Great Expectations by Dickens Essay - 1270 Words

Great Expectations Comment on Dickens use of setting focusing on the opening graveyard scene and the scenes with Miss Havisham set in the Satis house. GCSE Coursework Great Expectations Comment on Dickens use of setting focusing on the opening graveyard scene and the scenes with Miss Havisham set in the Satis house As a skilled writer Dickens has chosen a perfect setting in which corresponds to the involvement of his characters. The dark isolated graveyard associates with death, and provides a backdrop that is very similar to the appearance of a criminal, in the society in Dickens time. Dickens describes the marshes as being a dark, flat wilderness. This creates the opportunity to become lost and isolated, it†¦show more content†¦The beacon and the gibbet are the only things that are verticle and standing, as they are very important and have to stand out. This is because the beacons light guides in good people who will be saved from the distant savage lair, criminals being the savage beasts. The gibbet is the place where criminals will go, and they will not be saved. This, in Dickens view, is what will happen between the two groups of people. If Pip does steel he will go to the gibbet. Dickens cleverly associates the graveyard with the dark, mist and the rushing winds. These provide the right atmosphere that corresponds to the gloomy, course, grey appearance of Magwitch, a criminal. Magwitch is described as being a fearful man, with a terrible voice and shuddering body. This is Dickens view on what a criminal was like in the society in the Victorian times. Dickens puts across the idea of going across the marshes is a path you wouldnt want to take as it hurts, its unpleasant, its wild and cold, its not attactive and its lonely. This also means that being a criminal is a path you wouldnt want to take for the same reasons. When Magwitch turns Pip upside down, its like Pips life being turned around. From being a well brought up boy to a criminal. Dickens wrote this to show the idea of the change in Pips behaviour and manner towards criminality. The appearance of Magwitch, cutShow MoreRelatedDickens Great Expectations1378 Words   |  6 PagesDickens Great Expectations In this essay, I will compare the presentation of Pip as a young boy with that of Pip as an adult in Great Expectations. This novel is about a young orphan boy Pip who is given great expectations, when an unknown benefactor gives him money to become a gentleman. In the process he travels to London, deserting the people who care for him. This is a typical Victorian novel in that it has sentimental deathbed scenes such as Magwhichs whichRead MoreGreat Expectations By Charles Dickens1113 Words   |  5 Pagesadventures that the male characters go on. This seems to be relevant in a lot of movies and books like the story Great Expectations by Charles Dickens. In Great Expectations there are multiple female characters like Estella, Biddy, and Miss Havisham who all play a large part in the main character, Pip’s life. One of the first that we meet the character Estella in Charles Dickens’ Great Expectations is when Pip goes to Miss Havisham’s to play with her. The two kids play the game beggar my neighbor when EstellaRead MoreGreat Expectations By Charles Dickens1347 Words   |  6 Pagespoor status of the economy, social mobility does not seem to be occurring at high rates, with the poor getting poorer and rich getting richer. Despite this, social mobility is alive and well, and has been for centuries. In his novel, Great Expectations, Charles Dickens voices the concerns of many that lived in Victorian England during the 19th century by promoting such a desire to live life in a more prosperous social class. One of the most fundamental and reoccurring themes in the novel is that ofRead MoreGreat Expectations By Charles Dickens1426 Words   |  6 Pages Twelve-year-old Charles dickens gets ready for bed after a long day at the blacking house. These Victorian-aged memories will provide him with many ideas for his highly acclaimed novel Great Expectations. Set in 1830 England, Great Expectations is a coming-of-age story about a common innocent boy named Pip and his road to becoming a gentleman through the influence of others. Pip is influenced both positively and negatively by Estella, Herbert, and Magwitch. Estella left a huge impression on PipRead MoreGreat Expectations by Charles Dickens1285 Words   |  6 PagesAP Great Book Assignment: Great Expectations The 544-page, Bildungsroman novel, Great Expectations, by Charles Dickens is considered a classic because it has stood the test of time, appealing to generation after generation of readers while still remaining relevant to them. Published in 1861, Dickens created a coming-of-age story that is similar to his other novel, David Copperfield, but Great Expectations is considered to have reflected parts of his own life. There are several parallels betweenRead MoreCharles Dickens Great Expectations1574 Words   |  7 Pagesclass life. This boy was Charles Dickens, one of the most well known writers of all time. Throughout his life, he experienced both the middle and working class, therefore, most of his pieces of literature include characters from both of those social classes and how they view Victorian England society. His haunting childhood experience also allowed him to incorporate the themes of alienation and betrayal in Great Expectations (Cody). Throughout Great Expectations, Dick ens explores the specific socialRead MoreGreat Expectations By Charles Dickens884 Words   |  4 PagesGreat Expectations by Charles Dickens, is known and loved by a wide range of people all over the world. This classic story tells of a young boy named Pip on his quest to become a gentleman in Victorian England. The very first event in Great Expectations is Pip s encounter with Magwitch, an escaped convict that gives Pip a fortune for saving his life. After meeting Magwitch, Pip goes to the home of Miss Havisham, the eccentric woman appointed to teach him the ways of upper class society. While atRead MoreCharles Dickens Great Expectations1223 Words   |  5 PagesBeloved author Charles Dickens was born on February 7, 1812 in Portsmouth, England. Growing up in a life of poverty, his childhood hardships provided the inspiration to write a myriad of classic novels including his 1861 seminole masterpiece, Great Expectations (â€Å"BBC History - Charles Dickens†). Great Expecta tions follows the life of an orphan named Pip, who’s perspective of the world is altered when he is attacked by an escaped convict in his parents’ graveyard in the town of Kent. Throughout hisRead MoreCharles Dickens Great Expectations1017 Words   |  5 Pagesexperiencer is somewhere else absorbing knowledge of a different setting.This abstract adventure is seized by author Charles Dickens in Great Expectations. Great Expectations is historical fiction giving readers comprehension of the Victorian Era.Upon the reading, readers begin to catch on the intended purpose and its significance. A person who lived during the Victorian Era was Charles Dickens himself.He grew up during a time where differences in social class were to an extreme degree.Dickens went throughRead MoreGreat Expectations By Charles Dickens943 Words   |  4 PagesGreat Expectations written by Charles Dickens consist of many dynamic characters and literary elements that help develop the novel. Dickens introduces the life of the main character, Phillip Pirrip better known as Pip, as he works his way up in society. Along the way, Pip encounters many minor characters such as Biddy to help realize his full potential. Through the use of several literary devices, for example, characterization, conflict, and imagery, we take a young naà ¯ve boy and develop him into

Dr. Jekyll s Death Or Disappearance Essay - 1218 Words

Summary: That evening after his walk with Enfield, Utterson returns home and examines Dr. Jekyll s will, which he remembers had strange stipulations referring to the Mr. Hyde Enfield discussed. The will provides that in the case of Henry Jekyll s death or disappearance, all of his possessions should be given to the Edward Hyde. Utterson was uncomfortable when Jekyll originally requested this stipulation, and is further upset by it after hearing of Mr. Hyde s despicable behavior. After considering the implications of the will with what he has learned about Edward Hyde, Utterson goes to visit Dr. Lanyon, another dear friend of Dr. Jekyll s. When the men begin talking about Jekyll, Utterson discovers that Lanyon has not spoken to Jekyll for a long period of time due to a disagreement over unscientific balderdash. Utterson also learns that Lanyon has never heard of Hyde. After leaving Lanyon, Utterson s sleep is haunted by terrifying dreams of the evil Hyde, who is faceless in the dream, trampling a young girl and then standing by Jekyll s bedside ordering him to rise. Upon waking, Utterson reasons that if he can only see the face of Hyde, he might understand a reason for his friend s relationship with the man. From that point forward, Utterson begins to haunt the streets around the mysterious door, looking for Mr. Hyde to either enter or exit the portal. One night, he finally runs into Mr. Hyde and confronts him as he is about to enter the building. UttersonShow MoreRelatedThe Strange Case Of Dr. Jekyll And Mr. Hyde1675 Words   |  7 PagesThe Strange Case of Dr. Jekyll and Mr. Hyde Essay Robert Louis Stevenson’s novella, â€Å"The Strange Case of Dr. Jekyll and Mr. Hyde,† is a type of Gothic literature. In the beginning of the story when Stevenson is describing the lawyer, one â€Å"Mr. Utterson,† the mood is a bit dull. At first glance the reader may think that this story would be a bit boring and drab. Stevenson’s story is far from being another dull piece of British English literature. The setting and mood of this novella are more complexRead More Strange Case of Dr. Jekyll and Mr. Hyde - The Battle Between Dr. Jekyll and Mr. Hyde1313 Words   |  6 PagesBetween Jekyll and Hyde      Ã‚  Ã‚   Throughout Western literature, writers have created characters who act as perfect foils to each other with dramatically observable differences. Each pairing has a stronger and weaker in the combination, and usually one outlives the other. In The Strange Case of Dr. Jekyll and Mr. Hyde, the pairing exists in one body, and yet the struggle is heightened because both aspects of the identity are equal in strength. Ultimately, Stevenson emphasizes it is Jekyll who holdsRead MoreComparing The And Dr. Jekyll And Mr. Hyde1824 Words   |  8 PagesCompare the use of â€Å"secrets† with in the two main characters of the both novels - Victor Frankenstein and Dr Jekyll (including Mr Hyde) Both the novels are based around secrets. Victor and Dr Jekyll both have a big secret that happens in the novel. Both the main characters have a thirst for knowledge leading to their biggest secrets occurring. Their scientific experiments don’t go as planned and these novels teach us as the reader you can’t keep secrets as the truth will always come out. VictorRead MoreDr. Jekyll And Mr. Hyde2521 Words   |  11 PagesUncovering Dr. Jekyll and Mr. Hyde The Strange Case of Dr. Jekyll and Mr. Hyde was published in 1886 by Robert Louis Stevenson. The story is based on a London lawyer named Gabriel John Utterson, who investigates strange occurrences between his old friend, Dr. Henry Jekyll, and the evil Edward Hyde. This novel was composed as a shilling shocker. A shilling shocker is a short, graphic book. This whole novel is based in Victorian England. Noting the servants, differences between the rich and poorRead More Good Vs. Evil In Treasure Island Essay2590 Words   |  11 Pagesamp;#8220;villain;.Robert Louis Stevenson contrasts good and evil through many of the characters thathe creates. In the story amp;#8220;The Strange Case of Dr. Jekyll and Mr. Hyde;, Stevensoncontrasts the characters of Dr. Jekyll to Mr. Hyde to further the theme amp;#8220;Good vs. Evil;. This theme is common to many of Stevensonamp;#8217;s other works. In TreasureIsland, Stevenson uses the character Long John Silver to bring out this identicalidea. Long John Silver in many ways can be viewed theRead MoreEssay on Suspense and Horror in Dr. Jekyll and Mr. Hyde2192 Words   |  9 PagesHow does Stevenson create an atmosphere of suspense and horror in Dr Jekyll and Mr. Hyde? Why was this so significant at the time it was written? In the book Dr. Jekyll and Mr. Hyde, Robert Louis Stevenson truly proves himself as a wonderful writer. Throughout the story he keeps a huge sense of suspense and horror, capturing the reader’s interest and making them want to read on. From just the first paragraph he has gained the readers interest and pulled them into the plot of the story.Read MoreBook Report - Dr. Jekyll and Mr. Hyde4784 Words   |  20 PagesA. Title of the Book: â€Å" The Strange Case of Dr. Jekyll and Mr. Hyde† B. Author: Robert Louis Stevenson (1850 -1894) * As a novelist, he is often noted for the powers of invention and depth of psychological insights found in his work; a skill defined by G. K. Chesterton as being able ‘to pick up the right word up on the point of his pen’. * Robert Louis Balfour Stevenson  was a Scottish  novelist, poet, essayist, and  travel writer. * A literary celebrityRead MoreBook Report - Dr. Jekyll and Mr. Hyde4772 Words   |  20 PagesA. Title of the Book: â€Å" The Strange Case of Dr. Jekyll and Mr. Hyde† B. Author: Robert Louis Stevenson (1850 -1894) * As a novelist, he is often noted for the powers of invention and depth of psychological insights found in his work; a skill defined by G. K. Chesterton as being able ‘to pick up the right word up on the point of his pen’. * Robert Louis Balfour Stevenson  was a Scottish  novelist, poet, essayist, and  travel writer. * A literary celebrity during

Teaching Mathematics And Science In Elementary Level Education Essay Free Essays

Teaching mathematics and scientific discipline in simple degree is a ambitious undertaking because of the negative attitude pupils have. Teachers must so be really careful when learning this topic and guarantee that they encourage pupils in the topic ( Muschala J, Muschala G A ; Muschala E, 2010 ) . They must guarantee that they use all the techniques available to promote pupils and do them believe that mathematics is non is non difficult. We will write a custom essay sample on Teaching Mathematics And Science In Elementary Level Education Essay or any similar topic only for you Order Now Mathematicss and scientific discipline are the impulsive topics in most countries of the existent life state of affairss therefore it is indispensable for pupils to understand them. Due to the importance of mathematics and scientific discipline, several criterions have been put frontward to steer instructors. Such are formulated by the National Council of Teachers of Mathematics ( NCTM ) and National Science Education Standards ( NSES ) . The criterions are aimed at assisting instructors to use the best instruction methods and help them in promoting pupils to wish the topics. The first criterion provinces that the instruction system should be structured in a mode that encourages effectual instruction and acquisition ( Ediger 2003 ) . This means that all that instructors require in instruction should be availed to them. Another standard provinces that attitude and the acquisition of the pupils is extremely dictated by the learning methods applied by their instructors ( Westaway 2007 ) . Teachers must hence hold the ability to interact with pupils good and be selective in the instruction methods since this determines the apprehension of the pupils. The 3rd criteri on provides that the efficiency of instructors is dictated by the beliefs and attitude a instructor has on scientific discipline topics. It is hence of import for instructors to hold the right attitude since this will impact good on the acquisition of the pupils. The 4th criterion provides that the procedure of acquisition is both societal and single procedure and pupils should be encouraged to work out existent life state of affairss in groups or separately. The other criterion is that instructors must understand the assorted backgrounds and their understanding abilities and maintain them in head when instruction. The instructor must seek to fulfill the particular demands of the pupils and handle them consequently. But above all, pupils must be encouraged that all are capable of understanding mathematics and scientific discipline ( Westaway 2007 ) . Unit of measurement OF STUDY FOR FRACTIONS, DECIMALS AND PERCENTS In this paper is a proposed unit of survey in the topic of mathematics, affecting fractions, decimals and per centums. The ends and aims of this survey unit is to guarantee that the unit is taught efficaciously with the right stuff. The other end or aim is to guarantee that the learning methods applied by the instructor serves to actuate the pupils to understand and larn mathematics. Another aim is to guarantee that the instructor has a positive attitude towards what he is learning because this will act upon the pupils positively. It is besides an aim of this unit to promote pupils learn as a group every bit good as to set single attempts in understanding the constructs of mathematics. The last end and aim is to guarantee that instructors understand the diverseness of background and difference in understanding capacities of pupils and handle them consequently. The stuffs and resources needed in this unit are divided into three classs which are enactive, symbolic and iconic ( Ediger 2003 ) . Enactive stuffs are the touchable resources that give pupils a custodies on experience in acquisition. The iconic stuffs are the audio ocular AIDSs that help the pupils by hearing and seeing. The symbolic stuffs are the text editions and other printed stuff that explains the constructs to the pupils. In this unit, the instructor requires relevant text editions which must be certified by the relevant governments. Other resources like written cards, pieces of chalk, chalkboard, short movie, physical objects like Mangifera indicas and any other relevant stuff harmonizing to the category of the pupils. The cards must be written in different colourss and the physical objects must besides be of different colourss to do acquisition interesting for the pupils. The instructor must publish instructions to pupils in a linguistic communication apprehensible to them and seting into consideration the diverse demands of the pupils. The instructions must be issued in a sequence and accompanied by the right stuffs and resources ( Ediger 2003 ) . The first phase in issue of the instructions must be by usage of the physical objects to present the thought to the pupils. For illustration, the pupils might be asked to take oranges from a given figure of oranges in a basket, say ten, and asked how many are staying. They can besides be asked to number the figure of ruddy balls and the figure of white balls and show them in relation to the entire figure of balls present. At this phase, the instructor must guarantee that all the pupils take part to the full and are attentive plenty. The instructor must do this every bit interesting as possible by doing merriment and affecting the pupils in physical battles. The other phase must be through the usage of images or other iconic stuffs like short movies and illustrations. The instructor should besides prosecute the pupils full by inquiring them inquiries and necessitating them to reply. For illustration, the instructor might keep a card with three boxes in it, two of which are shaded ruddy. The instructor might so inquire the pupils to number the entire figure of boxes and the figure of boxes shaded ruddy. They should so be helped to show the figure of ruddy boxes in relation to the entire figure. Other iconic stuffs should be used the same manner and in an interesting mode. After usage of the iconic stuffs the instructor must so utilize the symbolic stuffs which is application of what the pupils have learnt to the what is written in text books. The instructor should steer the pupils in reading the texts, associating the content to what they have done in the old stairss and so understanding the constructs. In all the stairss, the instructor must help the pupils to associate what they have learnt to existent life state of affairss and even necessitate pupils to come up with more illustrations. The instructor should frequently inquire the pupils whether they understand the constructs and even measure for himself at every phase. He should on a regular basis inquire the pupils whether they have troubles in their apprehension and attend to the troubles adequately ( Ediger 2003 ) . Merely after all the troubles are solved should the instructor continue to the following measure. Students should be to the full involved and the instructor must utilize wise methods of spoting troubles in understanding since pupils may shy off from stating them. The 12 scientific discipline procedures should be incorporated to the full in learning this unit. These procedures include doing observations, inferring, taking measurings, pass oning, seting things into classs and doing anticipations. These should be used to the full in that the instructor should allow the pupils learn through the procedures ( Westaway 2007 ) . When a instructor puts up a printed card for the pupils to see, he must steer them into doing the right observations, understanding or deducing, pass oning to the others and sorting the job. This will heighten engagement and apprehension of the pupils. Harmonizing to Muschala J, Muschala G A ; Muschala E ( 2010 ) manipulatives are the learning AIDSs that help pupils to make a theoretical account of constructs and place relationships in the theoretical accounts. These should be used since the trigger the imaginativeness of the pupils and assist them to hold on the whole mathematical constructs. The instructor should measure the apprehension of the pupils at every phase and guarantee that they understand. The appraisals should me formulated in a manner to promote the pupils and non to deter them. They should be disputing but at the same clip non excessively hard. The instructor must walk the tight rope in equilibrating the grade of trouble ( Muschala J, Muschala G A ; Muschala E, 2010 ) . The appraisal must be consecutive get downing with the simple jobs traveling to the ambitious 1s and non frailty versa. At the terminal of the unit, the instructor should seek response from the pupils on how they found the topic ( Ediger 2003 ) . The instructor should ask from them on new ways to use what they have learnt in existent life state of affairss. This will be an encouragement to the pupils and will fix them for the following unit. It is clear that even if pupils think that mathematics is difficult, using the right instruction techniques and the right mathematics linguistic communication can assist to do them like the topic. How to cite Teaching Mathematics And Science In Elementary Level Education Essay, Essay examples

Adolescent Development free essay sample

There are mutual influences between an individual and their social environment. There are also at-risk factors involved in the life of a developing adolescent that interconnects with a series of reciprocal systems. I can recall as a developing adolescent quickly maturing into adulthood, the many social, economic, external and internal influences that contributed to certain at-risk behaviors. These type of influences impacted me directly and indirectly. I was influenced by the several environments I was in, and I also contributed to influencing the environment around me. Attempting to exert control over uncontrollable circumstances only lead to desperate situations and weighty consequences. However, learning to accept my present circumstances, and how to appropriately respond to the hardship and temptations in life developed positive life changes. Individual human development occurs within interconnected and embedded ecological systems (McWhirter et al, 2013). The ecological systems include the individual, the microsystem, the mesosystem, the exosystem, and macrosystem (McWhirter et al, 2013). The individual consists of genetic and biological factors, and personality characteristics (McWhirter et al, 2013). The microsystem consists of the people that the individual comes into direct contact with and who the individual interacts with (McWhirter et al, 2013). The mesosystem is the embedded interconnections between different microsystems and the impact of the interactions that take place (McWhirter et al, 2013). The exosystem consists of the interconnections between one or more settings that indirectly involve the individual (McWhirter et al, 2013). The macrosystem represents the social blueprint of cultural values, societal structure, gender-role socializations, race relations, belief systems, and national and international resources (McWhirter et al, 2013). The chronosystem is the interconnection and interaction of the individual within different environments, and is the transitions that occur during the course of the individual’s lifetime (McWhirter et al, 2013). These interconnecting systems are referred to as the ecological model, and assumes that the individual is continually interacting with his or her environment hat produces constant change due to mutual influences (McWhirter et al, 2013). Part A – The Ecological Model The core of who I really am involves the combinations of my genetic predispositions, evolutionary and biological components, personality characteristics, and the ongoing process of behavioral, cognitive, and affective experiences (McWhirter et al, 2013). Who I am has a lot to do with my expe riences in life, my responses to life events, and the social and environmental influences and interactions involved. The ecological model provides a greater understanding of how I influence my environment and my environment influences me. This is important because it is through the interactions of the ecological systems that help me better understand myself and others. The Individual. I entered the world with an umbilical cord wrapped around my neck, struggling to live due to insufficient oxygen intake. As a child I was very susceptible to illness. As an adult I discovered that I was living with an autoimmune disorder. I have very vivid fragmented memories as a child of several doctor office visits. At the personal level, I was a very fearful, anxious, angry, socially withdrawn child who experienced an unstable, insecure, neglectful, abusive, and dysfunctional home environment. The structure of personality develops in childhood and continues to develop in adulthood (Caspi, Roberts Shiner, 2005). I developed a combination of extraversion and introversion traits. These traits show themselves depending on how safe I determine the environment around me to be. As a child I experienced positive and negative emotionality. I at times struggle with viewing the world as a safe place and occasionally viewed it as threatening. I experienced anxious distress with a tendency toward anxiety, sadness, insecurity, and guilt. As a teenager I experienced darker emotions such as anger, frustration, and irritation. I developed agreeable personality characteristics as a child. In adulthood I sometimes struggle with the fear of rejection, self-acceptance, people pleasing tendencies, self-awareness, and feeling comfortable in my surrounding environment and own skin. I also developed a strong motivation to achieve academically, and have a strong sense of independence. As a child and through my teenage years I was not allowed to have an opinion or express individuality, which resulted in the inability or challenge to think on my own, questioning who I am through life stages, fearful of making decisions on my own and especially decisions I need to make on behalf of others, and codependency issues. The Microsystem. I grew up in a traditional family household for a time being that consisted of my mother, father, and sister. Although, it was considered a traditional two parent household, my father was rarely home, and when he was home he was unavailable. My mother was emotionally unavailable and suffered from manic depression. My mother stayed at home and my father was either out working or pursuing one of his addictions. My family was homeless until I was the age of 5. We had lived and slept in my father’s suburban, randomly stayed with strangers, and at times lived in a recreational vehicle. I assumed responsibility and care of my younger sibling, my mother, myself, and household chores. I entered the stages of maturity alone and without parental support. The lack of positive parenting during my adolescent years made me vulnerable to at-risk risk behaviors such as premarital sex, tobacco use, substance abuse, gang involvement and mental and social disorders (Clinton Clark, 2010). At the age of ten I was removed from my parent’s custody and placed in foster care where my sibling and I were separated and placed in different homes. In the foster system I was only allowed to socialize at school, and attended church depending on whether or not my foster parents at the time deemed it necessary. My sister and I went through several foster home placements which resulted in the loss of security, the loss of our personal possessions, and sense of belonging. Being bounced from home to home, it was difficult maintaining a close friendships with others. I developed an internal mechanism of being friendly with everyone, but not allowing myself to develop a close friendship with others. As I gained independence and freedom in my later teen years and early adulthood, I became more involved in church. The Mesosystem. I grew up in a rural community with a lack of parental involvement. There were no real established mesosystem relationships. The environment was inconsistently positive and very negative at times. Since school was my outlet, I strived for academic excellence and successfully achieved it. School seemed to be the only sense of stability. The Exosystem. Outside agencies that developed policies and created public resources were an indirect benefit to me as an adolescent and young adult. During childhood, I was able to eat lunch at school, and enjoy extracurricular activities such as Campfire Girls, cheerleading, and Key Club. I was given accessibility to the basic needs that my parents could not afford such as cloths, food, and shelter. As an adult, several community resources helped my daughter and escape and terminate a domestically violent relationship. The Macrosystem. During adolescence I was exposed to abuse, neglect, and violence first hand and via the television. My father grew up in the south and was very racist toward certain nationalities and races of people. The cultural context consisted of low socioeconomic status (SES), poverty, and experiencing our Native American ethnic background and being exposed to several conflicting belief systems. I grew up on a culture where corporate punishment was an acceptable practice. The culture valued individuality, independence, and self-reliance. I grew up in poverty with a prevailing crime rate not as noticeable as it is today. Social norms included the overuse of antibiotics (McDonnell Norms Group, 2008), and the use of drugs and alcohol were socially acceptable. Chronosystem. A pattern of environmental events, transitions, and sociohistorical circumstances contributed to my development over my lifespan. Both of my parents lived disloyal and adulterous life styles. Overtime, there unhealthy and dysfunctional patterns of relating to each other resulted in a separation. My father died when I was 17 years old. My parent’s marriage legally dissolved at the time of my father’s death. My mother remarried multiple times. My sister and I were exposed to their dysfunctional lifestyle, which tremendously impacted our lives. I personally, transitioned through many of life events by experiencing two divorces, being a single-mother of four children for quit sometime, remarrying and adjusting to a blended family, the loss of my oldest daughter, and facing the social political arena at work. Part B – At-Risk Tree Metaphor The At-risk tree is an analogy that allows people to understand the range of issues involving at-risk adolescence (McWhirter et al, 2013). The soil of the tree represents the individual’s societal environment (McWhirter et al, 2013). The roots refer to family, school, and peer groups that connect the tree to the soil (McWhirter et al, 2013). The trunk represents the developing attitudes and behaviors of each child (McWhirter et al, 2013). The branches of the tree represent the attitudes and behaviors that lead to specific risk categories (McWhirter et al, 2013). The soil of my family growing up consisted of poverty, low socioeconomic status (SES), judgmental and racist attitudes, abusive and neglectful home environment, and conflicting belief systems. The three primary roots are family, school, and peer groups (McWhirter et al, 2013). My parent’s inability to raise my sister and me in a loving, secure, stable, and nurturing environment, and expose us to family conflict, abuse, neglect, lack of parenting, being emotionally unavailable, and an unstructured home environment contributed to my dysfunction and the at-risk behaviors in my life. The school system was unaware of our life circumstances and did not any support. My sister ended up dropping out and getting involved with drugs. I became sexually involved with my boyfriend at the age of 15 and became pregnant at the age of 16. My daughter gave me the drive to continue my education and succeed academically in order to provide her with a better life. I was withdrawn during my adolescence and teenage years. Although, I made intent to get along with everyone, I did not associate with everyone. The peer group I involved myself in strived for academic excellence and engaged in positive extracurricular activities. The trunk of the at-risk tree representing my life consisted of low self-esteem, and depression. The branches of at-risk categories in my life were high-school dropout, substance abuse, risky sexual behaviors, and suicide. I was at risk for teen pregnancy and became pregnant at the age of sixteen. I succumbed to sexual activity with one partner in high school that resulted in teen pregnancy. I was very fortunate that at risk behaviors did not escalate. My tree was broken and bruised and produced damaged fruit. Instead of running to quick gratification I learned to run to God. I found my value and security in Christ. My branches although bruised eventually healed and produced good, healthy fruit. It took a lot of effort, drive, motivation, will, and trusting God in the midst of temptation and hardship. I was fortunate to have a variety of Gardeners in my life from Christian counselors, law enforcement, human service workers, youth group leaders, Sunday school teachers, and church mentors who helped me redirect my lifestyle. I learned how to be academically successful, a loving, supportive, caring mother to my children, a hard worker of integrity, and to do the right thing when the wrong thing seems easier at the time being.