relationships in pride and prejudice :: essays research papers

Relationship in Pride and Prejudice In the novel Pride and Prejudice, written by Jane Austen, several, if not all of her characters, can confirm the belief that in order to achieve happiness one must discard their pride and in turn, replace it with self-respect accompanied by some humility. In addition, acceptance and mutual respect must replace one’s prejudice. The novel reveals four couples that live through social inconviences. The setting, although the novel does take place in many different places, is mainly broadcasted from Longbourn, somewhere in England. It is set around the Bennet family, which consists of seven members. Mr. and Mrs. Bennet, and their five daughters which of whom none are yet married. At this period in time, marriage was based a great deal upon money and reputation, not so much love and trust. When a single man entered town, he was called upon only if his financial situation was above normal. Marriage was based around land, family connections, and wealth. In many minor characters of the novel, pride is a common characteristic. Mrs. Bennet, for instance, is extremely proud when it comes to her daughter’s marriages of mercenary benefits. She is so concerned that her neighbors have a high opinion of her that her own vanity will not Proposal Scenes The first proposal scene deals with Mr. Collins's proposal to Elizabeth, this is a very odd occurrence as Mr. Collins is Elizabeth's cousin and he sort of appears from nowhere and expects Elizabeth to marry him. This is what is funny about this proposal because Mr. Collins expects Elizabeth to marry him because he is a clergy man and it would be right and proper for him to marry a lady like miss Bennett.When Mr. Collins, a tall, swarthy young man of twenty-five,arrives, he heaps indiscriminate praise on everything. He compliments Mrs. Bennett on her cooking and speaks highly of everything about the girls. In every way, he appears to be a peculiar figure. Mr. Collins asks Mrs. Bennett "May I hope, madam, for your interest with your fair daughter Elizabeth, when I solicit for the honour of a private audience with her in the course of this morning?"Mrs. Bennett agrees and tries to leave the room taking Kitty with her but Elizabeth stops her and says "Dear madam, do not go. I beg you will not go. Mr. Collins must excuse me.

All the written substance in a document Essay

Explain the importance of purpose, audience, tone, and content in academic writing. Purpose: Identifies the reason(s) why a writer creates a document. The common academic purposes are summery analysis, synthesis, and evaluation. Audience: Identifies the individual(s) or group(s) whom the writer intends to address Tone: Identifies a writer’s attitude toward his or her subject and audience. Content: All the written substance in a document ————————————————- In academic writing the purpose, audience, tone and content are important because without one the writers point will not be expressed to it s full content. The writer has to have a purpose or they will not have a subject to write about. Having a purpose is like the hart of it all because if there was not a purpose there would not be a story or a reason. When writing a writer has to think about what age will be reading his work which then will in tell how he or she is going to word there story or subject. If a writer did not think of the age of his or her readers then one would not have the vocabulary, understanding or the meaning of what is being read to them or what they are reading. When a writer writes a story it will be different then when he or she writes to friends and family. The tone is the attitude of what is being written. It is suppose to captivate the readers to make them want to continue reading till the end. With tone the writer can also express feeling and emotion by t he way they use their choice of words and exclamations. The content impacts the readers feel about the subject at the end of the story or subject that is being written about. They should be able to follow your story easily, it should flow together like a poem the story should inform them of the subject, and should not leave them with any questions at the end. In academic writing it is important to have the purpose, audience, tone, and content in your writing because they all work  with each other to make a successful and interesting story or subject.

African American and Obama Essay

In â€Å"A More Perfect Union’†, a speech given by Barack Obama, there are multiple issues addressed, with race being the biggest of them all. In Obama’s speech, his main focus is the issue of racism, and he touches on the examples of racism today and how we should cope with these problems. Obama uses various tones and experiences in both his life and the lives of others as well, to portray his thoughts on the subject. Obviously in a speech about racism given by an African American man, there are going to be mixed responses portrayed by the audience, and I think those mixed reactions are exactly what was occurring in the audience. As being part of that audience, I think Obama did an exceptional job of showing how racism is still present today, not only towards African Americans, but every other race as well. In â€Å"A More Perfect Union†, Obama not only talks about the conventional types of racism consisting of whites and blacks, but also that of all the other ethnicities we have in this country. As a result of doing this Obama presents all these issues fairly and unbiased, without concentrating too much on which form of racism applies to him the most, which would be racism towards African Americans. He makes a case that there is also racism towards Caucasian Americans, which is not usually thought of when dealing with prejudice amongst groups of ethnicities. By doing this, Obama really shows that he is presenting his concerns equally, and is no way biased towards a certain group or race in his speech. Obama talks about different types of experiences of racism in his life that many other young African American men and woman might have also experienced. And since he has such a rich cultural family, with many different ethnicities, he makes his life relatable to almost every race in America. The points he uses in his speech are both realistic and appropriate towards the audience that he is addressing, which are the voters of America. Obama had a very valid point which I think intrigued many people, when he spoke of his family situation. He explained his family background and all the different ethnicities that were intertwined within his family tree, including his white grandmother. Just like any other grandson, he loved his grandmother and she loved him no matter what her views on racism were. By presenting this background Obama made it clear that race was no boundary when it came to family life, so why could this not be the case between associates in every day life. I think this story of his grandmother is one of the most vital points in the speech. Most everyone in the audience can relate because mostly everyone in the audience would probably of had a grandmother that they loved as Obama did. Out of everyone in the audience who had a grandmother, I would almost guarantee they would love the same even if they were a different color or race, which is the point Obama is trying to make here. While Obama was giving this speech he had a very distinct tone, which I think was made known to everyone who had heard it. Listening to the speech, I couldn’t help but think of his tone as sad and disappointed. Also I think it was clear that Obama was very disappointed when it came to his feelings regarding his very own Reverend Jeremiah Wright, and rightly so. When talking about active racism going on in a country like America today, there should be no feelings other than disgust and disappointment. I believe that it didn’t take long for the audience to pick up on Obama’s tone for the speech, and henceforth this tone set the stage for the rest of the speech. Obama used his tone to his advantage when speaking and, really helped him make a more emotional speech when talking to his audience. Obama used various different tones and examples when giving his speech to the American people. The reason he did this, was to try to connect with all the different types of audiences he was addressing. Obviously he was addressing the American people, but there are many sub groups within the American people. Obama made sure to speak of racism toward African Americans, as well as other ethnicities, including Caucasian, to eliminate any bias there was when giving the speech as an African American male. Doing this was very important when giving this speech, because if all the different different audiences weren’t addressed, it would automatically be assumed that this African American man, was speaking towards his race only, and therefore isn’t taking into account the rest of the American people. If the audience would of reacted to this speech, I would assume they would think that Obama is not only an unfit candidate for president, but a morally challenged American as well. Obama’s â€Å"A More Perfect Union Speech†, was not just a speech, but a message to all of the American people that we will not succumb to racism today, as we had in the past. By addressing America in this way, I think he gained a lot of respect from people that otherwise wouldn’t have even considered voting for him in his presidential campaign. In his speech he brings up many concerns that we had as a country, and I think that he addressed those concerns as well as anybody could of. Obama presented a lot of valid points, and showed to America that he had many insightful experiences that qualified him to be a successful leader in a country such as the United States. â€Å"A More Perfect Union†, really set the stage for the new movement against racism, by giving this speech Obama changed the view of many Americans’ on the subject of racism, and I think that is exactly what Americans needed to realize.

Lack of interest in mathematics Essay

This paper explores the behaviour, attitudes and beliefs of primary school pupils towards mathematics in the classroom and the impact that this may have on their mathematical ability. The study focused on year 3 pupils from a local school, some of whom took part in focus groups towards the end of the project. The children completed short worksheets, which were used to stimulate a guided discussion on what aspects of mathematics the children liked and disliked. The aim of this project was to isolate possible causes of negative attitudes towards mathematics and to discuss what their implications might be. Keywords: Primary, Attitudes, Purpose, Anxiety, Confidence, Language, Reflection Introduction Mathematicians have long held a high level of respect amongst their academic peers. Yet the subject of mathematics, although revered, remains a source of anxiety and trepidation for a large number of people. Widespread negativity towards mathematics appears in many forms, from misrepresentation in the media to the social stigma that seems to surround those who are mathematically gifted. Children often set mathematics aside as a cause for concern, despite their limited exposure to it (Hoyles 1982). It is a subject unlike most others, since it requires a considerable amount of perseverance from the individual in order to succeed. A negative attitude towards mathematics could considerably reduce a person’s willingness to persist with a problem. Without the ability to persevere, mathematical development is likely to be difficult. The purpose of this project is to determine the possible root causes of these negative attitudes towards mathematics. The study focused on Year 3 pupils from a local school, some of whom took part in focus groups. Three focus groups were carried out, each consisting of four children with similar abilities. Children were selected based on observations from previous visits. Subjects were chosen if they displayed strong feelings for or against mathematics, or if they were at the extremes of the ability range. The focus groups lasted for approximately 30 minutes and were broken into two parts. Firstly, the children were given 10 minutes to attempt four questions tailored to their ability range. The questions involved symmetry, arithmetic, a word problem and a problem solving exercise. The remaining time was used to discuss what the children felt about mathematics, using the worksheet as a focal point. It is hoped that this project will provide significant insights into why many children have a pessimistic outlook on mathematics and indicate where future research is needed. Mathematics and its apparent lack of purpose Children may find the nature of mathematics difficult to cope with as its wider reaching implications can be hard to see. Experiments are carried out for the physical sciences, From Informal Proceedings 29-1 (BSRLM) available at bsrlm.org.uk  © the author – 7 Joubert, M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 29(1) March 2009 pictures are drawn in art class and language skills are used in everyday interactions with other people. However, mathematics has a very formal written sense about it, where activities remain intangible to the child. From the remarks I witnessed in the focus groups, it seems that children find it difficult to make a connection between the work they do on paper and its practical applications. The following transcript is taken from the high-ability focus group: Charlie: You need to be good with numeracy, say when you’re say, shopping for something – You need to work out how much you’re paying. You don’t have to be a genius at it, but you have to be quite good at it. f you’re a shopkeeper, and someone gave you like about  £20, and something was like  £15 and they didn’t know much how much to give them back. And if you didn’t know, you should learn more in your maths. It was rather surprising to see pupils across the entire ability range unable to make connections between mathematics and its many practical uses. Counting money was the only association that they were able to make, even though it had not been covered in recent work. It is interesting that the high achievers, although mathematically gifted, could not establish any more real world applications than the low achievers. However, the low achievers present more of a concern, as motivation to improve their mathematical understanding cannot be aided by their innate ability. Certainly, the children cannot be expected to make these connections without assistance from a teacher. In fact, some believe that the most effective teachers are connectionists (Askew et al. 1997), although perhaps there is currently insufficient emphasis on the practical uses of mathematics in the curriculum. Human nature does not favour futile endeavours; if a difficult task appears to have no purpose, then few will continue to follow it through. If low achievers are unable to see the wider benefits of having strong mathematical skills, then they may lack motivation, which is vital in a difficult subject such as mathematics. Understanding the purpose of mathematics should not only help to improve motivation, but could help in the actual formulation of concepts. In 1991, Harel and Tall discussed the importance of what they called ‘the necessity principle’: From Informal Proceedings 29-1 (BSRLM) available at bsrlm.org.uk  © the author – 8 Joubert, M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 29(1) March 2009 This principle states that the subject matter has to be presented in such a way that learners can see its necessity. For if students do not see the rationale for an idea (e.g., a definition of an operation, or a symbolization for a concept), the idea would seem to them as being evoked arbitrarily; it does not become a concept of the students. (Harel and Tall, 1991 41) They believed that a notion is more likely to be abstracted successfully if the learner can acknowledge the necessity of the concept. In the context of this project, the learner needs to be aware of the purpose behind their work. For young learners, understanding the practical uses of mathematics could be sufficient to both motivate them and allow the necessity principle to be satisfied. Further research is required on this issue, as its scope may be greater than previously thought. As with all the findings in this project, the data was collected from a small sample group, and so it may be difficult to generalise to a larger population. However, based on the remarkable similarities between responses in this particular classroom and the general attitude towards mathematics in our society, I would suggest that the apparent lack of purpose in mathematics is a sentiment felt by many. Self-belief and mathematical ability Nothing was more evident during the focus groups than the lack of self-belief  shown by many of the children. Low and middle achievers quickly resigned themselves to failure, without truly attempting all of the questions on their worksheet. There was a consistent association of mathematics with ‘cleverness’, as many of the children felt not only that numeracy was harder than literacy, but that to be clever you had to be good at numeracy. In effect the children were implying that someone who excels in literacy will not be perceived as being clever unless they can display a similar exemplary ability in numeracy. As a result, children who perceived themselves to be weak felt that they would be incapable of solving harder mathematical problems. A girl from the middle-ability group remarked: Faye: I’m just going to do a simple answer, which is probably wrong. While some would say that any answer is better than no answer, Faye’s decision to give up and guess occurred before she had given any real consideration to the question. This example was typical of her low confidence in mathematics; an attitude which I believe greatly misrepresents her ability. Many of the children showed signs of anxiety whilst attempting the worksheets, shuffling awkwardly in their seats, glancing at their peers with worried expressions and making negative comments about the difficulty of the current task. Previous research into anxiety and mathematics (Hoyles, 1982) indicates that a connection may lie between an individual’s perceived ability and their level of success. The absolute nature of mathematics, where there is normally only one right answer, could add considerably to a negative attitude towards mathematics. Overall, girls expressed much lower confidence than boys, even among the high achievers. They frequently attributed success and failure to external factors, such as luck and the perceived difficulty of a question. In comparison, most boys recognised that success was due to their own ability, and that failure was caused by either a lack of effort or understanding on their part. Whilst this distinction was not absolute it did apply to the vast majority of pupils that took part in the focus groups. The difference  in attitudes towards mathematics between genders has been researched in depth by many, notably Stipek and Gralinski (1991). Although girls and boys are roughly equal in the league tables at GCSE level, there is a remarkable difference in A-level and University uptake. It is quite possible that primary school experiences are alienating girls from the subject, to the detriment of their long term mathematical development. The reason for this is currently unclear and warrants further From Informal Proceedings 29-1 (BSRLM) available at bsrlm.org.uk  © the author – 9 Joubert, M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 29(1) March 2009 Undoubtedly, the teacher faces an uphill struggle trying to balance a diverse range of abilities and attitudes, an ever changing curriculum and strict time constraints. However, there are several outcomes of this project that should be considered by the education community. For example, it may be worth exploring how the children perceive mathematics and its uses outside of school. By improving the understanding of the uses of mathematics, pupils will hopefully see the benefits of developing strong mathematical skills for more than just academic purposes. Likewise, low self-belief is an issue that all teachers can attempt to address. We need to dispel the notion that mathematics is a subject limited to geniuses and that children of all abilities can be successful in the subject. The structure of the lesson and the time constraints of the school day should also be up for revision, as the current lesson format may not be the most efficient. The school curriculum is often subject to repetition, some of which may be avoidable with a subtle shift in lesson structure. Conclusion It is clear that children’s attitudes towards mathematics can be influenced by a wide variety of factors. This project has gone some way to identifying what a few of these factors might be, but there is still plenty of scope for future research. In particular, children’s views on practical uses of mathematics and the difference in attitudes between genders require further study. Additionally, the importance of reflection in primary education needs to be discussed in much greater detail. References Beth, E. and J. Piaget. 1966. Mathematical Epistemology and Psychology, Dordrecht: Riedel. Hoyles, C. 1982. The Pupil’s View of Mathematics Learning. Educational Studies in Mathematics 13 (4): 349-372. Dubinsky, E. 1991 Reflective Abstraction in Advanced Mathematical Thinking. In Advanced Mathematical Thinking, ed. D. Tall, 95-102. Dordrecht: Kluwer Academic Publishers. Harel, G., and D. Tall. 1991. The general, the abstract and the generic in advanced mathematical thinking. For the Learning of Mathematics 11 (1): 38-42. Stipek, D. and H. Gralinski. 1991. Gender Differences in Children’s Achievement-Related Beliefs and Emotional Responses to Success and Failure in Mathematics. Journal of Educational Psychology 83 (3): 361-371. Askew, M., M. Brown, V. Rhodes, D. Johnson, and D. William. 1997. Effective Teachers of Numeracy: Final Report. London: Kings College. From Informal Proceedings 29-1 (BSRLM) available at bsrlm.org.uk  © the author – 12

English Registered Land Law (problem Q'n) Essay

English Registered Land Law (problem Q'n) - Essay Example Is she going to contest the problems or is she going to live with it Let us take a close look at the problems that might plague Pamela. Issue 1 1 Brian's twin brother, Robert, had contributed one third of the purchase price when Brian bought the house with the intention of living there with his brother and an express trust was drawn up confirming Robert's interest. However, Robert was often in and out of prison for offences such as burglary and shoplifting and was in prison at the time Brian sold the house to Pamela. In this issue it is clear that Robert is not aware of the sale deed executed by Brian, since Robert is in prison. Also, Brian is the sole proprietor of the Brampton House. Brian, as mentioned has entered into an 'express trust' with his brother. Through this 'express trust' Robert can live in the house and not claim anything legally. Hence Brian selling the house to Pamela is legally valid and the sale deed asserts the fact that Pamela is the bona fide buyer and Brian is the bona fide seller. The 'express trust' executed between the brothers is not a legal instrument and hence not legally binding on the executed sale deed. Under these conditions Robert cannot hold Pamela to ransom nor can he ask Brian for his share of the money; got from the sale. It is up to Brian to give Robert, if at all he wishes, any share. Basically it is a problem between the brothers and will not Pamela's stance as present owner of Brampton House. Issue 2 Philippa claims that on 1 September 2007 Brian let a room in the house to commence on 1 February 2008 when she is due to start work as a senior manager at a major department store in the area. Philippa's claim of being part of Brampton House as a tenant is valid - under the Tenancy Act prevailing at the time and place when the house was sold to Pamela. Pamela has to honour the agreement entered between Brian and Philippa. This is subject to a written agreement between Brian and Philippa. We are made to assume that there exists such an agreement. If there was no such written agreement and it was only an oral arrangement that was discussed between Brian and Philippa, then Philippa cannot do anything now; under the present ownership of the house. Hence Philippa will be a headache for Pamela depending on what Philippa has to prove. Issue 3 Natasha, a neighbour and a friend of Brian's, maintains that in August 2007, Brian entered into an agreement with her that she could use a path across the garden of Brampton House in order to take a shortcut to the main road and thereby reach the local gym far more quickly. Here, 'Brian entered into an agreement with her' is assumed to be a written agreement. In such a scenario, Natasha has a 'right of passage' through Brampton House irrespective of the owner. She can use the path that runs through the garden and continue to go to the local gym and Pamela cannot object to it. But this 'right of passage' will be confined only to Natasha and will not be binding on any of her friends or relatives and or legal heirs. On the contrary if there was no such written agreement between Brian and Natasha then Natasha can still continue to use the path to reach her gym, provided Natasha can prove that she has been using the path for many years. It may be so, since Natasha is a neighbour of Brampton House, irrespective of t

Development of film through 20th and into the 21st Century Essay - 1

Development of film through 20th and into the 21st Century - Essay Example By early 1900’s, twenty-four frames per second standardized method became most popular for projecting films. The characteristic discrepancies in filming speeds due to being dependent on cinematographers hand speed saw the process of filming remain unstandardized for a long period. A skilled cinematographer was able to film a complete film at constant speeds; however, variations were made in order to incorporate special effects. Georges Melies, the popular French filmmaker was the first individual to use changing backgrounds and outfits to narrate his story. Prior to that event, most films were short and took place on a single set. His idea on stage opened up a wide variety of new prospects and stimulated growth in the largely green industry. As the film industry spread and wide, American cinematographers thought it wise to find a central location that would serve them better in creating films uninterrupted. California features of bright sunlight, favourable climatic conditions and a wide-ranging terrain made it perfect for filmmakers, and, thus, ended up being their preferred choice. Hollywood, as is commonly known became a chosen heaven for movie creators. Key innovations within this period also played a vital role that propelled Hollywood dominance in the film industry. Hollywood became an audience pleaser, as technological advancements in the use of double reel in filming made it possible to have lengthy films. The two-hour long films replaced the short 30 minutes films. The double reel camera became a darling for filmmakers. The film industry grew exponentially in two fronts, both financially and in creativity. Film producers in Hollywood swiftly learned that movie spectators were attracted to particular artists and film players, the â€Å"movie stars,† who could attract the largest crowds, thus, bringing in a lot of revenue. Colloquially, this is referred to as the â€Å"Star System.† This discovery in Hollywood

Tab M Essay Example | Topics and Well Written Essays - 750 words

Tab M - Essay Example The present duty of the Missouri Secretary of State includes overseeing different crucial areas, which are generally election related, business related and other government related operations. In the election related operations, the Secretary of State often play the role of the main election official during the state elections. Secretary of State also regulates the office where registration of candidate takes place. In business duties, the Secretary of State is responsible for the registration of all the profit and non-profit based organizations within the state. Additionally, the Secretary of State does have to keep an eye over the libraries and archives of the state along with handling of other operations such as issuing of automobile registrations among others (sos.mo.gov, â€Å"Publications & Forms†). The ‘Streamlined Sales and the Use of Tax Agreement (SSUTA)’ is generally a kind of agreement implemented by the government of the United States, so as to carry out the sales process and the tax administration system within the member states in a simplified and transparent manner (mobudget.org, â€Å"Streamlined Sales And 2 Use Tax Agreement†). Currently, SSUTA is implemented with the prime intention of making Missouri capable enough to adopt the definition along with the procedures of the sales tax that has been agreed upon by all the 22 member states (Blouin, â€Å"Missouri House Committee Substitute Streamlined Sales Tax Bill Contains Significant Negative Policy Consequences†). The Streamline Sales tax Project (SSTP) is highly effective in simplifying the tax regulations and the sales process. The guidelines of the SSTP have subsequently helped multiple states within US in terms of upgrading their sales and tax systems (Streamlined Sales tax Project, â€Å"Welcome to the Streamlined Sales Tax Registration System†). The archives of the Missouri