The Scarlet Letter Dimmesdale Analysis Essay Example For Students

The Scarlet Letter Dimmesdale Analysis Essay Character Analysis : DimmesdaleDimmesdale is one of the most intriguing characters in The Scarlet Letter. I think this because he demonstrates in this story that he is a coward, and that he is strong, yet not courageous. Dimmesdale proves that he is a cowardice individual many times in The Scarlet Letter. He does this by not admitting his sin. Dimmesdale had many opportunities to admit his sin and get the guilt off his chest. The first opportunity was when Dimmesdale was making his speech in front of an audience. He tried to tell the truth but more lies just came out. The second opportunity that Dimmesdale had to confess his sin was when he was living with Chillingworth, and Chillingworth told Dimmesdale to confess what was troubling him and again, Dimmesdale refused to confess. Finally, the third time that Dimmesdale had a great opportunity to confess himself was at the end of the story during the festival on the scaffold. Standing there with Hester and Pearl, Dimmesdale was still too much of a coward to admit his sin and release the anguish from his burning chest. Another way in which Dimmesdale showed that he was a cowardice person is by not confronting Chillingworth. Chillingworth was plotting re venge on Dimmesdale for an extremely long time. In fact, Chillingworths life was devoted to getting revenge on Dimmesdale. Being told by Hester, Dimmesdale still did not confront Chillingworth. Throughout the book, Dimmesdale was an extreme coward. We will write a custom essay on The Scarlet Letter Dimmesdale Analysis specifically for you for only $16.38 $13.9/page Order now Dimmesdales actions in this story where not courageous, but strong. For roughly seven years, this man had to live with extreme guilt. Dimmesdale had many reasons to feel guilty. First of all he let Hester be labeled an adulteress, while he just looked on. Lastly, Dimmesdale felt guilty because he had not raised Pearl as his own. Dimmesdale showed this by being exceptionally affectionate the few times that he was around Pearl. An example of Dimmesdale showing affection towards Pearl is while in the forest, Dimmesdale softly kisses Pearl on the brow. Another action of Dimmesdales that proves that he is strong but not courageous, is that Dimmesdale shows extreme self-restraint. Dimmesdale had to converse with Hester in public. Dimmesdale did not let one clue slip that he had been with Hester and that he was the father of little Pearl. Also, in the book, it states that Dimmesdale showed nervous sensibility and a vast power of self restrain. While self-restraint gives Dimmesdale strength, it is also his biggest flaw. Overall, Dimmesdale is a good person. He is just lacking the ability to be courageous enough to admit his sin to the world. Although he was strong, it ended up being his demise.

Help With Sugar Crystal Growing Problems

Help With Sugar Crystal Growing Problems Sugar crystals or rock candy are among the safest crystals to grow (you can eat them!), but they arent always the easiest crystals to grow. If you live in a humid or warm climate, you may need a little extra advice to get things going. There are two techniques for growing sugar crystals. The most common one involves making a saturated sugar solution, hanging a rough string in the liquid, and waiting for evaporation to concentrate the solution to the point where crystals start to form on the string. The saturated solution could be made by adding sugar to hot water until it starts to accumulate in the bottom of the container and then using the liquid (not the sugar at the bottom) as your crystal growing solution. This method tends to produce crystals over the course of a week or two. It fails if you live someplace where the air is so humid that evaporation is very slow or if you place the container in a location where the temperature fluctuates (like a sunny windowsill) so that the sugar stays in solution. If you have had problems with the simple method, heres what you need to do. Grow a seed crystal.The other way to get a seed crystal is to break one off from a piece of rock candy or other sugar crystal. Use a simple knot to tie the seed crystal onto some nylon line (dont use rough thread if you have a seed crystal). When you suspend the crystal in the solution you want it to be completely covered, yet not touching the sides or bottom of the container.Supersaturate your crystal solution.You need as much sugar as possible to dissolve into solution. Increasing the temperature dramatically increases the amount of sugar that will dissolve, so you can get a lot more sugar into boiling water than in hot tap water, for example. Boil the water and stir in more sugar than will dissolve. Its a good idea to pour the solution through a coffee filter to make sure no undissolved sugar remains in the crystal growing solution. You can use this solution as-is or you can let it evaporate for a day or so until you see crystals start to form on the container. If you choose to ev aporate off some of the liquid, reheat it and filter it before introducing the seed crystal. Cool the solution slowly.Sugar becomes much less soluble as the temperature falls from boiling to room temperature or refrigerator temperature. You can use this characteristic to stimulate quick crystal growth. The trick is to allow the solution to cool slowly because if a sugar solution cools very quickly it tends to become supersaturated. This means solutions that cool quickly will become highly concentrated rather than grow crystals. You can slow the cooling of your solution by setting the whole crystal growing container inside a pot of near-boiling water. Either seal the crystal growing container so that no water gets in or else make sure the sides of the crystal container are tall enough that water wont get inside. Let the whole setup slowly drop down to room temperature. Sugar crystals grow slowly so while you might see growth within a couple of hours, it could take a couple of days to be visible. Once the solution has slowly dropped to room temperature, you could continue to t ake it down to the temperature of the refrigerator (if the container will fit inside). If you suspend a seed crystal in a sufficiently saturated solution, you may get crystal growth over a few hours by controlling the cooling of the solution. Therefore, even if you live someplace where you can use the evaporation method for growing sugar crystals, you may want to give this method a go.

Amu Scin138 Lab 9

0 Points Question 1 of 31 3. 0/ 3. 0 Points Questions 1 through 3 are based on the Lab Exercise, Step 2. Record your answer to Lab Exercise, Step 2, Question 11. How long ago was the igneous rock in rock unit B formed? A. 352 mya B. 380 mya C. 704 mya D. 1408 mya Answer Key: A Question 2 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 2, Question 12. How long ago was the igneous rock in rock unit C formed? A. 70. 4 mya B. 140. 8 mya C. 352 mya D. 704 mya Answer Key: B Question 3 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 2, Question 13. How long ago was the metamorphic rock in rock unit G formed? A. 625 mya B. 704 mya C. 1250 mya D. 2500 mya Answer Key: C Question 4 of 31 3. 0/ 3. 0 Points Questions 4 through 8 are based on the Lab Exercise, Step 3. 4. Record your answer to Lab Exercise, Step 3, Question 14. How long ago were the fossils found in Layer A formed? A. 65. 5–145. 5 mya B. 201. 6–145. 5 mya C. 251–201. 6 mya D. 299–251 mya Answer Key: B Question 5 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer A formed? A. Cretaceous Period B. Triassic Period C. Jurassic Period D. Cambrian Period Answer Key: C Question 6 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 15. How long ago were the fossils found in Layer D formed? A. 251–299 mya B. 359–299 mya C. 416–359 mya D. 444–416 mya Answer Key: D Question 7 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer D formed? A. Permian Period B. Devonian Period C. Silurian Period D. Ordovician Period Answer Key: C Question 8 of 31 3. 0/ 3. Points Record your answer to Lab Exercise, Step 3, Question 16. How long ago were the fossils found in Layer E formed? A. 444–416 mya B. 488–444 mya C. 542–488 mya D. 1000–542 mya Answer Key: B Question 9 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer E formed? A. Permian Period B. Devonian Period C. Silurian Period D. Ordovician Period Answer Key: D Question 10 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 17. How long ago were the fossils found in Layer F formed? A. 444–416 mya B. 488–444 mya C. 542–488 mya D. 000–542 mya Answer Key: C Question 11 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer F formed? A. Cambrian Period B. Triassic Period C. Carboniferous Period D. Tertiary Period Answer Key: A Question 12 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 18. What is the least amount of time that could have passed during the hiatus represented by younger unconformity seen in Figure 9. 12? A. 101 million years B. 150. 4 million years. C. 206. 6 million years D. 286 million years Answer Key: B Question 13 of 31 3. 0/ 3. Points Record your answer to Lab Exercise, Step 3, Question 19. What is the least amount of time that could have passed during the hiatus represented by the older unconformity seen in Figure 9. 12 ? A. 708 million years B. 762 million years. C. 1333 million years D. 1958 million years Answer Key: A Question 14 of 31 3. 0/ 3. 0 Points 14. Which of the following principles is NOT used in determining the relative age of rocks? A. Principle of Cross-cutting Relationships B. Principle of Original Horizontality C. Principle of Superposition D. Principle of Vertical Continuity Answer Key: D Question 15 of 31 3. 0/ 3. 0 Points Questions 4 through 8 are based on Figure 9. 17 on page 208 of your lab book. Determine the relative age each of the geologic structures shown in the geologic cross section below (Figure 9. 17) from youngest to oldest; then answer the questions below. As before, a wiggly line running across the geologic cross section indicates an unconformity and a fault is indicated with a bold straight line. Which is the youngest geologic structure in Figure 9. 17? A. E B. A C. B D. D Answer Key: B Question 16 of 31 3. 0/ 3. 0 Points Which is the oldest geologic structure in Figure 9. 17? A. A B. C C. F D. D Answer Key: D Question 17 of 31 3. 0/ 3. 0 Points Which letter represents an unconformity in Figure 9. 17? A. A B. C C. E D. F Answer Key: C Question 18 of 31 3. 0/ 3. 0 Points Which letter represents a fault in Figure 9. 17? A. A B. C C. E D. F Answer Key: D Feedback: F Question 19 of 31 3. 0/ 3. 0 Points What is the proper order of geologic structures B, C, D, and F in Figure 9. 17 from oldest to youngest? A. F, B, C, D B. D, C, B, F C. D, F, B, C D. B, C, F, D Answer Key: B Question 20 of 31 3. 0/ 3. 0 Points What relative dating principle states that in a sequence of sedimentary rocks, unless overturned, the oldest beds are at the bottom and the youngest beds are at the top? A. Principle of Cross-cutting Relationships B. Principle of Inclusion C. Principle of Superposition D. Principle of Original Horizontality Answer Key: C Question 21 of 31 3. 0/ 3. 0 Points What relative dating principle states that fossils in a sequence of sedimentary rock layers succeed one another in a definite, recognizable order? A. Principle of Cross-cutting Relationships B. Principle of Faunal Succession C. Principle of Inclusion D. Principle of Superposition Answer Key: B Question 22 of 31 3. 0/ 3. 0 Points The Principle of Cross-cutting Relationships states that A. sedimentary layers and lava flows accumulate as horizontal layers. B. rock fragments found within an igneous intrusion are older than the intrusion. C. geologic structures that cut across other structures are younger than the structures they cut across. D. younger rocks are deposited over older rocks. Answer Key: C Question 23 of 31 3. 0/ 3. 0 Points The Principle of Lateral Continuity states A. sedimentary layers and lava flows accumulate as horizontal layers. B. layer of sedimentary rock originally extended in all directions until it thinned to zero or reached the edge of the basin. C. rock fragments found within an igneous intrusion are older than the intrusion. D. younger rocks are deposited over older rocks. Answer Key: B Question 24 of 31 3. 0/ 3. 0 Points What type of unconformity appears between two parallel sedimentary layers? A. a disco nformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: A Question 25 of 31 3. 0/ 3. 0 Points What type of unconformity appears between a sedimentary layer and an igneous or metamorphic rock body? A. a disconformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: B Question 26 of 31 3. 0/ 3. 0 Points What type of unconformity appears between a tilted sedimentary strata and a horizontal overlying layer? A. a disconformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: C Question 27 of 31 3. 0/ 3. 0 Points If a sample of radioactive material contains a parent isotope with a half-life of 3 years, then at the end of 6 years A. all of the parent isotope remains. B. half of the parent isotope remains. C. one-quarter of the parent isotope remains. D. one-ninth of the parent isotope remains. Answer Key: C Question 28 of 31 9. 0/ 9. 0 Points Questions 28 and 29 are based on the Lab Exercise, Step 1. 1. Record your answers to Lab Exercise, Step 1, Questions 1 through 9. List each of the geologic features shown in Figure 9. 12 from youngest to oldest. C (youngest rock unit A H B D E F I G (oldest rock unit) Answer Key: C, a, h, b, d, e, f, i, G Feedback: ___C____ (youngest rock unit) ___A___ ___H___ ___B___ ___D___ ___E___ ___F___ ___I___ ___G___ (oldest rock unit) Question 29 of 31 4. / 4. 0 Points Record your answer to Lab Exercise, Step 1, Question 10. What letters represents unconformities, and what type of unconformities are they? H is a(n) Angular unconformity ; I is a(n) Nonconformity . Answer Key: an* un*, non* Question 30 of 31 3. 0/ 3. 0 Points A fossil is the preserved remains or traces of a once-living organism. Answer Key: fos* Question 31 of 31 3. 0/ 3. 0 Points An index fossil is a fossil of an organism that was common and had widespread geographic distribution during a short period of time in Earth’s history. Answer Key: ind*, fos* Amu Scin138 Lab 9 0 Points Question 1 of 31 3. 0/ 3. 0 Points Questions 1 through 3 are based on the Lab Exercise, Step 2. Record your answer to Lab Exercise, Step 2, Question 11. How long ago was the igneous rock in rock unit B formed? A. 352 mya B. 380 mya C. 704 mya D. 1408 mya Answer Key: A Question 2 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 2, Question 12. How long ago was the igneous rock in rock unit C formed? A. 70. 4 mya B. 140. 8 mya C. 352 mya D. 704 mya Answer Key: B Question 3 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 2, Question 13. How long ago was the metamorphic rock in rock unit G formed? A. 625 mya B. 704 mya C. 1250 mya D. 2500 mya Answer Key: C Question 4 of 31 3. 0/ 3. 0 Points Questions 4 through 8 are based on the Lab Exercise, Step 3. 4. Record your answer to Lab Exercise, Step 3, Question 14. How long ago were the fossils found in Layer A formed? A. 65. 5–145. 5 mya B. 201. 6–145. 5 mya C. 251–201. 6 mya D. 299–251 mya Answer Key: B Question 5 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer A formed? A. Cretaceous Period B. Triassic Period C. Jurassic Period D. Cambrian Period Answer Key: C Question 6 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 15. How long ago were the fossils found in Layer D formed? A. 251–299 mya B. 359–299 mya C. 416–359 mya D. 444–416 mya Answer Key: D Question 7 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer D formed? A. Permian Period B. Devonian Period C. Silurian Period D. Ordovician Period Answer Key: C Question 8 of 31 3. 0/ 3. Points Record your answer to Lab Exercise, Step 3, Question 16. How long ago were the fossils found in Layer E formed? A. 444–416 mya B. 488–444 mya C. 542–488 mya D. 1000–542 mya Answer Key: B Question 9 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer E formed? A. Permian Period B. Devonian Period C. Silurian Period D. Ordovician Period Answer Key: D Question 10 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 17. How long ago were the fossils found in Layer F formed? A. 444–416 mya B. 488–444 mya C. 542–488 mya D. 000–542 mya Answer Key: C Question 11 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer F formed? A. Cambrian Period B. Triassic Period C. Carboniferous Period D. Tertiary Period Answer Key: A Question 12 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 18. What is the least amount of time that could have passed during the hiatus represented by younger unconformity seen in Figure 9. 12? A. 101 million years B. 150. 4 million years. C. 206. 6 million years D. 286 million years Answer Key: B Question 13 of 31 3. 0/ 3. Points Record your answer to Lab Exercise, Step 3, Question 19. What is the least amount of time that could have passed during the hiatus represented by the older unconformity seen in Figure 9. 12 ? A. 708 million years B. 762 million years. C. 1333 million years D. 1958 million years Answer Key: A Question 14 of 31 3. 0/ 3. 0 Points 14. Which of the following principles is NOT used in determining the relative age of rocks? A. Principle of Cross-cutting Relationships B. Principle of Original Horizontality C. Principle of Superposition D. Principle of Vertical Continuity Answer Key: D Question 15 of 31 3. 0/ 3. 0 Points Questions 4 through 8 are based on Figure 9. 17 on page 208 of your lab book. Determine the relative age each of the geologic structures shown in the geologic cross section below (Figure 9. 17) from youngest to oldest; then answer the questions below. As before, a wiggly line running across the geologic cross section indicates an unconformity and a fault is indicated with a bold straight line. Which is the youngest geologic structure in Figure 9. 17? A. E B. A C. B D. D Answer Key: B Question 16 of 31 3. 0/ 3. 0 Points Which is the oldest geologic structure in Figure 9. 17? A. A B. C C. F D. D Answer Key: D Question 17 of 31 3. 0/ 3. 0 Points Which letter represents an unconformity in Figure 9. 17? A. A B. C C. E D. F Answer Key: C Question 18 of 31 3. 0/ 3. 0 Points Which letter represents a fault in Figure 9. 17? A. A B. C C. E D. F Answer Key: D Feedback: F Question 19 of 31 3. 0/ 3. 0 Points What is the proper order of geologic structures B, C, D, and F in Figure 9. 17 from oldest to youngest? A. F, B, C, D B. D, C, B, F C. D, F, B, C D. B, C, F, D Answer Key: B Question 20 of 31 3. 0/ 3. 0 Points What relative dating principle states that in a sequence of sedimentary rocks, unless overturned, the oldest beds are at the bottom and the youngest beds are at the top? A. Principle of Cross-cutting Relationships B. Principle of Inclusion C. Principle of Superposition D. Principle of Original Horizontality Answer Key: C Question 21 of 31 3. 0/ 3. 0 Points What relative dating principle states that fossils in a sequence of sedimentary rock layers succeed one another in a definite, recognizable order? A. Principle of Cross-cutting Relationships B. Principle of Faunal Succession C. Principle of Inclusion D. Principle of Superposition Answer Key: B Question 22 of 31 3. 0/ 3. 0 Points The Principle of Cross-cutting Relationships states that A. sedimentary layers and lava flows accumulate as horizontal layers. B. rock fragments found within an igneous intrusion are older than the intrusion. C. geologic structures that cut across other structures are younger than the structures they cut across. D. younger rocks are deposited over older rocks. Answer Key: C Question 23 of 31 3. 0/ 3. 0 Points The Principle of Lateral Continuity states A. sedimentary layers and lava flows accumulate as horizontal layers. B. layer of sedimentary rock originally extended in all directions until it thinned to zero or reached the edge of the basin. C. rock fragments found within an igneous intrusion are older than the intrusion. D. younger rocks are deposited over older rocks. Answer Key: B Question 24 of 31 3. 0/ 3. 0 Points What type of unconformity appears between two parallel sedimentary layers? A. a disco nformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: A Question 25 of 31 3. 0/ 3. 0 Points What type of unconformity appears between a sedimentary layer and an igneous or metamorphic rock body? A. a disconformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: B Question 26 of 31 3. 0/ 3. 0 Points What type of unconformity appears between a tilted sedimentary strata and a horizontal overlying layer? A. a disconformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: C Question 27 of 31 3. 0/ 3. 0 Points If a sample of radioactive material contains a parent isotope with a half-life of 3 years, then at the end of 6 years A. all of the parent isotope remains. B. half of the parent isotope remains. C. one-quarter of the parent isotope remains. D. one-ninth of the parent isotope remains. Answer Key: C Question 28 of 31 9. 0/ 9. 0 Points Questions 28 and 29 are based on the Lab Exercise, Step 1. 1. Record your answers to Lab Exercise, Step 1, Questions 1 through 9. List each of the geologic features shown in Figure 9. 12 from youngest to oldest. C (youngest rock unit A H B D E F I G (oldest rock unit) Answer Key: C, a, h, b, d, e, f, i, G Feedback: ___C____ (youngest rock unit) ___A___ ___H___ ___B___ ___D___ ___E___ ___F___ ___I___ ___G___ (oldest rock unit) Question 29 of 31 4. / 4. 0 Points Record your answer to Lab Exercise, Step 1, Question 10. What letters represents unconformities, and what type of unconformities are they? H is a(n) Angular unconformity ; I is a(n) Nonconformity . Answer Key: an* un*, non* Question 30 of 31 3. 0/ 3. 0 Points A fossil is the preserved remains or traces of a once-living organism. Answer Key: fos* Question 31 of 31 3. 0/ 3. 0 Points An index fossil is a fossil of an organism that was common and had widespread geographic distribution during a short period of time in Earth’s history. Answer Key: ind*, fos*

Mary Midgleys Moral Isolationism Essay Example | Topics and Well Written Essays - 1750 words

Mary Midgleys Moral Isolationism - Essay Example    To put it simply, because an outsider cannot understand other cultures, he or she does not have the right to make judgments about other cultures. Midgley disapproves of this stance as it creates a moral vacuum that tends to hinder one’s critical thinking faculties, â€Å"man’s main evolutionary asset† (36). Furthermore, moral isolationism is just another form of immoralism as it leans towards moral skepticism and the relativism of moral and ethical truths as it â€Å"lay[s] down a general ban on moral reasoning† (36). Midgley’s argument against moral isolationism is five-fold. First, she presents the contradiction that moral isolationists demonstrate when they ask an outsider to show some respect and stop making judgments of other cultures because they simply cannot understand them due to the fact that they are foreigners. Midgley argues that â€Å"nobody can respect what is entirely unintelligible to them† (35). This poses the question that â€Å"if morals are applicable and legitimate only to one’s own culture as he or she cannot understand cultures other than his or her own, then how can one appropriately respect and tolerate cultures that he or she is not a member of?† Furthermore, it is a known fact that people have the capacity to understand other people, be they from different countries. And because cultures are made up of the people that create them and make them unique from others, how then can people not have the faculties to understand and respect other cultu res; and consequently, to make favorable judgments on these different cultures? Midgley’s second argument arises from the fact that throughout history, intelligent outsiders—anthropologists are a very good example—have made sense out of past civilizations and cultures that they were not members of.  

Comparing the consequences of 1990s reforms in Latin America and East Essay - 1

Comparing the consequences of 1990s reforms in Latin America and East Europe - Essay Example After the adoption of the macroeconomic strategies in the 1990s, both regions had high hopes that the new models would produce dynamic economies and abandon the legacy of sluggish growth, which was evident in the 1980s. However, in practice, the results of the macroeconomic strategies were neither as effective as economic enthusiasts expected, nor as bad as economic critics predicted. Therefore, there is a need to take stock of the implications of policy implementation in the regions in the 1990s. This paper will examine the consequences of the 1990s reforms in East Europe and Latin America by examining the policies and anticipated outcomes for the reforms, as well as the consequences of these strategies. Latin America is among the world’s developing region. The region attained political autonomy roughly in the early 19th century. The colonial past, as well as the variety of primary products available for export, strongly influenced the economic development of the region’s societies. This is largely because it was through these export products that the societies entered the global system of production specialization during the last half of the 20th century. The marginal position of Latin American nations, which exported extractive or tropical agricultural crop to the developed world, was not conducive to interdependence among the region’s economies, particularly in the areas of investment and trade (Pop- Eleches 64). As a consequence, during the initial half of the 20th century, the region’s economies responded to economic crises through industrialization oriented towards domestic markets. The beginning of the 1980s witnessed massive economic changes in de veloped economies such as Great Britain and the US. Global inflation adversely affected the price of primary products produced in Latin America. This resulted in massive

Not Much Just Chillin Essay Example for Free

Not Much Just Chillin Essay Change is known to be the most constant thing in the world. Hence, individuals are often changing which leads to conflicting issues in life. Moreover, every person gets into a stage where in a person needs to change. Most of us experience change during our moments in middle school. Every person during this time of his or her life experiences changes. In addition to this, there are interests which are discovered by these individuals. More so, the changes lead to the various kind personality developments. In the book written by Linda Perlstein titled â€Å"Not Much Just Chillin’† she discussed the reality of middle school. Through her observation, research and writing, Perlstein is able to provide a very vivid and realistic condition of the students in middle school. Hence, it is very evident that middle school children are usually confronted with issue to their families, environment as well as the media which are highly influential to the development of young people. The book written by Perlstein provided a vivid example of the types of individuals within the middle school setting. There are the typical individuals such as the popular group, the geeks, the minor ethnicities and the likes. More so, the people who are reading the book could easily relate to the various types of individuals being portrayed in the book. Definitely, the book is presenting a very important aspect of the teenage life. Different parts of the book present a very good perspective of the situation in middle school. Moreover, the writing of Perlstein focuses on the perspective of the youth during their development into adulthood. In the light of this, the book provides a very easy reading to different individuals. For the book is discussing about the youth and their development, the book somehow reaches to the young audiences who are interested in reading and understanding the stages of their development. The varieties of stages that are being experienced by different groups in the middle school setting are discussed through a very descriptive style. On the other hand, parents must also read this book for it provides insights regarding the development of their children. Although it is known that parents have been in the same stage of youth, the changes and liberation of teenagers are still different in the current era. Also, professors and teachers must be able to comprehend the various types of students in school. More so, the book presents a descriptive perspective of the situation in the middle school setting however Perlstein does not provide any type of resolution regarding this matter. The readers are left hanging of what they could do in order to have a safe environment for different students. In conclusion, the book is a good read for individuals who are interested in the psychological perspective of middle school age group. More so, there is nothing really shocking about the book provided by Perlstein. Through the very clear influence of media and the environment many youth are led to very complicated situations such as teenage pregnancy, drug addiction, and a changing perception with regards to responsibilities and adulthood. These problematic cases are stated to be caused by different entities provided in the earlier paragraphs. Therefore, all the entities become an important influence to the lives of each student. Definitely the book written by Perlstein is very informative however; it also has the similar type of theme compared to other books available. Although this is the case, the book was able to reach to me as a reader. Through the experiences which I had in the past, I know have a better understanding of myself. Furthermore, I have a better understanding of the people surrounding me. Hence, I was able to create my own methods of addressing the issues of different personalities and perspectives. Due to the book written by Perlstein I was able to enjoy a book relating to various kinds of individuals.

Loons :: essays research papers

"The Loons" Piquette Tonnerre was daughter of Lazarus. She had long black hair and her broad coarse-featured face bore on expression Piqutte was thirteen years old. She was older than Vanessa, but they were together in the same grade. Piquette failed several grades, because her attendance had always been sporadic and her interest in schoolwork was negligible. She missed a lot of school because she had tuberculosis of the bone, and had once spent months in hospital Piquette's voice was hoarse and she was limping when she was walking. She wore grimy cotton dresses that were always miles too long. Jules Tonnerre built a small square cabin which was made of poplar poles and chinked with mud. He Built it about fifty years before, when he came back from Batoche with a bullet in his thigh. Jules had only intended to stay the winter in the Wachakwa Valley. The cottage on Diamond Lake had a sign on the roadway bore in austere letters name MacLead. It was a large cottage; it was on the lakefront. Everything around the cottage were ferns, and sharp-branched raspberry bushes, and moss that had grown over fallen tree trunks. Above the backdoor there was the broad moose antlers that hung there. Vanessa loved the summer at Diamond Lake because she loved to listen to the loons all night. She also loved because she would go swimming in the lake. Vanessa also loved to go there because she could spent more time with her father. For example; they would go at night to the lake to listen to the loons carefully because some day they can just disappear. She also loved it because she got to see her best friend Marvis. Piquette wasn't actually interested in the surrounding and the loons or the lake. Most of her time she spent on the cottage with Beth helping to do the dishes or with Roddie. Every time when Vanessa asked her about the nanter she sounded like she didn't care about it or she didn't that she didn't know anything about nature. Piquette reacted this way because she never used to go places like Diamond's Lake. She always had to do all the work at home; for example, she had to clean. Vanessa Piquette four years later, one Saturday night when Mavis and her were having Cokes in the Regal Cafe. Piquette was seventeen but Vanessa thought she looked like twenty.

Literary Theme Essay Essay

The Privilege of Freedom â€Å"Only the educated are free.† Said by Epicetus, this simple quote demonstrates the importance of education. A solid education will provide for an excellent future and give one freedom: freedom to take on a career, to jump at opportunities, and to make choices. There is no saying where the future might take an educated man. Dangarembga uses highly educated and successful characters to illustrate the privilege of education and the power, control, and freedom that it provides. Dangarembga shows that education can change a life for the better by presenting the main character, Tambu, with the privilege of attending an outstanding school. When Tambu is given the opportunity to live with her uncle and go to the mission school, she is thrilled to become educated. Before her brother died, â€Å"the needs and sensibilities of the women in† her â€Å"family were not considered a priority,† and school was not an option for her (Dangarembga 12). Education has provided Tambu with the privilege to escape her old life on the homestead and â€Å"take another step upwards in the direction of† her â€Å"freedom† (Dangarembga 186). Also, education has given Tambu the power to use her education to control the rest of her life. â€Å"By the time she has finished Form Four,† she â€Å"will be able to take† her â€Å"course, whatever it is that† she chooses (Dangarembga 183). â€Å"In time,† she â€Å"will be earning money,† which will then lead to a career and onto the rest of her life (Dangarembga 183). The wealth that Tambu will earn when she is successful will provide for her and her entire family. Education builds the foundation of Tambu’s future, and â€Å"the prospect of this freedom† is unlimited (Dangarembga 186). The character, Babamakuru, is used by Dangarmebga to demonstrate that one educated relative effects an entire family. Education is â€Å"not just an individual blessing† but one that extends to all members of a â€Å"less fortunate family† (Dangarembga 89). For example, Dangarembga shows that one educated man can support the whole family. Babamakuru, â€Å"who had obtained a Bachelor’s Degree in South Africa,† is extremely generous and provides resources and opportunities for his entire family (Dangarembga 13). Whenever Babamakuru goes to visit the homestead, he comes bearing food, gifts, and supplies for the family to thrive off of. Also, Babamakuru is responsible for Tambu’s education and her coming to the mission school. To Tambu’s family, â€Å"Babamakuru was God†, â€Å"big brother to all†, and â€Å"his divinity† filled them â€Å"with awe† (Dangarembga 70, 36, 88). â€Å"As an early educated African,† Babamakuru has â€Å"found himself in positions that enable him to organize his immediate world and its contents as he wished† (Dangarembga 88). His great power has insulated him â€Å"from the necessity of considering alternatives unless they were his own† (Dangarembga 88). Education has given him opportunities that have led to great power and control over others; nobody â€Å"dares to challenge his authority† ((Dangarembga 117). Without a well-educated, successful man like Babamakuru, Tambu’s family would not be as the same. Throughout Nervous Conditions ¸ Dangarembga exemplifies the key role that education plays in becoming wealthy and successful. The basis of a good future begins with education. Such a privilege can lead to so many new things, and when one is educated, the possibilities are endless. Works Cited Dangarembga, Tsitsi. Nervous Conditions. New York: Seal, 1989.

Key Message & Insights to be Gleaned from Babel, the Movie

The two-fold message of Babel, a film by Alejandro Gonzalez Inarritu, is human frailty and interconnectedness of lives. Most individuals tend to think that their actions are inconsequential, and often take people like family — along with other good things happening to them — for granted. In the least expected ways, people’s lives are intertwined. Usually, though, as a culture communicates itself to others, barriers arise, impeding a real connection.The film likewise depicts that there are times when people behave irrationally, which may be part of human nature, and there will always be a point in time when people will experience Murphy’s Law, commonly understood as `Whatever can go wrong will go wrong, and at the worst possible time, in the worst possible way. ’ In such instances, people may be weighed down by misfortunes or tragedy, but in those instances, there are those who cling to each other for support.Notwithstanding the trauma, individuals m ade up of sterner stuff rise to the challenge. Most people, in the end, also own up to their mistakes and take responsibility for their actions as well as for their closest of kin or alliances. Human beings are not infallible, and may sometimes have little control over circumstances unfolding in their lives.Just as the Biblical meaning of the film’s title connotes (the Tower of Babel is referred to as a grandiose structure built by Noah’s descendants for their own glory, but divine intervention muddled up their tongue and they failed to understand one another's speech, and ended up scattered across lands), Babel, the movie, features four interlocking stories where the characters experience some communicative barrier along with a sense of alienation from the rest of humanity, and are pushed to the edge.Every obstacle that the characters encounter, however, is presented as an opportunity to improve on the human condition. As such, Babel showcases how the human spirit can prevail over critical challenges or life-changing hurdles. Hope as a universal thing is clearly expressed. On the other hand, chaos as a constant element in the world is also highlighted. The presence of a gun throughout the movie’s main plot and subplots shows how a shot can create a ripple effect, trigger untold pain, and change the lives of its victims forever.It appears more like a symbolism of how guns can be misused. As each of the movie’s central characters embark on a journey of scars — in a remote setting in Morocco with its grazing lands and desolate tracts, and in another part of the world, Tokyo, with its resplendent yet lonely megalopolis — they see their lives unraveling, yet are unaware of the common thread running through them.In essence, human frailty and disillusionment are exemplified by Babel’s central characters — a couple traveling in Morocco in order to emotionally reconnect; a Mexican nanny who brings their children across the US-Mexican border without the parents’ permission to attend her son’s wedding; a herdsman and his two young boys; and a teenage deaf- mute desperately seeking attention from her father and friends in Tokyo. As fate would have it, a rifle ends up in the possession of a local herdsman who delegates to his young sons the task of guarding the family’s herd from jackals.While playfully testing the rifle’s capacity, the younger son of the herdsman accidentally shoots the lady-tourist, seriously injuring her. The ensuing events find the traveling couple’s nanny facing arrest and deportation for her unauthorized action; and the teenage deaf-mute enduring a dreary existence as social outcast. All these tormented souls attempt to soothe the pain and isolation they encounter as they wrestle with misfortunes and upheavals.The parallel crises take place simultaneously, and as the families deal with their respective hurdles, they pay a high price â₠¬â€œ with their soul, dignity, freedom and life. Overall, it is a good movie that insightfully depicts the human condition and how people will go to great lengths to survive or find elusive happiness or meaning in an imperfect world where actions have impact on others. Reference Inarritu, A. G. (Producer/Director). (2006). Babel. US: Paramount Pictures Corporation.

Researching French-Canadian Ancestry Genealogy

Researching French-Canadian Ancestry Genealogy Even if you cant read French, tracing French-Canadian ancestors can be easier than many people expect due to the excellent record keeping of the Roman Catholic Church in Canada. Baptisms, marriages,  and burials were all dutifully recorded in the parish registers, with copies also sent to civil authorities. This, along with the incredibly high rate of French-Canadian records preservation, offers a much greater, more complete record of people living in Quebec and other parts of New France than in most other areas of North America and the world. In most cases, French-Canadian ancestry should be fairly easily traceable back to the immigrant ancestors, and you may even be able to trace some lines further back in France. Maiden Names Dit Names As in France, most French-Canadian church and civil records are recorded under a womans maiden name, making it much easier to trace both sides of your family tree. Sometimes, but not always, a womans married surname is included as well. In many areas of French-speaking Canada, families sometimes adopted an alias, or second surname in order to distinguish between different branches of the same family, especially when the families remained in the same town for generations. These alias surnames, also known as dit names, can often be found preceded by the word dit, as in Armand Hudon dit Beaulieu where Armand is the given name, Hudon is the original family surname, and Beaulieu is the dit name. Sometimes an individual even adopted the dit name as the family name and dropped the original surname. This practice was most common in France among soldiers and sailors. Dit names are important for anyone researching French-Canadian ancestors, as they necessitate searching the records under several various surname combinations. French-Canadian Rà ©pertoires (Indexes) Since the mid-nineteenth century, many French Canadians have worked to trace their families back to France and, in doing so, have created a large number of indexes to various parish records, known as rà ©pertoires or repertories. The vast majority of these published indexes or rà ©pertoires are of marriage (mariage) records, although a few exist which include baptisms (baptà ªme) and burials (sà ©pulture). Rà ©pertoires are generally arranged alphabetically by surname, while those that are organized chronologically usually include a surname index. By exploring all of the rà ©pertoires that include a particular parish (and following up in the original parish records), one can often take a French-Canadian family tree back through many generations. The majority of published rà ©pertoires are not yet available online. They can, however, often be found in major libraries with a strong French-Canadian focus, or libraries local to the parish(s) of interest. Many have been microfilmed and are available through the Family History Library in Salt Lake City and Family History Centers throughout the world. Major online repertoires or databases of indexed French-Canadian marriage, baptism and burial records include: BMS2000 - This cooperative project involving over twenty genealogical societies in Quà ©bec and Ontario is one of the largest online sources of indexed baptism, marriage, and burial (sà ©pulture) records. It covers the period from the beginning of the French colony until the end of the XXth century. The Drouin Collection - Available online as a subscription database from Ancestry.com, this amazing collection includes nearly 15 million French-Canadian parish and other records of interest from Quebec, New Brunswick, Nova Scotia, Ontario, and many U.S states with a large French-Canadian population. Indexed too! Church Records As in France, records of the Roman Catholic Church are the single best source for tracing French-Canadian families. Christening, marriage and burial records have been carefully recorded and preserved in the parish registers from 1621 to the present. Between 1679 and 1993 all parishes in Quà ©bec were required to send duplicate copies to the civil archives, which has ensured that the majority of Roman Catholic parish records in Quà ©bec still survive to this day. These baptismal, marriage and burial records are generally written in French (some earlier records may be in Latin), but often follow a standardized format which makes them easy to follow even if you know little or know French. Marriage records are an especially important source for immigrant ancestors to New France, or French-Canadian Canada because they usually document the immigrants parish and town of origin in France. The Family History Library has microfilmed the majority of Quà ©bec Catholic registers from 1621-1877, as well as most civil copies of Catholic registers between 1878 and 1899. This collection of Quà ©bec Catholic Parish Registers, 1621-1900 has been digitized and is also available for viewing online for free through FamilySearch. There are a few indexed entries, but to access most records youll need to use the browse images link and go through them manually.

Financial Institutions and Organizations Essay Example | Topics and Well Written Essays - 1250 words

Financial Institutions and Organizations - Essay Example Based on this data, the authors outline the best possible way to proceed and make a series of recommendations to support their argument. The central recommendations of Barth, Caprio, and Levine are organized around five distinct characteristics. The authors assert that adherence to these required characteristics will prevent the kind of widespread crisis that has been unfolding across the world, and will impose a level of institutionalized guardianship that has been heretofore nonexistent. The first recommendation by the authors is that the authoritative institution and overseer of market regulatory agencies be â€Å"independent of short-run politics† (203). Clearly, an effective system of regulation will need to be enforced by a legitimate and separate institution that is still subject to accountability measures and inquiry by the public it serves. With massive corruption and greed being such a prominent factor in the economic collapse, this aspect of guardianship would enabl e a built-in protection for consumers, the financial sector, and the political sector alike. When there is a method for preventing unfair and inappropriate practices, all parties will benefit. Additionally, the requirement that the organization be free of political sway will allow a more consistent guardianship that is external to the ebb and flow of political events and party favoritism. The second recommendation of Barth, Caprio, and Levine is that the regulatory agency be â€Å"independent of the financial services industry† (203). This follows a similar rationale as the requirement of political independence; how could the public possibly have confidence in a financial regulatory agency if it was run from within the industry? To prevent even the perception that the agency could be influenced by the greedy and self-serving motives of the financial industry, it will have to exist entirely outside the industry. Certainly the public’s view of the collapse includes the u nderstanding that the root cause was due at least in part to the industry’s faulty self-monitoring and widespread greed. The authors’ third recommendation is that this authoritative institution should have â€Å"the power to demand and obtain information necessary for assessing and monitoring the Guardians of Finance† (203). This attribute would require transparency from the financial sector and would allow the monitoring authority to have access to accurate, current, and thorough data. This requirement would have an impact on numerous levels; first, the financial entities would act more prudently, knowing that they could be asked to share the information at any time, and second, the information in and of itself would have guaranteed accuracy and therefore a better chance to make a positive impact. Had this type of regulation been in place in the early 2000s, a better assessment of lending practices and their impact on the economy could have prevented the widesp read adaptation of loan standards that were lowered to the point of nonexistence. This institution could use the information to compile analysis but also to report back to the public in a way the public could understand. Fourth, the authors assert that the institution should contain â€Å"the multidisciplinary expertise necessary for fruitfully processing that information† (203). If the institution is comprised solely of experts in one area of finance or economics, it will not be nearly as effective as if it were well-rounded. For example, experts on the

Greek methodology's effects on ancient socialization Essay

Greek methodology's effects on ancient socialization - Essay Example Greek mythology has heavily influenced their culture and socialization, especially when it comes in their sexual beliefs, may it be having a patriarchal society, or just their plain sexual norms. Myths are actually the beliefs of people what are subtly disguised as a form of literature. In fact, because so much of these myths are creation stories, many of people believe that most myths are factual. Greek mythology is quite sexual in nature. Then again, sexual identity is very cultural as well, as our sense of self is rooted in sexual mythology as well. This is because the sexuality of a society is cleverly reflected in their literature. Sex is actually the core of culture. This is ironic considering the mainstream Western belief actually makes sex taboo, even sacred. Many of these Western societies believe that sexuality comes from the individual as it is a private subject. Ironically, sex is the core of every culture. Consider this, without sex or reproduction for that matter, there would be no culture, society, religion, art, etc. Basically there would be nothing if sex is not in the picture. And as evolved creatures, humans are programmed to reproduce. Christians believe in the story of Genesis. In Genesis, the creation of the world and man and woman is the plot of the story. In it, the first two people were Adam and Eve, and Eve was made from Adam’s flesh, making Eve a mere second-class citizen. But in other myths, specifically in the Talmud, before Eve came Lilith. Lilith here was the first wife of Adam. And unlike Eve, she was made from dust, like Adam. She was also one of the wives of Satan, but because she was deemed â€Å"wild†, she left Satan and joined Adam. Their coupling was also deemed to be unfit for longevity because Lilith demanded equality with Adam. It is a logical wish since Lilith came from the same dust where Adam came from. Adam opposed this and they fought; Lilith left and proceeded to live in air. Adam prayed to God