All About Summer Homeschooling

All About Summer Homeschooling If your children are currently in public or private school, but youre thinking of homeschooling,  you may think that summer is the perfect time to test the homeschooling waters. But is it a good idea totry out homeschooling during your childs summer break? Learn about the pros and cons to a summer homeschool trial, along with some tips for setting up a successful trial run.   Pros for Trying Homeschooling During the Summer Many kids thrive on routine. Many children function best with  a predictable schedule. Moving right into a school-like routine may be ideal for your family and result in a more peaceful, productive summer break for everyone. You may also enjoy year-round homeschooling. A six weeks on/one week off schedule  allows for regular breaks throughout the year and longer breaks as needed. A four-day week is another year-round homeschool schedule that may provide just enough structure for the summer months. Finally, consider doing formal studies only two or three mornings each week during the summer, leaving afternoons and a few full days open for social activities or free time. It gives struggling learners a chance to catch up. If you have a student who is struggling academically, the summer months may be an excellent time to strengthen weak areas and see what you think of homeschooling at the same time. Don’t focus on the trouble spots with a classroom mindset. Instead, practice skills actively and creatively. For example, you might recite times tables while bouncing on the trampoline, jumping rope, or playing hopscotch. You can also use the summer months to try an entirely different approach to areas of struggle. My oldest had difficulty with reading in first grade. Her school used a whole word approach. When we began homeschooling, I chose a phonics program that taught reading skills in a systematic way with lots of games. It was just what she needed. It gives advanced learners an opportunity to dig deeper. If you have a gifted learner, you may find that your student isn’t challenged by the pace at his school or is frustrated at only skimming the surface of concepts and ideas. Schooling during the summer provides the opportunity to dig deeper into the topics that intrigue him. Perhaps he’s a Civil War buff who wants to learn more than names and dates. Maybe he is fascinated by science and would love to spend the summer conducting experiments. Families can take advantage of summer learning opportunities. There are  many fantastic learning opportunities during the summer. Not only are they educational, but they can provide insight into your childs talents and interests. Consider options such as: Day camps- art, drama, music, gymnasticsClasses- cooking, driver’s education, writingVolunteer opportunities- zoos, aquariums, museums Check with community colleges, businesses, libraries, and museums for opportunities. A history museum on a college campus in our area  offers summer classes for teens. You may also want to check your favorite social media outlets for local homeschool groups. Many offer summer classes or activities, providing you with educational opportunities and a chance to get to know other homeschooling families. Some public and private schools send children home with a summer bridge program that includes reading and activity assignments. If your childs school does, you can incorporate those into your homeschooling trial. Cons to Summer Homeschooling Kids may resent losing their summer break. Children learn early to embrace summer break with excitement. Jumping into full-fledged academics when your kids know that their friends are enjoying a more relaxed schedule could leave them feeling resentful. They may project that feeling onto you or onto homeschooling in general. Transitioning from public school to homeschool can be tricky anyway. You don’t want to start off with unnecessary negativity. Some students need time to reach developmental readiness. If you’re thinking about homeschooling because your child is struggling academically, consider the fact that he  may not be developmentally ready for that particular skill. Focusing on the concepts your child finds challenging may seem like a good idea, but doing so can prove counterproductive. Many times parents notice a marked improvement in a particular skill or understanding of a concept after children have taken a break from it for a few weeks or even a few months. Let your child use the summer months  to focus on his areas of strength. Doing so can provide a much-need boost of confidence without sending the message that hes not as smart as his peers. It can leave students feeling burnt out. Giving home education a try with a heavy focus on formal learning and seatwork will likely leave your child feeling burnt out and frustrated if you decide to continue with public or private school in the fall. Instead, read lots of great books and look for hands-on learning opportunities. You can also use those summer bridge activities. That way, your child is still learning and youre giving home educating a try, but your child can return to school refreshed and ready for the new year if you decide not to homeschool after all. A sense of commitment may be missing. One problem I’ve seen with a summer homeschooling trial run is a lack of commitment. Because parents know that they’re just trying homeschooling, they don’t work with their children consistently during the summer months. Then, when it’s time for school in the fall, they decide not to homeschool because they don’t think they can do it. It’s much different when you know that you’re responsible for your child’s education. Dont base your overall commitment to homeschooling on a summer trial. It doesn’t allow time to deschool. Deschooling is a foreign word to most people outside of the homeschooling community. It refers to allowing children a chance to let go of any negative feelings associated with learning and rediscover their natural sense of curiosity. During the deschooling period, textbooks and assignments are put aside allowing kids (and their parents) to rediscover the fact that learning happens all time time. It isnt constrained by school walls or blocked off into neatly-labeled subject headings. Instead of focusing on formal learning during summer break, leave that time for deschooling. Thats sometimes easier to do over the summer without stressing and worrying that your student is falling behind because you don’t see formal learning happening. Tips for Making a Summer Homeschool Test Run Successful If you choose to use the summer break to see if homeschooling might be a good fit for your family, there are some steps you can take to make it a more successful trial. Don’t recreate a classroom. First, don’t try to recreate a traditional classroom. You don’t need textbooks for summer homeschooling. Get outside. Explore nature, learn about your city, and visit the library. Play games together. Work puzzles. Travel and learn about the places you visit by exploring while youre there. Create a learning-rich environment. Kids are naturally curious. You may be surprised at how much they learn with little direct input from you if you’re intentional about creating a learning-rich environment. Make sure that books, art and craft supplies, and open-ended play items are easily accessible.   Allow kids to explore their interests. Use the summer months to help children rediscover their natural curiosity. Give them the freedom to explore the things that capture their interest. If you have a child who loves horses, take her the library to borrow books and videos about them. Check into horseback-riding lessons or visit a farm where she can see them up close. If you have a child who’s into LEGOs, allow time for building and exploring. Look for opportunities to capitalize on the educational element of LEGOs without taking over and turning it into school.  Use the blocks as math manipulatives or build simple machines. Use the time to establish a routine. Use the summer months to figure out a good routine for your family so that you’re ready whenever you determine it’s time to introduce formal learning. Does your family function better when you get up and do schoolwork first thing in the morning, or do you prefer a slow start? Do you need to get a few household chores out of the way first or do you prefer to save them until after breakfast? Do any of your children still take naps or could you all benefit from a daily quiet time? Does your family have any unusual schedules to work around, such as a spouse’s work schedule? Take some time during the summer to figure out the best routine for your family, keeping in mind that homeschooling doesn’t have to follow a typical 8-3 school schedule. Use the time to observe your child. Look at the summer months as a time for you to learn rather than teach. Pay attention to what sorts of activities and topics capture your child’s attention. Does he prefer reading or being read to? Is she always humming and moving or is she quiet and still when she’s concentrating? When playing a new game, does he read the directions from cover-to-cover, ask someone else to explain the rules, or want to play the game with  you explaining the steps as you play? If given the option, is she an early riser or a slow starter in the morning? Is he self-motivated or does he need some direction? Does she prefer fiction or non-fiction? Become a student of your student and see if you can pinpoint some of the ways he learns best. This knowledge will help you choose the best curriculum and determine the best homeschooling style for your family. Summer can be a good time for you to explore the possibility of homeschooling- or a great time to begin preparing for a successful start to homeschooling in the fall.

Biology Science Fair Project Ideas

Biology Science Fair Project Ideas Science fair projects give you the opportunity to experience science and biology through hands-on activities. In order to ensure that you have a great biology project, it is important that you first understand biology and the scientific method. Simply put, biology is the study of life. Life is all around us which means that there are enormous possibilities when considering a biology science project. We use the scientific method as a means of studying science and biology. Scientific inquiry starts with an observation followed by the formulation of a question about what has been observed. Then comes designing a scientific experiment to answer the question posed. How to Find Science Project Ideas JGI / Jamie Grill / Getty Images So where do you get ideas for biology science fair projects? The answer is from almost anywhere. The key is to start with a question that you would like to find an answer to and use the scientific method  to help you answer it. When choosing a science fair project topic, make sure that you select a topic that you are interested in. Then narrow this topic down to a specific question. Below you will find science fair project ideas primarily related to biology. Remember that these samples are meant to give direction and ideas. It is important that you do the work yourself and not just copy the material. Also, be sure that you know all of the rules and regulations for your particular science fair before you begin your project. Plant Project Ideas Some soil bacteria stimulate brain neuron growth and increase learning capacity. JW LTD/Taxi/Getty Images Plants are important to life as we know it. They provide everything from food, clothing, and shelter to medicine and fuel. Plant projects are popular because plants are abundant, inexpensive, and relatively easy to study during experimentation. These experiments allow you to learn about plant processes and environmental factors that impact plant life. Plant-based science projects: Find more than 20 ideas for science fair projects involving plants.Soil chemistry: Learn about soil chemistry with these example projects about plant science and the chemical composition of soil.Popcorn studies: Enjoy these fun, easy, and interesting experiments with popcorn. Human Body Project Ideas Illustration of the arterial system in the human body, shown in a standing figure. Note the feathery network of blood vessels in the left and right lungs (next to the heart). Arteries are the blood vessels that carry oxygen-rich blood to the bodys tissues. JOHN BAVOSI/Science Photo Library/Getty Images If you have ever wondered how the body works or about all the biological processes that keep the body functioning, then you should consider a science project on the human body. These projects allow you to gain a better knowledge of how the body functions and also provide insight into human behavior. Human body projects: If your interest is in biological processes and human behavior, this resource has several ideas for projects on the human body, including the study of the effects of music, temperature, and video games on mood.Kids neuroscience experiments: This is a nice collection of experiments relating to neuroscience. It includes projects dealing with reflexes, the nervous system, biological rhythms, and more.Human hair projects: Find several ideas for doing projects about hair. Topics include hair growth rates and hair loss management. Animal Project Ideas Fernando Trabanco Fotografà ­a/Moment/Getty Image Animal science projects allow us to understand various aspects of animal life. They provide information about animal anatomy, behavior, and even provide insight into human biological processes. Before deciding to do an animal project, be sure that you get permission and avoid animal cruelty. Some science fairs do not allow animal experiments, while others have strict regulations for animal usage. Animal projects: Find great ideas for projects involving insects, birds, amphibians, fish, and mammals. Discover how light, pollution, and magnetic fields affect animals. Researching Your Science Project Ideas Catherine Ledner / The Image Bank/ Getty Images After you have come up with an idea and topic for your science project, you must research your topic. Research involves finding out everything you can about the scientific principles involved with your project idea. There are several resources available for researching your science fair project. Some of these include your local library, science books and magazines, internet science news sources, and teachers or educators. The most helpful thing that you can do when researching for your project is to take excellent notes. Record references for the books and other materials you have used in your research.Take notes on simple experiments on which to base your experiment.  Keep notes on diagrams used in similar experiments.  Record observations from other experiments.Keep notes on samples of logs and other means for collecting data.  Make lists of materials that you might want to order and their suppliers. It is important that keep track of all the resources used in your research as these source materials will be required for listing in the bibliography for your science fair project report.

Article about Understanding Portraits Example | Topics and Well Written Essays - 750 words

About Understanding Portraits - Article Example I believe these similarities invoke the differences, and that if taken together these three images could be interpreted to show the development of the same subject across different stages of life. As mentioned above, I feel that these portraits could easily have a meaningful relationship to each other. I imagine that they are of the same subject, but depicted at very different ages in life. There are two parallel structures that progress together: the age of the person depicted and the complexity of the elements used in composing the portraits. The first portrait, image forty-three depicts a very young child in the arms of his or her mother. The identity of the child is hidden by the lack of detail in the simple line drawing – there is little to give a face or an identity. The second image, image twenty, differs from the first in both compositional complexity and age. It depicts a young man, fifteen or more years older than the baby depicted in image forty-three, but when disp layed together invoking the aging process and making the viewer inherently think that the child in image forty-three might have aged into the man in image twenty. The visual complexity also takes a noticeable jump. While sketch-like elements still remain the form and features of the face have jumped drastically in sharpness, and the shading has moved from a simple check-box and line technique to a blended approach where the shading darkens gradually. In this imagined narrative the third portrait, portrait six, takes another jump in age of the subject. It shows the young man aged into a gnarled, lined old man, who despite his age retains the certain light of the eye from the more youthful portrait. While age here takes its largest leap between the three portraits, visual complexity also takes its largest leap. The overall tone of the composition darkens making the points of light shining off the subject’s eyes forehead and aged white hair become more pronounced. The shading al so reaches its apex with entirely fluid transitions from light to dark through the folds of the old man’s face. If I were to arrange these items on a wall I would depict them in the order described, forty-three first, then twenty, then six. This arrangement makes the most sense for several reasons. The first is that the aging narrative makes the most sense in this format; the viewer, seeing three images in somewhat the same style and the same medium of a child, a young man and an old man naturally connects the three into an aging narrative. The second reason for laying these portraits out in this way is that the increase in visual complexity mirrors that of the aging process, which is evocative in several ways. One of the most interesting things about this portrait layout to me is how the narrative of artistic and stylistic progress is juxtaposed to the aging narrative also contained in these images. Moving from the first to the second narrative, one sees a child becoming a m an, and the increase in stylistic mirrors the aging process exactly – the child becomes beautiful, fully grown and powerful, mirroring the new more robust art. The narrative changes, however, moving from the second to the third portrait. In this movement one sees the artistic quality increase apace with a far more robust set of abilities and a more complex composition. The

Internet Use in Real Estate Essay Example | Topics and Well Written Essays - 2500 words

Internet Use in Real Estate - Essay Example Using internet in real estate marketing; for the years industry analyst had predicted a growth in internet uses and fundamental changes in the real estate services, though the number of the internet users continue to grow, changes in the real estate services have not been that fundamental. The increase in the use of internet, specifically the World Wide Web (www) in the past ten years or so has been exceptional and has impacted almost every sector in developed nations. Among the most significant aspect in individuals' lives, is their housing condition. In many western countries this is normally a residential property which is owned by the person occupying it. Thus owner-occupiers have a high interest in the way residential markets operate. Which the trend in the market changing and many real estate firms adopting internet as a marketing tool, for selling, advertising and listing, this paper will seek to find out how the use of world wide web and e-commence has impacted the real estate industry and how a company can adopt the use of internet in its operations (Baen and Guttery, 1997) To address this subject, the study paper will carry on, along the following field: internet will have to be defined for reasons of theoretical clarity; e-commerce, definition and essentials, and functions will be underscored; reasons for real estate using e-commerce will be discuses, and how to create an effective website for real estate companies will be discussed at length; and lastly "a way forward" in terms of a conclusion will be provided How the characteristics of e-commerce make it a new force in business operations What is e-commerce E-commerce is the trade of services and products by means of computer networks or the internet. Chan, Lee, & Dillon, (2001) defines e-commerce as selling and buying of goods or services using electronic media it follows the basic principles of traditional commerce but in this case, buyers and sellers swap commodities through the internet for money. In e-commerce sellers and consumers of products transact business over networked computerized processes. This has offered maximum convenience to buyers and sellers alike. (Kroll, 2000) Buyers in this form of business get the opportunity to compare prices, quality and other factors before deciding to undertake the transaction. The buyer gets advantages of saving on physical transport costs and he/she can a product even from far place on a click of the mouse. Importance of e-commerce as a strategic component of real estates business E-commerce serves as a vital strategic tool for companies. When e-commerce is well used in real estate compa

Unethical Business Practices of McDonald's Essay

Unethical Business Practices of McDonald's - Essay Example The empirical study of Gibison (2006), the fast-food items offered by McDonald’s to its global consumers have major contribution towards extensive form of health issues irrespective of their age groups. In this regard, major obesity, heart diseases along with asthma and higher possibility of mad-cow diseases are the major cases that are evident to be caused directly and indirectly from the food items offered by the company to its consumers (Gibison, 2006). Correspondingly, Stony Brook University (1998) has critically explored the diet contents in each McDonald’s products includes major health issues for the consumers especially the young adults. In this regard, the research report states that the meals offered by the restaurant chains of McDonald’s contribute major amount of fat and the level of sodium that can negatively affect the consumers’ health (Gagnon & Freudenberg, 2012). For instance, the report has illustrated the example of its new Spanish omele tte bagel, which deliberately contains 40 grams of fat along with 710 calories and 275mg of cholesterol that can severely deteriorate the health condition of consumers. In addition, the presence of 1,520 mg of sodium in the product can severely make the consumer face a critical health issue (Stony Brook University, 1998).  In addition, the article published by Jourdan & Baertlein (2014) in Thompson Reuters critically illustrates about the scandals in the company’s food safety process. According to the issues identified in the article, the local meat suppliers of the company.

Peter Osbornes Analysis of Modernity

Peter Osbornes Analysis of Modernity Give an account of the specific characteristics of ‘modern time’ as outlined by Peter Osborne. The term modernity has become deeply contested in the last quarter of a century. The emergence of deconstruction as a hermeneutic tool of analysis inclined sociologists, historians and philosophers to prefer the concept of post-modernity as a designation of the present. Peter Osborne believes that there is little evidence that could plausibly justify this shift in terminology. He sets out to inquire into the philosophical dimensions of the term modernity and maintains that, once modernity is understood in its theoretical and conceptual complexity, the post-modern fails to display the necessary differentiating criteria that would make it a notion in its own right. At the heart of his investigation thus lies to reveal the inconsistencies in other thinker’s philosophical interpretation of modernity. The first chapter focuses on two interpretations in particular: Marshall Berman’s account of modernity and Perry Anderson’s critique of it.[1] Three aspect takes centre stage in Osborne’s analysis of modernity: modernity as a category of historical periodisation (1), modernity as a quality of social experience (2), and modernity as a project (3).[2] His thesis is that neither Marxism, as it animates Berman’s account of modernity, nor Anderson’s critique captures the peculiar characteristics of modernity as a concept of temporality. The essay will briefly recapitulate Osborne’s rendering of Anderson and Berman’s interpretation and then outline the semantic shifts that led to the conceptual ambiguity of the idea of modernity. Osborne notes first of all the more mundane characteristics of modernity. Philosophers and ordinary people alike would identify the notion of modernity with a ‘distinct span of time’ that is ‘identifiable’ and suggests a particular form of periodisation.[3] This specific type of periodisation however already gives rise to some unsettling conceptual questions, amongst others what modernity in essence actually represents: a concept for understanding the present, or a form of social experience. He notes that modernity is suffused with different forms of time-consciousness and that the temporality of periodisation lies at the heart of the sociological discipline insofar it allows sociologists to engage in cross-temporal comparisons. In fact it is sociology that benefited most from the transformations in the notion of temporality which are somehow reflected in the notion of modernity. Osborne captures the basic dilemma of how to comprehend change in society throu gh the lens of temporal structures: ‘†¦The problematic character of these assumptions (on the nature of the present) comes into view as soon as the issue of change within the present is raised otherwise than as an extrapolation of developmental tendencies built into the relationship between pre-given structural social types†¦Ã¢â‚¬â„¢[4] This problem marks the potential and limitations of sociological inquiry. Modernity is constant change within the present, but we can only understand it through the emergence and transformation of social structures. This may permit us to compare societies across the times but it feeds upon an obscure notion of modernity as an unproblematic form of temporality. What we loose through this sociological kaleidoscope of analysis is the certainty that the historical process is radically open. Osborne contends that Marxism as well as Postmodernism attempt to rectify this problem and that both fail to succeed. Let us now turn to his critique of Marxism first. Osborne credits Marxism with a novel view of historical time. In a way, Marxism reconciles plausibly the concepts of change and temporality while preserving a notion of modernity as something distinctively different to all previous ages. At the core of Marxian analysis lies the modes of production, a starting point that is reminiscent of the sociological view. Osborne points however to the crucial difference between the two by noting that Marxism achieves the visionary fusion of constant change and modern times only at the expense of a historical determinism that undermines any sensible concept of history as an open and uncertain path. In this sense, Marxism fails even more than the sociological view of modernity to attune to the philosophical consequences of the dual characteristics of temporality in modernity: that is denotes a form of time-consciousness and at the same time functions as a periodising category that has inscribed in itself various types of temporality. Berman’s answer to this problem that pervades Marxism as a historical analysis of societal change is, according to Osborne, to replace the historical project of communism with the notion of a radically open future. Osborne remarks caustically that such an act of simple replacement lacks any justification.[5] Anderson’s critique of Berman then provides Osborne with a valuable counter-perspective. The crux of Anderson’s argument is that Berman’s account of modernity fails to acknowledge the differentiated forms of temporal experience that are implicit in modernism as a series of movements.[6] Osborne immediately points to the problem that such a critique would necessarily involve two different usages of modernity. On one hand, Anderson would argue from the perspective of modernity as a designation of a historical phenomenon, whereas on the other hand, he would need to use modernity as a category for the analysis of historical processes. This conceptual discrepancy however invalidates, so Osborne thinks, the potency of his critical remarks.[7] What neither Berman nor Anderson consider is the dual nature of modernity as historical reality and as a concept capable of creating a ‘coherent whole’ through its periodising thrust.[8] He concludes that philosophers must recognise the nature of the ‘reflexivity of the historical experience’. He writes: ‘For there is something decidedly new about modernity as a category of historical periodisation: namely, that unlike other forms of epochal periodisation †¦, it is defined solely in terms of temporal determinants†¦Ã¢â‚¬â„¢.[9] The key to reconciling these different aspects of modernity is what Kosselleck would term a Begriffsgeschichte, a history of the concept. Mapping the semantic change that the concept of modernity undergoes can provide us with clues as to its complex philosophical conditions. So while neither Anderson nor Berman consider the ‘logic of modernity as a category of historical periodisation’ they fail to comprehend that modernity is not a chronological category (Adorno).[10] Kosselleck’s interpretation of the emergence of the term Neue Zeit (new time) hints, so Osborne believes, at the structure of temporality that characterises modernity in contradistinction to other forms of temporality in pre-modern times. The critical intervention occurred with the claim of the Enlightenment that the new times were marked by recognition of autonomous reason. Modernity thus acquired a sense of something qualitatively new. It provided for the first time in history a ‘conceptual space for abstract temporality of qualitative newness’.[11] While modernity could now be understood as a form of social experience, it also was seen as something that happened and continues to happen. While the latter was hinted at already in the process of the accumulation of capital as conceptualised in Marx’s critique of capitalism, the former aspect of modernity now unfolded into two dimensions: firstly, the experience of contemporaneity, and secondly, the experience of ‘register[ing] this contemporaneity in terms of a qualitatively new, self-transcending temporality.’[12] Osborne notes that this ‘†¦is achieved through the abstraction of the logical structure of the process of change from its concrete historical determinants – an abstraction which parallels that at work in the development of money as a store of value.’[13] This would now complete Osborne’s alternative interpretation of the relationship between temporality and modernity. As he summarily remarks: ‘Modernity is permanent transition. Modernity has no fixed, objective referent.’[14] In a critical addendum he analyses Habermas and Foucault’s notion of modernity and concludes that both fail to distance themselves from the project of constructing improbable ‘universal histories with cosmopolitan intent’.[15] Modernity as Osborne outlines it in his critical review of various thinkers is inexorably tied in with the notion of progress that falsely allows the ‘projection of people’s present as other people’s future.’[16] He thus closes the circle in returning to the fallacy of the sociological account of modernity, one that has exaggerates universalising discourses of progress. Consequently, the idea of decline has no purchasing power in these philosophically erroneous notions of modernity. Bibliography Peter Osborne. The Politics of Time. Modernity and Avant-Garde. London and New York: Verso 1995 Perry Anderson. Modernity and Revolution, in A Zone of Engagement, London and New York: Verso 1992 ____. The Notion of Bourgeois Revolution, in English Questions, London and New York: Verso 1992 Marshall Berman. All that is Solid melts into Air: The Experience of Modernity. London and New York, 1983 1 Footnotes [1] Marshall Berman. All that is Solid melts into Air: The Experience of Modernity. London and New York, 1983; Perry Anderson. Modernity and Revolution, in A Zone of Engagement, London and New York: Verso 1992; Perry Anderson. The Notion of Bourgeois Revolution, in English Questions, London and New York: Verso 1992; Peter Osborne. The Politics of Time. Modernity and Avant-Garde. London and New York: Verso 1995 [2] Osborne, Politics, p.5. [3] Osborne, Politics, p.1. [4] Osborne, Politics, p.2. [5] Osborne, Politics, p5. [6] Osborne, Politics, p.7. [7] Osborne, Politics, p.7. [8] Osborne, Politics, p.6 and passim. [9] Osborne, Politics, p.8. [10] Osborne, Politics, p.8. [11] Osborne, Politics, p.11. [12] Osborne, Politics, p.14. [13] Osborne, Politics, p.14. [14] Osborne, Politics, p.14. [15] Osborne, Politics, p.16. [16] Osborne, Politics, p.17.

Whats so different? :: essays research papers

From an outside view, Sue Bridehead and Arabella Donn are complete opposites, when they are actually very much alike. Robert B. Heilman insists that they are on complete opposite sides of the spectrum. Sue and Arabella have different personalities, but they are still alike when it comes to Jude. This means that even though Jude compared them and saw that they were poles apart, both of them still had a similar effect on him. Both Arabella and Sue in their respective ways interrupt Jude’s life from the path he was on. Jude’s initial opinion of each of the girls was very different. While he looked at Arabella as common and pitied her, he placed Sue on a pedestal and fell in love with her before he even met her. The manner in which he first interacted with each of them was also very contradictory. He met Arabella because she threw a pig member at him hitting him in the face with it while Jude and Sue meet at a place of martyrdom. Here the reader is shown that Arabella is u nmannerly and Sue well-bred. When Jude and Arabella spent the day together, Jude went only because he felt sorry for her. He told himself that he would go out with her for a short time and come back to read his book. He ended up spending the whole day with her and did not get a chance to look at his books as he had planned. He loses sight of his goal of getting an education at Christminster because he cannot resist Arabella. Jude’s inexperience with women is a disadvantage when he meets Arabella. Even though he knows better than to give into Arabella, Jude cannot help himself. He is intrigued by her and she knows it and uses this to her advantage. Arabella wanted Jude and she plotted with her friends on how she would get him to marry her. Jude married Arabella because she told him that she was pregnant; this was her way of trapping Jude and keeping him. Jude is burdened with the responsibility of taking care of a wife and child and is forced to make a living raising pigs, leaving no time for his dreams of being a scholar. When Jude finds the note from Arabella telling him that she is leaving him, Jude gets a second chance at living out his dream. He decides to go to Christminster with his hopes renewed after ridding himself of all obstacles, primarily consisting of Arabella.