History of Black and Indian relations among the Florida Seminoles Essay

History of Black and Indian relations among the Florida Seminoles - Essay Example As early as 1689, Africans fled from British-American colonies to the Spanish controlled Florida in search of freedom. A new influx of these freedom-seeking blacks reached Florida during the American Revolution. During this Revolution, the American slaves agreed to fight for the British in exchange for liberty. They built settlements near the Seminoles as both had a common interest to escape slavery. They built separate villages of thatched-roof houses surrounded by fields of corn and swamp rice, and they maintained friendly relations with the mixed population of refugee Indians (Joseph A Opala). The Seminoles Indians also allied with the British for this fight. This brought the two – the Africans and the Indian Seminoles - into increased contact with each other. Members of both the communities sided with the British during the War of 1812. This helped them to solidify their ties. Gradually the two groups came to view themselves as part of the same organized tribe. Their relat ions solidified to such an extent that the US Government could not break them apart. Intermarriages and friendships were common. They became such close allies that they came to be known as the Black Seminoles. At this point when the Africans and the Indian Seminoles first came into contact, the Seminoles were themselves recent immigrants to Florida. The Africans adopted their clothing and the Indians acquired taste for rice and appreciation for their music and folklore. At that time, they were known as Gullahs.

Developing business Essay Example | Topics and Well Written Essays - 3000 words - 1

Developing business - Essay Example be specific considering the underlying report discusses the growing dimensions with respect to different in sustainability in social and environmental factors as well as financial sustainability that is interpreted as going concern for business. In addition, the ways to reconcile the difference between two concepts, obstacles and future implications with respect to the operation and reporting are discussed. In due course, different conceptual aspect is noted and discussed with examples. Finally, the recommendation based conclusion is proposed to adapt the real sustainability imperative that brings financial, social and environmental aspects all on a single page. The raising concerns related to the adverse impacts that businesses are creating on society traces its history in the 1700. The concerns arose as a result of growing child labor and working conditions in factories and mines in UK. However, it was late in 1970s when the voice gained momentum and finally with the turn of the century, the concept is now set as among the priority concerns of the business (Honeyman, 2007 and Ceres, n.d.). The overall evolution of sustainability has grown from rejection for the concept of the transformation of business as shown waves of sustainability as follows: According to the definition put forward by United Nation’s Global Compact, a sustainability is an imperative for the for success in the long-term with the assurance that the business also delivers value all across the society (UN Global Pact, n.d.). However, the concept of value varies. For example, Golub, et al. (2000) discussed the value delivery to customers while Hartlen (2014) clearly states that the definition of value varies from the interest of one stakeholder to another. Hence, for providing the direction for value to the business, UN Global impact has identified five dimension of delivering value to the society. The five dimensions are depicted in the image below: All these collectively result in the

Functional Behavioural Assessment Case Study

Functional Behavioural Assessment Case Study Functional Behavioral Assessments for Sean Siobhan L. Healy Introduction Mrs. Valdez, a second grade teacher at Hacienda Elementary School, contacted me via email requesting my services regarding one of her students. Mrs. Valdez would like me to meet with her and several administrators, including the principal of Hacienda Elementary School, to discuss the student’s behavioral issues. The subject of concern is Sean, a 9 year old boy, who had been held back to repeat second grade due to his ADHD and the resulting inattentiveness and failing grades. Sean is described as a bright and lovable boy at school and at home but due to his (recently diagnosed) ADHD, he is often â€Å"inattentive† during class, jumps out of his seat and throws crumbled up school papers at peers when asked to complete a task. His lack of concentration and the inability to finish any task at school have earned him failing grades during the prior school year and parents and teachers fear that he may be failing second grade again, if nothing is done to help him. Sean’s parents are against any pharmaceutical medications to treat his ADHD and they have consulted with an herbal doctor to treat the condition. Now, Mrs. Valdez has asked me to develop a behavior intervention plan for Sean, in order for him to succeed academically and socially during the current school year. The operational target behaviors seen in Sean are, a) inattention, in form of not paying attention to teachers’ instructions and school work, b) out-of-seat behavior, defined as any time Sean’s behind was not making contact with his chair, and c) throwing items (i.e., crumbled up papers) at peers. If my interdisciplinary team and I are able to describe the specific purposes of a Functional Behavioral Assessment for Sean, to the Hacienda Elementary School administrators during the planning meeting, then we will be able to design and implement an effective treatment plan for this student based on the results of the proposed FBA. Functional Behavioral Assessments are used to determine why an individual exhibits certain behaviors and in what way the environment influences the individual and their behaviors. In the beginning, the method of analyzing behavior was created with the autistic and severely intellectually disabled population in mind, but it can be applied to any individual with problem behaviors. According to the State Board of Education, North Carolina (2015), â€Å"The reauthorized Individuals with Disabilities Education Act requires that a Functional Behavioral Assessment be conducted if a behavior was a manifestation of the disability or, as appropriate, for other disciplinary removals† (http://ec.ncpublicschools.gov). In many schools, the Individual Education Program Team (IEP team) develops an assessment plan to address problem behaviors. During IEP team meetings, target behaviors must be identified and specified. Decisions must be made about who will conduct each component of an FBA, and a timeline as to when the assessment will be completed is set. Usually, the IEP team will meet to discuss the assessment results and to design and implement behavioral interventions. Sometimes, The IEP team and members of a school administration need to bring in an independent team of experts in order to exhaust all possibilities of an effective FBA, especially in the case of Sean (State Board of Education, NC, 2015). Indirect Assessments are performed when information about antecedents, consequences, and critical variables, needs to be gathered indirectly via interviews, screening forms, and rating scales. The Indirect Assessments are considered an adjunct to direct measures, as the data gathered from these measures is usually not considered quite as reliable. However, Indirect Assessments are often the first procedures performed in an FBA because the observer is able to record meaningful observations and he or she may begin the construction of hypotheses about the function of behaviors rather quickly (Steege Watson, 2013). The interdisciplinary team would first assess Sean by conducting five general steps of a Functional Analysis. Step one would be a Functional Assessment Interview during which the team would question at least two or three persons who know Sean very well and who have been involved in the situations in which the behaviors occurred (most likely his parents and Mrs. Valdez). The interview would focus on identifying observable behaviors displayed by our referred student. For example, when addressing Sean’s â€Å"inattentive† behavior, the team should ask Mrs. Valdez, the teacher, to clearly and concisely describe the observable characteristics that constitute â€Å"inattentive† behavior. It is important to note during the interview, what function Sean’s behaviors serve. For example, his out-of-seat behavior may actually serve two different functions, one to get attention from his peers by jumping out of his seat, and two to escape from or avoid academic instruct ion from the teacher. This type of information will be relevant for the entire process of FBA, because, if the functions are different, the resulting interventions may be different as well (Steege Watson, 2013). With a typical ABC Assessment, when the interfering behaviors occur, the observer is expected to record those behaviors and the immediate antecedent and consequence variables. Observers often identify one immediate antecedent and one immediate consequence that occur during a behavioral event. For example, the ABC Interviewer could record the following in Sean’s classroom: A: Antecedent: Teacher, Mrs. Valdez, requests Sean to sit down and complete his task, B: Behavior: Sean jumps up, crumbles his school paper, and throws it at a peer, C: Consequence: Mrs. Valdez verbally reprimands Sean and sends him to the principals office. However, in this instance, a single ABC recording was not able to identify all of the relevant variables connected to this behavioral incident because, there were a number of additional incidents preceding this recording. Oftentimes, with the occurrence of a series of behavioral incidents, the observers verbally report or record only the final incident (S teege Watson, 2013). Thus, a Behavioral Stream Interview (BSI) could be performed in Sean’s case, in which contextual variables that are associated with the interfering behaviors, can be identified. This kind of interview centers on the idea that there are many variables, including individual, antecedent, and consequence variables in Sean’s environment that impact his challenging behaviors. These different variables often interact in a predictable manner and are not stagnant. Steege and Watson (2013), compare â€Å"the ongoing flow of behavior and related stimuli† to a river, â€Å"sometimes a stream that gently meanders through a meadow, and at other times a raging torrent rushing through mountainous canyons† (p.106). The BSI has the potential of identifying patterns by calculating the sequence in which the variables occur. It can be compared to a movie strip of several captured pictures in a sequence, unlike a single photograph â€Å"of a singular antecedent–behavior–consequence interaction (A-B-C)† (Steege Watson, 2013, p. 106). Furthermore, data could be collected through a questionnaire such as the Child Behavior Checklist (CBCL; Achenbach, 1991, as cited in Sattler, 2002) which measures internalizing and externalizing problems in children and adolescents. The CBCL is designed for parents of children and adolescents ages 4 to 18 years old. The rationale for conducting the interview is to observe the target behavior. The reason for utilizing the CBCL is that it includes a Teachers Report form (TRF, Achenbach, 1991, as cited in Sattler, 2002). According to Sattler, the TRF has satisfactory validity. Functioning Assessment Screening Tools or a Motivation Assessment Scale may additionally be used. The Functional Behavioral Assessment Screening Form (FBASF) would be a particularly useful tool to record data about, a) interfering behaviors (i.e., target problem behaviors), b) behavioral strengths (i.e., characteristics that are functional and appropriate, adaptive behaviors, and skills), c) Reinforcers (i.e., stimuli that are preferred by the student, people, activities, and events), d) Communication skills (i.e., verbal expressions, gestures, signs, or devices). In the context of Sean’s case, his behaviors too, are not occurring randomly, but are caused by an interaction between antecedent, individual, and consequence variables (Steege Watson, 2013). Direct descriptive Functional Behavioral Assessments, on the other hand, are very powerful tools in school settings. They are powerful because the procedures center on direct observations of behaviors in situations and settings in which the target behaviors occur. Systematic observations, and not just mere indirect information lead to solid hypotheses on function and triggers of behaviors (Steege Watson). Therefore, step two in a Functional Analysis would be a Direct Observation and collection of data by observing Sean’s target behaviors directly. The team could do a Sequence Analysis by recording antecedents, behavior, and consequence (a Maladaptive Behavior Card can be used for this purpose). Furthermore, the frequency and rate of the behavior would be recorded. The frequency of occurrence per unit of time, for example, would be 30 behaviors divided by 20 min of observation = 1.5 behaviors per minute or about 3 behaviors every two minutes. Next, the duration of each behavior and the latency (which is the duration of time between a stimulus and a response) would be recorded, for example, how soon after the stimulus does Sean begin to jump up or throw paper balls at classmates (Carbone Zecchin, 2014). Step three deals with experimental manipulations if they are feasible based on the severity of the behaviors. This procedure enables the observer to empirically test the functions of the behavior. The situations in which the behaviors occur most frequently suggest the function of the behavior. In order to test for the functions of the maladaptive behavior, the interdisciplinary team would have to perform an Alone Condition Test in which Sean would be alone without any stimulation and then count if any aggressive behavior occurred within a 20 minute session. Next, an Attention Condition-Test is performed to find out if the behavior is maintained by attention. This involves engaging Sean in a preferred activity and if a maladaptive behavior occurs, the team would give him 10 seconds of attention after each occurrence of the target behaviors by saying â€Å"Sean, don’t throw anything at your classmate, you could hurt her!† The team would count the number of times the behav iors occurred and this session would last 20 minutes. Then, comes the Demand Condition – Test, which is designed to explore if a behavior is maintained by Escape or Avoidance. The interdisciplinary team will place Sean in a demanding task or situation and allow him to escape (or leave the situation) each time the target behavior occurs. The team would wait for about a minute and then direct Sean back to the demand situation or task, while keeping count of the number of times the behavior occurs. This session should also last 20 minutes (Carbone Zecchin, 2014). Last but not least, the Play Condition-Test will be performed, which is a control condition. In this scenario, the interdisciplinary team would place Sean in an enriched reinforcing environment, allow him to engage in preferred activities of his choosing, and count the number of times the behavior occurs. This session, again, will last 20 minutes. Step four will be a Functional Analysis Summary, to include a form/chart outlining the Functional Analysis Interviews conducted, the Direct Observation Data collected, and the Experimental Manipulation implemented. Step five will outline a Behavior Lesson Plan and after carefully choosing of an intervention, this will be called an Intervention Lesson Plan for Sean (Carbone Zecchin, 2014). In the literature by Steege Watson (2013),  The Conditional Probability Record (CPR) is a form that  allows the observer to simultaneously observe and record the  antecedents and consequences of behavior. The advantage of  doing so allows for the analysis of the likelihood  (probability) of a behavior given a particular antecedent and  the likelihood of a particular consequence following a  behavior (p. 134). Let’s say, we take a 5-minute excerpt from a 15-minute observation period, and it shows that Sean was out of his seat during 70% of the intervals, then, of the intervals in which Sean was out of his seat, 51% of those resulted in a verbal reprimand by Mrs. Valdez and 43% resulted in her physically guiding Sean back into his seat. Therefore, Seans out-of-seat behavior resulted in some form of attention by Mrs. Valdez in 94% of the intervals. On the other hand, when Sean was working on his assigned tasks, it resulted in no attention, verbal or physical, from Mrs. Valdez. So, only in 29% of the intervals in which Sean was working on his tasks, was Mrs. Valdez near him. Therefore, one of the hypotheses is that Seans out-of-seat behavior is maintained by Mrs. Valdez’ attention because doing so is more than three times as likely to result in some form her attention than working. During these observations, there may be some influence by Sean’s peers in the form of looki ng at him (23% of the intervals) or cheering him on (18%), however these consequences were not as probable as Mrs. Valdez’ attention. Additionally, there also appears to be a negative reinforcement because Sean is able to escape from the assigned task by getting out of his seat. Antecedent and consequent possibilities are verified by further observation and analysis (Steege Watson, 2013). The interdisciplinary team could complete a Functional Behavioral Assessment Observation Form (FBAOF) for Sean. This is an assessment procedure involving direct observation and recording data of interfering behaviors and contextual variables. The FBAOF is generally used to record â€Å"behavioral episodes† or â€Å"behavioral incidents† that involve one single interfering behavior. The observer uses an FBAOF each time the interfering behavior occurs to record, 1) Date and time of day, 2) Setting events (i.e., activities, tasks, places, etc.), 3) Antecedents (i.e., events that appear to trigger the behavior), 4) Behavior (i.e., the defined interfering/target behavior), 5) Consequence (i.e., events following the interfering behavior), 6) Effect (i.e., change in rate or intensity of occurrence of the behavior), 7) Staff (i.e., person recording the data, working directly with Sean). Should the interdisciplinary team use the FBAOF, they must differentiate between an †a ntecedent† and a â€Å"setting event.† The antecedent is a precipitating variable (i.e., a specific event triggering a behavior), while the setting event is just the general situation that the behavior occurred in (Steege Watson, 2013). Last, but not least, the interdisciplinary team could utilize the Task Analysis Recording Procedure (TARP), which is an effective â€Å"procedure for teaching functional life skills and for progress monitoring† (Steege Watson, 2013, p. 146). It is used for documenting a person’s level of performance on specific tasks, instructional procedures, identification of effective and ineffective instructional prompts, and to document levels of occurrence of interfering behaviors, especially in the context of instructional programs (Steege Watson, 2013). TARP is a useful tool for recording a decrease of interfering behaviors, while, at the same time, documenting an increase in desirable and appropriate behaviors. For example, we could use the TARP data recording in order to measure Sean’s occurrences of negative behaviors within a social or classroom setting, while, at the same time, recording any desirable behavior, such as doing his assigned tasks independently. This procedure is mostly used in individuals with autism who reside in group homes but TARP could be used in Sean’s case because of his ADHD diagnosis and being in a â€Å"group setting† (classroom) (Steege Watson, 2013). It is important for the interdisciplinary team to put emphasis on the vast selection of indirect and direct descriptive FBA procedures. In many cases, a combination of both types in an assessment process is adequate for an assessment and an understanding of behavioral functions. A comprehensive mixture of several procedures can lead to the design of effective intervention plans (Steege Watson, 3013). References Carbone, V. J., Ph.D., BCBA Zecchin, G., BCABA. (2014). How to conduct a  Functional Assessment Develop Behavior Plans to reduce Problem Behavior.  Retrieved on March 10, 2015 from  http://armstrong.edu/images/psychology/FunctionalAssessment.pdf Public Schools of North Carolina. State Board of Education. (2015). Functional Behavior   Assessment. Retrieved on March 10, 2015 from http://ec.ncpublicschools.gov/instructional-resources/behavior-support/resources/functional-behavior-assessment. Sattler, J. (2001). Assessment of children: Cognitive applications (4th ed.) La Mesa, CA:  Jerome M. Sattler. Steege, M.W., Watson, T.S. (2013). Conducting School-Based Functional Behavioral  Assessments, Second Edition. Guilford Press. VitalBook file.

How Does A Firm?s Pricing Poli :: essays research papers

How does a firm’s pricing policy relate to the product’s life cycle? When a company launches a new product, it knows the product won’t last forever. However, the company does expect to earn a satisfactory profit to cover all the effort and risk that went into launching it. A firm can never accurately predict the lifetime of a product, but the lifetime involves four distinct stages. These four stages are collectively known as the Product Life Cycle (PLC). The first stage is the introduction stage, when the product is first launched. Sales growth tend to be low as consumers are ‘introduced’ to the existence of the product. At this stage therefore, profits are negative or low because of the low sales and high distribution and promotion expenses. Much money is needed to attract distributors and build their inventories. Promotion spending is especially high to inform customers of the new product and get them to try it. One of the biggest launches in recent history is that of the DVD player. Not only is this a new product, it’s a whole new market. Industry executives have named DVD-Video the "Medium of the Millennium" and boast that DVD-Video is the fastest growing new packaged media format launch in history with close to 5.4 million DVD-Video players shipped to retail since the format launched nationally in the U.S. in autumn 1997 (Consumer Electronics Association). The outlook for next year is equally promising. The DVD Entertainment Group estimates that hardware shipments will double to eight million DVD-Video players in 2000. And, based on the success of the format exceeding all previous forecasts that number could be even higher. The group also estimates that the installed base will more than exceed 10 percent of US households, a benchmark of success for a consumer electronics product. The surge in hardware sales is a positive boost for retailers. In 1999, DVD-Video hardware represented more than $1 billion in retail sales. This includes stand-alone players only and does not include DVD-ROM drives or other home theater products. There are now nearly 70 DVD Video player models marketed under 30 different consumer electronics brands. In only its third year in the marketplace, DVD-Video player prices have declined significantly. According to Intelect ASW, the average price sold for a DVD-Video player was $298 in November, down 30 percent from $428 at the same time last year. Some players and models are available for less than $200 making the format accessible to the mass market.

Married vs Single Essay

Most people would agree that getting married is a happy occasion. People think their lives are going to be better when they get married because the husband and wife are going to spend their times together. However, some people think when they are single, their lives are going to be better because of they have more freedom than when they get married. Some of the differences are social relationships and free time. The first difference is social relationships. For example, people who are married are together until they get divorced or until death. Married couples have social relationships with their children when they talk and express their inner feelings. Also, that is how parents have close relationships with their children. On the other hand, single people are living different lifestyles when I come to social relationships. In fact, single people are having social relationships when they are talking with a friend or boyfriend/girlfriend. Single people can make their own decision about who or who not to have a social relationship with. The second difference is free time. To better explain, people who get married are responsible to spend quality time with their family. They also have to spend time assisting their children with their homework. Truthfully speaking, responsible husbands or wives need to spend time together in order to avoid future problems. In contrast, single people spend their free time anyway they want to. If truth needs to be told, they don’t have to make any commitments toward anybody. Finally, married people have a busy time with their family such as working, shopping, and they can’t spend too much time with friends. In contrast, single people have their school, work, and shopping, and they have a lot of freedom to hang out with their friends In brief, married and single people are very different in many ways. As I have shown it in the above paragraphs, they are not similar in their relationship as well as their free time. In my opinion, people who believe that married people and single people are alike are fooling themselves. It is important to remember that married and single people don’t have much in common.

Admission services Admission Essay

Marquis de Vauvenargues, a French moralist and essayist said that  the greatest achievement of the human spirit is to live up to one's opportunities and make the most of one's resources.   My work experience as a research analyst, a school manager and a full time classroom teacher widened the horizon of my career and led me to pursue a study that will enable me to establish a business that would create jobs to people in my community.My initial job as a research analyst and laboratory manager at Biosphere 2 Center in Arizona provided me with the opportunity to design the CO2 control system and implemented new chemical procedures.   I was also given the task of supervising the research works and thesis of students in the undergraduate level.Due to my desire to explore more avenues in the field of science, I moved to Columbia University in New York and worked as a laboratory manager and researcher.   In Columbia University, the task of managing and maintaining the laboratory of Lamont Doherty Earth Observatory, a world class state of the art research institution specializing in the Earth sciences, sharpened my managerial skills.As my task also included conducting data collection, analyses, interpretation and data reduction, my knowledge and skills in research and statistics was enhanced.   I developed good analytical and problem solving skills as well as communication and interpersonal skills through constant interaction with tenured faculty, accomplished scientist and highly motivated graduate students   Ã‚  I also designed and implemented new chemical procedures.Although I grew up in India, I was fortunate to be given a rare opportunity to work in a prestigious university and laboratory center in the United States.   Although the transition was challenging, the experience was rewarding.   The administrative and research opportunities that were given to me in my first two jobs enriched my knowledge and skills but I felt a nagging call to share my knowledge.Hence, I worked as an adjunct professor at Bergen Community College in New Jersey and eventually in Herman Ridder Intermediate School and Bronx Academy in New York.   My students became the recipients of the knowledge that I have gained from my previous exposure in a fully equipped and modernized laboratory.   As a full-time environmental science and mathematics teacher for grades 7-12 level, I was able to awaken the minds of students to appreciate mathematics.As I taught them a number of ways to approach and solve mathematical problems, I also found out the source of their weaknesses and their lack of enthusiasm in the subject area.   Some could not solve complex problems due to lack of knowledge in the basic principles of mathematics.   Others never had a teacher who used games as a way to make students enjoy the subject.Science and mathematics are closely related and I believe that the progress of the nation is partly dependent on the scientific discoveries and technological advancement that the future generation can offer.   Working with poorly motivated students with behavioral problems and those who were hostile and hopeless about their situation was very challenging.   The personal conviction to increase students’ achievement led me to organize an innovative volunteer program whereby students requiring assistance outside the classroom were tutored during lunch break.I also identified student’s individualism and developed curriculum to accommodate their diverse learning styles and maximize their potentials.   To facilitate learning, a curriculum was developed to ease instruction of individual, small groups and classes of 40 students.   Open communication and close monitoring of student’s progress facilitated learning and improved academic achievements.  Parental involvements in the academic and extra-curricular activities of students were strongly encouraged. Comprehensive mathematics and science learning resource were also created so students were able to take home and learn materials with their parents.I had my last employment in Herman Ridder Intermediate School in New York where I was designated by the school principal to serve as a teacher and business manager due to my analytical and interpersonal skills.   I directly collaborated with the principal in acquiring educational materials and developing after school learning programs.I have also worked on budgetary matters relating to the implementation of assigned programs and performed administrative functions in implementing budgetary programs, policies and procedures.   School and district budget were planned, reconciled and effectively managed.   My exposure in managing school finances led me to discover that I had talent for budgeting and managing small teams.   This has also confirmed my strong desire to focus my future career in business management.Having a solid educational background in geology, earth and environme ntal science, and vast exposure and experience in the field of management, education, research and statistics in the United States and India, I would like to further my studies in Business Administration by being part of the graduate program in Rice University.Backed by my knowledge and experience in data analyses, data interpretation, research background and strong quantitative skills, I want to have a stronger grasp of business management as I intend to be a Petroleum industry marketing and market research consultant after my graduate studies.I was impressed with the sense of cooperation and team spirit between the faculty members and students of Rice University when I visited the campus twice and spoke with   Dr. Seetharaman and several students.   I believe that with the small class size, personal interaction with fellow students and faculty, hands on training and excellent program of Rice University, I will gain more exposure and experience in dealing with problems and issu es related to the management of business in relation to Petroleum industry.In the near future, I would like to serve my community by establishing a business so I can provide more jobs and contribute to the economy of the country.   This is the best time to pursue a Masters in Business Administration degree after gaining a vast experience in managing people with different background, attitudes, personality and academic achievement.After being a stay at home dad for two years, I could not wait to go back to school this fall to further my studies and eventually work and in a competitive and challenging field.

Becoming a Parent essays

Becoming a Parent essays A child is an incredible responsibility, and a bit of planning goes a long way. This is not an exhaustive list of the financial preparations new parents should be aware of before welcoming a baby, but it is a start. After a child is born there are many other financial concerns such as paying for college and adding them as beneficiaries to your will and retirement accounts. Anyway, I think parenting never really ends, but being financially prepared from the start will give you more time with your child.(Xing Lu's Bio on, 12 August 2008) There are several reasons ways our life will be changed with a new baby when she/he comes to our life. The first reason is financial problems. You need a lot of dipper for kids. As a matter of fact, you might spend about $350 for a kid per week. Also, you need to purchase clothes for kids. Another point is this; you often need to take him/her to the doctors. When the kids are sick or have a fewer, you have to shot to them, and take some medicine. Another thing is child care. If the parent goes to work both of them continuously, it has some problems for kid. For example, heshe doesnt have anyone to take care of him/her for the rest of the day. So, it should be one of the parents stay at home and take care of him/her. Therefore, the family income will be reduced. Secondly, free time for the parent is another reason. For instance, they cannot go to some recreational places to have fun together; or maybe if they have a plan to go to cruise and take fun times, they cannot have a plan to go to the trip, because they have to take care of their baby. Maybe they can bring the baby with them, but the baby bothers them in the trip. For example, when one of relative went to the cruise last summer with their baby, they told I suffered a lot when their baby was with them like crying the baby most of the time, when they went to the bar and they had gone to eat. Another point for free time is if you get a b...