr.Pat (00). Classroom lecture notes.


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