Paddy Clarke Essays - Paddy Clarke Ha Ha Ha, Roddy Doyle, Literature

Paddy Clarke 'Paddy Clarke, Ha Ha Ha' has no authorial presence at all. Yet the reader gains a richer understanding of Paddy's situation than he, or any ten year old child, could ever have. How does Roddy Doyle achieve this with regard to Paddy's parent's break up? One of the first and most relevant passages in the book is when Patrick wakes up and hears the television and from that knows that his parents are still awake. He stays on the stairs and listens to 'Ma' and 'Da' arguing in the kitchen. We can tell that he doesn't want to believe that there is any serious trouble by the fact that as soon as it stops he 'realises' that it wasn't anything to worry about and goes back to bed. Another event leading up to Paddy's parent's break up is when Ma decides that it is time they went out for a family outing. However, as it was raining they had to take the car and drive to a place that was close enough to walk but the weather wouldn't allow them to. The family has a picnic in the car but, oblivious to Paddy and his brother, his parents are having another disagreement. Patrick hears his mother say something but think that his father hears her. He doesn't realise that 'Da' is ignoring her. When 'Ma' leaves the car Paddy and his brother assume that she has gone for ice creams but she gets back in because "It was too wet for Cathy". Patrick knows that something had happened but didn't know what. On several occasions the subject is changed to avoid the children being subjected to the tension between 'Ma' and 'Da'. In one instance Paddy walks in from school and into an argument. This makes him more aware of the problems, his father then asks him about school to change the conversation. From this passage I have noticed that Patrick seems to view things as black and white, not in the literal sense but as straight forward and short term. He doesn't realise that things go deeper or that he has a false sense of control. Another of the most important pieces of this book is when Paddy is sitting on the stairs listening to his parents arguing and he is rocking back and forth. This shows that the tension between his parents is affecting him more than anyone thinks. The 'rocking' action can be described as tension deficit, which can be caused by loneliness or attention seeking. In Roddy Doyle's novel, Paddy Clarke Ha Ha Ha, young Patrick is so distressed over his parents' fighting with each other that he stays up all night trying to prevent their quarrels. Like many children whose parents break up, Patrick thinks he is somehow responsible, but he does not understand what is going wrong or why. He loves both of them, especially his mother. He acts out his anxiety over the discord between his parents by often getting into fights and by being mean and abusive to his younger brother. For awhile he thinks that if he were to run away, his parents would stay together. He thinks of questions to ask them so they will talk to him and not fight with each other. But his father leaves for good, and Paddy is left with the teasing chant of his schoolmates: "Paddy Clarke, Paddy Clarke, Lost his Da, Ha, Ha, Ha."

5 Tips for Writing a Great Th Grade Essay

5 Tips for Writing a Great Th Grade EssayIf you want to write a great, persuasive essay, the first thing you must do is prepare for your th grade essay using a good, appropriate study guide. However, how can you expect to have a successful th grade essay without knowing what is expected of you? Following are five different guidelines that will help you create a successful, quality-based article.First, check the grammar section of your essay for any flaws. Do not skip this step. While there is no magic or quick fix for editing your essays, you can use a grammar checker. An easy way to check grammar is to make sure that the essay is clear and concise. Pay attention to any grammatical errors, as they may be clues to an underlying problem in your writing.Second, pay attention to the word usage. How do you write the first person? How do you use the passive voice? Do you use sub-sections and multiple descriptions of the same sentence? All of these topics can create difficulties when it com es to sentence construction.Third, consider your tone. Do you communicate your ideas clearly? Some topics, such as smoking and drug abuse, require a lot of judgment calls to effectively communicate your views.Fourth, consider your personal experiences in your writing. Your experiences, both personal and professional, can impact the subject matter. Personal experiences can be awkward and difficult to address. However, these experiences can provide a powerful opportunity to impart a powerful message.Fifth, get ready with good examples. Choose a couple of good examples from your life and write about them. Good examples can highlight one's experiences and can be a great way to relate to readers. There are a number of example problems online for th grade essay that you can use. Using examples in your article will help to keep your writing fresh and interesting.For your th grade essay, remember to plan, prepare, practice, and build your points. You do not have to plan your essay so well t hat you can't think of a single thing to write about. However, you should plan well enough to allow for all aspects of your writing to come together.By following these five tips, you will create a more successful, persuasive essay that will make the school and your professor proud. Good luck!

What a Main Idea Is and How to Find It

What a Main Idea Is and How to Find It Questions about the main idea of a passage are popular on reading comprehension tests, but sometimes, those questions are pretty difficult to answer, especially for students who are not completely sure they understand what the main idea really is.  Finding the main idea of a paragraph or longer passage of text is one of the most important reading skills to master, along with concepts like making an inference, finding the authors purpose, or understanding vocabulary words in context. Here are a few techniques to help understand what, exactly, is a main idea and how to identify it accurately in a passage. How to Define the Main Idea The main idea of a paragraph is the primary point or concept that the author wants to communicate to the readers about the topic. Hence, in a paragraph, when the main idea is stated directly, it is expressed in what is called the topic sentence. It gives the overarching idea of what the paragraph is about and is supported by the details in subsequent sentences in the paragraph. In a multi-paragraph article, the main idea is expressed in the thesis statement, which is then supported by individual smaller points. Think of the main idea as a brief but all-encompassing summary. It covers everything the paragraph talks about in a general way, but does not include the specifics. Those details will come in later sentences or paragraphs and add nuance and context; the main idea will need those details to support its argument. For example, imagine a paper discussing the causes of World War I. One paragraph might be dedicated to the role that imperialism played in the conflict. The main idea of this paragraph might be something like: Constant competition for massive empires led to increasing tensions in Europe that eventually erupted into World War I. The rest of the paragraph might explore what those specific tensions were, who was involved, and why the countries were seeking empires, but the main idea just introduces the overarching argument of the section. When an author does not state the main idea directly,  it should still be implied, and is called an implied main idea. This requires that the reader look closely at the content- at specific words, sentences, images that are used and repeated- to deduce what the author is communicating. How to Find the Main Idea Finding the main idea is critical to understanding what you are reading. It helps the details make sense and have relevance, and provides a framework for remembering the content. Try these specific tips to pinpoint the main idea of a passage. 1) Identify the Topic Read the passage through completely, then try to identify the topic. Who or what is the paragraph about? This part is just figuring out a topic like cause of World War I or new hearing devices; dont worry yet about deciding what argument the passage is making about this topic. 2) Summarize the Passage After reading the passage thoroughly, summarize it in your own words in one sentence. Pretend you have just ten to twelve words to tell someone what the passage is about- what would you say? 3) Look at the First and Last Sentences of the Passage Authors often put the main idea in or near either the first or last sentence of the paragraph or article, so isolate those sentences to see if they make sense as the overarching theme of the passage. Be careful: sometimes the author will use words like but, however,  in contrast, nevertheless, etc. that indicate that the second sentence is actually the main idea. If you see one of these words that negate or qualify the first sentence, that is a clue that the second sentence is the main idea. 4) Look for Repetition of Ideas If you read through a paragraph and you have no idea how to summarize it because there is so much information, start looking for repeated words, phrases, or related ideas. Read this example paragraph: A new hearing device uses a magnet to hold the detachable sound-processing portion in place. Like other aids, it converts sound into vibrations, but it is unique in that it can transmit the vibrations directly to the magnet and then to the inner ear. This produces a clearer sound. The new device will not help all hearing-impaired people- only those with a hearing loss caused by infection or some other problem in the middle ear. It will probably help no more than 20 percent of all people with hearing problems. Those people who have persistent ear infections, however, should find relief and restored hearing with the new device. What does this paragraph consistently talk about? A new hearing device. What is it trying to convey? A new hearing device is now available for some, but not all, hearing-impaired people. Thats the main idea! Avoid Main Idea Mistakes Choosing a main idea from a set of answer choices is different than composing a main idea on your own. Writers of multiple choice tests  are often tricky and will give you distractor questions that sound much like the real answer. By reading the passage thoroughly, using your skills, and identifying the main idea on your own, though, you can avoid making these 3 common mistakes: selecting an answer that is too narrow in scope; selecting an answer that is too broad; or selecting an answer that is complex but contrary to the main idea.   Resources and Further Reading How to Find a Stated Main IdeaHow to Find an Implied  Main IdeaFinding the Main Idea PracticeFinding Main Ideas In Paragraphs,  http://english.glendale.cc.ca.us/topic.htmlFinding the Main Idea, Columbia College Updated by Amanda Prahl

A Day in the Life of a STEM Major

For a high school student who hasn’t experienced life on a college campus, it’s hard to know exactly what to expect. How busy will you be on a daily basis? How much time will there be for extracurricular clubs or socializing? And how many hours can you expect to spend in the library? It’s hard to foresee exactly what your daily life will look like, and that can be an intimidating uncertainty. There are many factors not yet determined that will affect your routine. What college you ultimately attend, what major you pursue, and which extracurriculars you choose to participate in will all play integral roles in your day-to-day routine.   If you’re considering a STEM major, you might have heard that there’s a lot of work ahead of you. Indeed, STEM courses are known as time-consuming and intensive. Will it be overwhelming? Will you still have time for the other commitments that are important in your life? A little bit of insight can go a long way, and here at we have a team of experts who have been in your shoes. Read through our breakdown of a STEM major’s daily life, and then check out our Mentor Program . You’ll have access to the insights of peer mentors who have been through a competitive STEM program and are ready to share with you all the ins and outs of life on the STEM path. STEM is an acronym for science, technology, engineering, and math, and it encompasses some of the quickest growing career industries. In 2010, there were estimated to be 7.6 million STEM workers in the United States, accounting for about 1 in 18 workers. STEM occupations were projected to grow by 17% from 2008 to 2018, compared to a projected 9.8% growth for non-STEM occupations. STEM workers also earn more than their non-STEM counterparts—26% more on average. Furthermore, STEM degree holders continue to earn more regardless of whether they work in STEM or non-STEM occupations. STEM careers also tend to require higher levels of education, with more than two-thirds of STEM workers holding a college degree, compared to less than one-third of non-STEM workers.       While it’s clear that a degree in STEM will serve you well, it’s also known that it won’t be easy. A 2014 study by the National Center for Education Statistics revealed that nearly half of all college students who pursue STEM degrees leave the field or drop out. While this attrition rate is roughly the same as other fields, it is being targeted for improvement by colleges, based on the steep rate of job growth demanded by the STEM industry. Basically, in order to meet the growing demand, colleges need to graduate more STEM majors. In response to this quickly increasing demand, more and more colleges and universities are identifying risk factors for leaving STEM fields and implementing support systems to help STEM majors stay on track. Students are more likely to drop out of a STEM program if they take lighter credit loads in STEM courses in the first year, take less challenging math courses in the first year, or perform more poorly in STEM classes than non-STEM classes. To support these students, many colleges and universities are providing increased office hours and tutoring sessions during entry-level STEM classes. With such a quickly growing industry, it’s important that students interested in pursuing STEM are supported as much as possible.       Like any degree, pursuing a STEM degree is a significant commitment. In fact, many sources point to it being a more rigorous and time-intensive commitment than other majors. There are many factors that will weigh into how busy you are as a STEM major. Here are the biggest ones: In order to be considered a full-time student at most colleges and universities, you will need to take at least 12 credit hours each semester. This means spending 12 hours in class on a weekly basis. While this is the minimum course load to be considered full-time, most students need to take 15 credit hours to be on track to graduate in four years. The course load is impacted by required coursework. Each major has specific course requirements and students who are considering graduate school or med school will have even more courses to consider in order to qualify for these postgraduate programs. Furthermore, many colleges and universities have specific graduation requirements that include broader coursework than that prescribed by a single major. These requirements are intended to expose students to a variety of content areas and produce more well-rounded graduates. If you’re considering a STEM major, it’s important to realize that it’s not uncommon to be required to take classes in other disciplines as well. Sometimes, students who are enrolled in STEM majors will select classes widely perceived as â€Å"easy† in order to fulfill non-STEM requirements. This makes sense due to the often more intensive time commitment required in STEM courses. There are usually many interesting choices to fill course requirements in the humanities or social sciences, and these classes don’t necessarily have to take time away from your STEM studies. Our Early Advising Program helps students in 9th and 10th grade discover their passions and build strong academic and extracurricular profiles to succeed in high school. STEM majors put in a lot of work outside of their regular class hours. If you’re considering a STEM major, you can plan on spending about 20 hours studying each week, according to a 2011 study by the National Survey of Student Engagement . Furthermore, these study hours do not include any time that you might spend attending your professor’s office hours or even discussing your coursework amongst friends, both of which are regular occurrences for STEM majors. Many college students hold jobs in addition to their coursework. These jobs are sometimes required through work-study programs or are financially necessary. In 2011, 71 percent of the nation’s 19.7 million college undergrads held jobs. Of that number, one in five students worked at least 35 hours per week. More commonly, though, students work 10-15 hours in the average week. Students in STEM fields might be able to find a paid research position through their school to fulfill their work requirements, but if this isn’t the case, sometimes STEM majors volunteer as research assistants or interns. In other cases, students might be able to receive course credit for their research. Extracurriculars are a valuable component of any college education and have been associated with a positive impact on the academic experience of students ranging in age from middle school to undergrads. On average, undergraduate engineering majors spend about the same amount of time on extracurriculars as students in other majors. This averages about eight hours per week and includes things like sports, clubs, and student government or volunteer associations. As you can see, there are a number of factors that influence how busy you will be as a STEM major. Although no two student experiences are exactly alike, using the studies and statistics available, it’s easy to get a picture of what the average STEM student can expect in college. Keeping all of this in mind, here is what you can expect on an average day as a STEM major: 8:00 AM: Wake Up! You have a full day ahead of you and you’ll need to grab a quick bite of breakfast before you get started. Take a quick shower and get moving. 8:30 AM: Head to the dining hall or a local cafe to grab some coffee and a bite to eat on your way to your first class. 9:00 AM: Your first class of the day begins. Maybe it’s organic chemistry or calculus II. Either way, don’t forget your notebook! 10:30 AM: You’re done with your first class of the day. Time to squeeze in some studying and maybe pick up another coffee. 12:00 PM: With a solid hour plus of studying under your belt, now is time to grab some lunch before your afternoon classes begin. 1:00 PM: Class again. Maybe this time it’s a lab or a school-required humanities class. 2:30 PM: You’re done with classes for the day! Before you rush out though, you might stop in for office hours to ask some questions or get a little guidance on your newest problem set. 3:00 PM: After you hit office hours, it’s time to rush to soccer practice. Don’t be late! 5:00 PM: Practice is done, have a quick shower and squeeze in some study time before dinner. 6:30 PM: You have a little time to get dinner before you go to work. 7:00 PM:   Work. Maybe you’re in the lab with a professor, or maybe you’re serving coffee at the campus cafe. Either way, it’s money in your pocket. 9:00 PM: Your shift is over, phew! Maybe you can squeeze in a little more study time. 10:00 PM: Have you finished your homework? If so, now you get some time to catch up with friends, relax, and get ready for the day ahead. 11:00 PM: Hit the sack! You’ve got to do it all again tomorrow. This day sounds busy, but if you break it down, it’s actually pretty well-rounded. You’ve spent three hours in class. You’ve studied or done homework for three or four hours, worked for two hours, and gone to soccer practice. You had some time to enjoy meals with friends, touch base with a professor during office hours, and even hang out and socialize a little before bed. Does it sound busy? Sure! Does it sound impossible? No way! Of course, no matter what major you pursue, there will be some days that do seem impossibly busy, while others will seem luxuriously slow. Life as a STEM major might be busier than the average college student’s life, but it isn’t crazily so. If you’re genuinely interested in STEM industries and you’re willing to invest some time and energy into getting yourself there, you may ultimately be rewarded with job security and a solid paycheck. If you’re interested in hearing more about life as a STEM major, don’t forget to contact ’s Mentoring Program , which provides practical advice on topics from high school activities and college applications to career aspirations, all from successful college students who have been in your shoes.

MULTINATIONAL CORP-EVOL & CUR ISSUE Essay Example | Topics and Well Written Essays - 1000 words - 2

MULTINATIONAL CORP-EVOL & CUR ISSUE - Essay Example However, it is important that one understands the significance of this merger to the two companies, their shareholders, competitors, the industry and the consumer (Rumyantseva and Enkel, 2002). In any given industry â€Å"The Rule of Three† manifests itself in the manner in which companies move within the market. The Technology Sector is undoubtedly one of the most oligopolistic, yet monopolistic markets in the modern day. This makes it conform to the rule of three, a fact that may have influenced and possibly affected the manner in which the market is shaped. The rule of three suggests that every industry that is free of major entry barriers and regulatory constraints depicts two types of competitors; full time generalists and product/market specialists (Tu, 2014). Full line generalists are volume-driven and as their market share grows, so does their financial performance they own 10 to 40% of the market share. These full-line generalists usually depict very good financial performance as long as they maintain their control of the market (Sheth and Sisodia, 2002). Product or market specialists on the other hand control 1 to 5 % and have curved out a niche in the market in which they control considerably. Their financial performance is inversely proportional to its market share, i.e. as their market share grows, their financial performance diminishes. Any firm that owns more than 5% but less than 10% of the market is in the ditch. Such companies depict the worst financial performance and are either taken over by a full-line generalist to increase their market share or by a product/market specialist seeking to grow into a full-line generalist (Sheth and Sisodia, 2002). Every market usually has three full-line generalists. Even though at one time there would be more than three, the market usually shakes up to provide three full-line generalists. Consider the

ENVS Essay Example | Topics and Well Written Essays - 1000 words

ENVS - Essay Example Interaction between contaminated water and body surfaces of plants and animals also has adverse consequences to establish significance of water quality to environmentalists. This paper reports on water quality of a section of Cherry Creek, based on results from a field study. The experiment aimed at understanding the anthropogenic and natural sources of common water pollutants and understanding the role of sampling and sources of errors in performing an experimental analysis. The study was conducted on July 16, 2013, from Denver country’s Platte River and the experimental procedures implemented near bridge down. The one hour exercise was conducted in the afternoon in a sunny weather and a temperature of 790 . Prior 48-hour period to the exercise had an average temperature of 73.50 and a combination of rainy and sunny weather. Existence rain prior to the study indicates chances of pollution while the river section had algae growth of five percent, no submerged aquatic plants wi th grass vegetation along the road to the stream site. The stream’s bottom was majorly composed of sand, 60 percent, gravel, 10 percent, silt, 10 percent, and rock shelf, 20 percent. Water contamination from pollutant gases that gets absorbed in rainwater and washed materials from earth’s surface were therefore anticipated. ... The jar was then held near the bottom of the stream and water collected from an inverted position of the submerged jar. Water was allowed into the jar for 30 seconds and turbidity chart used to determine the water’s turbidity level. The water was emptied into the stream and the same collection procedure repeated for tests on alkalinity, dissolved oxygen, hardness, nitrate level, Ph level, phosphate level, ammonia level, water temperature and coli form bacteria. Data Data shows concentration of the tested components that dissolved in water: alkalinity, dissolved oxygen, nitrate, and ammonia. Concentration was measured in ppm and the different minerals had different concentration level in the stream water. Other measures are turbidity, hardness, pH, coli form bacteria and water temperature. The following table summarizes results of the experiment. Turbidity Alkalinity DO Hardness Nitrate pH Phosphate Ammonia Q Tem 40 JTU 180 ppm 3 ppm 240 ppm 2 ppm 7.6 1.5 ppm > 4 ppm 34.61 260 c The table bellow summarizes data from other experimental groups. Turbidity Alkalinity DO Hardness Nitrate pH Phosphate Ammonia Q Tem H1 20 JTU 120 ppm 6 ppm 360 ppm 1 ppm 7.5 1.5 ppm 0.25 ppm 32.536 250 c CCH2 0 JTU 240 ppm 4 ppm 280 ppm 0 ppm 7.5 4 ppm 0 ppm 22.16 270 c PH2 80 JTU 180 ppm 4 ppm 240 ppm 2 ppm 7 4 ppm 0 ppm 20475 280 c Results The study reported a turbidity level of 40 JTU. This value is far beyond the recommended maximum level of 0.5 JTU. Reported rainfall in the past 48 hours to the exercise could be one of the reasons for the high turbidity level. While this is a temporary but recurrent cause of turbidity, a more permanent cause could be washed physical materials from the streams banks and base at regions before the

Genocide Essays -- essays research papers

Genocide is a reality that no one can ever conquer or vanish if they are working alone or do not look at the consequences upon taking choices of action. We as Americans feel it is our duty to only take a course of action if we know and are fully aware of the actions being made against the people, or if we are being affected directly. If it does not affect us and we do not know about it then obviously we cannot do anything about it.   Ã‚  Ã‚  Ã‚  Ã‚  We feel that if we know what is going on and it is not directly affecting us then we will tell them to stop what they are doing and give them a â€Å"false† threat to hopefully scare them into stopping whatever they are doing. We also feel that if we are not being directly attacked and we know what is going on we will wait for surrounding UN countries to take action before sending our troops into something we are not excited about getting into. If the UN troops fail, we will jump in and try our best to stop whatever is going on. However, if they succeed then we will not intervene with the process of any clean up of the genocide or after activities.   Ã‚  Ã‚  Ã‚  Ã‚  Our first priority on our country today is the citizens living inside of it. We have millions of troops in our army, marines, navy, and air force that would be going over and risking their lives for something we aren’t apart of. If the other countries can handle it then why should we be involved?   Ã‚  Ã‚  Ã‚  Ã‚  We also need to respe...