Biography of Alice Creator, Lewis Carroll

Born in 1832, Charles Lutwidge Dodgson, better known by his pen name Lewis Carroll, was the eldest boy of 11 children. Raised in Daresbury, Cheshire, England, he was known for writing and playing games, even as a child. An avid storyteller, Carroll enjoyed creating stories for children, and went on to publish two notable novels: Alice’s Adventures in Wonderland and Through the Looking Glass. In addition to his career as a writer, Carroll was also known for being a mathematician and logician, as well as an Anglican deacon and a photographer. He passed away in Guildford, England on January 14, 1898, just a few weeks before his 66th birthday. Early Life   Carroll was the eldest boy of 11 children (the third child) born to his parents on January 27, 1832. His father, Rev. Charles Dodgson, was a clergyman, having served as a perpetual curate at the old parsonage at Daresbury, where Carroll was born. Rev. Dodgson went on to become the rector of Croft in Yorkshire, and despite his duties, always found time to tutor the children in their school studies and instill in them morals and values. Carroll’s mother was Frances Jane Lutwidge, who was known for being patient and kind with the children. The couple raised their children in a small isolated village, where the children found ample ways to amuse themselves throughout the years. Carroll, in particular, was known for coming up with creative games for the children to play, and eventually started writing stories and composing poetry. When the family moved to Croft after Rev. Dodgson was offered a larger parish, Carroll, who was 12 years old at the time, started developing â€Å"Rectory Magazines.† These publications were collaborative compositions within the family, and everyone was expected to contribute. Today, there are a few surviving family magazines, some of which are handwritten by Carroll and include his own illustrations. As a boy, Carroll was not only known for writing and storytelling, he was also known to have an aptitude for mathematics and classical studies. He received awards for his mathematics work during his time at Rugby School, which he attended after his years at Richmond School in Yorkshire. It is said that Carroll was bullied as a student and didn’t love his school days. He reportedly stammered as a child and never outgrew the speech impediment, and also suffered from having a deaf ear, the result of a severe fever. As a teenager, he experienced a severe instance of whooping cough. But his health and personal struggles in school never seemed to affect his academics studies or professional pursuits. In fact, Carroll later went on to enroll at Christ Church College in Oxford in 1851 after receiving a scholarship (known as a studentship at the school). He earned his degree in mathematics in 1854 and became a lecturer of mathematics at the school, which was akin to serving as a tutor. This position meant that Carroll was to take holy orders from the Anglican Church and to never marry, two requirements that he agreed upon. He became a deacon in 1861. The plan was for Carroll to become a priest, at which point he could have married. However, he decided that parish work was not the correct avenue for him and remained a bachelor his entire life. Years later, starting in the early 1880s, Carroll served as his college’s Curator of its Common Room. His time at Oxford came with a small salary and an opportunity to conduct research in mathematics and logic. Carroll was also afforded the luxury of pursuing his passion for literature, composition, and photography. Photography Career Carroll’s interest in photography began in 1856 and he found great joy in photographing people, particularly children and notable figures in society. Among those that he photographed included English Poet Alfred Lord Tennyson. At the time, photography was a complex practice that required strong technical expertise, as well as great patience and understanding of the process. As such, it’s no surprise that the craft brought much enjoyment to Carroll, who enjoyed more than two decades of practice in the medium. His work included developing his own studio and amassing a collection of photographs that is reported to have once included about 3,000 images, though it appears that only a fraction of his work has survived over the years. Carroll was known to have traveled with his gear, taking photos of individuals and saving them in an album, which was his chosen method for showcasing his work. He collected autographs from the individuals he shot and took the time to show them how their images would be used within the album. His photography was only displayed publicly once, showcased in a professional exhibition sponsored by the Photographic Society of London in 1858. Carroll gave up his practice of photography in 1880; some say that the modern developments of the art form made it too easy to create an image, and Carroll lost interest. Writing Career The mid-1850s were also a time of development for Carroll’s writing career. He began composing a number of not only mathematical texts but also humorous works. He adopted his pseudonym of Lewis Carroll in 1856, which was created when he translated his first and middle names into Latin, changing their order of appearance, and then translating them back to English. While he continued to publish his mathematical work under his given name of Charles Lutwidge Dodgson, his other writing appeared under this new pen name. The same year that Carroll assumed his new pseudonym, he also met a four-year-old girl named Alice Liddle, the daughter of the head of Christ Church. Alice and her sisters provided much inspiration for Carroll, who would create imaginative stories to tell them. One of those stories was the basis for his most famous novel, in which he described the adventures of a young girl named Alice who fell into a rabbit hole. Alice Liddle asked Carroll to turn his verbal tale into a written work, which was initially titled, â€Å"Alice’s Adventures Underground.† After several revisions, Carroll published the story in 1865 as the now-famous title of, â€Å"Alice’s Adventures in Wonderland.† The novel was illustrated by John Tenniel. The success of the book encouraged Carroll to write a sequel, â€Å"Through the Looking Glass and What Alice Found There,† which was published in 1872. This second novel drew from many of the stories that Carroll had written years earlier, and included many of his famous Wonderland characters, including Tweedledee and Tweedledum, the White Knight, and Humpty Dumpty. The novel also included a popular poem titled, â€Å"Jabberwocky† about a mythical monster. The nonsensical piece of writing has long puzzled readers and provided ample opportunities for analysis and interpretation from scholars. Famous Quotes From Lewis Carroll While many children’s books of the times were written with the goal of sharing moral lessons for children, Carroll’s work was reportedly written purely for entertainment purposes. Some say that Carroll’s writing includes hidden meanings and messages about religion and politics, but most reports support the notion that Carroll’s novels did no such thing. They were purely entertaining books that were enjoyed by children and adults alike, particularly with their nonsensical characters and occurrences and the intelligent ways in which Alice responded to the various situations she encountered. â€Å"Everything’s got a moral, if only you can find it.†Ã¢â‚¬Å"Contrariwise, if it was so, it might be; and if it were so, it would be; but as it isn’t, it ain’t. That’s logic.†Ã¢â‚¬Å"She generally gave herself very good advice (though she seldom followed it.)† Death His later years were taken up with mathematics and logic projects, as well as trips to the theater. Only a few weeks before his 66th birthday, Carroll fell ill with influenza, which eventually developed into pneumonia. He never recovered and died at his sister’s home in Guildford on January 14, 1898. Carroll was buried at the Mount Cemetery in Guildford and has a memorial stone in Poets’ Corner at Westminster Abbey.

Greek Religion Ancient Greeks - 1704 Words

Ancient Greeks worshipped lots of different gods. They believed many gods appeared in human form and were provided with superhuman strength. The Greeks usually worshipped in sanctuaries located within the city or the country. A sanctuary was a well-defined sacred space set apart usually by an enclosure wall. They also worshipped in temples. Temples benefited from their natural surroundings, helping the expression of character divinities. The Greeks also had a Christian Orthodox church they used. The Greek religion had a total of twelve gods, each representing a certain aspect of human behavior. Religion was always present. The Greeks had rituals, myths, and temples with the beliefs being widespread so the Greek government could function. Each god did a different thing, with different powers. Each were always needed, and their powers were always necessary. They usually all got along unless one was made mad. Greek religion was combinations of old Minoan beliefs. To some extent always remained familiar but its far from easy understanding. The Greeks thought of their religion as unique and unrepeatable. They believed that after death, a soul went on a journey to a place called the underworld (â€Å"Everyday life, Beliefs, and Myths†). If the soul went to the underworld the god of death would cut off a lock of your hair as you died. Hermes, the messenger god, would then lead you to the river, Styx. If your body was once buried the ferryman god would deliver you across the river.Show MoreRelatedGreek Religion : Ancient Greece1601 Words   |  7 PagesAlthough Greek religion is no longer popular because of it s diversity compared to religion today, it had a great standing back in Ancient Greece; Many aspects played a role in creating it s foundation such as the deities, worship and rituals, and mystics and oracles. Greek religion was considered polytheistic for it s belief in many gods and they were called upon during everyday trials and tribulations, providing their wisdom and guidance. The deities depicted in Greek mythology had strangeRead MoreAncient Greek Religion Essay1869 Words   |  8 PagesAncient Greek Religion: Mycenaean to Classical Period Ancient Greece has been a religion- centered culture since the earliest period of habitation in Greece, the Pre-Mycenaean/Mycenaean period. Also through to the Dark Ages to the Classical period. It is a religiously centered civilization, and did have significant changes in the how it was incorporated into people’s daily lives. Religion is important to know about the Ancient Greeks because through it we are able to understand how they lived theirRead MoreAncient Greek And Roman Religion Essay1060 Words   |  5 PagesThe ancient Greek and Roman religion was the belief in God. They had similar views, but also some differences. It composed of many meaningful Gods and Goddesses that played the part in the everyday life of the average Roman and the Greek citizen. Before going into their beliefs and many strange legends, we must consider what kind of beings these divinities were. From history, there’s the first dynasty that consisted of the origin of the world, Uranus and Ge. The ancient Greeks had several theoriesRead MoreAncient Greek Religion And Ancient Greece1955 Words   |  8 PagesThough Ancient Greece was made up of many different regions and colonies, these 3 things were almost always in view. The ancient Greeks worshiped many different gods and goddesses that each controlled something in the mortal world. What was different about their gods and goddesses was that they were very human like. They looked like mortals, had thoughts like mortals, and they even quarreled with each other like we do. Ancient Greek religion is also known as Greek Mythology, Classical Religion, andRead MoreEssay on Ancient Greek and Mesopotamian Religions - a Comparison1501 Words   |  7 PagesAncient Religions By: MLB As civilization has progressed through the ages, many religions have arisen and taken hold around the world, two if the most interesting, being the religious beliefs of the ancient Mesopotamian and the Greeks. These two religions were practiced in different areas and at different times and, therefore, show that religion has played a critical role in every society and civilization. No matter how it is organized or what typeRead MoreHow Did The Religion Of Ancient Greeks Played A Role?1201 Words   |  5 PagesKenzay Rivers Ms. Finney How did the religion of ancient Greeks played a role in their daily lives? 10 November 2016 How did the religion of ancient Greeks played a role in their daily lives? 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This image was found on the internet at the American Express homepage (http://www.americanexpress.com/student/), which functions as a resource for college students to findRead MorePlato, The, And The Myth Of Er1757 Words   |  8 PagesIn 399 BCE, nineteen years before Plato transcribed Republic, classical Greek philosopher Socrates was formally put on trial and executed on the citation of two â€Å"impious† acts: having â€Å"failed to acknowledge the gods that the city acknowledges† and â€Å"introducing new deities.† These two recognized accusations, and the punishment that Socrates paid for them through a poisonous hemlock-based liquid, was witnessed by his student, Plato. Plato was inspired to later write Socratic works and dialogues dedicatedRead MoreWorks and Days by Hesiod1163 Words   |  5 PagesE., the Greek poet Hesiod produced what is generally thought to be the oldest surviving Greek poetic works. During this time, Greece was near the middle of its Archaic period, a period of technological, social, political, and cultural innovations. This was the period in which the first true alphabet system arose, the system which allowed Hesiod and other poets like him to record permanently the oral stories and lyrics so important to Greek culture. This was also the time in which the Greek polis emergedRead MoreAnalysis Of Neil Fraser s The Golden Age 1893 Words   |  8 PagesTheatre History Explained Neil Fraser outlines the history of theatre from Greek and Roman times, all the way through the twentieth century. Fraser makes a claim that theatre truly began in Greek culture with even the Roma’s looking upon that time as â€Å"the golden age†. â€Å"The Romans looked back on Greek theatre of circa 600BC as a golden age, and we can still make a case for the great plays of that period as having never been bettered.† (Fraser, 2004, pg.5). Some of the more important highlights of

Three Significant Reasons Why I Love Outdoor Activity Free Essays

Donghyun Lee (20110108) Prof. Lisa Lee English 2 (Sec. 60) October 4. We will write a custom essay sample on Three Significant Reasons Why I Love Outdoor Activity or any similar topic only for you Order Now 2012 Three Significant Reasons Why I Love Outdoor Activity There are many kinds of outdoor activities. Outdoor activity gives many mental or physical advantages to people. Therefore, many people love outdoor activity for various reasons regardless of its characteristic. For example, some like outdoor activity because of his or her own satisfaction. In addition, others do outdoor activity because it helps them to improve their health. However, the reason why I love field activity is on account of three important changes in my body : being refreshed, being short of breath, being thirsty. The first change which field activity creates is being refreshed. When I have trouble in studying or working, I have a splitting headache. It feels like being struck on the head by a hammer. At that time, I go outside and do simple outdoor activities like walking or skipping. Then, I feel the fresh air flowing through my veins ,and I am recharged. For example, when I was a high school student, I usually did a simple ball game when I was tired of studying. Therefore, being revived is the first change of my body which makes me do open-air activity. The second part of variety that field activity makes for me is being short of breath. There is no doubt that being short of breath is a very tiring feeling to anyone. I feel that exhausting feeling as well. However, though it is painful, I feel alive when I am scant of breath. For instance, when I do exercise which needs sustaining power like a marathon, I become so excited and aggressive since I think I am exceeding the limit of my physical strength. Thus, being scant of breath is another motivating power that makes me enjoy an outdoor activity. Finally, the last significant body change that motivates me to do open-air activity is being thirsty. The reason why being thirsty can be the cause of doing field activity is because drinking water after outdoor activity gives me happiness which cannot be described. For example, I become the happiest person in the world and feel as if I can fly while drinking water after doing a field activity. A cup of water after feeling raging thirst cannot be exchanged with any other delicious foods. As a result, thirst can be the body change which let me do outdoor activity. I become invigorated, short of breath, and thirsty by outdoor activity regardless of its feature. These body changes are the motivating power of making me do outdoor activity since the changes end up giving a positive feeling to me. What are the factors which make you do outdoor activity? How to cite Three Significant Reasons Why I Love Outdoor Activity, Essay examples

Aldous Huxley wrote Brave New World out of fear of Essay Example For Students

Aldous Huxley wrote Brave New World out of fear of Essay societys apparent lack of morals and corrupt behaviour during the roaring twenties. Huxley believed that the future was doomed to a non-individualistic, conformist society, a society void of the family unit, religion and human emotions. Throughout the novel, Huxley predicts many events for the future, most of which concentrate on a morally corrupt society. The most important of these predictions include: greater sexual freedom, over-population, brain-washing/sleep-teaching, and the use of mind altering drugs. Aldous Huxleys Brave New World warns of a possible future dystopia, based onsocial attitudes and medical advancements of his time. Huxleys future dystopia is created largely by perverted sexual freedoms, which in turn cause corrupt individuals, entirely lacking ethicsand morals. Sexual promiscuity appears to be a much more frequent activity now then it was in the Thirties. Critics blame the advent of the pillfor declining morality and indiscriminate sexual activity. Many believe that each time medicine reduces the risk of unwanted diseases and pregnancies, society, on the whole, will increase its sexual activity. Huxleys prediction of promiscuity is based on his iron law of sexuality: As political and economic freedom diminishes, sexual freedom tends compensatingly to increase. A current example of Huxleys belief is China. China is the last remaining communist regime, it also suffers from having one fifth of the worlds population within its borders. Needless to say, Chinas large population is a direct result of a very sexually active society. Aldous Huxleys fears of the future caused him to write about sexual freedom and the resulting over-population in Brave New World. Over-population is another problem which is addressed by Huxley, and is the direct result of sexual freedom. The fear which Huxley addressesconcerning population control is: Food supplies cannot grow as fast as people can, and population growth in underdeveloped countries will jeopardize the world order. Simply stated the growing population of earth will consume more than it will be able to produce, unless some form of regulatingbirths can be created. This is an obvious truth today, as millions of people are starving each day. The brave new world that Huxley speaks of, is a warning to mankind concerning its destruction of the laws of nature. For example, marriage is forbidden, as well as, pregnancies, and mothers are non-existent because possible children result in abortion. In Brave New World over-population is solved by societys ability to produce as many or as few humans as are necessary to keep the populationat equilibrium. The solution is test-tube babies or bottled babies as th ey are referred to in the book. Effective birth control of such a large population is difficult to achieve, especially in a society where people areencouraged to be sexually active with numerous partners. Today, the world is facing over-population head on, with mixed results. Abortions are not readily accepted by most, and birth control in third world countries is virtually impossible. Huxley realizes the problem with mass birth control,and solves it by making seventy percent of the female population sterile, while only thirty percent of the women remain fertile. By leaving thirty percent of the women fertile, Huxley is able to show that even though birthcontrol on a large scale is difficult, it is possible to achieve. Through the religious use of contraceptives, pregnancies rarely occur, however, when a pregnancy does occur it results in an immediate abortion. Huxleys fear of over-population and the control of so many people is an obvious concern which comes to light in Brave New W orld. Brain-washing is suggested by Aldous Huxley in the form of manipulating individuals, rather than the masses. While brain-washing and sleep-teachingare different (the former being done while the subject is awake, and the latter being done while the subject is asleep), both methods employed by Huxley, act upon the subconscious to obtain the same final results. Prior to Brave New World, Huxley researched the Russian psychologist Ivan Pavlov and his experiments on dogs. The Pavlovian dog was subjected to highly stressful conditions, this was done to teach the dog how to react to certain stimuli. The end results of these tests were dogs who had been broken, became mentally insane. Prime human examples are the veterans of

A Poison Tree by William Blake Essay Example For Students

A Poison Tree by William Blake Essay A Poison Tree by William Blake can be interpreted to be a metaphor that explains a truth of human nature. I believe that this poem teaches how anger can be dismissed by kindness and friendliness, and nurtured to become a deadly ‘poison’. The opening stanza sets up everything for the entire poem, from the ending of anger with the â€Å"friend,† to the continuing anger with the â€Å"foe. † Blake startles the reader with such clarity of the poem, which is often missed in Blake’s poems, and with metaphors that can apply to many events in life. Blake portrays this by using several forms of figurative language. The personification in A Poison Tree exists both as a means by which the poems metaphors are revealed, supported, and as a way for Blake to project the greater illustration of wrath. The wrath the speaker feels is not directly personified as a tree, but as something that grows slowly and bears fruit. In the opening stanza the speaker states, â€Å"My wrath did grow. The speaker later describes the living nature of the wrath as one which, â€Å"grew both day and night,† and, â€Å"bore an apple bright. † This comparison by personification of wrath to a tree illustrates the speakers idea that, like the slow and steady growth of a tree, anger and wrath gradually accumulate and form just as deadly as a poisoned tree. To understand the metaphorical theme of the poem, I believe you have to examine the title, A Poison Tree. This hints to the reader that some type of metaphor will be dominant throughout the poe m. In the second stanza, Blake uses several metaphors that reflect the growing and nurturing of a tree which compare to the feeding of hate and vanity explored by the speaker. The verses, â€Å"And I watered it †¦with my tears† show how the tears of life lead the deadly object that we know as A Poison Tree. The speaker goes on to say, â€Å"And I sunned it with smiles† describing not only false intentions, but the process of â€Å"sunning†, giving nutrients to a plant so that it may not only grow and live, but flourish. In both of these metaphors, the basic elements for a tree to survive, water and sunlight are shown in human despair and sadness. The religious context of the poem is also evident in two metaphorical quotations made by the speaker towards the end of the poem. The deadly fruit born from the tree is an apple, while the scene of death and treachery occurs in the speakers garden. The apple is a product of hate, a biblical metaphor for sin. This connotates that destruction will occur if the tree is showered with sour emotions. The garden, which could be viewed as a place of life and prosperity, is simply the stage for the sinful act, as it was in the Bible. Like the events of the biblical story of Adam and Eve, man gives in to the weakness of sin and feasts upon the Tree of Knowledge in the Garden of Eden. Blakes poetry, while easy to understand and simplistic, usually implies a moral motif on an almost basic level. The powerful figurative language in A Poison Tree is so apparent that it brings forth an apparent message as well. The poem is not a celebration of wrath but it is Blakes cry against it. Through this, I believe that Blake warns the reader of the dangers of repression and of rejoicing in the sorrow of our foes. From this interpretation, I believe that William Blake wrote this poem to convey a simple message. A Poison Tree may be one of Blake’s simpler poems, but is just as effective of getting its message across. He used figurative language as a way to express his point that anything beautiful in life (the tree) can be contorted to something evil or disgusting if shown ugly emotions (poison).

Bring That Ass Here Essays - , Term Papers

Bring That Ass Here 1AC Devane's Standup How y'all doing white folk? I got a couple of things I want a talk about while we're in this debate round I hate my job I think it's just that I hate working It's a black thing I'm telling you We funny You ever woke up and tried to trick yourself into thinking you had didn't have to be at work til later? Maybe my schedule said 10 not 9 Cause working a job ain't fun Especially when you got a bad job You know how you know got a bad job You only get a 30 minute lunch You ever try to take a nap during the lunch You wake up cranky than a Mufucka I ain't doing shit else today Black people the only people I know that'll go to work and get a attitude when they have to work I remember I used to work in the stockroom at Sears so you know we did all the hard stuff so when I ask for some help I'm assuming the other workers would comply ya know I was wrong. I'd come upstairs like "hey could you find these pair of clothes and just leave them on the register so I can get them later" this bitch came on action " I used to just take shit breaks I'd excuse to the bathroom and be in there going ham on the toilet and then I'd just sit there til i felt better Speaking of shitty predicaments Anybody still live with they mom? C'mon don't act holier than thou You ever try to fuck when ya moms was home That's some secret agent shit I swear errtime I fucked in my moms house, I was scared like George Zimmerman at the million man march Like a nigga would just walk up on me at any minute You know what's foul? Not living at home and then moving back in the house Cause of course things for you have changed but in your parents eyes everything the same I'm 20 years old and my moms still be trynna enforce a curfew on me Matter of fact I need to leave out this bitch to get home for she lock a nigga out The first thing that I wanna say is that debate is funny as hell I mean as an activity this shit is bonkers. I know you agree with me cause when people ask you to explain what debate is you always hit em with the "UHHHHH C'MON NIGGA!" I mean when white do debate its a lot easier to understand - *in white voice* it's about reading competitive policy options or defending the status quo. I'm telling you I was down man I was I really was. I was the man on politics. But I couldn't spread Like y'all are fast shit. dead ass I used to practice speaking like them white kids at Northwestern and Michigan State. (does fake spread) I couldn't get with it though. That long ass strand of semen hanging from your top lip - tf is that? I hate when people watch the debate documentaries then find out that I debate. My cousin caught me at thanksgiving one year "Ay man you do that debate stuff right?' "Yeah I'm pretty good" "so you could do the reading fast?" "yeah to an extent" "do it for me" Or my favorite thing "Oh you're on the debate team? Good good. Debate me about something. *holds up G2* debate me about why we shouldn't use pens" The second thing I wanna talk about is this dumb ass resolution: umm public service announcement - niggas only care about the marijuana portion of the topic. Like that shit hit the core of niggas hearts and shit. but then you think about how niggas would go about SELLING the weed and then reality check - they trynna price you out the game nigga. You really think your little 2 for 15 is gonna compare with the Walmart value pack? Physician assisted suicide that shit is crazy What nigga you know is looking for a doctor to kill em? First of all, my doctor aint gonna do it. black folk is too intuned with jesus to go to let some doctor kill em. Secondly, who the fuck bout to pay a nigga to kill them

School Drop Out Rates Essay Example

School Drop Out Rates Essay Example School Drop Out Rates Essay School Drop Out Rates Essay Essay Topic: 8th Grade 9th Grade One of the greatest gifts to have been bestowed upon the children of our nation is the offering of equitable academic education.   It is by means of the education presented that we as individuals are able to develop and advance the necessary skills to lead productive and prosperous lives.   In retrospect, while many may look back thankfully at the knowledge gained throughout our school years, the same may not be said for everyone, as dropout rates continue to play a dramatic role in today’s society.  Ã‚   So what are dropout rates and how are they important to not only the individual dropout but to society as well?   Throughout the following we will answer these questions as well as analyze various methods of measurement, the validity of those measurements, minority and ethnic groups affected and potential solutions regarding this crucial issue.If â€Å"knowledge is power†, then why would one opt to negate such an extraordinary gift?   Though the idea of schoo l for certain students can undoubtedly be difficult, uncomfortable and boring at times, the consequences rendered from ridding themselves of this learning process can be far more overwhelming in the long run.   Low paying jobs, illiteracy and quality of life issues are only a few such consequences.   Furthermore, individual dropouts are not the only ones to suffer from these effects.   Communities with higher dropout rates tend to have greater percentages of residents collecting public assistance, tax revenue losses and elevated crime rates.   For instance, it is believed that dropouts are 3.5 times more likely to commit crimes.   That being said, 75% of prison inmates have not graduated from a high school program. This in turn spurns greater prison costs. Additionally, studies have shown that illegal drug use may increase among high school dropouts. (Smink, J., Drew, S. Duckenfield, M., 2006)Sadly, children may also find themselves victims in the educational push and pul l as they become prone to repeating the cycle of their parents. (Smink, J., Drew, S. Duckenfield, M., 2006)   As children, we gained much knowledge by what we saw and what we â€Å"believed† to be correct.   On that note, if parents do not take their own education, or lack thereof, seriously, then it stands to reason as to what direction their children will take?   Yet, to speak of ill effects may not be enough.  Ã‚   In order to at least comprehend the magnitude of this ongoing issue and its social ramifications, governing entities must be able to statistically evaluate information that presents itself as a means to develop solutions.   Dropout rates may serve this very purpose.Since the 1970’s dropout rates have gradually decreased, yet issues of educational abandonment remain.   The compilation of data used to study dropout rates can be a promising tool not only in determining school performance but they may also be helpful in deciphering trends.  Ã‚   By studying these rates, the development of special services devoted to the reduction and prevention of dropouts from state to state can be initiated.   It is noteworthy to mention that available services come from partnered efforts such as governmental and community agencies as well as through business.  Ã‚  Ã‚   â€Å"Students generally are considered to have dropped out when they leave school, do not transfer, do not graduate and do not return to school in the next year.†Ã‚   Methods of determining dropout rates vary, however, dependant upon the question to be answered, such as specific age groups, yearly percentages or combined grade levels over a period of time.   Some of the most noted rate structures are Longitudinal, Attrition, Annual and Status Rates.   (Creech, 2000)Longitudinal Rates are useful in determining â€Å"the percentage of 9th graders who do not graduate in five years†.   Using division (No. of dropouts / No. of original class members) this rate is easily generated and offers the student a greater period of time to obtain their high school certificate.   However, due to limited availability of necessary information like that of the actual number of school transfers, the rates may not be wholly accurate.   For this reason, Longitudinal Rates are mainly projections of yearly rates.   (Creech, 2000)Similarly, Attrition Rates are determined by 9th grade percentages but do not allow for the extra (5th) year and like Longitudinal Rates certain necessary information may be lacking to accurately arrive at true percentages.   These rates are computed by subtraction and division methods using the number of 9th grade students enrolled four years prior minus the total number of graduating students and then dividing by the 9th grade enrollment numbers.   (Creech, 2000)   While difficult to understand, the following example may serve to clarify any confusion.   If we had 450 total students enrolled in 9th grade an d four years later only 350 graduated, it is obvious we would have 100 students who would considered dropouts.   If we then take those 100 students and divide it by the 450 students initially enrolled our Attrition Rate would result in 22.2% dropout rate covering that four-year period of time.School performance percentages are the primary goal of Annual Dropout Rates which compares enrollment for the months of May and June to those of the following September.   Although overall dropout percentages from year to year are easily determined by this method, state variations on grade levels included display no uniformity.   As a result, state-to-state comparisons are not feasible.   Another disadvantage of analyzing only the number of dropouts for that given year is lower percentage rates that may not paint a complete picture of the actual problem.   For instance average rates compiled over a period of four years may not correspond to yearly rates.   Lower rates can also be at tributed to the grade level variations, as states including 7th and 8th grade students in their final percentage.   Typically, students of younger age groups do not dropout of school until much later when restrictions are lifted.   In this sense, underestimation seems inevitable. (Creech, 2000)Status Rates are accumulated through U.S Census Bureau Population Surveys and are used to determine dropout rates among specific age groups and are the most beneficial or accurate rates for comparison of state-to-state percentages.   For example, Status Rates may report the percentage of 16 through 19 year-olds who have not graduated high school and who are not enrolled.   (Creech, 2000)   According to the National Center for Education Statistics (NCES, 2001) â€Å"in October 1999, there were 3.8 million 16-24-year-olds were not enrolled in a high school program and who had not completed high school†, regardless of when they attended school.   Consequently, 11.2% of 16 throu gh 24-year-old dropouts in the United States fell within this category.  Ã‚   Through such rates the overall dropout problem existing within our population is revealed. Status Rates can greatly aid in the furtherance of developing additional education and training designed to help incite dropouts to more readily participate within the nation’s economy as well as lead more productive lives.The NCES also computes annual Event Rate Statistics.  Ã‚   These rates encompass, ages 15 through 24-year-olds in grades 10-12 who have dropped out in the year preceding the data collection and is a valuable measure as to the effectiveness of educator’s ability to keep students enrolled.   It is important to mention that with the statistical calculations for Event Rates, students are viewed as having completed a high school program whether through traditional class work or by receiving their certification via alternate means such as a GED.   It is estimated that while over the last 25 years Event Dropout Rates have fluctuated, an overall decrease has been recorded from 6.1% in 1972 to 5.0% in 1999.  Ã‚  Ã‚   Event Status Rates (1999) also determined â€Å"5 out of every 100 young adults who were enrolled in high school in October 1998 were no longer in school and had not successfully completed high school†.   Event rates are collected through Current Population Surveys (CPS).   Such surveys allow for calculations to be determined based on characteristics such as ethnicity, sex, location of residency and income level.   For instance, the NCES has compiled data in 1999 that supported the fact that students of families in the lowest 20% of household incomes had a five times higher likelihood of dropping out of school.   Which minority groups overall are more likely to dropout of school can also be determined through Event Rates.   (NCES, 2001)According to calculated percentages Hispanics make up the majority of school dropouts among minor ity and ethnic groups.   As Creech (2000) points out, statistics set forth by the NCES, determined that 38% of Hispanic students had dropped out of school in 1998, whereas, only 17% of black students were estimated to have dropped out within that specified year.   Figures such as these may be largely due to language barriers of students born abroad or living with families where English is used primarily as a second language.  Ã‚   Overall black and Hispanic students were 2-3 times more likely to drop out of school than white students.   Other social influences that may contribute to higher   drop out rates are pregnancy, behavioral problems and self-esteem issues.   In order to combat these problems, special programs for groups like teen parents and those whose first language is not English must be instituted.   (Creech, 2000)Yet, even with the mass amounts of technical information offered as to the various methods and calculations of dropout rates, we are left with th e question, are dropout rates valid as a true account of the nationwide problem?   As discussed in earlier paragraphs, accuracy is not always achieved.   For instance, most school informational systems do not have a means to track students who have transferred to other schools or who have failed.   During calculations of Longitudinal and Attrition Rates, the only information taken into account is the number of enrolled students compared to non-enrolled students over a given time period.   As a result, actual transfer students are included as dropouts when such is not the case.   While it has neither been proved nor disproved, states that have adopted the Exit Exam policies before certification can be received, may lead to a greater percentage of students failing.   This in turn will not only lower graduation rates but may increase inaccurate dropout percentages. (Greene, J. Winters, M.A., 2005)In fact, the mere defining of the term â€Å"dropout† can in itself cr eate reporting inaccuracy.   This is primarily caused by a great number of states that differ in their opinion as to who should be counted as a dropout.   Furthermore, these variances make it nearly impossible to compare the rate of dropouts between states or statistics presented in previous years.   (Creech, 2000)Status Rates have also been criticized.   Sum and Harrington (2003) believe Status Rates, as calculated by the U.S. Department of Education are â€Å"substantially biased†.   One reason may be the denominator attributed to Status Rates that does not allow for future dropouts in students 18 through 24 years of age.   The problem being, as research has shown, it is more likely these students over the age of 18 will decide to drop out of school as they are well over the average age of their peers.Another issue presented is the exclusion of those students who have left school but have acquired their GED.   While the positive aspects of obtaining a GED may be inspiring, studies have determined that the GED is not an equitable assessment of a traditional high school diploma.   Moreover, students age 18 through 24 who have been institutionalized or imprisoned are also excluded from Status Rate calculations.   (Sum, A. Harrington, P., 2003)Overall, prevention is key in the reduction of dropout rates.   Legislative enforcements like that of The Education and Economic Development Act (2005) have been enacted to improve academic achievement while focusing on career choice, work skills and graduation rates.   (Smink, J., Drew, S. Duckenfield, M., 2006)   In addition, it may prove significantly beneficial for policymakers to set in place more advanced data   systems that can better predict and detail those students who are most likely to dropout of school.   Means of intervention via education administrators must also come into play for schools that have repeated performance issues that may diminish student motivation and incr ease dropout rates.   (Achieve, Inc., 2006)In summary, while the implementation of calculating dropout rates can be beneficial tools to the researcher, they may not serve the best interest of the community or students assessed.   Without an accurate depiction of the existing problem we cannot achieve the goal of preventing and/or reducing dropout rates. Still, we must continue on through trial, error and heated debate, in hopes of a better tomorrow for our young adults.