How I Scored a Book Deal with Amazons Thomas Mercer (in 5 Stages)

How I Scored a Book Deal with Amazons Thomas Mercer (in 5 Stages) How I Went from Indie Author to Scoring a Book Deal with Amazon's Thomas Mercer Last year we spoke with author Natalie Barelli about striking a big item off her bucket list: writing and publishing her debut novel,  Until I Met Her. Less than 12 months later, Natalie has been signed by Amazon's thriller imprint Thomas Mercer, and her novel is undergoing a re-release. In this article, she talks the bumpy road of self-publishing - one that has been full of trials and tribulations. However, she's a true example of the saying, â€Å"If at first you don’t succeed, try, try again.† In a year, Natalie has turned publishing mishaps into lessons, and, clearly, her perseverance is being rewarded.  It was during this  Kindle countdown when things started to change. I checked my sales dashboard obsessively, as you do, and was ecstatic one day when I logged in and learned that I’d sold 20 copies in one day. I wondered if this would be my sales peak, but the next day I sold 50 copies, and on the last day of the promotion I sold 200 copies.I knew th at when the price went back up, sales would soon dwindle, so I scheduled AMS ads every day once the promotion had ended. When the ads worked, resulting in clicks and sales, my novel would begin to appear in the ‘also bought’ section of books on its own due to it's rising popularity. At that point, I would remove the ad and wait until sales dwindled again before scheduling a new one. I managed to sustain the ranking for a while that way, and that’s when I got a lovely email from Thomas Mercer.Finally: Scoring a book deal and beating submission guidelinesThomas Mercer gave  Until I Met Her  a new cover and further rounds of editing  - by now that book has been edited more times than I care to admit. This was mostly due to the fact that the story is set in New York and I’m Australian, and no matter how hard we all tried the first time around, some of my language didn’t come across as authentic.It’s  been quite a process, but Thomas M ercer has kept me thoroughly involved, asking for feedback and approval every step of the way. Of course,  when a small army of professionals wants to improve your book, you’re hardly going to stop them.Until I Met Her is  still on preorder as I write this, going live on May 30th, so as of yet I have no idea what being published by Thomas Mercer will mean for the future of my novel. A lot of books under Amazon imprints like Thomas Mercer do fantastically well, but not all of them. For instance, I know that my novel will not be featured in the Kindle First monthly offerings (what surely is the pot of gold at the end of the rainbow of self-published authors on Amazon), because it’s a re-published book and therefore doesn't qualify. So in a way, it’s as much of an experiment as, say, Facebook ads or Kindle Countdowns. But when you’re indie, that’s one of the luxuries and responsibilities you have: to experiment.Until I Met Her is available on Am azon.Please  share your thoughts and experiences, or any questions for Natalie, in the comments below!

Warning, This Post May Be Stolen

Warning, This Post May Be Stolen Warning, This Post May Be Stolen Warning, This Post May Be Stolen By Maeve Maddox A lot of writing sites link to posts on the DailyWritingTips site. We like that. Sometimes they run a brief quotation followed by a link to the rest of the article on our site. I see nothing wrong with that. Sometimes, however, they post an entire article on their sites, followed by attribution and a link to DWT. Apparently they are acting in good faith, imagining that including attribution makes it all right to reproduce the entire post. It isn’t. That’s copyright violation. This week I happened across a site that not only publishes our posts in their entirety, but does so without attribution: leestringer.net (not linked for obvious reasons). Some of my posts are attributed to â€Å"Sweet Jane.† There is a â€Å"Go to Source† link that appears after a Twitter icon at the far bottom of the posts. Perhaps that’s intended as a defense in case of being called on it. The way our material is integrated into the overall design of the poaching website, the site’s readers probably don’t even notice the buried â€Å"source† link. It took me a while to find it, and I was looking. Naturally this experience got me thinking about plagiarism. Plagiarism is theft. It’s from Latin plagiarius meaning â€Å"kidnapper† or â€Å"plunderer.† Inexperienced writers sometimes commit plagiarism unintentionally by paraphrasing badly, misquoting, or failing to attribute a quotation to its source. Unscrupulous writers do it intentionally, in order to profit from the work of others. Anyone who writes, or makes use of the writing of others, needs to become informed about copyright and fair use. An excellent discussion of copyright infringement is Brad Templeton’s 10 Big Myths about copyright explained. An academic take on plagiarism useful to students can be found on the University of Wisconsin-Platteville library site. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:70 "Home" Idioms and Expressions50 Latin Phrases You Should KnowThe Difference Between "Shade" and "Shadow"

Qs need to be answers Assignment Example | Topics and Well Written Essays - 1750 words

Qs need to be answers - Assignment Example The parents, with their experience and knowledge, will mostly make sound and good judgments about their children’s diet. However, I also believe that Ellen Satter should have urged Michelle Obama to help the impoverished families in obtaining the wherewithal and knowledge regarding healthy and balanced diets, and not just talk about the privileged or middle class families who have the capacity to include fruits and vegetables and other healthy, yet comparatively more expensive, food choices in their children’s diet. Q2. (a) I believe the concerns that have prompted organizations like â€Å"Concerned Children’s Advertisers† are very legitimate and real. We live in a society where most of the children are constantly bombarded by advertisements in various media; whether it is television programming, magazines for children or websites, children are always surrounded by various advertisements. It is our role, as a society, to make sure that our children have the knowledge and information to deal with these advertisements. If the children are not media literate, then a lot of the advertisements they see are taken by them at face value, and, consequently, as their minds are young and naà ¯ve, be influenced greatly by them. It is not enough to lay the blame on the advertisers, and it is naà ¯ve to expect them to change their policies regarding their advertisements that are aimed at children specifically. In consequence, it is actually very wise and prudent to take up the cause of educat ing the children, so that they themselves can discern the various nuances of the advertisement and make informed choices based on them. (b) After reading Advertising and Obesity: A Behavioral Perspective, I cannot help but agree with the assertion that it is not advertising alone that is to be blamed for obesity. Not only can advertising have minimal to no

ABC Orange Juice Essay Example | Topics and Well Written Essays - 250 words - 1

ABC Orange Juice - Essay Example They ought to understand their aim of advertising, the target, media and competitors. ABC must actively involve the public, customers or not, in any activity which presents a forum for the customers to make comments about their Juice. This helps develop referrals and positive word of mouth from satisfied customers. Stake holders are very vital for the overall performance and success of the business hence they must be involved too. The public relations team must make available this forum by participating in community activities and sponsorships, producing annual reports, brochures and newsletters. In addition, they may also initiate educational programs to enlighten the public on the need to use their juice instead of others. ABC Orange juice in a move to market their product will employ sales promotion techniques such as sales force promotion, trade promotions, business promotions and consumer promotions. They will give appropriate commissions to their sales agents to motivate them. They may also involve them in sales competition with prizes or awards. In business promotion, they need to organise seminars and workshops and trade show displays. They can as well appease their customers by offering on-pack offers, bonuses and loyalty

The Disadvantages of Full Day Schools Essay Example for Free

The Disadvantages of Full Day Schools Essay Introduction Full day schooling refers to a longer day at preschool where they not only learn but are also given time for play. (Lamphere, 2009) Full day preschools run for five hours or longer for five days a week. Half day preschools run for approximately 3 hours for five days a week. (Rosamilia, 2008) Researchers have constantly compared these two types of schooling and most studies came to a conclusion that full day schools are better than half day schools. There are a few example of studies conducted to show this. Some examples include: A study conducted by Cryan et al.  in 1992 in two phases on the effects of half-day and all-day kindergarten programs on childrens academic and behavioral success in school and another study by Hough and Bryde in 1996 which looked at the student achievement data of children enrolled in half day and full day schools. Both studies showed that full day kindergartens benefit children in terms of academic successes, attendance and there are also fewer cases of retention for them. (Clark, 2013) Even though full day schools has its benefits, it also has its disadvantages. This literature review would be focusing on the disadvantages of full day school, be it long term or short term and it would also look into the benefits of other schooling programmes such as half day programs. This review is important it would give a better idea to parents and teacher as to why they should carefully consider other options other than just focusing on full day schools. Due to the limited resources on full day schools and case studies on full day schools, the countries this literature review would be focusing on would be US and Canada. Disadvantages of Full Day Kindergarten According to research, there are a number of disadvantages for Full Day kindergarten. Firstly, there is a lack of spaces for children. According to an article, in Canada, there is a lack of space to accommodate the rising number of children if they change their program to full-day kindergartens. In Calgary, Canada, it is believed that 50 out of 137 elementary schools would not be able to accommodate more than their current half-day school and the implementation of full-day programs would force some grades to be reshuffled to other schools. (Cuthbertson Herald, 2012) In some other articles, in United States, there has been lack of space to set up full-day kindergarten. (Martinez, Stuber, and Snider, 2006; Haglund, n. d. ) Thus, there have been talks going on as to whether they should set up full-day kindergartens in that district. (Placek, 2012) Another disadvantage would be the high cost for full-day programs. This includes the expenses for equipment, staff and space. In the article regarding the changing to the full day program in Canada, they mentioned that the cost of funding it for a year would be around $200 million. Another article stated that it would cost $2 million annually after an initial startup cost of $505,600. And, it would have required another $7 million from the districts reserves to pay for construction of additional classrooms and multipurpose rooms. (Placek, 2012) Another article by a graduate from East Stroudsburg University also states that the amount of money spent on the teachers’ salaries are also high because they now have to hire more teachers for full-day kindergartens. An average teacher in the US would earn about $33,000 a year. Thus, in the case that the kindergarten hires more teachers, they would have to spend about $132,000 to $165,000 per annum just on salaries. This would increase the burden on the taxpayers. (Morse, 2008) This point is also further supported by research conducted previously. (Martinez, Stuber, and Snider, 2006; Hugland, N. A. ; Guilderland Central School District Early Childhood Advisory Committee, 2008) The third disadvantage of full-day kindergarten is that it requires more staff and staff aides. Many articles stating the disadvantages of full day support this point. For example, in one article, it states that when there are half day sessions, one teacher can teach two sessions: one in the morning and one in the afternoon. However, if it is a full-day session, it requires more teachers to teach. They would also need more teacher aides. In the case where the kindergarten does not want to hire more teachers, they would expand each class and add in more teacher aides to balance the teacher-child ratio. In a study conducted at the Guilderland central school district, it also states that they would require more teachers to teach and balance the teacher-child ratio. (Early Childhood Advisory Committee, 2008). Besides these, there are a few more disadvantages to full day kindergartens. They include having more time at school and less time for ‘kids to be kids’. (Circele, 2009; Brower, 2013). It also includes teaching children academic and skills before they are ready for it. (Haglund, N. A. ; Morse, 2008) One of the articles found went on to explain that the kindergarten may teach too advanced skills for children instead of teaching them minor skills which are important. In summary, even though full-day seems like a good option for everyone, it does have its disadvantages. Benefits of Half Day Kindergartens Likewise, half-day school has its benefits. Firstly, half day kindergarten programs are less stressful. According to Walsh (2013), children would feel relaxed while trying to adjust to the structured classroom environment. Furthermore, they are able to make good transitions from kindergarten to first grade. Another source states that half-day programs are viewed as providing continuity and systematic experience with less probability of stress than full-day programs. (Rothenberg, 2009) Secondly, the children also receive the same quality of education as those in full day preschools or kindergartens. (Ast, 2010;Rothernberg, 2009) The children go through similar experiences but just that one is longer and the other is shorter. These show that there are other programs besides full day kindergartens which young chidren can benefit from. Conclusion In the context of Singapore, there isn’t much of an issue about half day versus full day kindergarten. This is because Singapore has mainly focused on half day kindergartens. Some of the reasons as to why that might be the case is similar to the disadvantages stated above. Just like in some parts of Canada and US, Singapore has limited space to set up full-day kindergarten and it requires more sources, equipment and etc. Singapore’s space is already limited in space and it requires more space for other more important things thus, it can’t be used just for kindergartens. Statistics have shown that 15% of Singapore’s land has been located for housing, 17% for recreational and community needs. The rest of the land is used for commerce, industry, infrastructure, utilities and transport and reservoirs, defense facilities and cemetery and undeveloped land. (Yearbook of Statistics Singapore, department of Statistics Singapore[online], 2012) This shows that there isn’t sufficient space to build more kindergartens or expand it. If Singapore was to expand or make kindergartens full day, it would require more teachers or teacher aides. There is also a lack in kindergarten teachers now. Recently, along the roads, many jobs offers for preschool teachers were noticed. This is also supported by a Strait Times article on 20 July 2012. It stated that there is already a shortage of teachers. (Vadaketh, 2012)Thus, if full day kindergartens were established, there would not be enough teachers. Depending on these reasons, I believe that full day kindergarten programs are not applicable really in Singapore. However, if you look at Singapore’s context carefully, full day kindergarten programs are somewhat similar to childcare programmes in Singapore. In this context, Singaporeans can choose what kind of schooling programs they want to send their child to. The kindergarten programmes are standardized by the Ministry of Education (MOE) to be 3 hours per session. (MOE,2013) As for Childcare, it is a full day program and is also available for half day on Saturdays. The two main factors determining which programme they would send their child to would be whether they are working and the cost of the programme. Parents of children these days are usually working adults. They do not have time to take care of their children because they are working. Thus, they would rather send them to childcares because it is more convenient and safe. If they were working and they send their child to half day kindergartens, they have to make other arrangements for their child so that the child would not be left alone. While full day kindergartens may be more convenient for working adults, half day schools (kindergartens) are cheaper. According to the list of kindergartens found on the Investmentfriend. com forum, the pricing ranges from as low as $80 to $500. However, the costs of childcare centres are about $700 and above, depending on the childcare. Thus, some parents might not be able to afford childcare and would send their child to half day kindergartens. Thus, all in all I believe that the choice of schooling depends on each family and individual if childcare was seen as an full day kindergarten program. References Clark, P. (2013). Recent research on all-day kindergarten | education. com. Retrieved from http://www. education. com/reference/article/Ref_Recent_Research_All/? Lamphere, M. (2009). Full day kindergarten. Retrieved from http://www. slideshare. net/lamph1ml/full-day-kindergarten Haglund, J. (n. d. ). Full-day kindergarten advantages disadvantages | early childhood. Retrieved from http://ec. dpi. wi.gov/ec_ecadflpg Morse, J. (2008). The disadvantages of all-day kindergarten yahoo! voices voice. yahoo. com. Retrieved from http://voices. yahoo. com/the-disadvantages-all-day-kindergarten-1337569. html? cat=25 Placek,C. (2012). No full daykindergarten for all in dist. 203 dailyherald. com. Retrieved from http://www. dailyherald. com/article/20121105/news/711059666/ Cuthbertson , R. , Herald, C. (2012). School promise under threat. Retrieved from http://www2. canada. com/calgaryherald/news/story. html? id=c1b76975-1366-45e4-9bc2d33d7a3ab1b6p=1 Brower, C. (2013). The cons of full-day kindergarten | ehow. com. Retrieved from http://www. ehow. com/info_8660784_cons-full-day-kindergarten-programs. html Guilderland Central School District Early Childhood Advisory Committee. (2009). Report on full-day kindergarten. Retrieved from http://www. guilderlandschools. org/district/boe/PDFs/reports/FDKPPT110508. pdf Ast, A. (2010). Half day vs full day kindergarten: Is there really a difference? yahoo! voices voices. yahoo. com. Retrieved from http://voices. yahoo. com/half-day-vs-full-day-kindergarten-there-really-6839874. html? cat=25 Walsh, K. (2013). Pros cons of half day kindergarten | ehow. com. Retrieved from http://www. ehow. com/info_8502607_pros-cons-halfday-kindergarten. html Kindergarten fees list. (2011). Retrieved from http://investmentfriend. com/forum/showthread. php/25-Kindergarten-Fees-List Vadaketh, S. T. (2012). Tackling preschool challenges in Singapore. The StraitTimes. Retrieved from http://ifonlysingaporeans. blogspot. sg/2012/07/tackling-preschool-challenges-in. html MOE. (2013). Ministry of education, Singapore education system: Pre-school Education. Retrieved from http://www. moe. gov. sg/education/preschool/

Racial Beauty Standards In The Bluest Eye Essay -- Toni Morrison

In Toni Morrison's The Bluest Eye, the character Claudia struggles with a beauty standard that harms her sense of self-esteem. Claudia tries to make sense of why the beauty standard does not include black girls. The beauty standard determines that blonde-haired blue-eyed white girls are the image of beauty and therefore they are worthy of not only attention, but are considered valuable to American culture of the 1940s. Thus, learning she has no value or beauty as a black girl, Claudia destroys her white doll in an attempt to understand why white girls are beautiful and subsequently worthy, socially superior members of society. In destroying the doll, Claudia attempts to destroy the beauty standard that works to make her feel socially inferior and ugly because of her skin color. Consequently, Claudia's destruction of the doll works to show how the beauty standard was created to keep black females from feeling valuable by producing a sense of self-hate in black females. The racia l loathing created within black women keeps them as passive objects and, ultimately, leads black women, specifically Pecola, to destroy themselves because they cannot attain the blue eyes of the white beauty standard. Claudia tries to resist loving white girls that her sister, Frieda, and friend, Pecola, admires for their beautiful featuresÂâ€" blonde hair and blue eyes. Claudia does not believe that Frieda and Pecola should admire girls who do not look like them physically. Unable to convince Frieda and Pecola that white girls are not the only standard of beauty, Claudia begins to have intense feelings of resentment and anger toward the white beauty standard: "I couldn't join them in their adoration because I hated Shirley. Not because she was... ...g" that she does not really care for white features and/or white girls but she must pretend to have the same feelings and admiration for whiteness. So why must Claudia pretend to like white girls? Claudia learns it is easier to love the white beauty standard than to fight it because everyone even black women believe in white as the only source of beauty. She cannot fight the whole cultureÂâ€"the media, her sister, her friends, her community and the white community. So Claudia must "convert from pristine sadism to fabricated hatred, to fraudulent love (Morrison 23)." She must fake her love for whiteness in order to survive in the culture; she must learn to hate her self to survive and treat herself as invisible object, rather than the socially recognized white girl. Works Cited Morrison, Toni. The Bluest Eye. Afterward by Toni Morrison. New York: Penguin, 1994.

Points for Great Expectations Essay

Within Great Expectations, the conception of the contextual element concerning status and money is prominent, where Old Money Vs New money provides a division that separates the higher class from the lower class. Money becomes a standpoint in ‘determining’ ones belonging within the society say, for example, when we compare Pip and Bentley Drummele, we view the contrasting forms of old money (indicated as immediate and absolute according to society) and new money (the development of belonging, which according to society, is not a complete form) involving their overall sense of belonging. Pip comes from a family (or lack of thereof) which is associated with poverty and the lack of social belonging that is standardised by people such as Bentley Drummele. Pips ascent from the world of a blacksmith towards a world of a gentleman is exercised by the luxuries of money, and Magwitch’s generosity, as well as the idea of upperclass and middle class belonging, which is shown through his consideration of being the apprentice of a blacksmith, ‘Never has that cutain dropped so heavy and thick’. His belonging, as a result as become enforced upon him, both by himself and by Magwitch, which has led to his inability to gain complete acceptance and peace of his position, ‘It felt very sorrowful and strange that this first night of my bright fortunes should be the loneliest I had ever known’. Dickens use of emotive language envelopes an atmosphere of uncertainty and disturbance within Pips world as he propels himself from the ‘meshes’ of Kent to London, examining his incomplete sense of belonging, due to disturbance of the ‘Victorian Great chain of Being’. Money can buy status, as indicative through Compeyson and Drummle, but neither character is noble. Money is not an indication of character, as wrongly perceived by Pip. Pip and Estella, parts of what make the lower class, are given status when given money. Given by Miss Havisham and Magwitch, there are catches involving behaving in a certain way with the money. Eventually, understanding the true comprehension of money and nobility, Pip goes to work with Herbert, redeeming himself through commerce and hard work, as Estella, left poor and ‘bent and broken’, becomes a softer and stronger person. Pip fails emotionally and physically to assert his place in London’s society. Money buys Estella a place in higher society but has a loveless life and an abusive marriage, living through ‘wretched years†¦ and a long hard time’. Miss Havisham’s jewels and money have not brought Estella happiness, and eluded her for her whole life. Dickens attempts not to convey the luxuries of money, but rather the shallow fundamentalism of materialism which ultimately leads to an incapacity to gain belonging. Pip finds his belonging, not within the realms of his gentlemanly character, but rather, he reconnection to Joe as he re-enters the forge, leaving his regret and misery behind to venture to his real family, and a life of working hard. Through emotive language, Pip and joe are ‘both happy’, with the prospect of regaining Pip’s place within his world, as it is through Kent, and his hard work in Egypt which enable him to gain his exisential belonging and his identity. We see the social division between class through the discourse between Herbert and Mr Joe. Unlike Pip, Herbert was ‘born a gentleman’, whose belonging was not significantly thrust upon him in the same way as Pip. By asking Joe ‘What do you say to coffee’ we are compelled to develop a conclusion based on how Dickens portrays the distinguishing characteristics of the upper and the lower class. In Joe’s visit to London for Pip, Herbert puts Joe in his place through recognising that he can never truly belong within the world of the gentleman. Through colour symbolism, Dickens socially comments on the inferiority concerning the lower class, by Joe, as the colour of coffee itself is reminiscent of the labour and physical hard work that he, as well as others within his class, must face and never escape. On the contrary, Herbert positions himself as well as Pip (with irony indeed) to be more superior and valued through their associations with tea, as its clear iridescence becomes a representation of the ‘purity’ embedded within the views of the higher class. Joe’s inability to have tea is a symbol of his inability to join the higher class, simply because his place lies within the forge ,’I am wrong in these clothes and out of the forge’. By first person, he regards himself as a single entity, as he reflects on his existential belonging within Kent, where unlike Pip, Joe finds that he does not need to be of a higher class in order to gain belonging. What has driven Pip to consistently live a life of misery has led Joe to stray away from it. Unlike Pip, Joe affirms his place within the Victorian era, as being ‘Joe the Blacksmith, there, at the old anvil, sticking to the old work’, where he constructs himself in absolute terms to his blue collar existence, enabling him to belong amongst other things. Totally at home in the forge, with his bare essentials of food and shelter, Joe has found the place to which he belongs to. This is emphasised through his use of black smith jargon, ‘life is made up of ever so many partings welded together. One man’s a blacksmith and one’s a white smith and one’s a goldsmith and one’s a coppersmith’, where Joe describes the inevitability of belonging, regardless of whether one longs to belong to a particular sector or not. Joes mentality involving the development of belonging regardless of circumstance allows him to ‘perfectly’ weld in his own home. Rather than attempting to shape his own belonging, he leaves it be. Victorian England had a distinct class system, which was divided into categories which divided the upper class with the lower class. Transitioning himself from the lower class sector to the upper class, Pip has brought along the social pressures that are associated with his change into becoming a gentleman, and as a result, employed a servant called the avenger. The avenger plays no useful role in Pip’s life, other than to portray the idealistic views of what a gentleman should do, ‘which had a more expensive and a less remunerative appearance ‘. Pip’s own expectations involves the conception that money will bring acceptance, and ultimately, belonging, which is examined through his use of the avenger. The Avenger becomes an allusion for Pip’s vengeance against the higher class, whose belonging is based off the social mandates within the era. Romanticized by social perceptions, Pip has a misconceived idea on the brad picture of belonging to the gentlemanly class, ‘I want to be a gentleman’ meaning that he has a narrow idea that it is merely based on how much money and status that is earned. He believes that, if he becomes a gentleman, he will be Estella’s equal and obvious partner. This changes gradually, as Pip gains a familiarity of the range of people in London’s gentlemanly society, he begins to realise that belonging to such a group is not what he wants anymore. London At the time Dickens has written Great Expectations, London was a fast-growing and changing city of two million. Dickens uses London as an indictment of the flawed perceptions concerning belonging in regards to the higher class, as its physical description suggests that financial improvement and higher social class does not necessarily constitute moral, social and existential mprovement. Pip’s initial perception of London being the ‘foundation’ of his belonging is severely counteracted by what he views in reality. Through descriptive language, Pip examines London as ‘the dingiest collection of shabby buildings ever squeezed together in rank corner’. Rather than escaping from the doomed life of Kent, Pip has entered the damned life of London, which is fu rther reinforced by Wemmick’s claim ‘ Like is the same everywhere’. This epitomises the lack of change involving his belonging, as fate has provided a standard to which he is capable to obtain belonging, rather than forcing it upon himself, which eventually lead to his misery, and his failure to emotionally develop a connection to his own identity, leaving him as a wondering, ‘souless’ entity with a lack of human spirit. England Moreover, England as a whole also becomes a representation of the decay which pervades the Victorian society and their entire sense of belonging, as money and class becomes corrupting. This is examined through Mrs Pocket, who reflects the ideas which radiate from the upper class, the epicentre of London, as she is portrayed to be the ‘female gentleman’, having a useless life filled with self importance and ‘dignity’. Dickens uses her as a criticism on England’s obsession with titles in their class system, as she becomes so caught up with the idea of titles and class that she spends her whole day reading a book about them. Mrs Pocket is evidently disappointed by her own lot in life, even though she does not endure the same struggles as ,say, Biddy, by having almost no household duties and a good man for a husband. Being so caught up within her class system, as her grandfather is a knight, Mrs Pocket is oblivious to what is actually going on around her, preventing her from being the ‘Victorian’ mother, which foreshadows Pips future of laziness and moral decay. Through indignant language ‘am I grand papa’s granddaughter, to be nothing in the house? ’ she uses her belonging to her past as justification to her negligent ill-considered actions as a mother, which reflects her and England’s corruption through social class. Treatment of children In an era such as the Industrial revolution, the treatment of children differentiates from the modern era, which makes it a distinguishable component throughout the novel. The treatment of children becomes a social comment that Dickens attempts to elucidate, as the characters predicament becomes reminiscent of his own childhood miseries of working pasting labels on pots of boot blacking. By reflecting the struggle of all children who underwent suffering through labour, Dickens illustrates the enforced belonging of children towards the adult world, and how they are perceived by adults. This is examined through Pip, who is a shadow of Dickens character in his youth, where surrounded by adults, becomes criticised and scorned for something he cannot help, ‘What is detestable in a pig more detestable in a boy’. Through metaphor, Pip is likened to an entity that is worse than a pig, recollecting the distinct differences between the adult world, and the world of a child which has been forced into it. This is further emphasised through Mrs Joe’s treatment towards Pip. The repetitious ‘Brought you up by hand’, brings forth an indication on how children were physically abused, which becomes another motivation for Pip to leave the clutches of Mrs Joe and Kent into the ‘freedom’ of London. This is further emphasised through the appearance of the ‘tickler’ a wax-ended cane stick which Mrs joe uses to abuse Pip with. It appears that the era encourages such actions towards a child, due to the fact that they are shown as more vulnerable, weaker, and inferior, representing the lack of belonging children have within the era. Time The attachment towards a particular time, more specifically in the past and what lies there, possesses a different sense of belonging which may not even be fabricated within the decayed web of its lies. This is expressed through the character Miss Havisham, where her hold towards the past defines her belonging and identity, or rather, lack of thereof. Miss Havisham is a character who has been left at the altar by her fiancee Compeyson, and from this circumstance, attaches to it for the remainder of her life. Constantly holding on to her grief, as it becomes the only way she can deal with the harsh miseries of being unloved, she grows with the constant reminder that she has been abandoned and left behind, as it is examined by the appearance of the house. The satis (which is latin for enough, a symbol of the intellectual upper class) becomes a physical representation of the stagnant state of belonging Miss Havisham attempts to clutch on to with her bony ittle fingers. The transcendence of this belonging from matrimonious ( as it depicts her wedding day) to decayed is further illustrated by Dickens use of descriptive language ‘Bridal flowers in her hair, but her hair was white’. Pip’s initial impression of Miss Havisham draws from her appearance, classifying her as ‘pure’ and chaste, like an angel, which changes later on, as he sees her once, pure appearance changing into a ‘faded and yellow’ exterior. Her wedding dress is a symbol of the belonging which becomes diseased over time, as she finds herself in a predicament which prevents her from shifting her belonging according to her present, and rather, holding on to her past. Miss Havisham desperately wants to belong to one thing: her sad status as an aggrieved bride. This is further enhanced through descriptive language of what lies within the satis house as ‘I saw speckled legged spiders with blotch bodies running home to it†¦ Black beetles took no notice of the agitation’, which illustrates the creation of a mental and physical prision. Her environment becomes a constant reminder of the moment she was jilted, and it is derived from that moment which costumes her with an ugly sense of belonging, Wemmick The contrasting forms of belonging expounds from the different perspectives that permeate through their characters. We see that Wemmcks belonging is dependent on the place he lies in. Within London, he embeds the values of London belonging which evolves around business and finance, closing himself to emotion where his mouth is likened to a ‘post box’. We see that he becomes hardened, enclosed by the London shell, as he denounces whatever emotion that characterises a human being, and ironically earns his belonging through his emotional detachment. However, in Walworth, we view the transitioning character from one who is denied emotion to one whom expressed it. Wemmck has constructed his belonging through building his house to replicate a castle, as a means of creating a retreat away from the law office. The house connotates a true home, a warm place where a contented family creates a fulfilling sense of belonging.. Wemmick’s gentleness and love towards his father is reminiscent on how Pip should behave to Joe. Through descriptive language, Pip describes its atmosphere as ‘a pretty pleasure-ground’, which differs from the chaotic and dismal places of London, Satis house, and his descriptions of his childhood places; places which Pip yearns to belong to. Dickens implements warm and positive words creates a contrast between these two worlds; One which characterises familial belonging and the other which characterises social belonging. Estella Estella is the adopted daughter of Miss Havisham, whom has raised her for her own motivations. Another way of ‘dealing’ with her grief, Havisham employs Estella as a pawn for her vengeance, characterising and moulding Estella in order to suit Miss Havisham’s desires. In the midst of her own self destruction, Miss Havisham uses Estella to create a belonging need in all men who see her, a need so great that they will be destroyed by what they cannot have. Thus, the lack of existential belonging which is examined through Estella has become a work of miss Havisham’s ‘art’, as Estella states ‘We are not free to follow our own devices, you and I’. In her discourse with Pip, she uses inclusive language, as Estella relates her predicament with Pip by defining her instructions for the day and how they must not deviate from them. The statement, however, is a projection of how both of their lives are controlled in general. Estella is not free ‘to follow her own devices’ not only because Miss Havisham is her adoptive mother and she should do as she says, but because Estella has been raised to actually think, feel and act exactly as Miss Havisham wishes. In raising Estella, Miss Havisham has created a puppet, an individual who indeed cannot choose her own destiny nor character because she will act the way she has been conditioned to act. Miss Havisham’s divisive actions have deprived Pip and Estella from belonging to each other. This becomes a demonstration of he ‘forced’ belonging between Miss Havisham and Estella, revealing her real intentions of using Estella as a pawn in her vengeance, as well as the lack of love Estella has grown to possess. In the end of the novel, Her transition is illustrated through her language, ‘Be as good and considerate to me as you were, and tell me we are friends’. The once abrasive disposition which she conveys throughout the novel has altered in accordance to the miseries experienced by Miss Havisham and her marriage to Bentley Drummelle and years of suffering have forced her to see the value in Pip’s constant love and attention. Estella’s change in language from a biting tone to a softened one examines a softer, older and a much wiser character. Estella becomes the stimulant which drives Pip’s longing to become a gentleman. After Pip’s initial encounter with Estella in the Satis house, Pip becomes insecure about his speech, manners and appearance. Estella’s scorns and disdainful comments ‘what coarse hands he has, and what thick boots’, Pip begins to revaluate his current predicament and his future. His reappraisals enable him to think differently about himself, Kent, and his social status, as Pip develops a longing to lose his ignorance whilst improving himself educationally and socially, in order to win the love of Estella. Through repetition, ‘She had said I was common, and I knew that I was common, and that I wished I was not common’, Dickens emphasises the state of Pip’s mind, and the association of his new awareness and dislike of the ‘common’ belonging that he has been born into. As a result, he embarks on a journey to acquire snobbery through his becoming a gentleman, which is further induced by the arrival of his ‘great expectations’, and his transition to London, leading him to drop his old friends (Joe, Biddy) and pursue new, although occasionally pretentious acquaintances (with the exception of Herbert). Magwitch Magwitch yearns to find belonging in the same manner that Pip yearns to become a gentleman, being considerate that both these characters have not been exposed to these romantic conceptions. Magwitch’s life ‘in jail and out of jail’, consisted of a childhood memory which has been befitted with misery, as he ventures a life of slight criminality through his occupations, such as his association with Compeyson, which consequently lead to his time in jail (14 years). Belonging to a criminal society is all Magwitch has ever known before he meets Pip, yet he constantly finds himself in circumstances which are against the law. This is further examined through his trip to London to visit the new ‘expected’ gentlemen that is Pip, when previously, he was given specific instructions not to enter it with the consequence of execution. Magwitch further attempts to construct his belonging through building up Pip to become a gentleman, which is examined by his use of repetition, ‘That’s a gentleman I hope’, as he attempts to create belonging within an artificial family. Similar to Miss Havisham, Pip’s belonging has been moulded to suit Magwitch. His time in New South Wales being a drover as earned his belonging, which he fails to attempt to transfer it to Pip. However, Magwitch’s endeavours of gaining belonging have not been futile in the end, as Pip offers Magwitch it through telling him that Estella is his daughter. Through emotive language, we are exposed to the final conversation which has taken place between Pip and Magwitch, As Pip Tells Magwitch that Estella is his daughter, ‘She lived and found powerful friends. She is living now. She is a lady and very beautiful. And I love her’, ultimately, giving Magwitch the sense of belonging which he has sought throughout his whole life yet never received.

Literary Criticism of Atonement from Psychological Trauma View

In seventeen century, â€Å"† was a Greek word which means â€Å"wound†. Later, Sigmund Freud in the late nineteenth and early twentieth centuries used it to describe a kind of mental damage that occurs as a result of distressing and disturbing events or experiences. When a person is facing such highly stressful events analyzing and coping with it is not an easy process. In this paper we consider the topic of psychological trauma in Atonement by Ian McEwan, defining first of all the concept and then studying its processes of formation and effects on the main character, Briony Tallis. According to Pearlman and Saakvitne, psychological trauma is an event which is a special experience of a person that needs to be confronted. As a matter of fact, â€Å"The individual's ability to integrate his/her emotional experience is overwhelmed, or the individual's experiences (subjectively) a threat to life, bodily integrity, or sanity† (p.60). Also, Jon Allen, a psychologist, in his A Guide to Self-Understanding (1995) said that: â€Å"It is the subjective experience of the objective events that constitutes the trauma†¦The more you believe you are endangered, the more traumatized you will be. [†¦] Psychologically, the bottom line of trauma is overwhelming emotion and a feeling of utter helplessness. There may or may not be bodily injury, but psychological trauma is coupled with physiological upheaval that plays a leading role in the long-range effects† (p.14). Psychologists categorized trauma into two groups: physical trauma based on serious physical damages or shocks to the body from war, physical injury, sexual abuse, illness, torture, rape, and genocide; emotional or psychological trauma is based on the inability to recover the full mental capacities of an individual, either in his personal or social life or any emotional shock or injury that cause a sentimental damage to spirit health. It can range from depression, anxiety, different kinds of phobias to post traumatic stress disorder. Therefore, trauma is among those things that happen in everyday life which a person can experience by itself or witness of serious injuries, violence even death, putting the individual into a terrible situation followed by fear, helplessness or horror. In fact, trauma is not the event itself but the effect that has on the person like, Brioney's belief about the event that happen in fountain. Atonement is a metafiction novel written by Ian Russell McEwan in 2001. Its events occurred in three different periods of time: firstly, in 1935 in England at Tallis family's building, secondly during World War II in England and France, thirdly nowadays in England. The story tells about a huge mistake that an upper-class girl committed as a teenager that led to destroy lives. This thirteen years' girl had a big imagination as a young writer. As an adult she always wanted to confess that event but this process did not happen until she completed her novel as an aged author, at last, in England. That mistake influenced on her life and also her style of writing until her novel ended with a kind of imaginary situation that gave her a chance to make up for her mistake. Ian McEwan was born in 1948 in England. His father was an alcohol addict and had spousal abuse toward his mother and the most interesting things about his life, is that Ian's mother suffered from vascular dementia, the same disease that Brioney Tallis – the heroine of Atonement – also suffered from. To start with the novel â€Å"Atonement†, events began with a kind of misunderstanding that occurred for Brioney. Her sister, Cecilia, came to fountain while Robbie, their servant's boy, was watching her almost bare body. Her sister looks ashamed and wear her clothes in front of him. Brioney was in her puberty age and didn't know about sexual relationship as well, so she thought that if he is watching Cecilia in that situation, there must be something wrong about his behavior. She could not cope with this event and her mind was busy with it during that day. On the other hand, somewhere Brioney was telling her memory about his love experience to her friend. We could realize that she loved Robbie as a child while she did not know about sexual relationship and her love was pure. She threw herself into a deep river to see Robbie's reaction and measure his feeling toward herself. It is almost clear that she was jealous of Cecilia and when she understands that Robbie tends to her sister, this makes her idea stronger about Robbie and his sexual problem. Brioney was under a pressure of event in the fountain which another event happened. Robbie gives Brioney a letter to render her sister which was containing sexual words about Cecilia's body. She reads that letter without permission before give it to her sister and it causes to be sure about her belief. She could not cope with it and talks about it with her cousin, Lola, they found Robbie as a sex maniac and decides to protect Cecilia against him. At night, Brioney saw Cecilia and Robbie in the library in the middle of their sexual affair that made a great shock for her. She thought that they committed a huge mistake that she never could realize it so her behavior against Robbie changed, became aggressive, and started to hate him. During dinner the family realized that the twin cousins are gone so all of them went to the woods to find them. In the woods, Brioney saw a rape against Lola under a flashlight in her hands. For the second time she experienced a huge shock in one night and these stressful and disturbing chain of events made her nervous and caused that she connected all of her experiences with each other without thinking and saw Robbie as a sex offender. It was obvious that Brioney did not experience a rape and were just a witness but this subject caused a great fear and shock for a teenager in her age of puberty so she could not have recognized and distinguished true situations. This psychological trauma was a reason which she could not able to think carefully about what she saw and her mind automatically omitted a part of her observation. She professed that Robbie was the person who act that rape and caused his detection. By continuing the novel, it become clear that as Brioney grows up, her mind is busy about past events and doubt her witness. She becomes a nurse during the war to reduces her sense of sin and when suddenly see a news about the engagement between Lola and Paul Marshal, who came to their house with her brother in the year that those events happened, her mind becomes active and she tries to remember the exact things which occurred those days. At last, after passing about five years from her fearful experience, she could recall her memories in peaceful situation and remembers the face of person who act rape, it was Paul Marshal. She wants to make up her mistake and withdraw her testimony but it was too late for Robbie and Cecilia because both died in the war so she uses her talent in writing a novel as a means of confessing. Brioney experienced a psychological trauma during her young ages of her life that made an irreparable mental damages for her whole life. Therefore by seeing the effects of psychological trauma in the all aspect of main character's life, can be concluded that trauma can puts serious effects on individual's mental and physical health that accompanies an individual for his/her entire life.Citation:McEwan, Ian. Atonement. Random House, 2005.Ellam, Julie. Ian McEwan's Atonement. Bloomsbury Publishing, 2009.Pitt, Daniela. The representation of trauma in Ian McEwan's novels† Atonement† and† Saturday†. Diss. 2010.†What Is Psychological Trauma?† Sidran.org, www.sidran.org/resources/for-survivors-and-loved-ones/what-is-psychological-trauma/. â€Å"what is trauma?† https://us.sagepub.com/sites/default/files/upm-binaries/11559_Chapter_1.pdf†Emotional and Psychological Trauma.† Emotional and Psychological Trauma: Healing from Trauma and Moving On, www.helpguide.org/articles/ptsd-trauma/coping-with-emotional-and-psychological-trauma.htm.

Somatic Cells vs. Gametes

Somatic Cells vs. Gametes Multicellular eukaryotic organisms have many different types of cells that perform different functions as they combine to form tissues. However, there are two main types of cells within the multicellular organism: somatic cells and gametes, or sex cells. Somatic cells make up the majority of the bodys cells and account for any regular type of cell in the body that does not perform a function in the sexual reproductive cycle. In humans, these somatic cells contain two full sets of chromosomes (making them diploid cells). Gametes, on the other hand, are involved directly in the reproductive cycle and are most often haploid cells, meaning they only have one set of chromosomes. This allows each contributing cell to pass on half of the needed complete set of chromosomes for reproduction. Somatic Cells Somatic cells are a regular type of body cell that is not involved in any way in sexual reproduction. In humans, such cells are diploid and reproduce using the process of mitosis to create identical diploid copies of themselves when they split. Other types of species may have haploid somatic cells, and in these individuals, all of the body cells have only one set of chromosomes. This can be found in any sort of species that have haplontic life cycles or follow the alternation of generations life cycles. Humans begin as a single cell when the sperm and the egg fuse during fertilization to form a zygote. From there, the zygote will undergo mitosis to create more identical cells, and eventually, these stem cells will undergo differentiation to create different types of somatic cells. Depending on the time of differentiation and the cells exposure to different environments as they develop, the cells will begin down different life paths to create all of the functioning cells of the human body. Humans have more than three trillion cells as an adult, with somatic cells making up the bulk of that number. The somatic cells that have differentiated can become adult neurons in the nervous system, blood cells in the cardiovascular system, liver cells in the digestive system, or any of the many other types of cells found throughout the body. Gametes Almost all multicellular eukaryotic organisms that undergo sexual reproduction use gametes, or sex cells, to create offspring. Since two parents are necessary to create individuals for the next generation of the species, gametes are typically haploid cells. That way, each parent can contribute half of the total DNA to the offspring. When two haploid gametes fuse during fertilization, they each contribute one set of chromosomes to make a single diploid zygote. In humans, the gametes are called the sperm (in the male) and the egg (in the female). These are formed by the process of meiosis, which can turn a diploid cell into four haploid gametes. While a human male can continue to make new gametes throughout his life starting at puberty, the human female has a limited number of gametes she can make within a relatively short amount of time. Mutations and Evolution Sometimes, during replication, mistakes are made, and these  mutations  can change the DNA in the cells of the body. However, if there is a mutation in a somatic cell, it most likely will not contribute to the evolution of the species. Since somatic cells are in no way involved in the process of sexual reproduction, any changes in the DNA of somatic cells will not get passed down to the offspring of the mutated parent. Since the offspring will not receive the changed DNA and any new traits the parent may have will not be passed down, mutations in the DNA of somatic cells will not affect evolution. If there happens to be a mutation in a gamete, though, that can drive evolution. Mistakes can happen during meiosis that can either change the DNA in the haploid cells or create a chromosome mutation which can add or delete portions of DNA on various chromosomes. If one of the offspring is created from a gamete that has a mutation in it, then that offspring will have different traits that may or may not be favorable for the environment.

The 31 Best Books to Read in High School

The 31 Best Books to Read in High School SAT / ACT Prep Online Guides and Tips A huge number of books exist out there, ready and waiting for you to read them. Whether you prefer manga or ancient, epic poems, reading is great for all sorts of reasons. What follows is a list of highly beneficial books to read in high school (or after!). These are remarkable books- books that made history, books that challenge societal perceptions of the world, and books that are quite simply interesting and moving. The books are presented in alphabetical order, and a short description is given for each book, as well an explanation of why it is worth reading. Why Is Reading Important? Why should you read these books? Why should you read at all for that matter? Reading is essential to communication, especially in an era of emails and texting. Beyond even that, though, reading has an array of crucial purposes. It will help improve your grades and test scores. You'll learn about other places, other times, and other cultures. You'll encounter issues you can relate to- issues that speak to you and challenge you to think and feel in new ways. You will grow, empathetically and intellectually. Plus, you'll understand more of the references that crop up all the time in pop culture. Below are 31 books to read in high school that will help you prepare for college and beyond. 1984 (George Orwell) This dystopian novel by George Orwell was written 35 years before the date referenced by the title. In this book, Orwell tells a story that warns readers about the possible consequences of complacency in the face of rising dictators (think Hitler and Stalin) and burgeoning technology ripe for misuse. He describes a world where everything is monitored, right down to citizens’ thoughts, and where any opposition to the ruling class is punishable by extreme measures. The oft-encountered quote, "Big Brother is watching," finds its origin in this novel. The Adventures of Huckleberry Finn (Mark Twain) This sequel to Mark Twain’s The Adventures of Tom Sawyer is much graver in nature than its predecessor. There are still plenty of good antics worthy of a laugh, but it concerns itself largely with a young boy’s attempt to escape severe family dysfunction and the moral implications of his taking an escaped slave as a companion on his adventure down the Mississippi River. Readers should be warned that the "n-word" is used liberally throughout the novel, which tends to be jarring to many a modern ear. Mark Twain wants you to read his novel(s). The Awakening (Kate Chopin) Set in the Creole culture of the late 1800s, this novel by Kate Chopin details one woman’s process of becoming aware of herself. At the time, women were essentially property, and they were expected to act in demure and socially acceptable ways. As the protagonist "awakens" to her emotional and sexual needs, as well as the ultimate truth of her own independence, all sorts of problems ensue. The novel examines the balance between self-respect and selfishness. The Bell Jar (Sylvia Plath) This autobiographical novel by poet Sylvia Plath explores the deep, dark reality of mental illness. The protagonist, Esther, a stand-in for Plath herself, is a college student exploring her talents, interests, and sexuality as she descends into an unsettling spiral of mental instability. It is essential for students to understand the seriousness of mental illness as it is so earnestly portrayed in this book. Black Rain (Masuji Ibuse) Black Rain, by Masuji Ibuse, is about the very immediate, human consequences of the atom bombs dropped on Hiroshima and Nagasaki. It follows a small family of survivors, detailing what happened to them during the days of the bombing and what the effects are some years later. The book adopts a gentle, subtle tone, and yet it is not afraid to delve into very explicit and challenging topics related to the bombings. Bless Me, Ultima (Rudolfo Anaya) This semi-autobiographical novel by Rudolfo Anaya contains a healthy dose of magical realism and is considered a staple of Chicano literature. It combines Spanish, Mexican, and Native American influences, showing openly the ways in which these forces within the protagonist’s life come into conflict. Young Antonio is growing up in a world that leaves him with more questions than answers: major questions about life and death, good and evil, and so on. These issues seem too big for his six-year-old mind, and yet he grapples with them valiantly through the end of the novel. Antonio has lots of questions surrounding his faith traditions. Brave New World (Aldous Huxley) In Brave New World, Aldous Huxley explores themes similar to those found in Orwell’s 1984. Huxley wrote this novel earlier than Orwell wrote his, and yet both deal with dystopian concepts. In particular, Huxley balances utopian and dystopian interpretations of a world that is highly controlled, easily manipulated, and extremely dysfunctional, ready to fall apart at any provocation. There are insiders of and outsiders to this world, and each character views and interacts with the society in a different light. Bury My Heart at Wounded Knee (Dee Brown) Dee Brown covers a lot of historical ground in this book. In it, Brown describes the history of European Americans as they interact with (and slaughter) the Native Americans who already inhabit what they claim as their country. It’s an infuriating and accurate tale of mistreatments and abuses, as well as the unfortunate decline of a noble people trying to defend their established way of life. It’s essential for students to understand this part of United States history. The Catcher in the Rye (J. D. Salinger) This bold and controversial novel by J. D. Salinger centers around ideas including adolescent sexuality and relationships. The protagonist is constantly bouncing around from person to person, place to place, activity to activity. Critics were greatly offended by Salinger’s frank discussions of sexual matters and his generally very casual style. This book is an important read in part because of its direct relevance to struggling adolescents and the issues they face. The Crucible (Arthur Miller) Arthur Miller wrote this tragic play in the early 1950s. While it is somewhat loosely based on the Salem witch trials of 1692, and while it is likely intended as an allegory to McCarthy’s rooting out of suspected Communists at the time of the play’s writing, the issues it touches on are much more broadly applicable. This is an important dramatic work on how hysteria, cruelty, and ignorant gullibility destroy communities. Bonus: Studying The Crucible for school and struggling? Check out ourThe Crucible study guides here! There are lots of accusations of creepy stuff in The Crucible. The Diary of a Young Girl (Anne Frank) Anne Frank’s published diary is different from a typical literary work. It’s a true account of the life of one Jewish girl during the Holocaust, and, while Anne Frank wrote some passages with publication in mind, others she did not. When the book was first published, many passages that her father, Otto Frank, found too long, unflattering, or inappropriate were excluded. Today, the book is available with all material included. Gaining some understanding of this horrific genocide is crucial to students. Fahrenheit 451 (Ray Bradbury) Books are on trial in this astounding work by Ray Bradbury. Set in yet another dystopian future where firemen are employed to burn books and the houses that contain them, Fahrenheit 451 tells the story of a fireman who begins to wonder what books have to offer. This novel is an ode to literacy, and, while it has its tragic moments, it ultimately leaves readers with a message of hope. Flowers for Algernon (Daniel Keyes) Daniel Keyes writes a very warm and human form of science fiction in Flowers for Algernon. The novel tells the story of a man considered mentally retarded who is selected for an intelligence-enhancing surgery. The book follows the effects, both positive and negative, that come from the sudden change in his I.Q. This is a moving read for students who wish to understand how intelligence plays into our humanity. For Colored Girls Who Have Considered Suicide When the Rainbow is Enuf (Ntozake Shange) In For Colored Girls†¦, Ntozake Shange creates choreopoetry (poetry meant to be performed with movement and dance) that covers important themes of race, gender, abuse, and perseverance. It’s largely a deep and dark poem, but it contains a message of hope. This is an awesome opportunity for readers to get exposure to poetry in a very relevant and theatrical form. The rainbow contains all sorts of symbolism. Frankenstein (Mary Shelley) First off, let’s all be clear: as some will already know, Frankenstein is not a monster. Rather, the very human Victor Frankenstein is responsible for creating what we recognize as the monster from the story; the creature itself is nameless. Mary Shelley wrote this Gothic thriller in the early 1800s, and yet we remain fascinated by this tale of playing God and facing the consequences. It’s an eerie tale with themes that run deep. The Grapes of Wrath (John Steinbeck) John Steinbeck’s masterful The Grapes of Wrath centers around the Great Depression and the Dust Bowl in American history. It’s a story of hope and despair, moving from one to the other and back again seamlessly throughout the novel. While loaded with biblical allusions, it is not heavy-handed with them, and the writing is often praised as realistic and beautiful. Great Expectations (Charles Dickens) Great Expectations, by Charles Dickens, is a staple of English literature. It’s one of his most autobiographical works; it tells the story of a young boy, orphaned and poor, who ultimately experiences a drastic change in his fortunes. In addition, he learns much about love, trust, and relationships in this coming-of-age novel. As the title suggests, the novel also contains discussions of hope, disappointment, and expectations. The Great Gatbsy (F. Scott Fitzgerald) F. Scott Fitzgerald wrote in The Great Gatsby a novel that in many ways closely reflected his own experience. The decadence of the Jazz Age was, as is revealed in the novel, both enticing for many and revolting for some. The Great Gatsby follows the quest of a wealthy young man to win back the love of his life by extravagant displays of riches and social connections. As the plot builds to its climax, readers, along with Gatsby's simpler, humbler friend and neighbor, are left to ponder the passing of an era in American history. BONUS: Reading The Great Gatsby for school but finding it hard to keep track of all the characters? We have several study guides that might be able to help, including our guide to all the characters in The Great Gatsby. The Joy Luck Club (Amy Tan) Amy Tan’s novel, The Joy Luck Club, deals with intergenerational and intercultural questions. Tan seeks to represent the Chinese-American experience while also representing issues of mother-daughter relationships and the passage of time. The book focuses on four mother and four daughters across four sections of the novel for a total of sixteen stories that come together to complete this total work. Lord of the Flies (William Golding) William Golding’s Lord of the Flies speaks to the evil and degenerate potential that lurks within each human. It can be interpreted religiously, politically, psychoanalytically, or any number of other ways, but the basic premise is that a group of schoolboys stranded on an island descend into grotesque savagery. It’s a disturbing story, to be sure, but one that is important to be familiar with in a world where savage instinct too often presents itself today. The Lord of the Rings and The Hobbit (J. R. R. Tolkien) As with any work, The Lord of the Rings and The Hobbit are not everyone’s cup of tea, but they’re hugely rewarding pleasure reading for too many fans to count. Tolkien’s masterpieces are more than just pleasure reading, though; the trilogy covers major themes of the epic struggle between good and evil, the necessity of persevering through immensely difficult ordeals, and how to apply mercy. Tolkien asks major questions about those who are evil versus those who are misguided and what we should do when our paths intertwine with any such individuals. The Hobbit is lighter and more kid-focused, but still addresses important themes. The Odyssey (Homer) The Odyssey is an epic poem nearly three thousand years old that’s attributed to the blind poet Homer. It tells the story of a war hero’s ten-year quest to return to his home, wife, and son. He encounters a number of varied setbacks along the way, and the trouble isn’t over when he gets home. The Odyssey deals with human interactions with the gods, bringing up questions of righteousness, wrongdoing, and pride as well as ideas of faithfulness and patience. Odysseus was a fan of the ladies. Oedipus Rex (Sophocles) This play by Greek dramatist Sophocles is about a man who inadvertently kills his father and marries his mother. It’s dark subject matter, and nothing good comes of it, as you may well suspect. This another example, as in The Odyssey, of the divine tinkering with human lives and the great sin of pride. One Flew Over the Cuckoo's Nest (Ken Kesey) Ken Kesey documents in this work the darkest side of mental health care as it existed in the 1960s. While certainly not all mental health care was like what’s described in the book, nor is it all like that today, audiences of the novel are aghast that any care might even vaguely resemble the horrors discussed. Despite how disturbing the storyline is, it’s important for readers to recognize the vulnerability of this too often overlooked segment of society. Pride and Prejudice (Jane Austen) Jane Austen’s Pride and Prejudice follows a family with five daughters, all unwed, and all, due to English customs of the late 1700s and early 1800s, in need of wedding. Of the five daughters, Elizabeth is the focus of the novel, though the others are discussed aplenty. While marriage is one of the central ideas in the novel, there are plenty of other themes to be picked apart, including ones that touch on pride, prejudice, first impressions, love, misunderstanding, and manipulation. This is, all around, a classic piece of literature, and one with which to be familiar. Next up: one of my favorites, William Shakespeare. Romeo and Juliet or Hamlet (William Shakespeare) William Shakespeare’s Romeo and Juliet is familiar to most people on some level: two teenagers from feuding families fall in love and ultimately sacrifice their lives to their passion. Of all of Shakespeare’s works, it's a particularly popular one to read in high school for a variety of reasons. For one thing, it deals explicitly with teenaged love, and, for another, it’s a relatively simple plot that’s nonetheless action-packed. It also opens with a shameless series of very witty dirty jokes, and such humor is scattered throughout the rest of the show. Then there’s the thematic material, which includes obedience, fate, and rash decisions, among others. For those who don’t wish to read about teenagers mooning for each other to the point of suicide, there’s always Hamlet. This story follows a Danish prince whose father has died and whose mother has almost instantly married the father’s brother. When Hamlet discovers, via an appearance of his father’s ghost, that his uncle murdered his father, all sorts of interesting events ensue. There’s madness (real and feigned), murder, suicide, treason, and a lot of waffling over the right course of action. As an added bonus, those who read Hamlet may wish to read Tom Stoppard’s Rosencrantz and Guildenstern Are Dead. It follows the events of Hamlet from the perspective of two minor and typically much-maligned characters. It’s also hilarious, if absolutely weird. Slaughterhouse-Five (Kurt Vonnegut) Slaughterhouse-Five is a fictional account of events in some ways very similar to what the author himself experienced as a prisoner of war in WWII. He writes about the atrocities humans commit upon each other, and he also mixes in a number of other concerns, some heavy, some light, such as death, aliens, and the ability to see other points in time, past or future. Their Eyes Were Watching God (Zora Neale Hurston) The novel Their Eyes Were Watching God by Zora Neale Hurston has been much criticized over the course of its history, and yet it stands as one of the great classics of American literature. It tells the story of a black woman who is full of zest and passion and who is passed from man to man as she goes through life. With her first husband, she is absolutely miserable; with her second husband, it’s more bearable, for a time; and with her third man, she finds happiness. The trials and tribulations she undergoes with all three make for an interesting examination of what it takes for Janie to free the strong, confident woman within. (Not an actual representation of Janie. Same approach to life, though.) Things Fall Apart (Chinua Achebe) In Chinua Achebe’s Things Fall Apart, readers encounter a complex and beautifully rendered examination of life with the Igbo tribe in Africa, both before and after the white man’s interference. Okonkwo is the protagonist, and he goes through a number of difficulties that put him in the position of making distasteful decisions. Readers are left to wonder whether things are falling apart because that’s simply the way of the world or whether different decisions could have kept them together. The inevitability of change is neatly demonstrated. To Kill A Mockingbird (Harper Lee) Harper Lee’s To Kill a Mockingbird deals with elements of racism, courage, sympathy, understanding, and hope. It tells the story of a small town where a black man has been falsely accused of raping a white woman. The daughter of the lawyer defending the accused is the main protagonist, and another aspect of the story is her journey from bemused mockery to gentle understanding with regard to an eccentric man in the town. To Kill a Mockingbird rose to prominence during the Civil Rights Movement and remains as potent today as it ever was. The Ugly American (Eugene Burdick and William Lederer) The Ugly American by Burdick and Lederer is a denouncement of the American practice of sending insensitive diplomatic figures into foreign countries. Through a series of vignettes, it demonstrates American inefficiency overseas. It so impressed John F. Kennedy while he was a Democratic senator that he sent a copy to each and every one of his Senate colleagues. It can be an uncomfortable read, but a worthwhile one. Conclusion If you can read through these 30-odd books before you graduate high school, you'll be in a good shape, from a literary perspective. Even if you can't read all of them, picking a few would not be a bad place to start. You might start with those that simply sound the most interesting to you, or you could look for themes in the books that relate to what you're learning in school. If you're studying McCarthyism, for instance, maybe try The Crucible; if you're studying the Holocaust, maybe try The Diary of a Young Girl. These stories are immensely powerful. Some are newer, having instantly won their place in the pantheon of classics, while others have proven themselves by withstanding the test of time. Readers will find that they resonate with some books more than others, and that's fine; the point is that all of these books have important messages to communicate, and I encourage readers to be open to finding out what those messages are. Open a book, and you'll find all sorts of messages! Usually not in bottles, though. What's Next? A lot of these books may be read or referenced in AP English Lit classes. Check out our guide to AP Literature for tips on preparing for the exam. If you're not sure whether to take AP English Language or AP English Literature, allow us to provide you with some thoughts on the topic. While we're on the topic of literature, why don't you take a moment to read some recommendations on which English classes you should take during your high school career? Are you both a reader and interested in becoming a doctor? Then you should definitely take a look at our list of books to read as a pre-med student. And as a reminder, if you decide to read The Great Gatsby or The Crucible, you can check out our analyses of each to help you along the way! Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Pomodoro, Ltd. Business Research Paper Example | Topics and Well Written Essays - 1000 words

Pomodoro, Ltd. Business - Research Paper Example Comprehensive interpretation of the United States employment related laws and regulations and how they apply to Pomodoro, Ltd. There are many laws, in the United States that were established by the Civil Rights Acts of 1964 and the Equal Employment Opportunity Commission (EEOC), which deal with the employment of people in America. These laws include the executive orders and the federal laws that apply to both job applicants and employees in all workplaces, in the United States. According to Robinson, Franklin and Wayland (2009), the main aim of the employment laws and regulations is to ensure equal employment and fair treatment of all working individuals in America without regards to nationality, gender, disability, race, or age. Child Labor Laws Child Labor Laws restrict the hiring and abuse of young workers, which include the youths and individuals under the age of sixteen years. Dunlop (1994) argues that Child Labor Laws protect the employment of young workers in jobs that are too dangerous and risky for their safety and health, and their educational opportunities. These laws also list about seventeen occupations that are said to be hazardous and too dangerous for young workers. However, Pomodoro, Ltd does not higher young workers under the age of sixteen years. ... FLSA also deals with recordkeeping and the standards of youth employment that affect employees in local, state, and federal governments (Walsh, 2009). For instance, according to the United States Department of Labor, on 24th July 2009, FLSA established the minimum compensation for nonexempt workers as $ 7.25 per hour. Apart from setting the minimum wages for employees, FLSA also establishes compensation for employees who work overtime. According to the FLSA law, exempt workers do not need any overtime compensation; thus, Pomodoro, Ltd does not compensate any of its exempt workers when they work overtime such as the financial analysts and program administrators. However, it pays its non-exempt employees about 1.5 times their hourly rate when they work overtime for more than 40 hours in a work week. For this reason, Pomodoro, Ltd observes this law in order to motivate its employees to produce quality products. Equal Employment Opportunity Commission The Equal Employment Opportunity Com mission (EEOC) enforces the Federal laws that protect job applicants and employees against discrimination in the workplace environment in terms of their color, nationality, gender, race, age, religion, disability or sexual orientation. Additionally, Cihon and Castagnera (2010) argue that EEOC also protect individuals who complain about discrimination or are involved in investigating cases of discrimination in the workplace from being discriminated. Pomodoro, Ltd understands that employment discrimination is illegal in the United States; thus, they have a diverse workforce, which include employees from different backgrounds. This workforce consists of a mixture of races i.e. a number of Latinos, African Americans, and Caucasians among others. There is