Personal Response on Sexuality Identity Essay Example for Free

Personal Response on Sexuality Identity Essay * Relate value systems and critical thinking to your sexual decision making before and after this course. * Describe the effect of environment and historical perspectives on your sexuality. * Discuss the development of your gender identity. * Analyze the effect of attraction and love in your relationships. * Discuss another topic of this course that is interesting and useful to you. Relate this topic to your life. When I first started this class I had no idea of what I was in for and then the first class took me back to when I was a young girl and had no clue about what I wanted or who. I never thought about boys much when I was in school and that made think maybe I was different than other girls, because they dated and I didn’t, was there something wrong with me or was I just waiting until I met the right person. I now know that I was just waiting for the right guy and the right time to even think about sex.I have learned in this class that even though I am not confused now that back then it was a normal thing to be confused and wonder if I was different. Back when I was young the fear of being different was about the only thing that we ever had to face (besides getting pregnant), I was raised Catholic and being different was and still is frowned upon, so when I would talk to my mother she would simply tell me that my body wasn’t ready and now after this class I can see that what she said was right, my body and my mind wasn’t ready to make that choice and when it was I knew what I wanted. That is still what a lot of the youth today have to face and understand, if their bodies are ready they have to make sure that they understand everything that goes along with being sexually active. The biggest thing that helped me understand my sexuality is that I grew up watching â€Å"Little House† and my parent’s, and also my grandparent’s. These things made me realize that I was meant to be with a man and to love only one person for life. I know that before I started dating I thought at one time that maybe I was meant to be with a girl not a boy, but then I went to church more often and after reading the bible (a lot) I was to be with a man if I wanted to be part of my family.  Even today if I was to be with a woman not my husband my family would never talk to me again. That is a lot for one person to have to deal with and that is what a lot of people have to deal with on a daily basis. I believe that if you want to be with the same sex then you should do what is going to make you happy, not everyone around you. In history if you laid down with the same sex as you everyone thought that you had something wrong with you and wanted you locked up, to make you change. I never wanted to be a problem for anyone, so I choose to do the right thing and go along with what everyone in my Catholic family told me that I should be like. I don’t regret it, but sometimes wonder if I gave in to easily and was too scared to be different. History has not been kind to people who are different and the same goes for people these days, if you’re different than them then they want to change you and make you like them. I was always told that I would go to hell if I ever even thought about women the way I was to think about a man, today I tell my daughters that if a women can make them happy and not hurt them then go ahead, I wish that that had been said to me. When I first started to date me only went out with people that I knew my parents wanted me to date, I never thought about being attracted to them or even interested in them. I know that being attracted to someone is one of the most important things when thinking of going out with them, but sometimes people do it (have sex) without thinking about it or any feeling at all. That is what I did for a long time and that took me some time to realize that I was onl y hurting myself and the men didn’t care why I was doing it. When I first fell in love with my husband we weren’t even dating, I met him at my sister’s and felt my heart beat faster every time he was around, that made me want to change for the better and the more I thought about him the more I wanted to be with only him. I know that love doesn’t always happen when you want it to or for whom you want, but it does happen. People I think need to be patient and kind to others and learn that putting yourself out there (so to speak) is the only way that you will realize that someone can love you and once you know that and learn to love yourself in spite of everything that has happened in the past, love is a wonderful thing and so is just being attracted to someone. Just knowing that my husband is going to be there no matter what I do or say gives me the sense of self that I can’t control. The topic that hit home really hard for me during this class was: Sexual Abuse  of Children. This hits home on two different levels, first I was abused as a child by my uncle and my grandfather. No one believed me and I felt completely alone and scared all the time. I do believe that this was one big factor on me not knowing who I was or what I wanted when I was the dating age (as my mother would say), I wouldn’t look or talk to any of the boys and got into fights with the girls, I always tried not to be home when my uncle had to watch us, but it never worked. So I ran away and that was when I started talking to someone who could help me deal with all the feeling that I was having. It took me (what seemed like forever) some time and at times even today I think about it and just want to cry, I still to this day don’t have anything to do with that uncle and never have forgiven him and never let him around any of my daughter’s. The second reason for this topic is that my daughter was raped when she was 15 and that brought up all of the feelings that I had as a young girl. I did everything that I could, I got her counseling and we pressed charges against the man who did it to her. She is doing some what alright,except she only wants to date a lot older men and started being sexually active shortly after that happened to her, she still has night terrors over it, but is getting the help that she needs and is talking more about it which is one of the best ways of dealing with childhood trauma. After taking this class my daughters and I are a lot closer because we talked about my assignments every week and they seem to want to talk to me more about what is going on with them. I never really talked to my mother about what I was feeling and that did more harm than good in my eyes. No day’s you have to be open and honest with young people and then maybe they will want to be open with you. Telling my girls that no matter what is going on with them I will always be there for them is the best thing that I could do for them. If there was one thing that I could change about the way that my thinking was before this class, it would be to be more open minded about things that I wonder about, like how can someone who has been with a man/women all there life’s change and flip it.I mean that I was always confused as to how someone would be gay,bi,and how did they know without a dought in their minds. I never really had any friends that were not straight and this class helped open my eye’s as to maybe why someone would be the way that they are without passing a bad thought about it.I’m really glad that I had the chance to get to know myself a little bit  better and understand a few other things that had me wondering.

The Zone Diet Essay example -- Weight Loss Nutrition Papers

The Zone Diet High-protein/ low-carbohydrate diets are nothing new to Americans these days; they seem overwhelmingly to be the most popular among those people trying to lose weight. Ph.D. Dr. Barry Sears’ books on his version of the high-protein diet, the Zone Diet, are among the best selling diet books on the market. The diet seems to be yielding quick and noticeable results to those who follow Dr. Sears’ plan. Many people are desperate to lose weight and have tried numerous methods that have not produced sufficient and long lasting results. This could perhaps be the reason for the recent craze for the high-protein/ low-carbohydrate diet- it really does cause weight loss. Even Hollywood movie stars such as actresses Jennifer Anniston and Sandra Bullock attribute their recent weight loss and improvement in appearance to the Zone diet. However, in the midst of all of the hype, we must examine the claims and assess the degree to which this diet is indeed effective. Further, considering that Dr. Sears’ advice contradicts what we have been told for years about dieting, we must determine if it is healthy. Could we have been misinformed when given advice to eat a diet rich in carbohydrates, or is this diet another that falls short of what it promises? THE ZONE AND IT’S PURPOSE Dr. Barry Sears, Ph.D., is responsible for the development of The Zone nutrition concept, which is based upon 15 years of his research in the field of bio-nutrition. It was guided by the same science that won the 1982 Nobel Prize for Medicine dealing with the research of eicosanoids. The term "Zone" is an expression used by athletes to describe a near-euphoric state of maximum physical, mental and psychological performance (http://www.nutrition... ...igh meat diets and cancer risk." The Proceedings of the Nutrition Society. 58(2):243-8, May 1999. Holm, L et.al. "Randomized trial on protein vs carbohydrate in ad libitum fat reduced diet for the treatment of obesity." International Journal of Obesity. 23(5):528-36, May 1999. Katan, MB. "High-oil compared to low-fat, high-carbohydrate diets in the prevention of ischemic heart disease." American Journal of Clinical Nutrition. 66:974-979, Oct. 1997 Miller, SI and Wolfe, RR. "Physical exercise as a modulator of adaptation to low and high carbohydrate and low and high fat intakes." European Journal of Clinical Nutrition. 53:112-9, Apr. 1999 Panhuysen, G. et.al. "Does carbohydrate-rich, protein-poor food prevent a deterioration of mood and cognitive performance of stress-prone subjects when subjected to a stressful task?" Appetite. (1):49-65, Aug. 1998.

How duration affects the rate of electrolysis in a Voltaic Cell Essay

Design and Conduct an experiment to investigate the effect of ONE FACTOR on redox reactions. Introduction:- The two main components of redox reactions are reduction and oxidation. Reduction is a gain in electrons and the decrease in oxidation number whereas oxidation is the loss of electrons and the increase in oxidation number. Voltaic cells, also known as galvanic cells generate their own electricity. The redox reaction in a Voltaic cell is a spontaneous reaction. For this reason, voltaic cells are commonly used as batteries. Voltaic cell reactions supply energy which is used to perform work. The energy is harnessed by situating the oxidation and reduction reactions in separate containers, joined by an apparatus (known as the salt bridge which primarily completes a circuit and maintains electrical neutrality) that allows electrons to flow. The functions of a voltaic cell are quite simple. There happens to be an anode and a cathode. The positive ions go the negative electrode (anode) whereas the negative ions go to the positive electrode (cathode). Electrons always flow from the anode (where oxidation takes place) to the cathode (where reduction takes place). Electrons flow across wires whereas ions flow across the electrolyte and the salt bridge. Aim:- The objective of this experiment is to see how the time affects the mass of the zinc electrode (anode) and the copper electrode (cathode) in a voltaic cell. Variables:- Variable Type of variable How it will be controlled Time (s) Independent (The one you change) Values from 5 to 35 minutes will be used Mass of anode & cathode (g) Dependent (The one you measure) Electrodes will be measured after each time interval Current (A) Controlled Measure the current with the help on an ammeter Initial mass of cathode and anode (g) Controlled Weigh out the electrodes using top pan balance from the beginning of the experiment Charge on ion Controlled Use the same solution for all the trials. The charge on the copper ion should be 2+ since the copper 2+ is being converted to copper metal. The charge on the zinc ion should be 0 because Zn is being converted to Zn 2+ Concentration of electrolyte Controlled Use the same solution for all the trials. The solution primarily should be 1 mol dm-3 (just like standard conditions) Area of electrodes (cm2) Controlled Measure the electrodes to ensure they have the same dimensions (9Ãâ€"2.5cm). Use the same electrodes for all the trials. Volume of electrolyte (cm3) Controlled Use a measuring cylinder to measure out the electrolyte’s volume Atmosphere which we are working under Controlled Primarily we are working under standard room temperature of 298 K Apparatus:- * 1Ãâ€"22.5cm2 copper electrode * 1Ãâ€"22.5cm2 zinc electrode * 100cm3 1mol dm-3 Zinc sulphate solution * 100cm3 1mol dm-3 copper (II) sulphate solution * Filter paper (required to create a salt bridge) * 100cm3 of potassium nitrate solution (the spectator ion which I will require for creating the salt bridge which will complete the circuit and maintain electrical neutrality) * 2x200cm3 beakers * Stopwatch (à ¯Ã‚ ¿Ã‚ ½0.01s) * 1x100cm3 measuring cylinder (à ¯Ã‚ ¿Ã‚ ½1.0cm3) * Voltmeter * 2 connecting wires * Top pan balance (à ¯Ã‚ ¿Ã‚ ½0.01g) Method:- 1) Set up the voltaic cell. Use a measuring cylinder to measure out 100cm3 of copper sulphate solution. Pour it into the 200 cmà ¯Ã‚ ¿Ã‚ ½ beaker. 2) Next do the same for zinc sulphate. Use a measuring cylinder to help measure out 100cm3 of zinc sulphate solution. Pour it into a different 200 cmà ¯Ã‚ ¿Ã‚ ½ beaker. 3) Weigh the masses of the electrodes separately using a top pan balance. Record the initial masses. 4) Connect the wires to the outlets in the zinc and copper electrode. Place them in the corresponding outlets of the voltmeter. 5) After that we cut out some filter paper and dip that into our spectator ion (potassium nitrate) in order to build a salt bridge. The salt bridge will primarily complete the circuit, allow flow of ions and maintain electrical neutrality. The salt bridge will be placed in such a way that the ends of the salt bridge will be touching separate solutions of zinc sulphate and copper sulphate. The overall circuit should resemble the diagram in Figure.1. 6) Place the zinc electrode into the beaker with the zinc sulphate solution and the copper electrode into the beaker with the copper sulphate solution and at the same time, start the stopwatch. Keep the stopwatch running until 200 seconds elapse. *Note- we will be recording the time every 5 minutes because 1 or 2 minutes simply isn’t enough for the change to take place 7) Take the cathode out of the solution and measure its mass (remember, before doing so, shake it a couple of times in order to remove any moisture). Record the mass. Do the same for the zinc electrode 8) Place the electrodes into their respective solutions once again and start timing. Repeat steps 5 to 6 9) Repeat the same steps until we get mass readings for up to 60 minutes of experimenting. Data Collection and Processing Raw data:- – Initial mass of anode (zinc electrode): 31.29 à ¯Ã‚ ¿Ã‚ ½0.01g – Initial mass of cathode (copper electrode): 32.05 à ¯Ã‚ ¿Ã‚ ½0.01g Table 1 – Mass of anode and cathode obtained from different time intervals Duration of electrolysis (à ¯Ã‚ ¿Ã‚ ½0.21s) Mass of anode (zinc electrode) (à ¯Ã‚ ¿Ã‚ ½0.01g) Mass of cathode (copper electrode) (à ¯Ã‚ ¿Ã‚ ½0.01g) 300.00 (5 minutes) 31.27 32.08 600.00 (10 minutes) 31.14 32.16 900.00 (15 minutes) 31.08 32.27 1200.00 (20 minutes) 31.00 32.42 1500.00 (25 minutes) 30.83 32.49 1800.00 (30 minutes) 30.61 32.80 2100.00 (35 minutes) 30.25 33.08 Qualitative observations:- – We can see that the copper is deposited at the cathode where the cathode begins to get more pink/ brownish colour. – Blue colour of copper sulphate solution begins to get paler. – Zinc electrode begins to corrode a bit. Most corrosion can be observed at 35 minutes time interval. Note* – Uncertainties: The average reaction time was à ¯Ã‚ ¿Ã‚ ½0.5s even though it did alter from interval to interval. Note that there is also a à ¯Ã‚ ¿Ã‚ ½0.01s time uncertainty in the stopwatch itself. The uncertainty for mass is inscribed on the top pan balance as well. Data Processing: We must now calculate the mass changes which have taken place due to experimenting with different time intervals. (Different time intervals would result in a different mass change) This can be calculated simply by doing the following: Mass change = final mass – initial mass Due note however that this formula can only be used for calculating the mass change taking place at the cathode (copper electrode where reduction takes place). This is because copper 2+ is being converted to copper metal and is being deposited at the cathode. Obviously this would result in a mass gain at the cathode. Therefore, it would be better for us to use the formula ‘Mass change = final mass – initial mass’ so that it gives us a positive value for the mass change taking place at the cathode. Example 1 Mass change = final mass – initial mass => 32.08 – 32.05 => 0.03g Example 2 Now to calculate the mass change taking place at the anode (zinc electrode), we use the following formula, Mass change = initial mass- final mass. In this case we use this formula because we know that the zinc is being oxidized to zinc 2+ leading the zinc electrode to corrode. This therefore results in a decrease in mass of the anode (zinc electrode). Thus, it would be better for us to use the formula ‘Mass change = initial mass – final mass’ so that it gives us a positive value for the mass change taking place at the anode. Mass change = initial mass – final mass = > 31.29 – 31.27 = > 0.02 Table 2 -Mass changes of anode and cathode for each time interval Time (à ¯Ã‚ ¿Ã‚ ½0.21s) Mass change of Anode (Zinc electrode)(à ¯Ã‚ ¿Ã‚ ½0.01g) Mass change of cathode (copper electrode) (à ¯Ã‚ ¿Ã‚ ½0.01g) 300.00 (5 minutes) 0.02 0.03 600.00 (10 minutes) 0.15 0.11 900.00 (15 minutes) 0.21 0.22 1200.00 (20 minutes) 0.29 0.37 1500.00 (25 minutes) 0.46 0.44 1800.00 (30 minutes) 0.68 0.75 2100.00 (35 minutes) 1.04 1.03 Graph 1:- Graph 2:- To derive the equation for the two separate reactions, the number of electrons gained or lost during the process has to be deduced. The mass change per minute can be deduced from the gradient. Therefore we first calculate the gradient of graph 1 (mass changes for zinc electrode). For calculating the gradient, find two points which perfectly fits in the grid. In this case, the points (0.04. 100) and (0.08, 200) Gradient= (Y2 – Y1) à ¯Ã‚ ¿Ã‚ ½ (X2 – X1) = (0.08- 0.04) à ¯Ã‚ ¿Ã‚ ½ (200 – 100) = (0.04) à ¯Ã‚ ¿Ã‚ ½ (100) = 0.0004 Therefore, the gradient of the first graph is 0.0002. So the mass change per minute for the anode is 0.0004. Next, we calculate the gradient of graph 2 (mass changes for copper electrode). To find the gradient, we work with the points (0.20. 500) and (0.24, 700) Gradient= (Y2 – Y1) à ¯Ã‚ ¿Ã‚ ½ (X2 – X1) = (700 – 500) à ¯Ã‚ ¿Ã‚ ½ (0.24- 0.20) = (200) à ¯Ã‚ ¿Ã‚ ½ (0.04) = 0.0002 Therefore, the gradient of the first graph is 0.0002. So the mass change per minute for the cathode is 0.0002. The uncertainties also need to be propagated through the summation of the fractional uncertainties. Uncertainties regarding zinc electrode:- Fractional uncertainty of mass = absolute uncertainty à ¯Ã‚ ¿Ã‚ ½ actual value = 0.01 à ¯Ã‚ ¿Ã‚ ½ 0.02 = 0.500 Fractional uncertainty of time = absolute uncertainty à ¯Ã‚ ¿Ã‚ ½ actual value = 0.21 à ¯Ã‚ ¿Ã‚ ½ 300 = > 0.0007 = 0.001 Total uncertainty = 0.001 + 0.500 = 0.501 to 3 decimal places Therefore the rate of change is 0.004 à ¯Ã‚ ¿Ã‚ ½ 0.501 g/s Table 3 – Rate of change for each time interval for anode (zinc electrode) Time (à ¯Ã‚ ¿Ã‚ ½0.21s) Rate of change of anode (zinc electrode) (g/s) 60.00 0.004à ¯Ã‚ ¿Ã‚ ½0.501 120.00 0.004à ¯Ã‚ ¿Ã‚ ½0.067 180.00 0.004à ¯Ã‚ ¿Ã‚ ½0.048 240.00 0.004à ¯Ã‚ ¿Ã‚ ½0.035 300.00 0.004à ¯Ã‚ ¿Ã‚ ½0.022 360.00 0.004à ¯Ã‚ ¿Ã‚ ½0.015 420.00 0.004à ¯Ã‚ ¿Ã‚ ½0.001 To calculate the number of electrons in zinc electrode, the following equation may be used:- Number of electrons = molar mass à ¯Ã‚ ¿Ã‚ ½ mass of electrode (mass of one of the samples) = 65.37 à ¯Ã‚ ¿Ã‚ ½ 31.27 = 2.09 Therefore, this would be the half-equation which would occur at the cathode: Zn–> Zn2.09+ + 2.09e- Due to the loss in a bit more electrons compared to the theoretical formula, it would be a stronger reducing agent therefore the electrode potential would be lower (more negative) than that of the original value. Nevertheless, the electrode potential cannot be determined. Uncertainties regarding copper electrode:- Fractional uncertainty of mass = absolute uncertainty à ¯Ã‚ ¿Ã‚ ½ actual value = 0.01 à ¯Ã‚ ¿Ã‚ ½ 0.03 = 0.333 Fractional uncertainty of time = absolute uncertainty à ¯Ã‚ ¿Ã‚ ½ actual value = 0.21 à ¯Ã‚ ¿Ã‚ ½ 300 = > 0.0007 = 0.001 Total uncertainty = 0.001 + 0.333= 0.334 to 3 decimal places Therefore the rate of change is 0.002 à ¯Ã‚ ¿Ã‚ ½ 0.334 g/s Table 3 – Rate of change for each time interval for cathode (copper electrode) Time (à ¯Ã‚ ¿Ã‚ ½0.21s) Rate of change of cathode (copper electrode) (g/s) 60.00 0.002à ¯Ã‚ ¿Ã‚ ½0.334 120.00 0.002à ¯Ã‚ ¿Ã‚ ½0.091 180.00 0.002à ¯Ã‚ ¿Ã‚ ½0.046 240.00 0.002à ¯Ã‚ ¿Ã‚ ½0.027 300.00 0.002à ¯Ã‚ ¿Ã‚ ½0.023 360.00 0.002à ¯Ã‚ ¿Ã‚ ½0.013 420.00 0.002à ¯Ã‚ ¿Ã‚ ½0.010 To calculate the number of electrons in copper electrode, the following equation may be used:- Number of electrons = molar mass à ¯Ã‚ ¿Ã‚ ½ mass of electrode (mass of one of the samples) = 65.50 à ¯Ã‚ ¿Ã‚ ½ 32.08 = 2.04 Therefore, this would be the half-equation which would occur at the cathode: Cu2.04+ + 2.04e- –> Cu Due to the gain of a bit more electrons compared to the theoretical formula, it would be a slightly weaker oxidizing agent therefore the electrode potential would be slightly lower than that of the original value. Nevertheless, the electrode potential cannot be determined. Conclusion My results show that as the duration/ time intervals increase, the mass of the anode (zinc electrode) decreases and the mass of the cathode (copper electrode) increases. We can see that there is a strong positive correlation between the time it takes for both electrodes to change in masses. If the duration is longer, then more electrons flow from the zinc electrode to the copper electrode (anode to cathode) through the electrical wires, while ions flow through the salt bridge to complete. As we know, in a voltaic cell/ galvanic cell, oxidation occurs at the anode (negative electrode) where as reduction occurs at the cathode (positive electrode). Primarily, zinc is oxidized at the anode and converted to zinc 2+. This causes corrosion at the zinc electrode due to the metal being converted to ions thus the mass of the zinc electrode (anode) decreases. On the other hand, copper undergoes reduction at the cathode and the copper 2+ ions get converted to copper metal. This causes the copper metal to be deposited at the cathode thus leading to the copper electrode (cathode) to increase in mass as the duration is increased. The following anodic reaction takes place at the zinc electrode (this is the theoretical equation):- Zn (s) –> Zn2+ (aq) + 2e- However the equation we found experimentally is:- Zn–> Zn2.09+ + 2.09e- Hence, this suggests that since the former zinc sample has more electrons to lose, it is an even stronger oxidizing agent compared to the theoretical equation and is slightly higher in the electrochemical series than the latter zinc samples. According to the results that have been gathered, there is a positive correlation between the time it takes to electrolyse an aqueous solution and the rate of electrolysis. The rate of electrolysis was measured using the mass of cathode. If the duration of electrolysis is longer, then more electrons will flow through the circuit and more ions will flow from the anode to the cathode. Oxidation occurs at the anode whereas reduction occurs at the cathode. The cathode gains electrons therefore the mass decreases. The following reaction has taken place (although this is the theoretical equation): Cu2+ (aq) + 2e- –> Cu (s) However, the experimental equation is: Cu1.75+ + 1.75e- –> Cu Therefore this implies that since the former copper sample has more electrons to gain, it is a stronger oxidizing agent and it is lower in the electrochemical series than the latter copper sample. The value of the electrode potential hasn’t been calculated, however, the number of electrons is 25% off there that shows that there is a great difference between the literature value and the experimental value. According to the graph in the previous page, there is a very strong positive correlation between the mass change and duration of electrolysis as can be deduced from the high R squared value. The change in mass over a certain period of time is very gradual because of the size of the electrons. Although a lot of electrons are able to flow through the electrolyte, there is not such a drastic change. By looking at the graph, almost all the error bars for the points touch the line of best fit which means the data is fairly accurate. The theoretical mass of a copper electrode would be 31.75g. From the results that have been tabulated, the mass of a copper electrode is 36.21g. The percentage error can be calculated using the following formula: Percentage error = difference x 100 theoretical value = 4.46 x 100 31.75 = 14.04% This shows that although there is not such a big difference between the theoretical value and the experimental value. Evaluation Limitation Type of error Improvement The mass of the anode was not measured therefore the rate of electron transfer between the two electrodes could not be determined. This could have increased or decreased the mass of the cathode. Random Measure the mass of the anode The power pack has internal resistance therefore not all the current was emitted. This could have decreased the current, thus decreasing the number of electrons produced. Random Use a resistor to accurately measure the current The top pan balance had a zero offset error. This could have increased the mass of the cathode. Systematic Use the top pan balance with the 0.001 uncertainty to obtain more accurate values. a

Correlation Between Parental Affection And Positive Adult...

The Correlation between Parental Affection and Positive Adult Relationships Teena John The University of Texas at Tyler Research Methods, Fall 2016 The Correlation between Parental Affection and Future Adult Relationships A recent study showed that a person’s upbringing is the core foundation and influence on future relationships. According to Currie (as cited in Tayler, 2015) it has been shown that a child’s early encounters shape the brain foundation for future behaviors. Parent to child relationship is the core foundation in a child’s development. (Butcher, R. L., Gersch, 2014) Attachment theorist John Bolby showed that having emotional relationship with a child’s main caregiver is the key foundation to that child’s personality and behavior. (as cited in Butcher, et al. 2014) A warm, positive early relationship in a child’s life leads to them developing strong emotional and social capability, which in turn directs them into making positive future relationships with others. (Hanko, 2006) Thus, the purpose of the present study is to establish whether positive, nurturing parental upbringing is related to positive, successful adult romantic relationship. Childhood Relationships A large body of research has demonstrated the importance of a strong, nurturing parental foundation and the benefits it has on future adult companionship. (Hanko,2006 ) The type of attachment style shown by the parents influences the child’s adult relationship. ForShow MoreRelatedSocial Status and Child Development944 Words   |  4 PagesSociologists have increasingly become very concerned with the way families shape children’s development and overall well-being. Children’s behavior problems, in particular, are an important aspect of child development, and may be implicated in later adult outcomes. For example, life course research finds that early child tempers may lead to later problems in life, such as downward occupational, work lives, and divorce and separation. 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