Drop Out of School Essay Example for Free

Drop Out of School Essay Today many young people do not realize the importance of an education so dropping out of school becomes an option. They just easily end up dropping from school without thinking about their future. They are thinking that their parents will support their financial daily lives, thus they do not feel worried about continuing their education. Moreover, there are several reasons that make young people decide to drop out of school some of which are getting poor grades, not getting along with teachers and/or students, or having a drug or alcohol problem. Those reasons make the young people end up by dropping from school. However, if the parent has been guiding their children well, they may be able to be solving the problem. There are no easy solutions to the school dropout problems. However, here are two ways to solve these problems; parents should encourage their children to do the right things and parent should meet with the school counselor. There are some solutions to the problem of dropping out of school. First, parents should encourage their children to do the right things, so that one day the children will become a better person and will be useful for the childrens future. For example, parents should talk with their children about how important the education is for their future; help them understand that the choices they make can seriously disrupt their future. The parent should not give up trying to make conversation with their children. Furthermore, the parent should start a conversation by asking their children how school is doing or make other conversation where both side feels comfortable with each other. In addition, by being open to one and another would give the children confident to talk about what they have been observed from school. This type of communication is sometimes hard to do but it is necessary to keep their children remain in school. Next, when a parent notices that their children want to drop out from school, the parents should follow this solution: workings with school counselors or teachers that can help their children remain in school. For instance, the parent may arrange for help by making up a schedule to meet the school counselor. The parent has to inform their children to meet with their school  counselor at least once a week to solve their children problems in the school. Especially, for children who has a problem in certain subjects which make them to think about dropping out of school. As an expert, the counselor will give advice to the young people by explaining how important education is for them on the future. Moreover, education is one of the requirements to get a better job, which they will later need for their future and for personal responsibilities. In conclusion there are many reasons why kids drop out of school. Primarily they have to do with a poor understanding of what good education is, struggling to make the grades, and due to drug problems. By maintaining good open communication with their children and seeking advices from school advisor which are preventing their children drop out from school. In the end, the parents and children can work together to keep the children remain in the school. Thus, by having good communication with their parents, teachers, or school advisor, it is important for children to realize that the adults in their lives do want them to remain in school and are willing to do a lot to make it possible. Hopefully, these tips might be helpful for parents who have problems with their children who want to drop out from school.

Kaplan Higher Education Essay Example for Free

Kaplan Higher Education Essay

False position method and bisection

False position method and bisection In numerical analysis, the false position method or regula falsi method is a root-finding algorithm that combines features from the bisection method and the secant method. The method: The first two iterations of the false position method. The red curve shows the function f and the blue lines are the secants. Like the bisection method, the false position method starts with two points a0 and b0 such that f(a0) and f(b0) are of opposite signs, which implies by the intermediate value theorem that the function f has a root in the interval [a0, b0], assuming continuity of the function f. The method proceeds by producing a sequence of shrinking intervals [ak, bk] that all contain a root of f. At iteration number k, the number is computed. As explained below, ck is the root of the secant line through (ak, f(ak)) and (bk, f(bk)). If f(ak) and f(ck) have the same sign, then we set ak+1 = ck and bk+1 = bk, otherwise we set ak+1 = ak and bk+1 = ck. This process is repeated until the root is approximated sufficiently well. The above formula is also used in the secant method, but the secant method always retains the last two computed points, while the false position method retains two points which certainly bracket a root. On the other hand, the only difference between the false position method and the bisection method is that the latter uses ck = (ak + bk) / 2. Bisection method In mathematics, the bisection method is a root-finding algorithm which repeatedly bisects an interval then selects a subinterval in which a root must lie for further processing. It is a very simple and robust method, but it is also relatively slow. The method is applicable when we wish to solve the equation for the scalar variable x, where f is a continuous function. The bisection method requires two initial points a and b such that f(a) and f(b) have opposite signs. This is called a bracket of a root, for by the intermediate value theorem the continuous function f must have at least one root in the interval (a, b). The method now divides the interval in two by computing the midpoint c = (a+b) / 2 of the interval. Unless c is itself a rootwhich is very unlikely, but possiblethere are now two possibilities: either f(a) and f(c) have opposite signs and bracket a root, or f(c) and f(b) have opposite signs and bracket a root. We select the subinterval that is a bracket, and apply the same bisection step to it. In this way the interval that might contain a zero of f is reduced in width by 50% at each step. We continue until we have a bracket sufficiently small for our purposes. This is similar to the computer science Binary Search, where the range of possible solutions is halved each iteration. Explicitly, if f(a) f(c) Advantages and drawbacks of the bisection method Advantages of Bisection Method The bisection method is always convergent. Since the method brackets the root, the method is guaranteed to converge. As iterations are conducted, the interval gets halved. So one can guarantee the decrease in the error in the solution of the equation. Drawbacks of Bisection Method The convergence of bisection method is slow as it is simply based on halving the interval. If one of the initial guesses is closer to the root, it will take larger number of iterations to reach the root. If a function is such that it just touches the x-axis (Figure 3.8) such as it will be unable to find the lower guess, , and upper guess, , such that For functions where there is a singularity and it reverses sign at the singularity, bisection method may converge on the singularity (Figure 3.9). An example include and, are valid initial guesses which satisfy . However, the function is not continuous and the theorem that a root exists is also not applicable. Figure.3.8. Function has a single root at that cannot be bracketed. Figure.3.9. Function has no root but changes sign. Explanation Source code for False position method: Example code of False-position method C code was written for clarity instead of efficiency. It was designed to solve the same problem as solved by the Newtons method and secant method code: to find the positive number x where cos(x) = x3. This problem is transformed into a root-finding problem of the form f(x) = cos(x) x3 = 0. #include #include double f(double x) { return cos(x) x*x*x; } double FalsiMethod(double s, double t, double e, int m) { int n,side=0; double r,fr,fs = f(s),ft = f(t); for (n = 1; n { r = (fs*t ft*s) / (fs ft); if (fabs(t-s) fr = f(r); if (fr * ft > 0) { t = r; ft = fr; if (side==-1) fs /= 2; side = -1; } else if (fs * fr > 0) { s = r; fs = fr; if (side==+1) ft /= 2; side = +1; } else break; } return r; } int main(void) { printf(%0.15fn, FalsiMethod(0, 1, 5E-15, 100)); return 0; } After running this code, the final answer is approximately 0.865474033101614 Example 1 Consider finding the root of f(x) = x2 3. Let ÃŽÂ µstep = 0.01, ÃŽÂ µabs = 0.01 and start with the interval [1, 2]. Table 1. False-position method applied to f(x)  =  x2 3. a b f(a) f(b) c f(c) Update Step Size 1.0 2.0 -2.00 1.00 1.6667 -0.2221 a = c 0.6667 1.6667 2.0 -0.2221 1.0 1.7273 -0.0164 a = c 0.0606 1.7273 2.0 -0.0164 1.0 1.7317 0.0012 a = c 0.0044 Thus, with the third iteration, we note that the last step 1.7273 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ 1.7317 is less than 0.01 and |f(1.7317)| Note that after three iterations of the false-position method, we have an acceptable answer (1.7317 where f(1.7317) = -0.0044) whereas with the bisection method, it took seven iterations to find a (notable less accurate) acceptable answer (1.71344 where f(1.73144) = 0.0082) Example 2 Consider finding the root of f(x) = e-x(3.2 sin(x) 0.5 cos(x)) on the interval [3, 4], this time with ÃŽÂ µstep = 0.001, ÃŽÂ µabs = 0.001. Table 2. False-position method applied to f(x)  = e-x(3.2 sin(x) 0.5 cos(x)). a b f(a) f(b) c f(c) Update Step Size 3.0 4.0 0.047127 -0.038372 3.5513 -0.023411 b = c 0.4487 3.0 3.5513 0.047127 -0.023411 3.3683 -0.0079940 b = c 0.1830 3.0 3.3683 0.047127 -0.0079940 3.3149 -0.0021548 b = c 0.0534 3.0 3.3149 0.047127 -0.0021548 3.3010 -0.00052616 b = c 0.0139 3.0 3.3010 0.047127 -0.00052616 3.2978 -0.00014453 b = c 0.0032 3.0 3.2978 0.047127 -0.00014453 3.2969 -0.000036998 b = c 0.0009 Thus, after the sixth iteration, we note that the final step, 3.2978 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ 3.2969 has a size less than 0.001 and |f(3.2969)| In this case, the solution we found was not as good as the solution we found using the bisection method (f(3.2963) = 0.000034799) however, we only used six instead of eleven iterations. Source code for Bisection method #include #include #define epsilon 1e-6 main() { double g1,g2,g,v,v1,v2,dx; int found,converged,i; found=0; printf( enter the first guessn); scanf(%lf,g1); v1=g1*g1*g1-15; printf(value 1 is %lfn,v1); while (found==0) { printf(enter the second guessn); scanf(%lf,g2); v2=g2*g2*g2-15; printf( value 2 is %lfn,v2); if (v1*v2>0) {found=0;} else found=1; } printf(right guessn); i=1; while (converged==0) { printf(n iteration=%dn,i); g=(g1+g2)/2; printf(new guess is %lfn,g); v=g*g*g-15; printf(new value is%lfn,v); if (v*v1>0) { g1=g; printf(the next guess is %lfn,g); dx=(g1-g2)/g1; } else { g2=g; printf(the next guess is %lfn,g); dx=(g1-g2)/g1; } if (fabs(dx)less than epsilon {converged=1;} i=i+1; } printf(nth calculated value is %lfn,v); } Example 1 Consider finding the root of f(x) = x2 3. Let ÃŽÂ µstep = 0.01, ÃŽÂ µabs = 0.01 and start with the interval [1, 2]. Table 1. Bisection method applied to f(x)  =  x2 3. a b f(a) f(b) c  =  (a  +  b)/2 f(c) Update new b à ¢Ã‹â€ Ã¢â‚¬â„¢ a 1.0 2.0 -2.0 1.0 1.5 -0.75 a = c 0.5 1.5 2.0 -0.75 1.0 1.75 0.062 b = c 0.25 1.5 1.75 -0.75 0.0625 1.625 -0.359 a = c 0.125 1.625 1.75 -0.3594 0.0625 1.6875 -0.1523 a = c 0.0625 1.6875 1.75 -0.1523 0.0625 1.7188 -0.0457 a = c 0.0313 1.7188 1.75 -0.0457 0.0625 1.7344 0.0081 b = c 0.0156 1.71988/td> 1.7344 -0.0457 0.0081 1.7266 -0.0189 a = c 0.0078 Thus, with the seventh iteration, we note that the final interval, [1.7266, 1.7344], has a width less than 0.01 and |f(1.7344)| Example 2 Consider finding the root of f(x) = e-x(3.2 sin(x) 0.5 cos(x)) on the interval [3, 4], this time with ÃŽÂ µstep = 0.001, ÃŽÂ µabs = 0.001. Table 1. Bisection method applied to f(x)  = e-x(3.2 sin(x) 0.5 cos(x)). a b f(a) f(b) c  =  (a  +  b)/2 f(c) Update new b à ¢Ã‹â€ Ã¢â‚¬â„¢ a 3.0 4.0 0.047127 -0.038372 3.5 -0.019757 b = c 0.5 3.0 3.5 0.047127 -0.019757 3.25 0.0058479 a = c 0.25 3.25 3.5 0.0058479 -0.019757 3.375 -0.0086808 b = c 0.125 3.25 3.375 0.0058479 -0.0086808 3.3125 -0.0018773 b = c 0.0625 3.25 3.3125 0.0058479 -0.0018773 3.2812 0.0018739 a = c 0.0313 3.2812 3.3125 0.0018739 -0.0018773 3.2968 -0.000024791 b = c 0.0156 3.2812 3.2968 0.0018739 -0.000024791 3.289 0.00091736 a = c 0.0078 3.289 3.2968 0.00091736 -0.000024791 3.2929 0.00044352 a = c 0.0039 3.2929 3.2968 0.00044352 -0.000024791 3.2948 0.00021466 a = c 0.002 3.2948 3.2968 0.00021466 -0.000024791 3.2958 0.000094077 a = c 0.001 3.2958 3.2968 0.000094077 -0.000024791 3.2963 0.000034799 a = c 0.0005 Thus, after the 11th iteration, we note that the final interval, [3.2958, 3.2968] has a width less than 0.001 and |f(3.2968)| Convergence Rate Why dont we always use false position method? There are times it may converge very, very slowly. Example: What other methods can we use? Comparison of rate of convergence for bisection and false-position method

The Film Schindlers List versus Novel Schindlers Ark Essay -- Holoca

Schindler's List The film Schindler’s List has a tendency to simplify and sentimentalize the character Oskar Schindler compared to the novel Schindler’s Ark in which the film is based on. The film Schindler’s List lacks depth and understanding of the character Oskar Schindler, and tends to over dramatize events within the film in which Oskar Schindler is responsible for. The novel Schindler’s Ark begins its in-depth documentary story with the earlier life of Oskar Schindler. The novel describes his family life in the Austro-Hungarian Empire and his rebellious teenage years in the newly created state of Czechoslovakia. The novel informs the reader of Oskar Schindler’s relationship with his father and how his father abandoned Oskar’s mother, in which Oskar never forgave his father for leaving his mother alone. This information of how Oskar Schindler became to be how he is, is all significantly missed with Schindler’s List, Because it gives the viewer a whole outlook of Oskar Schindler and a better understanding of the ...

The Debate Over Multicultural Education in America :: social issues

The Debate Over Multicultural Education in America America has long been called "The Melting Pot" due to the fact that it is made up of a varied mix of races, cultures, and ethnicities. As more and more immigrants come to America searching for a better life, the population naturally becomes more diverse. This has, in turn, spun a great debate over multiculturalism. Some of the issues under fire are who is benefiting from the education, and how to present the material in a way so as to offend the least amount of people. There are many variations on these themes as will be discussed later in this paper. In the 1930's several educators called for programs of cultural diversity that encouraged ethnic and minority students to study their respective heritages. This is not a simple feat due to the fact that there is much diversity within individual cultures. A look at a 1990 census shows that the American population has changed more noticeably in the last ten years than in any other time in the twentieth century, with one out of every four Americans identifying themselves as black, Hispanic, Asian, Pacific Islander, or American Indian (Gould 198). The number of foreign born residents also reached an all time high of twenty million, easily passing the 1980 record of fourteen million. Most people, from educators to philosophers, agree that an important first step in successfully joining multiple cultures is to develop an understanding of each others background. However, the similarities stop there. One problem is in defining the term "multiculturalism". When it is looked at simply as meani ng the existence of a culturally integrated society, many people have no problems. However, when you go beyond that and try to suggest a different way of arriving at that culturally integrated society, Everyone seems to have a different opinion on what will work. Since education is at the root of the problem, it might be appropriate to use an example in that context. Although the debate at Stanford University ran much deeper than I can hope to touch in this paper, the root of the problem was as follows: In 1980, Stanford University came up with a program - later known as the "Stanford-style multicultural curriculum" which aimed to familiarize students with traditions, philosophy, literature, and history of the West. The program consisted of 15 required books by writers such as Plato, Aristotle, Homer, Aquinas, Marx, and Freud. The Debate Over Multicultural Education in America :: social issues The Debate Over Multicultural Education in America America has long been called "The Melting Pot" due to the fact that it is made up of a varied mix of races, cultures, and ethnicities. As more and more immigrants come to America searching for a better life, the population naturally becomes more diverse. This has, in turn, spun a great debate over multiculturalism. Some of the issues under fire are who is benefiting from the education, and how to present the material in a way so as to offend the least amount of people. There are many variations on these themes as will be discussed later in this paper. In the 1930's several educators called for programs of cultural diversity that encouraged ethnic and minority students to study their respective heritages. This is not a simple feat due to the fact that there is much diversity within individual cultures. A look at a 1990 census shows that the American population has changed more noticeably in the last ten years than in any other time in the twentieth century, with one out of every four Americans identifying themselves as black, Hispanic, Asian, Pacific Islander, or American Indian (Gould 198). The number of foreign born residents also reached an all time high of twenty million, easily passing the 1980 record of fourteen million. Most people, from educators to philosophers, agree that an important first step in successfully joining multiple cultures is to develop an understanding of each others background. However, the similarities stop there. One problem is in defining the term "multiculturalism". When it is looked at simply as meani ng the existence of a culturally integrated society, many people have no problems. However, when you go beyond that and try to suggest a different way of arriving at that culturally integrated society, Everyone seems to have a different opinion on what will work. Since education is at the root of the problem, it might be appropriate to use an example in that context. Although the debate at Stanford University ran much deeper than I can hope to touch in this paper, the root of the problem was as follows: In 1980, Stanford University came up with a program - later known as the "Stanford-style multicultural curriculum" which aimed to familiarize students with traditions, philosophy, literature, and history of the West. The program consisted of 15 required books by writers such as Plato, Aristotle, Homer, Aquinas, Marx, and Freud.

Dinner at My Place Essay -- Personal Narrative Papers

Every year on Halloween; my favorite holiday, I had a very special dinner party. It looks like it was that time of the year again. So I pulled out my phone book and decided to invite a couple of people over. After putting lots of thought into it, I decided to invite three people: Jesse Berst, Molly Masland, and Julia Walker. Now these three people aren’t just any three people. They all have something in common; they know about about online shopping. They are all some type of reporter and have written articles about online shopping. Jesse Berst is and he did a report called "Online Shopping, The Safe Way;" which teaches some great tips on how to shop carefully. Molly Masland is also a reporter and her story/article was called "The Dark Side Of Online Shopping;† she shows you some of the things that can go wrong when you shop online. Finally there’s Julia Walker and she is known for her consumer reports. One of her many articles was "Resolving Problems, What T o Do When You Get Burned;" her reports tell you what to do and where to go for help if you get ripped off. Yes, online shopping was going to be the theme for this year. I figured since I had to do a paper on it for school and they all wrote stories on online shopping then we would definitely have something to talk about. Not to mention it was an interesting topic that would help me on my paper. So I made some invitations, sent them out and as soon as they all RSVP’d I began to plan everything out. Well it was almost eight o’clock and here I was running around my house frantic trying to get last minute things finished. For a while there I was going mad trying to decide what we should eat. I figured since they where all respectable people that some fine wine was to ... ...s out there that are keeping an eye out for shady businesses. It is good to tell people that there is something they can do about it, most people do nothing. Everyone should be aware that they should file consumer reports like Julia Walker said. It's the only way to protect you're self after something has happened, and it is also one of the only ways to help you recover what you lost. All in all I felt very satisfied with the dinner. Besides just being a nice evening it was also a very informative one. I learned a lot of things about online shopping that not most people know and that they should know. Sites to go to: Jesse Berst- Online Shopping: http://www.zdnet.com/anchordesk/story/story_2754.html Molly Masland- MSNVC Online Shopping: http://www.msnbc.com/news/283239.asp Julia Walker: Online Shopping: http://shoppingspot.com/consumerinfo/fraud.htm

Professor Henry Corrie

CHARACTER SKETCH OF â€Å"PROFESSOR HENRY CORRIE† INTRODUCTION: St. John G. Ervine presents the sensational drama â€Å"PROGRESS† in which the story rotates around the characters of Professor Henry Corrie and his sister Mrs. Meldon. Professor Henry Corrie is about sixty years of age. He lives in a remoter village in the North of England. He is happy in isolation because he can concentrate on his secret research work. APPEARANCE: Corrie has cold humorless eyes. There are cruel lines on his face but they are bidden behind the thickish beard.He is very dangerous but apparently he does not seem to be so. He is a symbol of tyranny. destruction, selfishness and materialism. INTELLIGENT SCIENTIST: Corrie is D. Sc. And highly, educated scientist of England. He is completely absorbed in his research word. After a life long struggle, he has been successful in discovering a terrible formula of a devastating bomb. It will devastate a district. It will release a powerful, spreading poisonous gas, without colour or smell. Those who will inhale it, their bodies will rot and rust and nothing will save them happily he says: â€Å"Ah!At last by heaven I Have done it, at last. † MATERIALISTIC AND UNPATRIOTIC: Corrie is the complete representative of today’s materialistic world. Although his bomb will kill thousands with in no time, and will wipe out big cities like Manchester yet he feels proud of his invention and say: â€Å"This will bring fame and fortune to me. I shall be rich now, but more than that I shall be famous. † He is mad after wealth. Greed and lust of wealth has turned him not only materialistic and selfish but also unpatriotic. â€Å"If they won’t pay my price, I’ll offer it to son ebody else†.This is the height of treachery. The great scientist fails to visualize that if the enemy uses that bomb, his own country-men would be eliminated. UNSOCIAL AND UNCOURTOUS: Corrie is not a social man. He is so lost in hi s work that he has lost all interest for the human beings. Although he makes a promise to go to the station to the receive his only sister yet he does not go. It is the third death anniversary of Eddie. Mrs. Meldon’s only son. She is sad, instead of sympathizing with her, he proudly talks about his sinister bomb. He is cruel and selfish.He forces her to rejoice at the dreadful invention. He asks her: â€Å"but look at the maher from a, Broad point of view. Put your Own feelings aside! †. HATRED FOR WOMEN: Corrie lacks aesthetic sense. He is a misogamist. He is disinterested with the finer values of life. That is why he has not married as yet. He hates women and his sister is no exception to his hatred. He say: â€Å"Oh how women do fuss! No Application. No concentration. That’s why no women have Ever been great artists or scientists. † PROUD AND CALLOUS: Corrie is a wolf in sheep’s clothing.Corrie is doing nothing to reduce poverty or hunger. Rathe r he has been busy in inventing a dangerous bomb for his own selfish motives. In his own words: â€Å"With a single bomb we could Wipe out the population of a city As big as Manchester. Single bomb Charlotte! † CONCLUSION: Mrs Meldon asks him time and again to suppress his evil invention. But he pays no heed to it. Rather he becomes angry and calls her morbid, fool of a woman. He makes fun of her ideas, laughs harshly and finally says: â€Å"Well, shan’t. Give up my Invention for a lot of demand sentiment! Not likely! † n her desperate step to save the world from destruction, she stabs him to death. In fact he was the symbol of vice, destruction and enemy of mankind. He suffered in a deserving way. CHARACTER SKETCH OF â€Å"MRS. MELDON† INTRODUCTION: St. John G. Ervine presents the sensational drama â€Å"PROGRESS† in which the story rotates around the characters of Mrs. Meldon and Professor Henry Corrie. Mrs. Meldon is also called Charlotte. Her h eart brims with the love of Mankind and is against wars and war mongers. She symbolizes love and affection, peace and tranquility modesty and humanity.