How the Use of Drugs and Alcohol Affect High School Achievement Essay

How the Use of Drugs and Alcohol Affect High School Achievement An understudy at Lakeside High School, called Ann for reasons for protection, had an evaluation point normal of 3.6 through her sophomore year. During her lesser year, she dropped out of extra-curricular exercises and got pulled back from other social exercises. As she was acquainted with the universe of hard medications, Ann’s grades dropped to C’s and D’s. At her graduation celebration, she was raced to the emergency clinic for a heroin overdose. Ann’s grades plunged because of substantial medication use, an imaginable blend of passionate and physical corrupting upon herself. Society all in all corrupts itself thusly, regardless of whether the people themselves acknowledge it or not. Accomplishment in secondary schools today is missing enormously in view of the cultural issue of youngster sedate maltreatment. (Callahan 1) The accomplishment of secondary school understudies is influenced by the use of medications and liquor. Numerous components can prompt the use of medications. There is an evident connection between's family pay and medication use. The weights applied by society and friends additionally increment the possibility of secondary school understudies to utilize medications or liquor. Understudies who are affected by mind-modifying synthetic substances can't learn also, need inspiration, and hazard changeless loss of memory and capacity to learn. Numerous projects have been placed into impact over the most recent five years to help battle this social infection, for example, D.A.R.E. This is a significant issue in today’s society in light of the fact that not exclusively is the use illicit, it makes society all in all corrupt its social atmosphere for development. (Schydlower 1) Probably the most widely recognized variables that appear to have an immediate relationship with sedate use are peer pressure, high joblessness rate, low paying employments, proceeded with destitution, medical issues, and absence of medical coverage. There are numerous reasons why a secondary school understudy may utilize liquor or medications, yet there are five primary reasons as thought by Cepulkauskaite. They may want to utilize medicates so as to grope developed, to fit in and have a place, to unwind and feel better, to face challenges and rebel, or to fulfill interest. Understudies long for social acknowledgment more than scholastic accomplishment, which is an issue that society keeps on battling. These causes are among the numerous that could possibly prompt medication utilization. (Hayslett 1; Cepulkauskaite 2) The impacts of medication misuse are numerous and run from trance like state to ... ... Official Summary of the 2000 Primary Prevention Awareness, Attitude, and Use Survey (PPAAUS). 2000. Walk 23, 2003. Futris, Ted G. what's more, Urvia McDowell. Young people at Risk: Illicit Drug Use. 2002. April 6, 2003. Hayslett, Chandra. Liquor, Drugs Affect Dropout Rate-Study. February 13, 1996. Walk 9, 2003. Jacobus, Karen. Impacts of Drug Use. 1999. April 6, 2003. National Center for Chronic Disease Prevention and Health Prevention. School Health Policies and Programs Study. September 30, 2002. April 6, 2003. Guardians. The Anti-Drug. Winter 2002. April 7, 2003. Pride Says Teen Drug Use at 10-Year Low. July 19, 2002. April 6, 2003. Schuster, Eli. Instruction, Poverty Linked. November 26, 2002. April 9, 2003. Schydlower, Manuel and Committee on Substance Abuse. The Role of Schools in Combating Substance Abuse. May 1995. Walk 9, 2003. Substance Abuse and Mental Health Services Administration. The National Household Survey on Drug Abuse. September 3, 2002. Walk 9, 2003. Tobacco, Alcohol, and Other Drug Use Among High School Students †United States, 1991. August 5, 1998. Walk 9, 2002. Your Time-Their Future. Outline. 1999. April 9, 2003.

Free Essays on Hunger For Memory

, without a worry in the world from the embarrassment of the outside world in transparently uncovering their discourse lacks. He recalls the principal day of catholic school being presented by a sister as Richard. Rodriguez states â€Å"This was the first occasion when I had heard anybody name me in English† (393). This was the start of the finish of his Hispanic legacy. In school he felt disconnected from the remainder of the understudies and now he understood he should now grasp his American character. Terrifying as it might have been. Due to his dread of tolerating and learning the open language, it would change the solace of his family life. He would regularly falter while connecting with his kindred understudies. A while later his instructor had seen his absence of interest I... Free Essays on Hunger For Memory Free Essays on Hunger For Memory Diary Response â€Å"Hunger for Memory† Richard Rodriguez in his book â€Å"Hunger of Memory† expounds on the mental effect of absence of legacy in his adulthood for attempting to mix the two legacies, American and Hispanic in his youth. His experience as a second-age Mexican migrant, experiencing childhood in working class, overwhelmingly white neighborhood where he felt the segregation and his battle with the English language. He likewise enlightens us concerning how awkward it was for him to see his folks attempting to communicate in English. He depicts to us the two universes, â€Å"The Spanish world at his home and the gringos, American world† that he lived for a time of his life in his adolescence. Rodriguez says that he felt truly agreeable comfortable where everybody communicated in Spanish. Rodriguez states, â€Å"My guardians would express something to me and I would feel grasped by the hints of their words.† (396) It was his language, and the one in particular that sounded good to him. Rodri guez brings up how the language obstruction both prohibits the Hispanic and disengages them from the transcendent society. He sat during supper, joining his folks in ridiculing the way to express English words, without a worry in the world from the mortification of the outside world in transparently uncovering their discourse lacks. He recollects the principal day of catholic school being presented by a pious devotee as Richard. Rodriguez states â€Å"This was the first occasion when I had heard anybody name me in English† (393). This was the start of the finish of his Hispanic legacy. In school he felt detached from the remainder of the understudies and now he understood he should now grasp his American character. Startling as it might have been. Due to his dread of tolerating and learning the open language, it would change the solace of his family life. He would regularly dither while interfacing with his kindred understudies. A while later his instructor had seen his absen ce of support I...

12 Tips to Combat Performance Anxiety in School

At some point in every students life, they are probably going to suffer from performance anxiety in school. The occasional bout of anxiety is a normal part of life. However, if feelings of anxiety are prolonged, interfere with daily activities, or keep getting worse over time, it might not be typical anxiety; it could be an anxiety disorder.An estimated 31.9 percent of children aged 13 to 18 have some form of anxiety disorder. In fact, anxiety disorders are more common in the United States than any other mental health issue, including depression.There are several forms of anxiety disorders, too. Generalized Anxiety Disorder usually results in excessive worry about a variety of things, such as a persons health, social interactions, and even parts of their everyday life, like school. It is usually severe enough to interfere with the persons life, potentially by harming concentration, causing sleeping issues, or not allowing the student to think through the sense of worry.However, a per son could also have a Panic Disorder, Phobia-Related Disorder, Social Anxiety, or any number of other variants.Often, performance anxiety at school manifests during specific situations. For example, a student may be so worried about a test they cant take it effectively, or even at all. Performance anxiety can also hinder a students ability to speak in front of a class, either during a presentation or simply when called upon by the teacher.Performance anxiety in school can significantly impede a high schoolers progress. It can cause their grades to fall or make them too anxious to even attend classes on certain days.Whether the school anxiety qualifies as an anxiety disorder in a medical sense depends on the students exact circumstances and symptoms. However, even if the anxiety about school isnt that severe, it can still hinder a students ability to learn and thrive in class.If your student may be suffering from performance anxiety in school, heres what you need to know.Contents1 The Most Important Tip: When and How to Seek Professional Help for School Anxiety2 Tips for Combating Performance Anxiety in School2.1 Test Anxiety Strategies for High School Students2.1.1 Practice Good Study Habits2.1.2 Create a Pretest Routine2.1.3 Learn Relaxation Techniques2.1.4 Eat Properly and Stay Hydrated2.1.5 Make Time for Sleep and Exercise2.1.6 Speak with the Teacher2.2 School Anxiety Solutions for Public Speaking and Presentations2.2.1 Select an Interesting Topic2.2.2 Practice, Practice, Practice2.2.3 Know the Space2.2.4 Find a Friendly Face2.2.5 Expect SuccessThe Most Important Tip: When and How to Seek Professional Help for School AnxietyFirst and foremost, its important to understand anxiety can be a serious mental health condition. If your student is suffering from anxiety, they may not be able to overcome it alone, even if they give it their best effort.If your students performance anxiety in school is harming their academic performance, hindering their social relat ionship with classmates, or causing them to miss classes to avoid situations that bring on their school anxiety, they may need professional help from a medical provider. Similarly, if your student has panic attacks at school, working with a mental health professional is the best choice.This is especially true if your students pervasive or concerning anxious thoughts have occurred most days a week for the past six months. However, even if that much time has not passed, speaking with a doctor is never a bad idea.If your student needs professional help for their anxiety about school, contact your students primary care physician. They may be able to go over treatment options or refer your student to a mental health professional who can help assess and treat their anxiety.Alternatively, if your health insurance allows it, you may be able to select a covered mental health professional on your own without a referral. Usually, you can find out which area doctors or counselors accept your in surance online as well as contact for information and appointments.Only a medical professional can formally diagnose an anxiety disorder. Self-diagnosis by the student, parental diagnosis, or diagnosis through an online test are not sufficient. If you believe your student is suffering from performance anxiety in school or any other anxiety disorder, seek out a licensed medical doctor, psychiatrist, or psychologist. Mental health conditions can be highly nuanced, and anxiety symptoms may be related to other psychological disorders or physiological conditions. When in doubt, see a doctor immediately.Tips for Combating Performance Anxiety in SchoolIf your student experiences anxiety at school, there may be steps they can take to help alleviate it. While these tips do not substitute for care and treatment through a medical professional (and your student should not participate if they are being treated for anxiety or any other mental health condition without clearing it with their doctor ), they could provide some benefit.Test Anxiety Strategies for High School StudentsTest anxiety is a type of performance anxiety that focuses on tests, exams, or quizzes. Even when properly prepared, your student may be overcome with fear they will fail or be overwhelmed by the prospect of taking the test.Symptoms of test anxiety can be physical, such as headaches, nausea, excessive sweating, rapid heartbeat, or light-headedness. Emotional symptoms can include feelings of helplessness, fear, anger, or sadness. There can also be behavioral or cognitive symptoms, like difficulty concentrating, pervasive negative thoughts, or acting out in class.Certain strategies may reduce test anxiety. Here are some test anxiety strategies for high school students.Practice Good Study HabitsStudying efficiently and regularly can help reduce test anxiety. If your student spends a little bit of time studying on a consistent basis, they may feel more confident about their level of knowledge, making them less anxious.Ideally, your student needs to create a system for studying. This can include studying at the same time and place, for the same duration during each session, and being consistent with their schedule even if there isnt an exam in their near future.Testing their knowledge on their own may also relieve some anxiety. For example, taking practice tests at home, having a friend or family member quiz them using flashcards, or a similar approach may make test-taking feel more routine, decreasing negative feelings about the experience.Create a Pretest RoutineNot unlike a bedtime routine, a pretest routine is a set of steps that gets your student into a test-taking mindset. It could involve going over notes while eating breakfast, using their favorite pencil, taking a few minutes to meditate, or anything else they find calming.Learn Relaxation TechniquesRelaxation techniques can limit or eliminate the effects of anxiety. Meditation, deep breathing, visualizing a positive outcome , or clenching and then relaxing their muscles one at a time can all promote relaxation. Plus, these techniques can be done almost anywhere, making them worth exploring if your student has performance anxiety in school.Eat Properly and Stay HydratedWithout the proper fuel, the human body doesnt work right. If your student doesnt eat before a test or isnt well hydrated, they may be more likely to feel physically uncomfortable or mentally foggy at test time, increasing the odds they will be anxious.Additionally, caffeine and sugar usually act as stimulants in the body. If your student has an energy drink, coffee, or sugar breakfast or lunch, they might experience more anxiety at test time.Before a test, your student needs to make sure to drink plenty of water and have a balanced meal. Protein and whole grains can give them energy without excess sugar, so they can feel satiated without a massive spike in blood sugar.Make Time for Sleep and ExerciseExercise is great for releasing tensio n and promoting good health, both of which can lead to better academic performance. Getting enough sleep is also critical. Without it, your students ability to focus may suffer, causing them to struggle when studying and during tests.Speak with the TeacherWhen your student knows a test is on the schedule, taking a moment to speak with the teacher can help. That way, they can ask questions to make sure they understand what will be on the exam, giving them details that can assist them as they prepare.Additionally, if your student is diagnosed with an anxiety disorder, the school may be able to offer accommodations to help them. What may be available could vary from one school to the next. However, if your student has a diagnosis, it may be worth asking.School Anxiety Solutions for Public Speaking and PresentationsSpeaking in front of others can be an uncomfortable experience. In some cases, it may even lead to performance anxiety, causing a student to struggle when asked to speak in f ront of the class.In severe cases, a persons fear of public speak may even qualify as a phobia. Glossophobia (the fear of public speaking) is one of the most common phobias in the world, impacting about 25 percent of the population to some degree.If your student has anxiety when they need to speak in class, there are things they can do to help overcome their fears. While they should talk with a medical professional if they are being treated for any mental health condition before trying any of these tips, here are some options worth exploring.Select an Interesting TopicIf your student can pick their own topic for a presentation, encourage them to select one that piques their curiosity. People often enjoy discussing subjects they find interesting, and it may make your student less anxious.Practice, Practice, PracticeBefore a presentation, practice is your students best friend. The better they understand the material and their talking points, the more automatic the presentation becomes . They wont have to think as hard to recall critical details, which may reduce anxiety.Know the SpaceIf your student is presenting in their usual classroom, then they are probably already familiar with the physical space. However, if they are giving a presentation in a different room, make sure they explore it in advance. This will make the space itself feel less foreign, which may prevent some feelings of anxiety.Find a Friendly FaceBeing able to spot a friendly face in the crowd can help with anxiety. If your student has friends in the class, encourage them to focus on those individuals during their presentation.Ideally, they would have a few friends spread throughout the room, allowing them to move their gaze and seemingly engage more with the audience. However, even if that isnt an option, delivering the presentation directly to a friend may feel less intimidating, so it is better to focus on a single person and feel more relaxed than forcing more eye contact with other people.E xpect SuccessIn most cases, those listening to a presentation want the presenter to succeed. They are hoping to hear interesting information, so, indirectly, they are rooting for the student.Plus, those who arent intent on listening arent typically hoping the presenter fails either. Instead, they are usually completely tuned out. That means they might not know if the presentation was bad or good even though they were in the room. For some, this can be comforting, albeit in a bit of a weird way.Ultimately, all of the tips above can help your student combat performance anxiety in school. However, even the most effective suggestions cant replace professional help. If your student is genuinely struggling, seeing a doctor is always the smartest move, period.Pin48RedditShareLeave a Comment

Sonnet 73 By William Shakespeare - 1156 Words

The poem Sonnet 73 by William Shakespeare follows a typical Shakespearean sonnet structure; fourteen lines, three quatrains followed by a rhyming couplet, a basic ababcdcdefefgg rhyme scheme, and predominately following iambic pentameter with one additional unstressed syllable in the first line of each quatrain and the couplet. The sonnet as a whole is an extended metaphor for the aging and process and death; however, it is broken into three smaller metaphors all supporting the speaker’s impending end of life through the process of aging. Natural aspects- winter, twilight, and fire- are presented as an extended metaphor for the the thematic undertone of aging and death. Nature alone is emblematic of the process of aging throughout one’s life. Nature is always changing, just as humans are never the same in one second to the next. Humans are an outcome of natural processes. It is only right that the aging of the speaker be represented through natures own developmen ts. The two work simultaneously to present the journey of the speaker towards an acceptance of his death and loss love. It is through natural cycles he realizes the only condition to living is death. The metaphor begins in quatrain one with the symbolism of winter. The coloring of the â€Å"yellow leaves† falling from the tree clue the reader into the seasonal time period. The speaker directly compares himself to winter when he says â€Å"That time of year thou may’st in me behold†. He holds the seasonShow MoreRelatedWilliam Shakespeare s Sonnet 73902 Words   |  4 Pages William Shakespeare â€Å"That time of year thou mayst in me behold† (Sonnet 73) The sonnet, originating in Italy, was formed by Francesco Petrarch. The Petrarchan sonnet, originally consisting of two quatrains and a couplet, was soon brought to England where William Shakespeare took an interest in this unknown form of poetry. Shakespeare revised the sonnet so it consisted of three quatrains with the rhyming scheme of â€Å"abab cdcd efef† and a rhyming couplet at the end. This revised sonnet was thenRead MoreThe Time Of Year By Shakespeare761 Words   |  4 Pages William Shakespeare used the word and the concept of death many times throughout his writing. The poem, â€Å"The Time of Year,† is one of the many sonnets that Shakespeare wrote. It is also known as â€Å"Sonnet 73†. â€Å"In Western literary traditions, sonnets have played an important role because of the works of authors such as Francesco Petrarca (Petrarch) and William Shakespeare,† (Weagly, 2016). â€Å"The Time of Year† (Sonnet 73) by William Shakespeare, conveys the theme that the idea of losing someone couldRead More Shakespeares Sonnet #73 Essay787 Words   |  4 Pages Shakespeares Sonnet #73, published in 1609, is written in the Shakespearean or English sonnet style. It consists of three quatrains and one couplet at the end, written in iambic pentameters. Each quatrain has its own rhyme scheme, rhyming in alternating lines. The couplet summarizes the preceding twelve lines. Sonnet 73 appears to contain multiple parallels to death and the person speaking in the poem gives the impression that he is near death and reflecting back upon life. The first quatrain,Read More Essay on Metaphors for Death in Shakespeares Sonnet 73543 Words   |  3 PagesMetaphors for Death in Shakespeares Sonnet 73 William Shakespeares Sonnet 73: That Time of Year Thou Mayest in Me Behold is a sonnet that examines the fears and anxieties that surround growing old and dying -- a topic that resonates within us all. Shakespeares use of metaphor to illustrate decay and passing are striking, and sets a somber tone throughout. He uses the season of Fall, the coming of night, and the burning out of a flame as metaphors for old age and death, and then uses theRead More Metaphorically Speaking – Sonnet 73 Essays857 Words   |  4 PagesMetaphorically Speaking – Sonnet 73  Ã‚      Love is a blanket of bright and colorful flowers that covers a beautifully rolling meadow on a breezy summer day. Similar metaphorical images appear in many famous poems including Shakespeares Sonnet 73. The metaphor is the most basic device poets use to convey meanings beyond literal speech (Guth 473). Shakespeares use of metaphors in this sonnet conveys his theme of the inescapable aging process. Shakespeare establishes and extends a metaphorRead More Essay on Shakespeare’s Sonnet 73799 Words   |  4 PagesInterpretation of Shakespeare’s Sonnet 73 nbsp; Sonnet 73 is a meditation on mortality, and yet it can be interpreted in a number of ways. The first such interpretation is that the author of the poem is speaking to someone else about his own death that will inevitably come in the future. This interpretation has the poem focused on the author, and his focus and concern over himself. This makes him seem very selfish, because we are all going to die sooner or later, and it does not do any goodRead More An Analysis of Shakespeares Sonnet 73 Essay example1241 Words   |  5 PagesAn Analysis of Shakespeares Sonnet 73      Ã‚   Sonnet 73 by William Shakespeare is widely read and studied. But what is Shakespeare   trying to say? Though it seems there will not be a simple answer, for a better understanding of Shakespeares Sonnet 73, this essay offers an explication of the sonnet from The Norton Anthology of English Literature:      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   That time of year thou mayst in me behold   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When yellow leaves, or none, or few, do hang   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   UponRead MoreThe Foundation Of Image : William Shakespeare1323 Words   |  6 PagesThe Foundation of Image William Shakespeare is one of the most known writers not only of his time period, but to this day. He is known for the 37 plays he wrote and his 154 sonnets which are often recreated and studied today. Reading can seem very monotonous and boring if you’re not impacted by the text. A writer has to lay a foundation to pull their reader in and paint an imaginative picture in their reader’s head in order to bring a story to life. William Shakespeare was nowhere shy of doing theseRead MoreExplication Of Sonnet 731713 Words   |  7 PagesWilliam Shakespeare was a very well known writer in the British literary community and his pieces are still read and enjoyed today. Shakespeare is also known to have written a collection of poems which are sonnets. This essay will consist of a close reading to William Shakespeare’s sonnet 73 which deals with the theme of life, death and aging. The sonnet constructs a complex idea that the themes of life and death can be connected tog ether. The poem contains three quatrains and one couplet. TheRead MoreSonnet 73 Metaphors1165 Words   |  5 PagesIn William Shakespeare’s â€Å"Sonnet 73,† the speaker claims that through recognizing life’s brevity, love can be made stronger, and more permanent, by learning to appreciate the limited time each person has left. Shakespeare establishes this argument by developing three metaphors comparing a succinct amount of time to life. The first metaphor compares the seasons of a year to stages of life. The second quatrain contains the next metaphor comparing the sun’s journey across the sky to the speaker’s lifetime

Hard Times and God of Small Things Essay Example For Students

Hard Times and God of Small Things Essay Childhood is an integral theme in both Hard Times and God of Small Things but both authors have tackled the issue in a vastly different way. Arundhati Roy focuses her book very much on the way children relate to the world around them, while Dickens tends to look more at how children are treated by the rest of the world. This small change in perspective gives a vastly different view of childrens lives, which are further enhanced by the writing styles of the two authors. Roys greatest gift is her power of memory, the kind of memory Charles Dickens is famous for and a small number of other writers such as George Eliot and the poet Wordsworth, which can bring alive for the reader what most of us have forgotten but can recall if jogged. What it felt like to be a child, a stranger and afraid in a world we never made, yet endowed with as much or more ability to experience the supposedly adult emotions of anxiety, jealousy, grief, despair, as well as what Rahels uncle Chacko tells her are possible in Human Nature. Love. Madness. Hope. Infinite Joy. The novels lead characters, Rahel and her twin brother, Estha, become fit carriers for whatever the novel is saying about the human condition, because their very fragility, without the adult illusion of control over lifes fluidity, makes it obvious how vulnerable they, like their apparently less vulnerable elders, are to social, political and emotional phenomena that can devour their lives. While Dickens spreads the focus of the story over a larger range of characters than Roy, he still uses the childrens emotions as a strong conveyer of the sentiment or moral of a scene and the story as a whole. A great example of this abuse of emotions is Louisas continual sadness and confusion as she is bought up to act like a woman while still expressing the characteristics and mentality of a child or youth. When questioned on her feelings for Bounderby she replies It will be getting away from home. When Bounderby plants an affectionate (although bordering on sexual or at least overly forward) kiss on Louisas cheek she responds by rubbing it away, with no care if she was to rub a hole in face This is a situation reminiscent of Esthahappens encounter with the Orange Drink Lemon Drink man. While the relationship is different the hatred and fear stemming from it in the two concerned characters is very similar. Roy focuses Esthahappens fear away from his actual feelings and concentrates on what is around him to show how Estha is affected. He links his fear to the drink he has in his hand (Free, fizzed fear) and withdraws the incident into himself, not even sharing it with his sister. Louisa does not have Esthas fear of a recurrence, possibly Dickens believing the adult orientated world he places his characters in would mature them more than the relative freedom of Esthas location, so he removes the long term distress to be replaced with a short burst of angry emotion.. Possibly because of her harsher childhood environment, Louisa is portrayed as a mature character in Hard Times all throughout the book, sometimes more so than the adults responsible for her. Her loyalty and protectiveness toward her brother show her as far more of an adult than her father treats her when they are caught watching the circus. And her stepping in to take the blame from her brother (I bought him father) shows not only that she is worried of her brother being upset, but also that she is aware of the disciplining she will receive and does not appear to be fearful of that. Dickens does not give Tom the same respect worthy stance. .u7d435a3561c9b05f666bfbcd72e03102 , .u7d435a3561c9b05f666bfbcd72e03102 .postImageUrl , .u7d435a3561c9b05f666bfbcd72e03102 .centered-text-area { min-height: 80px; position: relative; } .u7d435a3561c9b05f666bfbcd72e03102 , .u7d435a3561c9b05f666bfbcd72e03102:hover , .u7d435a3561c9b05f666bfbcd72e03102:visited , .u7d435a3561c9b05f666bfbcd72e03102:active { border:0!important; } .u7d435a3561c9b05f666bfbcd72e03102 .clearfix:after { content: ""; display: table; clear: both; } .u7d435a3561c9b05f666bfbcd72e03102 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7d435a3561c9b05f666bfbcd72e03102:active , .u7d435a3561c9b05f666bfbcd72e03102:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7d435a3561c9b05f666bfbcd72e03102 .centered-text-area { width: 100%; position: relative ; } .u7d435a3561c9b05f666bfbcd72e03102 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7d435a3561c9b05f666bfbcd72e03102 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7d435a3561c9b05f666bfbcd72e03102 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7d435a3561c9b05f666bfbcd72e03102:hover .ctaButton { background-color: #34495E!important; } .u7d435a3561c9b05f666bfbcd72e03102 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7d435a3561c9b05f666bfbcd72e03102 .u7d435a3561c9b05f666bfbcd72e03102-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7d435a3561c9b05f666bfbcd72e03102:after { content: ""; display: block; clear: both; } READ: The Chrysanthemums EssayHe presents Tom as a cowardly boy (growing into an equally weak adult) who is happily willing to use his sister to improve his own life I had better go where I can take advantage of your influence. In Toms case Dickens presents him with a large amount of intelligence and perception, yet he gives him no incentive or natural will to use his skills in a generally beneficial way. He instead spots a door opened by his sister leading to an easy passage to success, this is displayed to full effect as Harthouse confronts Tom about borrowing money from his sister. Estha and Rahel are given a far closer and more mutually beneficial relationship than this. Roy presents them as a pair of children (a larger group as Sophie Mol arrives) pitted against a difficult life of un-understanding adults. Along with the struggle to cope with their surroundings Estha and Rahel are frequently placed in situations by those they love who act to confuse and affect them even more Careless words make people love you a little less. Roys simile of the moth moving on Rahels heart gives a clear indication how children can pick up on a comment that seems insignificant to the other people concerned. However to Rahel this one line (Make me love you a little less) is embedded onto her mind, and frequently brought to the attention of the reader by Roy as she refers to the moth lifting its leg inside Rahel. Dickens does not go into such imaginative imagery, preferring the harsh scientific approach of the adult characters he creates. The stereotypical image held by youngsters of their elders as fun-hating, rule enforcing ogres is perfectly presented in many places in Hard Times with the most obvious example being the childrens own father. These iron figures seem unimaginably distant from the innocence displayed by Cecilia Jupe and the other youngsters, but this is an illusion shattered by the introduction of Bitzer. Bitzer is incredibly streetwise and while Tom Gradgrind Jr. has learned to exploit his sister, Bitzer takes it a step further and uses the adults to get his wishes. He knows precisely what his seniors are looking for (Quadruped. Graminivorous. Forty teeth) and by giving them the answers they look for he gains enough of their trust and respect to cover his lack of scientific intelligence and to gain information he wants from them. He becomes an expert at understanding Mrs Sparsit and soon begins to have control over her by merely placing ideas in her grasp and letting her take the credit for them you did object to names being used, and theyre always best avoided. To watch Bitzer converse with Mrs Sparsit is highly amusing as we are directly seeing Dickens ridiculing her through the boy: He now and then slided into my lady, instead of maam, as an involuntary acknowledgement of Mrs Sparsits dignity. Dickens uses Bitzer as a fine example that children (or youths, at this stage in the book) have every right to be as sharp and manipulative as the adults are. Louisa can also be incredibly acute at times, demonstrated as she conversed with Mr Harthouse, leaving Bounderby perplexed by the speed and insightful nature of their conversation. Harthouses innocent phrase because I have no choice of opinions is quickly torn apart by an astute Louisa who jumps in: Have you none of your own. The rapid fire exchange is broken only by Mr Bounderby mentioning the postponement of dinner. This makes Bounderby appear incredibly out of his depth in the room, and his usual loudness was contained while he was in danger of bursting with silentness.

Attitudes towards woman at the begging of the twentieth century Essay Example

Attitudes towards woman at the begging of the twentieth century Essay The Inspector starts his enquires with Mr. Birling, who is a prosperous business manufacturer. He is not from the same social class as his wife, Sybil. He is confident but betrays his lack of social graces, we see this when his wife corrects him, Arthur, youre not supposed to say such things We can also see that Mr. Birling is aware of business advantages from the union of the two families. Mr. Birlings business aspirations come into the open when he tells Gerald about his knighthood, theres a fair chance that I might find my way into the next Honours List. Just a knighthood, of course. These are all good examples of how being higher up the social hierarchy in this era was regarded as being extremely important. Mr. Birling also shows us the attitude towards women at the time. His involvement with Eva Smith goes back two years. He employs hundreds of women so is obviously a successful businessman. He sacked her because she asked for a pay rise; he did it without consideration of personal consequences for Eva Smith and refuses to accept responsibility. As his impatience grows we see his true colours, obviously it has nothing whatever to do with the wretched girls suicide. This is a good example of how women in the lower or working class meant nothing to the upper class. He does not seem to be at all bothered about what has happened to this girl and finds it all a complete nuisance. We also see later on that the only reason this was a nuisance is because if it were to get out in the open it would be a great threat to the chance of Mr. Birling getting a knighthood. This once again shows how important climbing the class hierarchy was to people of this era, even more important than a womans life. We will write a custom essay sample on Attitudes towards woman at the begging of the twentieth century specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Attitudes towards woman at the begging of the twentieth century specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Attitudes towards woman at the begging of the twentieth century specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The next person the Inspector questions is Sheila. Sheila tried an item of clothing on in the shop where Eva worked but it didnt suit her. I caught sight of this girl smiling at Miss Francis and I was absolutely furious. So she went to the manager and said that Eva had been impertinent. Furthermore that Eva must be sacked immediately otherwise she would persuade her mother to shut her account with them. Obviously her mothers account was worth a lot more to the company than one working class girl. She did this out of jealousy, embarrassment and vanity, which we later go on to see is similar to her mother. Afterwards though she feels upset and guilty. This once again shows that the attitudes towards women especially in the lower class were poor ones. Next the Inspector questioned Gerald, Sheilas fianci. He had an affair with Eva, but she had changed her name so he knew her as Daisy Renton. His affair with her gave him sex and a sense of being a hero. This affair is not criticised by Sheilas parents though as in that time this was a thing that higher-class men would often do. He is embarrassed, defensive and looks for ways out of feeling guilty. Gerald suggests, young women ought to be protected against unpleasant and disturbing things which is quiet ironic considering he cheated on Sheila and used Daisy as a prostitute. From the way he treated these two women we can see that he did not have a lot of respect for either of them. This was often the case in this era, men went around doing as they pleased and the women were just seen as second-class citizens who could be treated however the men pleased. Mrs. Birling is the next one to be questioned by the Inspector. Mrs. Birling met Daisy when she came to Mrs. Birlings womens charity asking for help. She needed help, as she was unemployed, homeless and pregnant. Mrs. Birling refuses to help Daisy, she says that she was personally insulted and lied to. Just like Mr. Birling she is angry and refuses responsibility. We see that people in the higher class had the right to decide whether or not the lower class deserved help and whether or no they were telling the truth. Mrs. Birling puts her foot in it firstly when she says, I blame the young man who was the father of the child she was going to have. If, as she said, he didnt belong to her class, and was some drunken young idler, then thats all the more reason why he shouldnt escape. She then goes on to say, hed be entirely responsible and that he ought to be dealt extremely severely. We then go on to see that the man she is talking about is in fact her own son Eric. The I So from the source we can learn that Polly Nicholls murder consisted of extraordinary violence. Inspector ends his enquires with Eric, who got Daisy pregnant. The fact that once more Daisy was used as prostitute, and also used for a mans pleasure and then dropped when he felt like it. He got her pregnant and although he did try to help her afterwards by giving her money other than that he made no real effort to help her. This once again shows how being a lower class woman in this era was just about as low as you could get in the class hierarchy. Afterwards he does realise though what he did was irresponsible and he does feel guilty for it. Like Sheila he also wishes that the others would take responsibility for their parts leading up to the death of Daisy. In conclusion we can see that An Inspector calls tells us a lot about the class hierarchy and attitudes towards women in the begging of the twentieth century. We see that women were treated very badly by men and sometimes even by other women who were in higher classes to themselves. We also see how the higher up you were in the class system the easier it was for you and the easier it was for you to get your own way in matters.

Teaching Strategy Essay Example

Teaching Strategy Essay Example Teaching Strategy Essay Teaching Strategy Essay This study focused on the present teaching strategy of the Instructors of College of Computer Engineering Information Technology at university of Canaan Valley, Autograph city, Canaan. The study aims to develop Capability of Information Technology Students with and without computer at home in programming subjects. Especially it aims to determine the problems encountered in the teaching-learning process in Programming as perceived by, the students, determine the importance eater of programming in terms of Performance, Information/Data, Economics, Control and Security, Efficiency, and Services. It further alms to determine the extent of compliances the problems encountered by the students In the programming subject. The majority of the respondents were from IBIS 2nd year with a frequency of One Hundred Fourth (140). These results were gathered using survey questionnaire. Based on the Weighted Mean and Descriptive Interpretation on the Features as received by the Students In the use of the Proposed Research, majority response was Great Extent. Therefore there is no significant difference in the Proposed System in terms of Performance, Information/Data, Economics, Control and Security, Efficiency and Services. Based on the findings, there were problems encountered in the present teaching method. The researchers wish to recommend implementation and adaptation of The Proposed Capability of Information Technology Students with and without computer at home in programming subjects. ACKNOWLEDGEMENT The researchers wish to express their profound gratitude to the Grand Creator, who made everything possible in the completion of this output, for the strength He provide and the inspiration to keep on in spite of the difficulties and challenges they encountered. They also extend their appreciation to the following whose invaluable assistance made this study possible. Dry. Armenia C. Libyan,Jar. For sharing us his knowledge and the encouragement he imparted to u; Dry. Carroll T. Pearls Harry potter By marital This study focused on the present teaching strategy of the instructors of College of Computer Engineering Information Technology at University of Canaan Valley, Control and Security, Efficiency, and Services. It further aims to determine the extent of compliances the problems encountered by the students in the programming Based on the Weighted Mean and Descriptive Interpretation on the Features as perceived by the Students in the Use of the Proposed Research, majority response Dry. Carton T. Pearls