Pacing Essay Example | Topics and Well Written Essays - 750 words

Pacing - Essay Example Moreover, the paper will cover learning for troublesome subjects in English language learners’ class. Pacing Introduction According to Alan Hofmeister and Margaret Libke, pacing involves both educational plan and exercise pacing. A pacing guide is a composed timetable that contains the ideas, themes and aptitudes that are connected the educational program to be secured inside a predetermined timeframe (Richards and Lockhart, 2006, p 126). Educational plan pacing is worried about the rate at which progress is made in conveying the educational plan while exercise pacing is worried about the rate at which an educator leads the individual exercises. From past exploration, it is apparent that low-accomplishing understudies adapt viably when exercises are led at energetic pace since increasingly content is shrouded in homeroom (Hofmeister and Lubke, 1999, p 19). In any case, it is accepted that the exercise trouble will allow the students to accomplish a higher pace of progress sinc e exceptionally troublesome exercises or substance can't very much learned at instructional pace. Great pacing furnishes the understudies with the correct cadence of the exercise and makes a recognition that the exercise is advancing at the correct speed (Richards and Lockhart, 2006, p 127). Exercise pacing is basic in homeroom learning. Exercise pacing acts a pointer that understudies use to check the speed and progress of learning in a specific exercise. As needs be, pacing empowers the educators or instructors to adjust the strategy for instructing to the destinations of learning and level of trouble of the exercise (Richards and Lockhart, 2006, p 131). Successful pacing empowers the instructor to hold the consideration of the understudies along these lines adding to compelling accomplishment of the learning targets in a specific exercise. In such manner, understudies have earlier impression of the measure of substance that will be secured inside a specific period in this way emp owering them to focus during the whole exercise time frame (Hofmeister and Lubke, 1999, p 27). Exercise pacing helps in progressing starting with one learning subject then onto the next during the exercise. In such manner, pacing guarantees that educators convey information in an intelligible and successive way since no interferences, for example, missing instructional materials happen. Exercise pacing stimulates learning interest and controls students’ social issues during the exercise. Exercise pacing encourages commitment from the students through requesting explanations, quality addressing and inclusion of adequate substance inside the exercise time frame (Richards and Lockhart, 2006, p 132). Pacing for a class that incorporates English Language Learner (ELL) understudies and for a class that does exclude ELL understudies will vary altogether. For ELL class, clarification of specific vocabularies and key terms is basic before showing the understudies new ideas (Hofmeister and Lubke, 1999, p 52). For English Language Learners (ELL), the instructor must move at a more slow pace while showing the ideas through non-verbal communication so as to keep up the consideration of the students. For ELL understudies, the educator must present learning materials and directions outwardly through giving gifts and not depending altogether on oral guidelines (Richards and Lockhart, 2006, p 139). The pacing must encourage language dominance through away from of exercise goals and meaning of the language targets. The exercise content must be lined up with English language capability and exercise exercises must coordinate exercise ideas with English language practice openings, for example, composing sonnets (Hofmeister and Lub

Citrobacter freundii Lab Report Example | Topics and Well Written Essays - 250 words

Citrobacter freundii - Lab Report Example The plates were set in a hatchery and developed while watching the morphology. A Gram stain was performed on the obscure close by quality control microbes. The gram response was watched and recorded and explicit biochemical tests performed. Given the response gave out a gram negative pole, the principal test performed was oxidase test. Different tests performed are recorded in the table found in the outcomes segment. After all the differential tests were played out, the outcomes indicated that the personality of obscure microorganism was citrobacter freundii. The outcomes were thought about against the class graph indicating the arrangements of the microorganisms. The assurance that the obscure living being was gram negative pole started utilization of TSA inclination to vaccinate different tests, Oxidase test, BCP lactose, Indole test, Citrate test, Motility test (Fraser, 76). All the outcomes were all around worked out for the tests with the exception of the citrate test which gave a bogus negative outcomes. The mistake was noted given that, for this test, the outcome was conflicting with different tests. The test was rehashed and had the option to give a positive outcome. Taking everything into account, the obscure living being was seen as Citrobacter freundii, following a progression of ends produced using the tests. Citrobacter freundii is in the Enterobacteriaceae family and are gram-negative bacilli (Fraser p. 20). It is typically found in sewage and intestinal tract of creatures and people. It can make illness its

Summer Rewind

Summer Rewind Friends, can you believe its already the end of summer? It flew by so fast. The semester did not allow for any settling in; I have been up and running since Day 1. Regardless, although I really miss summer, I am pretty happy with the start of the new semester (Keep an eye out for a future blog titled New Year, New Me). Do yall remember the blog I wrote last spring about how you can spend your summer? There are a million different things you can do with your summer, and I am very happy to say that I was able to knock off lots of things on that list. This blog is going to be about what I did this summer. Although not all of it was spectacular, I can definitely say this summer was not short on adventures. Europe Summer started off the best way possibleâ€"a trip to Europe with 4 of my best friends. We had planned to go on a friends trip during spring break, but because of research travel, I was not able to make it. The trip was suspended until after finals and honestly, I think that was the best decision we made. We flew out the day after finals. Our first stop was London! This was my first time in Europe, so your girl was hyped! We hit all the main attractions: Big Ben, the London Eye, and Buckingham Palace. Our time in London was limited to 7 hours before we had to catch a train to Paris, stop #2. MY BEAUTIFUL BEST FRIENDS AND I IN LONDON 3 Have any of you traveled on the high speed trains around Europe? They are so cool! We took the EuroStar from London to Paris. The EuroStar is super cool because the train travels underground through the English Channel. In reality, it was pitch black when we were in them, but it was still cool knowing we were under water. Once in Paris, we all fell asleep. It had been a day since we had all slept back in America, it was time for lights out. The next day, we walked over 10 miles! Sadly, a week before our trip, Notre Dame had its huge fire, so the closest we were able to get was a park across the street. Regardless, Paris was still very beautiful. We were able to hit all the spots we wanted: The Louvre, Eiffel Tower, Catacombs, and Versai. Our last stop was Amsterdam! True love in the most romantic city in the world Amsterdam was by far my favorite. The people were super friendly, the fries rocked, but most importantly, the city was a dream. I could 100% live there. Everyone bikes everywhere, there are waffle stands all over the place, its super vegan-friendly (yes, Im veganâ€"Go Plants!), and theyre known for their tulip gardens. We walked an average of 10 miles each day, and though it was super tiring, it was so worth it. Feelin dutch! Calculus Tears Europe was a dream with my best friends, but it wasnt long before the reality of summer hit. Once I got back to Chicago, I needed to find a job ASAP. Luckily, I was hired as a barista and learned some really cool things about the coffee craft. Since math is not my best subject, I wanted to take the class over the summer at a community college so that I could devote all of my time to it. Needless to say, calculus is super hard! I got through the class and learned some stuff about derivatives, but I am really happy biology only requires you to take Calculus 1. The classes lasted 8 weeks, and to celebrate the end, I took another trip Happy Times in Canada Alright, if it is not apparent, I love traveling! Anytime I get the opportunity to go away, I always take it. Look out for a blog on how you can travel as a student with a tight budget. Anyways, Canada is awesome! My best friend and I road-tripped to the Quebec region and stopped in Ottawa, Quebec City, and Parc National de la Jacques-Cartier. I had never been that far east in Canada. The cities were amazing, but the national park was by far my favorite part. Scroll down for some pictures I took along the trip! Ottawa Parliment Parc National de la Jacques-Cartier Back to School I got back to campus a week before classes started to get settled into my new house and prepare for the semester ahead. I like being back. Although I do miss traveling and stress-free summer adventures, I am super excited to finish up my senior year. Its kind of scary, to be honest. It feels like I just moved into Weston Hall, but in reality, that was 3 years ago. Time flies, friends, and it really hits you in the face once youre a senior. This year, I want to really focus on making my posts as helpful as I can for you all. I am going to talk a bit about my research, new goals, grad school, work, etc. I hope you all enjoyed reading my blogs last semester. Good luck with college apps, future Illini! I know the stress, but in the end, I promise everything will be okay. Until next time, JN Julissa Class of 2020 I am majoring in Integrative Biology within the College of Liberal Arts and Sciences. I am from Lemont, a small southwest suburb of Chicago. If you want to read about the daily life of a student on campus and get some tips and tricks in the trade, my post are for you!

Different Forms Of Depressive Disorders - 1642 Words

A normal part of growing up is experiencing good days and bad days. On a bad day one might feel moody or depressed, sometimes without even knowing the cause of why. Every once in a while having depressed days is normal, especially for those going through the stages of puberty. If these days remain consistent, last for long periods, and effect personal relationships/daily activities, then that person is adequately suffering from clinical depression. There are numerous forms of depressive disorders. Clinical depressive disorder, most commonly referred to as major depressive disorder (MDD), is depression, according to the National Institute of Health, that includes severe symptoms which interfere with your ability to work, sleep, study, eat, and enjoy life (â€Å"What is Depression?†). Major depression can be passed down from generation to generation in some cases, but also may affect victims that have no trace of the illness in his family history. MDD can be diagnosed to patients who experience some of the many symptoms on a daily basis. These symptoms include: fatigue, feelings of worthlessness, guilt, indecisiveness, insomnia or hypersomnia, anhedonia (loss of interest in all activities), restlessness, thoughts of death or suicide, and also, significant weight loss or weight gain. MDD is an episodic disorder. This means that the feelings come and go. Over half of those who suffer experience additional episodes later on. The National Institute of Mental Health reports 6.7% ofShow MoreRelatedPsychology : Human And Emotional Type Of Disorders1734 Words   |  7 Pagesemotional type of disorders. As a psychology major you get to look at psychology through many forms, this is done with an objective which prepares you so to see which focus you find or can connect to most, most often for personal or logical base reasons. A subject or topic that caught my attention and helped me be more interested in the subject of psychology was wanting to know more about mentality or behavior and what exactly the brain or anything for that fact had influence in a different or psychologicalRead MoreMajor Depressive Disorder ( Mdd )1428 Words   |  6 PagesMajor Depressive Disorder is defined as a â€Å"moderate-to-severe mood disorder in which a person experiences only major depressive episodes but no hypomanic, manic, or mixed episodes† (Butcher, Hooley, Mineka, 2014, p. 618). Major Depressive Disorder (MDD) is also referred to Major Depression. MDD is also â€Å"characterized by a combination of symptoms that interfere with a person’s ability to work, sleep, study, eat, and enjoy once-pleasurable activities. Major depression is disabling and prevents aRead MoreMajor Depressive Disorder. One Of The Most Commonly Diagnosed1367 Words   |  6 PagesMajor Depressive Disorder One of the most commonly diagnosed mental disorders in the United States is Major depressive disorder. Major depressive disorder is defined by the National Institute of Mental Health as a common but serious mood disorder that causes severe symptoms that affect how you feel, think, and handle daily activities, such as sleep, eating or working. For a doctor to diagnose you the symptoms must be present for a minimum of two weeks. Major depressive disorder is an umbrellaRead MoreEssay on Depressive Disorders1695 Words   |  7 Pagesneed. There are many ways to effectively treat depression like medications, psychotherapies, and other methods. Furthermore, there are several forms of depressive disorders: major depressive disorder (major depression), dysthymic disorder (dysthymia), minor depression, psychotic depression, postpartum depression, seasonal affective disorder, and bipolar disorder. All of those types of depression are most likely caused by a combination of genetic, biological, environmental, and psychological factors.Read More Biological Theories of Manic-Depression Essay1295 Words   |  6 Pagesbipolar disorder. The disorder is characterized by alternating periods of depression and mania and occurs in 1% of the population. The depressive episodes can range in severity from dysthymia to major depressive episodes. The major depressive episodes are classified as periods of at least two weeks in l ength during which sadness, lethargy, insomnia or excessive sleep, increase or decrease in appetite, hopelessness, and suicidal ideation or suicide attempts are present. Dysthymia is the milder form ofRead More Fighting More Than the Blues: A Look into Depressive Disorders1101 Words   |  5 Pagesthe Blues: A Look into Depressive Disorders This paper will focus on depressive disorders, and it will describe what they are, how they manifest themselves, what causes them and/or what makes certain individuals susceptible to the disorder as compared to others. This piece will also describe the most common treatment practices, and the effectiveness of these treatments. It will conclude by offering some testimonials from individuals who suffer from depressive disorders as well as some additionalRead MoreDepression Disorder And Its Causes1100 Words   |  5 PagesDepression Disorder and Its Causes Miami Dade College Depression Disorder and Its Causes A depressive disorder is an illness that involves the body, mood, and thoughts. It interferes with daily life, normal functioning, and causes pain for both the person with the disorder and those who care about him or her. A depressive disorder is not the same as passing blue moon, it is not a sign of a personal weakness or a condition that can be wished away. People with depressive illness can get better by â€Å"pullingRead MoreDepression Is a Common but Serious Illness776 Words   |  4 Pagesactivities of an individual and the people that surround them. Depression can occur in many different ways. Major depressive episode, or major depression, is a period of intense depressed mood. This particular type of depression can occur at any age and have diverse characteristics depending on the circumstance. Individuals may experience a single episode or may have reoccurring episodes. Major depressive can affect a person’s sleep, school, work, and activities that once were enjoyable to them.Read MoreSymptoms And Symptoms Of A Depressive Disorder1591 Words   |  7 PagesWhat is a depressive disorder? â€Å" A depressive disorder is an illness that involves the body, mood, and thoughts. It interferes with daily life, normal functioning, and causes pain for both the person with the disorder and those who care about him or her.† (Psychology Today) The term depression in psychology is more than just sadness. â€Å"People with depression may experience a lack of interest and pleasure in daily activities, significant weight loss or gain, insomnia or excessive sleeping, lack ofRead MoreManic Depression : An Effective Disorder952 Words   |  4 PagesIn this research paper, mood disorder is known as an effective disorder. This Mood disorder has another name or title that is psychiatrically labeled as Manic Depression. Sometimes individuals have good days or bad days, or just simply feel depressed. This manic depression concept reaches way beyond the trivial aspects of life. Sometimes life itself throws a curve, to the point, where an individual becomes unhappy about things that may lead them to a state of being emotionally depressed, but this

Virginia Woolf a figure of Anglo-Saxon modernism - Free Essay Example

Sample details Pages: 1 Words: 343 Downloads: 2 Date added: 2019/08/02 Category People Essay Level High school Tags: Virginia Woolf Essay Did you like this example? Virginia Woolf is one of the most relevant figures of Anglo-Saxon modernism and a feminist voice of the first half of 1900. Although the British writer is still recognized as one of the most influential writers of the 20th century. Her works include the novels ‘Mrs. Don’t waste time! Our writers will create an original "Virginia Woolf a figure of Anglo-Saxon modernism" essay for you Create order Dalloway’ (1925) and ‘Al Faro’ (1927), as well as numerous essays in which she investigate the role of women in modern society. Her life was marked by depression and bipolar disorder, which led her to commit suicide in 1941 when she was 56 years old. As a child, she and her sister Vanessa suffered repeated sexual abuse from their half-brothers. Her mother died when he was 13 years old and from there, she began to develop his sudden mood swings. In 1908 and after publishing articles and reviews for various newspapers of London, Woolf made her first literary work with the play ‘Melymbrosia’. She wrote her first novel at the age of 35, was called ‘The Voyage Out’, a work that a lot of people believe it was a premonition regarding the death of the writer herself. ‘In Night and Day’ (1919) the writer analyzes the society in which she lived, where modernity was in conflict with the traditional role of women; so, it began to have transformations in England. She was married with the economist and historian, Leonard Woolf, but Virginia get tired of him, so she had a relationship with the also writer Vita Sackville-West, who was her muse for Orlando, her 1928 novel. On April 28, 1942, Virginia Woolf made the decision to commit suicide. She filled her pockets with a lot of stones and threw herself into the Ouse River. The depression and the fear of something happening with her husband, who was Jewish, in the context of the Second World War, led her to end her life. The writer left a letter to Leonard and another to her sister Vanessa, as does the protagonist of ‘The Voyage Out’. Virginia Woolf wrote 8 novels and more than 30 essays and analyses of other genres where the autobiographical narrative and the analysis to the London society always reigned.

The Twilight Saga 5 Midnight Sun 4. Visions Free Essays

string(34) " to beat me in a wrestling match\." I went back to school. This was the right thing to do, the most inconspicuous way to behave. By the end of the day, almost all the other students had returned to class, too. We will write a custom essay sample on The Twilight Saga 5: Midnight Sun 4. Visions or any similar topic only for you Order Now Just Tyler and Bella and a few others – who were probably using the accident as a chance to ditch – remained absent. It shouldn’t be so hard for me to do the right thing. But, all afternoon, I was gritting my teeth against the urge that had me yearning ditch, too – in order to go find the girl again. Like a stalker. An obsessessed stalker. An obsessessed, vampire stalker. School today was – somehow, impossibly – even more boring than it had seemed just a week ago. Coma-like. It was as if the color had drained from the bricks, the trees, the sky, the faces around me†¦ I stared at the cracks in the walls. There was another right thing I should be doing†¦that I was not. Of course, it was also a wrong thing. It all depended on the perspective from which you viewed it. From the perspective of a Cullen – not just a vampire, but a Cullen, someone who belonged to a family, such a rare state in our world – the right thing to do would have gone something like this: â€Å"I’m surprised to see you in class, Edward. I heard you were involved in that awful accident this morning.† â€Å"Yes, I was, Mr. Banner, but I was the lucky one.† A friendly smile. â€Å"I didn’t get hurt at all†¦ I wish I could say the same for Tyler and Bella.† â€Å"How are they?† â€Å"I think Tyler is fine†¦just some superficial scrapes from the windshield glass. I’m not sure about Bella, though.† A worried frown. â€Å"She might have a concussion. I heard she was pretty incoherent for a while – seeing things even. I know the doctors were worried†¦Ã¢â‚¬  That’s how it should have gone. That’s what I owed my family. â€Å"I’m surprised to see you in class, Edward. I heard you were involved in that awful accident this morning.† â€Å"I wasn’t hurt.† No smile. Mr. Banner shifted his weight from foot to foot, uncomfortable. â€Å"Do you have any idea how Tyler Crowley and Bella Swan are? I heard there were some injuries†¦Ã¢â‚¬  I shrugged. â€Å"I wouldn’t know.† Mr. Banner cleared his throat. â€Å"Er, right†¦Ã¢â‚¬  he said, my cold stare making his voice sound a bit strained. He walked quickly back to the front of classroom and began his lecture. It was the wrong thing to do. Unless you looked at it from a more obscure point of view. It just seemed so†¦so unchivalrous to slander the girl behind her back, especially when she was proving more trustworthy than I could have dreamed. She hadn’t said anything to betray me, despite having good reason to do so. Would I betray her when she had done nothing but keep my secret? I had a nearly identical conversation with Mrs. Goff – just in Spanish rather than in English – and Emmett gave me a long look. I hope you have a good explanation for what happened today. Rose is on the warpath. I rolled my eyes without looking at him. I actually had come up with a perfectly sound explanation. Just suppose I hadn’t done anything to stop the van from crushing the girl†¦ I recoiled from that thought. But if she had been hit, if she’d been mangled and bleeding, the red fluid spilling, wasting on the blacktop, the scent of the fresh blood pulsing through the air †¦ I shuddered again, but not just in horror. Part of me shivered in desire. No, I would not have been able to watch her bleed without exposing us all in a much more flagrant and shocking way. It was a perfectly sound excuse†¦but I wouldn’t use it. It was too shameful. And I hadn’t thought of it until long after the fact, regardless. Look out for Jasper, Emmett went on, oblivious to my reverie. He’s not as angry†¦but he’s more resolved. I saw what he meant, and for a moment the room swam around me. My rage was so all-consuming that a red haze clouded my vision. I thought I would choke on it. SHEESH, EDWARD! GET A GRIP! Emmett shouted at me in his head. His hand came down on my shoulder, holding me in my seat before I could jump to my feet. He rarely used his full strength – there was rarely a need, for he was so much stronger than any vampire any of us had ever encountered – but he used it now. He gripped my arm, rather than pushing me down. If he’d been pushing, the chair under me would have collapsed. EASY! He ordered. I tried to calm myself, but it was hard. The rage burned in my head. Jasper’s not going to do anything until we all talk. I just thought you should know the direction he’s headed. I concentrated on relaxing, and I felt Emmett’s hand loosen. Try not to make more of a spectacle of yourself. You’re in enough trouble as it is. I took a deep breath and Emmett released me. I searched around the room routinely, but our confrontation had been so short and silent that only a few people sitting behind Emmett had even noticed. None of them knew what to make of it, and they shrugged it off. The Cullens were freaks – everyone knew that already. Damn, kid, you’re a mess, Emmett added, sympathy in his tone. â€Å"Bite me,† I muttered under my breath, and I heard his low chuckle. Emmett didn’t hold grudges, and I probably ought to be more grateful for his easy going nature. But I could see that Jasper’s intentions made sense to Emmett, that he was considering how it might be the best course of action. The rage simmered, barely under control. Yes, Emmett was stronger than I was, but he’d yet to beat me in a wrestling match. You read "The Twilight Saga 5: Midnight Sun 4. Visions" in category "Essay examples" He claimed that this was because I cheated, but hearing thoughts was just as much a part of who I was as his immense strength was a part of him. We were evenly matched in a fight. A fight? Was that where this was headed? Was I going to fight with my family over a human I barely knew? I thought about that for a moment, thought about the fragile feel of the girl’s body in my arms in juxtaposition with Jasper, Rose, and Emmett – supernaturally strong and fast, killing machines by nature†¦ Yes, I would fight for her. Against my family. I shuddered. But it wasn’t fair to leave her undefended when I was the one who’d put her in danger. I couldn’t win alone, though, not against the three of them, and I wondered who my allies would be. Carlisle, certainly. He would not fight anyone, but he would be wholly against Rose’s and Jasper’s designs. That might be all I needed. I would see†¦ Esme, doubtful. She would not side against me either, and she would hate to disagree with Carlisle, but she would be for any plan that kept her family intact. Her first priority would not be rightness, but me. If Carlisle was the soul of our family, then Esme was the heart. He gave us a leader who deserved following; she made that following into an act of love. We all loved each other – even under the fury I felt toward Jasper and Rose right now, even planning to fight them to save the girl, I knew that I loved them. Alice†¦I had no idea. It would probably depend on what she saw coming. She would side with the winner, I imagined. So, I would have to do this without help. I wasn’t a match for them alone, but I wasn’t going to let the girl be hurt because of me. That might mean evasive action†¦ My rage dulled a bit with the sudden, black humor. I could imagine how the girl would react to my kidnapping her. Of course, I rarely guessed her reactions right – but what other reaction could she have besides terror? I wasn’t sure how to manage that, though – kidnapping her. I wouldn’t be able to stand being close to her for very long. Perhaps I would just deliver her back to her mother. Even that much would be fraught with danger. For her. And also for me, I realized suddenly. If I were to kill her by accident†¦ I wasn’t certain exactly how much pain that would cause me, but I knew it would be multifaceted and intense. The time passed quickly while I mulled over all the complications ahead of me: the argument waiting for me at home, the conflict with my family, the lengths I might be forced to go to afterward†¦ Well, I couldn’t complain that life outside this school was monotonous any more. The girl had changed that much. Emmett and I walked silently to the car when the bell rang. He was worrying about me, and worrying about Rosalie. He knew whose side he would have to choose in a quarrel, and it bothered him. The others were waiting for us in the car, also silent. We were a very quiet group. Only I could hear the shouting. Idiot! Lunatic! Moron! Jackass! Selfish, irresponsible fool! Rosalie kept up a constant stream of insults at the top of her mental lungs. It made it hard to hear the others, but I ignored her as best I could. Emmett was right about Jasper. He was sure of his course. Alice was troubled, worrying about Jasper, flipping through images of the future. No matter which direction Jasper came at the girl, Alice always saw me there, blocking him. Interesting†¦neither Rosalie nor Emmett was with him in these visions. So Jasper planned to work alone. That would even things up. Jasper was the best, certainly the most experienced fighter among us. My one advantage lay in that I could hear his moves before he made them. I had never fought more than playfully with Emmett or Jasper – just horsing around. I felt sick at the thought of really trying to hurt Jasper†¦ No, not that. Just to block him. That was all. I concentrated on Alice, memorizing Jasper’s different avenues of attack. As I did that, her visions shifted, moving further and further away from the Swan’s house. I was cutting him off earlier†¦ Stop that, Edward! It can’t happen this way. I won’t let it. I didn’t answer her, I just kept watching. She began searching farther ahead, into the misty, unsure realm of distant possibilities. Everything was shadowy and vague. The entire way home, the charged silence did not lift. I parked in the big garage off the house; Carlisle’s Mercedes was there, next to Emmett’s big jeep, Rose’s M3 and my Vanquish. I was glad Carlisle was already home – this silence would end explosively, and I wanted him there when that happened. We went straight to the dining room. The room was, of course, never used for its intended purpose. But it was furnished with a long oval mahogany table surrounded by chairs – we were scrupulous about having all the correct props in place. Carlisle liked to use it as a conference room. In a group with such strong and disparate personalities, sometimes it was necessary to discuss things in a calm, seated manner. I had a feeling that the setting was not going to help much today. Carlisle sat in his usual seat at the eastern head of the room. Esme was beside him – they held hands on top of the table. Esme’s eyes were on me, their golden depths full of concern. Stay. It was her only thought. I wished I could smile at the woman who was truly a mother to me, but I had no reassurances for her now. I sat on Carlisle’s other side. Esme reached around him to put her free hand on my shoulder. She had no idea of what was about to start; she was just worrying about me. Carlisle had a better sense of what was coming. His lips were pressed tightly together and his forehead was creased. The expression looked too old for his young face. As everyone else sat, I could see the lines being drawn. Rosalie sat directly across from Carlisle, on the other end of the long table. She glared at me, never looking away. Emmett sat beside her, his face and thoughts both wry. Jasper hesitated, and then went to stand against the wall behind Rosalie. He was decided, regardless of the outcome of this discussion. My teeth locked together. Alice was the last to come in, and her eyes were focused on something far away – the future, still too indistinct for her to make use of it. Without seeming to think about it, she sat next to Esme. She rubbed her forehead as if she had a headache. Jasper twitched uneasily and considered joining her, but he kept his place. I took a deep breath. I had started this – I should speak first. â€Å"I’m sorry,† I said, looking first at Rose, then Jasper and then Emmett. â€Å"I didn’t mean to put any of you at risk. It was thoughtless, and I take full responsibility for my hasty action.† Rosalie glared at me balefully. â€Å"What do you mean, take full responsibility’? Are you going to fix it?† â€Å"Not the way you mean,† I said, working to keep my voice even and quiet. â€Å"I’m willing to leave now, if that makes things better.† If I believe that the girl will be safe, if I believe that none of you will touch her, I amended in my head. â€Å"No,† Esme murmured. â€Å"No, Edward.† I patted her hand. â€Å"It’s just a few years.† â€Å"Esme’s right, though,† Emmett said. â€Å"You can’t go anywhere now. That would be the opposite of helpful. We have to know what people are thinking, now more than ever.† â€Å"Alice will catch anything major,† I disagreed. Carlisle shook his head. â€Å"I think Emmett is right, Edward. The girl will be more likely to talk if you disappear. It’s all of us leave, or none of us.† â€Å"She won’t say anything,† I insisted quickly. Rose was building up to the explosion, and I wanted this fact out there first. â€Å"You don’t know her mind,† Carlisle reminded me. â€Å"I know this much. Alice, back me up.† Alice stared up at me wearily. â€Å"I can’t see what will happen if we just ignore this.† She glanced at Rose and Jasper. No, she couldn’t see that future – not when Rosalie and Jasper were so decided against ignoring the incident. Rosalie’s palm smacked down on the table with a loud bang. â€Å"We can’t allow the human a chance to say anything. Carlisle, you must see that. Even if we decided to all disappear, it’s not safe to leave stories behind us. We live so differently from the rest of our kind – you know there are those who would love an excuse to point fingers. We have to be more careful than anyone else!† â€Å"We’ve left rumors behind us before,† I reminded her. â€Å"Just rumors and suspicions, Edward. Not eyewitnesses and evidence!† â€Å"Evidence!† I scoffed. But Jasper was nodding, his eyes hard. â€Å"Rose – † Carlisle began. â€Å"Let me finish, Carlisle. It doesn’t have to be any big production. The girl hit her head today. So maybe that injury turns out to be more serious that it looked.† Rosalie shrugged. â€Å"Every mortal goes to sleep with the chance of never waking up. The others would expect us to clean up after ourselves. Technically, that would make it Edward’s job, but this is obviously beyond him. You know I’m capable of control. I would leave no evidence behind me.† â€Å"Yes, Rosalie, we all know how proficient an assassin you are,† I snarled. She hissed at me, furious. â€Å"Edward, please,† Carlisle said. Then he turned to Rosalie. â€Å"Rosalie, I looked the other way in Rochester because I felt that you were owed your justice. The men you killed had wronged you monstrously. This is not the same situation. The Swan girl is an innocent.† â€Å"It’s not personal, Carlisle,† Rosalie said through her teeth. â€Å"It’s to protect us all.† There was a brief moment of silence while Carlisle thought through his answer. When he nodded, Rosalie’s eyes lit up. She should have known better. Even if I hadn’t been able to read his thoughts, I could have anticipated his next words. Carlisle never compromised. â€Å"I know you mean well, Rosalie, but†¦I’d like very much for our family to be worth protecting. The occasional†¦accident or lapse in control is a regrettable part of who we are.† It was very like him to include himself in the plural, though he had never had such a lapse himself. â€Å"To murder a blameless child in cold blood is another thing entirely. I believe the risk she presents, whether she speaks her suspicions or not, is nothing to the greater risk. If we make exceptions to protect ourselves, we risk something much more important. We risk losing the essence of who we are.† I controlled my expression very carefully. It wouldn’t do at all to grin. Or to applaud, as I wished I could. Rosalie scowled. â€Å"It’s just being responsible.† â€Å"It’s being callous,† Carlisle corrected gently. â€Å"Every life is precious.† Rosalie sighed heavily and her lower lip pouted out. Emmett patted her shoulder. â€Å"It’ll be fine, Rose,† he encouraged in a low voice. â€Å"The question,† Carlisle continued, â€Å"is whether we should move on?† â€Å"No,† Rosalie moaned. â€Å"We just got settled. I don’t want to start on my sophomore year in high school again!† â€Å"You could keep your present age, of course,† Carlisle said. â€Å"And have to move again that much sooner?† she countered. Carlisle shrugged. â€Å"I like it here! There’s so little sun, we get to be almost normal.† â€Å"Well, we certainly don’t have to decide now. We can wait and see if it becomes necessary. Edward seems certain of the Swan girl’s silence.† Rosalie snorted. But I was no longer worried about Rose. I could see that she would go along with Carlisle’s decision, not matter how infuriated she was with me. Their conversation had moved on to unimportant details. Jasper remained unmoved. I understood why. Before he and Alice had met, he’d lived in a combat zone, a relentless theater of war. He knew the consequences of flouting the rules – he’d seen the grisly aftermath with his own eyes. It said much that he had not tried to calm Rosalie down with his extra faculties, nor did he now try to rile her up. He was holding himself aloof from this discussion – above it. â€Å"Jasper,† I said. He met my gaze, his face expressionless. â€Å"She won’t pay for my mistake. I won’t allow that.† â€Å"She benefits from it, then? She should have died today, Edward. I would only set that right.† I repeated myself, emphasizing each word. â€Å"I will not allow it.† His eyebrows shot up. He wasn’t expecting this – he hadn’t imagined that I would act to stop him. He shook his head once. â€Å"I won’t let Alice live in danger, even a slight danger. You don’t feel about anyone the way I feel about her, Edward, and you haven’t lived through what I’ve lived through, whether you’ve seen my memories or not. You don’t understand.† â€Å"I’m not disputing that, Jasper. But I’m telling you now, I won’t allow you to hurt Isabella Swan.† We stared at each other – not glaring, but measuring the opposition. I felt him sample the mood around me, testing my determination. â€Å"Jazz,† Alice said, interrupting us. He held my gaze for a moment more, and then looked at her. â€Å"Don’t bother telling me you can protect yourself, Alice. I already know that. I’ve still got to – † â€Å"That’s not what I’m going say,† Alice interrupted. â€Å"I was going to ask you for a favor.† I saw what was on her mind, and my mouth fell open with an audible gasp. I stared at her, shocked, only vaguely aware that everyone besides Alice and Jasper was now eyeing me warily. â€Å"I know you love me. Thanks. But I would really appreciate it if you didn’t try to kill Bella. First of all, Edward’s serious and I don’t want you two fighting. Secondly, she’s my friend. At least, she’s going to be.† It was clear as glass in her head: Alice, smiling, with her icy white arm around the girl’s warm, fragile shoulders. And Bella was smiling, too, her arm around Alice’s waist. The vision was rock solid; only the timing of it was unsure. â€Å"But†¦Alice†¦Ã¢â‚¬  Jasper gasped. I couldn’t manage to turn my head to see his expression. I couldn’t tear myself away from the image in Alice’s head in order to hear his. â€Å"I’m going to love her someday, Jazz. I’ll be very put out with you if you don’t let her be.† I was still locked into Alice’s thoughts. I saw the future shimmer as Jasper’s resolve floundered in the face of her unexpected request. â€Å"Ah,† she sighed – his indecision had cleared a new future. â€Å"See? Bella’s not going to say anything. There’s nothing to worry about.† The way she said the girl’s name†¦like they were already close confidants†¦ â€Å"Alice,† I choked. â€Å"What†¦does this†¦?† â€Å"I told you there was a change coming. I don’t know, Edward.† But she locked her jaw, and I could see that there was more. She was trying not to think about it; she was focusing very hard on Jasper suddenly, though he was too stunned to have progressed much in his decision making. She did this sometimes when she was trying to keep something from me. â€Å"What, Alice? What are you hiding?† I heard Emmett grumble. He always got frustrated when Alice and I had these kinds of conversations. She shook her head, trying to not let me in. â€Å"Is it about the girl?† I demanded. â€Å"Is it about Bella?† She had her teeth gritted in concentration, but when I spoke Bella’s name, she slipped. Her slip only lasted the tiniest portion of a second, but that was long enough. â€Å"NO!† I shouted. I heard my chair hit the floor, and only then realized I was on my feet. â€Å"Edward!† Carlisle was on his feet, too, his arm on my shoulder. I was barely aware of him. â€Å"It’s solidifying,† Alice whispered. â€Å"Every minute you’re more decided. There’re really only two ways left for her. It’s one or the other, Edward.† I could see what she saw†¦but I could not accept it. â€Å"No,† I said again; there was no volume to my denial. My legs felt hollow, and I had to brace myself against the table. â€Å"Will somebody please let the rest of us in on the mystery?† Emmett complained. â€Å"I have to leave,† I whispered to Alice, ignoring him. â€Å"Edward, we’ve already been over that,† Emmett said loudly. â€Å"That’s the best way to start the girl talking. Besides, if you take off, we won’t know for sure if she’s talking or not. You have to stay and deal with this.† â€Å"I don’t see you going anywhere, Edward,† Alice told me. â€Å"I don’t know if you can leave anymore.† Think about it, she added silently. Think about leaving. I saw what she meant. Yes, the idea of never seeing the girl again was†¦painful. But it was also necessary. I couldn’t sanction either future I’d apparently condemned her to. I’m not entirely sure of Jasper, Edward, Alice went on. If you leave, if he thinks she’s a danger to us†¦ â€Å"I don’t hear that,† I contradicted her, still only halfway aware of our audience. Jasper was wavering. He would not do something that would hurt Alice. Not right this moment. Will you risk her life, leave her undefended? â€Å"Why are you doing this to me?† I groaned. My head fell into my hands. I was not Bella’s protector. I could not be that. Wasn’t Alice’s divided future enough proof of that? I love her, too. Or I will. It’s not the same, but I want her around for that. â€Å"Love her, too?† I whispered, incredulous. She sighed. You are so blind, Edward. Can’t you see where you’re headed? Can’t you see where you already are? It’s more inevitable than the sun rising in the east. See what I see†¦ I shook my head, horrified. â€Å"No.† I tried to shut out the visions she revealed to me. â€Å"I don’t have to follow that course. I’ll leave. I will change the future.† â€Å"You can try,† she said, her voice skeptical. â€Å"Oh, come on!† Emmett bellowed. â€Å"Pay attention,† Rose hissed at him. â€Å"Alice sees him falling for a human! How classically Edward!† She made a gagging sound. I scarcely heard her. â€Å"What?† Emmett said, startled. Then his booming laugh echoed through the room. â€Å"Is that what’s been going on?† He laughed again. â€Å"Tough break, Edward.† I felt his hand on my shoulder, and I shook it off absently. I couldn’t pay attention to him. â€Å"Fall for a human?† Esme repeated in a stunned voice. â€Å"For the girl he saved today? Fall in love with her?† â€Å"What do you see, Alice? Exactly,† Jasper demanded. She turned toward him; I continued to stare numbly at the side of her face. â€Å"It all depends on whether he is strong enough or not. Either he’ll kill her himself† – she turned to meet my gaze again, glaring – â€Å"which would really irritate me, Edward, not to mention what it would do to you – † she faced Jasper again, â€Å"or she’ll be one of us someday.† Someone gasped; I didn’t look to see who. â€Å"That’s not going to happen!† I was shouting again. â€Å"Either one!† Alice didn’t seem to hear me. â€Å"It all depends,† she repeated. â€Å"He may be just strong enough not to kill her – but it will be close. It will take an amazing amount of control,† she mused. â€Å"More even than Carlisle has. He may be just strong enough†¦ The only thing he’s not strong enough to do is stay away from her. That’s a lost cause.† I couldn’t find my voice. No one else seemed to be able to either. The room was still. I stared at Alice, and everyone else stared at me. I could see my own horrified expression from five different viewpoints. After a long moment, Carlisle sighed. â€Å"Well, this†¦complicates things.† â€Å"I’ll say,† Emmett agreed. His voice was still close to laughter. Trust Emmett to find the joke in the destruction of my life. â€Å"I suppose the plans remain the same, though,† Carlisle said thoughtfully. â€Å"We’ll stay, and watch. Obviously, no one will†¦hurt the girl.† I stiffened. â€Å"No,† Jasper said quietly. â€Å"I can agree to that. If Alice sees only two ways – â€Å" â€Å"No!† My voice was not a shout or a growl or a cry of despair, but some combination of the three. â€Å"No!† I had to leave, to be away from the noise of their thoughts – Rosalie’s selfrighteous disgust, Emmett’s humor, Carlisle’s never ending patience†¦ Worse: Alice’s confidence. Jasper’s confidence in that confidence. Worst of all: Esme’s†¦joy. I stalked out of the room. Esme touched my arm as I passed, but I didn’t acknowledge the gesture. I was running before I was out of the house. I cleared the river in one bound, and raced into the forest. The rain was back again, falling so heavily that I was drenched in a few moments. I liked the thick sheet of water – it made a wall between me and the rest of the world. It closed me in, let me be alone. I ran due east, over and through the mountains without breaking my straight course, until I could see the lights of Seattle on the other side of the sound. I stopped before I touched the borders of human civilization. Shut in by the rain, all alone, I finally made myself look at what I had done – at the way I had mutilated the future. First, the vision of Alice and the girl with their arms around each other – the trust and friendship was so obvious it shouted from the image. Bella’s wide chocolate eyes were not bewildered in this vision, but still full of secrets – in this moment, they seemed to be happy secrets. She did not flinch away from Alice’s cold arm. What did it mean? How much did she know? In that still-life moment from the future, what did she think of me? Then the other image, so much the same, yet now colored by horror. Alice and Bella, their arms still wrapped around each other in trusting friendship. But now there was no difference between those arms – both were white, smooth as marble, hard as steel. Bella’s wide eyes were no longer chocolate. The irises were a shocking, vivid crimson. The secrets in them were unfathomable – acceptance or desolation? It was impossible to tell. Her face was cold and immortal. I shuddered. I could not suppress the questions, similar, but different: What did it mean – how had this come about? And what did she think of me now? I could answer that last one. If I forced her into this empty half-life through my weakness and selfishness, surely she would hate me. But there was one more horrifying image – worse than any image I’d ever held inside my head. My own eyes, deep crimson with human blood, the eyes of the monster. Bella’s broken body in my arms, ashy white, drained, lifeless. It was so concrete, so clear. I couldn’t stand to see this. Could not bear it. I tried to banish it from my mind, tried to see something else, anything else. Tried to see again the expression on her living face that had obstructed my view for the last chapter of my existence. All to no avail. Alice’s bleak vision filled my head, and I writhed internally with the agony it caused. Meanwhile, the monster in me was overflowing with glee, jubilant at the likelihood of his success. It sickened me. This could not be allowed. There had to be a way to circumvent the future. I would not let Alice’s visions direct me. I could choose a different path. There was always a choice. There had to be. How to cite The Twilight Saga 5: Midnight Sun 4. Visions, Essay examples

The Neurosis Of Passion Essay Research Paper free essay sample

The Neurosis Of Passion Essay, Research Paper The Neurosis of passion Interrupting Patterns of Sterility and Breaking Patterns of Abuse. Charles Dickens novel, Great Expectations, attempts to dig into the Victorian gender building. Incorporated within this character is the battle to interrupt away from the rhythms of coevalss of maltreatment and forms of asepsis. Through the eyes of his immature supporter, Dickens arranges an immediate gender struggle through absent female parents and deficient female parent substitutes as the polar female characters in the beginning of the novel ; Pip s dead female parent, and his caretaker and sister, Mrs. Joe. Later in Pip s adolescence he stumbles into a relationship with miss Havisham, Dickens adult female in white, the vehicle through which the writer explores adult females s battles with love, pride of aristocracy, and the issues instilled in them through their parents or caretakers. Miss Havisham s pursuit for retaliation against her fianc drives her to transfuse within her adopted girl Estella the incapacity to love so that she will neer experience the hurting of unanswered d esires. Dickens produces an image of adult females either devoid of muliebrity and impotent, or love-mad and utterly absurd. The female foremost described in Great Expectations is Pip s deceased female parent. Having neer seen his parents he imagines his female parent as # 8220 ; freckled and sallow # 8221 ; ( Dickens, 3 ) . The fresh therefore begins with a negative image of adult females and maternity. Later Pip introduces his sister and female parent replacement, Mrs. Joe Gargery depicting her as harsh and unapproachable, far from the female parent of Victorian phantasy. In Mrs. Joe s matrimony to Joe the typical male and female functions are reversed. This reversal is pointed out to the reader through her really name to which Dickens affixes the rubric Mrs. while Joe remains of all time insouciant Joe. Pip s sister is aggressive, tyrannizing, physically and mentally opprobrious. Pip provinces, # 8220 ; She was tall and bony, and about ever wore a harsh apron, fastened over her figure behind with two basketballs, and holding a little inviolable bib in forepart, that was stuck full of pins and needles . # 8221 ; ( Dickens, 8 ) . Here Dickens takes an article of vesture associated with domesticity and raising and manipulates the object transforming it into devoid of usual maternal traits. He besides uses this device with Mrs. Joe s bread knife transforming it into a deathly sticker. Mrs. Joe systematically reminds Pip that she brought him up # 8220 ; by manus # 8221 ; giving herself principle for her hapless mothering of the male child, with penalties, whippings and verbal maltreatment. This facet of Mrs. Joe s character is dramatized in the Christmas dinner scene where she bitterly discusses the tests and trials of conveying an unappreciative Pip. She merely gives Pip the most unsavoury pieces of meat, striping him of a nurturing repast as he watches those around him gorge themselves with daintinesss. Ironically, Mr. Wopsle, one of the invitees, moves into a discourse about the gluttony of swine and compares Pip to the animal stating, # 8220 ; Swine were the comrades of the profligate. The gluttony of Swine is put before us, as an illustration to the immature # 8221 ; . . . # 8221 ; What is abhorrent in a hog, is more abhorrent in a male child # 8221 ; # 8220 ; Or a miss, # 8221 ; suggested Mr. Hubble # 8220 ; Of class, or miss, Mr. Hubble, # 8221 ; assented Mr. Wopsle instead testily, but there is no miss present. # 8221 ; # 8220 ; Besides, # 8221 ; said Mr. Pumblechook, turning crisp on me, # 8220 ; believe what you ve got to be thankful for. If you d been born a squeaker # 8211 ; # 8221 ; # 8220 ; He was, if of all time a kid was, # 8221 ; said my sister most decidedly. ( Dickens, 27 ) This conversation non merely records Mr. Wopsle and Mr. Hubble s opinions that Pip is an thankless male child tempted by gluttony, but that there is non a female presence in the house to talk of. Mrs. Joe so inside informations each of the unwellnesss that Pip had # 8220 ; been guilty of # 8221 ; , the darks he had kept her awake, and the hurts he had # 8220 ; done himself # 8221 ; with the deduction that all of these agonies had truly been her ain ( Dickens, 27-28 ) . In this scene, Dickens takes strivings to guarantee that Mrs. Joe acts as the antithesis of the Victorian maternal ideal. Because of this, Pip must look elsewhere for maternal nurturing, which he finds in his brother-in-law, Joe Gargery. Throughout the novel, Dickens presents Joe as a maternal figure in Pip # 8217 ; s life. Like the ideal married woman in Victorian civilization, Joe neglects his ain comfort and well-being to the extent that he surfaces as a sufferer to Mrs. Joe s maltreatment. Joe has internalized the whippings his male parent gave his female parent and repeats them through his matrimony to Mrs. Joe. The following brush that Pip has with a female proves to be the most influential in his adolescent life, transporting through into his grownup imaginativeness. He is invited to play at the notoriously rich and insane, Miss Havisham s, Statis house. Miss Havisham is posed as Dickens word picture of the mad-love Victorian businessperson female. As he looks upon her affected as though in a picture, he notes her gems, her fancy gown, her bangles and ownerships scattered around the room. This is Pip s foremost exposure to the finer properties of the upper categories. Miss Havisham is the embodiment of the thought that desire is the hurting of consciousness. She intentionally trains her adopted girl, Estella, to ignore emotions and to do everyone love her while she herself should love none. Therefore does Estella go the medium through which Miss Havisham s unrequited desires may be avenged upon the universe. This resentment and resentfulness thrusts her to prolong her physical signifier in the closest province of decay, but ever hanging to life by a yarn. Though, merely forty she strikes immature Pip as an old adult female reminding him of the undermentioned narrative, # 8220 ; Once I had been taken to one of our old fen churches to see a skeleton in the ashes of a rich vitamin D reticuloendothelial system, that had been dug out of a vault under the church paving. Now, bittersweet and skeleton seemed to hold dark eyes that moved and looked at me.† ( Dickens, 58 ) Here Miss Havisham is a skeleton to Pip, an embodiment of the pa adult female he saw in the vault. Miss Havisham takes great strivings to maintain her visual aspect this manner. As Helen Small writes in Love s Madness of Miss. Havisham, # 8220 ; All her energy goes into keeping the physical grounds of her hurting, continuing her ain image and the nuptials scene around her at merely that degree of decay where the signifier remains recognizable: repairing the worst cryings in the espousal frock, feeding her skeletal frame on what scraps she can put her custodies on in the dark ( 214 ) . Miss Havisham works diligently to continue her image as that of decay and eternity likely harder than she would hold to work to psychologically travel on with her life. It is here that Dickens pursues the nonliteral and actual stagnancy and stationariness in his female characters. Miss Havisham, the love-mad adult female is incapable of progressive gesture, neither can she go forth the Statis house nor can she let her redstem storksbills to go through the minute that she was abandoned on her marrying twenty-four hours. This is the first effectual case of this palsy of engendered adult females. In another instance of this later in the novel, Mrs. Joe, struck down by Orlick becomes a inactive, incapable, sympathetic female character. She is given the qualities of the Victorian female ideal while her freedom to travel approximately is stripped from her. The stationariness of adult females throughout Dickens Great Expectations is given one exclusion, that of the ability of Estella to go from Satis House to London. Otherwise all of Dickens female characters are contained within the place. Men, on the other manus, have a societal being that the female cou nterparts deficiency. It is non until the latter subdivisions of the novel that Dickens introduces a healthier female signifier. He does this through Biddy, Miss Skiffins, and Clara, Herbert Pocket s fianc e. Biddy, a self-educated hard-working member of the lower categories is morally sound and able to love. She is able to halt Joe s rhythm of opprobrious relationships stemming from his opprobrious male parent in her matrimony to Joe. They enter into a mature and loving relationship defined by their devotedness and trueness to one another. Wemmick s sweetie is another illustration of this type of adult female. Miss Skiffins is a adult female who accepts Wemmick s double life ; that of the metropolis and that of his palace where he tends to his ailing male parent. She is described as non peculiarly attractive, unconcerned by the cut of her frock, but she has many admirable qualities none the lupus erythematosus. In Miss Skiffins, Wemmick has found a mate who loves him out of common esteem and with a deep fondness. Clara excessively is able to interrupt the forms of alcohol addiction and of the helter-skelter family she was raised in through her matrimony to Herbert. Again this matrimony is non one based upon passion, but upon common regard and worship. In a novel where the issue of matrimony is one that systematically brings up issue of adulteration and domination, these three females surface as the lone one s able to travel past at that place past and the yesteryear of others into a healthy relationship. Devils chooses to let the transmittal of coevalss of maltreatment to abstain through the matrimonies of Joe and Biddy and Herbert and Clara. Still the issue of asepsis found in all his adult females throughout the novel remains unsolved. The parents in the novel either Foster other s kids or seem incapable of caring for their ain ( as in the instance of Mrs. Pocket. ) Molly, Estella female parent is deprived of her kid because she committed a offense of green-eyed monster against her hubby s lover and is forced to go forth Estella to Miss Havisham. Pip s female parent base on ballss off before the novel even begins, giving Pip to be reared by his sister, Mrs. Joe. Herbert Pocket s female parent can non look up from her research on her heredity to be bothered with her battalion of offspring. Queerly though, at the very terminal of the novel, Pip finds that despite a atrocious matrimony to Drummle, Estella has a small miss. The reader is left to inquire whether Estella will take to tra nsfuse her kid with a bosom capable of love, or whether because Estella herself is incapable of the emotion she will raise another heartless femme fatale. As Miss Havisham realizes before her decease, rise uping Estella to be hardhearted meant that Estella could non experience love for the individual who sustained her and attempted to protect her organize the immoralities of desire. In the procedure has Miss Havisham created another coevals of retaliation upon males? The reader is left with the inquiry, to debate at will. So so, does Dickens decide the rhythms of maltreatment and asepsis raised throughout his novel? He seems to go forth the reader with this very inquiry, to debate at will. His images of adult female contrasted with the ideals of Victorian muliebrity leave the reader prohibitionist with gender buildings, experiencing that the lone capable adult female is one without passion, one without the vibrant force to love with her full being. He considers these passionate adult females to be huffy with love, abusive in their relationships, willing to kill for their love or continue themselves, deceasing stagnant in clip. These images of adult females call to mind the realisation that freedom comes at a really high cost to Dickens. Females seem to skid into three classs, cold and Mobile, lukewarm and able to accomplish a loyal matrimony, or passionate and insane. Bibliography Devils, Charles. Great Expectations. London: Penguin Books Ltd. , 1996 Small, Helen. Love s Madness Medicine, the Novel, and Female Insanity 1800-1865. Oxford: Clarendon Press, 1996 Lubitz, Rita. Marital Power in Dickens Fiction. New York: Peter Lang Publishing Inc. , 1996

Social Justice In Education Essays (616 words) - Raewyn Connell

Social Justice In Education Social Justice in Education ?Social Justice in Education? by R. W. Connell discusses the role of education in society and the implications that social justice issues have on education. Connell begins by establishing that education and social justice can be examined separately yet they are inescapably linked through the social medium of their implementation. ?Education concerns schools, colleges and universities, whose business is to pass knowledge on to the next generation. Social justice is about income, employment, pensions or physical assets like housing.?(Connell, 1993) Three points validating the equal importance of social justice and the education system to people of all delineations are: 1.) in Western society public schools are key forums of social interaction and comprise some of the largest social institutions 2.) educational institutions are highly economic bodies and have become ?major public assets? (Connell, 1993) 3.) teaching becomes a vehicle by which society is ultimately determined and has a g reat influence over society's morality. Connell describes the meaning of justice in education as being ?a question of fairness in distribution? equality.?(Connell, 1993) ?Justice cannot be achieved by distributing the same? standard good to? all social classes.?(Connell, 1993) By stating this, Connell summarizes that in the attempt to achieve equality, unequal means must be employed. The implications for teaching presented by Connell's article are immense. The concept of equality in education and the equality of access to education are matters that are determined by the social constructs of the society in which we live. The notion of equality in education means that educators must approach all material and subject matter with a premise of unbiased predetermination. Music, math, science, fine arts, English, Japanese, history, etc? must all be considered on a par. Our current educational system does not treat all subjects as equal in our public education system. The stereotypical reading, writing and arithmetic (primary subjects) take precedence over the fine arts and like subjects (secondary subjects). Social justice criteria as presented in this article, establish that economic variables are a means of determination for favouritism within the educational institution. Where the primary subjects receive ensured funding, the secondary subjects receive funding when d eemed viable. This creates inequality at the very base of the institution itself. The result is degradation to all facets of the educational system. ?The moral quality of education is inevitably affected by the moral character of educational institutions. If the school system is dealing unjustly? The quality of education for all? is degraded.? (Connell, 1993) I sometimes wonder why administrators and educators, the facilitators of education, cannot realize the reasons behind the success and failures of our education system. I have often heard educators and scholars refer to the greatness of the Renaissance and Romantic eras in world history and their frustrations due to the loss of the benefits of those times. The secondary subjects during those times of grandeur were not secondary, but they were primary and equal subjects to all others; therefore, the benefits of equalization of subjects importance is essential in achieving those past benefits as well as a highly developed society. Connell presents an intriguing argument and concludes with several ideas. ?Individual equality is the condition, not the goal, of a just social order.?(Connell, 1993) Education which favours is a ?corrupt education? (Connell, 1993) and ?social justice is? fundamental to what good education is about.? (Connell, 1993) Finally Connell states that good means different things to different people and ?justice cannot be achieved by distributing the same? standard good to? all social classes.? (Connell, 1993) Bibliography Connell, R. W. ?Social Justice in Education?. In Schools and Social Justice. (Toronto: Our Schools/Our Selves Education Foundation, 1993) pp. 11-19. Education

Free Essays on Birches Setting

In any life, one must endure hardship to enjoy the good times. According to Robert Frost, the author of â€Å"Birches†, enduring life’s hardships can be made easier by finding a sane balance between one’s imagination and reality. The poem is divided into four parts: an introduction, a scientific analysis of the bending of birch trees, an imaginatively false analysis of the phenomenon involving a New England farm boy, and a reflective wish Frost makes, wanting to return to his childhood. All of these sections have strong underlying philosophical meanings. Personification, alliteration, and other sound devices support these meanings and themes. Frost supports the theme by using language to seem literal, yet if one visualizes the setting and relates it to life, the literal and figurative viewpoints can be nearly identical. Take this example: â€Å"Life is too much like a pathless wood†. This simile describes how one can be brought down by the repetitive routine of day-to-day life, but only if one processes the barren, repetitive forest scene that Frost paints in that sentence. Sound devices also add to the effect of the poem. Frost gives the image of the morning after an ice storm, as the ice cracks on the birch trees: â€Å"They click upon themselves / As the breeze rises, and turn many-colored / As the stir cracks and crazes their enamel. / Soon the sun’s warmth makes them shed crystal shells / Scattering and avalanching on the snow crust† The repeating /s/, /z/, and /k/, sounds in this passage are strong examples of alliteration, and sound devices are crucial in the image presented; calm, reflecting, and romanticizing, like a quiet walk in the woods. The /k/ sound is the sound of the ice cracking off of the birches and â€Å"shattering† and crashing â€Å"on the snow crust.† The /s/ and /z/ sounds suggest the rising morning breeze, and they increase as the passage continues. Birch trees are naturally very flexible. Frost explains... Free Essays on Birches Setting Free Essays on Birches Setting In any life, one must endure hardship to enjoy the good times. According to Robert Frost, the author of â€Å"Birches†, enduring life’s hardships can be made easier by finding a sane balance between one’s imagination and reality. The poem is divided into four parts: an introduction, a scientific analysis of the bending of birch trees, an imaginatively false analysis of the phenomenon involving a New England farm boy, and a reflective wish Frost makes, wanting to return to his childhood. All of these sections have strong underlying philosophical meanings. Personification, alliteration, and other sound devices support these meanings and themes. Frost supports the theme by using language to seem literal, yet if one visualizes the setting and relates it to life, the literal and figurative viewpoints can be nearly identical. Take this example: â€Å"Life is too much like a pathless wood†. This simile describes how one can be brought down by the repetitive routine of day-to-day life, but only if one processes the barren, repetitive forest scene that Frost paints in that sentence. Sound devices also add to the effect of the poem. Frost gives the image of the morning after an ice storm, as the ice cracks on the birch trees: â€Å"They click upon themselves / As the breeze rises, and turn many-colored / As the stir cracks and crazes their enamel. / Soon the sun’s warmth makes them shed crystal shells / Scattering and avalanching on the snow crust† The repeating /s/, /z/, and /k/, sounds in this passage are strong examples of alliteration, and sound devices are crucial in the image presented; calm, reflecting, and romanticizing, like a quiet walk in the woods. The /k/ sound is the sound of the ice cracking off of the birches and â€Å"shattering† and crashing â€Å"on the snow crust.† The /s/ and /z/ sounds suggest the rising morning breeze, and they increase as the passage continues. Birch trees are naturally very flexible. Frost explains...

What Does It Mean To Be Human Essay Example | Topics and Well Written Essays - 1250 words

What Does It Mean To Be Human - Essay Example This has proactively made man tougher and has increased his quest to learn more about this world and break new grounds, more recently in the technological fields. How technology has shaped up the common day man’s beliefs and actions is something of an interesting discussion and one that will be studied in detail within this essay. To be human is a definitive plus and more so when man realizes that he has absolute control over the different technological regimes and undertakings, which then again have been developed by man alone. Man, machine and money might just be the real buzzwords when it comes to understanding the true technological basis but it is in fact quite a reality in the time and age of today. Without machines, and in essence, without the incorporation of technology coming to the rescue of man, there would be less advancement in the domains that have been discussed above. (Neumarkt, 2005) There would be issues for the people who have yet to understand what it feels like to be a true human, let alone a creature that has absolutely no parallels within the stretch of this galaxy. However it is man’s decipher of animals and plants to be somewhat below than the human beings’ position in this world that has put the whole discussion in a quandary. This is because man has destined for his ow n self to be the ultimate savior. Animals and plants, both of which constitute the living beings, are discarded as having the ‘germs’ to make it big within the worldly domains. And quite correctly so, for a multitude of reasons! From a technological standpoint, in an era where human progress is soaring at a dizzying rate, society must adapt its technology to solve current world issues. Technology has really changed the way in which different people are now making use of the same. One should believe that this is a world where the Internet, cell phones and notebook computers are becoming a necessity for proper living

Southwest Airlines Case Study Example | Topics and Well Written Essays - 750 words - 1

Southwest Airlines - Case Study Example The most impressive thing about SA is its low-cost offerings for all of its routes in the market. In spite of its low cost, its services were excellent and flights were on schedule. When its rivals assumed that SA will soon be out of business, the airline not only survived but also prospered and could multiply its fleets from three planes in 1971 to over 500 planes in 2010. It is the only career in the US to make consistent profits since 1973 due to its low operating cost and customer oriented services. Q. What grade would you give Southwest management for the job it has done in crafting the company’s strategy? What is it that you like or dislike about the strategy? Does Southwest have a winning strategy? Certainly, the company deserves a top grade for its winning strategies that include customer satisfaction and keeping operational costs as low as possible. No airline can offer such a low-fare on all its routes unless it knows how to reduce its operational cost without affecting customer services. It is commendable that almost 74 percent of SAs revenues are earned through bookings at its website saving a lot on booking agents (408). The company employed strategic thinking from the very beginning. For example, using Houston Hobby Airport instead of Houston Intercontinental Airport in 1972 was a strategic choice and its passenger traffic outlived the rival airlines almost immediately. It requires business acumen to cut fares from $26 to $13 in a single stroke in 1973 on its San Antonio-Dallas flights to ascertain that not a single seat goes unoccupied ever (395). When Kelleher, the CEO of SA stepped down in 2001, the company was firmly established earning revenues of $5.6 billion and over 30,000 employees on its payroll. Since its inception, the company continues to prosper and it is not a small feat that in these

Overview and analysis of Leadership theories

Overview and analysis of Leadership theories Men make history and not the other way around. In periods where there is no leadership, society stands still. Progress occurs when courageous, skillful leaders seize the opportunity to change things for the better Harry S. Truman. Leadership has been defined in several ways. In its simplest form, leadership has been described by Susan Ward as the art of motivating a group of people to act towards achieving a common goal. Leadership, however, is a very complex subject, and encompasses such wide ranging disciplines like human psychology, man management, management of resources, communication skills, technical knowledge etc. A leader, therefore, is a person who has these skills and knows how to use them to motivate, guide and inspire the team to achieve his vision. For centuries, leadership has traditionally been associated with the military. In recent times, however, the importance of business leadership has become more and more evident. As a consequence of this paradigm shift, the old theories of leadership have given way to new ones, more aligned towards the business environment. Overview of Leadership Theories The concept of leadership has witnessed a gradual change from individual leadership to organisational leadership. A study of the evolution of leadership theories through the ages clearly highlights this point. The earliest studies on leadership were based largely on existing leaders, giving rise to the theory that leaders were born, not made. The dominance of the male gender, particularly in military leadership, gave rise to the Great Man theory, which suggested that born leaders would arise when the situation called for them. It is quite evident that in the modern sociological environment, this theory can be considered to be irrelevant. An offshoot of the Great Man theory was the Trait theory, which suggested that some people had certain inborn traits that qualified them to be good leaders. This theory suffers from similar drawbacks as the Great Man theory. Moreover, both these theories are applicable to individual, rather than organisational leadership. A quantum jump from the earlier theories came with the concept of the Behavioural theory of leadership. With this, the focus shifted to learning, rather than inheriting the art of leadership. The Participative Leadership theory evolved on the premise that better decisions could be made if the process involved several people instead of one person alone. On the other hand, according to the Situational Leadership theory, the leadership style would depend on situational factors. In the study of leadership in the context of modern business, the two most popular theories that have emerged are the Transactional theory and the Transformational theory. The transactional leaders work through a process of clear structures, and a system of rewards and punishments forms an integral part of the process. The Transformational theory is based on the leaders vision and his ability to get his subordinates to follow that vision by personally inspiring them and transforming them by enlarging their vision, motivating and providing intellectual development. Literature Review Studies on leadership have been carried out since time immemorial. In circa 500 BC, Sun Tzu described the five traits of a successful leader (Gagliardi, 1999). It is believed that his thoughts on leadership closely approximate the Situational Leadership theory of modern times. In 16th century AD, Niccolo Machiavelli put forth theories on how a prince should acquire and maintain his state. Other strategists of their times such as Lao Tzu and Confucius of China and Chanakya of India also taught leadership principles some of which are still relevant today. Since the turn of the twentieth century, when the action shifted from the battlefield to the boardroom, new leadership theories have been presented, existing ones have been revised, reviewed and reframed, and new leadership gurus have become household names. The Trait Theory. The Trait theory has been in existence since the early 20th Century. Various studies carried out by different researchers (Stogdill, 1948, 1974; Mann, 1959; Lord, DeVader and Allinger, 1986; Locke and Kirkpatrick, 1991) are in agreement that specific traits exist that distinguish leaders from non-leaders, but differences exist in the traits identified by them. However, it is evident that mere possession of these traits does not make a leader as a combination of personality and situation would determine the leadership qualities at any point of time. Moreover, the identifications of traits is a subjective issue, and their validity would remain debatable. The Behavioural or Style Approach. In the early 1950s, the focus of leadership theories shifted from traits to behaviours as many scholars felt that leader behaviour was more important than mental, physical or emotional traits. Two studies carried out by Ohio State University and the University of Michigan in the late 1940s and 1950s set out to validate this theory. Using a questionnaire on a sample population, the Ohio study concluded that there were two distinct aspects of leadership: initiating structure or task oriented behaviour; and consideration, or showing concern for subordinates. The Michigan study concluded that leadership behaviour could be either employee oriented, or production oriented. Both these studies indicate that there are certain universally applicable leadership behaviours, but there is no proper empirical evidence to support these. Moreover, these studies have not taken the effects of variable situations into consideration. Situational Leadership Theory. Based on Reddins 3-D Management Style theory and developed by Blanchard and Hersey (1969), this is one of the most widely used theories that has found widespread use in training and employee development and works on the premise that the situation will dictate the type of leadership. Depending upon the situation, the leadership style could either be directive or supportive. The leader will have to modify his style along with the variance in employee morale and skills. The figure below represents the correlation between the leadership style and the situation: The Situational leadership model places the onus of employee development on the leader. Because of its simplicity and ease of implementation, this is in wide use for training of leaders. It needs to be borne in mind that as the development of subordinates progresses, the leader himself also needs to develop and to adapt to the changing situation. Transformational Leadership. The term transformational leadership was first used by Downton (1973) but the concept was brought into prominence by James MacGregor Burns (1978). According to this theory, transformational leaders provide inspiration and motivate their subordinates to work towards a common objective. Burns divided leaders into two categories: the Transactional leaders who work on a system of rewards and punishments for the work done; and the Transformational leaders who make a connection with the followers to work towards the common goal. This theory was further developed by Bernard Bass (1985), who put forth the view that transformational leaders make their followers aware of the importance of the task and of their own needs for personal growth, while at the same time motivating them to place the organisational interests before their own. Further research has been carried out by Bass Avolio, 1990; Kunhert, 1994; and Avolio, 1999. Studies have demonstrated that transactional leaders had generally performed up to the expected standards, while transformational leaders have exceeded expectations (http://www.abolrous.com/hazem/leadershiptheories.pdf). Transformational leadership has been widely accepted by many organisations, but although they make an important contribution to the literature, but they should not be heralded as a revolutionary approach that makes all the earlier theories obsolete. (Yukl, 1999). Contemporary studies of various leaders and organisations indicate that for the successful implementation of organisational goals, there is a requirement of a mix of transformational leadership (at the top management level) and transactional leadership (at the implementation level). Notable amongst the research on this theory are the ones carried out by Bennis Nanus (1985) and Trichy DeVanna (1986, 1990), using similar methodologies of interviewing a large number of CEOs. Bennis Nanus came to the conclusion that the traits of transformational leaders can be described by four Is: Idealized Influence (leader becomes a role model) Inspirational Motivation (team spirit, motivate, and provide meaning and challenge). Intellectual Stimulation (creativity innovation) Individual Consideration (mentoring) Trichy DeVanna found that leaders bring about change by way of a three step process: Recognise the fact that there is a need for change Create a vision and design a plan based on this vision Institutionalize the change . http://sbinfocanada.about.com/od/leadership/g/leadership.htm Ward, Susan: Leadership http://changingminds.org/disciplines/leadership/theories/leadership_theories.htm Leadership Theories Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, (Winter): 19-31. Gagliardi, G., (2001) Sun Tzus art of war plus its amazing secrets: The keys to strategy. Clearbridge publishing. Seattle, WA. http://www.1000ventures.com/business_guide/crosscuttings/leadership_situational.html Situational Leadership Leadership Theory and Practice, Peter G. Northouse, Third Edition Management of Organizational Behavior, Paul Hersey, Seventh Edition http://www.abolrous.com/hazem/leadershiptheories.pdf Leadership Summary European Journal of Work and Organizational Psychology, 1999, 8 (1), 33-48: An Evaluative Essay on Current Conceptions of Effective Leadership, Gary Yukl http://business.nmsu.edu/~dboje/teaching/338/transformational_leadership.htm Transformational Leadership: David M. Boje (2000) http://psychology.about.com/od/leadership/a/transformational.htm Transformational  Leadership: Kendra Cherry

Accutane associated Depression

Acne vulgaris or acne as it is commonly known, is a common skin disease mostly found in adolescent teenagers above the age of 14 and at times it may extend through to adulthood.According to the Dermatological disease database, acne develops as a result of secretions of the skin sebaceous glands and blockage of skin follicles which leads to eruption of pimples, blackheads and scars on the skin1.   It is not caused by eating certain foods such as chocolate, French fries or pizza as commonly believed.It has been reported by the British Dermatology Journal that, although not much data on acne's epidemiology is available, it has been discovered that about 40 to 85% of teenagers are or have already been affected by this disorder, making it the most common skin disease.For instance in America, every one out of three teenagers is or has had this disorder and the disease prevalence is not dependent on the race, sex, skin color or ethnicity.This disease occurs earlier in females than in male s a fact which can be attributed to the earlier onset of puberty and maturity in females than in males2.   On the contrary, the severity of this disease is more in males than in females especially when it occurs during the late teenage years due to androgen hormonal influences.In adulthood, acne is more prevalent in females than in males.   Some studies have further indicated that the prevalence of acne can be seasonal especially in women where it occurs just before the onset of their menstrual periods.More over, acne has been found to be more severe during the cold seasons than in the warmer weather conditions although these findings are not yet proven.   Some epidemiological data released by the Dermatological department of Munich University suggests that there is a close relationship between smoking and acne prevalence although still, this has not been confirmed3.Background Information.The history of acne disease dates back to ancient days and its origin is believed to be s omewhere in ancient Greece where people infected by this disease were treated using hot water baths mixed with sulfur4.   This method of acne treatment was used all through the 19th century till early 20th century when Benzoyl peroxide treatment was discovered.In 1950s, the use of antibiotics to treat the disease was invented especially tetracyclines although such antibiotics are no longer effective due to resistance of the disease causing germs.   More powerful antibiotics such as Retin-A were later discovered in 1960s and the disease control became much easier.   Such antibiotics are still in use especially in the U. S5.In 1980, the famous Accutane anti-acne drug was invented and this drug although controversial, it is very effective and is still in use today.   The year 1990 saw the emergence of Laser therapy which not only treats the disease but it clears the scars as well.   This treatment is quite expensive although it is very fast and effective.In 2000, the blue/red therapy was invented and this combined with the laser therapy invented earlier, led to more improved methods of acne treatment6.   This evolution shows how acne treatment has evolved with time, making the disease more manageable and easily treatable4.Acne prevalence has been on the decline in the past few years mainly due to increased knowledge on the disease, improved methods of prevention and treatment and better management of the disorder7.

Divorce: Marriage and Progressive Beautiful Life

Divorce is common nowadays, nobody seems to take care or know its problems and its issues after divorcing. It is bad for couple to divorce if they have children, in fact that will be a bad result for them to take care of them with their hard life after the divorce. The divorce is the most serious social problem that affect almost the entire life of the children and the couple, it also makes troubles like: sadness, despair, children, and unforgettable moments. The issue is continuing and never stop easily which generates a huge sadness and despair for both sides the couple and the relatives. People usually divorce because they think that they can't be together to continue their life for some behavior reasons. Therefore, couples feel painful and harder to live than before, and the child doesn’t have any idea about the sudden issue that enters the fear in their hearts. Moreover, some parents hesitate to split up when they have children, and won't split up instantly which gives them leisure to choose the right choice. Parents who don’t have children don’t hesitate and decide to split up immediately, and choose the wrong choice to eliminate their life. As a result, they regret for the useless chosen way to split up, and the remorse will mostly last forever in hearts. In conclusion, the divorce has a lot of troubles according the misery, which damage the children and the beautiful life. People have to mind it as a serious problem that they should handle it, whether they are going to divorce or not. To lead them to a progressive beautiful life that make everyone happy and weal, a lot of divorce situations has been eliminated in a positive result that keep their life with no problems before they start splitting up. Consequently parents and children will never think of divorce, and they will have a beneficial life which keep them in a safe aspect.

Zaitsev Rule Definition

Zaitsev Rule Definition: organic chemistry product alkenes reactions alkene alkene substituent carbon atoms Return to the Chemistry Glossary Index