The Semi

The Semi Introduction Pinnipedia is a broadly distributed and varied group of semi-aquatic sea mammals. It consists of three families that include Otariidae (eared seals), Odobenidae (extant walruses) and the Phocidae (Earless seals) (Harrison King 102).Advertising We will write a custom research paper sample on The Semi-aquatic Mammals Pinnipedia specifically for you for only $16.05 $11/page Learn More Earth history Pinnipeds were first spotted in the middle Miocene having been tremendously specialized for an aquatic survival. It has been proposed that the pinnipedia may have had a two fold origin and a monophyletic foundation. Reproduction Pinnipeds are polygamous with the males being larger than the females. Towards the breeding season, the males choose the breeding sites and establish harems on the arrival of the females. This depends on the species. The males assertively defend groups of particular females while others protect the reproductive terrain. Males co mpete for females. Breeding occurs especially during the late spring and summer. A single pup is normally produced yearly but twins’ occasionally occur. After giving birth, the females wean their young ones for an uneven period of time. The females possess a postpartum estrus that permits them to breed soon after reproduction (Harrison King 102). Species number Pinnipeds constitute slightly more than 28% of the diversity of marine mammal species with 33-37 living species being spread all through the world. Of these species, 18 belong to the family Phocidae, and the remaining 14-18 species belong to the Otariidae and the Odobenidae family. Shapes/ Sizes and Color Pinnipeds are smooth bodied and have a barrel shape. This makes them to be well adapted to their marine habitats. The large size of Pinnipeds in comparison with most earth carnivores helps them to preserve warmth in their bodies. Their sizes differ with the smallest Pinniped being 1.3 m when fully grown and the larg est being 4m long. Color patterns in Pinnipeds occur almost entirely among the family Phocidae. Others show dark and disruptive color patterns (Nowak 1458). Some Pinnipeds have a homogeneous coloration and this permits them to intermingle well with their icy surroundings.Advertising Looking for research paper on biology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Typical behavior Pinnipeds have a typical behavior of going back to land to reproduce. They are polygynous with triumphant males mating with quite a number of females throughout the breeding period. The males compete for females and the females reach sexual maturity before the males. Eating habits Pinnipeds are carnivorous. They feed on sea creatures including fish, crustaceans and sea birds. Most are general feeders while a few concentrate on some foods only. Pinniped eyes are well adapted to darkness hence they do most of their feeding at night (Henry 110). Role of Pinnipeds in the food chain Pinnipeds play a major role in the food chain. They feed on crustaceans, echinoderms, fish and young whales. They are themselves eaten by orcas, bears and human beings. Walruses for instance have been chased by natives due to their flesh, hide and tusk. Defense Pinnipeds have tusks that grow up to a length of one meter. Males have larger tusks compared to the females. They use these tasks for fighting and sparring their enemies. Pinnipeds also have bristles all over their mouths for defense. Movement Pinnipeds are adapted for movement both on land and on water. They have wing like flippers on the front and on the back. Both pairs assist them while walking on land. During swimming in water, the hind limbs are turned backwards and are kept parallel with the vertebral column. Their feet act as sufficient propellers. Some Pinnipeds are however belly walkers with rising and falling movements of the abdomen. Pinnipeds movement in water is thus graceful and they frequently engage themselves in water sports. General habits They spend almost all their life in water, beaches or ice floes. Pinnipeds are good divers being able to fight back ache and fatigue associated with lactic acid build up during spinning. They produce sounds while in water or on land. These sounds are associated with breeding and other social interactions (Henry 110). Harrison, Richard King, Judith. Marine mammals .London: Hutchinson University Library, 2006. Print.Advertising We will write a custom research paper sample on The Semi-aquatic Mammals Pinnipedia specifically for you for only $16.05 $11/page Learn More Henry, William. Antarctic Pinnipedia .Washington, D.C: American Geophysical Union, 1971. Print. Nowak, Ronald. Walkers Mammals of the World. London: John Hopkins University Press, 1999. Print.

High GPA but Low ACT Score What Do You Do

High GPA but Low ACT Score What Do You Do SAT / ACT Prep Online Guides and Tips You do great in school, but you just can’t get that score you want on the ACT. If you're a great student but not as great a standardized test taker, don't worry: you aren't alone. In this post,I'll let you know what ACT scores qualify as low, what message those scores send to admissions officers, andwhat you can do to improve your chances of getting into a good school. What Is a Low ACT Score? Before we even discusswhat to do with a high GPA and low ACT score, are you certain your ACT score is low? You should not simply compare your ACT scores to your friend's score or classmates' scores. The ACT score you want should depend on which university you hope to attend.If your ACT score is already in the ACT score range for your target school, then your ACT score is not low. Search for â€Å"[College Name] ACT† to find out the 25th/75th percentile foryour target schools. The 25th percentile score means that 25% of the students attending have a score at or below that number (this is below the average for admitted students). The 75th percentile means that 75% of students have a score at or below that number (this is above average for admitted students). The 25th/75th percentile reveals the scores of the middle 50% of applicants admitted to the college. If you score at the 75th percentile for a college and have a high GPA, you have an excellent chance of being accepted. However, if you're at the 25th percentile, you will need to have a strong application to increase your chances of being accepted. As an example, NYU has a 25th/75th for the ACT of 28 to 32, and Harvard has a 25th/75th of 32 to 35. You may think, why won’t I be accepted to Harvard with a 32 when 25% of Harvard freshman scored below that? In actuality, the 25% below a 32 were most likely admitted because they are a unique applicant such as an athlete (or a student with some other special talent such as being a world-class flute player), a legacy, or thechild of a significant donor. "Hi, I'd like to donate a building or three?" In writing this article, I am assuming you are a â€Å"normal applicant†(not one of the types listed above).To have the best shot of getting in, you want to get a high ACT score to go along with you high GPA, and a high ACT score is one that is at or above the 75th percentile for the colleges you hope to attend. If your score is below the 25th percentile for the school you hope to attend, you may still have a chance of getting in. Do you know that some colleges â€Å"superscore† the ACT? This means they will combine your highest individual section scores from each ACT and recombine it into a new superscored composite ACT score. For example, if you took the ACT 3 times and your best English score was on your 1st test date (33), your best Math score was on your 2nd test date (31), and your best Critical Reading and Science scores were from your 3rd test date (36, 36), you can combine those 4 best section scores into a brand new composite score (34). Your superscored composite ACT score may end putting you in the 25th/75th percentile range for your target college!For further explanation of superscore and for a list of the college that superscore the ACT, see our other article: Colleges that Superscore ACT: Complete List If your ACT score does not meet the 25th/75th percentile for your target school even with superscoring, there is good news and bad news: The Good News: Your GPA Matters More Than Your ACT Score Your transcript is the most important part of your college application because it shows that you have worked hard during all four years of high school.I considera high GPA to be between 3.5 and 4.0 on a 4.0 unweighted scale for the reasons stated in our other article. However, highly competitive universities such as Harvard and Yale will want you to have an even higher GPA, in the 3.85 to 4.0 range. I am using unweighted GPArather thanweighted GPAsince unweighted GPA is the more commonway to measure academic achievement in high school. While your GPA is important, it is even more important that you took challenging classes in high school and still got a high GPA. If you don’t believe me, here it is from Stanford’s admissions office, â€Å"We expect you to challenge yourself throughout high school and to do very well. The most important credential that enables us to evaluate your academic record is the high school transcript.† An admissions officer will only consider your high GPA impressive if you took the hardest classes (AP or IB) offered at your school.Easy classes and a high GPA will not impress an admissions officer. I will explain this more in-depth below. The Bad News: A Low ACT Score WillHurt You Admissions offices require applicants to take the ACT because they see this test as an equalizer among applicants (click here for further explanation of why students take the ACT). Each applicant had a different high school education. Even students applying from the same high school may have taken different classes or had different instructors. The one thing all applicants have in common is that they took the SAT or ACT.Every student took the â€Å"same† standardized test (or at least, similar enough tests to be compared even though each testing date technically has a different test) While your GPA and transcript are very important, your low ACT score may make an admissions officer question if your grades were â€Å"inflated† (which some teachers do) or ask if you took easy classes. They may think that your low ACT score is a better signifier of how prepared you are for higher education. What Will the Admissions Officer’s FirstImpression of Your High GPA/Low ACT Score Be? To be perfectly frank, an admissions officer will probably, at first, think that your teacher inflated your grades or that you chose to take easy high school classes, and they may wonder if your low ACT score is a more accurate indicator of your academic potential. But don’t worry! Admissions officers will dig deeper. Most admissions officers know the high schools in the US very well. At the majority of colleges, each admissions officer is assigned a state or region, and he or she is responsible for reading all of the applications from students in that area and for visiting the high schools in that area (so, if your high school had a visitor talk about admissions at a specific college - that person will most likely be reading your application for that college). Since the admissions officers visit these high schools and read the applications from students at these high schools, they know the academic reputations of these high schools.The admissions officers will know if your high school is considered very academically rigorous or if your school has a reputation for being easy and inflating grades. When reading your transcript, an admissions officer will be able to tell if you chose to take the easier classes and avoided the AP or IB classes that your school offered (if your school offers AP or IB). If you did take the easier classes, the admissions officer will likely then think your low ACT is a more accurate depiction of your academic potential than your GPA. If you did enroll in very rigorous courses throughout high school (tons of AP or IB classes, if offered at your high school) and you have a high GPA, then the admissions officer will know that and may excuse your low ACT score. Still, your chances of getting in will be higher if you can get a higher ACT score to match your high GPA. What Can You Do to Raise Your Low ACT Score? Raising your score on your low ACT score will give you your best chance of getting into your target school. If you are applying right now and don't have time to retest, skip below for advice on what you can do to boost your chance of admission. If you do have time to retest, I will try to help you diagnose the issue thatcaused the low score onyour last test(s). Did You Practice? If you never practiced for the ACT, that is probably the issue. The ACT is a very fast test. You need to know the ACT test format before taking the ACT so that the format will not slow you down. Learn about ACT scoring, the length of the ACT test, and the ACT test instructions. I would recommend taking a minimum of four full-length, timed practice tests to ensure you have the pacing down.If you need help finding practice tests, check outComplete Official ACT Practice Tests, Free Links. When you sit for multiple practice ACTs, you will start to feel comfortable with the format and will learn how to pace yourself. Note: Do not just take the practice ACTs and forget about them. You should be reviewing the questions you got wrong and learning from thosemistakes. For a guide to how to review your practice tests, check outThe Best Way to Review Your Mistakes for the SAT/ACT. What Was Your Practice Approach? If you practice by yourself, what tests are you using for your practice? You need to practice with official past ACT tests. Because the ACT is very different from other tests, you have to use actual ACTs to get the actual feel of the test. If you need help finding practice material here are Complete Official ACT Practice Tests, Free Links.If you still want more material, check out The 10 Best ACT Books Recommended for ACT Prep. If you are using old ACTs for your solo study, are you checking your wrong answers? This is the key to success on the ACT: you need to determine where you went wrong and learn from it.If you do not, you will not learn anything from the tests and you will continue making the same mistakes. If you want guidance on reviewing your tests, check outThe Best Way to Review Your Mistakes for the SAT/ACT. Do You Have One of the Following Issues? Issue #1: You have not learned the strategies for the ACT or gotten the timing down. To help solve this issue, you should check out the other free guides offered here at PrepScholar. Issue #2: You aren't familiar with the math and English concepts needed to succeed ACT. You do not have the geometry formulas memorized, or you do not know the grammar rules. Not knowing contentis a less common issue but a very important one to address. Take the time to learn this content because masteringit will have a huge impact on your score. Issue #3: If you feel like you know the strategies and content and are still not improving, you may be having trouble focusing. To help solve this issue, you probably need more personalized prep and should consider hiring a tutor or using an online resource such as PrepScholar. If You PreppedWith a Tutor/Class/Online Program and Are Not Seeing Improvements, You May Be Having One of the Following Issues: Issue #1: Your help is not personalized to your needs. It/he/she is not trying to fix your unique weaknesses, but rather is just using the same material for everyone. Try to find a more personalized tutor/class/program. Consider trying our PrepScholar ACT prep program. We do the heavy lifting for you, by splitting up our prep material into specific skills. We'll detect your weaknesses automatically and give you focused lessons and quizzes to improve those skills. Issue #2: The tutor/class/ online program is not working you hard enough (not making you do ACT practice tests or not making you stick to the timing). You should be using a prep person/program that will force you to take timed practice ACTs and stick to a study schedule. You should try PrepScholar’s ACT prep program;our program keeps track of your time spent studying each week, times you during all practice tests, and asks you to commit to a study schedule. Issue #3: You may have test anxiety. As a tutor, I saw this in some students. If you are scoring high in your practice, but on the actual ACT not achieving the same score because you are anxious or can’t keep your pacing and can’t finish. This isn’t a simple issue to fix. While all of the studying (learning the test format and pacing) should help reduce your worry, it may not solve the problem entirely. You should know the ACT is just a test and will not determine your future as shown by these celebrity ACT scores. Also, maybe meditate to try to relax you before the ACT. If You're Applying to College Right Now and CannotRetake the ACT, What Can You Do? You have some options if you need to submit your applications and think you do not have time to retest: Option #1: You can strengthen the rest of your college application. Focus on the positives! You have an awesome transcript, so try to make the rest of your application as awesome. Read our other article for advice on how to build the most versatile college application, including advice on writing your essay, getting letters of recommendation, and more. Option #2: You can check outtest optional schoolsor schools thathave guaranteed admission based on GPA or class rank. Many colleges out there no longer require the SAT or ACT to be considered for admission. Consider applying to some of those schools, at least as backups. Option #3: Check out schools with late deadlines. A lot of schools accept applications later in the year and will give you time to study andretest for the ACT. Some schools take applications as late as September for that fall semester. Consider retesting and applying to some of these schools. What’s Next? Need help raising yourACT score? Check out guides to the ACT Reading, Math, English, and Science sections.Taking the ACT very soon? Read our guide to cramming for the test. Not sure where you want to go to college? Check out our guide to finding your target school.Also, figure out yourtarget ACT score. Thinking about getting a job while in high school? Check out our guide to the 8 best jobs for teensand learn how to find yours! Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

How important has Hollywood been in influencing Chinese filmmaking Dissertation

How important has Hollywood been in influencing Chinese filmmaking since the 1980s - Dissertation Example The filmmaking industry is alive and well. Based on international revenues from films, filmmaking is generally a highly profitable trade. In the current age of globalization, the impact of the filmmaking industry has also crossed borders, with Hollywood films influencing the international film industry and local filmmaking industries like China and India also impacting on the Hollywood filmmaking industry. As a result of the reciprocal interest which has emerged on filmmaking in different countries, specific influences have also emerged on how films are made in general. In the past 50 years, the Chinese film industry has had a significant influence on Hollywood filmmaking, in terms of plot lines as well as action sequences. In the past few decades however, the Hollywood film industry has taken a turn in influencing and impacting on the Chinese filmmaking industry. ... Hollywood influence/impact on Chinese film industry The significant technological progress which the western world has brought into the entertainment industry impacted significantly on China (Zhu, 2003). The widespread use of television sets in Chinese homes caused an even more significant demand for such technology (Zhu, 2003). Studios also saw the need to invest in television shows, including soap operas. The market for TV commercials also emerged with increasing co-production processes made with other investors. As the 1990s drew to a close, the Chinese film industry became more diversified. The fifth and sixth generation filmmakers were more engaged in financing productions which could be released in the global setting (Zhang, 1999). The government also continued to invest in main melody films. The Chinese filmmakers also found a market in lower budget films, mostly in comedies and romances. Television shows also saw a dramatic rise in TV series productions, diversifying the opti ons of filmmakers not just in major venture films (Zhang, 1999). More dramatic changes also emerged with the entry of China to the World Trade Organization. Its membership into the WTO and its more open market, China has sought to invite more viewers into the movie theatres with its feature Chinese films and Hollywood productions (Wheeler, 2012). About 70% of films shown in China are from Hollywood, making them a significant contributor to China’s cinematic industry. Hollywood impact on China has also been apparent in terms of the pressure it has imposed on the Chinese filmmakers, mostly in terms of developing blockbusters which can adequately compete with Hollywood films (Media Entertainment and Arts Alliance, 2004). The film by

John Locke and his Works Coursework Example | Topics and Well Written Essays - 1500 words

John Locke and his Works - Coursework Example His abiding interest in medicine led to his striking an acquaintance with the politician, Anthony Ashley Cooper, known to history as the Earl of Shaftesbury. This was the turning point in Locke's life, as from then on his destiny was irrevocably linked with Shaftesbury's. Locke gave up his scientific inclinations and took a keen interest in the affairs of the state. The year 1675, found him in France as a consequence of the liberal Shaftesbury having incurred the wrath of the royals. When Locke returned in 1679, he found a nation rife with political upheaval and a monarchy hostile towards Protestants and removed himself to Holland. Following the revolution of 1688, he returned to England, where he stayed till his death. Throughout his life, Locke wrote on a wide variety of subjects. His Treatises of Government and Essay Concerning Human Understanding are famed in the annals of political thought and philosophy as invaluable contributions. That aside, he distinguished himself with well-written pieces in the fields of economics, science, theology, and education. According to Haworth, "It would be no exaggeration to describe him as the political philosopher who laid the moral foundations of the modern world view" (100). Locke's Essay Concerning Human Understanding was his first and only foray into the realms of epistemology, the branch of philosophy that studies the nature of knowledge. Divided into four books, his essay is a detailed theory of knowledge and aims to " discover what kind of things God has fitted us to know, and so how we should direct and use our intellect and understanding" (Woolhouse 78). At the onset, he emphasizes the importance of experience in the pursuit of knowledge and dismisses the notion that ideas are innate. According to Locke, the mind is a blank slate on which ideas are inscribed by the hand of experience. He states that the experience of the senses is the tool used in gleaning knowledge and rationale must be used before a thorough understanding of raw information is possible.

Welfare of Children Essay Example for Free

Welfare of Children Essay The family is the basic unit of society. It holds an essential part in fostering a sound and ideal environment that is related in enhancing the world that everybody lives in. This is the reason why establishing good family relationships is very important. Being the case, the role of every family member especially of the parents should be given due attention. However, there is an observable inequality as to how fathers are viewed in comparison with mothers when it comes to the nurturing of their children. Most people believe that it is the primary responsibility of the mother to take care of the children while the father has to deal with money matters. Social workers also adhere to this kind of perspective as they give more importance to mothers when assessing the welfare of a child. Nevertheless, various studies have shown that the absence of fathers in nurturing and guiding their children has detrimental effects. According to the study of Michael Lamb from the University of Michigan, children who are 7 to 13 month old have the same responses when they are separated from their parents. When their father left, the children would have tantrums, which is the same as when their mothers leave them. This research proves that both parents have an important role in development of their children especially during their formative years. Thus, fathering should not be taken for granted (Chen, n. d. ). Some analysts conclude that children who grew up without a father tend to have behavioural problems that are mostly observable in the inability to perform well in school especially when it comes to math and science (Chen, n. d. ). Long term studies in the United States and in New Zealand have conclusive results that father absence increases their daughters’ susceptible for early sexual activities and teenage pregnancy. Evidences prove that daughters who were left by their fathers at a young age tend to develop unstable relationship with men, which makes them engage in casual relationship with the opposite sex (Quigley, 2003). Research also shows that father absence is one of the primary causes of serious social problems like poverty and delinquency (McLanahan, n. d. ). The different studies and researches conducted only prove that the role of the father in the nurturing and rearing of children should not be taken for granted. Fathers should not be simply confined with providing financial and material things. They should also do their part in raising their kids. In the same manner, the society like social services should also give due importance to the part of the father in taking care of their children. The presence of fathers is essential in the development and well being of their children and their family as well as in the enhancement of the whole society. References Chen, N. (n. d. ). The Impact of Father Absence. Retrieved October 6, 2008, from http://extension. missouri. edu/cooper/fok/father_absence. htm. Quigley, A. (2003). Father’s Absence Increases Daughter’s Risk of Teen Pregnancy. Retrieved October 6, 2008, from http://mentalhealth. about. com/cs/familyresources/a/teensex503. htm. McLanahan, S. (n. d. ). Father Absence and the Welfare of Children. Retrieved October 6, 2008, from http://www. olin. wustl. edu/macarthur/working%20papers/wp-mclanahan2. htm.

Whitmans Music as a Means of Expression Essay -- Whitman Music Musica

Whitman's Music as a Means of Expression In his verses, Walt Whitman eradicates divisions of individual entities while simultaneously celebrating their unique characteristics. All components of the universe are united in a metaphysical intercourse, and yet, are assigned very distinct qualities so as to keep their identities intact. Often times, Whitman demonstrates these conceptions through elements of song. â€Å"Walt Whitman caroled throughout his verse. For the Bard of Democracy, as America came to call our great poet, music was a central metaphor in his life and work, both as a mindset and as a practical reality.† (Hampson) His musical poetry lyrically encompasses themes of social equality. Whitman enterprises a communion of persons while using the singer as a poet, lover, typical citizen, bard and a celebrator of the self to express such notions. Whitman discovers music in the daily lives of ordinary individuals and expresses it within his poetry. Especially in respect to the poems â€Å"Song of Myself,† â€Å"I Sing the Body Electric,† and â€Å"I Hear America Singing,† Walt Whitman incorporates music as a vehicle to illustrate democratization. Whitman was a self educated New Yorker who began his literary career by satiating himself with classical reading and appreciating nature. After leaving school, Whitman held a great variety of jobs including a printers apprentice and editing several periodicals. His first independent publication was Leaves of Grass; a compilation of various untitled poems. Initially, he was met with limited success or recognition (with the exception of a satisfied Ralph Waldo Emerson). His second edition was far more warmly welcomed. During the Civil War, Whitman offered his services to care for soldiers ... ... a democratic understanding of society. Whitman deems all persons equally and interprets their existence as pieces of music. In instances where the average individual would find no value, Whitman depicts unexplored realms of appreciation. All members of society are conveyed as agents of music. Their role’s are regarded as beautiful contributions to society by defining them with instrumental undertones. Whitman’s verses are written with such musical style and context, that they are often times the inspiration for musical compositions (including the likes of Vaughn Williams). In his pieces, Whitman honors the seemingly inferior facets of society, discounting any hierarchy and rather, celebrating all members equally. To effectively portray Whitman’s democratic mentality, he delivers his message by expressing his subjects as instruments in a grand societal composition.

My Personal Faith Essay

My personal faith and beliefs contribute to every aspect of my life. I come from a Christian family and a congregation of baptized believers in the Lord Jesus Christ. My parents have always given me unconditional love and dedication, while teaching me healthy boundaries pertaining to life. Such as always putting the Lord first, being more concerned about the pain of consequences for irresponsibility, the rights and wrongs of my behavior, and what pain any of my actions may cause for others and God. My faith has enabled me to handle life challenges from my past and present. Some of these challenges have been series of events that I could hardly believe were happening, while others came with great joy. At five years old, my younger brother, Chandler, died unexpectedly. This was a tough challenge for my whole family to face. This challenge could have easily torn my family apart but together, as a team with God, we worked hard at picking up the pieces and moving forward even when there were days that seemed to be impossible. In the fifth grade, I was diagnosed with a common learning disability known as Attention Deficit Disorder. I am faced with this challenge on a daily basis. I have learned to cope with this disorder over the years by making prayer and patience priorities in helping me conquer this challenge. This challenge was especially difficult during my SAT and ACT tests. Certain scores on these tests were required to get into college and play NCAA football. The stress and pressure of taking these tests felt unbearable at times. While studying and before and during each test, I would remind myself that, through God, all things are possible. With God by my side, I was able to achieve the scores needed to reach my college and athletic goals. Varsity football has had an enormous impact on me during high school because it taught me how dedication and determination would help me succeed in academics as well as in extracurricular activities. Being part of a team helped me develop leadership skills within myself. Each time I step on the field, I put forth an effort to play my best. For me, each game started with a prayer that God would help me make good decisions and keep me and my team safe, win or lose. I earned many Regional and State awards for my achievements in football. All District First Team Defense 2011 and All Region Second Team Defense 2011 were two of my greatest achievements. Again, through God, all things are possible. Strong faith, good character and determination to succeed and live â€Å"a life that matters† can help anyone overcome any challenging situation that they are faced with in their lifetime. They also produce hope within oneself and set the foundation for an integral person to build on their morals and values. I plan to influence others to live â€Å"a life that matters† by staying true to my faith and hope within myself and allowing patience and perseverance to always be a strong characteristic of my character. I am going into the nursing program at Shepherd University in the fall. I plan to further my education into physical therapy. After my education is finished and I enter the working world, I want my greatest accomplishments to be encountering someone daily that I can portray my faith and integrity to that will make a difference in both our lives. I want to be able to reflect back on myself as a person who lived my entire life as one that mattered regardless of what stage of life or challenge that I am faced with at that time. As Christians, we are called and obligated to serve God with our time, talents, and material possessions but we must also recognize these areas as being entrusted to us to be used for the glory of God and helping others. God wants us to seek to bring others under the sway of righteousness, truth, and brotherly love.

My Younger Sister

My younger sister, Kate. Being a lively, witty and smart eleven-year-old, my sister, Kate, is a typical example of a girl who experiences changes from the stage of childhood into a teenager. She demonstrates how quickly girls these days enter the period of adolescence. At this stage she is a somewhat tall girl, with long legs, which makes an impression of a person who is already at least sixteen. When I sometimes see her playing basketball in the school playing grounds, I always find it difficult to discern her from among the boys.This will-be teenager has short brown-black hair and blushed cheeks which actually look like blooming roses. Her snub nose suggests indirectly that she is a slightly conceited person. My sister is quite slight and slender. This feature again implies how girls usually want to look at this age. Having a very lively approach to life, Kate is a very sociable kind of human being, She seems to be always willing to talk and ask a number of difficult questions.A lo t of friends revolve around her, the suspicion being that it is mainly owing to her energy. She is a witty character. I cannot help wondering where she gets those funny responses. It makes her a very funny person indeed. As it usually happens, however, she also possesses the bad qualities of the character. My sister tends to be a lazy-bone despite her being fairly energetic. She, too, is inclined to answer back either to me or to my parents.Nevertheless, many of her physical qualities appear to compensate for her weaknesses. She has got good memory and a good ear. These advantages help her considerably in learning. Consequently, she remembers a lot at school, which she doesn’t have to revise at home. I harbour positive feelings towards Kate in spite of her imperfections. Obviously, she is my sister. I admire the way she talks to me and how enthusiastically she practices sport.

Frankenstein Journal Notes Essays

Frankenstein Journal Notes Essays Frankenstein Journal Notes Essay Frankenstein Journal Notes Essay Essay Topic: Catching Fire Frankenstein Invisible Monsters Frankenstein Journal Characters Victor Frankenstein- The main character of the story. He builds the monster. He is scared of his creation forgets about it. The monster kills his whole family and sends Frankenstein to his doom. He is never able to stop the monster. The Monster- The creation of Frankenstein. The monster is very intelligent; it learns language by observation. He is sad that nobody wants to accept him. He goes on a rampage and kills many people. Henry Clerval- A friend of Frankenstein. He accompanies Victor to Ingolstadt. He goes with Frankenstein on a trip and is killed by the monster. Elizabeth- The sister of Frankenstein. She was adopted by the Frankenstein family at a young age. Later in the book, she and Victor get married. Robert Walton- He saves Frankenstein from the ice and tries to help him find the monster. He is the one who recorded the whole tale. Alphonse Frankenstein- The father of Victor. He tries to make Victor feel better when Victor is sad about the deaths of those close to him. He dies late in the novel. William Frankenstein- The younger brother of Victor. He is the first victim of the monster. Victor is very sad over his death. : Justine- She was adopted into the Frankenstein family. She is claimed to be guilty of Williams death, and is executed for it. Caroline- She marries Alphonse Frankenstein. She dies of a fever when Victor is very young. M. Waldman- He is a chemistry professor at Ingolstadt. He is one of Victors influences (for pursing a chemistry related profession). Plot Notes Pg. 15-29: These are the opening letters of Waldon. He talks to his sister with a very optimistic tone, assuring her of his safety. He explains his personal thoughts, his loneliness and need of a friend. He explains that his ship will soon be leaving. They find a man out on some ice and pick him up. This is his story. Pg. 31-40: The narrator tells us about himself and his background. He tells of his fathers friend, who died, leaving his daughter an orphan. The narrators father then married her. They traveled around a lot. The narrator was an only child. On one visit, they adopted a child named Elizabeth, who became the narrators sister. They were brought up together. Another son was born. The narrator loved learning, especially about the natural sciences. He looks at outdated books on the topic. He also sees a lighting storm. He learns to absolutely love the subject. Pg. 41-50: Victor (the narrator) is bout to leave his family to attend a University called Ingolstadt. His sister, Elizabeth, gets scarlet fever. She does not die because her mother nurses her back to health. But the mother dies. He then goes to the university. He meets a professor, M. Krempe. Krempe offends him by saying his studies have been wasted thus far. He then meets another professor named M. Waldman, who convinces him to study chemistry. Pg. 51-60: Victors studies became his sole occupation. He neglected his family for his studies. He was very interested in the human body, and began constructing a human life form. He hoped to make many new forms. He even started to neglec t nls stuales to work on tnls. HIS work comes to IITe, ana ne Is Olsgustea Dy It He runs from it. He goes into town and finds his friend Henry Clerval. Clerval goes back with him to his apartment, where the beast no longer resides. Victor falls ill, and Clerval nurses him for the following months. Clerval tells him about a letter from Elizabeth. He has not been in very good contact with his family, and they worry about him. Pg. 1-70: Elizabeths letter begs Victor to write back to them. She also tells of a girl named Justine that now lives with them. Victor introduces Clerval to the professors, though anything dealing with chemistry pains Victor. He decides that he will soon return to Geneva. They explore the country. Pg. 71-80: Victor finds a letter from his father that tells of Williams death. He was murdered. Victor returns to Geneva to comf ort his family. On the way, he sees the monster he created, and decides that it must have killed William. When he meets his family, they say that Justine has been accused. He assures them that she is not guilty, that he knows the murderer, but she is to be tried later that day. Pg. 81-90: They all go to Justines trial, here she is convicted. They visit her, and she is happy to know that Victor thinks her innocent. She is executed, and Victor feels very guilty. Victor is very sad. He takes a trip to a nearby valley called Chamounix. Pg. 91-100: Victor goes to the summit of a beautiful mountain. He sees the monster coming towards him, and then tries to fght him off. The monster avoids him, and then argues to listen to his side of the story. Victor complies, and follows him back to his hut. The monster tells his story. He tells how frightened he was when he first came around. He was fixated on the moon. He learned about fire. He met various people, but they were scared of him. Pg. 101-110: One day, he found a cottage with an old man and a young man and woman. He learns language from them. He realizes that he is causing them sadness when he steals their food. For this, he brings them wood. They are very happy about this. He spends much time watching them, for he wants to learn their language and try to have them accept him. Pg. 1 11-120: A woman arrives and makes the man very happy at the cottage. She is Arabian. The man teaches her his language, and the monster learns as well. The monster learns about human history as well. He reflects on his oneliness. The monster learns about how the family in the cottage came to be. They were originally from Paris. Sanes father was put in Jail. The man fell in love with Sane and saved the man. They all fled. The girl and older man were put in prison for what they young boy did. The father tried to keep Sane, but she fled. The young boy saved the girl and old man from Jail. Sane came to their cottage. Pg. 121-130: The monster finds books in the woods and learns more from them. He also finds notes from Victor (whom he gives them to) which tell him about his creation. He notices that the cottage people are happier. He decides to try and Join them. He talks to the old man, who is blind. The man is accepting of him. But when the young man, who was on a walk with the other two, returns, he attacks the monster, who then leaves. Pg. 131-140: The monster sees the De Lacy family leave their residence; he will never see them again. He burns the cottage. He then goes to Geneva. On the way, he saves a girl from a stream and is shot by a man. His wound heals. He also tells how he strangled William and put the picture on Justines person. The monster tells Victor that he must create a mate for him, for nobody else will accept him. He assures Victor that they will move to a savage area in South America where they will never be seen Dy Vlctor or nls Tamlly agaln. Victor Is nesl n . g ta t P . 141-150: Victor consents. In monster says that he will watch him. Victor goes back to his family at Geneva. His father wants him to marry Elizabeth. He decides to go on a trip to England first. He is accompanied by Clerval. Clerval is happy to learn about nature. He plans on building the other monster while on the trip. Pg. 151-160: Clerval and Victor travel to many different beautiful places, such as London, Oxford, and other places in Europe. They go to Scotland to visit a friend. Victor leaves Clerval with the Scots while he travels away for a month to finish his work. He finds an old shack and gets a lot done. Victor thinks about what he is doing, how he may cause pain for future generations if the monsters have children. The monster visits him, and he destroys the female monster he is working on. The monster is angry and lectures him. Victor says that he withdraws his promise. Pg. 161-172: The monster says that he will be with Victor on his wedding night. The monster leaves, and Clerval wants Victor to return. Before he eaves, he cleans the laboratory. He goes out to sea to dispose of the monsters remains that he was working on, but he gets lost at sea. He ends up on some shore, and people greet him rudely. He is taken to court, for he is seen as guilty of a murder. A body was found nights before, and a man was seen in a boat. He sees the body, and it is Clerval. The monster has killed him. He is thrown into Jail. Months later, the magistrate meets him and seems to be more understanding. His father comes to see him. Pg. 173-182: Victor is released. His father comes to get him. Victor is very scared or his family, and wants to go back to Geneva so that he can protect them and kill the monster when he comes. Victor and his father arrived in Paris. Victor tells his father many times that he killed everyone, and his father is confused. Victor gets a letter from Elizabeth asking if he loves another, for, if so, they shouldnt marry. He says he loves her. They arrive in Geneva. He carries weapons with him to defend if the monster attacks. Pg. 183-192: Victor and Elizabeth get married. They retire to a cottage by boat. Victor walks around the house at night, looking for the monster. The monster kills Elizabeth. Victor and many others look for the murderer, but to no avail. When Victor returns to tell his father, his father dies soon after. Victor decides to tell a magistrate the truth, and, though the magistrate initially seems convinced, he decides not to believe him. Victor wants to kill the monster. Pg. 193-202: Victor leaves Geneva to follow and kill the beast. He chases him very far north, and, when chasing him across a body of water, almost dies, but is saved by a vessel. The story is continued by Walton. He and Walton talk a lot. Walton sends letters to his sister telling her about Frankenstein. Pg. 03-211 : Victor, still on the Journey with Walton, appears close to death. The crew wants to go south. Victor lectures them on courage, and they stay their course. Victor says a few things, and then dies. He gives a final speech. Walton finds the monster over Victors body. The monster says that he will now go and die. He gives a speech where he acknowledges that he is indeed a wretch. He leaves the boat. Style Notes: 1. The story was told through letters: The opening of the story, as well as the end, is told through letters by Walton. He is the man who commanded the ship that picked Victor up off of the ice. He was Victors friend before he died. This point of view is important because it allows the whole narrative to be occurring within a different time than perceived. It is like a narrative set within a narrative. This point of view is the only way to capture some of the attltuaes communlcatea tnrougnout tne novel. 2 l naa aamlrea tne perTect Torms 0T my cottagerstheir grace, beauty, and delicate complexions: but how was I terrified when I viewed myself in a transparent pool! At first I started back, unable to believe that it was indeed I who was reflected in the mirror; and when I became fully onvinced that I was in reality the monster that I am, I was filled with the bitterest sensations of despondence and mortification. Alas! I did not yet entirely know the fatal effects of this miserable deformity. (108) This is a characterization through description. Here, the monster tells of the time when he observed his hideous facial features. He compares himself with the perfect beauty of his fellow humans, and is very angry about it. This explains where a lot of the monsters need for revenge comes from-he is angry that his creator made him so ugly. 3. There is also characterization through attitude. The monster kills person after person, victim after victim. All along, he seems to not really care about the ramifications of what he is doing (other than it hurts Frankenstein). Through this, we can see that the monster really is that, a heartless monster. 4. There is characterization through dialogue. When the monster is made, he is not taught any language. By the time Frankenstein meets him again, a whole slurry of advanced vocabulary is coming out of his mouth. This shows how intelligent the monster is. Through simply observing people and reading a few books, the monster was able to develop a very large vocabulary. 5. The eactions that characters have to each other is another method used to characterize the monster. Every time the monster meets a human or group of humans, they are very frightened and try to get away. A few times, he Just kills them. This emphasizes the horrid appearance that the creature must have and explains that he really will not be accepted into human society. Questions: 1. Did you feel bad for the monster? 2. What happened to Ernest? . Did it ever say how Frankenstein actually gave the monster life? 4. What do you think would have happened had Frankenstein gone on with the creation of a new monster and not destroyed it? . How was the marriage between Frankenstein and Elizabeth not considered incestuous/disgusting (even though she was adopted)? 6. Do you think the old man would have accepted Frankenstein had he not bee n blind? 7. Do you think Walton actually wanted to find the monster? 8. How did Victors father die? Was he Just so depressed that he Just died? 9. How is suspense built throughout the novel? 10. Do you think Victor was sympathetic towards the monster? Quotes: 1. l had admired the perfect forms of my cottagerstheir grace, beauty, and delicate complexions: but how was I terrified when I viewed myself in a transparent pool! At irst I started back, unable to believe that it was indeed I who was reflected in the mirror; and when I became fully convinced that I was in reality the monster that I am, I was filled with the bitterest sensations of despondence and mortification. Alas! I did not yet entirely know the fatal effects of this miserable deformity. (108) This quote was also used in style notes, but it is important. The monster tells of his discovery of his hideous facial features. As the monster stunk in his ugliness, his anger grew. His ugly features also kept him away from humans. He had every right to be angry. 2. My mode of life in my hovel was uniform. During the morning, I attended the motions of the cottagers; and when they were dispersed in various occupations I s ept tne remalnaer 0T tne clay was spent In ooservlng my Trlenas. wnen tney naa retired to rest, if there was any moon, or the night was star-light, I went into the woods, and collected my own food and fuel for the cottage. When I returned, as often as it was necessary, I cleared their path from the snow, and performed those offices that I had seen done by Felix. I afterwards found that these labours, performed by an invisible hand, greatly astonished them; and once or twice I heard them, on these ccasions, utter the words good spirit, wonderful; but I did not then understand the signification of these terms. (109) Here, the monster explains how he lived outside of the Felixs cottage. He would greatly help Felixs family by bringing them wood and clearing their paths of snow. The monster was sincere. He really wanted to become part of society, and performed kind deeds to do so. It is unfortunate that the people couldnt see past his ugly features. 3. But where were my friends and relations? No father had watched my infant days, no mother had blessed me with smiles and aresses; or if they had, all my past life was now a blot, a blind vacancy in which I distinguished nothing. From my earliest remembrance I had been as I then was in height and proportion. I had never yet seen a being resembling me, or who claimed any intercourse with me. What was l? The question again recurred, to be answered only with groans. (115) The monster is angry that he never had loved ones to look after him. He is Jealous of his human counterparts. This gives him more reason to be angry. If they wont accept him, and he cant have the things they have, why should he be kind to them? This is all part of the monsters search for the meaning in his life. 4. Clerval! beloved friend! even now it delights me to recor d your words, and to dwell on the praise of which you are so eminently deserving. He was a being formed in the very poetry of nature. His wild and enthusiastic imagination was chastened by the sensibility of his heart. His soul overflowed with ardent affections, and his friendship was of that devoted and wondrous nature that the worldly-minded teach us to look for only in the imagination. But even human sympathies were not sufficient to satisfy his eager mind. The scenery of external nature, which others regard only with admiration, he loved with ardour (149) Here, Clerval is described as being a very kind and happy person. He contrasts with Frankenstein, who always seems to be down in the dumps. Clervals presence lightens the mood. It is all the more striking when he is killed. 5. Food, however, became scarce; and I often spent the whole day searching in vain for a few acorns to assuage the pangs of hunger. When I found this, I resolved to quit the place that I had hitherto inhabited, to seek for one where the few wants I experienced would be more easily satisfied. In this emigration, I exceedingly lamented the loss of the fire which I had obtained through accident, and knew not how to reproduce i t. I gave several hours to the serious consideration of this difficulty; but I was obliged to relinquish all attempt to supply it; and, wrapping myself up in my cloak, I struck across the wood towards the setting sun. I passed three days in these rambles, and at length discovered the open country. A great fall of snow had taken place the night before, and the fields were of one uniform white; the appearance was disconsolate, and I found my feet chilled by the cold damp ubstance that covered the ground. (100) The monster is not the carnivorous animal that youd think he would be from his description. Instead, he only eats plants and vegetative material. He even tells Frankenstein that vegetables will be the only part of nls alet IT ne makes nvm a partner. He deserves to De Incorporated Into numan society. He is not destructive at all; he only helps. . Elizabeth observed my agitation for some time in timid and fearful silence; but there was something in my glance which communicated terror to her, and trembling she asked, What is it that agitates you, my dear Victor? What is it you fear? Oh! peace, peace, my love, replied l; this night and all will be safe: but this night is dreadful, very dreadful. I passed an hour in this state of mind, when suddenly I reflected how fearful the combat which I momentarily expected would be to my wife, and I earnestly entreated her to retire, resolving not to Join her until I had obtained some knowledge as to the situation of my enemy. (185) Here, Elizabeth and Victor are in the cottage after their marriage. The monster really has taken a toll on Victor. Though he doesnt attack him directly, the constant fear of an attack eats away at Victors mind. This fear could be worse than a physical attack. 7. Great God! exclaimed the old man, who are you? At that instant the cottage door was opened, and Felix, Sane, and Agatha entered. Who can describe their horror and consternation on beholding me? Agatha fainted; and Safle, unable to attend to her friend, rushed out of the cottage. Felix darted forward, and with supernatural force tore me from his father, to whose knees I clung: in a transport of fury, he dashed me to the ground and struck me violently with a stick. I could have torn him limb from limb, as the lion rends the antelope. But my eart sunk within me as with bitter sickness, and I refrained. I saw him on the point of repeating his blow, when, overcome by pain and anguish, I quitted the cottage and in the general tumult escaped unperceived to my hovel. (129) The monster is trying to become accepted by the old man in the cottage. The only reason the man converses with the monster is the man is blind. It is sad that the monster, though hideous, is so kind, and, will not be accepted by anyone. 8. We entered the gloomy prison-chamber, and beheld Justine sitting on some straw at the farther end; her hands were manacled, and her head rested on her knees. She rose on seeing us enter; and when we were left alone with her, she threw herself at the feet of Elizabeth, weeping bitterly. My cousin wept also. Oh, Justine! said she, why did you rob me of my last consolation? I relied on your innocence; and although I was then very wretched, I was not so miserable as I am now. Here, Victor visits Justine in prison. She will soon be executed. This is important because it conveys the pain that the monster is able to bring. Justine is one of his first victims. She is claimed to be guilty of a murder he committed, and for that she dies. 9. I am happy, said M. Waldman, to have gained a disciple; and if your application equals your ability, I have no doubt of your success. Chemistry is that branch of natural philosophy in which the greatest improvements have been and may be made: it is on that account that I have made it my peculiar study; but at the same time I have not neglected the other branches of science. A man would make but a very sorry chemist if he attended to that department of human knowledge alone. If your wish is to become really a man of science, and not merely a petty experimentalist, I should advise you to apply to every branch of natural philosophy, including mathematics. He then took me into his laboratory, and explained to me the uses of his various machines; instructing me as to what I ought to procure, and promising me the use of his own when I should have advanced far enough in the science not to derange their mechanism. He also gave me tne list 0T DooKs wnlcn I naa requested; ana I took my leave. I nus enaea a clay memorable to me: it decided my future destiny. (48) Here, Frankenstein talks with M. Waldman. He is going to learn about chemistry under Walmans teaching. It is important that we note his fascination with chemistry, for if he hadnt had such a ascination, he would have never made the monster. 10. When I was about fifteen years old we had retired to our house near Belrive, when we witnessed a most violent and terrible thunderstorm. It advanced from behind the mountains of Jura; and the thunder burst at once with frightful loudness from various quarters of the heavens. I remained, while the storm lasted, watching its progress with curiosity and delight. As I stood at the door, on a sudden I beheld a stream of fire issue from an old and beautiful oak which stood about twenty yards from our house; and so soon as the azzling light vanished the oak had disappeared, and nothing remained but a blasted stump. When we visited it the next morning, we found the tree shattered in a singular manner. It was not splintered by the shock, but entirely reduced to thin ribands of wood. I never beheld anything so utterly destroyed. Before this I was not unacquainted with the more obvious laws of electricity. On this occasion a man of great research in natural philosophy was with us, and, excited by this catastrophe, he entered on the explanation of a theory which he had formed on the subject of electricity and galvanism, which was at once new and astonishing to me. All that he said threw greatly into the shade Cornelius Agrippa, Albertus Magnus, and Paracelsus, the lords of my imagination; but by some fatality the overthrow of these men disinclined me to pursue my accustomed studies. It seemed to me as if nothing would or could ever be known. All that had so long engaged my attention suddenly grew despicable. By one of those caprices of the mind, which we are perhaps most subject to in early youth, I at once gave up my former occupations; set down natural history and all its progeny as a deformed and abortive creation; and entertained the reatest disdain for a would-be science, which could never even step within the threshold of real knowledge. In this mood of mind I betook myself to the mathematics, and the branches of study appertaining to that science, as being built upon secure foundations, and so worthy of my consideration. (40) This is very important, for it could reveal how the monster was brought to life. Frankensteins early interest in electricity is revealed. The knowledge around this time period led many to believe that electricity brought life, and could even reanimate things. Electricity could have been what Frankenstein used to bring his monster to life. Symbols 1 . The monster- The monster, who was created by Frankenstein, is symbolic of the dangers of science. He was brought to life, and ended up killing many people. He cause Frankenstein lots of grief, and Frankenstein Just wanted him dead. Many people worry about how science advances. Scientists may try to do things that are not morally correct (in the general view of society) without knowing if any good will come of it. 2. Water- Usually, water is associated with cleansing, but, in this novel, it is associated with delivering the truth. The monster finally sees his hideous reflection in he water. Once he knows the truth about his appearance, he goes over the edge. He understands why society rejects him. This is part of the reason he goes ballistic and kills people. 3. Lightning- It is symbolic of life. Victor has a fascination with lightning in the beginning of the novel, when he retells a story of a youth encounter with llgntnlng. It Is very posslDle tnat ne usea electrlclty (Oerlvea Trom llgntlng) to orlng the monster to life. There was an idea in that time period that electricity caused life. 4. Fire- Fire represents knowledge. When the monster is in the woods, he discovers fire. Along with this discovery, he learns language. The monster became very intelligent as he learned. Fire was one of the first things he learned about, kind of like cavemen, who, upon discovering fire, became more advanced. . The mountains- The mountains symbolize safety. When the monster is rejected by all of society, he has nowhere to go. He retreats into the wilderness, and more specifically, the mountains. They are a perfect hiding spot for him. When Frankenstein wants to kill him, it is difficult to track him in the mountains. He is safe there. Setting: Frankenstein takes place in the 18th century. Th e setting varies between Geneva, Ingolstadt, and the rest of England. Part of the story also takes place far North, where there is ice. This is important; at this point in the story, Frankenstein is pursuing his creation North, trying to kill him. Victor almost dies on the ice, where the weather is very harsh, and is picked up by a sailor named Walton. The fact that the monster is able to avoid Frankenstein for so long, and by such a vast expanse of ice, in such a harsh place, emphasizes his superhuman qualities. At many times in the story, he is able to do this; travel anywhere to avoid Frankenstein. At one point on the ice, Frankenstein is very close to catching him, but then he Just somehow speeds forward. The monsters superhuman traits explain why Frankenstein is never able to kill him. Every time he gets close to him, the monster Just runs off. Ingolstadt is where Frankenstein conducts his studies and learns about the sciences. What he learned at the university helped fuel his interest in the life sciences. Also, if he had not been armed with the knowledge he gained at the University, he would have never had the capability to create the monster, and the rest of the story wouldnt have occurred. In addition, he builds his friendship with Clerval at the university. While working with his over the years, he connects with him all the better. When Clerval is killed by his creation, the impact is all the more devastating to Frankenstein. The fact that the story takes place in the 18th century is important. At that time, the sciences were much less explored. There was an idea that life was derived from electricity. It was what caused life. This is important, as there is a strong parallel in the creation of the monster. Frankenstein seems to have a very strong interest in electricity, according to is retelling of his encounter with lightening as a child. Electricity could have been what he used to bring the monster to life. Themes: I think Mary Shelly tries to teach readers about the power of guilt. You should avoid situations where you will feel guilt at all costs. After Frankenstein creates the monster, he is frightened by the horrid beast and runs off, forgetting about it. After much time (in which Frankenstein thinks nothing of the abomination he has created), the monster comes back to haunt him. The fiend kills Frankensteins brother, then, in short, subsequently kills every erson that is close to Frankenstein. Also, after the death of William, Justine, an innocent girl, is claimed to be the murderer. Frankenstein does almost nothing (though he cant really do much, for people would Just think he were crazy if he told them what actually happened). In the end, Justine is executed for an act that she did not commit. The guilt that Frankenstein must have felt after this incident would have been mind-boggling. Also, after that, throughout the novel, when the rest of his loved ones are Klllea; I cant even explaln In words now ne must nave Telt. I nls gullt or ves im to bring an end to the monster. At the end of the novel, he pushes through the harsh northern ices to catch up to and kill the monster. Though he does not succeed, he is relentless in his pursuit. He never gives up, and eventually Just dies, after he is picked up by Walton. At one point, he could have avoided all of this and created a companion for the monster. The monster says that if he creates a partner for him, he will stop terrorizing Frankensteins family. If Frankenstein had done this, he would have saved the lives of those he loved, aside from the ones that had already been killed. What especially would have been a drive for him to create this partner would have been that he would have saved his future wife (probably one of the most devastating blows) (of course had he known). Instead, he partially created the partner. Then, driven by the knowledge of the guilt he would carry (what if the monsters terrorized the world together), he destroyed the partner. If Frankenstein had avoided creating the monster in the first place, he would have not had to suffer through so much guilt. The guilt he obtained through his actions drove him to great lengths as he tried to avenge those lost.

Countries, Nationalities and Languages in English

Countries, Nationalities and Languages in English Sometimes people say, She speaks France. or I am from French. This is an easy mistake to make as countries, nationalities, and languages are very similar.  The chart below shows the Country, Language and Nationality of many major countries from around the world. You will also find sound files to help with correct pronunciation.   Countries and Languages are both nouns. Example - Countries Tom lives in England.Mary travelled to Japan last year.Id love to visit Turkey. Example - Languages English is spoken around the world.Mark speaks fluent Russian.I wonder if she speaks Portuguese. Important Note:  All countries and languages are always capitalized in English.   Nationalities are adjectives used to describe where a person, type of food, etc. is from. Example - Nationalities He drives a German car.We went to our favorite Japanese restaurant last week.The Swedish prime minister is coming next week. Click on the link below to hear the correct pronunciation of each group of nationalities. Each group of words are repeated twice. Important Note: Unlike other adjectives, all nationalities used as adjectives are capitalized in English. Important Notes All country names are unique. They are not similar to language or nationality names.Language and nationality names are often, but not always similar. For example: French - the language, and French the nationality are the same in the case of France.. However, English - the language, and American - the nationality are not the same in the case of The United States.All countries, languages and nationalities are always capitalized in English. This is because country, language and nationality names are proper names of countries, languages and nationalities. Pronunciation Files for the Chart Its important to learn the correct pronunciation of countries, languages and nationalities. People need to know where you are from! For help with pronunciation, click on the links below for different groupings of countries, nationalities and languages.   One SyllableEnds in ishEnds in ishEnds in ian or ean Pronunciation Chart Pronunciation File Country Language Nationality One syllable France French French Greece Greek Greek ends in -ish Britain English British Denmark Danish Danish Finland Finnish Finnish Poland Polish Polish Spain Spanish Spanish Sweden Swedish Swedish Turkey Turkish Turkish ends in -an Germany German German Mexico Spanish Mexican The United States English American ends in -ian or -ean Australia English Australian Brazil Portuguese Brazilian Egypt Arabic Egyptian Italy Italian Italian Hungary Hungarian Hungarian Korea Korean Korean Russia Russian Russian ends in -ese China Chinese Chinese Japan Japanese Japanese Portugal Portuguese Portuguese Common Mistakes People speak Dutch, but live in Holland or BelgiumPeople live in Austria, but speak German. A book written in Vienna is Austrian, but written in German.People live in Egypt, but speak Arabic.People in Rio have Brazilian customs, but speak Portuguese.  People in Quebec are Canadian, but they speak French.

Policies towards Achieving Macroeconomic Stability Term Paper

Policies towards Achieving Macroeconomic Stability - Term Paper Example John Maynard Keynes set a good underpinning for government economic decision that has since then be improved by the post-Keynesian economists, through both support and critic of Keynes ideas. It’s on the basis of these foundations that the government sets policies aimed at attaining long run macro-economic policies. Keynesians approach towards stability In establishing a long term s macroeconomic stability, it deems necessary to first understand what causes instability in the economy. Both monetarist and Keynesian economist agree that the world at times suffers from macroeconomic instability as shown by great recessions and booms. However the two economic thoughts differ on the cause and thus advocate for different approaches towards stability. Keynes study was based on aggregate demand and argued that the changes in the components of demand altered the equilibrium (Beetsma 2004). To the Keynesian economists aggregate demand is identical to output levels that can be measured i n terms of the Gross Domestic product (GDP). The components of demand are, consumption, investment, export surplus and government expenditure modeled as (GDP =C + I+ X + G= AD). Keynesian economics agreed that these demand components always fluctuate and thus the GDP can never be stable. This formed the main critic of self-adjusting mechanism as brought about the classical economists, with Keynesian economists arguing that investment was influenced by marginal efficiency of capital in addition to interest rates. Thus some savings are not invested as some individuals hoard cash balances if they speculate a rise in capital returns. Another cause of instability as observed by the Keynesian economists are fluctuations of the supply side, where output levels can be altered by artificial supply restrictions, wars, changes in cost of production all which reduce the output levels. All the alterations of the equilibrium call for correction measures, with which Keynesian economist suggest the opposite adjustment of either the government expenditure or consumption component. They thus advocate for discretionary fiscal policy where government expenditure is adjusted or alteration of taxes to reduce or increase overall consumption levels. The Keynesian economists argue that money velocity is unstable and unpredictable in nature and thus disregard monetary policies effectiveness in adjusting in equalizing aggregate demand changes. Moreover, due to frequently changing components of demand; Keynesian economists contempt annual budget adjustments and advocate for discretionary fiscal policies that instantly combat recessions and inflation despite causing surplus or deficit budget. In times of economic recession, when supply is more than demand hence causing reduction in commodity prices, demand has to be created. This is achieved by either reducing taxes or increasing government expenditure. Taxes are seen to reduce disposable income, readily available for consumption. A reduc tion in taxes increases disposable income and hence increases aggregate consumption. Government consumption on the other hand creates demand for the excess supply. In times of inflation the opposite is applied, that is increased taxes to reduce disposa