Why do Juveniles Runaway Essay Example | Topics and Well Written Essays - 4750 words

Why do Juveniles Runaway - Essay Example Juveniles are the persons not so old; simply they are the minor person included in crimes. The reason for their runway might be different but mainly these are due to lack of attention, abused, abandoned and most of all they are neglected by the family. Some authors stated the cause of runaway is integration problems holding many factor. The runaway of such youth causes great affect on the social and national environment. The family of such youth specially faces mantel torture, rude behavior and tough life a head in their social circle. The causes for such juveniles runaway might be as: Doctor Siegel1 in his books state that usually the youth belongs to broken family involve themselves in such act. The philosophers usually includes in the review that such youth are neglected and thus lack ethics, norms and values that can help in making their life successful. The reason for lacking in ethics is the attention they need while their grooming. The parents remain no more with each other and this cause more on their babies. The youth belongs to broken family fails to get enough training from their elders. Some time it is noticed that though they hold norms but usually these activities are taken by these youth in order to show their elders that they want attention. Have you ever noticed small child behaving differently in front of his/her parents You must noticed that the child want that every one should notice him/her. The same is the reason for such youth. Such teenagers use to behave differently in order to get enough attention, what they really want. Doctor Robert L. Buckwalter2 wrote that usually the community of such young child didn't hold nice friends and locality, simply the term is "peer pressure". The eastern countries usually hold such problems. In South East Asian countries the under ground crimes has many helpers, these are trying to spreading such crimes in the country, the only reason is to make the economy weak. These social circle matters a lot. When the youth use to move with such negative conduct people this causes great affect on the youth. Usually this may be due to the college or university gang. Such gangs attract many youth and trying to produce violence. Therefore, the legal issues of the university and of other community must be so strong that it should help in controlling such violence. Within other causes, the drug use is the major reason of this crime. The drug makes the person unconscious and causes many problems. Have you ever noticed many youth gangs producing violence at world cup game of football The only reason is that these youth gangs are drugged. Due to this the person becomes unconscious and become aggressive if the outcomes didn't come according to him/her. They are drugged due to many reason, either they took it as adventurous or get in habit due to bad community. Whatever the reason is, the drug is the major cause of juvenile's runaway especially in the western countries where most of the youth drugged due to their habit or took it mostly as an adventurous hobby. Juvenile's runaway is

The Life Plan After College Essay Example for Free

The Life Plan After College Essay The Life Plan will help you to achieve your short-term, mid-term, and long-term life goals. It allows you to visualize your future. Its focus is on three major life areas, academic, career, and personal. Individuals who have a clear vision of their future have a greater likelihood of realizing their dreams and goals than those who treat life as a stream of random unrelated events. A secondary outcome of this assignment is that it will allow you to demonstrate your written communication skills. Instructions: Respond to the following questions by answering in complete paragraphs. Be specific and detailed in your responses. Use examples to illustrate your points. Make sure that your responses are grammatically correct with no errors in punctuation or spelling. Proof your work and have others proof your work. Use the College writing lab if you need additional assistance with grammar, structure, or punctuation. Produce a document with no errors. Questions: 1. Now that you have entered college, what are the immediate short-term goals you expect to achieve this semester and the following two semesters? Address the goals that are relevant to you in the academic, personal, and career realm. What does it mean to you to achieve these goals? Why do want to major in __________? What opportunities will your completing this academic degree will be available to you? Who can help you make your career and or academic decisions? 2. Visualize yourself, as you grow older. What do you see your accomplishments to be ten years from now, twenty, and thirty? What advocational goals do you have? These could include hobbies, artistic, musical or other creative pursuits. What do you hope to be doing following your retirement? Where will you live and work? Do you see yourself contributing to others in your community as you achieve the goals you have set? If so, how? Will you volunteer in some way in your community? What things will be necessary to allow you to live your long-term vision of this future? Again, address the areas of academic, personal, and career, as you respond to this question. 3. Identify and write about your mid-term goals in the areas of academic, personal and career. These are things you hope to complete during the next two to five years. These might include transfer to another higher education institution, relocating, finding a job more closely related to your career interest area, starting a family etc.

Constructivism in the classroom Essay -- essays research papers

Constructivism represents a paradigm shift form education based on cognitive theories. This concept assumes that learners construct their own knowledge on the basis of interaction with their environment. (Gagnon & Collay, 200?) The role of the teacher as a constructor of the learning experience to ensure authentic curriculum and assessment which is responsive to the skills, needs and experiences of the learner, within established curriculum framework and with the reference to the achievement of literacy, numeracy, retention and attainment of outcomes. Krause, Bochner and Duchesne (p.157) comment that â€Å"as learners interact with their environment, they link information learned through experience to previous knowledge, and so construct new understandings and knowledge.† Constructivism then inturn encourages Teachers and Learning Managers to recognise the value of prior knowledge and experiences that each child brings with them into the classroom, and help them (the students ) build on their understandings of the world by providing appropriate learning experience plans. This practise of effective teaching and learning has relatively new in classrooms but has already made a great difference in the students’ abilities and interests both in and out of their studies. Constructivist teaching recognises and validates the student’s point of view rather then the necessity of a correct answer. The child is then able to reassess their knowledge and understandings, which in turn boosts self-esteem and confidence. It also encourages children to be involved in classroom activities by self-questioning, seeking answers, comparing situations and establishing links between different ideas. This is possible as constructive learning is transferable between different ideas. (Tutorial Notes, 28th July, 2004) Jean Piaget (1896 – 1980), a Swiss psychologist, portrayed the child as a ‘lone scientist’, creating their own sense of the world. Their knowledge of relationships among ideas, objects and events is constructed by the active processes of internal assimilation, accommodation and equilibration. (Hughes, 2001). He also believed that we must understand the child’s understandings of the world, and this should guide the teaching practises and evaluation. The fundamental basis of learning was discovery. To understand is reconstruct by discovery, and such conditions must be compiled... ...n essentials that teachers should undertake to help maintain a healthy constructivist classroom. It is important to hold a belief that learning is restructuring of thought rather than an increase in content, and reconstruction or recall will reflect that particular ‘schema’ of the child. They also believe that the use of cognitive conflict promotes the consolidation of concepts. The use of ‘wrong’ answers also helps students analyse their thinking in order to retain the correct elements and revise their misconceptions. Promoting social interaction, peer friendships and co-operation, also increases their interest and comprehension in learning, as well as improve the child’s conflict resolution skills. Teachers continually learn about ways people learn – the processes of learning and how individuals learn best. They learn about their students and individuals, and learn with as well as from their students when they seek knowledge together. (Principles of effective learning and teaching, 1994). Through continually discovering new and exciting ways to help mould a constructivist classroom, the students will be able to achieve their outcomes with great ease and learn to enjoy education.

Education for Students with Exceptional Needs Essay

Education is a detrimental factor to one’s success. Through formal education an individual’s knowledge is maximized and nurtured. It is because formal education hones the human mind to think critically and helps human mind in improving its decision making ability. Education also allows individuals to learn about history that enable them to better understand the present and face the challenges of the future. Education helps individuals receive information from the external world. The things people learn through formal education are the very foundation that permits them to move up in the world and seek better jobs. While it is true that hands-on-experience is an important aspect to get to the top, formal education and training are also essential to be qualified for top positions. Raw talents are important but they also need honing and the best way to hone them is through experience and assistance through schooling. Education is a must for everyone. Individuals with exceptional needs should also be given equal opportunity to learn and gain knowledge. Teaching students with exceptional needs is indeed a challenge (Adams, 2006). Teachers who wish to impart their services to these individuals should be equipped, trained, and should posses great patience and care. I believe that the experiences and learning that I am gaining from the university would significantly help me to become a better teacher for these individuals. My major helps me understand that the field of special education is an evolving and changing discipline. It is based on philosophies and it involves studying evidence-based principles and theories, which could be complicated without the guidance of experienced professors. In addition, teachers must learn how to communicate effectively with students and parents so that students will have a more enriched learning experience. I have always been taught that sharing knowledge to others is one of the best ways to help people. Teachers are heroes, they say. I do not want to become a hero but I simply want to help others. Individuals with exceptional needs have to be helped so that they could also learn to stand on their own. Giving them education is one way to support these people. It will help the students reach their full potential and give them more confidence. This will also empower parents and give them less worry regarding their children. Sincerity is an important trait of a person working for individuals with exceptional needs. I sincerely want to help them that is why I chose this field as my career. I believe that pursuing a career on the field of special education would give me the opportunity to help others. As a rehabilitation service major, I know that I will be able to impart my knowledge to these individuals and help them in my own little way. Many teachers are not very enthusiastic in pursuing a career in special education since this is a very challenging task. On the contrary, I am one of those who enjoy facing challenges. Since there are only few who choose the path on special education, I decided that I will be one of the few who could make a difference to these individuals with exceptional needs. I also believe that all people could actually learn. However, since each person is unique, appropriate instructional support is needed especially for individuals with exceptional needs. Thus, training is needed to become a suitable teacher for these individuals. That is why I highly appreciate all the things that I learn in the university because I know that the knowledge will help me in my future career.

Eastern State Penitentiary Reflection Paper Essay

Eastern State Penitentiary is believed to be one of the very first prisons established, not only in the United States, but in the world. Eastern State was functional for 141 years until 1970 when the prison closed down. Located in Philadelphia, Pennsylvania the prison is now a stabilized ruin open to the public for tours. After personally touring the facility I was able to understand the main purpose of the prison, the living conditions and the daily routines of an Eastern State Penitentiary inmate, and attempted escapes which is why prisons like Eastern State should not be used in our modern Criminal Justice System. It was designed for strict solitary confinement and had little to no rehabilitation programs. The prison was and still is not temperature controlled. The inmates suffered extreme summers and harsh winters while staying at Eastern State. Their rooms were quite small and only had a bed, some sort of dresser, and a toilet. The condition of the cells, with the exception of Al-Capone’s cell which was much larger and more comfortable than the rest of the cells, suggest that the designers of the prison wanted the inmates stay at Eastern State to be unpleasant. This prison was built for the sole purpose of punishment. For example, Elmo Smith was the 350th person to be executed by the electric chair in the United States on April 2, 1962. He was also the last person to be killed using the electric chair in Pennsylvania. Although the inmates were required to work within the prison walls they did not receive help with the problems that landed them in Eastern State in the first place, such as alcohol and drug abuse. Therefore the type of punishment that was seen at Eastern State did not maximize the welfare of individuals because inmates were not rehabilitated. As stated earlier, the inmates worked in the kitchen, infirmary, workshops, and barbershops. In the twentieth century you could see an inmate barbershop in almost every cell block. The barbershops became a place of socialization by the inmates and often the guards would go in for a free cut. When I learned this I was shocked that the guards allowed the inmates to have sharp tools that had the potential of being used as weapons. In fact, one story we  heard on our audio tour was of a guard who said an inmate pressed his tool to the guard’s neck and threatened to take his life. The inmate was joking and the officer was left unharmed but inmates were known to create weapons that were used for protection and a way of threating other inmates. These weapons were called shanks or shivs and prison guards discovered a majority of them before any harm could occur. Unfortunately there were stories of inmates killing each other such as Joseph Havel who stabbed his fellow cellmate to death in the middle of the night. Another important component in the life of Eastern State Penitentiary inmates was the opportunity to practice in religious activities. Upon entry, every inmate was given a Bible in hopes of one day they would receive salvation. Also, in the beginning of the prison’s life there were weekly religious services in every cellblock that the inmates had the chance to listen to from their cells. In later years, Christians had the opportunity to worship in the chapel during Sundays while Jews had the opportunity to worship in the synagogue. Religious freedom was the only freedom that the inmates received. They were strictly monitored and had to wake, eat, work, and sleep when the guards told them too. Although the guar ds did their best to keep an eye on every inmate, the system employed at Eastern State was flawed. Eastern State Penitentiary was designed for strict solitary confinement but that system failed and the population of inmates increased dramatically leaving the guards outnumbered. They tried to maintain surveillance and control of the institution. One way they monitored the inmates was using forming the cellblocks into a pentagon and having a watch tower in the middle. This design was flawed because it was impossible for the guard in the watch tower to see every cell and every part of the cells. Prison guards at Eastern State hated working in the watch tower, a position left for new recruits, because they felt more restricted than the inmates. They could not listen to music or read, had little human contact, and had to call their commanding officer every fifteen minutes to check in. Prison officials liked to believe that these methods of surveillance worked but there were numerous riots and attempted escapes by the inmates. The largest riot was on January 8, 1961 in cellblock nine when two inmates over powered an office and then they proceeded to opening other cells. They tried to set their criminal  records on fire. Another example was William Francis Sutton who attempted to escape five times. Lastly, there was the great escape from cellblock seven, cell 68. Clarence Klinedinst had a reputation as a good worker which he used to be transfer to cellblock seven where he started using the tools from work to build a tunnel. Riots and escapes such as these lead to the closing of Eastern State Penitentiary in 1970. Prisons such as Eastern state should not be used today because, according to the utilitarian theory of justice, the ends do not justify the means. A lot of money is put into them when all they do is hold inmates for a number of years and then they are rel eased into the community. With no form of rehabilitation the released inmates revert back to crime and are reincarcerated. The cycle is never ending and prisons become overpopulated and prone to riots as was Eastern State Penitentiary.

Sequences on SAT Math Complete Strategy and Review

Sequences on SAT Math Complete Strategy and Review SAT / ACT Prep Online Guides and Tips A series of numbers that follows a particular pattern is called a sequence. Sometimes, each new term is found by adding or subtracting a certain constant, sometimes by multiplying or dividing. So long as the pattern is the same for every new term, the numbers are said to lie in a sequence. Sequence questions will have multiple moving parts and pieces, and you will always have several different options to choose from in order to solve the problem. We’ll walk through all the methods for solving sequence questions, as well as the pros and cons for each. You will likely see two sequence questions on any given SAT, so keep this in mind as you find your perfect balance between time strategies and memorization. This will be your complete guide to SAT sequence problemsthe types of sequences you’ll see, the typical sequence questions that appear on the SAT, and the best ways to solve these types of problems for your particular SAT test taking strategies. What Are Sequences? You will see two different types of sequences on the SATarithmetic and geometric. An arithmetic sequence is a sequence wherein each successive term is found by adding or subtracting a constant value. The difference between each termfound by subtracting any two pairs of neighboring termsis called $d$, the common difference. 14, 11, 8, 5†¦ is an arithmetic sequence with a common difference of -3. We can find the $d$ by subtracting any two pairs of numbers in the sequence, so long as the numbers are next to one another. $11 - 14 = -3$ $8 - 11 = -3$ $5 - 8 = -3$ 14, 17, 20, 23... is an arithmetic sequence in which the common difference is +3. We can find this $d$ by again subtracting pairs of numbers in the sequence. $17 - 14 = 3$ $20 - 17 = 3$ $23 - 20 = 3$ A geometric sequence is a sequence of numbers in which each new term is found by multiplying or dividing the previous term by a constant value. The difference between each termfound by dividing any neighboring pair of termsis called $r$, the common ratio. 64, 16, 4, 1, †¦ is a geometric sequence in which the common ratio is $1/4$. We can find the $r$ by dividing any pair of numbers in the sequence, so long as they are next to one another. $16/64 = 1/4$ $4/16 = 1/4$ $1/4 = 1/4$ Ready...set...let's talk sequence formulas! Sequence Formulas Luckily for us, sequences are entirely regular. This means that we can use formulas to find any piece of them we choose, such as the first term, the nth term, or the sum of all our terms. Do keep in mind, though, that there are pros and cons for memorizing formulas. Prosformulas provide you with a quick way to find your answers. You do not have to write out the full sequence by hand or spend your limited test-taking time tallying your numbers (and potentially entering them wrong into your calculator). Consit can be easy to remember a formula incorrectly, which would be worse than not having a formula at all. It also is an expense of brainpower to memorize formulas. If you are someone who prefers to work with formulas, definitely go ahead and learn them! But if you despise using formulas or worry that you will not remember them accurately, then you are still in luck. Most SAT sequence problems can be solved longhand if you have the time to spare, so you will not have to concern yourself with memorizing your formulas. That all being said, it’s important to understand why the formulas work, even if you do not plan to memorize them. So let’s take a look. Arithmetic Sequence Formulas $$a_n = a_1 + (n - 1)d$$ $$\Sum \terms = (n/2)(a_1 + a_n)$$ These are our two important arithmetic sequence formulas. We’ll look at them one at a time to see why they work and when to use them on the test. Terms Formula $a_n = a_1 + (n - 1)d$ This formula allows you to find any individual piece of your arithmetic sequencethe 1st term, the nth term, or the common difference. First, we’ll look at why it works and then look at some problems in action. $a_1$ is the first term in our sequence. Though the sequence can go on infinitely, we will always have a starting point at our first term. (Note: you can also assign any term to be your first term if you need to. We’ll look at how and why we can do this in one of our examples.) $a_n$ represents any missing term we want to isolate. For instance, this could be the 4th term, the 58th, or the 202nd. So why does this formula work? Imagine that we wanted to find the 2nd term in a sequence. Well each new term is found by adding the common difference, or $d$. This means that the second term would be: $a_2 = a_1 + d$ And we would then find the 3rd term in the sequence by adding another $d$ to our existing $a_2$. So our 3rd term would be: $a_3 = (a_1 + d) + d$ Or, in other words: $a_3 = a_1 + 2d$ If we keep going, the 4th term of the sequencefound by adding another $d$ to our existing third termwould continue this pattern: $a_4 = (a_1 + 2d) + d$ $a_4 = a_1 + 3d$ We can see that each term in the sequence is found by adding the first term, $a_1$, to a $d$ that is multiplied by $n - 1$. (The 3rd term is $2d$, the 4th term is $3d$, etc.) So now that we know why the formula works, let’s look at it in action. Now, there are two ways to solve this problemusing the formula, or simply counting. Let’s look at both methods. Method 1arithmetic sequence formula If we use our formula for arithmetic sequences, we can find our $a_n$ (in this case $a_12$). So let us simply plug in our numbers for $a_1$ and $d$. $a_n = a_1 + (n - 1)d$ $a_12 = 4 + (12 - 1)7$ $a_12 = 4 + (11)7$ $a_12 = 4 + 77$ $a_12 = 81$ Our final answer is B, 81. Method 2counting Because the difference between each term is regular, we can find that difference by simply adding our $d$ to each successive term until we reach our 12th term. Of course, this method will take a little more time than simply using the formula, and it is easy to lose track of your place. The test makers know this and will provide answers that are one or two places off, so make sure to keep your work organized so that you do not fall for bait answers. First, line up your twelve terms and then fill in the blanks by adding 7 to each new term. 4, 11, 18, ___, ___, ___, ___, ___, ___, ___, ___, ___ 4, 11, 18, 25, ___, ___, ___, ___, ___, ___, ___, ___ 4, 11, 18, 25, 32, ___, ___, ___, ___, ___, ___, ___ And so on, until you get: 4, 11, 18, 25, 32, 39, 46, 53, 60, 67, 74, 81 Again, the 12th term is B, 81. Sum Formula $\Sum \terms = (n/2)(a_1 + a_n)$ Our second arithmetic sequence formula tells us the sum of a set of our terms in a sequence, from the first term ($a_1$) to the nth term ($a_n$). Basically, we do this by multiplying the number of terms, $n$, by the average of the first term and the nth term. Why does this formula work? Well let’s look at an arithmetic sequence in action: 10, 16, 22, 28, 34, 40 This is an arithmetic sequence with a common difference, $d$, of 6. A neat trick you can do with any arithmetic sequence is to take the sum of the pairs of terms, starting from the outsides in. Each pair will have the same exact sum. So you can see that the sum of the sequence is $50 * 3 = 150$. In other words, we are taking the sum of our first term and our nth term (in this case, 40 is our 6th term) and multiplying it by half of $n$ (in this case $6/2 = 3$). Another way to think of it is to take the average of our first and nth terms${10 + 40}/2 = 25$ and then multiply that value by the number of terms in the sequence$25 * 6 = 150$. Either way, you are using the same basic formula. How you like to think of the equation and whether or not you prefer $(n/2)(a_1 + a_n)$ or $n({a_1 + a_n}/2)$, is completely up to you. Now let’s look at the formula in action. Kyle started a new job as a telemarketer and, every day, he is supposed to make 3 more phone calls than the day previous. If he made 10 phone calls his first day, and he meets his goal, how many total phone calls does he make in his first two weeks, if he works every single day? 413 416 426 429 489 As with almost all sequence questions on the SAT, we have the choice to use our formulas or do the problem longhand. Let’s try both ways. Method 1formulas We know that our formula for arithmetic sequence sums is: $\Sum = (n/2)(a_1 + a_n)$ But, we must first find the value of our $a_n$ in order to use this formula. Once again, we can do this via our first arithmetic sequence formula, or we can find it by hand. As we are already using formulas, let us use our first formula. $a_n = a_1 + (n - 1)d$ We are told that Kyle makes 10 phone calls on his first day, so our $a_1$ is 10. We also know that he makes 3 more calls every day, for a total of 2 full weeks (14 days), which means our $d$ is 3 and our $n$ is 14. We have all our pieces to complete this first formula. $a_n = a_1 + (n - 1)d$ $a_14 = 10 + (14 - 1)3$ $a_14 = 10 + (13)3$ $a_14 = 10 + 39$ $a_14 = 49$ And now that we have our value for $a_n$ (in this case $a_14$), we can complete our sum formula. $(n/2)(a_1 + a_n)$ $(14/2)(10 + 49)$ $7(59)$ $413$ Our final answer is A, 413. Method 2longhand Alternatively, we can solve this problem by doing it longhand. It will take a little longer, but this way also carries less risk of incorrectly remember our formulas. As always, how you choose to solve these problems is completely up to you. First, let us write out our sequence, beginning with 10 and adding 3 to each subsequence number, until we find our nth (14th) term. 10, 13, 16, 19, 22, 25, 28, 31, 34, 37, 40, 43, 46, 49 Now, we can either add them up all by hand$10 + 13 + 16 + 19 + 22 + 25 + 28 + 31 + 34 + 37 + 40 + 43 + 46 + 49 = 413$ Or we can use our arithmetic sequence sum trick and divide the sequence into pairs. We can see that there are 7 pairs of 59, so $7 * 59 = 413$. Again, our final answer is A, 413. Only one more formula to go. Almost there! Geometric Sequence Formulas $$a_n = a_1( r^{n - 1})$$ (Note: while there is a formula to find the sum of a geometric sequence, but you will never be asked to find this on the SAT, and so it is not included in this guide.) As with the first arithmetic sequence formula, this formula will allow you to find any number of missing pieces, including your 1st term, your nth term, or your $r$. And, as always with sequences, you have the choice of whether to solve your problem longhand or with a formula. Method 1formula If you’re one for memorizing formulas, we can simply plug in our values into our equation in place of $a_n$, $n$, and $r$ in order to solve for $a_1$. We are told that Mr. Smith has 1 dollar 5 days later, which would be the 6th day (meaning our $n$ is 6), and that the ratio between each term is $1/4$. $a_n = a_1( r^{n - 1})$ $1 = a_1({1/4}^{6 - 1})$ $1 = a_1({1/4}^5)$ $1 = a_1(0.00097656)$ $1/0.00097656 = a_1$ $1024 = a_1$ So the 1st term in the sequence is 1024, which means that Mr. Smith starts with $1024 on Monday morning. Our final answer is 1024. Method 2longhand Alternatively, we can, as always, solve them problem by hand. First, set out our number of terms in order to keep track of them, with our 7th term, $1, last. ___, ___, ___, ___, ___, 1 Now, because our ratio is $1/4$ and we are working backwards, we must multiply each term by 4. (Why? Because ${1/{(1/4)} = 1 * 4$, according to the rules of fractions). ___, ___, ___, ___, 4, 1 ___, ___, ___, 16, 4, 1 And, if we keep going, we will eventually get: 1024, 256, 64, 16, 4, 1 Which means that we can see that our 1st term is 1024. Again, our final answer is 1024. As with all sequence solving methods, there are benefits and drawbacks to solving the question in each way. If you choose to use formulas, make very sure you can remember them exactly. And if you solve the questions by hand, be very careful to find the exact number of terms in the sequence. It can be all too easy to accidentally find one term more or fewer if you’re not carefully labeling or otherwise keeping track of your terms. I'm preeeeetty sure it's not a proper math formula unless mystery variables and exploding test tubes are involved somehow. Typical SAT Sequences Questions Because all sequence questions on the SAT can be solved without the use or knowledge of sequence formulas, the test-makers will only ever ask you for a limited number of terms or the sum of a small number of terms (usually 12 or fewer). As we saw above, you may be asked to find the 1st term in a sequence, the nth term, the difference between your terms (whether a common difference, $d$, or a common ratio, $r$), or the sum of your terms (in arithmetic sequences only). You also may be asked to find an unusual twist on a sequence question that combines your knowledge of sequences or your knowledge of sequences and other SAT math topics. For example: Again, let us look at both formulaic and longhand methods for how to solve a problem like this. Method 1formulas We are told that the ratio between the terms in our sequence is 2:1, successive term to previous term. This means that our common ratio is 2, as each term is being multiplied by 2 in order to find the next term. (Note: if you are not familiar with ratios, check out our guide to SAT ratios.) Now, we can find the ratio between our 8th and 5th terms in a few different ways, but the simplest waywhile still using formulasis simply to reassign our 5th term as our 1st term instead. This would then make our 8th term become our 4th term. (Why the 4th term? The 5th and 8th terms are 3 spaces from each other5th to 6th, 6th to 7th, and 7th to 8thwhich means our 1st term must be 3 spaces from our new nth term1st to 2nd, 2nd to 3rd, 3rd to 4th). Once we’ve designated our 5th term as our 1st term, we can use the strategy of plugging in numbers and assign a random value for our $a_1$. Then we will plug in our known values of $r$ (2) and $n$ (3) so that we can find our $a_n$. Let us call $a_1$ 4. (Why 4? Why not!) $a_n = a_1( r^{n - 1})$ $a_4 = 4(2^{4 - 1})$ $a_4 = 4(2^3)$ $a_4 = 4(8)$ $a_4 = 32$ So the ratio between our 4th term and our 1st term (the equivalent of the ratio to our 8th term and our 5th term) is: $32:4$ Or, when we reduce: $8:1$ The ratio between our 8th term and our 5th term is $8:1$ Our final answer is C, $8:1$. As you can see, this problem was tricky because we had to reassign our terms and use our own numbers before we even considered having to use our formulas. Let us look at this problem were we to solve it longhand instead. Method 2longhand If we choose to solve this problem longhand, we will not have to concern ourselves with reassigning our terms, but we will still have to understand that there are 3 spaces between our 8th and our 5th terms (8th to 7th, 7th to 6th, and 6th to 5th). Since we used the technique of plugging in our own numbers last time, let us use algebra for our longhand method. We know that each term is found by doubling the previous term. So let us say that our 5th term is $x$. ___, ___, ___, ___, x, ___, ___, ___ This would make our 6th term $2x$. ___, ___, ___, ___, x, 2x, ___, ___ And we can continue down the line until we get: ___, ___, ___, ___, x, 2x, 4x, 8x This means that our ratio between our 8th term and our 5th term is: $8x:x$ Or, in other words: $8:1$ Our final answer is, again, C, $8:1$. Again, you always have the choice to use formulas or longhand to solve these questions and how you prioritize your time (and/or how careful you are with your calculations) will ultimately decide which method you use. Now let's take a look at our SAT sequence question strategies. Tips For Solving Sequence Questions Sequence questions can be somewhat tricky and arduous to work through, so keep in mind these SAT math tips on sequences as you go through your studies: 1) Decide before test day whether or not you will use the sequence formulas Before you go through the effort of committing your formulas to memory, think about the kind of test-taker you are. If you are someone who loves to use formulas, then go ahead and memorize them now. Most sequence questions will go much faster once you have gotten used to using your formula. However, if you would rather dedicate your time and brainpower to other math topics or if you would simply rather solve sequence questions longhand, then don’t worry about your formulas! Don’t even bother to try to remember themjust decide here and now not to use them and save your mental energy for other pursuits. Unless you can be sure to remember themcorrectly, formulas will hinder more than help you on test day. So make the decision now to either memorize your formulas or forget about them entirely. 2) Write your values down and keep your work organized Though many calculators can perform long strings of calculations, sequence questions by definition involve many different values and terms. Small errors in your work can cause a cascade effect and one mistyped digit in your calculator can throw off your work completely. Even worse, you won’t know where the error happened if you do not keep track of your values. Always write down your values and label your terms in order to prevent a misstep somewhere down the line. 3) Keep careful track of your timing No matter how you solve a sequence question, these types of problems will generally take you more time than other math questions on the SAT. For this reason, most sequence questions are located in the last third of any particular SAT math section, which means the test-makers think of sequences as a â€Å"high difficulty† level problem. Time is your most valuable asset on the SAT, so always make sure you are using yours wisely. If you feel you can (accurately) answer two other math questions in the time it takes you to answer one sequence question, then maximize your point gain by focusing on the other two questions. Always remember that each question on the SAT math section is worth the same amount of points and you will get dinged if you get a question wrong. Prioritize both your quantity of answered questions as well as your accuracy, and don’t let your time run out trying to solve one problem. If you feel that you can answer a sequence problem quickly, go ahead! But if you feel it will take up too much time, move on and come back to it later (or skip it entirely, if you need to). No matter which method you choose to use, trust that you'll find the one that best suits your needs and abilities. Test Your Knowledge Now let’s test your sequence knowledge with real SAT math problems. 1) 2) What is the sum of the first 10 terms in the arithmetic sequence that begins:13, 21, 29,... 450 458 474 482 490 3) Answers: 200, E, 2035 Answer Explanations: 1) The number of squirrels triples every three years, so this is a geometric sequence. As always, we can either count longhand or use our formulas. Let’s look at each way. We first need to count how many times three years has passed between 1990 and 1999. Including the year 1990 and the year 1999, there are 4 terms for every 3 years between 1990 and 1999. 1990, 1993, 1996, 1999 This means that 1999 is our 4th term and 1990 is our 1st term. Now let’s plug in our values into our formula. $a_n = a_1( r^{n - 1})$ $5400 = a_1(3^{4-1})$ $5400 = a_1(3^3)$ $5400 = a_1(27)$ $200 = a_1$ Our first term is 200. There were 200 squirrels in 1990. Alternatively, we can simply find the number of squirrels in 1990 by counting by hand. Again, we need to find the number of groups of 3 years between 1990 and 1999, inclusive. 1990, 1993, 1996, 1999 Now, let us plug in our known value for 1999 and find the rest of our terms by dividing each term by 3. ___, ___, ___, 5400 ___, ___, 1800, 5400 And so on, until you get: 200, 600, 1800, 5400 Again, our first term is 200. There were 200 squirrels in 1990. 2) We are asked to find the sum of this arithmetic sequence, which means we can either use our formula or count our sequence by hand. Method 1formulas First, we need to determine our common difference, $d$, in the sequence. To do so, let us subtract one of our neighboring pairs of numbers. $21 - 13 = 8$ Before we can find our sum, however, we must find our $a_10$. This means we need to use our first arithmetic sequence formula: $a_n = a_1 + (n - 1)d$ $a_10 = 13 + (10 - 1)8$ $a_10 = 13 + 72$ $a_10 = 85$ Now that we know our $d$ and our $a_10$, we can plug in our values to find our sum. $(n/2)(a_1 + a_n)$ $(10/5)(13 + 85)$ $(5)(98)$ $490$ Our final answer is E, 490. Method 2counting If you do not want to remember or use your formulas, you can always find your answer by counting. First, we must still determine our $d$ by subtracting our neighboring terms: $29 - 21 = 8$ Now, we can find the value of all our terms by continuing to add 8 to each new term until we reach our 10th term. 13, 21, 29, ___, ___, ___, ___, ___, ___, ___ 13, 21, 29, 37, ___, ___, ___, ___, ___, ___ 13, 21, 29, 37, 45, ___, ___, ___, ___, ___ And so on, until we finally get: 13, 21, 29, 37, 45, 53, 61, 69, 77, 85 Now, we can either add them up individually ($13 + 21 + 29 + 37 + 45 + 53 + 61 + 69 + 77 + 85 = 490$), or you can, find your pairs of numbers, beginning from the outside in. We can see that there are 5 pairs of 98, so $5 * 98 = 450$ Our final answer is E, 490. 3) Because the price of our mystery item raises by $2 every year, this is an arithmetic sequence. Again, we have multiple ways to solve this kind of problemusing formulas, or counting longhand. Method 1formulas $a_n = a_1 + (n - 1)d$ $100 = 10 + (n - 1)2$ $100 = 10 + 2n - 2$ $100 = 8 + 2n$ $92 = 2n$ $n = 46$ Now, we know that 100 is the price at our 46th term, but this is not the same thing as 46 years from 1990. Remember: the number of terms from the 1st is always 1 fewer space than the actual count of the term. For instance, the 1st term in a sequence is 4 spaces from the 5th term and 5 spaces from the 6th term. Why? 1st to 2nd, 2nd to 3rd, 3rd to 4th, 4th to 5th. We can see it takes 4 total spaces to go from the 1st term to the 5th. For our price problem, our $n$ is 46, which means that the year will be $46 - 1 = 45$ actual spaces away from our starting term. So: $1990 + (46 - 1)$ $1990 + 45$ $2035$ The price will be $100 in 2035. Method 2counting Because each new term is determined by adding 2, it will take us a long time to get from 10 to 100. We can speed up this process by first finding the difference between the 1st and last term: $100 - 10 = 90$ And then we can divide this difference by the common difference, $d$: $90/2 = 45$ It will take 45 years to get to the price to raise to $100. 45 years after 1990 is: $1990 + 45$ $2035$ Again, the price will be $100 in 2035. Yeah! You toppled those sequence questions! The Take Aways Though sequence questions can take some little time to work through, they are usually made complicated by their number of terms and values rather than being actually difficult to solve. So long as you remember to keep all your work organized and decide before test-day whether or not you want to spend your study efforts memorizing, and you’ll be able to tackle any number of sequence questions the SAT can throw your way. As long as you keep your values straight (and don’t get tricked by bait answers!), you will be able to grind through these problems without fail. What’s Next? Now that you've taken on sequences and dominated, it's time to make sure you have a solid handle on the rest of your SAT math topics. The SAT presents familiar concepts in unfamiliar ways, so check out our guides on all your individual SAT topic needs. We'll provide you with all the strategies and practice problems on any SAT math topic you could ask for. Running out of time on SAT math? Not to worry! Our guide will show you how to maximize both your time and your score so that you can make the most of your time on test day. Don't know what score to aim for? Follow our simple steps to figure out what score is best for you and your needs. Looking to get a perfect score? Check out our guide to getting a perfect 800 on SAT math, written by a perfect-scorer! Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Founding Brothers - Joseph Elli essays

Founding Brothers - Joseph Elli essays This chapter talks about the famous duel between Aaron Burr and Alexander Hamilton, and the controversy surrounding the different accounts of the mornings events. It is believed that Hamilton fired first, but that he intentionally aimed to miss Burr, which he did. It is believed that Burr fired two shots, one of which of which was a fatal wound to Hamilton, entering 4 inches above his hip, ricocheting of his rib cage, piercing his liver and diaphragm a lodging in his spinal cord. It is not certain the exact order of events. Some say Burr fired and hit Hamilton, which caused Hamilton to fire and errant shot, then Burr fired a second which was also a miss. Hamilton died in the afternoon of the next day, and has been considered a martyr in the cause of federalism. Burr was then The second chapter talks about the events taking place during a dinner party held at the estate of Thomas Jefferson, between Secretary of Treasury Alexander Hamilton, and southern Congressman James Madison. Hamilton was trying to get congress to approve his plan to restore the public credit. Madison was leader of the group that opposed one of the major points of this plan - the assumption of state debts by the federal government. The two sides came to a compromise - Madison would not oppose Hamiltons plan, and Hamilton would use his influence to ensure that the national capital would remain in the south (on the Potomac River, where it still remains today). The chapter then goes on to talk about the results of the fedral assumption of the debt, Hamiltons Report on the Public Credit and the events during the debate of the new resting place of the nations capital. The third chapter talks about the great debate of 1790, over the issue of abolishment of slavery. The debate was started by two ...

MLA Gets With the Times

MLA Gets With the Times MLA Gets With the Times MLA Gets With the Times By Maeve Maddox Probably the biggest change in the seventh edition of the MLA Handbook for Writers of Research Papers has to do with the section. No more underlining I abandoned underlining for italicizing as soon as I got my hands on my first computer. That was in the 1980s. MLA has finally come round and recommends italicizing titles of books, periodicals, films, etc. No more continuous pagination All you have to do now is enter the volume and issue number for a scholarly publication. New Abbreviations Didnt you just hate it when your web source didnt include a publisher or date of publication? Well, there are abbreviations for those now: N.p. no publisher n.d. no date n. pag. no pagination (ex. online journals) NOTE to web publishers: if your site contains useful, accurate information, give researchers a break and provide a date and publisher. URL not compulsory A works cited entry for a website will include author, article title, and name of the website, but the URL is not mandatory. (Its probably still a good idea to include the URL for an obscure site.) Multi-media Markers A medium of publication marker goes at the end of every entry. For example: PRINT, WEB, DVD, TV. If the source is from the web, the marker is followed by the date of access. You can see some examples of entries typed according to the new guidelines a the Purdue OWL site. Annotated sample research paper that follows the new guidelines. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Book Reviews category, check our popular posts, or choose a related post below:Cost-Effective vs. Cost-EfficientWriting the CenturyDozen: Singular or Plural?

Business Structure Essay Example | Topics and Well Written Essays - 1750 words

Business Structure - Essay Example The structure depends on the business objectives and its strategy. Business structure has many facets including operational, organizational, marketing, financial and legal structures. The choice of structure depends hugely on organizational, marketing, operational and financial strategy and structure. In this case, the paper discusses the appropriate business structure of the three close university friends who have recently qualified as dentists and want to start a dental clinic (Denoncourt, 2012). The three university graduates will have to decide the best business structure for their clinic depending on several factors like risks and liabilities, cost of formalities and administration, control and management, legal limitations, financing, taxation, termination or closure of the business, and business expansion. General partnership is an association of two or more people who have decided to start up a business for the mutual benefit of the owners. The partners contribute property, m oney or services equally towards the business for their common benefit. The partners share profits equally got from the business. All the partners are allowed to participate in management, but give no liability protection to any of the partners. Therefore, coming up with a business structure is one of the significant steps a business makes in order to be in a position to run effectively. It is required of the partners to evaluate the options available and choose the best form of structure that best meets their needs. Although this process is time consuming and also costly, it is the best investment any partnership can make (Glover & Wasserman, 2003). The three partners will have to form their business without having to fill any legal document and this makes their business structure easy to form. It is, therefore, similar to a sole proprietorship in the sense that it is easy to form and any business partners can form it without any intention to do so. The business can either start as a sole proprietorship or later change into a partnership by adding other partners. The liability at which a partner in a general partnership is exposed to is also similar to the personal liability that a sole proprietor suffers, but there is an included element of risk. All the partners are responsible for all their actions and debts of the partnership and this means that each of the partners may lose interest in the partnership as well as everything they posses. This is referred to as personal liability (Glover & Wasserman, 2003). The three partners will be personally responsible for all actions as well as debts of partnership meaning that each of the three partners may loose not only their interest in partnership, but also everything they own. This means that if the partnership fails, or the business is sued, the creditors can go after the assets of the general partnership as well as the private assets of the three partners. Here, the partners will be responsible for their own ac tions and their partner’s action since the action of a particular partner can be imputable to the other partner through a joint liability. In general, the actions and mistakes of a particular partner becomes a responsibility of the other two partners. For example, Rose, John and Jane want to start a dental clinic where they have to share the profits equally. One day, John is involved in an accident while on duty and the accident injures Luis his patient. Luis

Australian organisations must adopt sustainability reporting in the Essay

Australian organisations must adopt sustainability reporting in the 21st century - Essay Example Sustainability reporting in Australia is voluntary, meaning that the organizations are not bound by law to report it in their financial statements. So, the purpose of this essay is to emphasize on the fact that Australian companies should adapt sustainability reporting in the present century and to establish why and how the organizations should meet the requirements of sustainability reporting and how will it be profitable to them. Sustainability reporting involves the display of a company’s economic, social and environmental performance and its impacts through the company’s annual reports. There are various reasons as to why a company should report its performance. Sustainability reporting helps in establishing a stronger trust relationship with the stakeholders. The stakeholders view the company as being honest about their actions and performance, thus it strengthens the image of an organization as being sincere and considerate towards the environment it operates in. The key towards establishing strong relations is not to report the good part only but the discrepancies as well; it leads the stakeholders like employees to trust their employers and execute hard work to enhance the performance of the company (Blackburn, 2007). Such actions give the sense of legitimate reporting of corporate activities. This ensures acceptance by the key stakeholders of the company especially towards the management decisions and activities that may be sometimes seen as of compromising nature (Schaltegger, Bennett and Burritt, 2006). By incorporating sustainability reporting into the strategic designing of an organization, a company can link all its operations to achieve those goals that are expected of it. Various operational benefits can also be derived through implementing sustainability reporting. The various costs that are incurred because of the irresponsible use of materials

Women in the Black Church Research Paper Example | Topics and Well Written Essays - 2000 words

Women in the Black Church - Research Paper Example n the African American Churches men often took over the leadership positions while women held themselves responsible for all the rest of the major roles. Name it and it was there. May it be the schooling arena or any other social or domestic service; women were always there to play their part. This was primarily in line with the spiritual inspiration that these women had associated with the contemporary churches. It was however strictly observed that women did not occupy any key positions in the preaching activities in the church itself. Every time the church would gather only women would be observed paying all head to the sermons being said out by a man. Leadership was one aspect that women were never allowed to come closer to. This male empowerment has existed for years in spite of the fact that it was seemingly impossible without the critical involvement of the black women. (Green, 2003) The Civil rights movement in the US has often been traced back to the Black Church. The way the blacks were being deprived of their right to live like the whites and the racial discrimination that they were facing was all thought of to have bought out into the streets after being bought up in the black church first. This racial discrimination was also accompanied by social injustice. The crowded basements and offices were often thought to be the main areas where all the plans for the resistances were being made. The core idea behind the civil rights movement drifted the African Black away from the Divine thought and gave importance to the substantiality of this life. Every next step and every protest of the movement was often preceded by a sermon, a prayer or a religious song. It was in the wake of such circumstances that the black women realized the rights that they were being deprived off within the church itself. Women were generally denied the right to lead or preach in the Black Church. It had been a certain custom that men commanded the black church pulpits. Thus they

Leadership and Strategic Management Essay Example | Topics and Well Written Essays - 1250 words

Leadership and Strategic Management - Essay Example Organized management and actions have existed for centauries. Management has undergone, in the past several years more so in the last centaury, methodical investigation, acceptance as a formal discipline of study and attained a common body of knowledge (Robbins & Coulter, 2005). Among the early contributors to contemporary management practices are Henry Fayol and Max Weber who are credited for developing general administrative theories. Their works centered on managers’ roles and what comprised good management practice (Robbins & Coulter, 2005). Current concepts about a managers’ role have evolved from Henry Fayol’s fourteen principals of management. Max Weber’s bureaucracy model was aimed at removing inefficiencies, patronage and ambiguity that characterized most businesses. Most components of his bureaucracy model are still inherent in big organizations to date. The universal point of ideas offered by Fayol, Weber and Taylor were majored on increased eff iciency. Thus the application of scientific management principles resulted in increased productivity of managers and the organizations as a whole (Jones & George, 2011). Leadership has been proven to have a direct cause and effect connection on organizations and their eventual success. Thus leaders have been tasked with shaping organizational strategies including its execution and efficiency (Northouse, 2007). Leaders therefore determine the culture, values, employee motivation and change tolerance within their institutions. With the on set of financial crisis, businesses have attracted keen analysis from shareholders and the general public. This has reinforced the concept of strategic management and a review of current leadership styles. Strategic management, popularized in the 1980s, is a term that covers business-wide strategy formulation, implementation and evaluation (Sadler, 2003). This usually is dependent on the leadership of an enterprise. The concept of strategic management has become important to the success or failure of enterprises, more so now that business environment require quick analysis, monitoring and precise interpretations of th eir surroundings. Though, it must be noted that not all enterprises that embrace this concept are safe from failures. One of the major reasons for failures in strategic management is poor direction from management and poor planning that strategic management is widely believed to have evolved from (Sadler, 2003). While implementing strategic management, leaders will usually be faced with the problem of change management. Change management is the planned approach to transitioning organizations from present state to a desired future state (Jones & George, 2011). Its aim is to help employees embrace and accept change in their present business environment. There are a number of beneficial reasons why an organization leadership will want to adopt change management. These include; increasing efficiency, increasing cohesiveness among employees so as to deliver objectives in a strong team, and also helps to gain a good understanding of what type of change is impending. This will usually help in smooth change transition more so touching on

Gatsby vs. Gatsby; novel vs. film Essay Example | Topics and Well Written Essays - 1000 words

Gatsby vs. Gatsby; novel vs. film - Essay Example One time Nick gets an invitation to one of the many parties where he gets to meet Gatsby and they recognize each other, having served in the First World War together. Gatsby’s aim of hosting the parties is to attract the beautiful Daisy. He even gets to ask Nick to organize an â€Å"accidental meeting† so they re-unite; a plan that finally succeeds. Things take a different twist when Daisy’s husband, who is also in an extramarital affair, becomes suspicious of their affair. After a night drive that kills Tom’s mistress, Tom goes hunting for, and shoots Gatsby then himself. Nick sets up a silent burial for Gatsby then returns to his initial home. Decades later in 2013, Baz Luhrmann directed a film, in the same name, featuring famous stars such as Leonardo DiCaprio. The Great Gatsby film was successful almost instantly that it won awards in its first year. This essay will compare the film and novel in detail and evaluate their representation on the theme of the human condition of always yearning for better or higher positions. The novel did not rise to fame immediately, it was published, but after the author died; it was integrated into the high school English literature curriculum where its popularity began. The popularity is attributed to its close relation to real life events that overly engage the readers in that it portrays themes with both emotional and moral significances which are considered universal human attributes. What this means is that in reading the book, one always learns something more with regards to what being human entails. In the novel, the main theme portrayed revolves around constant and insatiable human longing which is an inevitable part of human beings. The evidence in the Great Gatsby is seen in the characters like Gatsby, who is a millionaire, but still feels unsatisfied as long as he does not have Daisy. These and other attributes of human beings are brought out using different styles in the novel as this text will discuss. In

Alcoholism and Its Effect on the Family Essay Example | Topics and Well Written Essays - 1000 words

Alcoholism and Its Effect on the Family - Essay Example The alcohol that is carried from the mother into the placenta reaches the baby inside the womb thereby introducing the mother to the risk of giving birth to a baby with "Fetal Alcohol Syndrome or FAS" (Parsons). According to Parsons, babies born with FAS have "deformities in the brain and skull" and are "physically shorter and underweight compared to normal babies." Apart from this, they have "difficulties in learning, attention span, judgment, memory, problem-solving" (Parsons), and usually exhibit behavior problems. These physical and behavioral limitations are carried over to adulthood leading to difficulties in relationship establishment and making these affected children socially impaired and incompetent to live a normal existence. In physically healthy children of alcoholics, "learning disorders, behavioral problems and emotional disturbance" (Burge & Schneider) are apparent. According to G. Berger, many of them have "low self-esteem" and carry feelings of "loneliness, guilt, helplessness, fears of abandonment and chronic depression" (qtd. in Parsons). These children's ability to read and learn slows down as alcoholic parents neglect their important role in the family. Moreover, as the home becomes a venue for conflict due to constant arguments about the issue of excessive drinking, the home becomes no longer conducive to study and learning. According to Ferguson, as performance in the school gets adversely affected, children experience problems academically and have "difficulty establishing relationships with teachers and classmates" (Parsons) thereby resulting to feelings of inadequacy and isolation. Other children manifest "behavioral problems [such as] lying, stealing, fighting, and truancy" (Parsons). This is mainly due to the "extremely unstable home environment" (Parsons) they live in. As children "can not predict the behaviour of the problem drinker" (Walker) in the family or know not what to expect from an alcoholic parent, they develop erratic behaviors and become unpredictable themselves (Parsons). On Marriage The attitude of the problem drinker negatively alters as the dependence on alcohol increases. According to Burge and Schneider, excessive alcohol use does not only lead to clinically significant physical impairment as the drinker's health deteriorates, it also leads to distress as the family gets exposed to common scenarios among alcoholic families such as car accidents due to intoxication or arrests for alcohol-related violations or misconducts (Burge & Schneider). These situations more often than not trigger arguments between spouses and other family members about the risk of intoxication that result to domestic tension. As the alcoholic individual fails to fulfill major obligations at work, relationship between spouses gets affected. For instance, "repeated absences or poor work performance related to alcohol use" (Burge & Schneider) leads to inefficiency and eventual job loss. Unemployment then leads to "financial difficulties" (Parsons) which is another formidable domestic issue that couples deal with on a regular basis. Liquor addiction also makes the alcoholic parent neglectful of children or household. Feelings of "hatred and self-pity" (Parsons) thrive as the nonalcoholic spouse feels

Gatsby vs. Gatsby; novel vs. film Essay Example | Topics and Well Written Essays - 1000 words

Gatsby vs. Gatsby; novel vs. film - Essay Example One time Nick gets an invitation to one of the many parties where he gets to meet Gatsby and they recognize each other, having served in the First World War together. Gatsby’s aim of hosting the parties is to attract the beautiful Daisy. He even gets to ask Nick to organize an â€Å"accidental meeting† so they re-unite; a plan that finally succeeds. Things take a different twist when Daisy’s husband, who is also in an extramarital affair, becomes suspicious of their affair. After a night drive that kills Tom’s mistress, Tom goes hunting for, and shoots Gatsby then himself. Nick sets up a silent burial for Gatsby then returns to his initial home. Decades later in 2013, Baz Luhrmann directed a film, in the same name, featuring famous stars such as Leonardo DiCaprio. The Great Gatsby film was successful almost instantly that it won awards in its first year. This essay will compare the film and novel in detail and evaluate their representation on the theme of the human condition of always yearning for better or higher positions. The novel did not rise to fame immediately, it was published, but after the author died; it was integrated into the high school English literature curriculum where its popularity began. The popularity is attributed to its close relation to real life events that overly engage the readers in that it portrays themes with both emotional and moral significances which are considered universal human attributes. What this means is that in reading the book, one always learns something more with regards to what being human entails. In the novel, the main theme portrayed revolves around constant and insatiable human longing which is an inevitable part of human beings. The evidence in the Great Gatsby is seen in the characters like Gatsby, who is a millionaire, but still feels unsatisfied as long as he does not have Daisy. These and other attributes of human beings are brought out using different styles in the novel as this text will discuss. In

Genetically Modified Foods Research Paper Example | Topics and Well Written Essays - 1500 words

Genetically Modified Foods - Research Paper Example Genetically modified foods also known as biotech foods are foods that are manufactured artificially. Unlike other natural foods, genetically modified foods are produced from genetically modified organisms (GMOs). Most genetically modified foods produced by genetically modified organisms are crops. The crops produced from genetically modified organisms include maize, wheat, beans, tomatoes and rice to mention but a few. GMOs are organisms that had changes in their bodies which were done by the introduction of some hormones into their bodies (Halford 2003). These changes were different from the mutational changes that are done to other organisms by genetic engineers. The commercial selling of genetic modified food products is believed to have begun in 1994. Scientists or rather genetic engineers began to produce genetically modified crops because they wanted to curb the increasing global hunger by then. The genetically modified crops undergo faster growth unlike the natural crops (Half ord 2003). Therefore, this helped to curb the menace of hunger. Genetically produced crops are also resistant to pathogens and other types of pests. This makes them to be produced in large amounts enough to cater for the rising world population. It was also found out that the natural crops lacked some nutrients such as iron and calcium. Therefore, the production of GMOs began since they produced extra nutrients which were helpful to children and pregnant mothers. However, after some years, the production of genetically modified food products faced strong opposition from world organizations.... In addition, the paper also discusses the possible solutions to the problems caused by the genetically produced food products. Opposing viewpoint There have been campaigns which encourage the supply of genetically modified products in the global market. Several organizations such as the European Union began to oppose the commercial sale of the products because the organization believed that the products were not good for human health. Several scientists were against the idea to encourage the production of genetically modified food products. However, one scientist who was popular because of his pro GMO campaigns was known as Thierry Vrain. Vrain in his campaigns gave alternative perspectives and proposed different methods of addressing the issue of genetically modified food products. To begin with, Vrain suggested that the growth of natural crops through irrigation is tiresome and hence should not be enhanced. He also suggested that the sale of genetically modified food products shoul d be enhanced globally. Vrain also supported biotechnology which encouraged the production of genetically modified food products. He proved his stand by withdrawing from a group of scientists who held meetings to campaign against the genetically modification of food products. However, according to this documented research paper, Vrain’s stand on genetically modified food products is found to be invalid. This is because the naturally grown crops such as maize, wheat, tomatoes, and beans among others were found to be very healthy and of good quality (Halford 2003). Especially among pregnant mothers and young children, they were discovered to provide certain nutrients such as iron and calcium which are not found in genetically modified

Reading Skills Essay Example for Free

Reading Skills Essay Introduction Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers integrate the words they have read into their existing framework of knowledge or schema. Reading is a process very much determined by what the reader’s brain and emotions and beliefs bring to the reading; the knowledge/information (or misinformation) strategies for processing text, moods, fears and joys—all of it. The strategies one uses  vary according to one’s purpose, including whether one is reading for oneself only (still the purposes vary) or for somebody else, such as reading to answer comprehension questions, reading to perform for listeners (including the teacher and classmates), and much more. Of course these social factors may generate confidence, fear, anger, defiance, and/or other emotions—it just depends. In sum, reading is both a psycholinguistic process (involving the mind actively processing the text) and a sociolinguistic one (with multiple social factors that can affect how one reads, how much one gleans from the reading, and more). Even word identification itself can be affected by these factors, because reading is as much or more a brain-to-text process as a text-to-brain process. For strong readers, the reading process may take only milliseconds. For beginning readers the process may be slower, yet rewarding, and over time will become automatic. For readers who are challenged, this process can be tiresome and frustrating. 2 Importance of Reading Process It is a well-known fact that when there were no televisions or computers, reading was a primary leisure activity. People would spend hours reading books and travel to lands far away-in their minds. The only tragedy is that, with time, people have lost their skill and passion to read. There are many other exciting and thrilling options available, aside from books. And that is a shame because reading offers a productive approach to improving vocabulary and word power. It is advisable to indulge in at least half an hour of reading a day to keep abreast of the various styles of writing and new vocabulary. It is observed that children and teenagers who love reading have comparatively higher IQs. They are more creative and do better in school and college. It is recommended that parents to inculcate the importance of reading to their children in the early years. Reading is said to significantly help in developing vocabulary, and reading aloud helps to build a strong emotional bond between parents and children. The children who start reading from an early age are observed to have good language skills, and they grasp the variances in phonics much better. Reading helps in mental development and is known to stimulate the muscles of the eyes. Reading is an activity that involves greater levels of concentration and adds to the conversational skills of the reader. It is an indulgence that enhances the knowledge acquired, consistently. The habit of reading also helps readers to decipher new words and phrases that they come across in everyday conversations. The habit can become a healthy addiction and adds to the information available on various topics. It helps us to stay in-touch with contemporary writers as well as those from the days of yore and makes us sensitive to global issues. Fluent reading: During the reading process, there is interplay between the readers preexisting knowledge and the written content. Fluent reading is an active process in which the reader calls on experience, language, and prior knowledge to anticipate and understand the authors written language. Thus, readers both bring meaning to print and take meaning from print. The nature of the reading process alters as person matures in reading. In the early stages of reading, word identification requires a readers concentration. Eventually, however, readers are able to use their reading ability (ability to interpret written language) for pleasure, appreciation, knowledge acquisition, and functional purposes. Thus, reading competence has many faces. Proficient, fluent readers locate materials and ideas that enable them to fulfill particular purposes, which may be to follow directions, to complete job applications, or to appreciate Shakespearean plays. In addition, fluent readers adjust their reading style as they move from narrative to expository content. 3 Three Stages of Reading: In order to achieve your goals regarding flexible and fluent reading, you must learn certain reading behaviors and then practice them until they become automatic. We call this practicing to the point of automaticity. In this way you will learn to increase your reading rate, maintain your focus and concentration, and enhance your comprehension. Reading process organizes itself most naturally into an examination of three phases: * Pre-reading. * Active reading . * Post-reading. * Pre-reading: It involves following functions: * Get the big picture overview skimming * Identify the main idea/thesis. * Read headings and sub-headings * Read captions accompanying pictures/graphics * Active Reading: * Think as one reads; read for ideas and concepts. * Visualize patterns. * Actively construct meaning. * Anticipate upcoming information. * Verify the main idea and identify significant details. * Consciously add to or modify schema integrating old and new knowledge. * Self-monitor; assess one’s understanding. * Evaluate comprehension. * Employ fix-up strategies as appropriate. * Post Reading: * Evaluate understanding/ comprehension * Evaluate one’s reading processing. * Did one choose an appropriate mode? * What changes do one needs to make in his/her reading? * What did one do well that he/she wants to repeat in future reading? 4 Types of Reading Following are the types of reading: * Scanning type of reading * Skimming type of reading * Light type of reading * Word by word type reading * Reading to study type of reading * Sub-vocalization †¢ Scanning Type of Reading: This type of reading involves running the eyes over quickly, to get the gist. For example, scanning a telephone book: * You are looking for it quickly. * You know what you are searching for (key words and names). * You see every item on the page, but you dont necessarily read the pages – you ignore anything you are not looking for. Thus, when you discover the key words being searched for, you will be unable to recall the exact content of the page †¢ Skimming Type of Reading: When you read quickly to gain a general impression as to whether the text is of use to you. You are not necessarily searching for a specific item and key words. Skimming provides an overview of the text. Skimming is useful to look at chapter/section headings, summaries and opening paragraphs. Looking over the text quickly to get a general idea of the content. Your eyes move quite fast, taking in titles of chapters, their beginnings and ends, and the first sentences of paragraphs. The purpose of skimming: * To check relevance of text. * Sets the scene for the more concentrated effort that is to follow, if the text is useful. †¢ Light Type of Reading: Reading for leisure tends to be light’. For example: * Read at a pace which feels comfortable. * Read with understand. * Skim the boring, irrelevant passages. 5 An average light reading speed is 100-200 words per minute. This form of reading does not generally require detailed concentration. This is reading fairly quickly without concentrating too hard or worrying about every single word. We often use it when reading an enjoyable novel. †¢ Word by word Type of Reading: This type of reading is time consuming and demands a high level of concentration. Some material is not readily understood and so requires a slow and careful analytical read. People use this type of reading for unfamiliar words and concepts, scientific formulae. It can take up to an hour just to read a few lines of text. †¢ Reading to Study Type of Reading: A method of reading for with the aim to understand the material in some depth. The method involves five simple steps; Survey, Question, Read, Recall and Review. Study reading involves thinking about what is being read so that it is understood and can be recalled. It needs to be worked at, with time for reflection, thought, analysis, criticism, comparison, notes made, points highlighted and emphasized, arguments followed and evaluated, the whole summarized. * Survey: skim through to gain an overview and not key points. * Question: devise questions you hope the text will answer. * Read: slowly and carefully. * Recall: from memory, write down the main points made by the chapter. * Review: revisit your questions compare these to your recall and establish how well the text has answered them; fill in any gaps by further reading and note-taking. †¢ Sub-vocalization: This is reading very slowly and methodically, either saying the words out loud or at least with a ‘voice’ in your head. It is painstaking but very slow. We tend to use it when trying out a recipe for the first time, or carrying out instructions as to how to assemble something we’ve bought. 6. Reading Skills Reading involves a combination of skills used simultaneously. Children begin with basic phonics but soon learn fluency and comprehension skills to make their reading experiences meaningful. The main goal of reading understands. If students can pronounce words but do not understand what they are reading, they are merely reciting word. Some of the important reading skills are: * Decoding * Fluency * Comprehension * Critical reading skills †¢ Decoding Skills: Decoding (also known as Word attack skills) is an early reading skill students learn in kindergarten and first grade. Decoding (sounding out) words are the foundation of reading instruction. Phonics is the method teachers use to instruct students. Letter-naming and recognition is taught along with initial sounds. Children must understand that each letter is represented by a corresponding sound before they can read text. Once children know sounds, they learn to blend them into words. This skill, phoneme segmentation, should be practiced daily along with alphabet and sound fluency until decoding becomes an automatic procedure. †¢ Fluency Skills: Fluency is the ability to read accurately and expressively while maintaining a rate of speed that facilitates comprehension. Students learn fluency in a variety of ways. Teachers model fluent reading in the classroom, and students listen to books on CD. Students receive direct instruction in fluency through guided practice using methods like choral and repeated readings. Teachers assess fluency with timed readings that give a score in words read per minute. Students who fall below the average score for their grade level receive additional, individual help. †¢ Comprehension Skills: Comprehension is the ability to understand what has been read. Comprehending involves strategies that students learn to use when reading independently. Teachers focus on several key comprehension skills. These are inferring, predicting, comparing and contrasting, sequencing and summarizing. Students usually learn how to use these strategies in a small group guided by the teacher who demonstrates their use. Students then practice comprehension techniques with a partner by discussing what they read, making connections with prior knowledge and identifying the main ideas in the story. 7 †¢ Critical Reading Skills: Critical reading skills are the ability to analyze, evaluate, and synthesize what one reads. They are the ability to see relationships of ideas and use them as an aid in reading. As readers make sense of what they read, they use various relationships of ideas to aid recognition and fluency. Critical reading as a goal includes the ability to evaluate ideas socially or politically. 8 Reading Strategies Reading is not just pronouncing words—it requires understanding. Most experienced readers use a variety of strategies to understand texts. Reading strategies are used many times rapidly, in unison with one another. Therefore, most reading strategies are evident before, during, and after reading, although not necessarily with the same emphasis. Some of the reading strategies are: * Predicting * Connecting * Inferring * Synthesizing * Visualizing * Self-Questioning * Skimming * Scanning * Determining Importance * Summarizing/Paraphrasing * Re-reading * Reading On * Adjusting Reading Rate * Sounding Out * Chunking * Using Analogy * Consulting Reference The following descriptions of each strategy give some indication of when in the reading process they are generally employed. Different texts and different contexts require readers to use different reading strategies at different times. For example, â€Å"synthesizing† is used during and after reading while â€Å"scanning† is typically used before close reading. Here are the major reading strategies associated with the process of reading: * Predicting: Predicting helps readers to activate their prior knowledge about a topic, beginning the process of combining what they know with new material in the text. Predictions are not merely wild guesses, they are based on clues within the text such as pictures, illustrations, subtitles, and 9  plot. Clues for predictions will also come from readers’ prior knowledge about the author, text form, or content. Readers can be encouraged to make personal predictions before and during reading. During reading, effective readers adjust and refine their earlier predictions as new information is gathered and new connections are made. They tend to rehearse what they have learned and move on with some expectations of what comes next. * Connecting: Efficient readers comprehend text through making strong connections between their prior knowledge and the new information presented in text. The type of connections made by efficient readers can be categorized into: * Text-to-Self Connections: Involves readers thinking about their life and connecting their own personal experiences to the information in the text. * Text-to-Text Connections: Involves readers thinking about other texts written by the same author or with common themes, style, organization, structure, characters or content. * Text-to-World Connections: Involves readers thinking about what they know about the world outside their personal experience, their family, or their community * Inferring: Efficient readers take information from a text and add their own ideas to make inferences. During the process of inferring, readers make predictions, draw conclusions, and make judgments to create a unique interpretation of a text. Making inferences allows students to move beyond the literal text and to make assumptions about what is not precisely stated in the text. Efficient readers also can infer the meaning of unknown words using context clues, pictures, or diagrams. * Synthesizing: When comprehending text, efficient readers use synthesizing to bring together information within a text. Synthesizing involves readers piecing information together, like putting together a jigsaw. This activity encourages them to keep track of what is happening in the text. During the process of synthesizing, readers may be connecting, inferring, determining importance, posing questions, and creating images. * Visualizing: Efficient readers use all five senses to create images continually as they read text. The created images are based on their prior knowledge. Sensory images created by readers 10 help them to draw conclusions, make predictions, interpret information, remember details, and assist with overall comprehension. Images may be visual, auditory, olfactory, kinesthetic, or emotional. * Self-Questioning: Self-questioning is the strategy effective readers use to draw on existing knowledge, to investigate a text as it is read, to analyse the beliefs and motives behind the author’s surface meaning, and to monitor comprehension. Whether posed in-head, sub-vocalized or noted in writing, self-questioning is critical to maintaining connections between existing and new knowledge. Self-formulated questions provide a framework for active reading by directing the reader’s attention to key information. Efficient readers continually form questions in their minds before, during, and after reading to assist in comprehending text. Often these questions are formed spontaneously and naturally, with one question leading to the next. Questions may relate to the content, style, structure, important messages, events, actions, inferences, predictions, author’s purpose, or may be an attempt to clarify meaning. Self-formulated questions provide a framework for active reading, engaging readers in the text as they go in search of answers. * Skimming: Skimming is glancing through material to gain a general impression or overview of the content. It involves passing over much of the detail to get the gist of a text. Skimming is the most common strategy used by a reader to assess quickly whether a text is going to meet his or her purpose. Effective skimming lets a reader know in general terms how difficult a text is, how long it is, how it is structured, and where the most useful information can be found. Effective skimming strategies are critical for adolescents due to the volume of electronic text they read. Websites, CD ROMs, and multimedia texts are designed for, and subject to rapid reading practices where the reader gets the gist from sub-headings and key points, determines difficulty and usefulness, and assesses the content flow. Skimming is often used before reading to †¢ assess quickly whether a text is going to meet a purpose; †¢ determine what is to be read; †¢ determine what’s important and what may not be relevant; †¢ review text organization; †¢ activate prior knowledge. * Scanning: Scanning involves glancing through material to locate specific details such as names, dates, places, or some particular content. For instance, readers might scan a contents page or index to find the page number of a specific topic. They may scan a dictionary or telephone book in search of a particular word or name, or they may scan as they re-read 11 a text to substantiate particular responses. Like skimming, scanning is particularly important for comprehending selected parts of websites, CD ROMs, and multimedia texts. Readers may also scan a text looking for picture clues that may help them to identify any unknown words. * Determining Importance: Efficient readers constantly ask themselves what is most important or what the main idea is of what they are reading. They benefit from understanding how to determine the important information, particularly in informational texts. Factors such as purpose for reading, knowledge of topic, prior experiences, beliefs, and understanding of text organization help readers to identify important information in a text * Summarizing/Paraphrasing: Linked closely to the strategy of determining importance, summarizing/paraphrasing is the process of identifying, recording, and writing the most important information from a text into one’s own words. The ability to reduce a larger piece of text to its most important messages is done through summarizing. The re-statement of the text is referred to as paraphrasing. Summarizing/paraphrasing involves using key words and phrases to capture the general gist of a text. * Re-Reading: Efficient readers understand the benefits of re-reading whole texts or parts of texts to clarify or enhance meaning. Reading or hearing a text more than once benefits all readers, allowing them to gain a deeper understanding of the text. Re-reading can also be used as a word-identification strategy. Efficient readers sometimes re-read to work out the meaning of difficult words using context clues. The opportunity to re-read a text also helps to improve fluency * Reading On: When readers cannot decode an unfamiliar word within a text, they can make use of the â€Å"Reading On† strategy. Skipping the unfamiliar word and reading on to the end of the sentence or the next two or three sentences often provides the reader with sufficient context clues to help determine the unknown word. Once the unknown word has been determined it is important for students to re-read that section of text. â€Å"Reading On† also refers to continuing to read in an attempt to clarify meaning that may have been lost. * Adjusting Reading Rate: It is important that students give themselves permission to adjust their reading rate and to recognize when this may be necessary. The purpose for reading will often dictate the 12 most appropriate rate. Readers may slowdown to understand new information, to clarify meaning, to create sensory images, or to ask questions. Readers may also speed up when scanning for key words or skimming to get an overall impression of a text. * Sounding Out: When adolescents meet new and unfamiliar words, they will use their knowledge of letter/sound relationships to identify them. * Chunking: As readers encounter greater numbers of multi-syllabic words, it is important to encourage students to break words into units larger than individual phonemes or single sounds (/b/). Readers might chunk words by pronouncing word parts such as onset and rime (spr-ing), letter combinations (ough), syllables, or parts of the word known as morphemes which carry meaning (ed, ing). * Using Analogy: When readers manipulate or think about words they know in order to identify unknown words, they are using analogy. They transfer what they know about familiar words to help them identify unfamiliar words. When using analogy, students will transfer their knowledge of common letter sequences, onset and rimes, base words, word parts that carry meaning, or whole words. * Consulting Reference: The use of word-identification strategies such as â€Å"sounding out† or â€Å"chunking† may unlock both the pronunciation and meaning of words. However, if the word is not in a reader’s meaning vocabulary, the reader may not be able to understand the meaning of the word. Consulting a reference is an additional strategy that supports students to unlock word meaning. Being taught how to use a dictionary, thesaurus, reference chart, or glossary will help students locate the meanings, pronunciations, or derivations of unfamiliar words. 13 Conclusion: As the discussed topics demonstrate, the process of reading for meaning has bottom-line commonalities. Among these, perhaps oddly, is that at any given moment, one cannot reliably predict what a reader will do next. Eric Paulson (2005) has drawn an analogy between eye movements and the weather, both of which can be described in terms of chaos theory in physics, he argues, but neither of which is exactly predictable. And he writes: â€Å"When looked at through the lens of chaos theory, reading is clearly not a process of plodding along the text at some regular, predetermined rate but is instead a process that ebbs and flows† (p. 355). We set our purposes (or not), begin to read, perhaps question what we are reading, maybe return and reread, sometimes read ahead, go back again, maybe skim or skip some, occasionally decide not to finish reading whatever it is, maybe go ahead and read at least the headings (of an informational selection) and the conclusion, or  the final chapter or page (if a novel or short story)—all the while using strategies that are universal among proficient readers, but uniquely applied. Metaphorically, during any reading event, reading ebbs and flows, like waves. We might think of waves crashing upon the beach as meaning achieved (and perhaps examined critically), the end product of reading a stretch of text. But with such achievement, the reader is simultaneously and near simultaneously processing other parts or aspects of text and the ideas in ways that are unpredictable at the micro level. This is akin to what we often see on a beach: different waves, and different aspects of the reading process, forming, swelling, cresting, crashing, and ebbing. While one part of the reading process and event crashes and ebbs—with something processed into short- or even long-term memory, perhaps—other facets of the process are just beginning again, increasing, coming to a head, collapsing into memory (or not), and receding from the reader’s immediate attention. Yes, while I often speak of the reading process, as if this cognitive and constructive process were totally uniform, during any given reading event, whoever the Although, reading means different things to different people and skills vary with every individual, reading is a skill that can be improved. Students from various backgrounds are in reading courses for a variety of reasons. Weaknesses in vocabulary, comprehension, speed, or a combination of all three may be the result of ineffective reading habits. Active reading is engaged reading and can be achieved through comprehension regulation strategies. We should never take reading for granted, for many, these skills come slowly and with a great deal of difficulty. It is important to use a multi-sensory approach whenever possible, some memory training, tap into previous knowledge before moving forward and make it meaningful. 14 References * http://en. wikipedia. org * http://www. heinemann. com * http://www. palomar. edu * http://ababasoft. com * http://www. scribd. com * http://www. sil. org * http://www. ehow. com * http://www. stepspd. com * http://www. palomar. edu.

Theme Of The Orphan In Charlotte Bronte English Literature Essay

Theme Of The Orphan In Charlotte Bronte English Literature Essay Charlotte Bronte wrote Jane Eyre in 1847, it is a novel which tells the story of Jane who is a young orphan being raised by her aunty. Narrated by the protagonist of the young orphan herself, this novel tells the story of the characters internal development as she undergoes encounters with the outside world. The theme of the orphan in Brontes novel is evidently the stem from which all the other themes lead from. Janes alienation in being an orphan means that she faces struggles throughout her life which she has to overcome in her childhood, relationships with authority figures, and battling to find her own identity. After Jane becomes orphaned she is sent to live with her cruel, wealthy aunt Mrs Reed. Mrs Reed has a servant named Bessie who connects with Jane and provides her with part of the small amount of kindness she encounters throughout the novel, Bessie tells Jane stories and sings to her because of this Jane explains that even for her life had its gleams of sunshine [pp.32]. Towards the beginning Mrs Reed punishes Jane after a fight with her bully cousin John Reed, exclaiming that it is shocking conduct, Miss Eyre, to strike a young gentleman. your master [pp.11] the fact that she describes him as Janes master and not her cousin immediately defines the relationship between Mrs Reed and Jane, Jane is not treated like a relative but more like a slave [pp.11], from her own point of view. Jane is imprisoned in the red room; Jane is terrified of this room because it is the room in which her Uncle Reed died. This is the beginning of what will become an ongoing symbol throughout the rest of the novel, the red room can be viewed as a symbol for something Jane must overcome in her battling to find freedom, happiness and defeat her feeling of isolation. The red rooms importance as a symbol continues as a symbol throughout the novel. It reappears as a memory whenever Jane makes a connection with the place she is at now and the first time she felt ridiculed. Therefore she recalls the experience when she is embarrassed at her new School. Moreover, Jane attends Lowood School, when she initially arrives we strongly recognise her sense of isolation as she instinctively separates herself from the rest of the pupils. That being said, Jane does become intrigued by one girl, Helen Burns who she notices reading a book with an interesting title. Jane later witnesses Miss Scratcherd punishing Helen for having dirty finger nails; Jane is confused that Helen does not defend herself. Jane exclaims When we are struck at without reason, we should strike back again very hard [pp.80], at this point it is made apparent that Jane does not understand authority and the power that her teachers have over her and her fellow classmates. At this point Bronte sets a moral dilemma for Jane, Jane holds great anger towards those who punish her and believes that they should be punished too for doing so. In contrast Helen puts forward the idea that Heathens and savage tribes hold that doctrine; but Christians and civilised nations disown it. [pp.80 ], her argument is that people should be passive and forgiving, an idea that is taught in the New Testament. The moral dilemma that Bronte introduces outlines a new battle for Jane to overcome, should you love your enemy or should you wish them harm? More importantly to Janes current status, should she respect or dismiss the power of authority, particularly the authority of the teachers that are above her now? Janes development is central to the novel; at this point we witness Jane possessing a strong sense of self worth and dignity, a commitment to justice and principles. Lyndall Gordon wrote Literature cannot be the business of a womans life, and it ought not to be.[1] It is hard to define how individual Bronte was in her views today. However, the fact that Bronte created the character of Jane with such a strong personality and passionate nature, conjured up much controversy amongst critics in the sense that at the time females were expected to be calm and gentle, perhaps Jane is a representation of Bronte herself. This mirrors yet another struggle Jane has to overcome, her battling with herself and battling with others over gender roles. Throughout the novel we witness Jane continually struggling to reach equality, Jane needs to fight with those who believe women to be less than men to overcome this constant feeling of oppression. Brontes theme of Jane trying to find her own identity within her gender role, introduces us to two main male characters who threaten Janes battle to find equality and desire to maintain her dignity. The first of these characters is Mr Brocklehurst who is the head teacher of Lowood School. Mr Brocklehurst is a cruel, hypocritical character who explains that Deceit is, indeed, a sad fault in a child [pp.27], Mr Brocklehurst teaches a principle of privation while secretly stealing from the School. Jane goes onto describe seeing herself as transformed under Mr Brocklehurts eye into an artful, noxious child, and what could I do to remedy the injury? [pp.27], once again Jane is being prevented from being herself, she is unable to express herself and her feelings under the power of yet another aut hority figure. It reaches ten years and Jane describes herself as having an insignificant existence [pp.71] she later decides that the only way she can escape this oppression and the feeling of being ostracized is to escape. In her escape she turns to the second of these characters St John Rivers, who along with his sisters provides her with food and shelter. St John is cold and largely controlling in his interactions with others, meaning that yet again Jane is unable to feel free. St Johns controlling nature is witnessed through the actions of the females that surround him, and it is clear that he too believes women to be inferior to men. On Janes arrival she is greeted by Miss Varens who explains she will be happy to have Jane staying with them as Leah is a nice girl to be sure, and John and his wife are very decent people; but they are only servants, and one cant converse with them on terms of equality. [pp.83], if St John and his family were to talk to their servants the same wa y they talk to each other then, they would lose their authority. This conversation allows the reader to anticipate Janes future living in Thornfiled, although discussing servants, we instantly imagine that Jane will not find the freedom she had hoped for living under the care of St John. As the story continues Jane is faced with a dilemma when she can choose to marry St John. Each male character in Janes life appears to keep her in a submissive position, in her search for independence, self knowledge and freedom Jane must reject St John. Jane values intellectual and emotional fulfilment, her strong belief in gender and social equality challenges the Victorian prejudices against women and the poor. Jane Eyre is considered to be one of the first realistic exposures of a womans thoughts that were at the time considered to be wrong for a lady in the 19th century. That being said other criticism argues that this writing is a tradition of feminist discourse that originated fifty five years before Jane Eyre appeared, when Mary Wollstonecroft published A Vindication of the Rights of Woman (1792). [2]. Moreover, whilst being sheltered by St John, Rochester is introduced to us; he is Janes employer and the master of Thornfield. St John serves as a foil to Rochester, while Rochester is passionate John is austere and ambitious. Rochester is considered a just and liberal landlord by his tenants. he has travelled a great deal, and seen a great deal of the world [pp.91] he has travelled in an attempt to avoid youthful indiscretions , Rochesters problems are partly a result of his own recklessness. Jane must reject John and come to Rochester after ensuring that they may marry as equals. This condition is met after Jane proves herself able to be independant, she does not want to depend on Rochester solely for love and she can be independent financially. The battle then lies in the offers she receives from both John and Rochester, Rochester initially offers Jane a chance to liberate her passions; however Jane realises that this kind of freedom could also mean enslavement, by living as his mistress she would be giving away her dignity as a sacrifice for her feelings. On the other hand, John offers Jane a different type of freedom, the freedom to act on her values, he offers her the opportunity to live and work with him in India. However Jane again decides this would also act as a form of enslavement, in the sense that she would be forced to keep her feelings and her own passions hidden, as John does himself. Like the red room, Johns proposal dangers Janes emotional and intellectual feelings and would form further isolation for her. After Jane gains financial independence and asserts herself she can marry Rochester and find freedom in marriage. Jane does not want to depend of Rochester for love and the ending appears ironic, Rochester is blind and therefore it is he that becomes dependant on her. The fact that Jane Eyre is an orphan can undeniably take blame for the battles Jane faces throughout her life. This novel is very much a story about a quest for love, because Jane was an orphan she searches for more than romantic love. Jane has a quest to find acceptance, the feeling of being valued and of belonging. Jane does not want to lose her dignity and therefore struggles with her decision on who to marry, she needs to be independent and find equality in her relationship. Janes obsession with equality clearly stems from her being an orphan, and the fact that she was ill treated by her Aunt Reed. Moreover, her struggles with morality and authority also relate back to her Aunt, she fails to understand at home and at School why she should respect a figure that treats her badly and because of this she struggles with her own morality. Brontes novel appears highly controversial to its time in the sense that it raises feminist issues, that being said, its issues tackle what can be a reality of the effects of a child becoming an orphan, and therefore can still hold relevance to todays society.