To summarize, paid parental leave is a system that provides benefits for mothers who give birth to achieve specific social and economic outcomes. There are three proposed objectives for a paid parental leave, such as the wellbeing improvement of families, especially child and mother's health, associated with leave from work around the baby birth and secured financial during that period; encouragement of women to return to the workforce by the social welfare and tax system; and by the norms of community, having family time is the basic human rights for many people including fathers and the importance of caring and valuing children. To help inducing the benefits of paid parental leave, it is necessary for financial assistance for mothers in order for them to spend time with their newborn babies, rather than just taking financial assistance, limit their leave and exit the labour force. The paid leave system has particular objectives that are valued differently to individual. In order to deliver those objectives efficiently, the system should provide incentives for mothers to increase the absence time from work to be with their child and to return and remain to the workforce. Parental leave would be a crucial system to encourage labour market efficiency and would represent the equality between men and women in the workforce.
After students have read and understood the assigned topic, they can go on to the next step of the essay-writing process. This step does involve writing -- but not yet essay writing. In step two, students write an outline of their proposed essay. The outline should look something like this:
Congress According to Twain
1) Topic: The question or prompt rephrased in the student's own words. Rephrasing the prompt will help students understand the assignment and narrow and focus the topic of their essay. For example, "Mark Twain once said that all members of Congress are idiots."
2) Position: The student's position or opinion about the question or prompt. For example, "I see no reason to disagree."
Most writing assessments ask students to take a position. Students should be aware that, if the test directions ask them to take a position, they need to take one side of the issue and defend it, not consider and defend both sides of the issue.
3) Reasons: Three reasons the student has taken his or her stated position.
a) Reason 1: The most important reason. For example, "Congress has passed a number of bills without considering where the funding for those bills would come from."
i) Evidence: Example that demonstrates Reason 1. For example, "The Americans with Disabilities Act, the Clean Air Act, and the No Child Left Behind Act are just three examples of laws that were passed without considering how cities and states would pay to implement their mandates."
b) Reason 2: The second most important reason. For example, "Congress has passed a number of silly bills based on narrow political interests."
i) Evidence: Example that demonstrates Reason 2. "For example, federal laws have been passed making it a crime to imitate Smokey the Bear or transport wooden teeth across state lines."
c) Reason 3: The third most important reason. For example, "The members of Congress from my state are idiots."
i) Evidence: Example that demonstrates Reason 3. For example, "I met John Smith, a member of Congress from my state, and he had never heard of my hometown."