The Scarlet Letter Essay -- Literature

In The Scarlet Letter, Hawthorne analyzes Hester, Dimmesdale, and Chillingworth. In the story, Hester is the main character of the story and was called Mistress Prynne (Hawthorne 70). Dimmesdale, in the story was referred to as Reverend Dimmesdale (Hawthorne 90). Chillingworth was originally named, Roger Prynne but later in the story he changed his name to Roger Chillingworth. In the story, Hester committed adultery with Dimmesdale against Chillingworth and in the beginning she got punished and sent to prison and later she got to get out of prison but with the exception of having to wear the letter A on her breast every time she went out in to town. In The Scarlet Letter, Hester is the main character. Hester is referred to as â€Å"Mistress Prynne† (Hawthorne 70). The Scarlet Letter also mentions she is holding her three month old baby, Pearl, in her arms who winked and turned her head by the sun’s rays (Hawthorne 71). She is described as having an elaborate embroidery and fantastic flourishes of gold thread â€Å"letter A† on the breast of her gown (Hawthorne 71). Hester was also a tall woman (Hawthorne 72). Her hair was dark and abundant her hair shined while the sunshine gleamed off her hair (Hawthorne 72). Hester had a marked brow and dark black eyes (Hawthorne 72). Hester Prynne is often described as a lady-like person (Hawthorne 72). Hester’s role in the story is described as sleeping with a priest and got accused of committing adultery and got punished by having to wear a scarlet letter â€Å"A† on the breast of her gown (Hawthorne 71). Hester Prynne’s punishment is to go to prison and then with her child, Pearl, go and stand out on the platform in front of everybody wearing her scarlet letter on the breast of her gown (Howells). Hester... ...1. Literature Resources from Gale. Web. 2 Feb. 2012. Reid, Bethany. "Narrative of the Captivity and Redemption of Roger Prynne: Rereading The Scarlet Letter." Studies in the Novel 33.3 (Fall 2001): 247-267. Rpt. in Nineteenth-Century Literature Criticism. Ed. Jessica Bomarito and Russel Whitaker. Vol. 158. Detroit: Gale, 2006. Literature Resources from Gale. Web. 3 Feb. 2012. Symons, Arthur. "Nathaniel Hawthorne." Studies in Prose and Verse. E. P. Dutton & Co., 1904. 52-62. Rpt. in Nineteenth-Century Literature Criticism. Ed. Laurie Lanzen Harris. Vol. 2. Detroit: Gale Research, 1982. Literature Resources from Gale. Web. 3 Feb. 2012. Tamkang Review. "John Updike's S." Tamkang Review 25.3-4 (Spring-Summer 1995): 379-405. Rpt. in Twentieth-Century Literary Criticism. Ed. Janet Witalec. Vol. 126. Detroit: Gale, 2002. Literature Resources from Gale. Web. 2 Feb. 2012.

High School District Essay

Declining high school dropout rates continue to reflect on the American educational system. Dropout rate for high school students refer to the number of individuals within the high school age range, between 16 to 24 years of age, who have not enrolled in school, obtained a high school diploma, or achieved equivalency documentation when compared to the general population for this age range. National statistical data indicates that the dropout rate decreased by 6 percent from 15 percent in 1972 to 9 percent in 2006. A similar decrease by 2 percent from 11 percent in 2000 to 9 percent in 2006 also occurred. (National Center for Education Statistics, 2008) There are differing interpretations of the implications of these statistics particularly on developments in the educational system. Some consider this a positive reflection on the educational system while others recognize this as the persistence of the problems. Regardless of the perspective, the relative dropout rate points to improvements in the number of people not enrolling or completing high school as well as an area for further improvement. Dropping out from high school has adverse consequences to individuals and the broader community. On the part of individuals, majority of those who have dropped out of high school were unable to find jobs or engage in odd jobs (Stanard, 2003). Even if employed, there are limited opportunities for career advancement. Income would also likely remain low. (Campbell, 2004) This affects long-term financial security. On the part of communities, the dropout rate means more people likely to become dependent on the social welfare program of the government. This also translates into greater risk of involvement in alcoholism and drug use likely to co-occur with criminal activity. (Martin, Tobin & Sugai, 2002) Even with a decreased dropout rate, it is important to continue addressing this issue by getting at the root of the problem. While the dropout rate has declined, there is no change in the dropout rates when considering all races. The racial gap over the dropout rate remained the same. (Heckman & LaFontaine, 2007; National Center for Education Statistics, 2008) In comparing the dropout rate among Caucasians and Hispanics, the difference or gap in drop out rate is 20 percent in 1980 and 19 percent in 2000. Two reasons account for the nil change in the racial gap over the dropout rate between Caucasians and Hispanics. One is the census bias with Hispanic immigrants who have not graduated from high school included in the statistical data (Christle, Jolivette & Nelson, 2007). This gives rise to the issue of the evaluation of statistical measures and variables in determining dropout rates. The rise in Hispanic immigrants kept a high dropout rate for Hispanics even if the national dropout rate has declined. Another is school related factors that cause the racial disparity in dropout rate at the states and district levels (Orfield et al. , 2004). This means that there are race related school factors at the local level that contribute to the persistence of a huge gap between the dropout rates of Caucasians and Hispanics. One factor is the extent of inclusion or seclusion of minority students in various high schools of different districts (Heckman & LaFontaine, 2007). Another factor is the lower socio-economic status or higher poverty rates of minority high school students in various school districts leading to higher dropout rates (Orfield et al. , 2004). There are differences in the causes of dropout rates at the state or district level because of variances in the existing determining factors and the impact of these factors on racial disparity in dropout rates. State or district level studies are important in identifying and understanding the root cause of the racial gap in dropout rates. In the state of California, there is a concentration of dropout rates in certain schools. There are 2,462 high schools in the state but 100 of these high schools contribute 40 percent of students dropping out from high school. Of this number, 25 high schools account for 21 percent of the dropout rate. The mean rate of high school drop outs in the state is 3. 5 percent and most of the high schools in California report a dropout rate that is lower or equal to the average. Of the total number of schools in California, 76 schools have a more than 50 percent dropout rate. However, there are 662 high schools in the state without any dropouts. This zero dropout rate in these high schools is due largely to the non-traditional schools. In the different high schools, the dropout rate relative to race varies. (â€Å"One hundred,† 2008) Even at the state level, there are disparities in the dropout rate per school when considered relative to the varying racial composition of the school and other closely related school factors. As such, understanding the disparities in dropout rates relative to race requires study at the specific district level. The largest high school district in California is Kern County High School District. The district covers 22 educational institutions serving at least 37,000 students and employing 3,500 educational workers. The school district ranks as the 17th in terms of the highest number of dropouts, with 1st as highest. A large number of the population in this school district is Hispanic comprising 68 percent, followed by Caucasian making up 44 percent. More than one-quarter of the population are living beyond the poverty line. (Orfield et al. , 2004) The racial composition of this school district provides an insightful locale in studying why there is disparity in the dropout rate between Caucasians and Hispanics. This district comprise a good venue in testing the applicability of different perspectives on the reasons for the racial gap for high school dropouts and the identification of other reasons for the differences in the dropout rates specifically between Caucasians and Hispanics. References Campbell, L. (2003–2004). As strong as the weakest link: Urban high school dropout. High School Journal, 87(2), 16–25. Christle, C. A. , Jolivette, K. , & Nelson, M. C. (2007). School characteristics related to high school dropout rates. Remedial and Special Education, 28(6), 325-339. Heckman, J. J. , LaFontaine, P. A. (2007). The American high school graduation rate: Trends and levels. IZA Discussion Paper No. 3216. Bonn, Germany: The Institute for the Study of Labor (IZA). Martin, E. , Tobin, T. J. , & Sugai, G. M. (2002). Current information on dropout prevention: Ideas from practitioners and the literature. Preventing School Failure, 47(1), 10–18. National Center for Education Statistics. (2008). The condition of education 2008. Department of Education. Retrieved April 12, 2009, from http://nces. ed. gov/FastFacts/display. asp? id=16. One hundred California high schools account for more than 40 percent of the state’s dropouts. (2008, February 21). Reuters. Retrieved April 12, 2009, from http://www. reuters. com/article/pressRelease/idUS82976+21-Feb-2008+BW20080221. Orfield, G. , Losen, D. , Wald, J. , & Swanson, C. B. (2004). How minority youth are being left behind by the graduation rate crisis. Cambridge, MA: The Civil Rights Project at Harvard University. Stanard, R. P. (2003). High school graduation rates in the United States: Implications for the counseling profession. Journal of Counseling and Development, 81, 217–222.

SDSU Acceptance Rate, SAT/ACT Scores, GPA

San Diego State University (SDSU)  is a public research university with an acceptance rate of 34%. San Diego State University is part of the  California State University. The 293-acre campus is located on the northeastern edge of the city. The college ranks highly for study abroad, and SDSU students have a choice of 350 study abroad programs. The university has an active Greek system with nearly 50 fraternities and sororities. SDSUs strengths in the liberal arts and sciences earned it a chapter of  Phi Beta Kappa. In athletics, the San Diego State Aztecs compete in the NCAA Division I  Mountain West Conference. Considering applying to San Diego State University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, San Diego State University had an acceptance rate of 34%. This means that for every 100 students who applied, 34 students were admitted, making SDSUs admissions process competitive. Admissions Statics (2017-18) Number of Applicants 69,043 Percent Admitted 34% Percent Admitted Who Enrolled (Yield) 24% SAT Scores and Requirements San Diego State University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 84% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 560 650 Math 550 660 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of SDSUs admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to SDSU scored between 560 and 650, while 25% scored below 560 and 25% scored above 650. On the math section, 50% of students admitted to SDSU scored between 550 and 660, while 25% scored below 550 and 25% scored above 660. Applicants with a composite SAT score of 1310 or higher will have particularly competitive chances at San Diego State University. Requirements San Diego State University does not require the SAT writing section. SAT Subject tests are not required by SDSU. ACT Scores and Requirements San Diego State University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 43% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 22 29 Math 22 27 Composite 22 28 This admissions data tells us that most of SDSUs admitted students fall within the top 37% nationally on the ACT. The middle 50% of students admitted to San Diego State University received a composite ACT score between 22 and 28, while 25% scored above 28 and 25% scored below 22. Requirements Note that SDSU does not superscore ACT results; your highest composite ACT score will be considered. San Diego State does not require the ACT writing section. GPA In 2018, the average high school GPA for freshman admitted to SDSU was 3.73. These results suggest that most successful applicants to San Diego State University have primarily A and B grades. Self-Reported GPA/SAT/ACT Graph San Diego State University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to San Diego State University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances San Diego State University is one of the larger and more selective universities in the California State University System. Roughly one-third of applicants are accepted. The green and blue dots in the above graph represent accepted students. The majority of successful applicants had B averages or higher, SAT scores (ERWM) of 950 or higher, and ACT scores of 20  or better. Higher grades and test scores improve your chances of admission significantly. Youll notice that some students with lower grades and scores were accepted, and also that there are many spots of red (rejected students) in the middle of the graph. Some students with grades and test scores that seem to be on target for San Diego State University will still be rejected. What makes the difference between an acceptance and a rejection? Unlike the University of California System, the California State University admission process is not holistic. Except for EOP (Educational Opportunity Program) students, applicants do not need to submit letters of recommendation or an application essay, and extracurricular involvement is not part of the standard application. Instead admissions is based primarily on GPA and test scores. The reasons why an applicant with adequate scores and grades would be rejected tends to come down to factors such as insufficient college preparatory classes, high school classes that werent challenging, or an incomplete application. All admissions data has been sourced from the  National Center for Education Statistics  and  San Diego State University Undergraduate Admissions Office.