Mark Twain s The Adventures of Huckleberry Finn A Mind...

The mind of Huckleberry Finn is in a constant battle with none other than itself, one side always choosing to debate against the other. Huckleberry Finn is a young boy that embarks on a perilous journey to save his friend Jim from enslavement in the fiction novel The Adventures of Huckleberry Finn by Mark Twain. Throughout the story Huck encounters people that change the way he thinks, has a couple of major internal conflicts while floating down the Mississippi River, and makes a decision that sets him on a determined course no matter the consequences. During the novel Huck encounters multiple people the alter his way of thinking and changes his morals.Tom Sawyer, Hucks best friend heavily influences the superego of Hucks mind in telling him the regular and proper way to break Jim free from the plantation. Huck shows Toms prominence in his superego when he narrates that, But we had to have it; Tom said wed got to... (Twain 259). The way that Huck interprets the right to get Jim out i s being monopolized by Tom. Tom is there to show Huck whats the proper way to free Jim, and what he says takes deep root in Hucks mind during this time. The encounters with the King and Duke impact the way id side of Hucks brain. All the various tricks and scams that the King and Duke did were altering what thought of as right and wrong, and he began to think morally wrong things were right. Not only that, but they also altered the way he acts and began to get him toShow MoreRelatedHuckleberry Finn and the use of Satire Essay1109 Words   |  5 Pages Huck Finn and the use of Satire Mark Twains The Adventures of Huckleberry Finn has been controversial ever since its release in 1884. It has been called everything from the root of modern American literature to a piece of racist trash. Many scholars have argued about Huck Finn being prejudiced. In The Adventures of Huckleberry Finn, Mark Twain uses satire to mock many different aspects of the modern world. Despite the fact that many critics have accused Mark Twain’s novel of promoting racismRead MoreMark Twain and The Adventures of Huckleberry Finn1575 Words   |  6 Pages Mark Twain and The Adventures of Huckleberry Finn Controversy Mark Twain, born Samuel Langhorne Clemens, is a highly recognizable figure in American literature. Born in Florida, Missouri Mark Twain and his family moved to Hannibal, Missouri where Twain discovered and fell in love with the mighty Mississippi River. The river and his life in Hannibal became his inspiration and guiding light in most of his writing. Although Twain loved the river and did a great deal of traveling, he eventuallyRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1103 Words   |  5 PagesDmitri Van Duine Jr English Mr. Nelson November 27th The Adventures of Huckleberry Finn: Huck Finn and Tom Sawyer The Adventures of Huckleberry Finn, Written by Mark Twain filled his stories with many examples of satire as to convey a message while also writing an interesting story. The Adventures of Huckleberry Finn revolves around the adventures of a young boy called Huckleberry Finn, who is about thirteen years old. Tom Sawyer is Huck’s best friend and around the same age as Huck. He is onlyRead MoreMark Twain s The Adventures Of Huckleberry Finn1216 Words   |  5 Pages Shaw English 2 Honors/Pd. 8 5 June 2015 Is Mark Twain Racist? Alveda King once stated, â€Å"Racism springs from the lie that certain human beings are less than fully human.† Mark Twain supports this belief when he composed his novel, The Adventures of Huckleberry Finn. In the aftermath of the American Civil War, the institution of slavery and American Southern culture was not well understood internationally. The Adventures of Huckleberry Finn conveys Southern culture and the social attitudesRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1035 Words   |  5 PagesAdventures of Huckleberry Finn, an inspiring and controversial novel by Mark Twain, took place decades before the Civil War, a critical time period in America, when slavery was legal and many political issues aroused. During the pre-Civil War era, America underwent a political transition from being undeveloped and agricultural into an industrialized stable nation. Even immediately after the Civil War, when Twain s novel was published, society s social, political, and economic aspects of the NorthRead MoreAnalysis Of Mark Twain s The Adventures Of Huckleberry Finn And Henry James1557 Words   |  7 Pagesmisjudgment between Americans and exotic immigrants. Those famous authors like Mark Twain and Henry James wrote down social and psychological transformations bring out in the nation by creating removed, impartial status of daily life. In order to bring readers to be fascinated and thoughtful by their novels and to depict their character and the reader’s setting to life, Mark Twain in the adventures of Huckleberry Finn and Henry James showed the reality of life in his story Daisy Miller. There areRead MoreHuckleberry Finn : American Literature And Culture1622 Words   |  7 Pagesfor themselves, based on honorable values. Huckleberry Finn and Tom Sawyer are the first kids depicted in American literature, and through them, Mark Twain develops the concept of kid, by having them participate in comical manipulation and deception. The Adve ntures of Huckleberry Finn has two principal lies, imaginative lying and deceitful lying. Lying and deceit are central themes Twain uses to develop the blueprint of a child. Tom Sawyer, Huckleberry Finn, and the King and Duke involve themselvesRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1773 Words   |  8 PagesKnowing about Mark Twain’s work, personal life and family it is clear he is a champion of racial equality. During the most racial times of America he wrote The Adventures of Huckleberry Finn a book setting in a 1830s southern American society. Twains delivers the story with all the traditions and customs of an American society. Twain tries to show the wrongness in society, focusing racism and equality. By doing this Mark Twain and his work was both alleged to be racist. The irony is most of the readingRead MoreThe Adventures Of Huckleberry Finn By Mark Twain2087 Words   |  9 PagesHuckleberry Finn vs. Society INTRODUCTION The Adventures of Huckleberry Finn, by Mark Twain, presents a human vs. society conflict. The main character, Huck, is raised without any structure. He has no rules, no discipline and strongly rebelled against anything that could civilize him. Through the novel, the audience sees Huck try to be civilized by society. Because of this conflict, we are introduced to many characters throughout the narrative. Mark Twain being a very descriptive writer uses a tonRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1923 Words   |  8 Pages The Adventures of Huckleberry Finn, by Mark Twain, is a well renowned novel that greatly shaped American literature. The novel depicts the journey of a young fellow, Huck Finn, and a runaway slave, Jim, down the Mississippi River. Twain grew up in a small town along the Mississippi River that was filled with crime and poverty. It is often said that Huck Finn is modeled after Twain himself along with a multitude of his life experiences. Throughout its existence, the novel has been banned, criticized

The Poverty-stricken Youth of America Free Essays

America has been described as a â€Å"melting pot†Ã¢â‚¬â€œ a land full of diversity. With that diversity comes a full range of income levels and statuses of its inhabitants, from the very, very rich to the destitute. Ronald Taylor†s article entitled â€Å"African-American Youth: Their Social and Economic Status in the United States† focuses on the issue of polarization. We will write a custom essay sample on The Poverty-stricken Youth of America or any similar topic only for you Order Now Polarization occurs when an increase of the percentage of people in poverty coincides with an increase of the percentage of people with higher incomes. Fewer people are considered ‘middle class†, but are either rich or poor. This paper will focus on the poverty-stricken youth of America. How are today†s poor white and poor non-white youth alike? How do they differ? Sociologists and researchers have found evidence to justify both, and I hope to focus on major points for both issues. Whether you†re white, African-American, or Hispanic, poverty for today†s youth has many recurring themes. A recent article by Duncan and Brooks for The Education Digest points out some very discerning facts that face today†s poor youth. â€Å"Low Income is linked with a variety of poor outcomes for children, from low birth weight and poor nutrition in infancy to increased chances of academic failure, emotional distress, and unwed childbirth in adolescence.† (Duncan Brooks, pg. 1). They also claim that low-income preschoolers show poorer cognitive and verbal skills because they are exposed to fewer toys, books, and other brain-stimulating items at home than their higher-income classmates. Low-income adolescents, in later years, will experience conflict between their economically stressed parents, as well as lower self-esteem than other teenaged children. An article from the Ojibwe News, a Native American Magazine, gives a startling statistic discovered by research analysts for the Minnesota Private College Research Foundation. They found that a child from a family earning $25,000 or less annually is only one-half as likely to enroll in college as a child from a family with an annual income of $50,000 or more. Both white and non-white youth in poverty experience a higher rate of teenage pregnancy, AIDS, and tend to live in single-parent homes. There are several differences that exist between white and non-white youth that live in poverty. Recent research for low-income youth has shown that the most important factor that contributes to the gap between employment rates of minority and white youth can be attributed to their social network. Three reasons were cited in lecture as to what lead to the declination of life chances among African-American youth in poverty. They are as follows: 1. â€Å"Affirmative Action† primarily helped better-educated, especially professional workers. 2. Relocation of industry to suburbs or abroad reduces â€Å"living wage† jobs for non-college educated. Lack of network contacts, plus continuing discrimination, puts minorities last in line. 3. Concentration of poverty in center cities. Higher income black families go to the suburbs for jobs. Therefore, loss of network contacts, community organizations, and the like. These reasons attribute to the starling fact that Black poverty rates and unemployment rates remain at approximately 3 times the white rate. Israel and Seeborg in their article entitled â€Å"The Impact of Youth Characteristics and Experiences on Transitions out of Poverty† state that â€Å"†¦being black increases the probability of exposure to adverse social and economic conditions (i.e. underclass environment)†¦Ã¢â‚¬  which, in turn, reduces the chance that new generations can get out of poverty. This leads us to another point-if African-Americans experience the highest rates of teenage pregnancy, which perpetuates continuing generational poverty, will there ever be a time when African-American adolescents get out of poverty? It is not only African-Americans that feel a more pronounced state of poverty. The Ojibwe News, a native American newspaper, focuses on the plights of Native American youth in Minnesota, as well as statistical evidence of other minority students. â€Å"Divided We Fall: The Declining Chance for College Among Minnesota Youth From Low-Income Families and Communities of Color† is based upon information from the Census Bureau, the Minnesota Department of Education and other sources, and examined high school dropout and college participation rates and how they are affected by such socioeconomic factors as race, family income, and parental education (Laird, pg. 2). The Ojibwe News showed a strong correlation between education and earnings. Considering that the present funding system for public schools usually provides from two to five times as much money for wealthy school districts as for the poorest, and that whites are twice as likely to have good access to computers, it is no surprise that this correlation exists. According to projections by the Minnesota Department of Education, 62% of all black students and 56% of all Native American students who entered public high school in the fall of 1991 will drop out by 1995. Nearly 50% of Hispanic students and 21% of Asian students were projected to drop out as well. The rate for white students? Only 16%. The article also explains how those 18 to 24 year-old dependents with at least one parent who had completed four years of college were twice as likely to enroll in college than those peers who parents had no post-secondary education (Laird, pg. 1). In summary, there exist many similarities and differences between white youth and non-white youth in American cities. A recurring solution emphasized by researches and in lecture is the idea of socialization. By integrating poor minority and poor white students with their wealthier peers, as done in the Gautreaux program, the continuation of poverty can be decreased. How to cite The Poverty-stricken Youth of America, Papers

Daphnia research free essay sample

The effect the various drugs caffeine, nicotine and epinephrine had on the Daphnia magna is displayed in Figure 1. After three sample trials were taken there was an average of 180 beats/min-1  ± 6.928 taken under normal conditions. The addition of caffeine caused an increase in the average heartbeat to change to 192 beats/min-1  ± 9. We will write a custom essay sample on Daphnia research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 165 in the Daphnia magna tested. When testing the effect of nicotine on the Daphnia magna the average heart beat was 168 beats/min-1  ± 3.4641 taken under normal conditions. With the addition of nicotine, this caused a decrease in the Daphnia’s heart beat with an average of 146 beats/min-1  ± 8.717798. When the heart beat was taken under normal condition for the testing of epinephrine, the average heart beat was 192 beats/min-1  ± 3.4641. There was an increase in heartbeat of an average of 206 beats/ min -1  ± 7.211103 when the Daphnia magna was put in a solution of the drug, epinephrine. When testing for the effect ethanol has on the Daphnia magna’s heart, the average heartbeat taken under normal conditions was 162 beats/min-1  ± 9.165. With the addition of the Daphnia magna in a solution of ethanol, there was a decrease in the heartbeat changing it to 140 beats/min-1  ± 7.2111. The results testing for the effect different salt concentrations have on the Daphnia magna’s heartbeat is shown in Figure 2. When obtaining the control for the different concentrations, of the [0.05], [0.04],[0.03],[0.02] and [0.01] the average heart rate for the five different samples consisting of three trials each were, 164 beats/min-1  ± 8.717798, 170 beats/min-1  ± 2, 160 beats/min-1  ± 11.13553, 162 beats/min-1  ± 6.928203 and 166 beats/min-1  ± 8.717798 respectively. When testing effects the different concentrations had on the Daphnia’s heart rate there was fluctuation in the data obtained. When the different Daphnia magna were put into the different concentrations of 0.05 g/ µliter, 0.03 g/ µL, and the 0.01 g/ µL salt solutions, the average heart rate increased with 198 beats/min-1  ± 9.165151with a percent change of 20.73%, 194 beats/min-1  ± 5.291503 with a percent change of 16.87%, and 196 beats/min-1  ± 4 with a percent change of 18.07% respectively. When the different Daphnia magna were put into the different concentration of 0.04 g/ µL and 0.02 g/ µL salt solutions, the average heart rate decreased with 168 beat/min-1  ± 10.3923 with a percent change of -1.18% and 150 beats/min-1  ± 3.464102 with a percent change of  -7.41% respectively. Discussion Daphnia magna have been used mainly to test two things, whether or not Daphnias can be used as model for to understand the effects different toxins have on humans and as indicators for environment pollution issues present. When looking at the effects caffeine and epinephrine had on the heart rate of the Daphnia magna, it showed that they are stimulants by the increase in the Daphnia’s heart rate in comparison to the heart rate of the control group. This reflects accurate results reproduced by another experiment performed by Campbell et al (2004). When looking at the effects nicotine and ethanol had on the heart rate of the Daphnia magna, it showed that they were depressants by the decrease in the Daphnia’s heart rate in comparison to the heart rate of the control group. The results of Ceballos et.al (2010) supported the results obtained in this experimental. Ceballos et.al (2010) experiment analyzed further and noticed that the nicotine had different effects on the Daphnia’s heart rate based on two factors, the amount of time that was given for the Daphnia to absorb the nicotine and the concentration of nicotine given to the Daphnia. For the testing of the salt concentration, it was hypothesized before the experiment began that as the salt concentration decreases, the heart rate would decrease as well. The results did not support this hypothesis. It has been established that heart rate in Daphnia magna increases when there is a progressive lack of oxygen present. (Baumer et.al 2002). When the salinity of water increases there are increases in Na+ ions as well as Cl- ions. This increase in ion concentration causes a change in osmotic alternation and a competition between all the ions. (de la Paz Gomez-Diaz and Martinez-Jeronimo 2008). Although increase in salinity has been known to be detrimental to the health of the Daphnia magna, if high enough can result in mortality, Daphnia magna can adapt to low levels of salt (Baillieul et.al 1996). Since the Daphnia magna are freshwater crustaceans the lower the salt concentration there is the closer the heart rate should be to the resting heart rate of the Daphnia. Possible errors that could have gone wrong are the duration given to allow for the absorption of the different concentration of salt solutions due to the limited time during the lab period and the distinguishing of the separate heart beats and the inaccuracy of a constant time being off by  points of a second.

Students Skipping School Essay Example

Students Skipping School Paper Truancy has been a problem since the first schools. In the past, students were punished by parents and their schools for skipping. Today however, with many human rights laws and rules against punishing children (Parliament of Canada), truancy comes with almost no consequences and has grown in popularity (The Independent). Truancy is often caused by the students family problems, abuse and neglect, mental and physical health issues, drug and alcohol abuse, low self esteem, lack of friends, safety concerns and a number of other reasons. Some effects of truancy on students include involvement in crime, more likely to be unemployed, decreased academics, and risk of not obtaining a higher education (GTC Michigan). Truancy not only effects the truant student itself, but also an entire class, when a teacher slows down to help him catch up. Theory  B.F. Skinner (1904-1990) was only concerned with observable behaviors, not the mental processes behind them. Skinner used animals to study how the use of rewards and punishment can influence behavior, which became known as operant conditioning. He performed the Skinner box experiment, where a rat in a cage must press a button for food to be released into the cage. After the food has run out, the rat stopped pressing the button after a few futile attempts. This is called extinction. We will write a custom essay sample on Students Skipping School specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Students Skipping School specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Students Skipping School specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Abraham Maslow (1908-1970) studied â€Å"self actualizing† people, which is reaching ones full potential, only after basic needs are met. Maslow created his Hierarchy of Needs, it explains that basic needs must be fulfilled before higher order needs become important.  Carl Rogers (1902 – 1987) developed client-centered therapy. This approach focuses on the potential of each person to realize his or her own growth in self-awareness and self-fulfillment. I think B.F Skinners research could be applied to the issue of skipping school the best. Although therapy is important for truant students, rewards and punishments are more important. School is a place that teaches discipline, and Skinners idea demonstrates just that.  Solutions  The following are some possible solutions to dealing with truancy in the classroom.  1. Make students feel needed at school. To do this, teachers can assign certain responsibilities to the students, such as group projects. This way, the students will feel a responsibility to others and may be less likely to skip because they will feel guilty. 2. Use a reward system (operant conditioning). Offer truant students a reward for perfect attendance for a certain amount of time. This may encourage them to attend school for the reward.  3. Make students feel liked at school. To do this, teachers can display students work, be supportive of students, and engage students in group activities and clubs where they can be social and do work at the same time.  4. Work together with the truant students families. Find out why the student skips school and figure out a solution to prevent or change this behavior. This is an effective method because the families know the students the best and can find productive solutions together with the school. 5. Find out why the students skip school and figure out a solution. Counseling groups and guidance counselors are very important for this role, but they must respect the students opinions and statements and work with them to fix their problems (client-centered therapy).  6. Some students skip school because they are failing and see no point of returning to school. Teachers should give these students an opportunity to make up for their missing work and provide extra help at lunch or after school.  7. Make sure that the school is a safe and positive atmosphere for all students. Teach students to respect each other through assemblies and in class work. Increase teacher supervision. Conduct student surveys to find out how they feel about the school environment. Be open to suggestions from students on how to improve the school environment.

Mt Saint Helans Essays - Volcanology, Cascade Volcanoes, Free Essays

Mt Saint Helans Essays - Volcanology, Cascade Volcanoes, Free Essays Mt Saint Helans Mount St. Helens Location: Washington, United States Latitude: 46.20 N Longitude: 122.18 W height: 2,549 meters or 8,364 feet - 9,677 feet before May 18, 1980 Type: Stratovolcano Number of eruptions in past 200 years: 2-3 Latest Eruptions: Between 1660-1700, around 1800-1802, 1831, 1835, 1842-1844, 1847-1854, 1857, 1980-? Present thermal activity: strong steaming Nickname: Mount Fuji of the West Remarks: continuous intermittent activity since 1980 with occasional eruptions of steam and ash; occasional pyroclastic flows; intermittent dome forming. MSH is considered a young volcano that developed over the last 40,000 years and is one of the most active volcanoes in the Cascade Range. Geologists predicted that the volcano would erupt before the year 2000. The May 18, 1980 eruption of Mount SH was the most destructive in the history of the United States. In a matter of hours, MSH caused loss of lives and widespread destruction of valuable property because of the avalanche, lateral blast and mudflows. On March 20, 1980, starting with an earthquake that was followed by many others, MSH became active again after a quiet period of 123 years. On March 27, 1980, there was a huge explosion and MSH began blowing ash and steam. This lasted until May 14, 1980. The explosion in March opened up two craters that quickly became one huge crater. While this was happening, an enormous bulge on the north side of the mountain top appeared. It grew about six feet each day. Geologist kept measuring the bulge, recording the earthquakes and sampling the ash and gases. By May, the bulge was 300 feet wide and more than one mile in length. On May 18 at 8:32 in the morning, Mount St.. Helens erupted taking the top 1,200 feet off the volcano. The eruption went on until nightfall. The area of destruction was 230 square miles and was one of the largest landslides ever recorded in history. The blast was preceded by two months of intense activity that included over 10,000 earthquakes, hundreds of small phreatic (steam blasts) , explosions and the north side bulge. A magnitude 5.1 earthquake below the volcano at 8:32 am started the eruption. MSH is still a potentially dangerous and active volcano even though it has been quiet since 1995. In the last 515 years th ere have been four major eruptions and dozens of lesser eruptions. Two of the eruptions were only two years apart. In 1480, the eruption was about five times larger than the one in May 1980. There have been even larger eruptions during MSH' 50,000 year lifetime. After the May 18, 1980 eruption, there have been five smaller explosive eruptions over a five month period. Since then, there have been 16 dome building eruptions through October 1986 when the new dome in the crater was formed. As the mountain was torn open, the pressure in inside was suddenly relieved. The rock shattered inside the mountain was exploded out the top at speeds over 200 miles per hour. The blast was so strong that it leveled whole forest of fir trees. Geologist call this a stone wind since the winds carried the rocks form the blast with them. The rocks gave the winds extra force that let them flatten the trees. 150 square miles of land was leveled. The edges of this area also lost their forested areas from the heat of the blast and the fires it caused. The original blast of the volcano only lasted 10 to 15 minutes. It quickly started up again. A dark cloud of ash and gases went up for miles into the sky and spread for miles in every direction, but mostly eastward. Forest fires broke out everywhere. After abut four hours, the color of the ash became much lighter since the volcano was now throwing out new magma instead of old rock. The temperature of the volcanic flow was approximately 1000 degrees and was traveling extremely fast....about 100 miles per hour. The volcanic flows went on until late in the afternoon. These flows triggered an avalanche. The avalanche poured rocks, tress and dirt into nearby Spirit Lake and then downward to the valley of the North Fork of Toutle River. The ice and snow caps that melted caused mudflows. The mud traveled down the same path. It was incredibly destructive.

Quotes From To the Lighthouse by Virginia Woolf

Quotes From 'To the Lighthouse' by Virginia Woolf To the Lighthouse is one of the most well-known works by Virginia Woolf. Published in 1927, this book is full of quotable lines. Part 1 Chapter VI Who shall blame him? Who will not secretly rejoice when the hero puts his armor off, and halts by the window and gazes at his wife and son, who, very distant at first, gradually come closer and closer, till lips and book and head are clearly before him, though still lovely and unfamiliar from the intensity of his isolation and the waste of ages and the perishing of the stars, and finally putting his pipe in his pocket and bending his magnificent head before her - who will blame him if he does homage to the beauty of the world? Chapter IX Could loving, as people called it, make her and Mrs. Ramsay one? for it was not knowledge but unity that she desired, not inscriptions on tablets, nothing that could be written in any language known to men, but intimacy itself, which is knowledge, she had thought, leaning her head on Mrs. Ramsays knee. Chapter X A light here required a shadow there. There were the eternal problems: suffering; death; the poor. There was always a woman dying of cancer even here. And yet she had said to all these children, You shall go through with it. Chapter XVII It partook...of eternity...there is a coherence in things, a stability; something, she meant, is immune from change, and shines out (she glanced at the window with its ripple of reflected lights) in the face of the flowing, the fleeting, the spectral, like a ruby; so that again tonight she had the feeling she had had once today, already, of peace, of rest. Of such moments, she thought, the thing is made that endures. Chapter XVII She had done the usual trick - been nice. She would never know him. He would never know her. Human relations were all like that, she thought, and the worst (if it had not been for Mr. Bankes) were between men and women. Inevitably these were extremely insincere. Part 2 Chapter III For our penitence deserves a glimpse only; our toil respite only. Chapter XIV She could not say it...as she looked at him she began to smile, for though she had not said a word, he knew, of course, he knew, that she loved him. He could not deny it. And smiling she looked out of the window and said (thinking to herself, Nothing on earth can equal this happiness) - Yes, you were right. Its going to be wet tomorrow. You wont be able to go. And she looked at him smiling. For she had triumphed again. She had not said it: yet he knew. Chapter VIII The Lighthouse was then a silvery, misty-looking tower with a yellow eye, that opened suddenly, and softly in the evening. Now - James looked at the Lighthouse. He could see the white-washed rocks; the tower, stark and straight; he could see that it was barred with black and white; he could see windows in it; he could even see washing spread on the rocks to dry. So that was the Lighthouse, was it? No, the other was also the Lighthouse. For nothing was simply one thing. The other Lighthouse was true too. Part 3 Chapter III What is the meaning of life? That was all - a simple question; one that tended to close in on one with years. The great revelation had never come. The great revelation perhaps never did come. Instead, there were little daily miracles, illuminations, matches struck unexpectedly in the dark; here was one. Chapter V Mrs. Ramsay sat silent. She was glad, Lily thought, to rest in silence, uncommunicative; to rest in the extreme obscurity of human relationships. Who knows what we are, what we feel? Who knows even at the moment of intimacy, This is knowledge? Arent things spoilt then, Mrs. Ramsay may have asked (it seemed to have happened so often, this silence by her side) by saying them? But one only woke people if one knew what one wanted to say to them. And she wanted to say not one thing, but everything. Little words that broke up the thought and dismembered it said nothing. About life, about death; about Mrs. Ramsay - no, she thought, one could say nothing to nobody. Chapter IX She alone spoke the truth; to her alone could he speak it. That was the source of her everlasting attraction for him, perhaps; she was a person to whom one could say what came into ones head.

Article summary Example | Topics and Well Written Essays - 1250 words - 3

Summary - Article Example ost common type of cardiovascular disease among aboriginal people is the coronary heart disease whose cause although largely unknown, several risk factors have been found to increase its chance of occurrence. These include high levels of cholesterol, hypertension, diabetes mellitus smoking and high density of lipoproteins; these risk factors are attributed to the lifestyles and the socio-economic status of the aboriginal people. For the last couple of decades, the aboriginal people have adopted a western lifestyle including their nutritional patterns and behaviour, which include eating foods rich in calories and adopting inactive lifestyles; this has led to increase in cardiovascular diseases. Type 2 diabetes, which is the most common among the aboriginal people is usually characterised by resistance to insulin, high blood glucose levels and reduction in insulin levels. This type of diabetes is most often found in adults and its risk is increased by obesity, lack of physical activity, stress, depression and poor nutritional habits. Since diabetes and severe obesity have been found to be linked, mainly through the adipose tissue, which has been found to trigger insulin resistance in sells, the appearance of obesity will in most cases lead to diabetes. For the last 50 years, prevalence of type 2 diabetes has been increasing among aboriginal populations with about 17.9 percent of all adult being diagnosed with the disease, the figure rises to 35 per cent among individuals 55 years or older. In some communities in northwestern Ontario, the prevalence has been found to be as high as 80 per cent among women between 50 and 64 years of age. However, this trend has not spared people much younger among the first nation communities with studies showing that 53 per cent of those living with diabetes are below 41 years of age and 65 per cent are below 45 years. This type of diabetes, although not observed in youths, it has been found in young children between 5 and 8 years in

Higher cigarette taxes make smokers happier Essay

Higher cigarette taxes make smokers happier - Essay Example Each year in the United States, more than 400,000 smokers die of smoking-related illnesses. Smoking kills more people than AIDS, car accidents, alcohol, homicides, illegal drugs, suicides, and fires combined! Diseases associated with smoking include heart disease, lung cancer, chronic bronchitis, and emphysema. Smokeless tobacco is linked to oral cancers and can cause tooth abrasion, gum recession, and leukoplakia.Yet, despite these frightening and startling revelations, people still persists and the few that quit are replaced in many folds by new entrants. This inevitably leads to the question of what could be done to control cigarette consumption by Government in view of the challenges it poses to public health and the Nation manpower development. Government all over the world has toiled with the idea of levying high tax on tobacco products like cigarette in a bid to discourage its consumption.However, whether this has been achieved or not is evidenced in the increase turnover of Tobacco companies. Consider the scenarios below which tend to provide more insight into the effect of higher taxes on the average smoker. Adeolu is 47 years old. He has been smoking cigarette for the past 30 years.

Microsoft Excel Essay Example for Free

Microsoft Excel Essay F(x) = x2/36, for 0 thru 6, this is the distribution function that can be further simplified r1 = x2/36, to simplify set the equation equal to r1 x = 6 * SQRT (r1), final equation. Lost Revenue Jet Copies demonstrates a uniform probability distribution as it pertains to the number of copies sold per day. The average sale is between 2,000 through 8,000 copies a day, at $0. 10 a copy. This number is denoted on the excel spreadsheet as r3 by generating a random number between 2,000 and 8,000. To calculate the total amount of business lost on any given day, the following calculations utilized: Lost Revenue = repair time * r3 * 0. 10 The total amount of lost revenue is $20,166. 30. This number is not totally accurate, but is an approximation of lost. The amount will always change significantly because r1, r2, and r3 are numbers generated randomly. To get a close approximation the breakdown will have to consist of 365 to account for the total days in the year. Also, the lost revenue could be determined another way. Too calculate this amount, multiple the repair days and the estimated number of loss customers, multiplied by the number of copies that could have been produced, not exceeding 365 days. It will benefit Jet Copies to purchase a new copier. Their lost revenue exceeds the cost of purchasing a new copier by $12,166. 30. Jet Copies could afford to purchase two new copiers at the loss Jet â€Å"Copies will experience. The answer illustrated in the excel spreadsheet I am very confident with. Regardless of how many times I run the simulation, the numbers will never be the same because they are random. There are many limits to the study. First, the time up to a year will not always be accurate. Also, if you change one number, the whole spreadsheet numbers change. But of most importance, the simulation needs to be generated several times to come as close to accurate as possible, concerning revenue loss. Jet Copies simulation results are located in the Excel document uploaded to assignment 1. Reference Taylor, B. M. (2010). Introduction to Management Science (10th ed. ). Upper Saddle River, NJ: Pearson/Prentice Hall.

The Role of Mama in A Raisin in the Sun Essay examples -- A Raisin in t

In the 1950’s through the 1960’s women were not respected in there everyday lives, in the job field or in general. They did not have the rights they deserved, so during this time the â€Å"women’s movement† began. Women fought for their rights and fought for the self-respect that they thought they deserved. In the play A Raisin in the Sun by Lorraine Hansberry, the character Mama, expresses her feelings of pushing or extracting a new side for a woman. Her role explains that woman can be independent and can live for themselves. Through her behavior in this play she demonstrates that women can support and guide a family. Mama is in charge of the family, which is unusual, since men are traditionally the â€Å"head of a family†. Through Mama’s wisdom and dialect she expresses and portrays an image of pro-feminism. Mama’s experience in the play A Raisin in the Sun illustrates the expressions, the emotions, and the feeling with which Mama a nd women had to cope. She was able to characterize this through her passionate dreams, her control and her strong willed attitude. Mama is a powerful, strong witted person. She has a lot of control in this play and dominates as a woman character. This is unusual because this is usually a male’s position in life. She is a woman, â€Å"who has adjusted to many things in life and overcome many more, her face is full of strength†. In this play she is illustrated as taking over for the head of the family and controls the lives of everyone in her house. Rules are followed to Mama’s extent. She controls what is said and done in her house. After Walter yells, â€Å"WILL SOMEBODY PLEASE LISTEN TO ME TODAY!† (70). Mama responds in a strong tone of voice saying, â€Å"I don’t ‘low no yellin’ in this house, Walter Lee, a... ...r’s household most women in this period had no self-respect and were controlled by their husbands. In A Raisin in the Sun, Mama illuminates the fact that woman can exist and can do positive things in the world on there own. By Mama’s role, she shows that women can live on their own without the guidance of men. Mama’s strong; bold attitude overcame the aspirations of the struggle between men and women, which led to clarifying the book as a guide to the upbringing of the women’s movement. Through Mama’s desires, the play A Raisin in the Sun examines the expressions, the emotions and the feelings of what woman had to cope with during the 1950’s and 1960’s. Mama’s dreams and her attitude designed a new path for woman to walk on. Through Mama’s conduct this play reveals a positive attitude towards the women’s movement and represents that woman can survive on their own.

Compare and contrast ‘Of Mice And Men’ and ‘The Pearl’ Essay

Compare and contrast ‘Of Mice And Men’ and ‘The Pearl’ looking especially at how Steinbeck has interwoven the social and political concerns of that time. The story ‘Of Mice And Men’ is quite similar to the story of ‘The Pearl’. Both stories deal with the social and political issues of that time. The stories deal with the issues of sexism, racism, greed, loneliness, hardship but also with friendship and ambitions. John Steinbeck was born in 1902, Salinas Valley, California. In 1929, aged 27, he completed his first novel ‘Cup Of Gold’. He did work as a labourer and journalist for five years. After writing his first novel, he moved back to California where he wrote many more novels and short stories. Steinbeck often wrote about what he understood or what issues he felt were important to him. For example, he wrote many novels about the labouring people, he wrote ‘Bombs Away: The Story Of A Bomber Team’, he wrote about his travels and even a saga about his family history. He even studied marine biology so that he could write the ‘Sea Of Cortez’. He won the Nobel Prize in 1962. John Steinbeck died at the age of 66, in 1968. This essay will discuss the various themes of the two novels written by John Steinbeck. These themes include the hardship and suffering endured by the characters of both of the novels, racism, sexism, greed, dreams, loneliness and friendship. The first book we read, ‘The Pearl’, had two main characters, these were Kino – the man of the family who was husband to Juana and together had a baby boy called Coyotito. The book begins with a description of the scenery and of the daily routine of the family. The story really starts when Coyotito gets stung by a scorpion. Juana takes control of the situation and in turn does a heroic thing by asking for the doctor. Of course the doctor refuses to go down to the brush houses, so when the family decide to go to the doctor, the whole village goes with them for support. The doctor refuses to treat baby Coyotito because of the fact that Kino and Juana couldn’t pay for the treatment. Also, the fact that the doctor was racist didn’t help either. Kino and Juana were left helpless. Soon after that incident with the doctor, Kino found the ‘pearl of the world’. It should have brought them riches and happiness, but instead led them to the destruction of all their possessions and even to the death of little Coyotito. When Kino gets the pearl, he dreams of all the wonderful things he could do with the pearl. They weren’t extravagant dreams, but of simple things, such as giving Coyotito an education, a wedding for Kino and Juana in a church and new clothes. It all goes horribly wrong though, when Kino decides that the pearl buyers are trying to rip him off. This leads to the decision that Kino, Juana and Coyotito will go to the city to try and sell their pearl. The townspeople were split into two: the people that thought Kino was a brave man fighting for a better future, and they supported Kino’s family, but then there were others who thought Kino was a fool and they tended to be the jealous people. The story ends with Kino and Juana going back to their village after Coyotito’s head was violently shot away. The couple had lost everything, they had lost their home, their boat, and their baby son. Kino ends up throwing the pearl back into the ocean where it came from. The story ‘Of Mice And Men’ starts off with Lennie and George, two white men who are on their way to a ranch. They have a dream that they will one day own a little place. This would provide them with security and comfort. Lennie and George travelled together, unlike many other ranchers. George looked after Lennie, as Lennie seemed to have the mind of a child, even though he was much smaller. As the story goes on, we learn that the pair were working at a ranch in Weed, when Lennie wanted to feel this girl’s dress. The girl panicked, as did Lennie, who then wouldn’t let go of the dress. When he did, the girl told the men at the ranch, who then wanted to lynch Lennie. As a result Lennie and George had to hide to in an irrigation ditch for a day. They got a job though a few miles south of Soledad. However, when they get there, they can sense there’s trouble ahead. The bosses’ son Curley, has it in for Lennie, because Curley is a little guy who hates Lennie as he is a big guy. Not only is there Curley they should have to look out for, but also Curley’s wife. She had been described a ‘tart’ and after Lennie and George had meet her, George called her ‘jail bait all set on the trigger’. Lennie quite liked her, but George tells Lennie to stay away from Curley and his wife. Of course, there was the incident which involved Lennie crushing Curley’s hand which almost broke every single bone in it. Luckily he was blackmailed into not telling anyone about the incident but there was a lot of anger and resentment. When old Candy, the one-armed swamper and Crooks, the black, disabled, stable-buck, hear of Lennie and George’s dream, they too, want a part of it. However, when Lennie is left alone with Curley’s wife, he accidentally kills her. He runs off to the brush as George had once instructed him to do if he ever got in to trouble. When Curley finds out, he leads the other men to go out with him to shoot Lennie. Curley really didn’t seem upset that his wife had died, but it was more to do with the fact that Lennie was the one who had killed her. George knew where Lennie was and went over there. George realised that Lennie had very few choices left. George decided to shoot Lennie. Soon after Lennie’s death, some of the men found George. Slim tried to comfort George. The novel ended with Carlson saying something trivial to Curley. The main characters in the books lived in poor conditions. Kino and Juana and Lennie and George had little money, but the characters are strong in the novels as a result. The hardship they had suffered and endured made them stronger as characters. Both migrant workers and Kino’s people had few rights and little respect. Kino’s people were mainly fishermen and they looked for pearls. Kino’s family just barely survived. Everyday they ate the same things for breakfast – a corn-cake and a little pulque. They couldn’t afford to eat anything different, even if they wanted to. There is a description of Kino and Juana, in the story that the beggars in the city had made. They saw Juana’s old skirt, ‘the tears in her shawl’, the beggars even saw through the age of Kino’s blanket and they saw the amount of times his clothes had been washed was a lot and so the beggars, who were ‘great experts in financial analysis’ came to the conclusion that Kino and Juana were ‘poverty people’. In the beginning of the story, the family seem to be happy and comfortable. Steinbeck describes their mourning routine s though Kino and Juana didn’t mind being poor, but we learn that isn’t true. When Coyotito is stung by the scorpion, Juana and Kino feel helpless as they cannot afford to treat their son. To make the situation worse, Coyotito is their first born son, and so it is very important that they are able to provide adequate medical treatment for him. When Juana has to make do with the seaweed poultice, we learn that the traditional methods of treating a scorpion bite were frowned upon by Juana, as the remedy lacked the doctors ‘authority’ just because it was simple and it didn’t cost a penny. Not only that but they couldn’t afford to get married even. Lennie and George were very poor too. On average they got 50 dollars a month, but they got accommodation and food. The migrant ranch workers, tended to live in filth conditions and many had body lice. For example, in ‘Of Mice And Men’ when George is being introduced to the place by Candy, George gets angry when he sees a bottle of lice-killing stuff above his bed. Candy tells George that the previous guy that stayed there, was the kind of guy that would ‘wash his hands even after he ate’. This gives off the impression that most of these men didn’t think much of personal hygiene. These migrant workers never had permanent jobs, so when they were in-between jobs they lived in real poverty. They had no security in their lives, and they must have got very lonely all by themselves, so at least Lennie and George had each other. In ‘The Pearl’, it was very difficult finding the pearl that would change a person’s life. Finding on would be like winning the lottery. Even if they were to find one, who’s to say that they’ll be able to cash it in? the pearl buyers bought the pearls cheaply from the naà ¯Ã‚ ¿Ã‚ ½ve village people, who thought they were getting a good deal, and in Kino’s case, when he tried to stand up for himself, he paid the price of his son. In the case, ‘Of Mice And Men’, the migrant workers would never get a cut of the profits. They do all the work but they don’t ever get to reap what they sow. This is the reason why Lennie got so excited from living of the fat of the land. ‘The Pearl’ didn’t seem to concentrate too much on the theme of racism. Steinbeck looked at the affects of the persecution of Kino’s people, generations ago and on Kino’s generation now. Steinbeck focused on the collapsing of Kino’s people. For example, after the European settlers moved in, they took over almost everything leaving the Indians with very little rights. The doctor did make a comment though, that showed his racism. The statement he is saying that these ‘little Indians’ are not even human but animals instead. The novel ‘Of Mice And Men’ though, did discuss racist themes. The men at the ranch call Crooks – the only black man on the ranch – ‘nigger’. All but the exception of Slim who had won the respect of every man on the ranch. Slim called Crooks by his name and in turn Crooks showed respect for Slim. At that particular time in America, separation of whites and blacks was widespread. As a result, Crooks had to live by himself. He wasn’t allowed in the bunkhouse purely because he was a Negro. Apparently the men at the ranch say that he stinks. Crooks is bitter towards these men. In fact, when Curley’s wife comes in Crook’s room, and Crooks warns her not to come in there she threatens Crooks, by claiming that she can have Crooks lynched so easily that it would be no bother to her. Juana and Curley’s wife are not treated equally by the men around them. However, it is fair to say that Juana was treated with a lot more respect by her husband. Juana was a strong woman and Kino recognised and respected her for that. For example, when Coyotito was stung, Juana took charge of the situation it was her who decided to call the doctor and her who decided to go to see the doctor. Although she was ‘obedient’, she had an important part of the relationship. She kept the family together but one of the sad things of Curley’s wife’s life was that nobody respected her of loved her – not even to Curley. He seemed to have no respect for her. The men at the ranch called her a ‘tart’, a ‘looloo’ and all sorts of other names. I think that both women were misunderstood and weren’t given enough respect. The dreams that Juana and Kino had were quite different, from what Lennie and George dreamt. However, we learn that there are many similarities in both the characters’ dreams. For example, Kino and Juana just want to get married in a church and Lennie and George would love to have the choice of not going to work. Both dreams are affected by what was the most important belief, ‘The Pearl’ saw that Kino wanted an educated son because through his son, his people could learn. Whereas Lennie and George wanted their little place, because land meant power, and in their case, freedom. The difference between the two stories though, is Lennie and George’s dream is told throughout the story and we know it and understand what they want, but Kino’s dream is only told to us when Kino believes that they can be a reality. Loneliness is something that almost every character felt. Kino and Juana went through such a lot, that after having gone back to the village, I doubt they will ever full fit in again. They will feel alienated from the village people and the community that was so close was ripped apart by Kino’s pearl so the community was trying to pick up its own pieces. George’s loneliness doesn’t play that big a part in the novel. He is lucky to have Lennie and he realises that, but George needed more that just companionship from Lennie – he needed to talk to someone. This was why George was so quick to tell Slim some of his most innermost thoughts, and secrets. Lennie was just like a child, and children cannot have adult conversations. This is far better than the others on the ranch. Crooks isn’t allowed to make friends with others because he isn’t anything more than just a ‘nigger’ to them. Candy too, is discriminated against because of his disability and his old age. The shooting of Candy’s dog was a fine example of how if something isn’t of any use any more – then just kill it. I think Steinbeck tried to get his readers to be more aware and understanding towards the underprivileged. Steinbeck understood these people, so he wrote about them. There is a hidden moral here to be learnt, that I feel Steinbeck was trying to give across. I believe Steinbeck was saying that in those times and even now, money doesn’t always equal to prosperity. Take for example, the doctor, he was a wealthy man in ‘The Pearl’, but he wasn’t actually happy and content. Kino and Juana were by far better off than the doctor, as they had love, not money, even though money can seem to solve problems. As for George and Lennie, they seemed to be happy enough in their dreams and ambitions, far happier than Curley, who had inherited his father’s wealth. Curley could have even been jealous of the ranch men and their freedom. Steinbeck showed that none of his characters, in either book, were fully content with their situation. This could be saying something about the nature of humans, how the grass is always greener on the other side, and how nobody is going to fully happy with wealth.

Women Combat Roles

WI agree with the Joint Chiefs of Staff’s allowance of women to be in combat position. I find it a little sexist that women were denied the chance to not have combat roles. In the article, â€Å"Pentagon Removes Ban on Women in Combat† by Ernesto Londono of The Washington Post, it says, â€Å"Panetta announced a lifting of the ban on female service members in combat roles, a watershed policy change that was informed by women’s valor in Iraq and Afghanistan and that removes the remaining barrier to a fully inclusive military. † I think that women are just as capable as men.Even if their bodies aren’t built as strong and men, they have determination and can do so many things, even better than some men. The army currently excludes women from about 25 percent of active-duty roles. The article says that, â€Å"The decision comes after a decade of counterinsurgency missions in Iraq and Afghanistan, where women demonstrated heroism on battlefields with no front lines. † To me this is proving the point that women are just as capable with men. Women are just as much as heroes as men are and just as inspiring, if not more.The Army and the marines are going to present their plans to open most jobs to women by May 15. I really think that this is an excellent idea. As the article says, it’s â€Å"monumental. † I absolutely agree. â€Å"Every time equality is recognized and meritocracy is enforced, it helps everyone, and it will help professionalize the force. † I agree that the force will be more professional with women in combat roles and not just men. Of course this announcement has created a lot of critics and lots of skeptics.The article says, â€Å"Critics of opening combat positions to women have argued for years that integration during deployments could create a distracting, sexually charged atmosphere in the force that women are unable to perform some of the more physically demanding jobs. † I say that is sexist. Women are emotionally and physically strong. They may not be able to bench press the amount that men can but they can do a whole lot and the combat roles would be very lucky to have them. If they want to dedicate their time/life to the military then let them.In the article it says, â€Å"Lifting the ban will go a long way toward changing the culture of a male dominated institution in which women have long complained about discrimination and a high incidence of sexual assault. † I think throughout history, women’s rights have been a serious issue. If they let women fight on combat roles, it would do wonders that would go down in history. Another thing the article says is, â€Å"’I’ve served with women at all levels, and based on my experience, women have done a phenomenal job,’ said the officer. Women are phenomenal, I agree. They can do amazing things, just as much as men. It’s important that the military doesn’t low er their standards of what’s acceptable and not and they address this in the article when they say, â€Å"It is critical that we maintain the same high standards that have made the American military the most feared and admired fighting force in the world. † I think that women can reach these high standards and perform them just as well. I agree with the Joint Chiefs of Staff’s position to allow women in have a role in combat positions.

Get Some Ideas for a Superhero Story Writing

Get Some Ideas for a Superhero Story Writing Ideas for a Superhero Story With a hugenumber of comic books, it can be difficult to write something interesting and new.However, it appears that it is not enough to have a few superhero ideas to be able to translate them into a coherent story. In reality, few talented individuals really know how to write a superhero origin story, but you can certainly become one of them. List of Tips for Perfect Superhero Story #1. Writing about a Superhero You may think that the most popular superheroes are just too modern, too postmodern, and too automatic to resemble humans. However, they are perfect for the world in which they live. It means that the unique characteristics of your superhero should fit in their surroundings. If your superhero lives in the 21st century, then he or she must have the most advanced features that are available in the new millennium. If your superhero lives somewhere in the 19th century, then his heroic features should reflect the realities of the 19th century world. It is important. Dont disregard this aspect of writing. Otherwise you will never manage to make your story popular and successful. If you review the most popular superhero stories, you will notice that all superheroes are relevant for their world. For example, if you look at how Spiderman or Batman act, they all come from the darker urban worlds, and they look quite natural, even despite their superhero features. Thus, when you are creating an image of your superhero, imagine what the world is like with and without him. For example, if you want your superhero to fight against avengers, then you should create a world in which these avengers actually fit. If you want to create a superhero who is fighting against mafia, then it is enough to create an imaginary world that is full of criminals who have all kinds of weapons to fight against their enemies and against the police. It is possible to assume that ordinary thieves and even murderers will not be interesting for a superhero. Therefore, create an image of villains whose features are at least comparable to those of your superhero, so that they can fight as equals still leaving enough space for the triumph of your superhero. #2. Creating an Antihero When you see that your readers are tired of superheroes, try to do the opposite: expose them to antiheroes, and it will be your triumph. Antiheroes became the late celebrators of their own popularity. They did not really see the world until the 1960s, and even then they were not truly popular. However, new superhero stories mushroomed, readers definitely wanted something brand new. Antiheroes came as a response to the changing market demand for books and as a novel trend that captured thousands of readers and filled bookstores around the globe. Since the end of the 1980s, antiheroes have become an indispensable component of comic book writing. You will see them everywhere, and they will hardly go away in the nearest time. An antihero is a unique personality. He is a hero, but he is not. It is like having a violent criminal save a girl from committing suicide. It is like having an aggressive boss pay for treating an employees child who is having cancer. You can find plenty of examples of antiheroes in literature. They have become particularly popular in the past years. You can follow these examples and create an antihero of your own. However, originality is everything, so it is better if you try something new. Batman is still popular, but who needs another Batman featured in your book? Besides, if you simply copy some story, you may face plagiarism allegations. This negative popularity will never benefit you. At the same time, you shouldnt necessary focus on creating an antihero. What matters to you is that your readers should really like your hero. No matter if it is a negative or a positive hero, your readers should find something familiar in him. Creating a superhero is not an end; it is just a means to achieve the desired result. You should be able to fascinate your audience. You should write a superhero story that will be different from everything your readers have ever had a chance to read. No matter if your superhero is positive or negative, it should be likeable. Moreover, they should be comic. After all, you are writing a comic book, arent you? Storytelling is a hard work, no doubts. However, you can do it. You have the talent and skills needed to make it work. Create a hero that you like, and it will be a success. Besides, dont try to be like many other writers who have created cold, rational and cynical heroes. The world is full of cynicism, but you want to be different, and th is is also what your hero wants. A perfect superhero is the one who defends eternal values and higher ideals. You think it is outdated? You are wrong. People value eternal things. They actually miss them. So, when you are on your way to writing a perfect superhero story, these values will certainly do their job. #3. Your Superhero Should Have a Clear Moral Code: No Comic Writing Just a Moral Superhero Story When you are writing a superhero story, dont forget about the moral code. If you have an antihero, then the moral code will also be different. However, it should still be there. Many comic books subvert these moral codes because their authors think that they are unimportant. Dont make the same mistake! Think twice before you commit the same thing in your superhero book. For example, you can review the conflict involving Batman and the Joker. If you look at different parts of a superhero story, you will have many questions as to why Batman decides to keep Joker imprisoned instead of simply killing him. This happens over and over again. Apparently, it is done to keep the story going. However, it is also a subversion of Batmans moral code, and it makes the whole story look questionable and ambiguous. You dont need the same kind of ambiguity in your own story. Your superhero should have a clear moral code, and he should follow them in all situations. If your superhero keeps ignoring this moral code like Batman, your readers will gradually lose their interest in your superhero story. Your readers expect to see a strong and powerful leader, a fighter, who never betrays his ideals and values. This is what you will have to do to produce a likeable story. Another example comes from the Superman. In one of the most brilliant movies about him, the protagonist says that the human world imposes a whole set of responsibilities on him. He must constantly monitor his compliance with the rules and principles created by human society. Once he violates them, he is no longer a part of it. It is simply a must following the rule of law without questioning it. If your superhero fails to be compliant, he will become a criminal to the liking of the antiheroes against whom he is actually fighting. Make sure that your superhero doesnt lose control and doesnt become a villain in the eyes of your readers. This will be an end to your story. Your task is to keep your readers in tension, and you can do it quite well. #4. Your Superhero Should Be in a Position to Solve His Problems on His Own If your superhero cant solve his own problems, then how can he be in a position to solve the problems of others? In the middle of the 1970s when televised superhero stories were still in the state of infancy, directors and producers often made a mistake when they assumed that it would be enough for a superhero to use some sophisticated technology and have the problem go away. Most readers want to see a human superhero who resembles themselves, with the exception of the superpowers that he uses to fight the evil forces. Dont exaggerate the capacity of your superhero to accomplish unbelievable things. If you decide that a superhero can invent a talking machine in a glimpse of an eye, then your story is over. It doesnt have a plot. It is predictable. It is boring. Create an atmosphere of struggle. Make your superhero look for unusual solutions and fight for the best resources and people as humans do. Your readers should be wondering how the superhero of their choice will deal with a problematic situation. It should be equally inventive and unexpected. It should also match the opportunities offered by the environment in which your superhero exists. You shouldnt assume that your superhero will invent a supersonic rocket if he lives in the 19th century. Of course, he will have some kind of a superpower, but dont make it overtly unrealistic. You are not writing a science fiction story. You are not writing a fantasy. It is a superhero story, in which a hero that resembles your reader uses his exceptional forces and talents to save lives and make other people happier. You can do it! Just try.

How To Use the Common Spanish Verb ‘Tener’

How To Use the Common Spanish Verb ‘Tener’ The everyday Spanish verb tener, usually translated as to have, is particularly useful. Not only is it used to indicate possession, it is also used in a variety of idiomatic expressions to indicate emotions or states of being. Note that when tener means to have, it does so in the sense of meaning to possess or to own. The equivalent of the English auxiliary verb to have, as in you have seen, is haber (as in has visto, you have seen). Using Tener To Mean ‘To Have Most of the time, tener is used in much the same way as to have is in English. Depending on the context, it can also be translated using using synonyms such as to possess and to own: Tengo tres hijos. (I have three children.)Tiene un coche casi nuevo con una garantà ­a fuerte. (He owns an almost new car with a strong guarantee.)Antes de la guerra, tenà ­a tres casas. (Before the war, she possessed three houses.)Tuvimos cuatro campeones en el mismo momento. (We had four champions at the same time.)En 2016 Paulina no tenà ­a carnà © de conducir. (In 2016 Paulina didnt have a drivers license.)No tenemos suficientes bosques en el planeta. (We dont have enough forests on our planet.) ¿Crees que tendremos una mujer presidente? (Do you believe we will have a female president?) Tener can similar be used similarly as to have even when it is used figuratively or referring to nonphysical things: Espero que tengas una buena excusa. (I hope you have a good excuse.)Mi amigo tiene dificultad para pronunciar las palabras espaà ±olas. (My friend has difficulty in pronouncing Spanish words.)Cada là ­der debe tener una visià ³n de lo que podrà ­a ser. (Every leader should have a vision of what could be.) Idiomatic Uses of Tener Expressions using tener are also quite common. Many of them would not be understood by English speakers to indicate possession, although they often can be thought of as referring to to the having of various emotions and feelings. For example, tener hambre, would be translated literally as to have hunger, although it would normally be understood as to be hungry. The following listing, which is far from complete, shows some of the common expressions or idioms using tener: tener ____ aà ±os (to be ____ years old): (Tiene 4 aà ±os. She is 4 years old.)no tener antecedentes (to be unprecedented): La crisis venezolana no tiene antecedentes. (The Venezuelan crisis is unprecedented.)no tener arreglo (to be beyond repair): Siento que esta semana no tiene arreglo. (I feel this week is beyond repair.)tener calor (to be or to feel hot):  ¿Tienes calor? (Are you hot?)tener cuidado (to be careful):  ¡Ten cuidado! (Be careful!)tener dolor (to have a pain, to be in pain): Hay muchos excelentes remedios para dolor de cabeza. (There are many excellent remedies for a headache.)tener la culpa (to be at fault): Mi madre dice que tengo la culpa. (My mother says its my fault.)tener efecto (to have an effect, to be in effect):  La patente dejà ³ de tener efecto antes de que el dispositivo comenzara a ser utilizado a gran escala. (The patent went out of effect before the device began to be used on a large scale.)tener à ©xito (to be successful): Mi hermano tiene m ucho à ©xito. (My brother is very successful.) tener frà ­o (to be or feel cold): Los exploradores tendrn frà ­o. (The explorers will be cold.)tener hambre (to be hungry): Los nià ±os siempre tienen hambre. (The children are always hungry.)tenerlo fcil (to have it easy): Los dos equipos no lo tienen fcil. (The two teams dont have it easy.)tener miedo (to be afraid): El paracaidista no tenà ­a miedo. (The parachute jumper wasnt afraid.)tener prisa (to be in a hurry): Mi hija nunca tiene prisa. (My daughter is never in a hurry.)tener que infinitive (to have to): Tengo que salir. (I have to leave.)tener razà ³n, no tener razà ³n (to be right, to be wrong): Tengo razà ³n. No tienes razà ³n. (Im right. Youre wrong.)tener sed (to be thirsty): El camello no tiene sed. (The camel isnt thirsty.)tener suerte (to be lucky): Los ganadores tenà ­an suerte. (The winners were lucky.) Conjugation of Tener Like many other commonly used verbs, tener is irregular. Following are the conjugations for the most common indicative tenses. Irregular conjugations are indicated by boldface. The only other verbs that follow the same conjugation pattern as tener are verbs based on tener, such as mantener (to maintain) and sostener (to sustain). Note that these verb forms can be translated in other ways if the context calls for it. Present tense: yo tengo (I have), tà º tienes (you have), à ©l/ella/usted tiene (he/she has, you have), nosotros tenemos (we have), vosotros tenà ©is (you have), ellos/ustedes tienen (they/you have).Preterite tense: yo tuve (I had), tà º tuviste (you had), à ©l/ella/usted tuvo (he/she/you had), nosotros tuvimos (we had), vosotros tuvisteis (you have), ellos/ustedes tuvieron (they/you have).Imperfect tense: yo tenà ­a (I used to have), tà º tenà ­as (you used to have), à ©l/ella/usted tenà ­a (he/she/you used to have), nosotros tenà ­amos (we used to have), vosotros tenà ­ais (you used to have), ellos/ustedes tenà ­an (they/you used to have).Future tense: yo tendrà © (I will have), tà º tendrs (you will have), à ©l/ella/usted tendr (he/she/you will have), nosotros tendremos (we will have), vosotros tendrà ©is (you will have), ellos/ustedes tendrn (they/you will have). Key Takeaways Tener usually means to have in the sense of to possess, but not have when it is used as an auxiliary verb.Tener is highly irregular, not using the same conjugation as any other verb other than those that derive from tener.A wide variety of phrases use tener in which it frequently is used for indicating emotions and various personal feelings.

How national culture relates to marketing strategy Essay

How national culture relates to marketing strategy - Essay Example From this research it is clear that numerous authors have studied various market theories and models with respect to national cultural effects. Their works looked at the specifics of marketing tasks to culture (micromarketing view) and the marketing concept to culture (macro marketing view). However, there are no significant works on the view between the micromarketing and the macromarketing in which the realm of marketing strategy falls. One reason for this is that it is typically a more difficult area to study. Each type of business dictates a different marketing strategy. It is easier to study very specific items, such as culture to product development, or culture to product choice. Or study very broad topics, such as national culture to market orientation. However, the study of marketing strategy is between the micro and macro marketing views making it difficult to develop theories that are testable. Overall marketing strategy is too broad to practically study, yet not homogeneou s enough to relate to as a whole. Therefore, to study this area requires the creation of artificial boundaries.Since it is such a difficult area to study authors have not published any significant research that may lead to a better understanding of why businesses have failed in their international efforts. Moreover, there is still debate among the academic community concerning the relevance of national culture in regards to customization versus standardization of products and marketing efforts.

Learning Styles Essay Example | Topics and Well Written Essays - 1000 words - 1

Learning Styles - Essay Example In this model there are five ways that our brain processes: Visual, Auditory, Kinesthetic, Gustatory, and Olfactory. According to Ellerton (2003), "these modalities are the primary ways we represent, code, store and give meaning or language (linguistic) to our experiences". (par. 1). However, we work with the Visual, Auditory and Kinesthetic (VAK) areas most of the time, according to this model. The model states that we use more than one of these VAKS, depending on what we are doing. For instance, when we listen to music, we are feeling the music (kinesthetic), listening to it (auditory) and some picture is coming to mind (visual). Usually one of these is a "preferred" mode for a learner to use. Individuals have the ability to move from one to the other easily. According to this model Visual learners tend to be neat because they want to "look good." Their decision making tends to use visualization and they have insights that they share. They remember faces more than names and they want to see the big picture (Ellerton, 2003, par. 8). The auditory learner falls into two categories, either the Auditory Tonal or the Auditory Digital learner. The Auditory Tonal spends time listening to the tone of a persons voice and are paying attention to the total voice inflection. They are verbal processors and like to think out loud as they are working through a problem (Ellerton, 2003, par. 9). Auditory Digital learners usually are more thinkers and tend to work things out in their mind rather than on paper. It is more important for them to memorize "steps, procedures and sequences" (Ellerton, 2003, par. 11). Kinesthetic learners will use their senses of feeling to get in touch with their learning. They learn best by moving, touching and feeling. They also make decisions based on their feelings (Ellerton, 2003, par. 12). The Myers Briggs Type Indicator (MBTI) is a personality test

A Reflection Paper on Animal Minds Essay Example | Topics and Well Written Essays - 500 words

A Reflection Paper on Animal Minds - Essay Example I find this article very interesting and intellectually stimulating. As a human being, I often take for granted that animals respond to different external stimuli without really thinking. I hold the preconception that as opposed to humans, animals solely rely on their instinct and reflexes in order to survive. However, this article opens my mind into the possibility that maybe, at some points, animals also think and are conscious about their actions and emotions. The body of literature explored by the author appears very convincing that animals do share a level of consciousness even if it is largely limited compared to human beings. I agree with the claims that "some kind of mental activity is being attributed to animals: that is, there is considered to be some internal sifting and selection of information rather than simply the release of certain responses by a certain set of environmental conditions" (Griffin 10). This claim can be supported by human experiences and their interaction with animals. For instance, the argument that animals can process and retain information is evidenced by the fact that they can learn certain skills-parrots can be trained to speak specific words and dogs can be taught to perform funny tricks.

Solubility Characteristics Between Organic Compounds

Solubility Characteristics Between Organic Compounds Objective: The objective of this experiment is to study the relative solubility of organic compounds in various solvents. Besides, understanding on the effect of polar groups on a nonpolar hydrocarbon skeleton is the aim for the test. Introduction: The purpose of this experiment is to explore and understand the solubility characteristics between organic compounds and their relative solvents. The structure of organic compound indicates its solubility, acidity, basicity, reactivity, stability and so on. All of these properties can be called as â€Å"function† and different structure has different functions after reacting with solvents. It is important to know the solubility of reactant because it directly determines the recrystallization and reaction yields. In recrystallization process, an impure compound is dissolved into a highly concentrated solution at a high temperature. The mixture was left to cool to open air to filter out the insoluble impurities. After the further cooling of solution, the remaining amount of solute can no longer be held in solution forms, it will be purified into crystals, which can later be collected. This process has used the concept of solubility. In short, insoluble of reactants in solvent in dicates no reactions occur. In chemistry, there is a term in describing the solubility of polymer which is like dissolves like. The meaning is one substance is more likely to soluble in those solvents that are having similar properties. Polar compounds are generally soluble in other polar compounds; non-polar compounds are generally soluble in other non-polar compounds. Same goes to molecules that can form hydrogen bonds, they are generally soluble with other molecules that can form hydrogen bonds. To prevent unnecessary test, structure of reactants should be observed whether they are like dissolves like to predict the solubility before handing on the procedures. Acid-base extraction is a type of liquid-liquid extraction. Its basic concept is based on different solubility levels between organic solvent and water. In this case, the organic solvent may be any carbon-based liquid that have less solubility in H2O. The common used organic solvents are ethyl acetate, dichloromethane, or ether. Acid-base extraction is usually used to differentiate organic compounds from each other based on their acid-base properties. The assumption leans against this method is that majority of the organic compounds are likely to dissolve in organic solvent than that in water. However, if the organic compound is rendered ionic, it is eventually having high solubility in water compared to organic solvent because rendered ionic has the ability to easily transform into ions. It can be ionized into cation by adding a proton or becomes an anion by removing a proton (an H+ ion). The fundamental theory behind this technique is that salts, which are ionic, tend to be water-s oluble while neutral molecules tend not to be. If there is an addition of acid to a mixture of an organic base with organic solvent, the organic base will receive a proton to become cation while acid remains unchanged. Conversely, an addition of base into acid mixture together with organic solvent, acid will be deprotonated and transforms into anion meanwhile basicity remains the same. Both of these cation and anion will be dissolved in water and this aqueous layer can be eliminated after phase separation and the pure substance can be obtained. Ultraviolet–visible spectroscopy defines an absorption spectroscopy in the ultraviolet-visible spectral region. Its working theory is using light in the adjacent and visible (near UV and near infrared) ranges. The chemical inside the electromagnetic spectrum region will absorb the light which affects the perceived color of chemicals. At that moment, the light energy will be used by molecules to perform electronic transition. By going through Ultraviolet–visible spectroscopy, the compositions of organic compound can be identified. Diagram1 shows the energy distribution of each orbital inside a chemical compound. Diagram1 When UV light is passing through the compound, energy will be absorbed to promote the electron from either non-bonding orbital into anti-bonding orbital or that from bonding orbital into anti-bonding orbital. The energy of UV light was stored inside its wavelength whereas different wavelengths associate different strength of energy. The relationship between energy and frequency of light can be shown in the equation below: It shows the energy is directly proportional to frequency of light. Since UV spectroscopy is always giving the data of its wavelength instead of frequency. The relationship between frequency and wavelength needed to be considered. From next equation, it proves that the lower the wavelength gives higher frequency since they are inversely proportional: If large amount of energy needed to promote electrons, lower wavelength of UV light will be absorbed. Absorption spectrometer is only working in a range from about 200 nm (in the near ultra-violet) to about 800 nm (in the very near infra-red). Due to this case, when the electron is promoted from an orbital having weak energy (For example, pi bonding orbital has lower energy compared to non-bonding orbital), more energy is needed to help in transferring the electron. The wavelength of light absorbed will be shorter than 200 nm. Now the detection of functional group in this situation is ambiguous because the absorption of light does not happen in range. Non-bonding orbital requires lone pair of electrons inside the organic compound which means it may be containing oxygen, nitrogen or a halogen. The wavelength like 180nm will be absorbed to promote electron from pi bonding orbital into pi anti-bonding orbital while 290nm of wavelength will be used for promoting electron from non-bonding orbital. 290nm of wavelength will be picked because the spectrometer works in the range of 200 800 nm. Organic compound with different functional groups have their unique electrons configuration. The energy and wavelength of UV light required is also distinct. However, these properties prove that each composition has its own particular reading of wavelength absorption. From this, the composition of one unknown compound could be identified by testing the Ultraviolet–visible spectroscopy. Here is some example of compounds with their wavelength absorption. Example1 Furthermore, Infra-red spectrum is also one of the methods used to identify the composition of organic compound. Diagram2 shows the setup of Infra-red spectrum: Diagram2 Detector will absorb the non-absorbed infra-red and produce a graph by its strength on different wavelengths. For example, if the sample absorbs 800cm-1 of infra-red, the remaining light that passing through the sample will be lesser. Hence the graph will show a large trough at 800cm-1 of wavelength because detector received less amount of infra-red. This is the typical Infra-red spectrum: From the example above, the trough at 3000+ cm-1 indicates there is absorption of infra-red by sample to excite bonds in the molecule to a higher state of vibration either stretching or bending. Observation on this trough can determine the functional group inside the organic sample because every functional group has their approximate range of infra-red absorption. The advantage of applying Infra-red spectrum is that it can detect the other smaller parts of differences between the molecules that having same functional group. For example, both propan-1-ol and propan-2-ol contain same OH group as functional group. These can be shown in two graphs below: They have almost the same troughs around the area at 3000 cm-1 which indicates the same functional group. However, the regions between 1500 and 500 cm-1 shows the distinct in composition. This region is called fingerprint region. The pattern in the fingerprint region allows the user to evaluate the compound.

Volunteering Changed My Life :: Contribution to My Community Service

Community Service is a great opportunity to make a difference in the area you live in. There are so many ways to volunteer. Some people are given chances to do community service when they need to pay off fines for tickets. Most people simply do because they love getting involved. It’s their way of making the community a cleaner, healthier place. Tutoring kids is one type of community service. I can say from experience teaching kids to learn is a great feeling. I know because I’ve been tutoring kids for almost seven months. You’ll be surprised how it makes you feel. To have one of your students’ parents thank you because there child has never been able to make an â€Å"A† in there reading or math class. Just hearing those words lets me know that I am already making a difference. The place that I volunteer at is Casa De Amigos and the children that go there really look up to you. Yes you’re helping them to be able to reach their goals but you’re also teaching them that helping the community can change so many lives. There are many activities that will help the community. Another way that I have experience is picking up trash. This one is very important because you are helping the environment and town that you live in. So why not help your environment to be able to apply for a scholarship. It’s also a fun way to meet people that enjoy making a difference. Picking up trash is one of the most common types of community service. There are so many volunteers a day picking up trash in their neighborhood and all around town. To be able to get involved all you do is call the Midland City Department and they will be glad to guide you where to go so you can help our community. Another service that I have done has been to volunteer at the West Campus Hospital gift shop. It was a great experience for me; if I had the time I would make the effort to volunteer again. For people that is good at socializing with others and love organizing I would recommend volunteering at the gift shop. Volunteering Changed My Life :: Contribution to My Community Service Community Service is a great opportunity to make a difference in the area you live in. There are so many ways to volunteer. Some people are given chances to do community service when they need to pay off fines for tickets. Most people simply do because they love getting involved. It’s their way of making the community a cleaner, healthier place. Tutoring kids is one type of community service. I can say from experience teaching kids to learn is a great feeling. I know because I’ve been tutoring kids for almost seven months. You’ll be surprised how it makes you feel. To have one of your students’ parents thank you because there child has never been able to make an â€Å"A† in there reading or math class. Just hearing those words lets me know that I am already making a difference. The place that I volunteer at is Casa De Amigos and the children that go there really look up to you. Yes you’re helping them to be able to reach their goals but you’re also teaching them that helping the community can change so many lives. There are many activities that will help the community. Another way that I have experience is picking up trash. This one is very important because you are helping the environment and town that you live in. So why not help your environment to be able to apply for a scholarship. It’s also a fun way to meet people that enjoy making a difference. Picking up trash is one of the most common types of community service. There are so many volunteers a day picking up trash in their neighborhood and all around town. To be able to get involved all you do is call the Midland City Department and they will be glad to guide you where to go so you can help our community. Another service that I have done has been to volunteer at the West Campus Hospital gift shop. It was a great experience for me; if I had the time I would make the effort to volunteer again. For people that is good at socializing with others and love organizing I would recommend volunteering at the gift shop.

An Observation of a Bat Mitzvah

The bar mitzvah is not actually a ceremony or rite of passage as many people believe. It is actually a boy of the Jewish religion who has attained the age of 13. It is thus a legal status that is automatically ascribed with no need for ceremony or any other religious rite. A parallelism would be attaining adult age, typically 18 in most societies.The bar mitzvah pertains to males while a bat mitzvah is to females, and females become bat mitzvot (plural of mitzvah) at the age of 12. Bar or bat mitzvah translates to a â€Å"coming of age† and signifies the transition of the child to that of beginning adulthood insofar as religious practice was concerned, and be counted as part of the minyan or quorum for public prayer. While it is widely practiced, there is actually no direct mention of it in the Talmud. Because women are traditionally not allowed to read from the Torah, it was a momentous occasion when in 1922 the daughter of Rabbi Mordecai M. Kaplan was the first bat mitzvah to read from the Torah in celebration of her 12th birthday. (â€Å"The first American bat mitzvah†) Today, many young girls celebrate becoming a bat mitzvah with a grandiosity that rivals that of a Sweet 16 birthday party. I. The Ceremony The synagogue was a study of the diversity in the US. On one side was the families of the two girls who were to become bat mitzvot and since one of the girls was an adoptee of Chinese descent and the adoptive mother was not Jewish, there were quite a few who were not. Among the congregation, many were not Jewish as well, guests of the girls and their families who were to join in the celebration. (Schapiro) A box of commemorative yarmulke or distinctive skullcap enabled male guests to help themselves to one because it is expected that they cover their heads when participating in the service. However, only Jewish males over 13 wore the ritual fringes called the talit. Aside from this, there did not seem to be a distinction in dress for Jews and non-Jews. Some small children were present, and were quite surprisingly free to get up and roam as they pleased as long as they behaved. The unruly ones were quietly led away to what can only be supposed is a playroom. On the eastern wall of the synagogue, the Ark is evident. This is the repository of the Torah, and above the Ark is a light called the Ner Tamid or eternal light. There is also a representation of the Tablets of the Covenant. On the bima, the raised platform on which the service was to be conducted. The two girls were seated on the right side of the altar. The girls’ fathers laid the prayer shawl on their respective daughter’s shoulders, signifying a transfer of power, or responsibility, whichever perspective works, and the choir raised their voice in a welcoming song in Hebrew. The rabbi commenced with the reading, and at each part the congregation was told when to sit or stand. This was especially helpful for non-Jewish participants of the service. The girls then were directed to approach the Ark where the Torah scrolls were kept. Each took their scroll and carried it around the sanctuary, as each Jewish guest touch their prayer books to it to signify love and devotion to its teachings. The girls then took their place at the bima in front of the congregation to read out the scrolls in Hebrew. This is referred to as the aliyah. The girls each read part of Chapter 21 of Exodus which was the reading for the Shabbat for that week. Afterwards, each girl gave a speech in English, a d’rash about how the experience preparing for becoming bat mitzvot had meant to them. Each girl then touched the fringe of their prayer shawl to the Torah before kissing it and returning to their seat. The parents (excepting the non-Jewish mother) spoke before the congregation thanking God for the blessing of freeing them from the responsibility for their child’s sins. This part was spoken in English. The rabbi then said a few words directed at the new bat mitzvot and the girls then proceeded with the concluding prayers, the Haftorah and then the ceremony was over. The next part of the celebration was the fun part, the Kiddush and seudat mitzvah that translates today to a party held outside the synagogue, where speeches and advice are liberally given for the elucidation of the new bat mitzvah.   Traditional gifts with associations with the number 18 (considered a â€Å"lucky† number in Jewish tradition, means also â€Å"life†) and more generic gifts were given at the reception. (â€Å"Bar and Bat Mitzvah†; Rich â€Å"Gifts†) II. Discussion Mitzvah is the word for â€Å"commandment,† and bat is â€Å"daughter† so a bat mitzvah is a daughter of the commandment. The whole point of this rite is to commemorate the child’s coming of age but the way it is practiced tends to be highly adaptable to the particular societal context. The ceremony itself has no mention in the Talmud so the rituals have evolved over time and application. (â€Å"Bar & bat mitzvah†) Preparation for the bar or bat mitzvah typically begins a year or more prior to the projected date, especially for modern Jews or those who are newly converted. This is to allow the child to become familiar with the Jewish commandments, prayer, history and the Hebrew language. A large portion of this education is overseen by the cantor, or scholar. The responsibilities of the bat mitzvah includes the keeping of the mitzvot or commandments as embodied in the Torah, all 613 of them. She is also expected to observe rituals such as fasting days. Interestingly enough, this is also considered the point in which the bat mitzvah can decide to remain or not within the faith. Because of this, a confirmation ceremony is slated for the 16th or 18th year of the bat mitzvah in   some communities. (â€Å"Bar/bat mitzvah†) More orthodox Jewish families prepare their male children for eventual emancipation by starting their preparations at kindergarten age and beyond the age of bar mitzvah. Orthodox Jews do not allow women to participate in religious services, so becoming a bat mitzvah in these communities does not include the service and is usually celebrated at home with a small party that merely commemmorates the child’s 12th birthday. Reformist sects take the cue from their spiritual leader, the rabbi. This was what happened to Judith Kaplan the daughter of Rabbi Mordecai M. Kaplan, who believed women should be given equal consideration and importance in the community. However, for the longest time bat mitzvot usually celebrated on a Friday rather than on the Shabbat, or did not read directly from the Torah, so deeply ingrained was the bias against women in the Jewish orthodoxy. (â€Å"The first American bat mitzvah†) With the influence of American society and growing diversity in religion, however practice has been inevitably affected. The number of religious intermarriages is rising and many religious groups have seen the wisdom of adapting to the changing society. This is especially apparent in the ceremony described above. The bar mitzvot are now allowed to read from the Torah, and are instructed in this by the cantor with the benevolent overseeing of the rabbi himself. They participate fully in the ceremony, and the fact that one of the parents is non-Jewish is no longer a big issue as long as they play a passive role in the service itself. Outsiders are welcome to participate in a passive manner as well, and religious scholars are more than willing to explain the intricacies of the service to the clueless. There is even a growing trend among newly converted Jews who become bar or bat mitzvah in ceremonies held at any point in their life, some as old as 80. Because these people came into the faith late in life, they are considered to have attained a â€Å"coming of age† when they have mastered the basics of the Jewish religion. III. Conclusion For all children, rites of passage are important highlights in their lives. For Jewish children in particular, the concept of becoming a bar or bat mitzvah and the formal celebration of the event focuses on the importance of having a good knowledge of Judaism. At the same time, it serves as inducting a sense of belonging for children, which at this particular point in their lives is crucial for optimal development. Because survival of the congregation that is yearly becoming diverse, even the most stringent religious traditions have been compelled to unbend and accommodate the evolving population. The practice of commemorating the becoming of a bat mitzvah is a particularly good example of this accommodation. Works Cited â€Å"Bar and Bat Mitzvah†. Encyclopedia of Childhood and Adolescence. 20010406. FindArticles.com. 17 Jul. 2007. http://findarticles.com/p/articles/mi_g2602/is_0000/ai_2602000074 Bar & bat mitzvah. Jewish Celebrations. 2007. Mazornet.com. 18 July 2007 . Bar/bat mitzvah. Patriarchy Website.January 2000. Israel CS Lim. 18 July 2007 . Rich, Tracey. Bar Mitzvah and bat mitzvah. Judaism 101. 2005. JewFAQ.org. 18 July 2007 . Schapiro, Moshe. What is a bar or bat mitzvah? Jewish Lifecycles. 18 January 2000. Aish HaTorah. 18 July 2007 . The first American bat mitzvah. Jewish Virtual Library. 2007. The American-Israeli Cooperative Enterprise. 18 July 2007 .