Interpretations and explications of Ethics by Linda Pastan

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Interpretations and explications of "Ethics" by Linda Pastan

How many different ways are there to interpret a poem? Different approaches can be used to analyze a piece of literature. In the poem, "Ethics" by Linda Pastan many of these approaches need to be taken to interpret this poem.

This poem fits the characteristics of a narrative poem. A reason it is considered a narrative poem is a climax and conclusion exist in the poem. Another reason it is a narrative poem is, the reader knows who the main character is. The characters name is Linda. "Linda, the teacher would report" (15). The final reason it is a narrative poem is readers read a story of an event in Linda's life.

The poem has relatively simple language used, but there are a few words that are difficult to understand. The first words that needed to be looked up were Rembrandt painting. The denotation of the words was a Dutch painter in the seventeenth century (American Heritage dictionary). The connotation of these words are expensive painting, luxurious brushwork, and rich color. The next word that needed to be looked up was opt. The denotation of this word is choosing or to be chosen from (American Heritage dictionary). The connotations of the word can be rather do, to choose one out of many options, or to replace. Another word that needed to be defined was eschews. The denotation of the word is avoided (American Heritage dictionary). The connotation of

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this word is ignoring, stop paying attention, and go around. Another word that needed to be defined was burden. The denotation is something oppressive or worrisome (American Heritage dictionary). The connotation of the word can be nuisance, inconvenience, and carried. The next word that needed to be defined is radiant. The denotation is bright and shinny (American Heritage dictionary). Connotations of the word are good-looking, show of love or affection, and beaming. The final word that needed to be defined is canvas. Denotation is a piece of cloth backed or framed as a surface for a painting (American Heritage dictionary). Connotations of the word are painting material and background.

The speaker of the poem is a student inside an ethics class. The student is the author Linda. We know the author is the speaker because she refers to her name Linda, inside the poem. "Linda, the teacher would report, eschews/ the burden of responsibility" (15-16).We know the speaker is asked a question about what her ethics are like. The question refers to an old painting and an old woman, and which you would rather save in a fire. The speaker, caring little for the question, answers without giving the question a lot of thought. Later in her life, the speaker has the event that happened in the question happen in real life. The speaker then figures out what the teacher implied by the question. Things we can learn from her personality are, to take the time to figure out the meaning of a question, they often mean more than what is implied.

The tone of the poem is boring, imaginative, and appreciative. The reader first learns the speaker is bored when the speaker states, "Restless on hard chairs/ caring little

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for pictures or old age/ we'd opt one year for life, the next for art/ and always half-heartedly" (6-). Next we learn the speaker is imaginative when she states, "One year,

feeling clever, I replied/ why not let the women decide herself" (1-14). Later on the speaker figures out the lesson the ethics teacher was teaching and the speaker is more appreciative of what the teacher had been trying to teach to her all along. The speaker states, "I know now that the woman and painting and season are almost one/ and all beyond saving by children" (4-5). No fundamental differences exist between what you get and what you expect. Irony plays an important role. The irony in the poem is the question that was asked to her when she was little, that later in her life the question turned into a real life situation.

An apostrophe in the poem is the speaker refers to the old woman borrowing her grandmother's face. "The woman borrowed my grandmother's face" (10). Another figure of speech in the poem is personification. The personification in the poem is, "Woman/ and painting and season are almost on and all beyond saving by children" (-5).

Sound doesn't play a very important part in the poem. No rhyming scheme or alliterations that takes place in the poem. Some assonance involved in the poem. One instance of assonance the speaker uses is "hard chairs caring" (6-7). The words receive extra emphasis because the "ar" sound in the three words put together sound the same. Another example of assonance is when the speaker says, "always half-heartedly" (). The words receive extra emphasis because the "al" sound in the two words. The last assonance in the poem is "drafty, half imagined" (1). The words receive extra emphasis

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because of the repeating "a" sound. Another element of sound that is involved in the poem is euphony. The euphony is, "The browns of the earth/ through earth's most radiant elements burn/ through the canvas" (1-).

Imagery is very powerful throughout the poem. Many words in the poem refer to a sense. The first image sentence is, "Sometimes/ the woman borrowed my grandmother's face" (-10). This shows the inability of the children to actually picture the events that take place. Other words referring to our images are in the line, "Restless on hard chairs/ caring little for pictures or old age" (6-7). The image refers to our sense of sight. A person may visually see himself or herself sitting in a classroom listening to something they don't particularly care for. The last image the reader receives is the description of the painting. The speaker states, "The colors/ within the frame are darker than autumn, / darker even than winter - the browns of the earth, / though earth's most radiant elements burn/ through the canvas" (1-). The image allows readers to envision the painting.

A meter exists in the poem. The meter is in iambic pentameter. One example of this meter is, "In ethics class so many years ago" (1). Another example of the meter is, "One year, feeling clever, I replied" (1). All lines in the poem follow this meter.

This poem is in closed form. There is no rhyming scheme, but there is a meter that exist. The author doesn't use stanzas is the poem. This would make the poem a black verse. The poem doesn't fall into a type of closed form.

My interpretation of the poem is a person will not understand their ethics until a situation occurs that would test what their ethics are. At the beginning of the poem the

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audience listens as the speaker takes us back into a time in her life. She is having a flashback of time she had in ethics class. The speaker says, "In ethics class so many years ago" (1). The speaker is asked a question pertaining to her ethics or beliefs. The question

is, "If there were a fire in a museum/ which would you save, a Rembrandt painting/ or an old woman who hadn't many/ years left anyhow" (-6)?

Now the speaker is in their early teenage years when she is sitting in this class. Characteristics of a typical teenager are they usually start caring less during school and start to think that they everything is dull and boring, except for what they are interested in. A normal teenager might say, "Restless on hard chairs/ caring little for pictures of old age/ we‘d opt for life, the next for art/ and always half-heartedly" (6-). The speaker uses the word "half- heartedly" to stress she isn't trying to understand what the teacher is trying to tell her. A reader may get an image of when they were younger sitting through a class they might not have enjoyed. When thinking about the question, the speaker is daydreaming about her grandmother wondering through this museum, as she takes the place of the old lady. The speaker says, "Sometimes/ the woman borrowed my grandmother's face/ leaving her usual kitchen to wander" (-11). The teacher soon becomes frustrated with the class and starts to ignore some of the comments the students say. "Linda, the teacher would report, eschews/ the burden of responsibility" (15-16). The author uses the word "eschews" and "burden" in the poem to give a sense of what the teacher's intelligence is like.

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The reader is then brought to the present time. The speaker soon encounters a situation that occurs to her that happened in the question when she was a kid. Only she is the old woman. "This fall in a real museum I stand/ before a real Rembrandt painting, old woman, / or nearly so, myself" (17-1). She is older but doesn't consider herself as old, only "nearly so." The speaker knows that the painting is old and so has she, which tell a story of coming of age in two different ways. The speaker says, "I know now that

woman/ and painting and season are almost one/ and all beyond saving by children" (-5). Children cannot save the experience and wisdom that an old lady has. Therefore, if a child saves the old lady, the painting will burn and kids will never see the beauty and get the wisdom in the painting. If the child saves the painting, they will never see the beauty and get the wisdom in old lady.

Works Cited

Pastan, Linda. "Ethics." Literature An Introduction to Fiction, Poetry, and Drama. Ed. X.J. Kennedy and Dana Gioia. 8th ed. New York Longman, 00. 17.

American Heritage Dictonary. 4th ed. New York Dell, 001. 118 - 707

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Industrialization, Urbanization, and Technology

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English Essay Stargirl

Chris Rutiglianoby Jerry Spinelli

Leo Borlock was an average High School kid until Stargirl came to Mica High. Different was the best way to describe her. She dressed different, acted different and didn't care what anyone thought about her. She sang to kids at lunch, handed out cookies and carried around a pet rat. It made everyone uneasy, they thought she couldn't be real. Then she brings out a school spirit that wasn't there before and becomes popular and liked by all, but that doesn't last long and before long everyone hates her. Stargirl is better at friendship and being a friend than Leo is.

There was something about Stargirl that Leo felt from the first time he saw her. When he finds a Valentine in his locker that says "I Love You" from Stargirl, Leo falls head over heels. It was great until Leo notices that no one in the school is talking to him. The school blamed Stargirl for the basketball teams loss because she helped an opposing player after he was injured. Leo has to decide, Stargirl or all his friends at school. He tries to change her into something she isn't. She wants his friendship so much she starts dressing the same as everyone else and acting the same as everyone else, she wears make-up and even tells Leo to call her Susan, her real name. It doesn't work; everyone still doesn't talk to her.

Stargirl wins the State Oratorical Contest and figures for sure that she will be liked by everyone now, but it doesn't change anything. Stargirl decides that changing her appearance and even winning the contest didn't change the way everyone felt about her so she might as well be herself. Leo avoids her. When she is playing her ukulele in the courtyard after school he leaves another way.

"I know your not going to ask me to the Ocotillo Ball. It's okay." And Stargirl gave Leo a smile of infinite kindness and understanding. She was right, Leo didn't ask her. Leo didn't go but Stargirl did, alone. At some point she has most of the kids there doing the bunny-hop around the country club and out onto the golf course. When they all finally return Hillari smacks her in the face and tells her she ruined everything. Instead of hitting Hillari back Stargirl gently kisses her on the cheek. When Stargirl leaves the dance no one ever sees her again.

Real friendship shouldn't have conditions attached, and different isn't bad. Peer pressure and acceptance made Leo act in ways he knew were wrong. He didn't stand up for her the way a friend should. Stargirl was always kind and caring not only to Leo but to everyone. Her only fault being she was different. She did special things for people and didn't need recognition for it, like a card or flowers or even a porcupine tie.

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Hamlet (to be or not to be)

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Hamlet "To be, or not to be…" Modern Version

Which knows best, my heart (soul) or my head (mind)?

To live and follow my head will mean that I will grow nobler in the mind but suffer in my heart.

Life is a gamble, you win some, and you lose some, it is always a constant battle.

What may come of my life to eradicate this gamble?

Is the gamble worth risking?

Risking a scarred heart for an unpredictable outcome may be a burden of heartaches where we are no longer capable to endure.

I pray my heart will listen to my head and hinder mans necessitate to subsist survival and relinquish, and the heaven's will grant an end to this turmoil (sleep, dream).

A prayer of a mystifying eternal life will result in a rested soul and a mind put to ease from the calamities of life (sleep, dream).

How can a person live through the heartache of an unrighteous ruler (father's death by Claudius "oppressor's wrong"), a blow to the soul when it is at its most brittle state (Claudius' insults "proud man's contumely"), an iniquitous monarch (uncle and mothers marriage "pang of despised love"), the indolent action's to one's wrongs (Claudius has not paid yet "the law's delay"), and the betrayal of royal blood (Hamlet's uncle taking his position "insolence of office"), and the power that inferior people take over commendable people ("the spurns that patient merit of unworthy takes").

When noble resolutions have not been made, the dagger will stop the breathe of the body and relive the mind and soul. Who would live a life of burdens only to carp about and struggle through life?("who would fardels bear..")

The only thing that holds me back is the unknown. What happens after that dagger kills the body?

There are no stories to learn from, no past experiences of the eternal life that will make our mind follow our heart and know what is best for us. Each is an unknown gamble and it is the volatility of that alternative that will lead us to go astray ("undiscover'd …not of?").

The colour of our courage is masked is draped in dull thought and great chance and opportunity lose force. We start to analyze and dismantle our thoughts until they become ceased.

Ophelia, please pray for mercy on my sinned soul…

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Bo Jackson, more than a sport's star

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Bo Jackso.

Bo Jackson was born in a small town just outside Birmingham, Alabama called Bessemer. His father left his family and moved to the other side of the city when Vincent "Bo" Jackson was just a baby. He never did much to help Bo's mom of the rest of their very large family. He would come around very little and did hardly anything to support Bo's mom. Bo Jackson was one of ten children. His family lived in a two room house and they only had two beds for all ten of the children. Some of the children would sleep on the floor, which was dirt, and the others would sleep two to a bed. Their mother slept in the kitchen in her bed. Bo Jackson would always sleep next to the furnace because their house did not have any heat besides the furnace. Bo would actually wake up with scars and burns because he had touched the scalding iron of the furnace during the night while he was sleeping. Their house did not even have running water, so they obviously had an out house. When they got a new out house one time everyone in the neighborhood came to see it because it had a tin roof and a fresh concrete slab floor. The area that the Jacksons grew up in was an extremely poor neighborhood and hardly anyone had enough money to leave. Most houses, like Bo's, was very small and did not even have running water or any kind of heater or air conditioner..

As a child and a teen-ager, Bo Jackson was a very strong, tough guy. He often used his size and strength for the wrong reasons and would bully other kids to get what he wanted. He would steal bicycles and other things just because someone else had them and he wanted them. There was not much other kids could do to stop him though because of his size. Bo Jackson would often and almost always be able to deal with kids that were years older than him. He got into a lot of fights and trouble came along with it. His mother would whip him with a belt and threaten him so he would stay out of trouble because she had seen all her other children do the same thing as Bo and she had seen where that road led. Even though Bo's mom did her best to keep him out of trouble, Bo was too hard headed and stubborn to ever listen. He would often do something that someone told him not to do just simply because they told him not to. He was constantly getting in trouble during grammar school and on into junior high school. He even almost killed someone two times. Both times someone had made him angry and he had a gun pointed at them but his conscience luckily got the better of him..

Bo Jackson loved to play baseball and he could throw extremely well because he threw rocks all the time as a kid. He eventually played football also once he convinced his mom to let him. He also was on the track team during middle school. The track team did not allow sixth graders to be on the team, only seventh and eight graders. Bo Jackson knew he was faster than all the others that were on the team and decided to go out to practice one day just to prove to the coach that he should be on the team. He went one day and outran everyone on the team and the coach allowed him to be on the team. Bo was able to take a lot of his anger out by playing football. He was great at all three of the sports that he participated in as a kid..

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In high school, Bo continued to excel at sports and he also stopped being as violent as he was before. He decided that he was going down a path that was heading him toward jail and he realized that he had to change. By playing sports, Bo was able to harness his energy and anger and use it on the field to help him. He was great at everything he did in high school. He set state records in track and was one of the most sought after baseball players coming out of high school. He was also great at football playing tailback. He was big and fast and hardly any could ever bring him down. He set records in football as well as baseball. He was a sports prodigy coming out of high school.

Everyone wanted to know if he was going to play football or baseball in college because no one thought he could play both. He was offered millions of dollars by major league baseball teams like the Yankees. George Steinbrenner, the owner of the Yankees, offered Bo Jackson a lot of money to go play in New York right out of high school. Bo's mom wanted him to go to college to earn a degree and a sports scholarship was the only way for him to go. Bo also wanted to go to college instead of going straight to the pros..

Colleges from across the entire nation were calling him and wanting him to play at their school. Bo wanted to stay in Alabama and once that got around, it was between Auburn and Alabama. Paul Bryant at Alabama worked to try to convince Bo to go to Alabama and only play football and not play baseball. Bo had liked Alabama for all his life but he wanted to play baseball very badly, just as much as football. Auburn recruited him and the head coach Pat Dye told him that he could play baseball at Auburn if he wanted. He also told Bo that he was not going to give him anything, he was going to have to earn everything he got at Auburn. That was what Bo Jackson wanted to hear. He signed with Auburn that spring..

He was a tremendous success in college, both as a football player and as a baseball player. He pitched ninety mile per hour fast balls and he could run like the wind with the football. He led Auburn to a win over Alabama as a freshman and to a bowl birth while sharing playing time with Lionel James. He eventually went on to win the Heisman Trophy his senior year.

He also got married in college and had two children with his wife Linda. Their names are Spud and Nick. While Linda lived in Auburn with the kids, Bo was dealing with pro scouts for football and baseball. Everyone was asking if he was going to play football or baseball in the pros. The answer was both. Nobody had ever played both sports and been successful but Bo did it. He played for the Kansas City Royals and for the Los Angeles Raiders. He was successful in both and continued to defy all beliefs that he could not play both sports at such a high level.

Bo Jackson is a man that cares more for his family than anything in the world. He loves Linda and his kids more than anything. His sports mean nothing compared to his family. As much as he has done for sports, he has actually done more for his family. He is a very inspiring person because of what he got out of and what kind of person he became..

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Vietnam essay

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America wanted to prevent the spread of communism by making sure that Ho Chi Minh did not spread communism to all of Vietnam. America decided to establish a stable non-communist government based on popular support in South Vietnam.

After being conquered at Dien Bien Phu, the French were forced to leave Vietnam after a hundred years of colonial rule. The Geneva Peace Accords, signed in 154, for the time being divided Vietnam along the 17th parallel until national elections, designed to rejoin the country, would be held in 156. The United States like mos.anti-communists, however, did not support the Accords. Secretary of State John Foster Dulles thought that the Accords gave the communists in Vietnam too much power. Th.United States wanted to make sure that Ho Chi Minh did not establish authority south of the 17th parallel. The American government believed that a communist regime i.

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South Vietnam would be a direct threat to national security and so they recommend a counter-revolutionary alternative. To sidetrack this, American government convinced Emperor Bao Dai to name Ngo Dinh Diem as leader of South Vietnam in 155. Diem was selected because he was a loyal anti-communist and he had never joined forces with th.French or the Japanese. They believed that he would unify South Vietnam and later North Vietnam under his control. America's primary objective for Diem from 154 to 15.was to create a firm government rooted in popular support. They neglected to note that Diem was also a strong nationalist which meant that he would be willing t.listen to but then disregard American advice. The United States also established the Southeast Asia Treaty Organization in which was included in the ne.U.S. supported, Government of South Vietnam.

Also in the spring of 155, Ho Chi Minh, in agreement with the Geneva Accords, withdrew 100,000 Vietminh troops from the seventeenth parallel in anticipation of th.156 election which he was confident he would win. Lacking such confidence, Ngo Dinh Diem violated the Geneva Accords by sending between 15,000 and 50,000 Souther.Vietnamese civilians to concentration camps in mid-155. This included workers for the Vietminh, who were preparing for the election and whose actions were protected by th.Geneva Accords, as well as non-communist Buddhists who opposed the Diem regime. Then in July of 155, Diem refused to hold elections until Ho Chi Minh's northern regim.adopted democratic institutions. It should be noted that at this point, the SEATO allies separated themselves from the United States and from Diem. They hardly considere.Diem's government democratic and they argued that the Geneva Accords did not make democratic institutions pre-requisites for national elections as long as the elections were hel.in a democratic manner. As a result of this, SEATO would not aid Diem in the case of an attack from the North. This, however, did not faze Diem. In October of 155, wit.apparent American backing, Diem usurped Bao Dai's position of emperor. Then, in a carefully controlled election, Diem received 8.% of the South Vietnamese vote. On Octobe.6, 155, Diem was formally proclaimed president of the Republic of South Vietnam.

Once in power, however, Diem faced much opposition and so he solicited the United States for support for his counter-revolutionary alternative arguing that the Democrati.Republic of Vietnam (DRV), or North Vietnam, was planning to take South Vietnam by force. In 157, with aid from the American Central Intelligence Agency (CIA), Die.identified and arrested thousands of people suspected of plotting to bring down his government. In 15, Diem passed Law 10/5, which was a series of acts that allowed the use o.political prison camps and the imprisonment of anyone suspected of being communist without bringing formal charges. It also stated that military courts would replace the civilia.courts, that the penalty for crimes against the state would be punishable by death, that there were not to be demonstrations of more than seven people and that the destruction of far.equipment would be considered treason punishable by death.

Despite Diem's seemingly undemocratic rule, he had the full backing from the United States. In order to justify its support, the United States sent several people to Sout.Vietnam from the University of Michigan on a fact-finding mission. However, because of the mentality of the United States during the cold war, they failed to see the truth of th.situation in South Vietnam. They went in looking for evidence of a democracy and came back proclaiming Diem as a one man democratic ruler seemingly a contradiction i.terms. The United States, however, did not really care what kind of democracy Diem's government was, as long as it was stable and rooted in popular support. The fact-finder.only reported the positive aspects of Diem's rule and neglected everything else. This report legitimized the rule of Diem and made the protection of South Vietnam a nationa.interest for the United States.

In essence, Ngo Dinh Diem's rule was tyrannical and undemocratic in that it unjustly subjected laws upon people who had no say in their creation. If this was America'.intent when it promoted Diem's government, then it failed miserably. By 161, it became clear to the United States that Diem had failed to create a government rooted in popula.support[]. Diem's only supporters were the Catholics and the military and he faced extreme opposition from the Viet Cong, which was determined to overthrow his regime. A.this time, America changed its policy towards South Vietnam, no longer relying on Diem...

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Policy

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As a member of the welfare rights group I am concerned about many of the proposals in Governor Pataki's welfare reform plan. I feel that his welfare reform plan will not completely help bring poverty to an end. I feel that the plan should include equal cash assistance to welfare recipient families. I also feel that the plan should include monetary support to bring families above the poverty line. Most importantly, I feel that the plan should include some guidelines on job-training opportunities, because this would be the most effective way to bring people out of poverty.

The proposal to make progressive cuts in a family's cash assistance over the five year eligibility period is not a good proposal to solve poverty problems. The proposal specifically consists of a 10 percent cut after 18 months, a 5 percent cut in the second year, and 15 percent more every year thereafter up to a total cut of 45 percent in year four. This proposal does not make sense because people need more money over time to survive and take care of their families. This is true because the cost of living, especially in New York, raises not decreases over a five year period. Another important fact is that people may change jobs over the five year period and at some point need additional funds to support their family. Cutting the cash assistance, instead of keeping it equal, would not help a family in this position. This proposal could also deter a person from getting job training because if they were being trained and every year they received less money it would make it that much harder to support themselves while receiving their job training.

The proposal consisting of capping benefits to ensure that a family's benefits would not increase of an additional child is born, will in the long run add to the poverty problem at hand. It is quite clear that if a family grows then they will need more money to get by. This is not to say that a family on welfare should be allowed to have as many children as they want because this would become unfair to other people on welfare.

My recommendations for making the Governor's plan more effective would help the people on welfare support themselves, and make the transition from being on welfare to supporting themselves through attaining jobs. First, instead of cutting cash assistance year by year, it would make more sense to keep the cash assistance equal throughout the five years then after the five years start decreasing the amount of money they receive. It would also make sense to provide support to those families on welfare who do decide to have more children. However, a more reasonable approach would be to provide less cash assistance for each child that is born, rather than no assistance at all when the family grows. This would make having a family easier, financially, but less appealing just for the sake of money because they would not be actually receiving enough money to fully support their children on welfare. Therefore, it may provide incentive to enter the work force because if they have children they will need to come up with additional funds on their own

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These recommendations to Governor Pataki's plan would only help with the poverty problem. In the long run they may cost more money than the original plan, but bringing people out of poverty does not solely concern money. It is also important to make the transition from welfare to supporting oneself, and not working or having the skills to work and finding that job that will support a family as easy and seamless as possible...

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

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Welfare

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As a member of the welfare rights group, I feel that some of Governor Pataki's proposals aren't completely committed to solving the welfare problem in New York State. The plan should include equal cash assistance to welfare recipient families. Most importantly, the welfare reform plan should include some guidelines on job-training opportunities.

The proposal to make progressive cuts in a family's cash assistance over the five year eligibility period is not an effective proposal to solve poverty problems. The proposal specifically consists of a 10 percent cut after 18 months, a 5 percent cut in the second year, and 15 percent more every year thereafter to total a cut of 45 percent by year four. This proposal does not make sense because people need more money over time to survive and take care of their families. This is true because the cost of living, especially in New York, raises not decreases over a five year period. Another important fact to consider is that people may, over a five-year period, change jobs and at some point need additional funds to support their family. Cutting the cash assistance, instead of keeping it equal, would not help a family in this position. This proposal could also deter a person from getting job training because if they were being trained and every year they received less money it would make it that much harder to support them while receiving their job training.

The proposal consisting of capping benefits to ensure that a family's benefits would not increase if an additional child is born, will in the long run add to the poverty problem at hand. It is quite clear that if a family grows then they will need more money to get by. This is not to say that a family on welfare should be allowed to have as many children as they want, because this would become unfair to other people on welfare, but there should not be a law restricting the number of children a family can have. This proposal, in a sense, is making a law to people on state assistance restricting the amount of children one can have.

My recommendations for making the Governor's plan more effective would help the people on welfare support themselves, and make the transition from being on welfare to supporting themselves through attaining jobs. Instead of cutting cash assistance to a family every year, it would make more sense to keep the cash assistance equal throughout the five years then after the five years start decreasing the amount of money received. It would also make sense to provide support to those families on welfare who do decide to have more children. However, a more reasonable approach would be to provide less cash assistance for each child that is born, rather than no assistance at all when the family grows. This would make having a family easier, financially, but less appealing just for the sake of money because they would not actually be receiving enough money to fully support their children on welfare. Therefore, it may also provide an incentive to enter the work force because; if they have children they will need to come up with additional funds on their own.

Custom Essays on welfare

These recommendations to Governor Pataki's plan would only help with the poverty problem. In the long run they may cost more money than the original plan, but bringing people out of poverty is not solely about money. It is also important to make the transition from welfare to supporting oneself, and not working or having the skills to work and finding the job that will support a family as easy and seamless as possible...

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

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!