Effects of Poverty on Children Essay Example for Free

Effects of Poverty on Children Essay The nation’s economic crisis has deeply affected the lives of millions of Americans. Skyrocketing foreclosures and job layoffs have pulled the rug out from under many families, particularly those living in low-income communities. Deepening poverty is inextricably linked with rising levels of homelessness and food insecurity/hunger for many Americans and children are particularly affected by these conditions. Find out below a summary of the myriad effects of poverty, homelessness, and hunger on children and youth. Various volunteer opportunities and resources have also been listed that provide information and tools on ways to fight poverty in America. What are the current poverty and unemployment rates for Americans? The ongoing economic crisis has negatively affected the livelihoods of millions of Americans. According to the U.S. Bureau of Labor Statistics (2013), the unemployment rate is 7.9 percent as of January 2013. Despite the data showing an increase of only 0.1 percent from December 2012, the unemployment rate is still high by all accounts, having doubled since the beginning of the recession in December 2007. * U.S. Census Bureau data shows that the U.S. poverty rate rose to 15.1 percent (46.2 million) in 2010, an increase from 14.3 percent (approximately 43.6 million) in 2009 and the highest level since 1993. In 2008, 13.2 percent (39.8 million) Americans lived in relative poverty. * In 2000, the poverty rate for individuals was 12.2 percent and for families was 9.3 percent. * In 2010, the poverty threshold, or poverty line, was $22,314 for a family of four. * Over 15 percent of the population fell below this threshold in 2010. * The percentage of people in deep poverty was 13.5 percent of all Blacks and 10.9 percent of all Hispanics, compared to 5.8 percent of Asians and 4.3 percent of Whites. * While non-Hispanic Whites still constitute the largest single group of Americans living in poverty, ethnic minority groups are overrepresented (27.4 percent African American; 28.4 percent American Indian and Alaskan Native; 26.6 percent Hispanic, and 12.1 percent Asian and Pacific Islander compared with 9.9 percent non-Hispanic White). * These disparities are associated with the historical marginalization of ethnic minority groups and entrenched barriers to good education and jobs. Where is child poverty concentrated? * U.S. Census data reveals that from 2009 to 2010, the total number of children under age 18 living in poverty increased to 16.4 million from 15.5 million. Child poverty rose from 20.7 percent in 2009, to 22 percent in 2010, and this is the highest it has ever been since 1993. * Racial and ethnic disparities in poverty rates persist among children. The poverty rate for Black children was 38.2 percent; 32.3 percent for Hispanic children; 17 percent for non-Hispanic White children; and 13 percent for Asian children. * The National Center for Children in Poverty reports that 17.2 million children living in the U.S. have a foreign-born parent, and 4.2 million children of immigrant parents are poor. It is reported that child poverty in immigrant families is more closely related to low-wage work and barriers to valuable work supports. * The Population Reference Bureau (2010) reports that 24 percent of the 75 million children under age 18 in the U.S. live in a single-mother family. The poverty rate for children living in female-householder families (no spouse present) was 42.2 percent in 2010; 7 in 10 children living with a single mother are poor or low-income, compared to less than a third (32 percent) of children living in other types of families. A staggering 50.9 percent of female-headed Hispanic households with children below 18 years of age live in poverty (48.8 percent for Blacks; 31.6 percent Asian, and 32.1 percent non-Hispanic White). * Single-mother headed households are more prevalent among African American and Hispanic families contributing to ethnic disparities in poverty. What are the effects of child poverty? Psychological research has demonstrated that living in poverty has a wide range of negative effects on the physical and mental health and wellbeing of our nation’s children. Poverty impacts children within their various contexts at home, in school, and in their neighborhoods and communities. * Poverty is linked with negative conditions such as substandard housing, homelessness, inadequate nutrition and food insecurity, inadequate child care, lack of access to health care, unsafe neighborhoods, and under resourced schools which adversely impact our nation’s children. * Poorer children and teens are also at greater risk for several negative outcomes such as poor academic achievement, school dropout, abuse and neglect, behavioral and socio-emotional problems, physical health problems, and developmental delays. * These effects are compounded by the barriers children and their families encounter when trying to access physical and mental health care. * Economists estimate that child poverty costs an estimated $500 billion a year to the U.S. economy; reduces productivity and economic output by 1.3 percent of GDP; raises crime and increases health expenditure (Holzer et al., 2008). Poverty and academic achievement * Poverty has a particularly adverse effect on the academic outcomes of children, especially during early childhood. * Chronic stress associated with living in poverty has been shown to adversely affect children’s concentration and memory which may impact their ability to learn. * The National Center for Education Statistics reports that in 2008, the dropout rate of students living in low-income families was about four and one-half times greater than the rate of children from higher-income families (8.7 percent versus 2.0 percent). * The academic achievement gap for poorer youth is particularly pronounced for low-income African American and Hispanic children compared with their more affluent White peers. * Under resourced schools in poorer communities struggle to meet the learning needs of their students and aid them in fulfilling their potential. * Inadequate education contributes to the cycle of poverty by making it more difficult for low-income children to lift themselves and future generations out of poverty. Poverty and psychosocial outcomes * Children living in poverty are at greater risk of behavioral and emotional problems. * Some behavioral problems may include impulsiveness, difficulty getting along with peers, aggression, attention-deficit/hyperactivity disorder (ADHD) and conduct disorder. * Some emotional problems may include feelings of anxiety, depression, and low self-esteem. * Poverty and economic hardship is particularly difficult for parents who may experience chronic stress, depression, marital distress and exhibit harsher parenting behaviors. These are all linked to poor social and emotional outcomes for children. * Unsafe neighborhoods may expose low-income children to violence which can cause a number of psychosocial difficulties. Violence exposure can also predict future violent behavior in youth which places them at greater risk of injury and mortality and entry into the juvenile justice system. Poverty and physical health Children and teens living in poorer communities are at increased risk for a wide range of physical health problems: * Low birth weight   * Poor nutrition which is manifested in the following ways: 1. Inadequate food which can lead to food insecurity/hunger 2. Lack of access to healthy foods and areas for play or sports which can lead to childhood overweight or obesity * Chronic conditions such as asthma, anemia, and pneumonia * Risky behaviors such as smoking or engaging in early sexual activity * Exposure to environmental contaminants, e.g., lead paint and toxic waste dumps * Exposure to violence in their communities which can lead to trauma, injury, disability, and mortality What is the prevalence of child hunger in America? * The Federal Interagency Forum on Child and Family Statistics reports that in 2010, 22 percent of children under the age of 18 lived in food-insecure households and one percent in households with very low food security. Food insecure means that at some point during the year, the household had limited access to an adequate supply of food due to lack of money or other resources. * In 2009 – 2010, 21 states and the District of Columbia had at least one in four households with children (25 percent or more) facing food hardship, according to the Food Research and Action Center (FRAC). The District of Columbia had the highest rates of food hardship for households with children, followed by Mississippi, Alabama, Florida, Arkansas, Nevada, Arizona, Louisiana, Kentucky, and Tennessee. FRAC data shows that Metropolitan areas in the South and South West, and California were hard hit by food hardships. Use of food stamps increased to 16% (13.6 million households) in 2010, according to U.S. Census Bureau. States with the largest increase (over 30%) in food stamp use included Nevada, Idaho, Colorado, Wisconsin and Florida. * Approximately 1 in 4 Americans utilize at least one of the U.S. Department of Agriculture’s (USDA) nutrition assistance programs each year (USDA, 2011). * The Food and Nutrition Service (FNS) reports that 53% of infants born in the United States receive support from the Women, Infants Children (WIC) program. * In 2010, more than 31.7 million children each day got their lunch through the National School Lunch Program. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Approximately, 20 million children received free and reduced price lunch, according to the Food Research and Action C enter (2010). What are the effects of hunger and under nutrition on child development? Prenatally * Maternal under nutrition during pregnancy increases the risk of negative birth outcomes, including premature birth, low birth weight, smaller head size, and lower brain weight. * Babies born prematurely are vulnerable to health problems and are at increased risk for developing learning problems when they reach school-age. In infancy and early childhood * The first three years of a child’s life are a period of rapid brain development. Too little energy, protein, and nutrients during this sensitive period can lead to lasting deficits in cognitive, social, and emotional development. * Protein-energy malnutrition, iron deficiency anemia, iodine, zinc, and other vitamin deficiencies in early childhood can cause brain impairment. * Failure to thrive, the failure to grow and reach major developmental milestones as the result of under nutrition, affects 5-10% of American children under the age of three. * Hunger reduces a child’s motor skills, activity level, and motivation to explore the environment. Movement and exploration are important to cognitive development, and more active children elicit more stimulation and attention from their caregivers, which promotes social and emotional development. In childhood * Families often work to keep their food-insecurity hidden, and some parents may feel shame or embarrassment that they are not able to feed their children adequately. Children may also feel stigmatized, isolated, ashamed, or embarrassed by their lack of food. * A community sample that classified low-income children ages six to twelve as â€Å"hungry†, â€Å"at-risk for hunger†, or â€Å"not hungry† found that hungry children were significantly more likely to receive special education services, to have repeated a grade in school, and to have received mental health counseling than at-risk-for-hunger or not-hungry children. * In this same study, hungry children exhibited 7 to 12 times as many symptoms of conduct disorder (such as fighting, blaming others for problems, having trouble with a teacher, not listening to rules, stealing) than their at-risk or not-hungry peers. * Among low-income children, those classified as â€Å"hungry† show increased anxious, ir ritable, aggressive, and oppositional behavior in comparison to peers. * Additionally, the multiple stressors associated with poverty result in significantly increased risk for developing psychiatric and functional problems. School-age children who experience severe hunger are at increased risk for the following negative outcomes: * Homelessness * Chronic health conditions * Stressful life conditions * Psychiatric distress * Behavioral problems * Internalizing behavior, including depression, anxiety, withdrawal, and poor self-esteem The effects of under nutrition depend on the length and severity of the period of hunger and may be mediated by other factors. * Improved nutrition, increased environmental stimulation, emotional support, and secure attachment to parents/caregivers can compensate for early under nutrition. * Babies who receive enough nutrition while in the womb appear to show higher cognitive performance in later childhood. * The human brain is flexible and can recover from early deficits, but this also means that brain structures remain vulnerable to further negative experiences throughout childhood. * Breastfeeding, attentive caretaking, and attention to environmental factors, such as sleep cycles and noise, can also promote healthy development. Who are homeless children and youth in America? * In 2009, an estimated 656,129 people experienced homelessness in the United States on a given night, according to the National Alliance to End Homelessness. An estimated 2.3 to 3.5 million Americans experience homelessness at least once a year. Homelessness affects people of all ages, geographic areas, occupations, and ethnicities, but occurs disproportionately among people of color. * Access to permanent and adequate shelter is a basic human need; however, the ongoing economic downturn (composed of the foreclosure crisis, spiking unemployment, worsening poverty rates, and inadequate low-cost housing) is likely to increase rates of homelessness. * The National Association for Education of Homeless Children and Youth reports that during the 2009-2010 school year, 939,903 homeless children and youth were enrolled in public schools, a 38% increase from the 2006-2007 school years. The data is an underestimate since it does not reflect pre-school age children, toddlers and infants. * The United States Conference of Mayors (2009) reports that in 2010 more than 1.6 million children (1 in 45 children) in America were homeless and that approximately 650,000 are below age 6. Families with children are a major segment of the homelessness population. Families with children comprise a third of the homeless population and are typically comprised of a single mother in her late twenties with two young children. * Approximately 47 percent of children in homeless families are Black, although Black children make up just 15 percent of the U.S. child population (Child Trends Databank, 2012). On the other hand, although White children make up 66% of the child population, they account for 38% of homeless children. Hispanic children make up 13%, whereas Native American children make up 2% of the homeless children population. * Homeless single mothers often have histories of violent victimization with over one third having post-traumatic stress disorder (PTSD) and over half experiencing major depression while homeless. An estimated 41 percent develop dependency on alcohol and drugs and are often in poor physical health. Maternal depression and parental substance abuse has a series of negative outcomes for children. * Unaccompanied youth (sometimes referred to as runaway youth) may number between 575,000 to 1.6 million annually and typically range from ages 16 to 22. The major causes of homelessness for unaccompanied youth are mental illness, substance abuse, and lack of affordable housing. * Family conflict is the primary cause of their homelessness with 46% having experienced abuse and an estimated 20-40% identifying as lesbian, gay, bisexual, or transgendered (LGBT). * Homelessness is traumatic for children because they often experience frequent moves, family split-ups, and living in crowded places before using homeless shelters (National Center on Family Homelessness, 2011). * States in the south and south west where poverty is more prevalent have more homeless children than states in the north and northeast. Homelessness affects children’s health and wellbeing, their brain development, causes stress, and hinders readiness for school. What are the risk factors for homelessness in children and youth? * Extreme poverty is the strongest predictor of homelessness for families. These families are often forced to choose between housing and other necessities for their survival. At least 11% of American children living in poverty are homeless. * Female-headed households (particularly by women with limited education and job skills) are also particularly vulnerable. The current economic climate has made the labor market even less hospitable as many of them do not have more than a high school diploma or GED. * Teen parents are also particularly at risk of homelessness as they often lack the education and income of adults who become parents. * Lack of affordable housing is also a risk factor for homelessness, particularly for families who devote more than 50% of household income to paying rent or those who experience a foreclosure. Foreclosures affect vulnerable tenants as well as homeowners who are delinquent in their mortga ge payments. * Substance abusing or physically violent parents and stepparents are the major drivers of homelessness in runaway youth, particularly for those who identify as GLBT. What are the outcomes of homelessness for children and youth? * Homelessness has particularly adverse effects on children and youth including hunger, poor physical and mental health, and missed educational opportunities. * Homeless children lack stability in their lives with 97% having moved at least once on an annual basis, which leads to disruptions in schooling and negatively impacts academic achievement. * Schooling for homeless children is often interrupted and delayed, with homeless children twice as likely to have a learning disability, repeat a grade, or to be suspended from school. * Homelessness and hunger are closely intertwined. Homeless children are twice as likely to experience hunger as their non-homeless peers. Hunger has negative effects on the physical, social, emotional and cognitive development of children. * A quarter of homeless children have witnessed violence and 22% have been separated from their families. Exposure to violence can cause a number of psychosocial difficulties for children both emotionally (depression, anxiety, withdrawal) and behaviorally (aggression, acting out). * Half of school age homeless children experience problems with depression and anxiety and one in five homeless preschoolers have emotional problems that require professional care. * Homelessness is linked to poor physical health for children including low birth weight, malnutrition, ear infections, exposure to environmental toxins, and chronic illness (e.g. asthma). Homeless children also are less likely to have adequate access to medical and dental care. * Unaccompanied youth are often more likely to grapple with mental health (depression, anxiety, and PTSD) and substance abuse problems. * Many runaway youth engage in sexually risky behaviors (sometimes for their own survival), which places them at risk of HIV, other STDs, and unintended pregnancies. Also, emerging research has shown that GLBT homeless youth are 7 times more likely to be victims of violent crime. What can you do to help children and families struggling with poverty, hunger, and homelessness? * Volunteer your time with charities and organizations that provide assistance to low-income and homeless children and families. * Donate money, food, and clothing to homeless shelters and other charities in your community. * Donate school supplies and books to under-resourced schools in your area. * Make your voice heard! Support public policy initiatives that seek to: i. Improve access to physical, mental, and behavioral health care for low-income ii. Americans by eliminating barriers such as limitations in health care coverage. iii. Create a â€Å"safety net† for children and families that provide real protection against the harmful effects of economic insecurity. iv. Increase the minimum wage, affordable housing and job skills training for low-income and homeless Americans. v. Intervene in early childhood to support the health and educational development of low-income children. vi. Provide support for low-income and food insecure children such as Head Start, the National School Lunch Program, and the Temporary Assistance for Needy Families (TANF) authorization. vii. Increase resources for public education and access to higher education. viii. Support research on poverty and its relationship to health, education, and well-being.

Essay --

The War of 1812, which is also called the second war for independence is really important because this is where our freedom, liberty and democracy was earned. In this war, the great Britain and America tried to protect their land and fought for their country. Compared to the other wars like World War II, not many people died, but it certainly brought some changes and even the beginning of the new America. How did the war start? In 1803, Britain was involved in some situations with France. At this time, the Emperor of France was Napoleon Bonaparte. Later on, Britain and France was in a war. American people traded their goods with France but Britain stopped it. This became a problem for Americans because they had to stop in Britain first and do whatever the British generals demanded. The British treated Americans as if they were still under their control. After few months, they created new treaties, in which Americans could not trade with Europe, unless they were English ships. Other causes of the war were the impressments of the American sailors and the British’s help for the Indians. Every year, British lost thousands of sailors. They thought that if they will lose the battles at sea, then they would definitely lose the war. Then, they started to impress American sailors to be in the British Royal navy. If any of the American sailors refused to do what the British said, then British army attacked their ships. Third reason was that the Indian warfare on the frontier. Indian people alliance's from Alabama to Canada with the British’s help. They gave the Indian people the supplies to fight against americans, so that America could not expand. In 1810, two war hawks named John C Calhoun and Henry Clay stood up for the wa... ...ough, women got paid less than men, they still received some status. Shipping goods was a huge problem before and during the war, but it was solved by the improvements in the transportation system. This system helped the goods to reach faster at it’s destination. There were more railroads, steam ships, which carried goods to other states, turnpikes, and canals which allowed everything to work at a much faster pace than it used to. Overall, the war of 1812 brought us freedom and liberty. The nation, for which all of the soldiers fought, was recognized as a great, free and independent land. This war helped Americans to realize that they can protect their country if they get threatened by foreign countries. Americans started to settle their western country. Shipbuilding and commerce flourished. The United States began to rise to the top position of a world’s power.

Development of Jane Eyre Essay

At the opening of her incredible journey, Jane Eyre is a timid, shy, and headstrong girl. Through the course of her journey, her character does not exactly â€Å"change†, but rather expands and develops. Her first growth starts at the Lowood School, where she finally finds herself in a society with which she can relate and grow. The second advance appears in the place of Thornfield, a place of many wonders. Then, in the region of Morton and Marsh End (or Moor House), Jane really evolves into the person she is truly meant to be. While enrolled in the Lowood School, Jane finds true friends that are closer than even her own family. She starts as the shy, ever pleasing, little girl. Within her stay at the Lowood School, she meets Miss Temple and Helen Burns. Helen is a student at the school as well. She is and intelligent young girl who is forgetful, submissive, and tolerant. Helen’s submissive ways aggravate Jane to no extent, yet this does not faze Helen. Helen’s way is to not look for a home in the world but to look towards God and heaven for residence. Although her approach to life makes her docile, it does not make her oblivious to the many abuses put to the girls of Lowood, she just believes that justice will be found in God’s kingdom. That the bad will be punished and the good will be rewarded. Therefore, Helen’s methods teach Jane to count on God for support and guidance in her life. Meanwhile, Miss Temple, a teacher at the school, is a kind and loving woman. This woman has the heart of a celestial being and is fair and just to every one of her students. Miss Temple is able to command respect from everyone around her without even attempting. She is not afraid to stand up to her superiors when extraneous suffering has been put upon her students. Miss Temple’s part in Jane’s development is that she teaches her to unknowingly demand respect from everyone as a whole and to justly love anyone unconditionally, no matter the circumstances. In Thornfield, Jane reaches another developmental milestone. Until this point, Jane never really discovers a place she can find home. As she comes to perceive this dwelling as home, she befriends a few distinctive characters, mainly Adele Varens, the little French girl that she has been brought to Thornfield to teach. Not only in Adele the sole reason Jane made the fateful trip to Thornfield, she also plays a part in the process of Jane’s evolution. Jane is never spoiled in childhood or a doll to anyone. In contrast, this is exactly what Adele’s life is about. Adele, who everyone usually ignores, is spoiled beyond belief. Mostly, her elders treat her like a doll. Incidentally, Adele basically has the childhood that Jane can never partake in. From taking Adele under her wing, Jane also becomes a sort of mother-figure to the young girl, resulting from Adele’s mother running away from the girl. For the most part, Adele indoctrinates Jane to become a more free-spirited, playful, and spoiled young woman, coupled with the fact that Adele transforms Jane’s character into a more mother-like figure. While in the area of Morton and Marsh End, Jane makes some life changing discoveries to go along with her ever changing shape of a being. Here is where she meets unknowingly meets her family that she has no idea exists, and through these connections, she gains her fortune of money from her uncle, John Eyre. â€Å"How can someone’s character become more develop from a person without ever even meeting them?† one might ask. Well, John Eyre’s fortune makes a considerable impact on Jane’s life. Jane finally becomes an independent for once in her life. She no longer has to rely on anyone to take care of her or watch over her actions. By the vast amount of money she attains, Jane also realizes that she is generous and decides she cannot keep money she did not rightfully earn. Therefore, Jane splits the money with her cousins on the accord of she was not the only on that had legitimate claim to the money. Furthermore, while in Morton, Jane became a schoolteacher. Chiefly, when Jane was a teacher at the Lowood School, she had students that were willing to learn and usually had some educational background. One the other hand, the students at the new school in Morton were not exceptionally bright and most were not all that willing to learn. Consequently, Jane was learning to understand people more and found she could see the best in people, and in most cases, she discovers she can bring out a willingness to learn in her students. Throughout the series of her adventures, Jane uncovers distinct traits within herself that bring out the full blown Jane Eyre. Transforming from a timid, shy, and headstrong girl to a loving, respect commanding, free-spirited, playful, and generous young woman, Jane Eyre becomes a fully developed, well rounded person that knows the good in the world and how to pursue her dreams.

The Hobbit A Hero s Journey - 1481 Words

In many stories, there is a hero ‒ a character who rescues, saves, survives, and sacrifices in order to help the greater good. He usually is of mysterious origin and often starts off seeming ordinary and insignificant. However, as the hero eventually grows and develops, he follows the hero’s journey, or the general structure of a hero’s adventures. Such is the case in J.R.R. Tolkien’s renowned The Hobbit, a high fantasy novel detailing the adventures of Mr. Bilbo Baggins, a small furry creature known as a hobbit. Bilbo lives comfortably in his hobbit-hole until he is compelled to join a dangerous quest with Gandalf the wizard and thirteen dwarves. As Bilbo Baggins progresses along his hero’s journey, he transforms, develops, and changes into an extraordinary hero. Firstly, Bilbo grows bolder and more curious as he begins his adventures. The first stage of a hero’s journey is the Separation, in which the hero leaves his known world, or home, and crosses into the Unknown (Thompson and Harris 7). Bilbo resides in Bag-End, his hobbit-hole, where he lives as a â€Å"very respectable [hobbit who]...never had any adventures or did anything unexpected† (Tolkien 2). Bag-End represents Bilbo’s known world, where he lives comfortably and complacently. Next, Bilbo undergoes the first step of the hero’s journey, the Call, which occurs when the protagonist is called to adventure (Thompson and Harris 8). Bilbo is not particularly brave or gifted, but when Gandalf chooses him to be the burglarShow MoreRelatedThe Unexpected Epic Of Bilbo Baggins s The Odyssey 1297 Words   |  6 PagesEpic Hero Praised for his or her brave deeds and noble qualities, a hero has distinguished courage and ability. An epic hero is a unique type of hero who is often depicted in an epic poem. Homer initiated the concept of an epic hero in the person of Odysseus in the epic poem The Odyssey. Through his works and other author s works, the traits of an epic hero emerge. An epic hero embodies certain traits or characteristics; a strong love for their people, courage and being humble. The hero alsoRead MoreThe Tolkien s The Hobbit930 Words   |  4 PagesJ. R. R. Tolkien s novel The Hobbit is one of a kind. The novel revolves around the protagonist Bilbo Baggins and his journey not only of recovering the treasure from Smaug, but his journey becoming a hero. Through the main character Bilbo Baggins Tolkien changed my perspective on what a mythic hero is suppose to be. When the term â€Å"mythic hero† is brought up I visualize someone that is a stouthearted a warrior namely Achilles or Odys seus to be exact not a hobbit. A little friendly, good-naturedRead MoreAnalysis Of Bilbo s Hobbit 1712 Words   |  7 PagesAfter beginning his adventure, Bilbo faces one of his most difficult challenges in The Hobbit when Bilbo Baggins faces the Inmost cave stage he fights with Gollum in the cave. Holmes describes the Inmost Cave as â€Å"the abyss. This is the greatest challenge that faces the hero† (Holmes). This stage is literally in a dark cave, one that provides a morally challenging and terrifying experience for Bilbo. In the cave, he deals with the Gollum and finds the Ring, changing his character forever. Only onceRead MoreThe Hobbit, Or There And Back Again Essay1423 Words   |  6 PagesThe Hobbit, or There and Back Again, is a high fantasy novel written by JRR Tolkien and published in the year 1937. Spanning a proper 300 pages it contains an adventure of grand proportions; detailing the exploits of one Bilbo Baggins and his attempts in aiding a band of 13 dwarv es to reclaim a lost treasure. Although commonly intended for a child audience, The Hobbit does include subtle hints of adult like themes and motifs such as conflict between different races and the corrupting factor of wealthRead MoreWilliam Tolkien s The Hobbit 1315 Words   |  6 Pagesto embark on a journey or do something unlike anything else one has ever done before? Some may seek thrill and adventure, but living in the same world as a hobbit, one might think twice about venturing out. The Hobbit is an allegorical novel by J.R.R. Tolkien. The story follows the protagonist, Bilbo Baggins as he sets out to undertake a long journey with a wizard named Gandalf and thirteen dwarves. In the beginning of the novel Bilbo doesn’t feel the need to set out on a journey, but once a groupRead MoreLiterary Analysis Of The Hobbit 941 Words   |  4 PagesLiterary Analysis of The Hobbit Bilbo Baggins is a hobbit living in the Shire having a peaceful quiet life in his hobbit hole. One day after living a life of leisure and pleasure he is awakened by a rude knock on his door. In a matter of a few hours he will meet the people that changed his life for good. The Hobbit by J.R.R Tolkien is a story about a hobbit and his adventure. His adventure starts with a knock on his door by his old Friend Gandalf. Gandalf then promptly asks Bilbo†I am looking forRead MoreThe Hobbit, Or There And Back Again1491 Words   |  6 PagesAmanda van der Merwe Wide Reading #4 - novel The Hobbit, or There and Back Again. â€Å"The world is not in your books and maps.† - J.R.R Tolkien.   Ã¢â‚¬ËœThe Hobbit’, written by Tolkien which was published in 1937, follows the journey of a â€Å"reluctant hobbit† who sets out on a unexpected adventure to the Lonely Mountains, with a â€Å"spirited group† of dwarves and a â€Å"talented wizard†, to reclaim their mountain home - and the gold within it - from the dragon Smaug.   Through this dynamic text, Tolkien conveys toRead MoreAnalysis Of Bilbo Baggins s The Hobbit 1616 Words   |  7 PagesBilbo Baggins is one of the main characters of J.R.R. Tolkien’s The Hobbit. Being a main character in a story, especially an adventure story, typically comes with some pretty hefty responsibilities. More often than not, the main character is also the hero. A hero is defined as â€Å"a person, typically a man, who is admired or idealized for courage, outstanding achievements, or noble qualities,† and these are not necess arily qualities readily attributed to Bilbo Baggins (oxforddictionaries.com). ThisRead MoreSummary Of Bilbo The Unexpected Hero 1339 Words   |  6 Pages Crumm2 Mrs Hooper Period 8 April 16th, 2015 Bilbo, the Unexpected Hero J.R.R. Tolkien is best knowing for his work in the series â€Å"Lord of the Rings†, which is held to be one of the best told modern day folklore. It consists of a world inhabited by mythical and supernatural beings. In his book â€Å"The Hobbit†, which is also taken place in this world, we meet our unlikely hero Bilbo Baggins. Hobbits are known not to be very adventurous. They live in comfort and do what is expected fromRead MoreThe Hobbit : The Metamorphosis Of Mr. Baggins1571 Words   |  7 PagesRiley Professor: William Tooma English 215 November 10 2015 The Hobbit: The Metamorphosis of Mr. Baggins. In The Hobbit, written by J.R.R. Tolkien, the main character Bilbo Baggins experiences a drastic inner transformation along the story. The author executes the development of the protagonist’s personality in three stages: before the quest, during and after it. Previous to his journey, Bilbo was a coward and conventional hobbit. During the first part of the quest he is not confident of himself