The Effectiveness of Study Habits Essay Example

The Effectiveness of Study Habits Paper Students must know how to analyses the lesson and participate in their class or them to have knowledge. They need to have reference book like textbook, dictionary as well as the e-book but one of the problems that students face while studying is the ability to absorb the information in their minds, especially when to have a good academic performance Study Habits involves activities that require mental alertness, concentration, reflection and analysis. It also requires the ability to select and organize ideas or concepts to be studied. When the topic of study habits mentioned, the next question that is raised by those involved in the education of our young people is whether our students today o possess study habits. This is because it cannot be denied that generally, todays students do not seem to appreciate studying their lessons the way the idea is traditionally understood to mean a regular and consistent way of studying and fulfilling of school related tasks both at home and in school. (See, 1999) With regard to this problem, the researchers want to find out the effectiveness of the study habits developed among the freshmen students here in PUC. We will write a custom essay sample on The Effectiveness of Study Habits specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Effectiveness of Study Habits specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Effectiveness of Study Habits specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Background of the Study All educational organizations aim to develop its learners academic competence and facilitate to achieve the finest learning. It is always an achievement for schools to be able to deliver quality education. In the same manner, a teachers effectiveness can also be measured by how much a students a school has. Policies, curriculum, books and even the selection procedures of teachers and students are formulated with this in view. Total development is the greatest concern of every school. The concept of totality implies personal development of all areas such as intellectual, social, physical, spiritual and emotional aspect. (Canada, 2007) The child is the center of the teaching-learning process and the strongest inundation of developing the childs study habits usually starts in the elementary grade should be sensitive to the needs of pupils, their interest, likes and dislikes. They should be motivated so as to develop and be accustomed and correct study habits. A Study Habit is generally understood as a regular systematic effective way of doing related responsibilities and obligation. See (1999) in is study described study habits as a generic term which refers to the attitude, study materials, study techniques, study environment and actual study time that will described the study habits as a very good, good, fair or poor. Et al. Gonzales 2011) Student Involvement: A Developmental Theory for Higher Education (Alexander W. Satin) A student development theory based on student involvement is presented and described, and the implications for practice and research are discussed. Even a casual reading of the extensive literature on student development in higher education can create confusion and perplexity. One finds not only that the problems being studied are highly diverse but also that investigators who claim to be studying the same problem frequently do not look at the same variables or employ the same methodologies. And even when they are investigating the same variables, different investigators may use completely different terms to describe and discuss these variables. My own interest in articulating a theory of student development is partly practical?I would like to bring some order into the chaos of the literature?and partly self-protective. I and increasingly bewildered by the muddle of findings that have emerged from my own research in student development, research that I have been engaged in for more than 20 years. The theory of student involvement that I describe in this article appeals to me for several reasons. First, it is simple: I have not needed to draw a maze consisting of dozens of boxes interconnected by two-headed arrows to explain the basic elements of the theory to others. Second, the theory can explain most of the empirical knowledge about environmental influences on student development that researchers have gained over the years. Third, it is capable of embracing principles from such widely divergent sources as psychoanalysis and classical learning theory. Finally, this theory of student involvement can be used both by researchers to guide their investigation of student development and by college administrators and faculty to help them design more effective learning environments. The Cognitive Learning Theory Definition: Cognitive theory is a learning theory of psychology that attempts to explain human behavior by understanding the thought processes. The assumption is that humans are logical beings that make the choices that make the most sense to them. Information processing is a commonly used description of the mental process, comparing the human mind to a computer. Pure cognitive theory largely rejects behaviorism on the basis that behaviorism reduces complex human behavior to impel cause and effect. However, the trend in past decades has been towards merging the two into a comprehensive cognitive. This allows therapists to use techniques from both schools of thought to help clients achieve their goals. Social cognitive theory is a subset of cognitive theory. Primarily focused on the ways in advertising campaigns and peer pressure situations. It is also useful in the treatment of psychological disorders including phobias. The Cognitive Learning  Theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things. This theory can be divided into two specific theories: the Social Cognitive Theory (ACTS), and the Cognitive Behavioral Theory (CAB). When we say the word learning, we usually mean to think using the brain. This basic concept of learning is the main viewpoint in the Cognitive Learning Theory (CLC). The theory has been used to explain mental processes as they are influenced by both intrinsic and extrinsic factors, which eventually bring about learning in an individual. Cognitive Learning Theory implies that the different processes concerning learning can be explained by analyzing the mental processes first. It posits that with effective cognitive processes, learning is easier and new information can be stored in the memory for a long time. On the other hand, ineffective cognitive processes result to learning difficulties that can be seen anytime during the lifetime of an individual. Social Cognitive Theory In the Social Cognitive Theory, we are considering 3 variables: environmental factors (extrinsic) personal factors (intrinsic) behavioral factors These 3 variables in Social Cognitive Theory are said to be interrelated with each other, causing learning to occur. An individuals personal experience can converge tit the behavioral determinants and the environmental factors. Social Cognitive Theory Illustration (Pajamas, 2002) In the person-environment interaction, human beliefs, ideas and cognitive competencies are modified by external factors such as a supportive parent, stressful environment or a hot climate. In the person-behavior interaction, the cognitive processes of a person affect his behavior; likewise, performance of such behavior can modify the way he thinks. Lastly, the environment-behavior interaction, external factors can alter the way you display the behavior. Also, your behavior can affect and edify your environment. This model clearly implies that for effective and positive learning to occur an individual should have positive personal characteristics, exhibit appropriate behavior and stay in a supportive environment. In addition, Social Cognitive Theory states that new experiences are to be evaluated by the learner by means of analyzing his past experiences with the same determinants. Learning, therefore, is a result of a thorough evaluation of the present experience versus the past. Figure 1 Input Process Output Figure 1 shows the conceptual framework of the study. The input consist of the hurry (Student involvement and cognitive learning theory), used in the study. The demographic profile of the freshmen students were concerned such as: age, gender, religion, types of residency and types of school graduated for the process. The proponents gave questionnaires to float to the selected freshmen. They used statistical treatment and analyzed the data that gathered. For the output, the researchers are going to conduct a seminar entitled: Benefits of acquiring good study habits so that our respondents will gain knowledge and be benefited from this study. Statement of the Problem The Effectiveness of the Study Habits to the Freshmen students of PUC Academic year 2012-2013 What is the demographic profile of the students in terms of: Age Gender Religion Types of residency Types of school graduated What are the factors that affect the study habits of the freshmen of PUC? What are the effects of the study habits to the freshmen students of PUC? Scope and Limitation This study focused on the effectiveness of study habits in the Academic Performance of the Freshmen Students of PUC. The scope of this research is based on six different courses for the total of 498 freshmen students in the school year Assumption The Researchers conducted this study entitled: The Effectiveness of the Stud Habits to the Freshmen students of PUC Academic year 2012-2013, and come up on the following assumption: 1. The demographic profile such as age, gender, religion, types of residency, and types of school graduated affect the students study habit. 2. The factors affecting ones study habit are study environment, time management and different skills such as listening, speaking, reading, writing or note- taking. Significance of the Study This study would show the different kind of study habits that affects the academic performance of the students. This research will be beneficial for all freshmen students for them to realize the importance of having a good study habits and for them to value the education that they have. It will not only give information about Education, but it will also give them sort of knowledge and benefits of acquiring good study habits to achieve their high performance in school. For the students For them to have a future reference in making up their own thesis For the Professors They need to observe first in order for them to know whether they are having difficulties in it comes to studying. For them to know what strategy are they going to SE in order to eject that knowledge in the students. For the Parents. This study can serve as a guide for them in order to take their child in the right track of learning. Definition of Terms: Assignment- refers to conceptually task given by the subject teacher before the last period of the student in the learning center in the library or at home. Education- it is the process of acquiring knowledge, skills and attitudes that makes man do better and it is the right of an individual to attain progress in life. Effectiveness- means the capability of producing an effect. Any result of another action or circumstance. Habit- retains to an act, movement or pattern of behavior that through practice and training has become an easy manner of behaving without hesitancy or concentration. It is the way of living that has become learned. Habit in their totality makes up the characteristics of the individual as he/she appears to other people. Material tools- order to achieve their goals. PUP Q. C. it is the University along Commonwealth Eave. And wherein the study conducted. Academic Performance- it refers to academic grades of the students for the whole semesters as used in the study by getting all the final grades of all Freshmen Students. Study Habits- pertains operationally to habits into which the students accustom themselves, this are methods of approaches with the units of learning by ignoring abstraction, paying attention to specific material being studied and concentrating in the learning process. Review of Related Literature The related literature provided the proponents a substantial background on this study. On the other hand, the review of foreign and local studies provided the proponents with other findings, which could help in the analysis of the study. Foreign Literature 5 Bad Study Habits and Effective Solutions (Grace Fleming) Have you ever wondered how you can bomb a test after studying for hours? A poor test result after many hours of faithful studying is a real confidence buster! If this happens to you, its possible that your current study habits are failing you! But you can turn it around. The process of learning is still a little mysterious, but studies do show that the most effective process for studying involves highly active behavior over a period of time. In other words, to study effectively, you must read, draw, compare, memorize, and test yourself over time. The following study habits are least helpful when used alone. Taking linear notes Linear notes are lecture notes that students take when they attempt to write down every word of a lecture. Linear notes occur when a student tries to write every word a lecturer says in sequence, like writing a rambling essay with no paragraphs. You may be wondering: 1. How can it be bad to capture every word of a lecture? Its not bad to capture every word of a lecture, but it is bad to think youre studying effectively if you dont mess with your linear notes in some way. You must revisit your linear notes and make relationships from one section to another. You should draw arrows from one elated word or concept to another, and make a lot of notes and examples in the margins. Solution: To reinforce information and to make it sink in, you must also recreate all your class notes in another form. You have to revisit the information and put it all into a chart or shrinking outline. Right before every new lecture, you should review your notes from days past and predict the next days material. You should reflect and make relationships between key concepts before you sit down for a new lecture. You should prepare for your exams by creating a fill-in-the-blank test from your notes. 2. Are you guilty of highlighter abuse? Reckless highlighting is the root cause for many bad test grades! Bright colors on a page make a big visual impact, so it seems like a lot of good studying is oing on when you read and highlight. Highlighting does make important information stand out on a page, but that doesnt do you much good if you dont do something active with that information. Reading highlighted words again and again is not active enough. Solution: Use the information you highlight to create a practice exam. Put highlighted words onto flashcards and practice until you know every term and concept. Identify key concepts and use them to create practice essay questions. You should also develop a color-coded highlighting strategy. Highlight new words in one color and new concepts in another, for example. You could also highlight separate topics according to a color code for more impact. 3. Rewriting notes Students rewrite notes under the assumption that repetition is good for memorization. Repetition is valuable as a first step, but its not that effective all alone. You should rewrite your notes in the shrinking outline method, but follow up with self-testing methods. Solution: Switch class notes with a classmate and create a practice exam from his/her notes. Exchange practice exams to test each other. Repeat this process a few times until you are comfortable with the material. 4. Rereading the chapter Students are often encouraged to re-read a chapter on the night before an exam to reinforce what theyve learned. Rereading is a good tactic as a last step. Just like the other study habits mentioned above, rereading is only one part of a puzzle. Solution: Make sure to use active steps like charts, shrinking outlines, and practice tests and follow up with rereading your chapter 5. Memorizing definitions Students spend a lot of time using flashcards to memorize definitions. This is a good study method, as long as its a first step in the process of learning. As students progress through the grade levels, they are expected to progress in cognitive skills. Once youve exited middle school, you cant expect to do well on an exam by memorizing the definitions to terms. You must learn to memorize a definition and then define the significance of the new vocabulary terms you encounter. If youre in high school or college, you should be prepared to explain how terms are relevant in the subject, compare them to similar concepts, and explain why they matter at all. Heres a real life example: In middle school you might learn to memorize the definition of propaganda. In high school you might encounter this as a term, but youll need to memorize the definition and learn to recognize propaganda materials from World War II and other times. In college you should be able to define propaganda, come up with examples from the past and from today, and explain how propaganda has affected different societies at different times. Solution: Once you have memorized the definitions of your terms, give yourself a short essay practice test. Make sure you are able to define a term and or someone of similar significance. The act of testing and retesting yourself somehow makes the information stick. (10 Highly Effective Study Habits Noon M. Growl, Sys. D. ) Students grapple with many issues in their lives, and because of all of the competing things for your attention, its hard to concentrate on studying. And yet if youre in school, you have to do at least a little studying in order to progress from year to year. The key to effective studying isnt cramming or studying longer, but studying smarter. You can begin studying smarter with these ten proven and effective study habits. 1 . How you approach studying matters Too many people look at studying as a necessary task, not an enjoyment or opportunity to learn. Thats fine, but researchers have found that how you approach something matters almost as much as what you do. Being in the right mindset is important in order to study smarter. Sometimes you cant force yourself to be in the right mindset, and it is during such times you should simply avoid studying. If youre distracted by a relationship issue, an upcoming game, or finishing an important project, then studying is Just going to be an exercise in frustration. Come back to it when youre not focused or obsessed! By something else going on in your life. Way to help improve your study mindset: Aim to think positively when you study, and remind yourself of your skills and abilities. Avoid catastrophic thinking. Instead of thinking, Im a mess, Ill never have enough time to study for this exam, look at it like, l may be a little late to study as much as Id like, but since Im doing it now, Ill get most of it done. Avoid absolute thinking. Instead of thinking l always mess things up, the more objective view is, l didnt do so well that time, what can I do to improve? Avoid comparing ourselves with others, because you usually Just end up feeling bad about yourself. 2. Where you study is important A lot of people make the mistake of studying in a place that really isnt conducive to concentrating. A place with a lot of distractions makes for a poor study area. If you try and study in your dorm room, for instance, you may find the computer, TV, or a roommate more interesting than the reading material youre trying to digest. The library, a nook in a student lounge or study hall, or a quiet coffee house is good places to check out. Make sure to choose the quiet areas in these places, not the loud, central gathering areas. Investigate multiple places on-campus and off-campus; dont Just pick the first one your find as good enough for your needs and habits. Finding an ideal study place is important, because its one you can reliably count on for the next few years. 3. Bring everything you need, nothing you dont Unfortunately, when you find an ideal place to study, sometimes people bring things they dont need. For instance, while it may seem ideal to type notes into a computer to refer back to later, computers are a powerful distraction for many people because Web, and answering emails are all wonderful distractions that have nothing to do with studying. So ask yourself whether you really need a computer to take notes, or whether you can make do with the old-fashioned paper and pen or pencil.   Dont forget the things you need to study for the class, exam or paper youre focusing on for the study session. Nothing is more time-consuming and wasteful than having to run back and forth regularly because you forget an important book, paper, or some other resource you need to be successful. If you study best with your favorite music playing, make sure your pod is with you. 4. Outline and rewrite your notes Most people find that keeping to a standard outline format helps them boil information down to its most basic components. People find that connecting similar concepts together makes it easier to remember when the exam comes around. The important thing to remember in writing outlines is that an outline only words as a learning tool when it is in your own words and structure. Every person is unique in how they put similar information together (called chucking by cognitive psychologists). So while youre welcomed to copy other peoples notes or outlines, make sure you translate those notes and outlines into your own words and concepts. Failing to do this is what often causes many students to stumble in remembering important items. It may also be helpful to use as many senses as possible when studying, because information is retained more readily in people when other senses are involved. Thats why writing notes works in the first place it puts information into words and terms you understand. Mouthing the words out loud while you copy the notes before an important exam can be one method for involving yet another sense. 5. Use memory games (mnemonic devices) Memory games, or mnemonic devices, are methods for remembering pieces of information using a simple association of common words. Most often people string gather words to form a nonsense sentence that is easy to remember. The first letter of each word can then be used to stand for something else the piece of information youre trying to remember. The most common mnemonic device example is Every Good Boy Deserves Fun. Putting the first letters of every word together GIBED gives a music student the five notes for treble clef. The key to such memory devices is the new phrase or sentence you come up with has to be more memorable and easier to remember than the terms or information youre trying to learn. These dont work or everyone, so if they dont work for you, dont use them. Mnemonic devices are helpful because you use more of your brain to remember visual and active images than you do to remember Just a list of items. Using more of your brain means better memory. 6. Practice by yourself or with friends The old age adage, practice makes perfect, is true. You can practice by yourself by testing yourself with either practice exams, past quizzes, or flash cards (depending what kind of course it is and whats available).

Adverb of Emphasis - Definition and Examples

Adverb of Emphasis s In English grammar, adverb of emphasis is  a traditional term for an intensifier  used to give added force or a greater degree of certainty to another word in a sentence or to the sentence as a whole. Also called an emphasizer and an  emphasizing adverb. Common adverbs of emphasis include absolutely,  certainly, clearly, definitely, naturally, obviously, positively, really, simply, and undoubtedly. In The Oxford Dictionary of English Grammar  (2014), Bas Aarts et al. point out that [o]nly some grammatical models subdivide adverbs with this level of semantic detail.  Ã‚   Examples and Observations I was flat broke and the rent was due. Clearly I needed to find a job.Hes tapping my phone, he said to Celia indignantly. I definitely heard it. Definitely.(Lawrence Sanders, The First Deadly Sin.  G. P. Putnams Sons, 1973) I hadnt the slightest hesitation in saying: For sure! Tell the manabsolutely! Absolutely! Of course!(Joey Tallon in Call Me the Breeze, a novel by Patrick McCabe, 2003) In Stamps the segregation  was so complete that most Black children didnt really, absolutely know what whites looked like.(Maya Angelou,  I Know Why the Caged Bird Sings. Random House, 1969Deterrence, obviously, is one of the aims of punishment, but it is surely not the only one. On the contrary, there are at least half a dozen, and some are probably quite as important.(H.L. Mencken, The Penalty of Death At the door of the kitchen she said, You never finish your lunch. You run around senselessly. What will become of you?Then she died.Naturally for the rest of my life I longed to  see her, n ot only in doorways, in a great number of places- in the dining room with my aunts, at the window looking up and down the block, in the country garden among zinnias and marigolds, in the living room with my father.(Grace Paley, Mother.  Later the Same Day. Farrar, Straus Giroux, 1985) Theoretically, of course, one ought always to try for the best word. But practically, the habit of excessive care in word-selection frequently results in loss of spontaneity.(Francis Thompson, qtd. by Arthur Quiller-Couch in Murder Your Darlings)Everything beginning at Blake Avenue  would always wear for me some delightful strangeness and mildness, simply because it was not of my block, the block,  where the clang  of your head sounded against the pavement when you fell in a fist fight, and the rows of store-lights on each side were pitiless, watching you.(Alfred Kazin, A Walker in the City. Harcourt Brace, 1951 There is undoubtedly a sensation in traveling into foreign parts that is to be had nowhere else; but it is more pleasing at the time than lasting.(William Hazlitt, On Going a Journey Fallacies You can spot ​discourses that beg the question by looking for such words as obviously, of course, and really. Any defense lawyer would immediately leap up and say, Objection! if the prosecution were to say to the jury, Obviously, she is guilty. (Edward P. J. Corbett and Rosa A. Eberly, The Elements of Reasoning. Allyn and Bacon, 2000)

Justice Scalia's Fundamental Rights Research Paper

Justice Scalia's Fundamental Rights - Research Paper Example Constitution as an instrument to protect the fundamental rights of citizens in America. The 14th Amendment to the U.S. Constitution is concerned primarily with the fundamental rights of citizens of the United States. Based on the, 14th Amendment, â€Å"all persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law† (Legal Information Institute). Simply put, the 14th Amendment limits the power of Congress and other federal and state powers to discriminate against individuals. The 14th Amendment is the document of equal protection that outlaws individual rights violations. Since the 1970s, the 14th Amendment has been used as one of the central tools of legal def ense against labor and employment discrimination. However, not everyone agrees that the 14th Amendment is a valid argument against discrimination. When a public figure as popular as Justice Scalia expresses a divergent opinion, it is natural and logical that the public reaction will be immediate. In one of his recent interviews, Justice Scalia expressed an opinion that the 14th Amendment has nothing to do with discrimination and individual rights: according to Scalia, the U.S. Constitution by itself does not outlaw discrimination (Terkel). Rather, the Constitution simply provides the basis and creates a legal context, which allows passing legislation that outlaws different forms of discrimination against individuals (Terkel). Justice Scalia is confident that the Constitution does not prohibit discrimination, and it is within the power of U.S. legislators, not the Constitution, to enact laws that defend the fundamental rights of American citizens. As a result, the Fourteenth Amendmen t can hardly serve a relevant ground for legal protection against sexual and gender discrimination in the workplace or in courts. To some extent, Justice Scalia is correct: the Fourteenth Amendment to the U.S. Constitution was passed with the intent to keep illegal immigrants and aliens from accessing and using the benefits provided by U.S. Government. This is why the 14th Amendment limits the scope of the legal rights protection to citizens or those naturalized in the United States (The 14th Amendment). It was not before the 1970s that the legal meaning of the Fourteenth Amendment was changed to become one of the key instruments and legal arguments against sexual and other types of individual discrimination in the U.S. Even today, the 14th Amendment remains the source of major legal controversies, since there is no explicit statement that could be directly related to the issue of sexual or gender discrimination. However, the role which the Fourteenth Amendment plays in the protecti on of individual rights and the elimination of inequality and discrimination cannot be ignored. Simultaneously, Justice Scalia’s homophobic prejudices are well-known to the American public. It is no wonder that Scalia does not believe the 14th Amendment and its equal protection clause applies to women, gays or lesbians (LaVictoire). In the notorious case of Lawrence v. Texas Justice Scalia claimed

Report Essay Example | Topics and Well Written Essays - 250 words - 1

Report - Essay Example At the same time, dispersed fields created huge problems of optimal grazing resulting in weak cattle stock. Indeed, the overall disinclination to invest in land improvement had made medieval agriculture inefficient and low yielding. Clark believes that exogenous decline in interest rates were mainly due to lower cost of capital which during the medieval period was very high which discouraged improvements in cultivation techniques. The high interest rates, high investment cost of improvement due to reasons like dispersed holding, diseases cattle etc. had adversely impacted the yield. In late 18th and 19th century, emphasis was put on improvement techniques that resulted in higher yield and lower interest rates that made agriculture more attractive. They also used mineral manures to improve arability and fertility of soil that greatly contributed to improved productivity. Underground drainages were developed for better harvest. Thus, investment for improving the land arability hugely contributed to the reducing interest

Ethical Decision Reflection Essay Example for Free

Ethical Decision Reflection Essay To let go of someone you dearly love is very painful to do. The pains cause by ending relationship is very unbearable. Some people may find their world tear apart when they realize that their relationship with their partner is not going well. I have had this relationship in the past that truly marks in my heart and in my mind. I do love this person very much despite of his weaknesses and flaws but many people around us do not like the idea of being us together. At first, I try not to give ear to their comments and opinions because of my love for my partner. But in a long run, I decide to call it quits because I find out that my partner is having an affair with other man; take note, it’s a â€Å"man. † It truly hurts me a lot because he exchanges me to a man! It is a big slap my on face. That is the first factor I consider when I break up with him. He is not trustworthy and faithful. I just strongly believe that a woman is meant to be with a man and a man is meant to be with a woman. Though I live in a liberated world but I cannot just take and stand with this kind of idea that is having an affair with same sex. When I break up with him, I feel so much freedom that I never been experiencing when we are still together. I don’t know why I feel that way, but that is how I really feel. I feel like a bird being imprison in a cage for a long time and has the chance to be released. When my friends especially my parents learn about it, they are very happy and relieve. They don’t just like my partner because they can smell something fishy on him. After the break, I feel such joy in my heart and feel more beautiful inside.

Examination of Mrs Wright in Trifles by Susan Glaspell Essay -- Susan

Examination of Mrs Wright in Trifles by Susan Glaspell The play ?Trifles?, by Susan Glaspell , is an examination of the different levels of early 1900?s mid-western farming society?s attitudes towards women and equality. The obvious theme in this story is men discounting women?s intelligence and their ability to play a man?s role, as detectives, in the story. A less apparent theme is the empathy the women in the plot find for each other. Looking at the play from this perspective we see a distinct set of characters, a plot, and a final act of sacrifice. The three main characters, Mrs. Peters, the Sheriff?s wife, Mrs. Hale and Mrs. Wright are all products of an oppressive society which denies them their right to think and speak freely, in the case of Mrs. Peters and Mrs. Hale, and denies them their right to a happy, free life as in Mrs. Wright?s case. Throughout the play Mrs. Hale and Mrs. Peters are able to find clues to the motive for the murder from their detailed knowledge of simple housewifery of which the men are ignorant. They also are forced to find an empathy for Mrs. Wright as they compare their own experiences to the clues they discover of her life. In the end this empathy causes them to make a decision which also casts them into the underdog?s lot of women fighting for their freedom in the early part of our century. At the opening of the play we find the two women not taking a very active part in the play. In fact, they seem a little disconcerted to be on the scene of a murder, their only words as they stand by cold door on a cold night is ?I?m not ? cold.?(1170) The women do not start to take an active role in the story until the county attorney finds the broken preserves jars in the cabinets. ... ... bird and hiding it from the men to save Mrs. Wright. The unity the ladies have found with each other and Mrs. Wright is stated by Mrs. Hale in the final line of the play. ?We call it ? knot it, Mr. Henderson.?(1179) This has a double meaning, one that the ladies were united by their common bond of living in a male controlled world, where men think women are only good for such activities as quilting and housework. Second, that the women are united by their common bond of fighting for each other. Her reference to knotting the quilt can also be construed as a reference to knotting Mr. Wright?s neck. This final retaliatory remark shows the determination of women in that era to fight for equal rights and sisterhood, no matter what the moral cost. Works Cited: Glaspell, Susan. "Trifles" The Bedford Introduction to Literature. Bedford/St.Martins: Boston 2005.

Mount St. Helens

Geographic Facts and OverviewElevation: 8, 635 feet (2,550 m)Prominence: 4, 605 feet (1,404 m)Coordinates: 46 °12’00.17†N, 122 °11’21.13†WAge of rock: > 40,000 yearsEasiest access: southern slopeMount St. Helens is an active stratovolcano in Skamania County, Washington, in the Pacific Northwest region of the United States. It is located 96 miles south of the city of Seattle and 53 miles northeast of Portland, Oregon. Mount St. Helens takes its name from the British diplomat Lord St Helens, a friend of George Vancouver, who did a survey of this place in the late 1800s.The mountain can be found in the Cascade Range and is part the Cascade Volcanic Arc, a segment of the Pacific Ring of Fire that includes over 160 active volcanoes (Mount St. Helens). This volcano is quite well known for its ash explosions and pyroclastic flows. It is located 45 miles west of Mount Adams, in the western part of the Cascade Range. These volcanic mountains are each approximatel y 50 miles from Mount Rainier, the highest of Cascade volcanoes. Mount Hood, the nearest major volcanic peak in Oregon, is 60 miles (95 km) southeast of Mount St. Helens. (Mount St. Helens)Mount St. Helens is quite young compared to the other well-known Cascade volcanoes (Mount St. Helens). It only formed within the last 40,000 years, and the summit cone (before the 1980 eruption) began rising around 2000 years ago. The volcano is still considered the most active in the Cascades within the last 10,000 or so years, according to the Mount St. Helens report in Wikipedia.Mount St. Helens Eruptive HistoryThe early eruptive stages of Mount St. Helens are known as the â€Å"Ape Canyon Stage† (around 40–35,000 years ago), the â€Å"Cougar Stage† (ca. 20–18,000 years ago), and the â€Å"Swift Creek Stage† (roughly 13–8,000 years ago).The modern period, since about 2500 BC, is called the â€Å"Spirit Lake Stage†. (Mount St. Helens) Collectively , the pre-Spirit Lake Stages are known as the â€Å"ancestral stages† (Mount St. Helens).The Eruption of May 18, 1980Mount St. Helens erupts maybe around once each century. After lying asleep for 123 years, Mount St. Helens again spewed steam and ash on March 27, 1980 – a prelude that put geologists on alert. But what happened on the18th of May, 1980, went beyond what anyone had envisioned. According to Mount Saint Helens History report, a 5.1 magnitude earthquake from inside the volcano triggered the destruction of its north flank, letting down the largest landslide in recorded history and a volcanic eruption equal in power to 500 atom bombs (History). As much as a cubic mile of volcanic material shot upward and sideways.The blast traveled at more than 300 miles per hour with temperatures in excess of 600 degrees F, destroying 230 square miles of forest (History).   Within seconds, the trunks of thousands of 150-foot-tall old-growth Douglas firs snapped like toothpi cks. Ash rained down over 22,000 square miles, blew more than 12 miles into the atmosphere and circled the globe in 17 days (History).   When the ash finally cleared up, the mountain was reduced by 1,313 feet (History). Although the Forest Service and local authorities had worked hard to keep people away, 57 were killed.   Rocks, snow and ice roared down the mountain at enormous speeds (sometimes reaching more than 100 miles per hour). Most large animals on the volcano, like mountain goats, black bears, and thousands of elk and deer (even most fish, amphibians, insects and birds), died. (History)Mount St. Helens before the EruptionBefore the eruption of 1980, Mount St. Helens formed an almost perfectly conical, youthful volcano that sometimes was known as the Fuji-san of America (Eruptive History). According to Volcano World’s Eruptive History page, during the 1980 eruption, however, the upper 400 m of the summit was removed by a slope avalanche, leaving a 2 x 3.5 km hors eshoe-shaped crater now partially filled by a lava dome.The eruption of Mount St. Helens in 1980 changed the surrounding environment. Before the eruption, the areas around the mountain were known for its natural beauty. The Spirit Lake basin was said to be coated with ancient trees. The tree rings of these huge 800 year-old trees show evidence of eruptions that date back before the time of the Europeans arrival in the Americas (Biologic History).A few research sites existed before 1980 and they showed a healthy, vigorous forest, growing on the rich volcanic soils typical of the Pacific Northwest (Biologic History). Under the dense canopy, huckleberries, ferns, and mosses grew. A wide variety of animals lived here. Above Spirit Lake, the alpine meadows on the mountain were slowly being overtaken by trees (Biologic History). The alpine meadows supported a wide variety of wildflowers and gnarled trees. Mountain goats were transplanted from the Olympic Peninsula. They were well known fo r their aggressive ways.Sometimes they butted hikers right down the mountain (Biologic History). When people remember Spirit Lake, they always mention how clear it was (Biologic History). Fed by snow and glacial melt, the lake's temperature was normally below 55 degrees Fahrenheit year round (Biologic History). The many types of microscopic plants and animals that fish eat did not do well in this cold water. Because of this, the fish that were stocked never managed to become a self-sustaining population (Biologic History). Some people will tell you that Spirit Lake was overflowing with fish. However, catch records indicate that it was just average for the Northwest. Those who visited Mount St. Helens before 1980, were always impressed by its natural beauty. (Biologic History)Mount St. Helens NowAs amazingly destructive as it was, the May 18, 1980 eruption is just one of many events in the history of Mount St. Helens. Considering the 27 years and renewed volcanic activity, it is surp rising to see how Mount St. Helens continually changes. The past 27 or so years have been characterized by a rebirth.   Within the crater, a new lava dome began rising in 1986, rebuilding the mountain (History).   A new glacier has established itself on the crater floor.  Ã‚   And since early October 2004, a second lava dome has grown at a rate as high as a dump-truck load in volume every second.At this rate, scientists estimate Mount St. Helens could return to its height before the 1980 eruption of 9,677 feet in less than 200 years – less than a blink of the eye in geologic time (History). Remarkably, plant and animal life has revived itself faster than was expected. Beetles were among the earliest animals to return and over 300 kinds now flourish (History). Lupines, members of the pea family, were among the first plants to grow in the deep deposits of volcanic ash.Scientists learned that lupines drive ecological recovery by creating islands of rich nutrients that prom ote establishment of other plant species (History).   Millions of new trees and animal species have also returned to the areas that most of them left in 1980.   Mount St. Helens is back to being a living playground. According to the Mount St. Helens Institute, it has become one of the most  remarkable areas of geological and ecological disturbance and restoration in the world. This country has learned a lot from what happened 27, or so, years ago. We are now better prepared to face another eruption (to avoid the casualties of 1980), and scientists, our other learned friends in different fields of study, and the general public, are coming to experience the remarkable volcano that is Mount St. Helens.The Current EruptionsMount St. Helens came alive again in the fall of 2004 and has continually been erupting. Plenty of news crews and visitors from around the globe have surged to the volcano.   Mount St. Helens has returned to its former grandeur and is now a leading recreationa l area, with more than 500,000 visitors a year. W O R K S  Ã‚   C I T E Dâ€Å"Mount St. Helens.† Wikipedia, The Free Encyclopedia. 22 Apr 2007, 19:46 UTC. Wikimedia Foundation, Inc. 24 Apr 2007 ;https://en.wikipedia.org/w/index.php?title=Mount_St._Helens;oldid=124937639;