Strategies for Effective Note Taking

Strategies for Effective Note Taking EP 27: Strategies for Effective Note Taking EP 27: Strategies for Effective Note Taking This week on Episode 27 on the Homework Help Show, Cath Anne reviewed note taking techniques and how to use your notes to study. Tune in to prepare for back to class! Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:05] Hi there! Welcome back to our channel! Cath Anne: [00:00:08] For those of you who dont know me, Im Cath Anne host of The Homework Help Show as presented by Homework Help Global. We are about three weeks out before school is back in session and maybe some of you are already visiting your new campus. So, this week we wanted to provide you with some information on how to take effective notes and get you ready for going back to class. Cath Anne: [00:00:34] As some of you may know, taking notes in university and college is much different than taking notes in high school. Perhaps you didnt get the skill of taking notes in high school and now youre looking for some pointers. Are you ready for university? Cath Anne: [00:00:50] Today were going to give you those pointers. We will look at how you can prepare for class to get ready to take effective notes. Well look at some specific notetaking techniques and then well talk about how to best use those notes in your study. So we hope this session will be of benefit to you. Cath Anne: [00:01:10] Lets jump in. Cath Anne: [00:01:13] The first step towards taking good notes is to prepare for class ahead of time. If your professor has provided you with a syllabus, use that to become familiar with the topic or topics which will be covered that day. Cath Anne: [00:01:28] Prepare further by taking time to skim or read the required readings for that day. When you read the information about a topic prior to going to class you are more likely to retain the information the professor introduces. You will already have the knowledge of the material and youll know what to expect. Youll know what will be discussed and you will be prepared to engage with the material which in the long term is going to help you to retain that information. Cath Anne: [00:02:06] Of course before you attend class it is essential to make sure that you pack all the things which you need to be successful. These are things like books, pens, pencils, and notebooks. It seems obvious but they are needed supplies for class. You might also want to bring your laptop if that is something that you find helpful. You may also want to pack some water. Make sure you have a reusable water bottle, be environmentally conscious. You might also consider a snack: something high fat with complex carbs to make sure you are both well hydrated and well fueled. Cath Anne: [00:02:54] While youre in class try to maintain a positive mindset. Your brain will thank you later when youre able to recall more information as you were studying. So one way that you can do this is take five minutes before class to do a five minute meditation to prime your brain for notetaking and learning. When youre in that positive mindset youre more apt to absorb the information thats provided in the lecture. Cath Anne: [00:03:21] So were all ready for class. Now lets discuss how to take the best notes. There are a variety of techniques out there; you may have seen some online. We encourage you to try a variety of approaches and use which one works best for you. Cath Anne: [00:03:39] Before we get into the different types of notetaking lets discuss whether or not to use your computer or to take notes manually. Although the computer may seem like a faster way to jot down what the professor is discussing, research has proven that using a pen and paper assist with retention. Depending on your approach to learning you may choose either of these methods, whatever works best for you. However, if youre easily distracted I would recommend sticking to the tried and true good old pen and paper method. Just to avoid the tendency to browse on Facebook or jump into Minesweeper. Maybe Im dating myself there but, jump into another game online instead of listening to the lecture. Cath Anne: [00:04:29] Lets get into the specific notetaking techniques. The Outline Method. To use the Outline Method, make five headings or topics you know will be covered in class. Under each heading make bullet points which include subtopics and information as provided in the professors lecture. This is a simple straightforward way to take notes. However, it can be difficult to review notes later if you choose this method. This is my preferred method of taking notes. I find it the easiest and least cluttered. The best way to review notes if you are using this method is to quiz yourself using each topic before reading your notes. What you do is take the recorded topic, then confirm your knowledge by reading your notes. Review what you do know in your head and then move on and read your notes. That will reinforce the information and keep it in your brain a little longer. Cath Anne: [00:05:35] The second technique is flow notes. I really like this approach as well. It is more of a holistic method, which includes flow notes. So, basically what that means is when you use flow notes method you are readily engaging with the material, which helps you to retain the information. So, rather than simply taking notes and regurgitating the professors lecture on paper you are attempting to engage with the material by drawing arrows, doodles, and thoughts as you intake information. You also may want to make connections between material you are learning and information you already know. So, if you know a fact about sociology that the professor is discussing then you might want to write that in the margins of your notes and that will help you to remember what the professor is discussing. This will also help with retention, as mentioned. So, this is a wonderful option for taking notes. Cath Anne: [00:06:37] If you are lucky enough to have one of those professors who uses those PowerPoint slides. This is probably one of the easiest yet still effective approaches to taking notes. Make use of these papers. So, they usually have the printouts on them and they have the pictures of the slides and they also have the lines of beside of the PowerPoint slide. Make use of them by writing notes as you engage with the material. [00:07:06] Try using the techniques offered above. Like the flow notes technique or even the topic outline technique in combination with your slide notes so that you do remember some information. Cath Anne: [00:07:23] So, those are three wonderful ways that you can make use of taking notes in the classroom. Now lets move onto how do you use the notes that youve taken in order to enhance your learning? One of the most important pieces of advice here is to make sure you review your notes 24 hours after the time youve written them. So, have completed your class, you want to, at least, within the first 24 hours review your notes at least once. This will help to solidify the information in your brain. Cath Anne: [00:08:06] Second, rather than waiting for exam time to review your notes, make sure to go over them frequently. Avoid cramming. Reviewing your notes on a consistent basis will help you in the long run because information will be cemented in your brain. Cath Anne: [00:08:22] A third tip is to notice repetition. When youre doing your readings have your notes close by. If you notice a theme in the readings and your professor mentioned it in class. It will likely be on the exam. So, make a note of repetitions like this and recall it so that you will be prepared for the exam. Cath Anne: [00:08:45] So, those are my three tips and my three offerings for how to take effective notes. Cath Anne: [00:08:50] That is it for this week, my friends. We hope this information was of benefit to you. Best of luck as you jump back into student life and college life and make sure that you jump on with me on Instagram and Facebook live. We have changed our livestream to every Monday evening at 7:00p.m. Eastern Standard Time. [00:09:13] If you have a moment please jump on and we can have a quick chat. If youre looking for more school and academic related content, please check out Homework Help Global on our various social media platforms. Were on Facebook, Twitter, LinkedIn, Instagram Google Plus, YouTube Medium. We have a lot of great blogs on Medium. We are on SoundCloud, Anchor, iTunes Apple podcast. Please remember if you liked this video it would be great if you could give it a thumbs up. Dont forget to subscribe to our channel for more great academic content. See you soon guys. Take care. Strategies for Effective Note Taking EP 27: Strategies for Effective Note Taking EP 27: Strategies for Effective Note Taking This week on Episode 27 on the Homework Help Show, Cath Anne reviewed note taking techniques and how to use your notes to study. Tune in to prepare for back to class! Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:05] Hi there! Welcome back to our channel! Cath Anne: [00:00:08] For those of you who dont know me, Im Cath Anne host of The Homework Help Show as presented by Homework Help Global. We are about three weeks out before school is back in session and maybe some of you are already visiting your new campus. So, this week we wanted to provide you with some information on how to take effective notes and get you ready for going back to class. Cath Anne: [00:00:34] As some of you may know, taking notes in university and college is much different than taking notes in high school. Perhaps you didnt get the skill of taking notes in high school and now youre looking for some pointers. Are you ready for university? Cath Anne: [00:00:50] Today were going to give you those pointers. We will look at how you can prepare for class to get ready to take effective notes. Well look at some specific notetaking techniques and then well talk about how to best use those notes in your study. So we hope this session will be of benefit to you. Cath Anne: [00:01:10] Lets jump in. Cath Anne: [00:01:13] The first step towards taking good notes is to prepare for class ahead of time. If your professor has provided you with a syllabus, use that to become familiar with the topic or topics which will be covered that day. Cath Anne: [00:01:28] Prepare further by taking time to skim or read the required readings for that day. When you read the information about a topic prior to going to class you are more likely to retain the information the professor introduces. You will already have the knowledge of the material and youll know what to expect. Youll know what will be discussed and you will be prepared to engage with the material which in the long term is going to help you to retain that information. Cath Anne: [00:02:06] Of course before you attend class it is essential to make sure that you pack all the things which you need to be successful. These are things like books, pens, pencils, and notebooks. It seems obvious but they are needed supplies for class. You might also want to bring your laptop if that is something that you find helpful. You may also want to pack some water. Make sure you have a reusable water bottle, be environmentally conscious. You might also consider a snack: something high fat with complex carbs to make sure you are both well hydrated and well fueled. Cath Anne: [00:02:54] While youre in class try to maintain a positive mindset. Your brain will thank you later when youre able to recall more information as you were studying. So one way that you can do this is take five minutes before class to do a five minute meditation to prime your brain for notetaking and learning. When youre in that positive mindset youre more apt to absorb the information thats provided in the lecture. Cath Anne: [00:03:21] So were all ready for class. Now lets discuss how to take the best notes. There are a variety of techniques out there; you may have seen some online. We encourage you to try a variety of approaches and use which one works best for you. Cath Anne: [00:03:39] Before we get into the different types of notetaking lets discuss whether or not to use your computer or to take notes manually. Although the computer may seem like a faster way to jot down what the professor is discussing, research has proven that using a pen and paper assist with retention. Depending on your approach to learning you may choose either of these methods, whatever works best for you. However, if youre easily distracted I would recommend sticking to the tried and true good old pen and paper method. Just to avoid the tendency to browse on Facebook or jump into Minesweeper. Maybe Im dating myself there but, jump into another game online instead of listening to the lecture. Cath Anne: [00:04:29] Lets get into the specific notetaking techniques. The Outline Method. To use the Outline Method, make five headings or topics you know will be covered in class. Under each heading make bullet points which include subtopics and information as provided in the professors lecture. This is a simple straightforward way to take notes. However, it can be difficult to review notes later if you choose this method. This is my preferred method of taking notes. I find it the easiest and least cluttered. The best way to review notes if you are using this method is to quiz yourself using each topic before reading your notes. What you do is take the recorded topic, then confirm your knowledge by reading your notes. Review what you do know in your head and then move on and read your notes. That will reinforce the information and keep it in your brain a little longer. Cath Anne: [00:05:35] The second technique is flow notes. I really like this approach as well. It is more of a holistic method, which includes flow notes. So, basically what that means is when you use flow notes method you are readily engaging with the material, which helps you to retain the information. So, rather than simply taking notes and regurgitating the professors lecture on paper you are attempting to engage with the material by drawing arrows, doodles, and thoughts as you intake information. You also may want to make connections between material you are learning and information you already know. So, if you know a fact about sociology that the professor is discussing then you might want to write that in the margins of your notes and that will help you to remember what the professor is discussing. This will also help with retention, as mentioned. So, this is a wonderful option for taking notes. Cath Anne: [00:06:37] If you are lucky enough to have one of those professors who uses those PowerPoint slides. This is probably one of the easiest yet still effective approaches to taking notes. Make use of these papers. So, they usually have the printouts on them and they have the pictures of the slides and they also have the lines of beside of the PowerPoint slide. Make use of them by writing notes as you engage with the material. [00:07:06] Try using the techniques offered above. Like the flow notes technique or even the topic outline technique in combination with your slide notes so that you do remember some information. Cath Anne: [00:07:23] So, those are three wonderful ways that you can make use of taking notes in the classroom. Now lets move onto how do you use the notes that youve taken in order to enhance your learning? One of the most important pieces of advice here is to make sure you review your notes 24 hours after the time youve written them. So, have completed your class, you want to, at least, within the first 24 hours review your notes at least once. This will help to solidify the information in your brain. Cath Anne: [00:08:06] Second, rather than waiting for exam time to review your notes, make sure to go over them frequently. Avoid cramming. Reviewing your notes on a consistent basis will help you in the long run because information will be cemented in your brain. Cath Anne: [00:08:22] A third tip is to notice repetition. When youre doing your readings have your notes close by. If you notice a theme in the readings and your professor mentioned it in class. It will likely be on the exam. So, make a note of repetitions like this and recall it so that you will be prepared for the exam. Cath Anne: [00:08:45] So, those are my three tips and my three offerings for how to take effective notes. Cath Anne: [00:08:50] That is it for this week, my friends. We hope this information was of benefit to you. Best of luck as you jump back into student life and college life and make sure that you jump on with me on Instagram and Facebook live. We have changed our livestream to every Monday evening at 7:00p.m. Eastern Standard Time. [00:09:13] If you have a moment please jump on and we can have a quick chat. If youre looking for more school and academic related content, please check out Homework Help Global on our various social media platforms. Were on Facebook, Twitter, LinkedIn, Instagram Google Plus, YouTube Medium. We have a lot of great blogs on Medium. We are on SoundCloud, Anchor, iTunes Apple podcast. Please remember if you liked this video it would be great if you could give it a thumbs up. Dont forget to subscribe to our channel for more great academic content. See you soon guys. Take care.

Psychology Behind Harry Potter - Free Essay Example

Sample details Pages: 3 Words: 781 Downloads: 8 Date added: 2019/04/12 Category Literature Essay Level High school Tags: Harry Potter Essay Did you like this example? Psychology, whether known or not, is right in front of our faces every day (literally). It is not that uncommon for filmmakers to plot a story about a girl with depression or even include a therapy session scene for the main character who is going through a midlife crisis. However, psychological lessons are explained to us every day in not-so-obvious ways as well. Don’t waste time! Our writers will create an original "Psychology: Behind Harry Potter" essay for you Create order When you think of the Harry Potter series of books and movies, psychology is more than likely not the first thing to come to mind. It may come to a surprise that while exploring the magical realm with Harry Potter himself, the movie serves as an input of different psychological lessons into the viewers mind. By using common psychological phenomenon such as the us vs. them mindset to teach viewer to work together, and showing us that it is okay to be ourselves by including the struggles of conformity within social groups, and not to mention the implicated psychological anxiety disorder within the main character himself, Harry Potter. The movie, Harry Potter, tells the tale of a young wizard, whose parents were killed when he was one year old by a dark wizard, called Lord Voldemort. When Harry turned eleven, he discovered his true identity: a wizard. Despite his constant abuse from aunt and uncle and their attempts to keep Harrys wizard side from him, he is now able to attend Hogwarts School of Witchcraft and Wizardry, where he learns how to use his powerful magic, and meets his two best friends/partners in saving the world, Ron and Hermione. Throughout the film, Harry and his friends have frequently had to face monsters and beasts, as well as Lord Voldemorts followers, and Voldemort himself. Ultimately, it is up to Harry Potter and his friends to protect the magical realm from Lord Voldemort and his army of dark wizards. Before Harry could even walk, something life-changing happened to him. His father and mother were killed. This traumatic experience leads to the implication of his Post-Traumatic Stress Disorder (PTSD). As said in module 49 of our textbook, PTSD is caused by a traumatic experience that leads to a high-stress feeling, the higher the stress, such as Harrys mother and father being murdered by a dark wizard in front of him when he was only one, the higher risk of posttraumatic symptoms. But, it is further into the movie that the symptoms make their debut. Within the first month of attending Hogwarts, Harrys roommates acknowledge Harrys first symptom, recurring bad dreams. As viewers, we get to even experience the dreams themselves including flashes of his mother screaming, Voldemort himself, and a massive burst of green light-all of which hinted at his repressed memory of his parents murder. Another recurrent symptom is flashbacks. When threatened or exposed to related scenarios of his traumatic experience, he would experience a flashback including the same images as in his dreams. Once these recurring symptoms became a consistent part of Harrys life, it was clear that avoidant behavior/thinking was the next PTSD symptom to occur, Dont think about that, Harry told himself sternly for the hundredth time when his mother or father would ever pop up in his train of thought. He also experienced symptoms such as feelings such as blame/guilt, trouble remembering critical parts of the trama, angry outbursts, and tension. To diagnose someone with PTSD, they must have At least one re-experienced symptoms: check at least one avoidance symptoms: check, at least two arousal and reactivity problems: check, at least two cognition and mood symptoms: check, and this must go on for at least one month: check. And as if having a mental disorder wasnt a big enough toll, Hogwarts itself had concepts of social psychology: prejudice. The tendency of some wizards to place a premium on pure blood (mother and father are both wizards) and treating half-bloods and Muggles (normal human beings) as second-class citizens is an obvious parallel to our own societys history of prejudice. Some characters, including Draco and Lucius Malfoy, explicitly espouse the superiority of pure blood, but this racist attitude may be the fault of Siriuss mother who treats these half-bloods and Muggles as second-class. Thus, her prejudice extends to her son. The emphasis on lineage and blood status suggests that Muggles and wizards are parallel to racial groups. The movie makes a strong link between the evil of Voldemort and the Death Eaters and the belief in pure-blood superiority. Throughout the film, all examples of prejudice and discrimination against half-bloods or Muggles are perpetrated by either the Slytherins or Voldemorts supporters, while each good character, without exception, not only explicitly denounces prejudice against hal f-bloods but behaves accordingly.

Essay on Analysis of Birches by Robert Frost - 811 Words

In the poem Birches by Robert Frost, Frost portrays the images of a child growing to adulthood through the symbolism of aging birch trees. Through these images readers are able to see the reality of the real world compared to there carefree childhood. The image of life through tribulation is the main focal point of the poem and the second point of the poem is if one could revert back to the simpler times of childhood. The language of the poem is entirely arranged through images, although it contains some diction it lacks sound devices, metaphors, and similes compared to other published works by Frost. The first half of the poems images are of life, coming of age, and death. The first three lines in the poem represent the image of†¦show more content†¦They are dragged to the withered bracken by the load, And they seem not to break; though once they are bowed is an image of someone who has aged but not passed on yet. So low for long, they never right themselves represents how they will never be able to relive their childhood. While the first half of the poem deals with the coming of age the second half of the poem deals with childhood and wanting to stay young for as long as possible. The first image of childhood by Frost is when Truth broke in With all her matter-of-fact about the ice storm, I should prefer to have some boy bend them. A boy bending the trees in stead of ice storm allows the tree to never age because they will always return to their original shape and never break by the burden of a load. This is further expressed By riding them down over and over again Until he took the stiffness out of them. Once the trees lose their stiffness t he boy can play on them repeatedly without having to worry about them breaking therefore if they never shatter or falling then youthfulness will always be his. Finally Frost talks about how he would like to go back to being a boy swinging and climbing on trees just as he did when he was younger by saying So was I once myself a swinger of birches. And so I dream of going back to be. Id like to get away from earth awhile And then come back to it and begin over. And life is too muchShow MoreRelatedEssay Analysis of Birches by Robert Frost824 Words   |  4 PagesAnalysis of Birches by Robert Frost In the poem Birches by Robert Frost, Frost portrays the images of a child growing to adulthood through the symbolism of aging birch trees. Through these images readers are able to see the reality of the real world compared to their carefree childhood. The image of life through tribulation is the main focal point of the poem and the second point of the poem is if one could revert back to the simpler times of childhood. The language of the poem is entirelyRead MoreAnalysis Of The Poem Birches By Robert Frost1711 Words   |  7 PagesEarth. Robert Frost features this idea through his poem â€Å"Birches.† Frost discusses this idea through a falsehood, for, at first glance the meaning of the poem is significantly different than the deeper meaning. Although â€Å"Birches† seems to be about a child frolicking through the trees, Frost’s â€Å"Birches† is actually about how people act cruelly towards nature and how they should change their ways to respect th e earth, because the tenor, the form and vehicle, and critical interpretation. Robert Frost’sRead MoreAnalysis Of Robert Frost s Birches 3014 Words   |  13 PagesThe most misinterpreted element in Robert Frost poetry is his use of nature in a symbolic way. Frost is not describing the inner workings of nature as we see it all around us, but about exploring human psychology. For example, Frost uses Homely farmers, rural scenes, landscapes, and the natural world to epitomize a psychological struggle with an everyday experience that is often met with courage, will, and purpose; contextually, using Frost’s own life and personal psychology. Frost’s attitude inRead MoreEssay on Hardships in Birches by Robert Frost1013 Words   |  5 PagesHardships in Birches by Robert Frost In any life, one must endure hardship to enjoy the good times. According to Robert Frost, the author of Birches, enduring lifes hardships can be made easier by finding a sane balance between ones imagination and reality. The poem is divided into four parts: an introduction, a scientific analysis of the bending of birch trees, an imaginatively false analysis of the phenomenon involving a New England farm boy, and a reflective wish Frost makes, wantingRead MoreEssay on Analysis of Birches559 Words   |  3 PagesAnalysis of Birches  Ã‚   The discursive blank-verse meditation Birches does not center on a continuously encountered and revealing nature scene; rather, it builds a mosaic of thoughts from fragments of memory and fantasy. Its vividness and genial, bittersweet speculation help make it one of Frosts most popular poems, and because its shifts of metaphor and tone invite varying interpretation it has also received much critical discussion, not always admiring. The poem moves back and forth betweenRead MoreThe Poetry Of Robert Frost3137 Words   |  13 Pagesexamine the poetry of Robert Frost for references to themes of nature, religion, and humanity and how they relate to each other. This exercise will be prefaced with a brief introduction to the man and his life as a segue to better understanding Frost’s verse. The unexpected but unavoidable aim of this composition will be to realize that Frost’s body of work is almost too sophisticated to comprehend, his manipulation of language so elusive that each reader may believe Frost is speaking only to themRead MoreEssay about The Psychology of Robert Frost’s Nature Poetry3064 Words   |  13 PagesThe Psychology of Robert Frost’s Nature Poetry Robert Frost’s nature poetry occupies a significant place in the poetic arts; however, it is likely Frost’s use of nature is the most misunderstood aspect of his poetry. While nature is always present in Frost’s writing, it is primarily used in a â€Å"pastoral sense† (Lynen 1). This makes sense as Frost did consider himself to be a shepherd. Frost uses nature as an image that he wants us to see or a metaphor that he wants us to relate to on a psychologicalRead MoreWinter: A Magical Time of Year809 Words   |  3 Pagesand the cold weather. Winter is a great time to just sit inside by a fire and read a book. The peace and quiet of winter is also what makes it one of the best seasons of the year. 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One such individual, Buzzworm, brings a confidently optimistic outlook for the future of his neighborhood in L.ARead MoreRobert Frost : A New England Poet3698 Words   |  15 PagesRobert Lee Frost Known for being a New England poet Robert Frost was born in San Francisco, California on March 26th, 1874. Born to a New England father William Prescott Frost Jr. and a Scottish mother Isabelle Moodie who moved to the west coast from Pennsylvania after marriage (Bailey). Both his parents were teachers and poets themselves, but his father later became a journalist with the San Francisco Evening Bulletin (Bailey). Frost spent 12 years of his life growing up in San Francisco, until

Jk Rowling Free Essays

Although she writes under the pen name â€Å"J. K. Rowling† her name when her first Harry Potter book was published was simply â€Å"Joanne Rowling†. We will write a custom essay sample on Jk Rowling or any similar topic only for you Order Now Her publisher Bloomsbury feared that the target audience of young boys might be reluctant to buy books written by a female author, and requested that she use two initials, rather than reveal her first name. Born on 31 July 1965 in Yate, Gloucestershire, England She attended St Michael’s Primary School. Her headmaster, Alfred Dunn, has been suggested as the inspiration for the Harry Potter headmaster Albus Dumbledore. She attended secondary school at Wyedean School and College. Rowling has said of her adolescence, â€Å"Hermione [A bookish, know-it-all Harry Potter character] is loosely based on me. She’s a caricature of me when I was eleven, which I’m not particularly proud of. † Rowling read for a BA in French and Classics at the University of Exeter, and after a year of study in Paris, she moved to London to work as a researcher and bilingual secretary for Amnesty International. In 1990, while she was on a train trip from Manchester to London, the idea for a story of a young boy attending a school of wizardry â€Å"came fully formed† into her mind. She told The Boston Globe that â€Å"I really don’t know where the idea came from. It started with Harry, then all these characters and situations came flooding into my head. † Rowling then moved to Porto, Portugal to teach English as a foreign language. [25] While there, on 16 October 1992, she married Portuguese television journalist Jorge Arantes. Their child, Jessica Isabel Rowling Arantes was born on 27 July 1993 in Portugal. [36] They separated in November 1993. [36]HYPERLINK l â€Å"cite_note-36†³[37] In December 1993, Rowling and her daughter moved to be near her sister in Edinburgh, Scotland. 18] During this period Rowling was diagnosed with clinical depression, and contemplated suicide. [38] It was the feeling of her illness which brought her the idea of Dementors, soul-sucking creatures introduced in the third book. [39] In 1995, Rowling finished her manuscript for Harry Potter and the Philosopher’s Stone on an old manual typewriter. The book was submitted to twelve publishing houses, all of which rejected the manuscript. [36] A year later she was finally given the green light (and a ? 1500 advance) by editor Barry Cunningham from Bloomsbury, a small British publishing house in London, England. Soon after, in 1997, Rowling received an ? 8000 grant from the Scottish Arts Council to enable her to continue writing. [49] The following spring, an auction was held in the United States for the rights to publish the novel, and was won by Scholastic Inc. , for $105,000. In June 1997, Bloomsbury published Philosopher’s Stone with an initial print-run of 1000 copies. Five months later, the book won its first award, a Nestle Smarties Book Prize. In February, the novel won the prestigious British Book Award for Children’s Book of the Year, and later, the Children’s Book Award. How to cite Jk Rowling, Papers

Inferno Essays (871 words) - Divine Comedy, Inferno, Pap Satn

Jacob Cerda Dante?s Inferno 10/19/2010 Have you ever wondered where people of sin go after death or even where you yourself would go? In Dante?s Inferno, an allegory of one?s search of salvation, Dante Alighieri travels into the obscure depths of hell where he meets both mythological and real life characters. He is guided by the ghost of the poet Virgil, who is a pagan, but as a ghost understands the concept of one God. He travels the nine levels of hell where each sin is described through the various ghosts. Limbo is not considered a place of punishment but a place of innocence and people who weren?t baptized. The sins of lust, gluttony, avarice and prodigality, wrath and sullenness, heresy and violence, fraud and treachery are all visited. As he travels the depths of hell, Dante meets two characters, Plutus and Myrrha, from two of the nine different levels of the underworld. Are you ready to start the thrilling adventure into hell? As Dante travels through the fourth circle of hell, he comes upon the demon Plutus, also known as Pluto. Pluto, in Greek mythology, is the Greek god of the underworld, however, in Roman mythology; he was a god of wealth. The Romans realized that he was also a god of the underworld. Dante has made Pluto into a repulsive wolf demon that guards the fourth circle, where souls are punished who have abused their wealth through greed or improvidence. When he sees Dante and Virgil, Pluto uses a heretic cryptic phrase, ?Pape Satan Pape Satan aleppe,? meaning: ?O Satan O Satan: god, king.? He uses this phrase to ensure people that his god and leader is Lucifer. This is blasphemy to both Virgil and Dante. Hearing this blasphemous expression, Virgil flies into a fury, saying, be silent, accursed wolf; consume yourself with rage. This journey to the abyss is no accident (Inferno, Canto VII lines 7-9). Virgil is saying that Plutus should keep his rage to himself, for his descent is no accident. Vi rgil finds this phrase offensive because he now believes in God. Plutus?s guardianship of the fourth circle and all his power has no influence over Dante and Virgil, therefore he is cast to earth to walk it for eternity. As Dante?s journey continues into other circles of hell, he comes across the adulteress Myrrha, the mother of Adonis. Myrrha is found in the tenth level, or Bolgia, of the eighth circle. Dante inquires about her; Virgil explains ?that is the ancient ghost of the nefarious Myrrha, who became beyond all rightful love her father?s lover.? (Canto XXX lines 37-39). She was infatuated with her father and deceived him by disguising herself as a concubine so she could sleep with him. As punishment, she was transformed into a myrrh tree by a unknown deity and some believe she is currently suffering rabies. Ovid in his Metamorphoses says that the earth swallowed her feet, and from her toes sprouted roots that widely spread to hold the trunk in position; her bones became wood, which ran with sap not blood (Ovid?s Metamorphoses, book X, line 386-389). The story is sung by Orpheus, one of the great mythological figures in Rome. Ovid is saying she had confessed her sin and is now a tree by an unid entified god, unlike Dante who believes she had been cursed with rabies. I believe she is also a reflection of the two daughters of Lot, who also deceived their father in the same manner. Myrrha is in hell because of her deception to her father, not her lust for him. The last two circles of Hell punish sins that involve conscious fraud or treachery. Myrrha is a deceiver and is castigated for illimitable time. Pluto and Myrrha are both dark creatures of sin. They are of sinful nature, mortal and immortal. They both horrible sins, but I believe blasphemy to be the dangerous of the two. Pluto?s blasphemous sin is the worst because he blasphemes the one true God. It is evil to blaspheme God who created all things, and, as Dante says, Pluto gets what he deserved. He is punished for his horrendous sin: he fell to earth to walk it for eternity. Myrrha?s deception to

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buy custom Iron Man essay A tragic hero is a potent and a virtuous character in a tragedy. He is a man of noble structure and not an ordinary man. He has outstanding quality and greatness about him. A tragic hero gets destined for downfall, suffering or defeat. That tragedy is brought up by the hero making an error of judgement or having a fatal flaw combined with fate and other external forces. The fortune changes from bright to awful, despite the hero being morally blameless. However, in most occasions, his downfall and destruction is for a greater cause, fame or principle. Tragic hero has other traits among the ones named above. He is usually of a noble birth, having or showing qualities of high moral character, such as courage, generosity or honour. He is also associated with some stature or high position such as a king or nobleman. He must be a trustworthy person who matters to us, we see him as a worthwhile person. A tragic hero commits the tragic flaw that causes his downfall. He makes serious errors in judgement which led him to committing the deed which begins his downfall and misfortune. The heros flaw may be an error, mistake or blunder that causes his predicament. It is an imperfection that makes the tragic hero be viewed as a failure. Since he gets adored by many, a tragic hero must elicit both pity and fear from the audience (Perrine 21). Due to a heros flaw, the punishment he gets is a rversal of his fortune from super to poor. However, his action of flaw and downfall results in an increase of self awareness and self knowledge. The suffering the hero goes through after his flaw is a conscious act and he must be willing to suffer. He fights in vain against another force and his suffering must result in a lesson learnt. Instead of the downfall being destruction to the heros character, it acts as a stepping stone to the heros achievements after he recognizes his mistakes. At times, it may be viewed as a waste of human potential when the heros misfortune results to his death. However, this is not a pure loss as it results to greater knowledge and awareness. In contrast with the tragic hero, modern hero does not have to be of a high estate and may not be born noble, but rather an ordinary person. He is not born in a noble way. In most cases, the misfortunes of a modern hero may not result to his death. The occurrences to a modern hero may not result to in an epiphany of awareness or knowledge (Misra 63). However, a modern hero may have a flaw that result to a misfortune. An example is Martha Stewarts. She was not born in a noble way and did not grow up living in a noble way. She was taught ordinary jobs of cooking, sewing and gardening at an exceptionally young age. She would work part time to pay for her expenses, and she became famous when she began to work as a model. She had a retail store, wrote for the New York TTimes, branches in publishing, merchandizing and providing products in many different areas (Crutcher 97). A trait that was common to a tragic hero is seen in Marthas downfall that started from a slip of moral judgement. Her flaw and blunder was becoming greedy for more power and money that overrode her trusty judgement. Her fatal flaw was greed and dishonesty. She also committed a crime in misleading a federal investigator and obstructing an investigation that landed her in prison. In our culture, we value our heroes from their achievement, success in business ventures and leadership positions. We do not value the underdog as a hero, but we value the strong and the favourite (David 46). Intelligence is also a valued trait in our modern hero. It is the abilities of self-awareness, planning and ability in problem solving. For a tragic hero, a flaw could cause a misfortune that would lead to the death. For a modern hero, the flaw would lead to a misfortune that would only result to awareness and not death of a hero. The case of Martha flaw just caused a power trip because of all of her achievements, but it did not cause death to her (Warner 52). A modern villain can be compared to a tragic hero in that they both have flaw, mistakes and blunder. The characters tend to have a negative effect on other characters. They are malicious and get involved to crime and wickedness. Buy custom Iron Man essay

Charlotte Brontë, 19th Century Novelist

Charlotte Brontà «, 19th Century Novelist Best-known as the author of Jane Eyre, Charlotte Brontà « was a 19th century writer, poet, and novelist. She was also one of the three Brontà « sisters, along with Emily and Anne, famous for their literary talents.   Dates:  April 21, 1816 -  March 31, 1855Also known as: Charlotte Nicholls; pen name Currer Bell Early Life   Charlotte was the third of six siblings born in six years to the Rev. Patrick Brontà « and his wife, Maria Branwell Brontà «. Charlotte was born at the parsonage in Thornton, Yorkshire, where her father was serving. All six children were born before the family moved in April 1820 to  the 5-room parsonage at Haworth on the moors of Yorkshire that they would call home for most of their lives. Her father had been appointed as perpetual curate there, meaning that he and his family could live in the parsonage as long as he continued his work there. The father encouraged the children to spend time in nature on the moors. Maria died the year after the youngest, Anne, was born, possibly of uterine cancer or of chronic pelvic sepsis. Maria’s older sister, Elizabeth, moved from Cornwall to help care for the children and for the parsonage. She had an income of her own. The Clergymen’s Daughter’s School In September of 1824, the four older sisters, including Charlotte, were sent to the Clergy Daughters’ School at Cowan Bridge, a school for the daughters of impoverished clergy. The daughter of writer Hannah Moore was also in attendance. The harsh conditions of the school were later reflected in Charlotte Brontà «s novel,  Jane Eyre. A typhoid fever outbreak at the school led to several deaths.  The next February, Maria was sent home very ill, and she died in May, probably of pulmonary tuberculosis. Elizabeth was sent home late in May, also ill. Patrick Brontà « brought his other daughters home as well, and Elizabeth died on June 15. Maria, the eldest daughter, had served as a mother figure for her younger siblings; Charlotte decided she needed to fulfill a similar role as the eldest surviving daughter. Imaginary Lands When her brother Patrick was given some wooden soldiers as a gift in 1826, the siblings began to make up stories about the world that the soldiers lived in. They wrote the stories in tiny script, in books small enough for the soldiers, and also provided newspapers and poetry for the world they apparently first called Glasstown.  Charlotte’s first known story was written in March of 1829; she and Branwell wrote most of the initial stories. In January of 1831, Charlotte was sent to school at Roe Head, about fifteen miles from home. There she made friends of Ellen Nussey and Mary Taylor, who were to be part of her life later as well.   Charlotte excelled in school, including at French. In eighteen months, Charlotte returned home, and resumed the Glasstown saga. Meanwhile Charlottes younger sisters, Emily  and Anne, had created their own land, Gondal, and Branwell had created a rebellion. Charlotte negotiated a truce and cooperation among the siblings. She began the Angrian stories. Charlotte also created paintings and drawings – 180 of them survive.  Branwell, her younger brother, got familial support for developing his painting skills towards a possible career; such support was not available to the sisters. Teaching In July of 1835 Charlotte had an opportunity to become a teacher at Roe Head school. They offered her a tuition-free admission for one sister as payment for her services. She took Emily, two years younger than Charlotte, with her, but Emily soon became ill, an illness attributed to homesickness.   Emily returned to Haworth and the youngest sister, Anne, took her place. In 1836, Charlotte sent some of the poems she had written to England’s poet laureate. He discouraged her pursuit of a career, suggesting that because she was a woman, she pursue her â€Å"real duties† as a wife and mother.  Charlotte, nevertheless, continued writing poems and novellas. The school moved in 1838, and Charlotte left that position in December, returning home and later calling herself â€Å"shattered.† She had continued to return to the imaginary world of Angria on holidays from school, and continued writing in that world after she moved back to the family home. Shattered In May of 1839 Charlotte briefly became a governess. She hated the role, especially the sense she had of having â€Å"no existence† as a family servant. She left in mid-June. A new curate, William Weightman, arrived in August of 1839 to assist the Rev. Brontà «. A new and young clergyman, he seems to have attracted flirting from both Charlotte and Anne, and perhaps more attraction from Anne. Charlotte received two different proposals in 1839.  One was from Henry Nussey the brother of her friend, Ellen, with whom she’d continued to correspond. The other was from an Irish minister. Charlotte turned them both down. Charlotte took another governess position in March of 1841; this one lasted until December. She returned home thinking she’d start a school. Her aunt Elizabeth Branwell promised financial support. Brussels In February of 1842 Charlotte and Emily went to London and then Brussels.  They attended a school in Brussels for six months, then Charlotte and Emily were both asked to stay on, serving as teachers to pay for their tuition. Charlotte taught English and Emily taught music. In September, they learned that the young Rev. Weightman had died. But they had to return home in October for a funeral, when their aunt Elizabeth Branwell died.  The four Brontà « siblings received shares of their aunt’s estate, and Emily worked as a housekeeper for her father, serving in the role their aunt had taken.   Anne returned to a governess position, and Branwell followed Anne to serve with the same family as a tutor.   Charlotte returned to Brussels to teach. She felt isolated there, and perhaps fell in love with the master of the school, though her affections and interest were not returned.  She returned home at the end of a year, though she continued to write letters to the schoolmaster from England. Charlotte moved back to Haworth, and Anne, returning from her governess position, did the same. Their father needed more help in his work, as his vision was failing.  Branwell had also returned, in disgrace, and declined in health as he increasingly turned to alcohol and opium. Writing for Publication In 1845, a quite significant event that started small happened: Charlotte found Emily’s poetry notebooks.   She got excited at their quality, and Charlotte, Emily and Anne discovered each others’ poems. The three selected poems from their collections for publication, choosing to do so under male pseudonyms. The false names would share their initials: Currer, Ellis and Acton Bell. They assumed that male writers would find easier publication. The poems were published as Poems by Currer, Ellis and Acton Bell in May of 1846 with the help of the inheritance from their aunt.   They did not tell their father or brother of their project.  The book only initially sold two copies, but got positive reviews, which encouraged Charlotte. The sisters began preparing novels for publication. Charlotte wrote the Professor, perhaps imagining a better relationship with her friend, the Brussels schoolmaster.   Emily wrote   Wuthering Heights, adapted from the Gondal stories.   Anne wrote Agnes Grey, rooted in her experiences as a governess. The next year, July 1847, the stories by Emily and Anne, but not Charlotte’s, were accepted for publication, still under the Bell pseudonyms.   They were not actually published immediately, however. Jane Eyre Charlotte wrote Jane Eyre and offered that to the publisher, ostensibly an autobiography edited by Currer Bell.   The book became a quick hit.   Some surmised from the writing that Currer Bell was a woman, and there was much speculation about who the author might be.  Some critics condemned the relationship between Jane and Rochester as â€Å"improper.† The book, with some revisions, entered a second edition in January 1848, and a third in April of that same year. Clarification of Authorship After Jane Eyre had proven a success, Wuthering Heights and Agnes Grey also were published.   A publisher began advertising the three as a package, suggesting that the three â€Å"brothers† were really a single author.   By that time Anne had also written and published The Tenant of Wildfell Hall. Charlotte and Emily went to London to claim authorship by the sisters, and their identities were made public. Tragedy Charlotte had begun a new novel, when her brother Branwell, died in April of 1848, probably of tuberculosis.   Some have speculated that the conditions at the parsonage were not so healthy, including a poor water supply and chilly, foggy weather. Emily caught what seemed to be a cold at his funeral, and became ill. She declined quickly, refusing medical care until relenting in her last hours.   She died in December.   Then Anne began to show symptoms, though she, after Emily’s experience, did seek medical help.   Charlotte and her friend Ellen Nussey took Anne to Scarborough for a better environment, but Anne died there in May of 1849, less than a month after arriving.   Branwell and Emily were buried in the parsonage graveyard, and Anne in Scarborough. Returning to Living Charlotte, now the last of the siblings to survive, and still living with her father, completed her new novel, Shirley: A Tale, in August, and it was published in October 1849.   In November Charlotte went to London, where she met such figures as William Makepeace Thackeray and Harriet Martineau. She traveled, staying with various friends.   In 1850 she met Elizabeth Glaskell. She began corresponding with many of her new acquaintances and friends.   She also refused another offer of marriage. She republished Wuthering Heights and Agnes Grey in December 1850, with a biographical note clarifying who her sisters, the authors, really were. The characterization of her sisters as the impractical but caring Emily and the self-denying, reclusive, not so original Anne, tended to persist once those impressions became public.   Charlotte heavily edited her sisters’ work, even while claiming to be advocating truthfulness about them.   She suppressed the publication of Anne’s Tenant of Wildfell Hall, with its portrayal of alcoholism and a woman’s independence. Charlotte wrote Villette, publishing it in January of 1853, and split with Harriet Martineau over it, as Martineau disapproved of it. New Relationship Arthur Bell Nicholls was the Rev. Brontà «Ã¢â‚¬â„¢s curate, of Irish background like Charlotte’s father was.   He surprised Charlotte with a proposal of marriage.   Charlotte’s father disapproved of the proposal, and Nicholls left his post.   Charlotte turned down his proposal initially, then began secretly corresponding with Nicholls.   They became engaged and he returned to Haworth.   They were married on June 29, 1854, and honeymooned in Ireland. Charlotte continued her writing, beginning a new novel Emma. She also took care of her father at Haworth. She became pregnant the year after her marriage, then found herself extremely ill. She died on March 31, 1855. Her condition was at the time diagnosed as tuberculosis, but some have, much later, speculated that the description of symptom more likely fits the condition hyperemesis gravidarum, essentially an extreme morning sickness with dangerously excessive vomiting. Legacy In 1857, Elizabeth Gaskell published The Life of Charlotte Brontà «, establishing the reputation of Charlotte Brontà « as having suffered from a tragic life.   In 1860, Thackeray published the unfinished Emma.     Her husband helped revise The Professor for publication with the encouragement of Gaskell. By the end of the 19th century, Charlotte Brontà «Ã¢â‚¬â„¢s work was largely out of fashion. Interest revived in the late 20th century.   Jane Eyre has been her most popular work, and has been adapted for stage, film and television and even for ballet and opera. Two stories, The Secret and Lily Hart, were not published until 1978. Family Tree Mother: Maria Branwell (April 15, 1783 – September 15, 1821); born in Cornwall. Mother: Anne Crane, whose father was a silversmith. Father: Thomas Branwell, prosperous merchant in Penzance. Maria became a teacher when her parents died.Father: Patrick Brontà « (March 17, 1777 – June 7, 1861); born in Ireland; ordained August 10, 1806; poor   Anglican  clergyman. Studied at St. John’s College, Cambridge, where he changed the spelling of his last name from Brunty. Published poet. Parents: Eleanor McCrory and Hugh Brunty.   (Surname originally mac Aedh Ó Proinntigh)Maria Branwell and Patrick Brontà « married December 29, 1812.  Siblings:Maria Brontà « April 23, 1814 – May 6, 1825Elizabeth Brontà « 1815 – June 15, 1825Patrick Branwell Brontà « June 26, 1817 – September 24, 1848 – usually called Branwell to distinguish him from his father, also PatrickEmily Jane Brontà «Ã‚  July 30, 1818 – December 19, 1848Anne Bront à «Ã‚  January 17, 1820 – May 28, 1849Aunt who helped raise the siblings: Elizabeth Branwell (December 2, 1776 – October 29, 1842), Maria Branwell’s sister Education Clergy Daughters School, Cowan BridgeRoe Head School, Desbury MoorPensionnat Heger, Brussels Marriage, Children Husband: Arthur Bells Nicholls (married June 29, 1854; Anglican clergyman)Children: none; Charlotte died during her first pregnancy Books by Charlotte Brontà « Poems by Currer, Ellis and Acton BellJane Eyre: An AutobiographyShirley: A TaleVillete Posthumous Publication The Professor: A TaleThe Twelve Adventurers and Other StoriesLegends of Angria: Compiled from the Early Writings of Charlotte Brontà «Emma (unfinished)The Poems of Charlotte Brontà « (annotated and enlarged)The Unfinished Novels Books About Charlotte Brontà « Brontà «s at Haworth: The World Within. Charlotte, Anne and Emily Brontà «, published 1993.  Four Brontà «s: The Lives Works of Charlotte, Branwell, Emily Anne Brontà «: Lawrence and Elisabeth Hanson, 1967.