Alfred Hitchcock Movies Rebecca and Marnie Movie Review

Alfred Hitchcock Movies Rebecca and Marnie - Movie Review Example They included her former employer, a very demanding woman and her husband Maxim, sophisticated, suave and with varying temperaments. The poor girl, suffered in being constantly compared to the deceased Rebecca. She was most especially tormented by Mrs. Danvers, the family housekeeper who was very fond of Rebecca. Her loyalty is something weird because her actions assumed that Rebecca would be coming back from the dead. Mrs. Danvers was manipulative and made the young Mrs. De Winters so insecure which nearly drove the latter to suicide in her struggle to unravel the mystery of Rebecca. In the end, she realized that it was only Mrs. Danvers, the loyal housekeeper who wished her ill. A freak boating accident opened the mysteries of Rebeccas's death and eventually the truth came out. The young wife realized the extent of her husbands miseries because of Rebecca and discovered that she was truly loved by maxim. The knowledge gave her the strenth to take charge of her life. She blossomed f rom a meek and insecure girl to a mature and confident young woman. The transformation was brought about by the love and passion that she shared with her husband and their hope for a happier future together sans the haunting shadow of Rebecca. In end the good wins over the evil. The movie "Marnie" is of the same genre as that of the movie "Rebecca". ... The movie "Marnie" is of the same genre as that of the movie "Rebecca". It's the story of a beautiful woman who has the penchant of robbing dry her employers. She met her match in Mark, the rich playboy who recognized her and was attracted to her. She marked him to be her next victim. He, on the other hand, had her under surveillance so as to discover her secrets. Mark, in love with Marnie and challenged by her icy personality, played the role of an amateur psychologist and tried to solve and identify the root cause of her thieving activities. It turned out that her thievery and frigidity was caused by a childhood trauma and her only "cure" would be a sexual release. Mark wanted to be the man to do it. The two movies have the similar types of male heroes. Both Maxim and Mark were rich, worldly, and sophisticated who both loved their women passionately. They both helped their women overcome their insecurities and fears. The two women leads though are opposite in personalities. Whereas the second Mrs. De Winters was portrayed as someone with the wide-eyed innocence and beauty, Marnie was a bright, icy beauty who exuded confidence and self-assurance. Both ladies though suffer from fears and insecurities, the former because of her youth and inexperience and the haunting presence of her husband's first wife, and the latter because of a childhood trauma. The second Mrs. De Winters name has never been mentioned in the whole movie, perhaps to emphasize the point that she represented any ordinary girl in love, full of innocence and has the innate capacity to defend herself and fight for her love. Marnie is the more complicated character. She is not an ordinary girl. She is brilliant and be autiful but with a flaw in character. In contrast to Mrs. De Winters

Rhetorical Strategy Commercial Essay Essay Example for Free

Rhetorical Strategy Commercial Essay Essay Commercials are not always just informative, some convey a message so strong it leaves you thinking about it when it’s over. Most people could care less about watching commercials and would consider them a waste of time, but an opposite handful comes to find them interesting and useful. Many commercials target certain audiences, having the ability to draw the viewers in closer and closer wishing that it were never over. The Guinness Basketball Commercial of 2013 was a top-viewed ad around the nation for it is something that you do not see everyday. When watching this commercial rhetorically, you see things that many normal viewers would not and how well directed this piece of work really is. The Guinness Basketball Commercial exemplifies the aspects of Pathos and Ethos, delivering a inspirational message nationwide through the use of dedication, loyalty, and friendship. This commercial demonstrates dedication, giving up one’s own time to better off a friend that they care about. In the video, nine normal men play wheelchair basketball with their friend who is disabled and cannot enjoy the same experiences they are able to. This is very powerful because you are able to extract the fact that there is not a shot these men would be playing like this if their other friend did not have the ability to walk. Using the rhetoric concept of pathos, the audience is drawn into a state of inspiration and feels what the disabled character has to go through. When they stop playing, the other nine men stand holding the door open for their friend and exit the gym. This makes the audience feel the entitlement of respect for the players who give up their legs just to make their buddy feel included. The disabled man is filled with joy that he has a group of friends who are willing to do anything to make him feel a part of something. This is shown by his positive body language and reactions. The end of the commercial is composed of them going out for a drink after a hard fought, while fun game of basketball. The director is easily able to connect to the focused audience making them want to watch it over and over again, creating more success for the commercial. All in All, through dedication the commercial is titled as one of the most inspiring and most watched ad in 2013. The commercial also delivers a strong message through the use of loyalty for one another. This commercial connected to me especially because I have the type of friends where I know they would do the same for me if I were in a situation like this. While watching this ad, the audience does not know that the other players are able to walk. When finding out, you are given a feeling of happiness and awe not expecting this would be the outcome. This video really captures the element of pathos to make sure the audience stays focused on the commercial with the competitive gameplay and inspiring music in the background. Faithfulness is enticed throughout the entire commercial because even if they were all disabled, it is clear that this group of friends would stick together through any obstacles thrown their way. Even though the commercial does not give away the message of loyalty right away, you can still see glimpses of devotion between the characters and how much they care for each other. After all that is the meaning of being loyal, having someone’s back no matter how bad the outcome looks. This commercial is intended for a more specific audience rather than the general public. Mainly for those who have a good friend that cannot share the things that they are able to do and are willing to help them out. It may even be for those who do have a problem or disability who want to experience activities others can. The possibilities are endless and loyalty is a major characteristic played in the creation of this commercial. Lastly, this commercial is based off the sole purpose of friendship and what it means to be a good friend. While watching you can already tell this group of guys are comfortable with each other and have a strong bond. But when the defining moment comes and you see them stand, the audience is mind blown and friendship becomes an understatement. Sympathy is given to the character in the wheelchair, but at the same time an emotion of jealousy is also exposed towards him for having such a solid gang that cares and loves him. This makes the viewers start to ask themselves, do I have the type of friends that would do the same for me? That one final scene of them sitting around the table and having a beer, defines pathos the most. You see so many other videos and photos of men talking and smiling drinking a beer, it almost acts as a universal definition of the term friendship. The beautiful thing about this commercial is that it is very rare. You don’t hear of everyday situations like this one happening, so it makes it that much more special adding inspiration. And for those that are caught in a situation like this, words cannot even describe how much this ad must have meant to them. Even though many people are not affected or can relate to themselves to this commercial, it gives a sense of hope that there is still good in this world and true friendship still exists. This ad also embeds the rhetoric concept of ethos to tie in credibility along with the amount of pathos that was used. By using a well-known and prestigious beer commercial, the video becomes extremely credible and valid. The audience is put on their feet wondering what will happen next in the commercial which makes it a successful commercial kicking out any previous thoughts they may have had before viewing the short advertisement. You are able to tell that the director put a lot of thought and did a very well job in the creation of this commercial. No one likes watching commercials, but after seeing ones like this, it send chills down your spine making you crave for more. The commercial states, â€Å"The choices we make, reveal the true nature of our character†, and it could not have been said any better with the emphasis on dedication, loyalty, and friendship.

Effects Of The Learning Together Model Education Essay

Effects Of The Learning Together Model Education Essay CHAPTER 1 1.1 Introduction Cooperative language learning has been proclaimed as an effective instructional approach in promoting the cognitive and linguistic development of learners of English as a Second Language (ESL) or English as a Foreign Language (EFL) (Kagan, 1995; Kessler, 1992; McGroarty, 1989, 1993). These researchers, among others, have established the theoretical relevance of cooperative learning (CL) in second language (L2) instruction based on the premise that CL provides maximum opportunities for meaningful input and output in a highly interactive and supportive environment. CL also integrates language and content learning, and its varied applications are in harmony with the pedagogical implications of the input, socialization, and interactive theories of L2 acquisition. This is because CL enhances the motivation and psychosocial adjustment of L2 learners (Cohen, 1994; Dornyei, 1994, 1997). According to Olsen and Kagan (1992), CL increases interaction among learners as they restate, expand, and elaborate their ideas in order to convey and/or clarify intended meaning. This interaction is important because it contributes to gains in L2 acquisition (Long Porter, 1985; Pica, Young, Doughty, 1987) and in academic achievement (Bejarano, 1987; Ghaith Yaghi, 1998; Kagan, 1989). Furthermore, it has been established that CL enables learners to process information beyond the level of receptive understanding by offering redundancy and multiple venues of information access and tasks (Olsen Kagan, 1992; Webb, 1989). Likewise, CL may be especially useful for ESL/EFL learners based on the assumption that it provides a variety of flexible ways for organizing instruction and integrating language and content learning into various discourse and instructional contexts (Olsen, 1989). In addition, CL encourages active participation in genuine conversations and collaborative problem-solving activities in a class climate of personal and academic support. It also empowers learners and provides them with autonomy and control to organize and regulate their own learning (Clifford, 1999; Thomson, 1998) As Cooperative Learning advances into the nations classrooms, the benefits of reading strategies increase greatly. Reading strategies suggested in Diversified Teaching, though strong in themselves, gain more power as we put the steps into the hands of students. For many learners, active participation is the key to mastery. In the past, teachers have done most of the action with students passively observing. Now, after carefully modeling the steps of a strategy, teachers can direct the activities to small groups of students. When students become actively involved in the learning process, the following occur: 1. Motivation increases/boredom decreases 2. Mastery improves for kinesthetic learners 3. Responsibility of learning shifts to the students 1.2 Background of the Research Problem The social and school context of the present study is a bilingual environment where Bahasa Malaysia, the native language, is predominately used in the media and for daily communication and English is taught as second language, valued for their educational and cultural significance. However, ESL instruction in the context of the present study remains competitive in nature and does not provide opportunities for active learning and meaningful communication among learners because learners are expected to perform better than their classmates in order to attain higher grades and achieves the approval and success. There is a need to examine the theoretical relevance and efficacy of cooperative learning as an instructional approach in a bilingual and traditional school context such as this one based on the assumption that it would promote active learning and meaningful interaction in the target language of English among learners. 1.3 Statement of the Problem It has been said that students learn to read by reading and to write by writing. If, in fact, this is true, it is reasonable to assume that students develop feelings of worth by experiencing small daily successes. Success in school, particularly in reading, has a strong impact on students feelings of worth and accomplishment. True reading requires both the ability to break down the code and the ability to understand the meaning intended by the writer. Collaboration is required between left and right brain visual skills in order to be a strong reader. Fortunately, students who are weak in either area can be assisted by using specific strategies Cooperative learning is a philosophical shift from the teacher as primary conveyor of information to teacher as facilitator. Student works together in groups of two to five as they teach one another, problem solve and develop appropriate social skills. Cooperative learning provides a way for students who are weak in academic skills to actively participate in the learning opportunity by contributing their own strengths and by receiving peer assistance. However, research indicates that the strong student who helps the weak one actually benefits more. 1.4 Conceptual Framework This research is to determine the effects of the Learning Together Model of Cooperative Learning on English as a Second Language in Reading Comprehension Achievement and Academic Self-Esteem to improve students scores on reading comprehension tests within a particular primary school setting.  The experimental group of students from the upper primary level is the sample for comparison in the form of quantitative and qualitative instruments. Before and after achievements will be taken into consideration for analysis. During the pre test a specifically design test will be given for the purpose of the present study is administered to all participants 1 week prior to the treatment. This test is based on a reading text and included 12 items that measured participants literal comprehension of ideas directly stated in the passage and higher order comprehension that required inference and interpretation. Finally, the same post test is administered to the participants in the control and experimental groups at the conclusion of the treatment. This test is a domain-referenced test that covered the learning outcomes and competencies targeted during the period of investigation. The post test is based on a selection reading text that is previously read by the participants and included nine multiple-choice, three short answers, and eight sentence-completion items that measured the outcomes and competencies under investigation. Outcomes of the tests, the questionnaires, the feedback on the techniques and observation of the self-esteem of the sample will be taken into consideration for further evaluation. The conceptual framework of this research as below: Figure 1: Conceptual Framework of Research PRETEST CLASS B CLASS A EKSPERIMENTAL GROUP CONTROL GROUP POST- TEST Questionnaires (Self-Esteem) STUDENT STUDENT F M F M RESULT Murid) 1.5 Purpose of the Research The purpose of this research is to determine the effects of the Learning Together Model of Cooperative Learning on English as a Second Language in Reading Comprehension Achievement and Academic Self-Esteem to improve students scores on reading comprehension tests within a particular primary school setting.   ESL learners found reading for information easy in their first language but more difficult in a second or foreign language. Reading comprehension tests caused anxiety and a sense of failure for students who did not have the skills to cope with the tests. Reading in a second language was not easy but taking tests made it even more difficult. 1.5.1 Research Objectives This research intends to find the following objectives: To examine whether the Learning Together CL model more effective than conventional class instruction in promoting the ESL reading comprehension achievement. To examine whether the Learning Together CL model more effective than conventional class in promoting achievement within male and female students. To examine whether the Learning Together CL model more effective than conventional in increasing the interest for the experimental group. To examine whether Conventional Method can increase the students interest among the control group students. 1.5.2 Research Questions Specifically, the study addressed the following questions: a) Is the Learning Together CL model more effective than conventional instruction in promoting the ESL reading achievement? b) Is the Learning Together CL model more effective than conventional in promoting achievement within male and female students? c) Is the Learning Together CL model more effective in increase the interest for the students in experimental group? d) Is Conventional Method can increase the students interest among the control group student? 1.5.3 Hypothesis Null a) There is no significant difference in achievement mean score on post test of students in experimental group compare to students in control group. b) There is no significant difference of achievement score in English Lesson within male and female students who had been taught using Learning Together Model. c) There is no significant difference in interest for the students in experimental group using the Learning Together Model. d) There is no significant mean score in English Reading Comprehension Test in Interest for the Control Group Students Using Conventional Method. 1.6 Significance of the Research Its clear that reading comprehension is a complex cognitive process that depends upon a number of ingredients all working together in a synchronous, even automatic way. Vocabulary clearly plays a critical role in understanding what has been read. The reader must also be intentional and thoughtful while reading, monitoring the words and their meaning as reading progresses. And the reader must apply reading comprehension strategies as ways to be sure that what is being read matches their expectations and builds on their growing body of knowledge that is being stored for immediate or future reference. . In conventional classrooms, ESL students receive less teacher and peer communication and communication at a lower linguistic and cognitive level than in cooperative learning classrooms. One of the main advantages of group work for second language learners is that it offers students the chance to hear more language and more complex language during interaction. In discussion with others, students may hear more complex language from their peers than from the teacher in conventional class discussion. Consequently, at least some of the input will be at an appropriate level. In one study, students participating in group-based investigation made more high-level cognitive gains than those who took part in peer-tutoring or whole-class methods (Holt, 1993). Most observational research indicates that the speaker is the teacher 60 to 70 % of the time during teacher-centered interaction. In comparison, in cooperative learning, one fourth to one half of the students can speak at any given time, depending on whether pair work or group work is being used (McGroarty, 1993). This is important to language learning because it give students more opportunities to practice using language skills. In addition to increasing the number of opportunities available for verbal expression, cooperative learning methods promote use of a wide range of communicative functions. This is important to language learning to expose students to a variety of language skills. Through teacher modeling and pre teaching exercises, students are given specific instructions in such skills as paraphrasing the ideas of others, asking for explanations, summarizing, clarifying, indicating agreement or disagreement, and interrupting politely, all verbal skills, which are beneficial to the language acquisition process. 1.7 Limitations of the Research Some problems which may arose when research is conducted. They are: The outcomes may only cover the sample and may not necessarily be concluded all the groups in the general. However, samples with similarities of culture, background and also environmental factors may result in similarities of outcomes and problems. Differences in approaches and styles of the teachers, the interest of the students, the studying environment and other factors also need to be addressed in order to have more valid and reliable results. Reading techniques are focused on the reading comprehension and could not be generalized for other aspects of the language. 1.8 Definition of Terms Definition of Reading True reading requires both the ability to break down the code and the ability to understand the meaning intended by the writer. Collaboration is required between left and right brain visual skills in order to be a strong reader. Fortunately, students who are weak in either area can be assisted by using specific strategies. Reading Comprehension   Ã‚   Its clear that reading comprehension is a complex cognitive process that depends upon a number of ingredients all working together in a synchronous, even automatic way. Vocabulary clearly plays a critical role in understanding what has been read. The reader must also be intentional and thoughtful while reading, monitoring the words and their meaning as reading progresses. And the reader must apply reading comprehension strategies as ways to be sure that what is being read matches their expectations and builds on their growing body of knowledge that is being stored for immediate or future reference. Definition of Cooperative Learning Cooperative learning is a philosophical shift from the teacher as primary conveyor of information to teacher as facilitator. Student works together in groups of two to five as they teach one another, problem solve and develop appropriate social skills. Cooperative learning provides a way for students who are weak in academic skills to actively participate in the learning opportunity by contributing their own strengths and by receiving peer assistance. However, research indicates that the strong student who helps the weak one actually benefits more. 1.9 Summary The research is an attempt to investigate the effects of the Learning Together Model of Cooperative Learning on English as a Second Language in Reading Comprehension Achievement and Academic Self-Esteem. Reading comprehension is a complex cognitive process that depends upon a number of ingredients all working together in a synchronous, even automatic way. Vocabulary clearly plays a critical role in understanding what has been read. The reader must also be intentional and thoughtful while reading, monitoring the words and their meaning as reading progresses. Cooperative Learning advances into the nations classrooms, the benefits of reading strategies increase greatly. Reading strategies suggested in Diversified Teaching, though strong in themselves, gain more power as we put the steps into the hands of students. Effects of the Learning Together Model of Cooperative Learning on English as a Second Language in Reading Comprehension Achievement and Academic Self-Esteem CHAPTER 2 Literature Review: 2.1 Introduction : Cooperative Learning(CL) Currently, CL is perceived as a generic term for a number of instructional techniques and procedures that address conceptual learning and social development. It encompasses the following instructional models: the Structural Approach (Kagan, 1989), Group Investigation (Sharan Sharan, 1992), Student Team Learning (Aronson, Blaney, Stephan, Sikes, Snapp, 1978; Slavin, 1995), Curriculum Packages (Slavin, Leavey, Madden, 1986), and Learning Together (Johnson, Johnson, Holubec, 1991, 1992, 1994). The Structural Approach is based on using content-free ways of managing classroom interaction called structures. Structures are relatively easy to implement and can be categorized into team and class building, communication, mastery, and critical thinking structures. One example of a structure is Numbered Heads Together. Kagan (1989) describes the procedure of Numbered Heads Together as follows: Step 1: Students number off within teams. Step 2: The teacher asks a high consensus question. Step 3: Students put their heads together to make sure everyone on the team knows the answer. Step 4: The teacher calls a number at random, and students with that number raise their hands to be called upon to answer the question and earn points for their teams. Group Investigation divides work among team members, who complete specific tasks and then reconvene to prepare a group presentation. Student Team Learning includes the Jigsaw method and its variations and the Student Teams Achievement Divisions (STAD) method. The Jigsaw method has five major components: reading, expert group discussion, team report, testing, and team recognition. Meanwhile, STAD is organized around the components of teacher presentation, team study, individual quizzes, individual improvement scoring, and team recognition. The main difference between Jigsaw and STAD is that Jigsaw is well suited for teaching material in a narrative form such as a story or chapter, whereas STAD is useful in teaching materials that require single correct answers such as language rules and mechanics. Curriculum Packages are specific programs for teaching math and language and include the Cooperative Integrated Reading and Composition program. The Learning Together model organizes instruction according to the principles of positive interdependence, individual accountability, promotive face-to-face interaction, social and collaborative skills, and group processing. Specifically, positive interdependence means that the success of students is linked with the success of their team members and may be structured through mutual goals, joint rewards, shared resources, complementary roles, and a common team identity. Individual accountability means that the performance of each member is assessed and results are given to the team and the individual so that team members cannot get a free ride on the efforts of their teammates. Yet, team members still help, share, encourage, and support each others efforts to succeed through promotive interaction within their groups. Furthermore, they use and develop their interpersonal and small-group skills of leadership, decision making, trust building, and conflict management. Finally, the team members perform group processing to reflect how well the team is functioning and how its effectiveness may be improved. As such, the main difference between the Learning Together and other CL models is that this model is less discrete and less prescriptive than the Structural and the Student Team Learning models that employ specific steps in lesson planning and some what prepackaged curricula, lessons, and strategies in a prescribed manner (Johnson Johnson, 1998, p. 226). Rather, the Learning Together model provides a conceptual framework for teachers to plan and tailor cooperative learning instruction according to their circumstances, student needs, and school contexts. (For fu rther description of the various CL models, see Kluge, McGuire, Johnson, Johnson, 1999.) 2.2 Review of Previous Studies Previous research involving students who spoke English as a first language and who learned content in English has suggested that CL may encourage higher self-esteem and lower feelings of alienation at school (Johnson, 1979). For instance, Norem-Hebeisen and Johnson (1981) reported that self-esteem was positively related with cooperative relationships among 821 White, middle-class secondary school students in a mid western suburban American community. These researchers further reported that competitive and individualistic patterns of social interdependence reflected lower self-esteem and greater concerns regarding success and social approval. However, Johnson, Johnson, Scott, and Ramolae (1985) found no significant differences between the Learning Together CL model and individualistic and competitive forms of instruction in improving the self-esteem of 154 fifth- and sixth-grade students of science in suburban Minnesota. Along similar lines, Oickle (1980) studied the effects of team reward and individual reward structures on the English achievement and self-esteem of 1,031 students from diverse communities enrolled in four American middle schools. This researcher reported positive effects in favor of the team reward structure in promoting achievement in the four schools and in improving self-esteem in only one of the schools. Similarly, Madden and Slavin (1983), who studied the development of self-esteem among regular and special needs elementary school children in Baltimore, Maryland, reported greater general self-esteem effects for STAD but no differences in academic and social self-esteem between STAD and the control group. Conversely, Allen and Van Sickle (1984) reported no differences between STAD and the control group in improving the general self-esteem of 51 ninth-grade students after 6 weeks of experimentation in rural Georgia. Finally, while some researchers found that the Jigsaw method had positive effects in improving students general self-esteem (e.g., Blaney, Stephan, Rosenfield, Aronson, Sikes, 1977), Gonzales (1979) reported no such effects. In the context of ESL/EFL, previous research suggests that CL promotes positive attitudes among learners (Gunderson Johnson, 1980), intrinsic motivation and satisfaction (Clement, Dornyei, Noels, 1994; Szostek, 1994; Ushioda, 1996), and active pursuit of group goals (Nichols Miller, 1994). It also leads to gains in social support for academic excellence (Daniels, 1994), expectancy of successful task fulfillment (Douglas, 1983), and increased self-confidence and less anxiety (Deci Ryan, 1985). More recently, Ghaith and Yaghi (1998) reported that the STAD method is more effective than individualistic instruction in improving the acquisition of L2 rules and mechanics. Likewise, Calderon, Hertz-Lazarowitz, and Slavin (1998) reported that a bilingual Cooperative Integrated Reading and Composition intervention improved third-grade achievement during transition from Spanish to English in comparison with control classes that used traditional textbook reading methods. Similarly, Bejarano, Levine, Olshtain, and Steiner (1997) reported that small-group cooperative practice of modified interaction and social interaction strategies improve EFL learners communicative competence. In like manner, Thomson (1998), in her study of a group of third-year Australian university students in a Japanese language class, found that cooperation among teachers and students increased interaction opportunities among learners and promoted autonomous learning. Finally, Ghaith (2002) reported that the Learning Together CL model positively correlates with a supportive L2 climate and with learners perceptions of fairness of grading and academic achievement. The aforementioned studies underscore the value and potential of CL in the L2 classroom. However, there is still a need to investigate the efficacy of various CL models in promoting gains in the cognitive and non-cognitive domains of ESL/EFL instruction across different languages and cultures. 2.3 Summary Consequently, the present study set out to investigate the effects of the Learning Together CL model on the achievement, academic self-esteem, and feelings of alienation among ESL learners studying in a situation characterized by competitive schooling and limited opportunities for meaningful social interaction in English, the target language. Effects of the Learning Together Model of Cooperative Learning on English as a Second Language in Reading Comprehension Achievement and Academic Self-Esteem CHAPTER 3 Research Methodology 3.1 Study Design The study employed a pre test-post test control group design and focused on the variables of academic self-esteem and alienation from school as well as achievement based on the proposition that interacting positively with other people to achieve common goals tends to increase academic self-esteem and to decrease school alienation (Johnson, Johnson, Stanne, 2000). Academic self-esteem and psychosocial adjustment at school are of critical importance because they enable learners to withstand the disappointments of life, be confident decision makers, and ultimately be happy and productive individuals (Slavin, 1995). Likewise, the Learning Together CL model was selected as the form of intervention in the present study because it encompasses all the CL elements of heterogeneous grouping, positive interdependence, individual accountability, social and collaborative skills, and group processing. Furthermore, there is at present a need to examine the efficacy of this model in The context of teaching ESL in general, and in the context of the present study in particular, due to the scarcity of previous research. 3.2 Populations and Sample Participants in the study are 60 upper primary students from a primary school in Kulim. The learners are from families with low to medium socioeconomic and educational backgrounds enrolled in the primary school in Kulim. There are 34 males and 26 females, and their ages ranged from 11 to 12 years. The participants will be selected from the primary school and will be randomly assigned to control and experimental groups; the study will last for 10 weeks. The experimental group included 30 participants who will study together in seven teams of four members each according to the dynamics of the Learning Together CL model as described in the Study section. Meanwhile, the 30 participants in the control group will study the same material according to procedures in their textbooks. FIGURE 2: Populations and Sample Male Female Experimental Group 16 14 Control Group 18 12 3.3 Research Instruments Academic self-esteem was defined in the context of the present study as the self perception of one as being a capable, competent, and successful student (Johnson Johnson, 1996, p. 67) and measured by a five-item Likert subscale adapted from Johnson and Johnson (1996). Likewise, an eleven-item Likert subscale also adapted from measured school alienation Johnson and Johnson (1996) In addition, an achievement pre test specifically designed for the purpose of the present study is administered to all participants 1 week prior to the treatment. This test is based on a reading text and included 12 items that measured participants literal comprehension of ideas directly stated in the passage and higher order comprehension that required inference and interpretation. Finally, the same post test is administered to the participants in the control and experimental groups at the conclusion of the treatment. This test is a domain-referenced test that covered the learning outcomes and competencies targeted during the period of investigation. These outcomes and competencies included utilizing context Clues (syntactic and semantic) and using reading strategies such as previewing, skimming, and scanning to achieve literal and higher order comprehension of printed discourse. The post test is based on a selection reading text that is previously read by the participants and included nine multiple-choice, three short-answers, and eight sentence-completion items that measured the outcomes and competencies under investigation. The content validity of the test was established by the researcher, the program coordinator, and the teacher who implemented the study, using a specification table as suggested by Sax (1980). Consequently, it is determined that four items measured literal comprehension, eleven items measured higher order skills, and five items measured the use of context clues to aid comprehension. 3.4 Procedure for Data Collection The study consisted of two phases. The first phase involve a teacher who agreed to participate in the study by applying the elements of the Learning Together CL model (heterogeneous grouping, positive interdependence, individual accountability, social skills, group processing) in her teaching of ESL. This phase focused on specifying academic and collaborative skills objectives, dividing students into groups, arranging the room, assigning roles, and planning materials. Furthermore, the participating teacher will receive training in explaining academic tasks, structuring positive goal interdependence, individual accountability, and intergroup cooperation. The teacher will also learn how to specify and monitor learners desired behaviors and enable students to process and evaluate how the group functioned. The purpose of this first phase was to maximize experiment fidelity through careful training of the teacher-experimenter who would implement the second phase of the study. The second phase of implementation involved working with the program coordinator and the teacher who agreed to participate in the study in order to determine the content and learning outcomes and competencies to be achieved during the period of investigation. In addition, detailed lesson plans were designed in order to teach the same content and skills to the experimental and control groups. The lesson plans for the experimental group were based on a checklist of teachers roles and lesson templates designed by Johnson, Johnson, and Holubec (1987) . Specifically, the plans included lesson summaries, instructional objectives, and a list of materials needed as well as specifications of time required, group size, assignment to groups and roles, and arranging the room. The lesson plans also included an explanation of tasks, procedures to structure positive interdependence and individual accountability, and criteria for success. In addition, the plans specified the social skills and expected behaviors, and included procedures for group monitoring and processing to see how well the group functions. Meanwhile, the lesson plans for the control group focused on reading the same material according to the instructional procedures (activities) suggested in their textbook. These procedures were organized into three stages of lesson planning: opening, instruction and participation, and closure. These stages provided opportunities for working on various language objectives in the written and oral domains in an integrated matter, using a wide variety of instructional techniques such as whole-class brainstorming, discussion, question and answer, comprehension checks, crossword puzzles, and graphic organizers. Both the experimental and control group lesson plans addressed the same instructional objectives and will be based on the same reading selections and exercises. However, the experimental plans provided opportunities for small-group interaction and for sharing resources among team members. There was also an emphasis on social and collaborative skills and on developing team spirit and collegiality. Conversely, students in the control group worked individually and shared their answers with the class. As previously noted, one of the teachers who had received training in Phase 1 of the study had agreed to participate in Phase 2. In order to avoid any potential bias in the implementa

Causes Of World War One :: World War I, WWI

  Ã‚  Ã‚  Ã‚  Ã‚  Many things led up to the start of World War I. There was much tension between the countries of Europe for more than fifty years. There were immediate causes, and long-term causes. Some immediate causes were the assassination of the heir of Austria-Hungry, Germany declaring war on Russia, Germany declaring war on France, and Great Britain declaring war on Germany. Some long-term causes or basic causes were imperialism, nationalism, and the arms race. The assassination of Archduke Frances Ferdinand, who was the heir to the throne of Austria-Hungary, was probably the last step on the long road to war. A Serbian patriot murdered Ferdinand in Sarajevo, on June 28 1914. The murder angered Austria-Hungary, leading them to declare war on Serbia. At the same time, Russia gets ready to attack Austria-Hungary as it mobilizes it army at the border. In Europe, there were two powers. The Allied Power were England, France, Russia, and later the U.S. The Central Power was the countries of Germany, Austria-Hungary, Turkey, and Bulgaria. When Kaiser William II of Germany became cocky and let the treaty between Germany and Russia became invalid, and then Williams declared war unto Russia. France then gets ready to fight Germany as they declare war on them by marching through neutral Belgium. As Germany declares war unto France and Russia, Great Britain declares war on Germany as they go through Belgium. Basic causes included imperialism. Imperialism is a country wanting to take over the world and be the most powerful. The need for raw materials and new markets Europe starts to take over land in Africa, China, India, and Middle East. The fight for obtaining the most land results in European countries fighting over who gets what land. Another factor was nationalism. Nationalism is the love for ones country and feeling your part of the country. It results in each country claiming that they are the best. The Arms Race is another contributing factor to the war. Due to conflicts over land, countries start to prepare for and build up their armies. In conclusion, World War I occurs because of many unresolved factors.

Characterization of Having Anorexia Nervosa

Anorexia nervosa is a psycho logic illness that is characterized by marked weight loss, an intense fear of gaining weight, a distorted body image, and amenorrhea (Johnson 1996). It primarily affects adolescent girls and occurs in approximately 0.2 to 1.3 percent of the general population (Johnson 1996). There are numerous complications of anorexia nervosa, involving nearly every organ system, however most complications may be reversed when a healthy nutritional state is restored (Johnson 1996). Treatment involves nutritional and psychological rehabilitation, and may be administered on an inpatient or outpatient basis (Johnson 1996). By the age of eighteen, more than 50 percent of females perceive themselves as too fat, despite having a normal weight, therefore it is not surprising that the prevalence and incidence rates of anorexia nervosa (and bulimia) tend to be higher in certain populations, such as college sororities (Johnson 1996). In this type of environment, there is a high priority placed on thinness and dieting is a common practice (Johnson 1996). This condition generally begins in adolescence to early adulthood, with onset at a mean of 17 years of age, however it has been reported in grade-school children and middle-aged persons (Johnson 1996). Anorexia nervosa seldom occurs in developing countries, and is most common in industrialized societies, such as Great Britain, Sweden, Canada, and the United States, where food is easily obtained and a high priority is placed on slenderness (Johnson 1996). Patients with anorexia maintain a body weight less than 85 percent of normal either through weight loss or by refusal to make expected weight gains during times of normal growth (Johnson 1996). Criteria for anorexia nervosa as defined in the Diagnostic and Statistical Manual of Mental Disorders, DSM-IV include: A.Refusal to maintain body weight at or above a minimally normal weight for age and height. B.Intense fear of gaining weight or becoming fat. C.Disturbance in the way in which one' body weight or shape is experienced, undue influence of body weight or shape on self-evaluation, or denial of the seriousness of the current low body weight. D.In postmenarcheal females, amenorrhea, i.e., the absence of at least three consecutive menstrual cycles A woman is considered to have amenorrhea if her periods occur only following hormone, e.g., estrogen, administration (Johnson 1996). During the current episode of anorexia nervosa, the individual has regularly engaged in binge-eating or purging behavior, i.e., self-induced vomiting or the misuse of laxatives, diuretics or enemas (Johnson 1996). Individuals with anorexia nervosa have a disturbed perception of their own weight and body- shape (Johnson 1996). Some individuals perceive themselves as overweight even though they are emaciated, while other perceive only certain parts of their body as fat (Johnson 1996). Although anorexia nervosa typically develops during adolescence, late-onset disease may emerge in adulthood after successful pregnancies and child rearing (Tinker 1989). When a patient's weight falls below 70 percent of ideal body weight, hospitalization and use of a nasogastric tube and hyperalimentation may be necessary (Tinker 1989). Many adults who have anorexia nervosa resist an impatient psychiatric admission, however they can be managed on an outpatient basis by a team consisting of the family physician, a psychotherapist and a nutritionist (Tinker 1989). With careful attention to fundamental concepts of care, interventional skills and positive attitudes toward patient care and recovery, most patients with eating disorders can be expected to do well, however the expectation that every patient will develop entirely ‘normal' behaviors and interpersonal relationships may be unrealistic (Tinker 1989). Julie K. O'Toole, M.D. reported to a conference sponsored by the North Pacific Pediatric Society, that despite common perceptions among medical professionals and the general public, anorexia nervosa is not a psychosocial disease, but is a brain disorder and should be seen as such (Finn 2005). O'Toole claims she has treated children who were home-schooled on farms with no television and no access to fashion magazines, however she does admit that the images of thinness in the media do make it more difficult to achieve remission (Finn 2005). Moreover, several formal epidemiologic studies have failed to find any link between anorexia and social class, and that the disease has been seen in non-Westernized Arabic girls, as well as Asians (Finn 2005). Thus, according to O'Toole, by rejecting the purely psychoanalytic paradigm allows the patient to receive the same compassion and understanding as do victims of other medical diseases (Finn 2005). The most common physical examination findings are lanugo, bradycardia, and hypotension, osteopenia and osteoporosis (Harris 1991). Medical complications include pain and retarded emptying of the stomach, excessively dry skin, intolerance to cold weather, constipation, and edema (Harris 1991). Other complications include decreases in heart size and the development of abnormal blood flow dynamics through the heart chambers and valves (Harris 1991). Laboratory abnormalities can include anemia, leukopenia, thrombocytopenia, hypoalbuminemia, and disturbances of thyroid function (Harris 1991). Some studies have found that undernourishment may result in a significant stunting of growth in male adolescents, but has only a marginal effect in female adolescents (Stein 2003). Other investigators note advanced skeletal maturation during growth retardation, resulting in permanent foreshortening, in a female patient but not in male patients (Stein 2003). A recent study found that anorexia nervosa patients who were discharged while underweight had a worse outcome and higher rate of re-hospitalization than those who had achieved a stable weight (Maloney 1997). A weekly joint care conference on the medical ward is critical for successful management, and for outpatient treatment, the clinician sets the target weight as that weight necessary to regain menses and stop bone demineralization (Maloney 1997).

Project Network Design Essay

The best network design to ensure the security of Corporation Techs internal access while retaining public Web site availability consists of several layers of defense in order to protect the corporation’s data and provide accessibility to employees and the public. The private-public network edge is considered particularly vulnerable to intrusions, because the Internet is a publicly accessible network and falls under the management purview of multiple network operators. For these reasons, the Internet is considered an untrusted network. So are wireless LANs, which-without the proper security measures in place-can be hijacked from outside the corporation when radio signals penetrate interior walls and spill outdoors. The network infrastructure is the first line of defense between the Internet and public facing web servers. Firewalls provide the first line of defense in network security infrastructures. They accomplish this by comparing corporate policies about users’ netw ork access rights to the connection information surrounding each access attempt. User policies and connection information must match up, or the firewall does not grant access to network resources; this helps avert break-ins. Network firewalls keep communications between internal network segments in check so that internal employees cannot access network and data resources that corporate policy dictates are off-limits to them. By partitioning the corporate intranet with firewalls, departments within an organization are offered additional defenses against threats originating from other departments. In computer networks, a DMZ (demilitarized zone) is a computer host or small network inserted as a â€Å"neutral zone† between a company’s private network and the outside public network. It prevents outside users from getting direct access to a server that has company data. A DMZ is an optional and more secure approach to a firewall and effectively acts as a proxy server as well. Security is the  heart of internetworking. The world has moved from an Internet of implicit trust to an Internet of pervasive distrust. In network security, no packet can be trusted; all packets must earn that trust through a network device’s ability to inspect and enforce policy. Clear text (unencrypted data) services represent a great weakness in networks. Clear text services transmit all information or packets, including user names and passwords, in unencrypted format. Services such as file transfer protocol (FTP), email, telnet and basic HTTP authentication all transmit communications in clear text. A hacker with a sniffer could easily capture user names and passwords from the network without anyone’s knowledge and gain administrator access to the system. Clear text services should be avoided; instead secure services that encrypt communications, such as Secure Shell (SSH) and Secure Socket Layer (SSL), should be used. The use of routers and switches will allow for network segmentation and help defend against sniffing Corporation Tech may want to have their own web or email server that is accessible to Internet users without having to go to the expense and complexity of building a DMZ or other network for the sole purpose of hosting these services. At the same time they may want to host their own server instead of outsourcing to an ISP (Internet Service Provider) or hosting company. Corporation Tech can use NAT (Network Address Translation) to direct inbound traffic that matches pre-defined protocols to a specific server on the internal or private LAN. This would allow Corporation Tech to have a single fixed public IP address to the Internet and use private IP addresses for the web and email server on the LAN. Network Diagram and Vulnerabilities Network infrastructure using Class C network address 192.168.1.0. The Main Servers using Virtual Machine software was configured with a static IP address of 192.168.50.1. This server controls DHCP, DNS and Active Directory. The Web Server is located outside the network in the DMZ. Internal network is configured on separate VLAN’s to separate department traffic and manage data access. Cisco Internal firewall was installed and configured to manage the internal network on the LAN. The Cisco firewall 2 implemented to manage remote traffic entering the LAN. This provides layered  security to the network. Several ports have been identified as vulnerabilities in the Corporation Techs network that allowed information to be transferred via clear text and as such they have been closed. Additional ports that could be used for gaming, streaming and Peer to Peer have been blocked or closed to reduce unauthorized access to the network. All ports known to be used for malicious purposes have been closed as a matter of best practices. All standard ports that do not have specific applications requiring access have been closed. The ports listed below are standard ports that have been blocked to minimize unauthorized packet transfer of clear text: Port 21 – FTP Port 23 -Telnet Port 110 – POP3 Port 80 – Basic HTTP Hardening Practices Develop a baseline Close all unused Ports Redirect traffic to secure ports example HTTPS (443) or higher Configure Firewall to allow or deny secure traffic Install IDS and IPS Review monitor logs on the network and compare to baseline for any intrusions Policies Develop and Implement network Acceptable User policy (AUP) which must be signed before using the network Assign Permissions and Rights Password Policy must be in place on all devices and enforce End Users must be trained about the different threats faced on the network Back Up must be done weekly and notify users Maintain Bandwidth speed and monitor peak hours Network Security realignment done using Class C network address 192.168.1.0. The Servers was configured on network address 192.168.1.216 static and 192.168.1.218 for simplicity. DHCP, DNS and Active Directory were install and configured on one of the server. The second server was use for the Application. Both PC’s were also configured on the same network address 192.168.1.0 for easy management on the switch. The switch was configured with 192.168.1.200 static IP address. Router network address was changed to  avoid conflicting addresses and easy management. Cisco Internal firewall 1 was installed and configured to manage the internal network on the LAN. The Cisco firewall 2 implemented to manage remote traffic entering the LAN. This provides layered security to the network. References Cisco. (n.d.). (Cicso) Retrieved 10 26, 2014, from Cisco ASA 5500-X Series Next-Generation Firewalls: http://www.cisco.com/c/en/us/products/security/asa-5500-series-next-generation-firewalls/index.html HP Support document – HP Support Center. (n.d.). Retrieved October 10, 2014, from http://h20565.www2.hp.com/portal/site/hpsc/template.PAGE/public/kb/docDisplay/?sp4ts.oid=412144&spf_p.tpst=kbDocDisplay&spf_p.prp_kbDocDisplay=wsrp-navigationalState%3DdocId%253Demr_na-c02480766-2%257CdocLocale%253D%257CcalledBy%253D&javax.portlet.begCacheTok=com.vignette.cachetoken&javax.portlet.endCacheTok=com.vignette.cachetoken HP Support document – HP Support Center. (n.d.). Retrieved October 10, 2014, from http://h20566.www2.hp.com/portal/site/hpsc/template.PAGE/public/kb/docDisplay?docId=bps53634&ac.admitted=1413144875821.876444892.199480143 Network Access Control. (n.d.). Retrieved 10 26, 2014, from Wikipedia: http://en.wikipedia.org/wiki/Network_Access_Control Pascucci, M. (2013, Au gust 06). Security Management at the Speed of Business. Retrieved October 25, 2014, from algosec.com: http://blog.algosec.com/2013/08/the-ideal-network-security-perimeter-design-part-1-of-3.html Vaughan-Nichols, S. (2013, January 30). How to fix the UPnP security holes | ZDNet. Retrieved from http://www.zdnet.com/how-to-fix-the-upnp-security-holes-7000010584/ Wodrich, M. (2009, November 10). Vulnerability in Web Services on Devices (WSD) API – Security Research & Defense – Site Home – TechNet Blogs. Retrieved from http://blogs.technet.com/b/srd/archive/2009/11/10/vulnerability-in-web-services-on-devices-wsd-api.aspx

Oceanography Chapter 7 Essays

Oceanography Chapter 7 Essays Oceanography Chapter 7 Paper Oceanography Chapter 7 Paper An indirect method of measuring ocean current is the use of __________. radar altimeters A large system of rotating ocean currents, usually driven by the major wind belts, is called a(n) gyre The current in the northwestern part of the North Atlantic Subtropical Gyre that transports warm water toward the North Atlantic is called the Gulf Stream The loss of heat from the ocean surface, resulting in a lowered temperature, causes ocean water to become denser A deep and powerful southward subsurface current that flows under the Gulf Stream in the North Atlantic is the North Atlantic Deep Water Thermohaline circulation in the ocean is driven primarily by differences in __________ and __________ among water masses. temperature; salinity To produce a surface current of 1.6 knots in the open ocean, a steady wind of _____ knots would be required. 80 The actual movement of surface water due to Ekman transport in the Northern Hemisphere is about __________. 45 degrees to the right of the wind direction Of the following statements about subtropical gyres, which is/are true? The western boundary current of all subtropical gyres is intensified (it is fast, narrow, and deep).Globally, there are five subtropical gyres.There are four main surface currents in each subtropical gyreThe centers of all subtropical gyres are associated with high atmospheric pressure.The rotation of each subtropical gyre causes a hill of water to pile up within it. Of the following gyres, which one(s) flow in a counterclockwise direction? Indian Ocean Subtropical Gyre, Northern Hemisphere Subpolar Gyres, South Atlantic Subtropical Gyre, South Pacific Subtropical Gyre Of the following surface currents, which one(s) flow from south to north? Peru Current Kuroshio Current the Gulf Stream Of the following surface currents, which one(s) flow generally from west to east? West Wind Drift, Equatorial Counter Current, North Pacific Current The West Wind Drift (Antarctic Circumpolar Current) is a part of which of the following subtropical gyres? South Pacific Subtropical Gyre Indian Ocean Subtropical Gyre South Atlantic Subtropical Gyre Of the following statements about Ekman spiral and Ekman transport, which is/are true? -within the ekman spiral, deeper water can move in a direction exactly opposite of the wind direction -The two factors that affect the ekman spiral are the wind direction and the Coriolis effect-because of the coriolis effect, surface waters move at an angle to the wind direction-connecting the arrows of water movement from the surface into deeper waters shows the spiral pattern-ekman transport is to the right of the wind direction in the northern hemisphere Of the following currents, which ones are parts of the South Atlantic Subtropical Gyre? Benguela Current West Wind Drift South Equatorial Current Brazil Current Downwelling can result from converging surface currents Of the following locations, where would upwelling be expected to occur? -where there is a sharp bend in a coastline-where there is a shallowly submerged sea floor obstruction, such as a tablemount-in areas of diverging surface currents,such as along the equator-in areas of offshore winds The thermocline is _________________. a steep temperature gradient in the ocean that separates deeper cold water from warmer upper water What is the Walker Circulation Cell? It is the path that air takes as it moves from high to low pressure, and back to high pressure, in the South Pacific under normal conditions. Why does upwelling occur along the west coast of South America under normal conditions? Winds moving westward in the South Pacific drive ocean currents toward the west; deep water rises to replace water driven westward. What would you expect weather to be like on the eastern coast of Australia if the western coast of South America were experiencing unusually warm, wet weather? What would you expect weather to be like on the eastern coast of Australia if the western coast of South America were experiencing unusually warm, wet weather?The eastern coast of Australia would be experiencing unusually dry weather.The eastern coast of Australia would be experiencing unusually wet weather.The eastern coast of Australia would be experiencing unusually cool weather.The eastern coast of Australia would be experiencing unusually warm weather. The eastern coast of Australia would be experiencing unusually dry weather. Which direction do ocean currents in the South Pacific move under El Nino conditions? Eastward What is the Southern Oscillation? What is the Southern Oscillation? Under which conditions are droughts and wildfires common in Australia? under El Nino conditions What is the overall effect of the stronger than normal trade winds typical of La Nina conditions? lowering of the South Pacific ocean temperature from normal conditions One of the world’s most powerful currents, located off the east coast of the United States, is the Gulf Stream The Gulf Stream transports warm water into the North Atlantic Fluctuations in the flow of the Gulf Stream current result in curving loops of water known as meanders Ocean frontal systems that spin off from currents such as the Gulf Stream, akin to atmospheric storms, are known as eddies When a meander from the Gulf Stream pinches off into the warm water south of the current, the eddy is called a cold-core eddy or ring The largest of the great ocean surface currents is the West Wind Drift Warm core rings and cold core rings are associated with western boundary currents Indian Ocean currents that are generated by seasonal changes in weather patterns are the __________ and __________ Currents. Somali/Southwest Monsoon During a strong El Nino event, the news media might be expected to cover a tropical cyclone in Hawaii or Tahiti Of the following conditions, which is/are related to strong El Nino events? -increase in sea surface temp. and destruction of coral reefs in the eastern pacific ocean-higher sea levels in the eastern pacific ocean associated with warmer water-increased abundance of hurricanes in the eastern pacific ocean Deep ocean current movement is also known as thermohaline flow Records indicate that the ocean is warming faster in the Arctic polar regions than elsewhere. If that continues, a possible consequence could be slowing of deep ocean circulation, resulting in lower oxygen levels in deep water Of the following statements about deep-ocean currents, which is/are true? -Deep-ocean currents contain water that is high in oxygen. -Deep-ocean circulation is often referred to as thermohaline flow. -The volume of water involved in the downward movement of deep-ocean currents is equal to the flow of 100 Amazon-sized rivers. -Deep-ocean currents are important regulators of global climate.-Deep-ocean currents are initiated by downwelling of cold, dense water near Antarctica and in the North Atlantic Ocean. (deep ocean currents often travel faster than surface currents) The coastlines with the greatest tsunami hazard are most commonly associated with what type of plate boundary? convergent Which of the following statements about earthquakes and tsunami hazards is most accurate? A relatively high number of earthquakes and the greatest tsunami hazard occur along the western coast of South America. Which of the following statements is most accurate about tsunami hazards and the number of people at risk? A low tsunami hazard and a high number of people at risk are present along the coast of the eastern United States. Which body of water is shown to have the greatest amount of coastal pollution? Baltic Sea Surface ocean currents ___. form large rotating gyres in the major ocean basinsare driven by windsare influenced by Coriolis effect Equatorial currents that are part of the subtropical gyres flow ___. Equatorial counter currents between the gyres flow ___ . east-to-west; west-to-east Warm ocean currents ___. are warming than the surrounding water Cool ocean currents ___. generally flow from high latitudes towards the equator The subtropical gyres ___. play a large role in climate Deep ocean currents ___. Deep ocean currents ___.

How to Write an English Term Paper

How to Write an English Term Paper How to Write an English Term Paper If you want to know how to write your English term paper well, you should study at least a couple of guides, including the one offered by your university. It is also helpful to review a sample term paper to have a practical example of how the suggestions and advice in the guides apply. Start your English paper by writing an outline. As you begin writing the outline of your term paper, think of the things that you would want to explore in it or what you are expected to explore in the paper. The outline will provide you with an algorithm of how to arrange information in your term paper. It also includes some major points that you would have to explore deeper before writing the term paper. The first section of your term paper outline should concentrate on writing the general introduction of your term paper. It is at this section where you are to write explanatory remarks on what the term paper is to explore, the purpose of writing that term paper and the kind of resources that you shall use to explore the arguments of your essay while providing evidence for the solutions that you will be providing in your paper. As you examine the topic of your English term paper, you will definitely come up with the main idea which you would want to use to support the thesis statement of your paper. Once you know the main arguments that you shall be using in the term paper, organize the outline such that each of the main ideas are in separate paragraphs. You should also organize the main ideas so that their flow will bring out the main points of your paper in the best way possible. The purpose of such an outline is to provide visual clues that will help you in writing the actual paper. Preparation is a very important stage in writing any kind f paper, especially the long ones. When organizing the ideas in your term paper, remember that they should be placed in a logical order. You should try to put your ideas and the evidence that supports your ideas in an order where one section of the term paper will provide the background information of the topic while other sections will explain the significance of the issues that the term paper is discussing. The other sections of the English term paper will then explain the point which you want to make. While writing your term paper, ensure that you embrace clarity so that all points that you write are presented in clear and very easy to understand way.

Burials, Houses, Women and men in the European Neolithic Essay

Burials, Houses, Women and men in the European Neolithic - Essay Example Hence their processual approach to understanding the meaning and importance of these megalith structures still remains unproven. Amid these competing claims and counterclaims regarding the monoliths, Ian Hodder seeks to adopt a more robust framework of analysis for interpreting the importance and functions of these ancient structures. Ian Hodder identifies the different forms of tombs and houses by the differences apparent in their architectural styles and construction techniques. The long houses and long burial mounds are given special attention, for these structures are spread across continental Europe, spanning modern day Germany, Poland, Czechoslovakia, Neatherlands and beyond. Based on the shape, size, location, orientation and the likely human population at the time of their construction, the author arrives at the most likely historical and anthropological significance of these structures. While long houses, long burial mounds and tombs are found all across Europe, no two structures are identical. In fact, the uniqueness associated with each of these archaological sites are what give their broader indication. The other task the author carries out is to ascertain the social and interpersonal implication of these structures. Determining the relation of long houses and tombs with respect to their surrounding environment is much easier when compared to finding the social interactions within these ancient spaces of living. This is so because the monoliths have withstood the passage of time while the smaller sized household utilities such as pottery, objects that served as furniture and food leftovers have largely been destroyed by the elements. As a result it is very difficult to estimate the number of people who took shelter in these houses, their relation to one another and what other function did these houses serve? Nevertheless, the author tries

American Fish Assignment Example | Topics and Well Written Essays - 250 words

American Fish - Assignment Example Nakamura and the family were made to leave the country because the treatment they were getting while in America was not good. She explains it sadly, that her father was even forced to sell the store they had worked so hard for a living at a throwaway price. They sold it to the first buyer who was willing to buy the store (Sasaki, p. 72). From the story, after a long dance around the embarrassment of trying to figure out where they had met before, it comes clear that they had met each other in the workplace. Mrs. Hayashi was once working in Macy’s where Mrs. Nakamura was heading for work as they were parting. This explains the theory of forgetting where there were loss and decay of memory due to disuse of the information as they had parted a long time ago. Before making any referral point to individuals that I meet, I also try to get their background information rather those misleading assumptions that might lead to loss or failure of identification. By so doing, it will help in memory refresh and making of correct referral points (Sasaki, p.74). The referral points that have been made are all wrong I can say this because it is evident that there has been a war between the two countries. In addition, immigrants to America from Japan are treated poorly and to the extent to which they are forced to vacate upon orders just like a family to Mrs. Nakamura (Sasaki, p.

Metropolitan Museum Essay Example | Topics and Well Written Essays - 1000 words

Metropolitan Museum - Essay Example It also has a dark violet footpath and a green foreground, with bananas on the left (Tinterow and Galitz 164) This paper aims at analyzing Ia Orana Maria (hail Mary) by Paul Gauguin and comparing it to Madonna and Child Enthroned with Saints by Raphael Santi. This piece of artwork is an abstract art given the nature of its theme. This can be explained by the fact that it has its subject from reality but with presentation is different from the perspective in reality. The artist has widely made use of Post-Impressionism, which is the implication of colors and definitive forms with the aim of expressing emotions. This is highly evident in the choice of intensity of color on the faces of Jesus and Mary. This piece of art can be categorized as religious. This is because of the involvement of Jesus and His mother, Mary. Jesus and Mary are known to be associated with Christianity thus the reason for categorizing this piece of art as religious. The piece of art depicts an angel revealing the identity of Jesus and Mary to two Haitian women (Sayre 87). This picture might not have a narrative as we are informed that the artist based much of the content of this piece of art on a photograph of a bas-relief in the temple of the Javanese, situated in Borobudur. This piece of art is an oil on canvas painting with a height of 113.7 cm and width of 87.6 cm. it is located at The Metropolitan Museum of Art, New York USA. The art piece can be found on the credit line: Bequest of Sam A. Lewisohn, 1951(Sayre 63). Its identification number is 51.112.2. This piece of art was originally meant for some religious or cultural temple because of the religious nature of the subject. Have it had been in a temple the dimensions would have greatly changed. Both the height and the length would have decreased since it will probably not be used for public display. This would also be because the purpose would not have been commercial. This piece of art has Mary with baby Jesus on her shoulder as the focal point. The piece of art has its focal point to the right of the image (Sayre 183). This is to avoid making the focal point dull to look at. The artist also chose brighter colors, for the focal point just to make sure that it remained visible. The printing is also asymmetric because the artist restricts his decisions to the sense of balance. This is evident in the choice of color, texture, value, shape, and size. The artist has used implied line in the development of this painting. This has mainly been applied to emphasize on curves, for instance, on the faces of the people on the art piece the artist uses implied lines to show the nose and the eyelids. The artist has also used contour lines in drawing the angel. This significantly shows that the angel is in motion. This is because of the unclear nature of the angel’s image. The contour lines also help conveying an imaginary three-dimension nature of the angel’s image. The images in this piece of art are highly i llusive. The artist has applied simple overlapping in the case of baby Jesus and His mother, Mary. This enables the artist to achieve an illusionary two-dimension image. The artist has also used the relative size of the images to create an illusion on space. The two women relatively smaller than Mary in this piece of art depict them being further. This is done intestinally to illusionary create the

Case Study - A Question of Contamination Assignment

Case Study - A Question of Contamination - Assignment Example re to this, if he is a person that values integrity, he should ensure that the selfish preferences of the prominent individuals should not surpass the well-being of the society. He should be accountable to the public by solving the conflict, because keeping silent would mean the government is unresponsive to its people. Additionally, being a public representative requires him to be accountable to the community in terms of what he knows and says (Box, 2013, pp.111-112). Blowing the whistle in this case would mean advocating for the public good, hence not being part of the corrupt individuals. This can be done by holding those involved in the deal responsible for the loss suffered by the community. Since the issue is a public affair, and it affects the whole community, it would be morally wrong to conceal the issue. Continued use of the chemical leads to the loss of economic resources that could be used to improve the economic position of the entire nation, and rapid steps need to be taken to save the nation. According to Lee, Neeley, and Stewart (2011) Erickson should formulate a plan of ending the crisis caused by the dangerous fertilizer. This would include reporting the incident to the respective regulatory body for the product to be banned from the market. He should also formulate a response plan to the public that should help them learn the importance of discontinuing the product in their farms. These strategies would curb further loss of animals, leading to the betterment of society. On the evidence, he now has of the possible environmental dangers of the fertilizer, should he inform the public? If so, should he leak the information to the press or identify himself as the source? What would be the likely consequences of each action? Informing the public about the danger of the fertilizer would help the community to save their herds. They would stop using the fertilizers, thus promoting their interest, and that of the nation, as great savings on survival of

Metropolitan Museum Essay Example | Topics and Well Written Essays - 1000 words

Metropolitan Museum - Essay Example It also has a dark violet footpath and a green foreground, with bananas on the left (Tinterow and Galitz 164) This paper aims at analyzing Ia Orana Maria (hail Mary) by Paul Gauguin and comparing it to Madonna and Child Enthroned with Saints by Raphael Santi. This piece of artwork is an abstract art given the nature of its theme. This can be explained by the fact that it has its subject from reality but with presentation is different from the perspective in reality. The artist has widely made use of Post-Impressionism, which is the implication of colors and definitive forms with the aim of expressing emotions. This is highly evident in the choice of intensity of color on the faces of Jesus and Mary. This piece of art can be categorized as religious. This is because of the involvement of Jesus and His mother, Mary. Jesus and Mary are known to be associated with Christianity thus the reason for categorizing this piece of art as religious. The piece of art depicts an angel revealing the identity of Jesus and Mary to two Haitian women (Sayre 87). This picture might not have a narrative as we are informed that the artist based much of the content of this piece of art on a photograph of a bas-relief in the temple of the Javanese, situated in Borobudur. This piece of art is an oil on canvas painting with a height of 113.7 cm and width of 87.6 cm. it is located at The Metropolitan Museum of Art, New York USA. The art piece can be found on the credit line: Bequest of Sam A. Lewisohn, 1951(Sayre 63). Its identification number is 51.112.2. This piece of art was originally meant for some religious or cultural temple because of the religious nature of the subject. Have it had been in a temple the dimensions would have greatly changed. Both the height and the length would have decreased since it will probably not be used for public display. This would also be because the purpose would not have been commercial. This piece of art has Mary with baby Jesus on her shoulder as the focal point. The piece of art has its focal point to the right of the image (Sayre 183). This is to avoid making the focal point dull to look at. The artist also chose brighter colors, for the focal point just to make sure that it remained visible. The printing is also asymmetric because the artist restricts his decisions to the sense of balance. This is evident in the choice of color, texture, value, shape, and size. The artist has used implied line in the development of this painting. This has mainly been applied to emphasize on curves, for instance, on the faces of the people on the art piece the artist uses implied lines to show the nose and the eyelids. The artist has also used contour lines in drawing the angel. This significantly shows that the angel is in motion. This is because of the unclear nature of the angel’s image. The contour lines also help conveying an imaginary three-dimension nature of the angel’s image. The images in this piece of art are highly i llusive. The artist has applied simple overlapping in the case of baby Jesus and His mother, Mary. This enables the artist to achieve an illusionary two-dimension image. The artist has also used the relative size of the images to create an illusion on space. The two women relatively smaller than Mary in this piece of art depict them being further. This is done intestinally to illusionary create the

Disaster management (Vulnerability and Capacity Assessment) Essay

Disaster management (Vulnerability and Capacity Assessment) - Essay Example As the urban areas increase in size, the likelihood of occurrence of damage and a level of exposure in buildings and infrastructure increase. Such that even the occurrence of a low intensity event often results in devastating damages up to the national level, especially when they occur close to urban centres. Thus it is understood that beyond the magnitude of their impact, it is the inability of the system to respond appropriately which complicates the problem. The issues faced while undertaking relief and rescue operations for the aforementioned situations owing to regional bottlenecks are the other set of factors that need to be understood for better disaster preparedness. One answer might be techniques like Vulnerability and Capacity Analysis (VCA). The VCA is used for identification and quantification of vulnerability, while also measuring the regional capabilities. As a result of the VCA, the programme has been widely accepted to ensure that risks to vulnerable people are reduced. However, despite of its growing use, it is still not factored systematically into development project planning processes resulting a feeling of ambiguousness toward the system and limitation of its use. In this paper, the main conceptual and practical challenges in carrying out Vulnerabilities and Capacities Assessment and Analysis (VCA) are identified and corresponding solutions are suggested to overcome those challenges. Among the various methods often adopted for undertaking the VCA process, the participatory methods have had considerable success when compared to other means of identifying the exact factors involved in most issues. Figure 1 shows a range of participatory research methods that involve the mixture of well-known social science methods and other visualized methods. When disaster strikes a region, the impact of these events is borne by the entire population and hence, the vulnerability within entire cross section of the

Case Study - A Question of Contamination Assignment

Case Study - A Question of Contamination - Assignment Example re to this, if he is a person that values integrity, he should ensure that the selfish preferences of the prominent individuals should not surpass the well-being of the society. He should be accountable to the public by solving the conflict, because keeping silent would mean the government is unresponsive to its people. Additionally, being a public representative requires him to be accountable to the community in terms of what he knows and says (Box, 2013, pp.111-112). Blowing the whistle in this case would mean advocating for the public good, hence not being part of the corrupt individuals. This can be done by holding those involved in the deal responsible for the loss suffered by the community. Since the issue is a public affair, and it affects the whole community, it would be morally wrong to conceal the issue. Continued use of the chemical leads to the loss of economic resources that could be used to improve the economic position of the entire nation, and rapid steps need to be taken to save the nation. According to Lee, Neeley, and Stewart (2011) Erickson should formulate a plan of ending the crisis caused by the dangerous fertilizer. This would include reporting the incident to the respective regulatory body for the product to be banned from the market. He should also formulate a response plan to the public that should help them learn the importance of discontinuing the product in their farms. These strategies would curb further loss of animals, leading to the betterment of society. On the evidence, he now has of the possible environmental dangers of the fertilizer, should he inform the public? If so, should he leak the information to the press or identify himself as the source? What would be the likely consequences of each action? Informing the public about the danger of the fertilizer would help the community to save their herds. They would stop using the fertilizers, thus promoting their interest, and that of the nation, as great savings on survival of

Disaster management (Vulnerability and Capacity Assessment) Essay

Disaster management (Vulnerability and Capacity Assessment) - Essay Example As the urban areas increase in size, the likelihood of occurrence of damage and a level of exposure in buildings and infrastructure increase. Such that even the occurrence of a low intensity event often results in devastating damages up to the national level, especially when they occur close to urban centres. Thus it is understood that beyond the magnitude of their impact, it is the inability of the system to respond appropriately which complicates the problem. The issues faced while undertaking relief and rescue operations for the aforementioned situations owing to regional bottlenecks are the other set of factors that need to be understood for better disaster preparedness. One answer might be techniques like Vulnerability and Capacity Analysis (VCA). The VCA is used for identification and quantification of vulnerability, while also measuring the regional capabilities. As a result of the VCA, the programme has been widely accepted to ensure that risks to vulnerable people are reduced. However, despite of its growing use, it is still not factored systematically into development project planning processes resulting a feeling of ambiguousness toward the system and limitation of its use. In this paper, the main conceptual and practical challenges in carrying out Vulnerabilities and Capacities Assessment and Analysis (VCA) are identified and corresponding solutions are suggested to overcome those challenges. Among the various methods often adopted for undertaking the VCA process, the participatory methods have had considerable success when compared to other means of identifying the exact factors involved in most issues. Figure 1 shows a range of participatory research methods that involve the mixture of well-known social science methods and other visualized methods. When disaster strikes a region, the impact of these events is borne by the entire population and hence, the vulnerability within entire cross section of the

Dostoevsky’s Notes from Underground Essay Example for Free

Dostoevsky’s Notes from Underground Essay Fyodor Dostoevsky is one of the most influential authors in world literature. This Russian author had written several remarkable novels including Crime and Punishment, The Idiot and Brothers Karamazov. However, before the aforementioned novels were published, Dostoevsky had already gained critical acclaim and recognition for his work entitled Notes from Underground. This novel explores how the freedom of man is undermined by the atmosphere of rationality that dominated the 17th and 18th centuries. Through the novel’s protagonist, the Underground Man, Dostoevsky illustrates how real freedom is manifested in the defiance of reason. The period called the Enlightenment occurred throughout the 17th and 18th centuries (Marder, Meyer, Wyshak, n. d. ). During this time, reason governed over every endeavor, and was valued above everything else. The period left no room for superstition or foolishness; rationality reigned supreme (Marder, Meyer, Wyshak, n. d. ). Reason was the means in which man and society can develop for the better. European thought was dominated by materialism, liberalism and more importantly, utopianism (Marder, Meyer, Wyshak, n. d. ). All of these movements were established on the belief that reasonable and natural-law theories could establish a perfect society (Emerson, 1992). Perfection was only attainable through the application of reason and the manifestation of â€Å"enlightened self-interest† (Marder, Meyer, Wyshak, n. d. ). The prevalence of reason strongly influenced and inspired Dostoevsky to write Notes from Underground (Marder, Meyer, Wyshak, n. d. ). However, the novel did not convey a message agreeable to the intellectual milieu; instead, it served to criticize its very existence. Notes from Underground is actually a response to another text, entitled What Is to be Done? (Marder, Meyer, Wyshak, n. d. ; Madden, n. d. ). It was written by N. G. Chernyshevsky and was published in 1863. Chernyshevsky was an advocate of â€Å"rational egoism,† a movement which fervently believed that perfection of life could be achieved through rationality and enlightenment (Madden, n. d. ). The â€Å"rational egoists† also upheld principles of natural law (Madden, n. d. ). Dostoevsky disagreed with the belief that rationality and enlightenment were the keys to perfection. He strongly believed that the nature of man was beyond those two elements. He acknowledged man’s capacity for both the rational and the foolish; he even upheld that the irrationality of man was more definite, while the rationality was merely added (Marder, Meyer, Wyshak, n. d. ). Moreover, Dostoevsky was convinced that laws of nature or the principles of reason were not capable of recognizing human individuality, personality, and more importantly, free will (Madden, n. d. ). These beliefs are embedded in the novel, a text which Rozanov considers a critique of reason as a means to perfection (as cited in Marder, Meyer, Wyshak, n. d. ). The novel, in the words of Wasiolek, showed how man can be both rational and irrational, as his actions are the result of the exercise of his own freedom (as cited in Marder, Meyer, Wyshak, n. d. ). Hence, the theme of freedom in the novel is the utmost disregard for reason and natural laws. The protagonist of the novel is the Underground Man, a forty year old man who used to work in civil service (Dostoevsky, 1992). For a protagonist, he is considered an â€Å"anti-hero† (Madden, n. d. ). He is also the antithesis of the time in which he lived; he disagreed with utilitarianism, which prevailed during the 19th century. Utilitarianism was characterized by utilizing â€Å"mathematical formulas and logical proofs† to equate one’s wants with his best interests (Madden, n. d. ). The Underground Man disagrees with this; he attests that man wants to exercise his freedom and could do so regardless if it agrees with his best interests or not. If it is man’s desire to act irrational, he could. Of course, acting irrational is not in anyone’s best interest. However, by being irrational, he was truly able to exercise his freedom. Actions based on desires, instead of reason, enable man to be free. Freedom is thus associated with acting without reason. So in an era where reason dominated, the Underground Man was rather unreasonable. By being unreasonable, he was able to be truly free. In the novel, the Underground Man asserts that science deprives one of freedom. Dostoevsky (1992) writes, â€Å"Science has managed by now to anatomize man to such a degree that we already know that all your wishing, your so-called free will is nothing†¦Ã¢â‚¬  (p. 29). The Underground Man then begins his attack on utilitarianism: If someday they should really discover the formula for all our whims and wishes—I mean, what causes them, what laws they’re governed by, how they develop and where they lead in one case or another†¦in other words, an actual mathematical formula—why, then man will perhaps immediately stop wishing†¦Who wants to wish according to graphs (Dostoevsky, 1992, p. 29)? â€Å"Whims and wishes† in this quotation refers to the desires of man. The principles of utilitarianism are marked by analysis of people’s desires. These desires undergo scrutiny, as to determine if these desires agree with what is best for the people. However, the act of wishing does not involve analysis or scrutiny. One can desire something for no apparent reason. One may wish for something that may prove harmful in the long run. The exercise of freedom is spontaneous and non-regulated. If one has to base his or her desires from the graphs or formulas of science and math, they would no longer fall under the exercise of freedom. If one is to desire based on the graphs or formulas, it would not be an act of freedom any more. This is because there is imposition involved; the desires are imposed upon by the requirements of science or math. In this situation, the desires of man are dictated by the principles of reason. Thus, freedom disappears upon the use of reason. In the words of the Underground Man, â€Å"For if desires are one day brought into complete accord with reason, then we shall reason instead of wishing† (Dostoevsky, 1992, p. 30). The Underground Man continues his argument against utilitarianism by differentiating reason and desires. He states: You see, gentlemen, reason is unquestionably a fine thing, but reason is no more than reason, and it gives fulfillment only to a man’s reasoning capacity, while desires are a manifestation of the whole of life—I mean the whole of human life, both with its reason and with all its itches and scratches (Dostoevsky, 1992, p. 31). In this quotation, the Underground Man affirms that while reason is important, it is not the most important thing. The desires of man, through which freedom can be exercised, have a much wider scope than reason. Therefore, the desires of man cannot be reduced to graphs and tables because it transcends them. The Underground Man uses the piano key as a symbol of how reason curbs man’s freedom: He will insist on clinging precisely to his own fantastic dreams, his most vulgar folly, solely in order to confirm himself that men are still men, and not piano keys, which may be played by the hands of natural laws themselves, but which are threatened by this very playing to be brought to a state where it will no longer be possible to wish a thing outside of graphs and schedules (Dostoevsky, 1992, p. 34). Piano keys are pressed to make a sound in the process of playing the piano. These keys cannot produce sound on their own; they need to be touched and pressed. The analogy between the man and the piano key is what Dostoevsky used to illustrate his point. By measuring man’s desires with the graphs and formulas to determine whether or not it is in their best interests, man becomes a piano key. This is because man comes under the mercy of reason which plays him. To be manipulated by reason is to be bound by its laws; therefore, it is not freedom. The Underground Man believes that humankind values freedom over reason and best interests (Madden, n. d. ). Freedom means acting out of one’s desires or wishes whether or not the act spoken of is irrational or foolish. In the book, the Underground Man manifests his freedom through several examples. He had committed acts contrary to reason, making him a truly free individual. Hence, the Underground Man was successful in escaping the realm of reason he despises. The book starts with the Underground Man’s admission of a pain. He says, â€Å"I think that my liver hurts† (Dostoevsky, 1992, p. 1). Anyone who experiences pain will surely resort to measures to eliminate that pain. This is because pain is suffering, and nobody wants to suffer. In the instance that pain is felt, it is only reasonable that one seeks medical assistance by visiting a doctor. On the contrary, the Underground Man says, â€Å"No, sir, I refuse to see a doctor out of spite† (Dostoevsky, 1992, p. 1). This decision is obviously irrational, because he does not want to see a doctor to deal with the pain. In addition, he does not have a valid reason not to go to the doctor. One would presume that he simply takes pleasure in his own pain. A rational man would find this decision as preposterous, as no one ever enjoyed suffering from pain (Madden, n. d. ). However, what appears to be a manifestation of masochistic tendencies is actually the Underground Man’s exercise of freedom. Reason dictates that when one feels pain, that person should visit the doctor. As was earlier discussed, the Underground Man believes that reason limits freedom, because it only acknowledges the desires that would be in one’s best interests. The tolerance of pain and the derivation of pleasure from it is the Underground Man’s way of breaking free from reason. Surely, it is a foolish thing to do, but he does not want to conform to the dictates of reason. He values his freedom, so he refuses to act according to reason. He is a free man; he could do as he pleased. Even if it is contrary to his best interests in prolonging such agony, he still does it because he wished to do so. By tolerating pain and deriving pleasure from it, he successful avoids the system of reason. According to the Underground Man, â€Å"I know better than anyone else that I will only harm myself by this, and no one else. And yet, if I don’t seek a cure, it is out of spite. My liver hurts? Good, let it hurt still more† (Dostoevsky, 1992, p. 2)! The Underground Man proceeds with his painful endeavor, this time with a toothache. The fourth chapter of the book opens with his laughter: â€Å"Ha-ha-ha! You will find pleasure in a toothache next! And why not? There is pleasure in a toothache ache too† (Dostoevsky, 1992, p. 14). Just like with the liver ache, the Underground Man allows himself to feel the pain of his tooth instead of seeing a dentist. He welcomes the pain, and refuses to seek treatment. A critic of the novel, Mikhaylovsky declares that the Underground Man â€Å"tortures because he wants to, he likes torture. There is neither reason nor purpose here, and, in the opinion of Dostoevksy, they are not at all necessary, for absolute cruelty is interesting† (as cited in Marder, Meyer, Wyshak, n. d. ). Indeed, this is true. The Underground Man does not subject himself to pain for a reason. In fact, he does so to do away with reason. He refrains from seeking medical treatment because he wants to. By indulging in his desire, he exercises complete freedom. Aside from the aforementioned tolerance of pains, the Underground Man had exercised his freedom through irrationality in other ways. He states: I would feel a certain hidden, morbid, nasty little pleasure in the acute awareness that I had once again committed something vile that day, that what had been done could no longer be undone; and I would gnaw and gnaw at myself in silence†¦until the bitterness would finally begin to turn into a kind of shameful, damnable sweetness (Dostoevsky, 1992, p. 7). In this excerpt, the Underground Man expresses how he had realized his evil ways by contemplating what he had done. However, instead of wallowing in guilt, the realization ends up being a source of pleasure. How did the Underground Man manifest his freedom through this? The purveyors of rationality would insist that those who know what is in their best interests would not resort to baseness or frivolity. The Underground Man was aware of vileness of his actions; in a way, he was aware it was not in his best interests. However, he did not feel a sense of guilt. The realization of his action that started with bitterness eventually became that of sweetness. He knew what he had done was bad, but this does not change the fact that he derived pleasure from it. His reaction to such vile deeds set him apart from what reason dictates as proper. Because he did not follow the dictates of reason, he had exercised his own freedom through defiance. Reason makes one feel burdened when one commits a nasty or vile action. It supposes that rational ways should be observed, and a nasty or vile action is never rational. He sights an example when one is forced to apologize for a nasty deed. The Underground Man says: Generally, I could never endure saying, â€Å"Forgive me, Papa, I won’t do it again†Ã¢â‚¬â€and not because I was incapable of saying it, but, on the contrary, perhaps precisely because I was all too capable of it. And how I did it (Dostoevsky, 1992, p. 16)! In this passage, the Underground Man expressed disagreement with repentance. He believes that one should not apologize for doing something. He finds apologies as deceiving; the claim to never do an act considered vile again seems insincere. In our freedom, we are all capable of doing these acts. Regardless if they are rational or irrational, we all have the capacity to act according to our own free will. The claim â€Å"I won’t do it again† is quite fraudulent, as it is quite understood that anyone can do anything, according to their free will. Thus, it is possible for one to exercise freedom and desire something which is not in one’s best interest. According to the Underground Man: And what if his advantage on a given occasion not only may, but must, lie exactly in choosing for himself the harmful rather than the advantageous? And if this is so, if there can be such an occasion, then the entire rule is shattered to smithereens (Dostoevsky, 1992, p. 22). The rule spoken of here is the belief that man would choose what is in his best interests. Again, the exercise of freedom lies in choosing or desiring something regardless of their nature. In the above quotation, the Underground Man affirms that there will be instances wherein man will choose what is harmful, instead of what is useful, to him. The moment such situation arises, the principle of reason will be disproved. The Underground Man does not believe in the principle that man will act according to what is in his best interests. Neither does he believe that man’s desires can be reduced to graphs of science nor formulas of mathematics. The concept of freedom for the Underground Man is that which is contrary to the dictates of reason. He does not acknowledge that man will commit acts that are in tune with his best interests. This would be a violation of his freedom, as the freedom presupposes one’s capacity for both the rational and the irrational. If one chooses to commit an irrational act, he is merely exercising his freedom. Did the Underground Man succeed in escaping the realm of reason he so despised? The answer is yes. His tolerance of pain and derivation of pleasure from suffering were direct defiance to reason. He had rendered himself completely liberated from the atmosphere of rationality. He did and thought as he pleased, whether or not it was in his best interests. Indeed, he had escaped, and is completely free. REFERENCES Dostoevsky, F. (1992). Notes from Underground (M. Ginsburg, Trans. ). New York: Bantam. (Original work published in 1864). Madden, C. (n. d. ). SparkNote on Notes from Underground. Retrieved March 29, 2008, from http://www. sparknotes. com/lit/underground/ Marder, J. , Meyer, M. , Wyshak, F. (n. d. ). Dostoevsky’s Notes from Underground Study Guide. Retrieved March 29, 2008, from http://community. middlebury. edu/~beyer/courses/previous/ru351/novels/UGMan/ugman. html