Edna,Hester, and Huck :: essays research papers

Edna, Hester, and Huck offer many ways that they look at society. These ways differ in how they approach their perspectives, reach their perspective, and what they conclude from their perspective. Moreover, there are a great number of similarities between the outlooks of the three characters upon the world in that they all learn or conclude their outlook from the circumstances that they are faced with, they all change their ways and somewhat rebel against their societies culture as a result of the new outlook, and furthermore they don’t try and change their society and make an impact.   Ã‚  Ã‚  Ã‚  Ã‚  Hester Prynne is a character that approached her new outlook as something she had to do for herself. She faced the Puritan society because she was placed in the public eye and she had to. Which resulted in her reaching perspective that the love and passion she had for Dimmesdale is not a crime and this can be seen through her choosing not to leave Boston and her also not taking the scarlet A off of her dress. Edna’s perspective was one in which she longed to change but didn’t know how, and Robert and Arobin helped her to figure out. Edna is a character that changes her outlook based on her thinking what everybody else’s outlook was. She wasn’t really sure herself what she wanted, she was very emotional and fickle. Edna’s perspective of the world that she was not really needed lead to the conclusion that she did not need to exist. Huck is young, naà ¯ve, and heavily influenced by if not everything, most things around him. He take s a look at how others see things, and how others act in certain situations to gain his newly independent outlook, expressed when he tears up the letter. He also allows his emotions for Jim gather up when he is forming his perspective of the world. The different time periods also have an affect on why and how these perspectives are different in that the times changed along with societies culture.   Ã‚  Ã‚  Ã‚  Ã‚  All the characters face their situations in boldness and believe that there is need for a change. They are alienated because each of the outlooks rebel against societal views and would be horrible if the society knew what they thought. Hester never told who Pearl’s father was because she felt it was his sin and he had to confess.

Demand & Forecasting

DEMAND & FORCASTING Founded as a single store in 1960, Domino’s Pizza today stands as the recognized world leader in pizza delivery. From the beginning, we have been dedicated to the best of service, quality products and delivery excellence. They currently have over 9000 stores worldwide, all dedicated to providing great-tasting pizza delivered directly to your door or available for carryout. They have pioneered the pizza delivery business, and sell more than 400 million pizzas worldwide every year.Domino’s Pizza is recognized as a Megabrand by Advertising Age magazine, and has been named â€Å"Chain of the Year† by Pizza Today, the leading publication of the pizza industry, three times (Dominos). Metuchen is a very small town in Middlesex County, NJ. It is located right in the middle of Edison, NJ. It is only 2. 76 square miles with a population of over 13000. The median income is around $90000. There is approximately 5300 household consisting of 2. 56 people. A nd 30% of the population is under 18 years old (US Census). This can be interpreted as there are mostly families with kids in this community.Currently, there are no fast food pizza stores or any other fast food restaurants in the town. Edison does have many restaurants including two Dominos, one in South Edison and one in North Edison. However, neither of them delivers to Metuchen. The only direct competitor in the area is Pizza Hut. Metuchenites often get to know their local merchants and get personalized service they find missing at large chain stores in the nearby shopping malls Metuchen). Based on the Metuchen demographic information, I chose the following variables: households, income, and price of complimentary goods.I believe households to be more relevant than population based on the fact that the town consists of families with one or more children. A household will consume one or more pies per visit. And people with children are more likely to buy fast food. I chose to use income because income along with the fluctuation of price is a major factor for the demand of pizza. Also we used the variable for the price of the complimentary good Soda. People almost always buy soda or some other drink with their pizza. Although, there are some family owned competitors, I did not include them in this analysis because they are a ifferent type of pizza store. Dominos specializes in fast food delivery. And many of the family owned does not. VARIABLES Year| Qd| price/pie| soda/ liter| population| households| Income| 2010| 125000| 5| 1| 13,574| 5,249| 88,241| 2011| 127000| 5. 49| 1. 25| 13,648| 5,376| 91365| 2012| 129000| 5. 99| 1. 5| 13795| 5491| 94,410| Elasticity refers to the magnitude and the direction quantity demanded changes in response to a percentage change in the variable. Based on the information collected, we determined that all of the variables are inelastic. The price elasticity is 0. 163 and the price elasticity of soda is 0. 64. This means that the c hange in price will result in a lesser percentage change in quantity. Basically this shows that the fluctuation in price will not affect the demand too much. This is also true for the income. The income elasticity is 0. 452. This shows that if income increases, the demand for pizza will increase at a lower rate also. When price goes up, the Qd will go down based on the disposable income of the families. The income is high enough to withstand the price increase. This is also true for the number of households. Household elasticity is 0. 661. ELASTICITY rice/pie| soda/ liter| population| households| Income| 0. 163| 0. 064| 2. 935| 0. 661| 0. 452| 0. 173| 0. 079| 1. 462| 0. 736| 0. 473| Inelastic| Inelastic| Elastic| Inelastic| Inelastic| Smoothing techniques assumes that a repetitive underlying pattern can be found in the historical values of the variable being forecasted. The moving average is calculated by taking an average of past observations. The more observations included, the gr eater the smoothing effect. It gives the same weight to all the observations. The exponential model allows you to determine the weight of the observation between 0 and 1.Below we used four different smoothing techniques to forecasts the demand for pizza for years 2013-2015. The four models show the demand to be between 127500 and 128500. DEMAND FORECAST Year| Actual Demand| 5 year Moving Average| 3 year Moving Average| Exponential Smoothing w=0. 9| Exponential Smoothing w=0. 3| 2007| 126000|   |   | 126000| 126000| 2008| 129000|   |   | 126000| 126000| 2009| 131000|   |   | 128700| 126900| 2010| 125000|   | 128667| 130770| 128130| 2011| 127000|   | 128333| 125577| 127191| 2012| 129000| 127600| 127667| 126858| 127134| 2013| 128300| 128200| 127000| 128786| 127694| 014| 128100| 128060| 128100| 128349| 127876| 2015|   | 127480| 128467| 128125| 127943| The root mean square error is used to evaluate the accuracy of the forecasting model. The lower RMSE means the estimate is more accurate. RMSE RMSE|   | 811| 1933| 2790| 2377| Based on the RMSE for each of the estimates, I would estimate the 3 year moving average to be the best estimate. Although the 5 year moving average has a lower RMSE, I don’t think it is an accurate estimate because there are not enough years to get an accurate estimate. Based on the information collected, we could open a Dominos in the community and expect to do well.The forecast for demand of pizza seems to fluctuate between 127500 and 128500. Although the forecasts seems pretty stable, it doesn’t look like there will be too much growth unless the number of households and income have a larger increase that previously. The inelasticity of variables shows me that as price goes up, there will be a smaller decrease in quantity demanded. However, the income and the number of households are also inelastic. As incomes and households grow, so will the quantity demanded by a smaller increase. The price elasticity is sm aller than the income and household elasticity.So overall the quantity demanded should increase. WORKS CITED United States Census Bureau, US department of commerce, retrieved October 22, 2012 from http://quickfacts. census. gov/qfd/states/34/3445690. html Income Tax List, retrieved October 27, 2012 from http://www. incometaxlist. com/new-jersey-income-tax-by-zip-code-33. htm Domino’s Pizza, retrieved October 27, 2012 from http://phx. corporate-ir. net/phoenix. zhtml? c=135383&p=irol-homeprofile Borough of Metuchen, retrieved October 23, 2012 from http://www. metuchennj. org/brochure1999. pdf

Ramayana Divine Loophole

Shaquille Burnett World Lit. 6th period Rama is the main character and superhero of this story. The main character is a hero, who is often possessed of supernatural abilities or qualities. Rama displays his supernatural abilities by being able to pick up a strong edged bow. Also later in the story he has the ability to fly and having the power to neutralize an arrow and fly a chariot. The hero is charged with a quest.Rama has to leave, because sita has two wishes and one of them is exiling him to the forest for 14 years. His wife is kidnapped and wants revenge on ravanna. The hero is tested, often to prove the worthiness of himself and his quest. By facing ravanna on his journey is challenging his worthiness and it tested him on his quest to revenge. The presence of numerous mythical beings, magical and helpful animals, and human helpers and companions, monkeys were part of the magical quest helping Rama to defeat ravanna.The hero’s travels to take him to a supernatural world, often one that normal human beings are barred from entering a forest where there are magical and numerous mythical beings. Rama and his family are happy after years of being in the forest and from being there they destroyed the evil creatures. The cycle must reach a low point where the hero nearly gives up his quest or appears defeated. Rama almost loses; he did not want to beat his enemy by faint. Ravana persuades sita to marry him, Rama and his army undertakes ravana and his army in a fierce battle and reunites with sita.

Free Essays on The History Of Magic Squares

Very little is known about the origin of magic squares. Next to nothing is known about the movement of the idea of a magic square before about 1300 AD. Three cultures are known to have created magic squares, the Chinese, the Indian, and the Arabic. In each culture they were viewed as having supernatural properties. The first magic square in history was created in China by an unknown mathematician, sometime before the first century AD. â€Å"Called the Lo Shu square, it is a magic square of 3 that was said to have appeared on the back of a turtle that came up out of the river. Lo Shu supposedly means "river map," and the story of the appearance of the turtle had to do with a sacrifice to the river god† (http://freespace.virgin.net/mark.farrar1/msqhst01.htm). In 80 AD Ta Tai Li Chi gives the first clear reference to a magic square. In 570 AD, Shuzun gives an actual description of a magic square of 3. Not until 1275 do we hear of the Chinese making squares of order larger than 3. We find the first magic square of 4 in the first century in India by a mathematician named Nagarajuna. â€Å"India is the birthplace of much superior mathematics, and was advanced in many areas of combinatorics at an early date.† (http://freespace.virgin.net/mark.farrar1/msqhst01.htm). The next known date in the Indian development is an 11th or 12th century Jaina inscription that includes a magic square of 4. This particular magic square of 4 has unusual properties not found in other magic squares before that time. The whole class of squares having these properties is called "Jaina squares". â€Å"The first magic squares of 5 and 6 appear in an encyclopedia in Baghdad about 983 AD by Ikhw'n al-Saf' Ras'il, (http://freespace.virgin.net/mark.farrar1/msfmsq01.htm) though several earlier Arab mathematicians also wrote about magic squares. How it came to pass that the Arabs acquired knowledge of magic squares is unknown. It is not known if they invent... Free Essays on The History Of Magic Squares Free Essays on The History Of Magic Squares Very little is known about the origin of magic squares. Next to nothing is known about the movement of the idea of a magic square before about 1300 AD. Three cultures are known to have created magic squares, the Chinese, the Indian, and the Arabic. In each culture they were viewed as having supernatural properties. The first magic square in history was created in China by an unknown mathematician, sometime before the first century AD. â€Å"Called the Lo Shu square, it is a magic square of 3 that was said to have appeared on the back of a turtle that came up out of the river. Lo Shu supposedly means "river map," and the story of the appearance of the turtle had to do with a sacrifice to the river god† (http://freespace.virgin.net/mark.farrar1/msqhst01.htm). In 80 AD Ta Tai Li Chi gives the first clear reference to a magic square. In 570 AD, Shuzun gives an actual description of a magic square of 3. Not until 1275 do we hear of the Chinese making squares of order larger than 3. We find the first magic square of 4 in the first century in India by a mathematician named Nagarajuna. â€Å"India is the birthplace of much superior mathematics, and was advanced in many areas of combinatorics at an early date.† (http://freespace.virgin.net/mark.farrar1/msqhst01.htm). The next known date in the Indian development is an 11th or 12th century Jaina inscription that includes a magic square of 4. This particular magic square of 4 has unusual properties not found in other magic squares before that time. The whole class of squares having these properties is called "Jaina squares". â€Å"The first magic squares of 5 and 6 appear in an encyclopedia in Baghdad about 983 AD by Ikhw'n al-Saf' Ras'il, (http://freespace.virgin.net/mark.farrar1/msfmsq01.htm) though several earlier Arab mathematicians also wrote about magic squares. How it came to pass that the Arabs acquired knowledge of magic squares is unknown. It is not known if they invent...

Learner Characteristics Essays

Learner Characteristics Essays Learner Characteristics Paper Learner Characteristics Paper Learner characteristics often influence learner readiness to learn. There are many learner characteristics of employees working in a critical care work setting. Learner characteristics are often multi faceted and include personal, environmental and situational characteristics that may impact ones ability to succeed in a learning environment. It is important that teaching strategies consider adult learner characteristics that may influence the learners ability in the critical care setting specifically as this environment presents unique challenges to learners. Understanding of developmental stages is also vital to the learning process among critical care workers. This paper will discuss learner characteristics and learner readiness to learn in the critical care environment Overview of Learner Characteristics Central to adequate learning and teaching is an adequate understanding of the way some students learn and the characteristics associated with successful learners. Undoubtedly learners display various styles or characteristics of learning in the clinical care setting. It is vital that instructors consider an approach to learning that accommodates the characteristics of the learner and the goals of the teacher in the clinical care setting in order to inspire the greatest success among students and the classroom alike (Anderson, Boud Sampson, 1996). Common learner characteristics exuded by students in the clinical care setting include a tendency toward considering teachers as experts and authorities on all subject matter and the tendency to look forward to learning in a clinical setting or environment (Huttly, Sweet Taylor, 24). Learner characteristics common among clinical care students include the tendency toward preferring self-directed instructed methods and the tendency toward development of reflection and autonomy in the learner (Huttly, Sweet Taylor, 2003). Burns (2002) suggests that understanding learner characteristics can help teachers employ more cognitive and humanist approaches to teaching (p. 142). Further the author asserts that it is important that teachers consider individual behaviors and the influence learning styles have on the individuals potential to succeed, discover, understand and problem solve in the classroom. This approach is referred to as the cognitive approach to learning, and encourages educators to help facilitate individuals learning potentials by promoting self direction and valuing personal experience in the classroom in an environment that is supportive of teacher interaction (Burns, 142). Learner characteristics or attributes may include positive self-esteem or self-concepts that help students, particularly adult students, remain positively motivated in the classroom (Burns, 207). In this type of environment students provide their own validation for learning and view learning as an internal phenomena where they retain a certain degree of autonomy and locus of control (Burns, 207). This compared with the environment where students are more reliant on the teacher for direction and authority. This model, where the teacher acts as a lecturer and directs student interactions is far more common in the health care setting, but not necessarily valuable or supportive of learning particularly in the clinical care environment because it does not support the team model of learning, growth and development (Burns, 2002). Development of self-reliant behaviors is important for stimulating positive self-concept among adult learners and encouraging ample communication among adult learners (Burns, 2002). It is important therefore that the degree of autonomy and self-direction students experience is considered as a learning characteristic in a clinical health care environment. Learner characteristics common to individuals in a clinical care setting and adult environment include the ability to actively participate in learning, develop critical methods for interpreting reality and developing recognition of ones ability to change their reality and environment (Burns, 2002). Learner characteristics also include the tendency to look for opportunities to develop ones potential and discover new avenues for expressing ones abilities in the learning environment (Burns, 2002). While many learner characteristics are generalized including these, it is important to remember that individual learning styles are also very prevalent and important in the educational setting, particularly in an adult learning environment. Adults prefer working in a learning environment that provides an empowering learning situation. Empowered learners generally translate into competent and empowered clinical and critical care learners, helping others including other staff members, employees and patients develop their own sense of identity and empowerment through adaptive learning (Burns, 2002). An adults readiness to learn is often contingent on the amount of previous practice and learning or the amount of stored knowledge they have regarding given concepts or phase sequences (Burns, 260). An adults readiness to learn is also based on their ability and interest for assimilating new information into their current context. Typically readiness to learn is also contingent on the learners intrinsic motivation which is more likely to produce permanent learning because learning becomes more natural or instinctive to the learner (Burns, 260). Further it is important that in the adult learning environment and in critical care settings learners are provided with positive reinforcement for their efforts at learning, which theorists suggest is more effective than ignoring behavior or criticizing and punishing negative behavior (Burns, 2002). Readiness to learn may also be influenced by various factors including stress, time pressure, the context in which learning occurs, the level of interpersonal relationships the learner has with teachers and even fatigue or health pressures (Burns, 2002). Considering such conditions teaching strategies must target individual learning styles and contexts, working to help improve self-esteem among students and help facilitate more positive experiences within the learning environment (Burns, 2002). Developmental stage is also vital to the learning process for adult learners and learners in critical care work settings. Developmental stage approaches suggest that adult learners exude certain learning characteristics that are similar or analogous to their life experiences (Cross, 1981). Using this model one must consider the learners personal attributes or characteristics as well as situational characteristics that may impair or facilitate learning (Cross, 1981). These characteristics may include a persons physical or life developmental stages and personal characteristics. Biological characteristics including ones age may impact ones ability for example to learn effectively in the classroom; likewise developmental stages involving situational characteristics may include ones ability to work varying schedules in various environments (Cross, 1981). The medical employee working in a critical care environment will face many situational characteristics one must consider when developing a learning program targeted to this population in particular. These may include increased stressors and the need for programs that adapt to the experience level of varying workers in this diverse and often fast paced environment. In this case it may be beneficial for an educational program to focus on the learners personal and experiential characteristics to develop an appropriate learning model. Bibliography : Anderson, G. , Boud, D. Sampson, J. (1996). Learning Contract: A practical guide. London: Kogan Page. Burns, R. (2002). The adult learner at work: The challenges of lifelong education in the new millennium. Crows Nest: Allen Unwin. Cross, K. P. (1981). Adults as Learners. San Francisco: Jossey-Bass. Huttly, S. , Sweet, J. Taylor, I. (2003). Effective learning teaching in medical, dental and veterinary education. Sterling: Kogan Page.

Differences Between Après vs. Derrière and Avant vs. Devant

Differences Between Aprà ¨s vs. Derrià ¨re and Avant vs. Devant Aprà ¨s and Avant convey a notion of time or space. Aprà ¨s refers to doing something after while Avant refers to doing something before. Je le retrouve aprà ¨s/avant le dà ©jeunerIll meet up with him after/before lunch Aprà ¨s/avant le bois, il y a un cheminAfter/before the wood, there is a path Derriere and Devant convey a notion of precise space. Derrier refers to being behind something, or someone and Devant refers to being in front of something or someone. La petite fille est cachà ©e derrià ¨re larbreThe young girl is hidden behind the tree Pour la photo, comme tu es plus petite, va devant Camille.For the picture, since you are smaller, go in front of Camille.   Derrià ¨re le bois, il y a un cheminBehind the wood, there is a path Aprà ¨s and Derrià ¨re Are Not Interchangeable So, what is the difference between the two sentences aprà ¨s le bois, il y a un chemin and derrià ¨re le bois, il y a un chemin? They both give a piece of space-related information, but one is more precise, just like in English. Same exact logic applies to avant versus devant. Aprà ¨s Que Indicative / Avant Que Subjunctive A common mistake is Aprà ¨s que plus a subjunctive. Its a very common mistake, even among French people, because honestly, the indicative sounds terrible there. Avant que is followed by the subjunctive  because we dont yet know if the action is going to become a reality. With Aprà ¨s que, the action has taken place already: there is no doubt left, hence no need for the subjunctive. Aprà ¨s que subjunctive sounds so bad to a French ear that we will do our best to use a noun instead of a verb after. You can use the same trick with avant que et avoid using a subjunctive. Je dois commencer aprà ¨s quil part. (or aprà ¨s son dà ©part)I must start after he leaves (or after his departure). Je dois commencer avant quil parte (or avant son dà ©part).I must start before he leaves (or before his departure) By the way, even if we use le derrià ¨re in French (although this is extremely polite, just like saying the behind in English), French people use the preposition derrià ¨re without thinking about it at all. Just like in English you use behind without thinking about that part of the anatomy.

What characterised the Anglo-American Special Relationship during the Essay

What characterised the Anglo-American Special Relationship during the Cold War - Essay Example ps were cemented by the establishment of close ties between subsequent leaders of these countries as they sought to work together in national goals of influencing global economic and political systems. The cold war era is one of the period were the United States and Britain cooperated in a number of areas as both nations sought to secure their interests against resilient Soviet Union. The Anglo-American cooperation during cold was set had the objective of establishing close coordination in areas such economic performance, sharing of technological innovations and enhancing security through cooperation in defence and military movements in strategic areas. The strategies for achieving these goals were pegged at achievement of mutual benefit although there were instances where the two friendly nations were unable to share a common perspective on an issue as seen in the British attempt to ouster Nasser from Egypt presidency, which the United States did not support.1 However, the Anglo-American special relationship worked for the benefit of the countries especially when facing a perceived common threat. Therefore, given the mutual perception of Russia held by both Britain and the United States, it was only practical that the relationship would establish more areas that they agreed than where the countries did have a consensus on the best approach to handle a given domestic or international situation. Many nations that emerged from the Second World War as well as countries that had gained their independence in the past few decades faced considerable danger of falling under the influence of Soviet Union especially since they did not have strong institutional and political structures to assert their own identity. However, the reaction from these countries towards the Soviet Union could not be compared to the level of cooperation put in place by the United States and Britain as the two countries developed a coalition to face any potential threat from the Soviet Union in