Narrative Essay Skills

Narrative Writing Lesson plans and other teaching resources Action Chains Students learn to elaborate on an event in a narrative by expanding their sentences into action chains. Expanding single actions into an action chain provides the reader with a more detailed picture of an event in a narrative. This lesson is designed for grades 3-5. Active Beginnings This 3-page printable handout focuses on crafting strong leads. It is designed for elementary students and requires Adobe Reader or compatible application.Constructing Narratives: A Unit Plan for Taking Apart and Reconstructing Stories This lesson is designed as a project-based unit plan that will take students through the narrative process from deconstruction to construction. After initial discussion, students will use an interactive story map to deconstruct a short story. Students will use pictures to put together a PowerPoint-based storyboard that other students will use to construct a story. This unit is designed for grades 6-8 .From Object to Story: Writing a Historical Narrative Featuring an Artifact from One's Family History Students share observations about the history of familial artifacts. They then research the history and cultural significance of selected objects to prepare their own historical narratives. Includes short reading as prewriting activity. Getting Hooked: Introduction for a Narrative Students will be able to identify techniques for writing an introduction for a narrative and use them effectively. This lesson is designed for grades 2-4.Hands, Hands, Hands – Writing a Narrative Essay from the Perspective of a Particular Hand The teacher will show pictures of six hands to students (pictures included with other handouts). After a brainstorming session, students will choose one hand that illustrates a particular story from their life. Then students will write a two page narrative essay about this story. These stories will be posted on a class blog to allow for feedback and discussion from classmates. In Search Of Wisdom: An Interview With An Elder Students develop interview questions, interview someone aged 60 or older, and write a narrative using that person's voice.Incorporating Flashbacks in Narrative Text — The Sinking of the U. S. S. Indianapolis Students watch a 2:25 video segment that shows an interview with one of the survivors of the U. S. S. Indianapolis who recalls the sinking of the ship and his survival. Students then create an original narrative that utilizes flashback to tell the survivor's story. This lesson is designed for grades 8-10 and includes links to the downloadable video and all support materials. Make Kids' Writing Shine: Using Beginnings and Endings to Teach Craft Strategies to build elementary writing skills.Scroll down for revision and assessment ideas, resources. Memory Preservation–One Relative at a Time After organizing and conducting an interview of a grandparent/senior citizen, students create a slideshow presenta tion using the information and memorabilia collected at the interview. This lesson plan includes rubric and model. It is designed for 8th grade. Narrative Writing & Reading Core Skills Lesson Plan Creating a story is like magic! Grab your magician's hat and wand for this activity. Teach core curriculum concepts of narrative writing (story creation) through the use of characters, setting, and plot.Also teaches skills needed to meet language arts reading and writing core curriculum standards that require the ability to describe characters, settings, and major events in a story. Designed for elementary students. Nibble, Nibble, Little Mouse Students in grades 6-8 explore the implications of point of view in literature and write a narrative, retelling a traditional story from a different character's point of view. A Picture's Worth a Thousand Words Students are given a picture that tells a story. They brainstorm words and ideas, then write a story based on what they see.This lesson is d esigned for grades 6-8. Note: more ideas for teaching the personal narrative can be found on the Biography page. Prewriting Exercises for Personal Narratives Ten activities for personal narrative writing. Savvy Story Structurestudents learn to actively engage in reading by becoming more familiar with the elements of a story. Students will be required to think at a higher level and will enhance their understanding of selected passages and stories. Students should also begin to relate stories to their own lives. Designed for grades 3-5.Ten Narrative Writing Prompts These prompts are designed for high school and college students, but it might be possible to modify some of them for younger students. Tir Nan Og This 4:04 video offers many options: introduction to linear narrative, making predictions, sequencing, writing descriptions, adding dialogue. Using Music to Teach Personal Narrative Students use songs like â€Å"Snapshots† and â€Å"Crossing the Border† to reflect on their own experience. From the Rock and Roll Hall of Fame and Museum. Using Personal Photographs to Spark Narrative WritingThe lesson plan asks students to bring in a photograph that has special meaning for them and to write about it. Using Pictures to Teach Narrative Writing with Roll of Thunder, Hear My Cry Students respond to pictures depicting segregation. They write a story from the point of view of someone in the picture. Writing to Photography/Photography to Writing A teacher designed this project with two goals in mind: (1) to improve students' writing by incorporating photography into descriptive and narrative writing exercises designed to inspire more varied and creative perspectives, and (2) to enhance visual as well as verbal literacy.

How to Manage Time Efficiently Essay

â€Å"Why is it important for future managers to manage their time efficiently? Do you usually make the most of your day? And how?† It goes without saying that having a healthy attitude to time-keeping is very important for everyone, because if you make the most of your time, you are in good physical conditions, relaxed and have lower stress levels than those, who organize their time. Future managers control processes in an organization and they must use every opportunity as successfully and usefully as possible, leave time for their personal life to be successful and happy. Time- management is a very useful tool to achieve goals. I think it is very hard to make the most of the day, if you are perfectionist. I prefer to be self-employed, so I have to take control of my time and do as much as possible every day. There is a saying â€Å"the early bird catches the worm† so I get up early every morning, do my morning procedures promptly and go to the university. Sometimes I write a list of things to do, where I organize things I should do into categories, set priorities and then perform everything according to my list. I do not follow orders, what is very important if you want to organize your time efficiently. If I have an appointment with somebody, I am always on time for it. Time- management courses are not that effective as many think. By far the most helpful things I understood about time- management is that you should write a list of things that should be done, but no more than 7. Afterwards you should choose 1- 3 things that are necessary for you and should be done at the first place. Really, you should choose just one priority task and make it without excuses. If you made all 7 things should be extremely happy, but even if you have done just your priority, you should be glad too. I think that it is the rule- of- thumb- be glad with what you’ve done, but always aim at greater.

Normalization Term Essay

In Montessori education, the term â€Å"normalization† has a specialized meaning. â€Å"Normal† does not refer to what is considered to be â€Å"typical† or â€Å"average† or even â€Å"usual†. â€Å"Normalization† does not refer to a process of being forced to conform. Instead, Maria Montessori used the terms â€Å"normal† and â€Å"normalization† to describe a unique process she observed in child development. Normalization refers to the focus, concentration and independence of the child, by his own choice. It means the child has acquired the internal freedom to initiate work, be independent, and adhere (by choice) to the rules of the environment. DR Maria Montessori’s main discovery was the reality of a child’s true nature WHICH IS the NORMALIZED CHILD. She described the process of normalization as the fundamental changes in children. Each small child undergoes an adaptation process when he or she first joins any new group of children. When a child just joins a new group until he undergoes adaptation stage, he or she is unable to act independently. It is after the child has normalized that he demonstrates qualities which proves his readiness for intellectual work. Normalization describes the process that occurs in the Montessori prepared environment. Dr Maria Montessori says the society groups children into three categories; those who are models of good, albeit passive behaviour; those whose character or behaviour needs to be corrected; and those who are thought to be superior to others–these type of children are always noisy, ‘exuberant’, their parents often think they are brilliant, even though others may not find them agreeable around them. Such behaviour may be commonly understood as negative (a timid child, a destructive child, etc.) or positive (a passive, quiet child). Both positive and negative deviations disappear once the child begins to concentrate on a piece of work freely chosen. Every child needs a stimulating environment to grow and without freedom of movement within this environment the child will be deviated. Dr Maria Montessori noticed that in most cases deviations are cause by adults. Deviation occurs when obstacles are placed in the child’s environment, when the child is denied harmonious work of his body and mind . Dr. Montessori classified deviations in two categories: deliberate (adult-fostered) and non-deliberate (those not fostered by adults). Deliberate deviations are caused by the lack of purposeful activities in the home and/or school environment. These children feel the need to be constantly entertained. They are continually bouncing between toys, TV, and computer time to alleviate boredom, but nothing holds their interest for very long. These children may also have the tendency to cling to a parent or older sibling well beyond the developmental plane of letting go. This is because their independence has been denied and they are unable to recognize themselves as a separate person. There are several deviations that are not fostered by adults and are often seen as â€Å"normal† stages of development. Dr. Montessori referred to these as deviations as fugues and barriers (The Secret of Childhood) and deviations that are demonstrated by the strong and the weak (The Absorbent Mind). Children often enter the Montessori environment ready to struggle or â€Å"fight†. In the Discovery of the Child, Dr. Montessori states â€Å"†¦every defect of character is due to some wrong treatment sustained by the child during his early years†. It is the duty of the Montessori teacher to remove any obstacles (including herself) which impede the development of the child. With careful observations, â€Å"earnest words†, spontaneous work, commitment to the Montessori philosophy and principles, the Montessori teacher is able to successfully redirect and refocus student behaviour. Dr Maria Montessori says that all these character or behaviour, good or bad disappears â€Å"as soon as the children becomes absorbed in a piece of  work that attracts him.† (Montessori, pg. 201). The child has no desire to be good or bad, he only wants to be busy working with something that brings him joy. Dr Montessori described the normalized child as  Ã¢â‚¬Å"one who is precociously intelligent, who has learned to overcome himself and to live peace and who prefers a disciplined task to futile idleness†(Maria Montessori, the secret of childhood). A pre-normalized child does not have the joy normalized children have . a pre- normalized child coming into the Montessori environment has a chaotic impression from surrounding environment, he has a low self-esteem. He would abandon his work without completion. He shows discipline only when an adult is around and it does not last. Normalization come about through â€Å"concentration† on a piece of work. When the child engages with the Montessori materials in total concentration for long periods of time, a transformation occurs. This transformation is  what Dr. Maria Montessori calls â€Å"normalization†. It is a process that occurs over a period of time, usually three or four years and it requires the child’s total engagement with the Montessori materials. The process of normalization is a journey. It begins when a child is introduced to activities like the practical life materials. The materials help the child to develop his motor skills , acquire a sense of order , and begin the process of extending their ability, and desire for concentrated work. For normalization to occur, child development must proceed from birth with the non-physical growth of the child’s mind , intellect, personality, temperament, spirit and soul. E.M Standing, author of Maria Montessori: Her Life and Work, lists these as the characteristics of â€Å"normalization†: love of order, love of work, spontaneous concentration, attachment to reality, love of silence and of working alone, sublimation of the possessive instinct, power to act from real choice, obedience, independence and initiative, spontaneous self-discipline, and joy. Montessori believed that these are truly â€Å"normal† characteristics of childhood, which emerge when children’s developmental needs are met. Maria Montessori observed that when children are allowed the freedom in an environment suited to their needs they blossom. She believes that if a child is placed in a carefully prepared environment, she would learn to live in harmony with her surroundings. It is up to the Montessori teacher to prepare that environment so that the child is free to develop her personality and her mind from the opportunities that are present to her in the prepared environment . The greatest sign of success for a teacher is to be able to say  Ã¢â‚¬Å"the children are working as if I do not exist† Maria Montessori. This according to Dr Maria Montessori is  Ã¢â‚¬Å"the most important single result of our whole work† (The Absorbent mind, 1949). Discipline Montessori tells us comes spontaneously from freedom. When given the freedom to pursue his own interest, he develops deep concentration and self-discipline. Work that is driven from within and not urged upon him by teachers or parents becomes the child’s passion. Normalization begins when the children freely choose their work, concentrate, and are working blissfully on their own as members of a respectful, peaceful community As a Montessorian, you strive to provide an enriched, stimulating environment which fosters order, coordination, concentration, and independence – an environment within which the child is an active explorer and learner and can develop self-direction and a true love of learning. Your role is to nurture the growth of the child cognitively, socially, emotionally, and physically. The goal of any Montessori teacher should be to recognize each child’s nature and allow it to grow. As the child chooses his work and becomes absorbed in meaningful work, he soon begins working with continued concentration and  inner satisfaction. It will take time and much effort on the part of the Directress (teacher) to ensure a suitable environment is prepared for the children. It is only through the prepared environment that the children will flourish and the process of normalization will begin. To help children overcome the pre-normalized stage and help them along the line of normalization, Dr M. Montessori stated that first, the Montessori teacher must practice patience rather anger. An adult who is impatient or angry cannot build confidence or independence in a child. She recommended interrupting the misbehaviour because it is an obstacle to development and to offer interesting and purposeful activities to re-channel that energy in a productive way. A Montessori teacher should encourage normalization by taking care to prepare the environment to ensure it is neat, orderly, enriched and beautiful. She should be diligent with re directing those who are having difficult time remaining focussed. A good Montessori teacher should have an enriched practical life area. Children who are very young (three years old or just under 3) or who are new to the Montessori classroom are said to be in the first stage of normalization. So, too, are children who habitually disturb the work and concentration of others. These children are not ready for the freedom and responsibility granted to others in the Montessori classroom. They are given limited choices and may be kept near a Montessori teacher, or are invited to work in a specific area of the Montessori classroom with a teacher checking on them frequently throughout the day. Children in the first stage enjoy the practical life skills area of the Montessori classroom. Here, children practice developing motor skills while increasing their level of concentration. Practical life activities are structured so that children are able to see the results of their work quickly. They take pride in their accomplishments and enjoy working. Learning care of self and care of the environment, will assist the children as they venture to other parts of the classroom. Montessori practical life activities are the framework to a normalized environment. She should work hard to guide children towards purposeful activities that appeal their individual needs and interest. Learning to re direct behaviour takes time and practice; it does not happen overnight. Dr Maria Montessori observed that â€Å"The  teacher†¦has many difficult functions†¦She must  acquire a precise knowledge of the techniques†¦for   dealing with the child.†   (Discovery of the Child) There may be a period of trial and error as you practice different techniques for guiding appropriate behaviour. Remember, the children need emotional care as well as physical care. The teacher who is patient yet firm and slow to anger will inspire goodness and confidence in the children. â€Å"†¦defects in character, disappear of themselves†¦One does not need to threaten or cajole, but only to ‘normalizing the conditions’ under which the child lives.† (Maria Montessori, Discovery of the Child) The Montessori teacher should never shout, never lose her temper, never smack, shake or push a child or even speak crossly. She should be pleasant and polite, firm without anger and be able to deal with a misdemeanour with sympathy and assistance rather than with punishment. All children should be shown respect, never humiliated or laughed at, and their remarks should be listened to seriously and answered thoughtfully and courteously. She should set the tone by emphasizing grace and courtesy in the Montessori community, be patient and confident with the notion that her Montessori environment will one day be a peaceful community. A community where children love order, love work, have spontaneous concentration and attachment to reality. A community where children love silence and working alone, where children have power to act from real choice, obedience, independent and initiative with spontaneous self-discipline and joy. BIBLIOGRAPHY Montessori, M., The Absorbent Mind, wilder publication,2009. Montessori, M., The Absorbent Mind, Theosophical press, 1964. Standing , E.M., Maria Montessori, Her Life and work, Plume new, 1998.

MONEY AND BANKING ASSIGNMENT Example | Topics and Well Written Essays - 2250 words

MONEY AND BANKING - Assignment Example the lending rate or the reserve requirement, which will allow banks to borrow funds at a lower rate from the central bank and also increase their own fund capacity. Banks borrowing at lower rates will pass the benefit to its client, resulting in lower lending rates of bank. If the cash reserve ratio (CRR) falls, the commercial banks will have to keep a lesser amount of reserve in the central bank. Therefore, they will pass the reserve to their customer as loans through a lower lending rate and demand for loan will also be increased, which directly increases the demand for reserve of the commercial banks to their central bank. It implies that there will be a credit growth, i.e. more loans are offered at a low interest rate. The credit expansion will lead to increased borrowing by corporate and retail segments for investment purposes (Mishkin, 2007). Money borrowed by companies will be invested in their business expansion that leads to increased money supply in the economy. The retail segment borrowing also lead to increased money supply as they borrow funds to buy homes, cars, home decor, etc that leverages these sectors to produce more. This results increased growth. Usually interest rate target and money supply are inversely related i.e. if interest rate is lowered, demand for bank reserve will increase and accordingly money supply will rise through lower lending rate of the commercial banks (Gowland, 2013). The above figure represents the effect of interest rate on money supply in an economy. The x axis shows the interest rate and the y axis represents the quantity of money supply. With given level of interest rate of 7% the MS line is the red line which intersects with the money demand line MD. The MD follows the general rule of a demand curve i.e. downward sloping. When the interest rate is reduced to 6%, the MD rises, which pushes the money supply line to a new equilibrium. There is a shift in the MS line from red to

Should life imprisonment without the possibility of parole replace the Research Paper

Should life imprisonment without the possibility of parole replace the death penalty in California - Research Paper Example Proponents of the Death penalty believe that people fear death and if death is the punishment for killing someone, they would refrain from it. They believe that in order to have a just system in place where the victim’s family is put to ease it is important to have an eye for eye approach. The criminal is guilty of taking someone’s life so he is liable to give up his. If the person is mentally unstable to have done so it makes him more dangerous to the society’s well-being and putting him to death is the only way to ensure such crimes do not take place through his hands again. However, opponents of the death penalty have a strong viewpoint as well. They believe that every life is precious and shouldn’t be given up on. If taking a life is a crime, no one should be allowed to do it, including the government. If a criminal is guilty committing of capital offense he should subjected to punishments that take away his life figuratively, not literally. Also, many believe that taking away a criminal’s life is too easy on him, the real punishment would be him leading a hard life that prologs his sufferings for the crime he committed. Executing a death penalty is costly for the governments as such cases are tried for a long time resulting in jury expenditures and security arrangements for the courts. Lastly and most importantly, it is morally wrong to take a life to stop crimes when the same purpose can be achieved through other means effectively like life without parole. The enforcement of death penalty is highly dependent on the society’s co nstruct and the public opinion (Wood 63). If a society holds strong political and ideological interest, it is likely that capital offenses are awarded strict punishments like death penalty to keep up the societal balance and sanctity of its socio-political ideology. Secondly, public opinion is a determinant of having the death penalty in place. Where many people have a humanitarian approach with a soft spot for life in general, whether a convict’s or a victim’s, many people still believe that the death penalty is the only way to keep crimes at their minimal and bring relief to the victims’ family. In the developing world, death penalty is seen to be an active form of justice, but the developed countries also have a hard time putting it to an end. As far as the US is concerned, 31 states out of 52 states in the U.S. still practice the death penalty, including California. In 2006, the District Court judge declared that the death penalty was against the eighth amen dment of the United States constitution that states that the federal government is liable to refrain from cruel punishments including torture and unusual punishments. The then governor of California, Arnold Schwarzenegger, took this declaration

Mobile marketing research Paper Example | Topics and Well Written Essays - 1250 words

Mobile marketing - Research Paper Example Wireless communication has revolutionized human interactions and actions in ways that could not have been anticipated by Graham Bell, the founder of the telephone. The revolution has given new meaning to the term mass communication and the possibilities offered by the communication systemsPerhaps the most widely used conduit for communication these days is the mobile phone. It is needless to say that the advancement in communication technology has been crucial in the parallel progress and expansion of the global knowledge base and the pace of acquisition of further knowledge (Burns & Bush, 2000). And academic research being one of the main routes to progress in the understanding of human beings has been affected positively by the growth of the communication systems. For instance handling the data accumulated in any research process has become much easier thanks to the facility of software databases for storage of research data (Janssens, 2008). Data in this form is available for tran sport virtually without limitations of time for sending or the location of the sender and receiver. However the incorporation of technology into research methodologies is yet to take a form and most of the research procedures involve techniques that are indifferent to the use of technology. For example a lot of primary research is still conducted with data collectors going to the subjects of the research to collect the data and the communication facilities play a trivial role in facilitating the process (Malhotra & Birks, 2007). Hence research over mobile phones and similar communication devices is also not viable in most fields of research and because of many research limitations and requirements. The Benefits of Mobile Access in Research However the leading business organizations of the world are working on devising methods of capitalizing on the potential of market research insight provided by the prospective use of mobile networks for outreach to the subjects of the market resea rch. The main advantages that the ubiquity, spread and incidence of mobile phone usage provide are the speed with which market research can be conducted, the delimitation of the timing restriction for conductance of research, the ability of capturing the opinions and other data of research at any particular time (for instance, reactions of a group of people can be captured using mobile technology immediately after an event), the ease of carrying out the research, the lack of restrictions of the location of the human subjects of the research or that of the researcher, and the possibility of both lateral and vertical research incorporating all the aforementioned advantages, i-e the ease of investigating the state of one factor over many different time instances and that of recording the state of a factor at any instance over many different locations. It has already been proven that the dimension of research corporations far longed for; the study of ‘pulse impact’ or the i mmediate short-lived effects of corporate tactics and decisions can be studied using the mobile research facility (Taylor, 2000). Hence a company might be able to study the causes and patterns of disinterest or interest among consumers for a newly launched product emanating from the first impression of the product. The possibility of research over the internet, which is one of the major forms of mobile market research and probably the main form of market research of the future, also addresses the vital facet of researching of creating interest for the participant in the research. With all the attractions that are available for use on the digital platform, the researcher can approach more people for the research using fewer resources than are required for conventional researching. In one informal study cited by N. Bradley (2010) in his

Country Risk Analysis of Italy Research Paper Example | Topics and Well Written Essays - 1500 words

Country Risk Analysis of Italy - Research Paper Example The strong export potential, relative underdevelopment of the southern region and the markets of north Africa and east European countries are the favorable endowments. Keywords: Economy, politics, geography, industry, immigration, drugs, EEC, disparities, factor productivity. Country Analysis of Italy Introduction It is important to evaluate conditions that support or hinder the prospects for a business in a particular location while undertaking new start ups, expansion, acquisition and/or other forms of investment. Political, economic, and geographic factors are taken into consideration for evaluation and decision making. Implicit within these broad categories are the demographic and legal factors. A range of reputed published resources like the country reports of the London based Economic Intelligence Unit, the CIA World Fact Books, the World Bank, IMF and European Commission reports can provide the necessary data for analysis for all major countries. The present paper deals with c ountry analysis of Italy, an EU member country that is in the thick of a political and economic crisis in the recent past. Italy became a republic in 1946 after the World War II and is a member of NATO and European Economic Community (EEC) in the euro zone. This country of about 60 million people with practically 100% literacy rate and dominated by the Roman Catholic faith followers, is a developed economy and has been a strong supporter of the political and monetary integration of the EU Zone countries (Anon, n.d., geography.about.com). Italy is a republic, headed by a President as the constitutional head, while the executive authority vests with the Prime Minister (also called the president of the council of ministers) (CIA, 2011). It follows the constitutional form of democratically elected government with two houses of legislature (Senate and Chamber of Deputies), the judiciary and the executive wings having respective roles. Although Italy is not a signatory to the Internationa l Court of Justice jurisdiction, it respects international legal responsibilities like most democratic nations (CIA, 2011). The country is divided into twenty administrative regions of which five regions enjoy a higher degree of autonomy. Regions are further divided into provinces, numbering about 100 at present. Each province is under the watchful eyes of a representative of the federal government. Separatist tendencies, left-wing extremism, and remnants of fascist elements have been sources of political challenges that Italy faced since inception. These risks continue even today, although they have been substantially controlled. Political parties of different hues like left-of-centre or right-of-centre and others form coalitions among themselves and with other parties to govern the country. Italy has largely overcome the period of extremist left-wing terrorism between 1970s and 90s (Dugdale-Pointon, 2007). Widespread corruption has been the bane of Italian politics and economy, an d this has led to short-lived spans of governments, policies and programs. Investigations into corruption scandals have caught up with many politicians, resulting in introduction of political and electoral reforms. Scandals involving the personal life of the immediate past Prime Minister Silvio Berlusconi and the deep economic

This I Believe Essay Example | Topics and Well Written Essays - 500 words - 6

This I Believe - Essay Example These individuals are prone to maltreatment or swindling, eventually turning their psyche and body imbalanced. Thus, I believe that in order for these self-loathing and self-pitying people to get back on their feet and regain what they have lost, it is vital that they first must regain their self-respect, so they could have a better outlook for the rest of their lives. One of the most common examples of people that seem to sacrifice too much of their selves for the sake of others are the shy and servile employees that are always put behind others due to lack of assertion skills. These persons let just about anyone tell what to do, what to wear, what to eat, how to work, and so on, along with getting unfair and inhumane treatment from others without complaints. In using colloquial terms, these are people without backbones. They are deemed to have lost a great deal of self-respect because of letting others freely violate their human rights, for the sake of gaining a false sense of acceptance. At the same time, they also violating their own rights because they letting others do as such, and their low self-worth do not help these people get out of the situation. As long as they do not see that they are worthy of being treated fair and equally with peers, they would remain as such, further allowing self-deprecation to prevail, and removing their rightf ul place in the community (Hill 6). If these people wants to affirm their rights, it would take a longer recovery time because aside from making others see their worth, these people must also adjust their belief systems regarding fulfilling their needs above others. Doing such would gain their self-dignity and self-worth back, turning these people into persons with better attitudes towards life, and make their selves feel better in the process. Before self-pitying people could expect to get better treatment in society, they must also learn how to treat themselves with

Interpretive Note on Sarah Orne Jewett's The Country of the Pointed Essay

Interpretive Note on Sarah Orne Jewett's The Country of the Pointed Firs - Essay Example The Country of the Pointed Firs is one such work, in which, Jewett subtly shows how women can live an independent life without following certain stereotypes. So, this paper analyzes how Jewett also focuses on women-dominated space, particularly their psychic. The Country of the Pointed Firs follows the trails of the unnamed narrator in the fictional town of Dunnet Landing, Maine. She is a writer from Boston, who comes to Dunnet Landing to complete the work she has started. Renting a room in the home of Mrs. Todd, she gets acclimatized to the area and becomes captivated by the old-fashioned community. Most of the town’s population are old people with ages ranging between sixty and ninety. All of them are ‘rich’ with many interesting experiences and thus they tell small stories or anecdotes about the town, the sea, as well as the town’s people, to the narrator thereby enriching the narrator’s experience. The narrator was overwhelmed by the experience with nostalgia flowing through her mind. In course of time, she strikes a ‘close relationship’ with Mrs. Todd and that gives another perspective to the work. In most of her works, Jewett, pushed by her wish to break all dichotomies, creates female characters who are strong, confident and independent. In The Country of the Pointed Firs, apart from the narrator character, the character who symbolized the above said positive virtues of woman is Mrs. Todd. This semiautobiographical novel follows a young woman writer, who while spending a summer Dunnett Landing and completing her work, comes in contact with a group of women. These women while telling many stories about the town, become emotionally attached to the writer. â€Å"There she is adopted into a loose knit group of women who weave a web of stories about the town, the surrounding islands and the folks who live, or lived, there.† (brothersjudd.com). They spend a lot of time close to each other, sharing good rapport and so

The Law of Torts, Product and Service Liability Law Assignment

The Law of Torts, Product and Service Liability Law - Assignment Example Against this background, this essay seeks to critically analyse the cases of Haimes v Temple University Hospital [1981] and the Vandevender v Sheetz, INC [1998]. Based on the law of torts and product and service liability laws, the essay seeks to compare and contrast the facts, law, and merits of the two lawsuits. The paper will also evaluate aspects related to the facts, issues, judgment, as well as ethical issue related to the two cases. A summary of the main points discussed will be given at the end of the essay. In the case of Haimes v. Temple University Hospital [1981] it can be noted that much of the plaintiff's testimony concerned her psychic activities and her inability to practice these activities following the CT scan. To read an aura, according to plaintiff, it is necessary to go into an altered state, a state of deep concentration. She complains that her psychic activities have been negatively impacted and she can no longer perform the tasks she used to do. It can be seen that this affected the occupation of the plaintiff and this is the reason why she got a favourable judgement. The jury gave the verdict in the amount of $600Â  000 which included Dr. Haimes loss of a consortium. In view of the Pennsylvania Rule of Civil Procedure 238, the verdict was molded to include delay damages of $386,465.75 and this brought the total award to $986,465.75. However, the motion for a new trial of the hospital and the doctor was granted given that the verdict was considered as grossly excessive as to shock the court’s sense of justice. In the case of Vandevender v Sheetz, INC [1997], the employee sustained a back injury at work and she was not permitted to return to work by the employer as a result of specific restrictions. She then appealed and punitive damages were awarded as a result of the unlawful termination of her employment. However, the punitive damages were found to be excessive since they did not corroborate with the actual harm as well as term ination of employment suffered by the plaintiff. A closer analysis of the case shows that the appellee was treated badly by the appellant, and that the appellant should have to pay her a fair amount of damages. In this case, the appelle was awarded $ 293,866.00 in compensatory and noneconomic damages for missing essentially four weeks of work as well as other related ill-treatment she received. However, an award of $ 2,232,740 is considered as too much. From the above cases, it can be noted that in order to prove the existence of day care duty, some conditions should prevail where a defendant can be taken to court if this duty is breached. Thus, the case of Capiro Industries vs. Dickman (1990), suggests that the following conditions should prevail in order for the plaintiff to win the case and these include: foreseeability, proximity as well as reasonability. Terry & Giugni (2009) concurs with this notion when he says that the following elements should be proved by the plaintiff in order to be successful in winning the claim. There is need to show that the defendant owed the plaintiff a duty of care, this duty has been breached by falling below expected standards, the defendant’s conduct caused the plaintiff to suffer physical or economic harm (causation) and the injury suffered was remote or foreseeable. However, it is not always easy to prove that the

Organizational Behaviour Essay Example for Free

Organizational Behaviour Essay Part A consists of three questions. Be sure to include both the questions and the responses in the document you submit. Your total combined responses for these three questions should not exceed 1000 to 1500 words. 1. Marketing specialists at Napanee Beer Co. developed a new advertising campaign for summer sales. The ads were particularly aimed at sports events where Napanee Beer sold kegs of beer on tap. The marketing group worked for months with a top advertising firm on the campaign. Their effort was successful in terms of significantly higher demand for Napanee Beers keg beer at sports stadiums. However, the production department had not been notified of the marketing campaign and was not prepared for the increased demand. The company was forced to buy empty kegs at a premium price. It also had to brew some of the lower priced keg beer in vats that would have been used for higher priced specialty beer. The result was that Napanee Beer sold more of the lower priced keg beer and less of the higher priced products that summer. Moreover, the company could not initially fill consumer demand for the keg beer, resulting in customer dissatisfaction. Use open systems theory to explain what occurred at Napanee Beer Co. Begin with a brief description of open systems theory. Use your own words (paraphrase) and remember to cite all sources using APA style. The open systems theory states that organizations are entities that continually exchange resources with its external environment. The organization is dependent on the external environment for resources such as raw materials, employees, financial resources, and information and equipment which are the organizations inputs. Those inputs are used by the organizations internal subsystems, such as production and marketing, and are subsequently turned into outputs such as products, services, employee behaviours, profits/ losses, and waste/ pollution (McShane Steen, 2009, p. 4). According to the open systems theory (McShane Steen, 2009, p. 4), the organization Napanee Beer Company’s internal subsystems were not operating efficiently. Due to the lack of communication between the marketing group and the production team, production was unaware of the increase in demand for the product and did not order enough inputs to meet this larger demand. Consequently, the materials used were much more expensive than they would have been had they been ordered earlier. This oversight cost the company sales on higher priced specialty beer and caused customer dissatisfaction. Had the production team been aware of the success of the marketing campaign, which was geared towards sporting events where Napanee Beer sold kegs of beer on tap, they would have been able to order the appropriate amount of kegs, saving the company a lot of money. This is not an issue between the external and internal environment but an issue with Napanee’s internal subsystems effectiveness (McShane Steen, 2009, p. 4.). The lack of communication between departments weakened the company’s ability to maximize its input to output capability; therefore, the company was not functioning at a high level of efficiency (McShane Steen, 2009, p. 5.). 2. The sales office of a large industrial products wholesale company has an increasing problem: salespeople are arriving late at the office each morning. Some sales reps go directly to visit clients rather than showing up at the office as required by company policy. Others arrive several minutes after their appointed start time. The vice-president of sales doesnt want to introduce time clocks, but this may be necessary if the lateness problem isnt corrected. Using the MARS model of individual behaviour, diagnose the possible reasons salespeople may be engaging in this â€Å"lateness† behaviour. Begin with a brief description of the MARS model. Use your own words (paraphrase) and remember to cite all sources using APA style. The MARS model represents the four factors that influence people’s behaviour and performance. These factors are motivation, ability, role perceptions, and situational factors (McShane Steen, 2009, p. 26). Motivation is what drives a person in a particular direction and the passion and persistence in which they pursue something (McShane Steen, 2009, p. 26). The ability of an employee refers to their natural aptitudes as well as their acquired capabilities (McShane Steen, 2009, p. 27). An employee’s competencies refer to his or her skills, knowledge and other characteristics that may be beneficial to the organization (McShane Steen, 2009, p. 27). Role perception is the third factor in the MARS model. This refers to how closely the employee’s perception of their job duties aligns with the employer’s (McShane Steen, 2009, p. 27). The final factor in the MARS model is situational factors. Situational factors involve conditions that are not part of the employee’s skill set or personality and are often out of their control (McShane Steen, 2009, p. 28). According to the MARS model of individual behaviour, the possible reasons salespeople may be engaging in this â€Å"lateness† behaviour is first the lack of motivation they are feeling to show up to the office at their scheduled start time (McShane Steen, 2009, pp. 26-28). This could be due in part to the lack of incentive they receive for showing up on time. Furthermore, the absence of negative consequences for showing up late has not shown the sales reps that the company is serious about this policy. In order for the sales reps to be motivated to show up to the office in the morning instead of seeing clients first, there needs to be some kind of reinforcement from the company that demonstrates that showing up on time is a behaviour that they expect and value. The sales reps were most likely hired because of their ability to gain new customers and sell products; therefore, they see this aspect of their job as being priority and do not see the value in showing up at the office first. The biggest factor effecting this situation is role perception (McShane Steen, 2009, p. 27). The sales reps do not have a clear understanding that arriving at the office on time is an essential part of their job duties. It is clear from the sales reps behaviour that they are not aware of the importance of being at the office in the morning before they head out to see clients. While this may be a company policy in writing, it is not well practiced in the office, so it is perceived by employees as a recommendation rather than a rule. Situational factors may also contribute to the â€Å"lateness† problem (McShane Steen, 2009, p. 28). This could be because face time at the office does not support their task goals which are to go out and see clients and sel l products. The sales reps might find the commute to the office an inconvenience whereas they could instead cut that commute out of their day and drive straight to a client’s office. 3. Big Box Construction Company has received warnings from government safety inspectors that employees at some of its construction sites are not wearing the required safety helmets and noise-protection equipment. The company could lose these contracts if safety practices are not maintained. The company has warned employees that they could be fired if they dont wear the safety gear, but this has had little effect. Describe an A-B-C analysis for this situation and provide two types of behaviour modification interventions that might change employee behaviour in this situation. In an A-B-C analysis of this situation the antecedent would be the warning the employees received from the company informing them that they must wear safety gear on the job site. The behaviour is that some of the employees are not wearing safety equipment on the construction sites. And the Consequences are that the employees face termination if they continue to disregard this policy (McShane Steen, 2009, p. 66). Two types of behaviour modification interventions that might change employee behaviour in this situation are: 1) Positive reinforcement, the supervisor can offer praise to the employees who are adhering to the safety guidelines (McShane Steen, 2009, p. 66). In addition, there could be a reward in place such as a bonus for employees who are wearing their safety equipment on the site every day. 2) Punishment, although punishment might generate negative feelings toward the company and supervisor, it is necessary because of the severity of the breach (McShane Steen, 2009, p. 67). The type of punishment will depend on the frequency of the offence. For example, the first offence could result in a write-up, the second offence in a suspension without pay, and the third dismissal. Part B Read Case Study 4.1: Conestoga-Rovers and Associates on pages 97 and 98 of the textbook and answer the three discussion questions that follow it. Your answer for this case study should not exceed 600 to 800 words in length and should incorporate, where appropriate, content from Lessons 1, 2, 3, and 4. Questions 1) Why does Conestoga-Rovers and Associates and other companies try to create a positive work environment? The text explains that according to the dual cognitive-emotional attitude process, the positive emotional experiences employees encounter on a daily basis at Conestoga-Rovers contributes to their job satisfaction (McShane Steen, 2009, p. 80). When employees are satisfied with their job they are more likely to be accommodating to the organization’s clients, helpful to their co-workers, and can experience increased overall productivity (McShane Steen, 2009, p. 87). Therefore, it is beneficial for the company to foster a positive work environment where its employees are frequently feeling positive emotional experiences, so that their outlook on their jobs and the company will be much more favourable (McShane Steen, 2009, p.80). According to the model of emotions, attitudes, and behaviour (McShane Steen, 2009, p. 79), our emotions will have a direct impact on our behavioural intentions which in turn will most likely affect our behaviour. If the employees at Conestoga-Rovers are bombarded with positive emotions in their work environment, than they are more likely to behave in a way that is agreeable to the company. Conestoga-Rovers acknowledges and appreciates its human capital and realizes that its employees knowledge provide a competitive advantage to the company (McShane Steen, 2009, p. 7). They realize that in order for the company to retain its valued employees and attract new ones they need to foster a positive work environment. By â€Å"adapting employment practices† to suit the needs of their employees the company is striving to retain its valued intellectual capital (McShane Steen, 2009, p. 6). 2) How does this company manage to provide events and perks that employees value? At Conestoga-Rovers and Associates having fun and maintaining a work-life balance are fundamental to the company and its employees. This is evident in the many perks this company offers its employees that vary from its extremely active social committee to the onsite daycare facility. As stated in the case study, an employee of Conestoga-Rovers suggested that the company build an onsite daycare facility, never really expecting that they would take her request so seriously. However, much to the employee’s delighted shock the company complied. This demonstrates the company’s dedication to its employees wants and needs. In addition the company has assembled a social committee to listen to what it is that employee’s value and have evidently been able to deliver to the Conestoga-Rovers employees what they want. By doing this for their employees the organization is building organizational commitment and loyalty to the company (McShane Steen, 2009, p. 89). By involving employees in company decisions that affect them and listening to their needs they are strengthening their employee’s social identity within the organization. This shows employees that their opinions are not only heard but are valued and trusted by the organization (McShane Steen, 2009, p.89). The company has a â€Å"work hard-play hard mantra†, and their â€Å"social events and activities play an integral role in the company’s culture (McShane Steen, 2009, p. 97). This is evidently closely aligned with its employee’s values; therefore, the employee’s feel comfort in their shared values with th e company prompting them to remain loyal to the company (McShane Steen, 2009, p. 89). 3) Is it possible that employees can have too much fun at work? From personal experience, I think that it is possible to have too much fun at work. When there are too many social events at work it takes away from an employee’s personal time and time at home with their family. An employee can feel forced to participate in social events that they do not want to partake in, and this can end up having a contrary effect to what the company is striving for. This added pressure to attend social events can add stress for the employee and take away from time needed to complete his/her work. Conversely, having fun at work can help build camaraderie amongst the employees and reduce the consequences of stress such as job burnout. Attending social functions can give employees a break from the monotonous routine of their job tasks; therefore, reducing the risk of emotional exhaustion and indifference towards their jobs (McShane Steen, 2009, p. 91). Fun events with co-workers can also help to build on an employee’s social awareness. For instance, when employees are interacting with each other and building personal relationships as well as professional relationships they are better equipped to â€Å"perceive and understand the emotions† of their co-workers (McShane Steen, 2009, p. 84). Because they are getting to know their peers personal situations a little better, the interaction allows them to be able to experience some empathy for their co-workers.

A View From the Bridge in Act One Essay Example for Free

A View From the Bridge in Act One Essay A View from the Bridge is a play written by Arthur Miller. This play is set in America in the 1950s, in an Italian American neighbourhood under the Brooklyn Bridge in New York. The area Eddie Carbone and his family live in is called Red Hook, a tightly knit community where neighbours are almost like family and everyone knows everything about each other. Red Hook is a poor area where all the families are in the same situation; men work at the docks and the women stay at home cooking, cleaning and caring for the children. Most of Millers work is set in America and portrays realistic characters and events. He deals with political and moral issues and weaves in ideas from Greek Tragedy. He is interested in how personal relationships dictate the way one leads ones life and about peoples struggles to do what is right. In this play, Eddie is the tragic hero; he mirrors the hubris characteristic. This will foreshadow to the audience that he will be the reason for his own downfall. The Hubris character, mentioned in one of Alfieris speeches, would tell the audience that Eddie would always thing that hes right and no one would be strong enough to stand up and prove him wrong. Miller gives us clues about the play through dramatic irony (audience will begin to understand that Eddies feelings towards his niece arent right), symbolism (the characters on stage use a lot of words that have several meanings, and one of those popular words in this play is sugar, which was mostly used to represent Catherine), foreshadowing (Miller gives us a straight introduction to the lawyer of this play who foreshadows a blood-shed ending. Eddie also foreshadows his own future actions by telling his family about Vinny Bolzano) and by using stage directions (the audience gets a better understanding of the play by looking at the positions of the different characters, for example, throughout this play Eddie slowly becomes separated from his family, he becomes isolated, this is represented through the different arrangements on scene, towards the end of act one, Eddies mostly found sitting or standing by himself). This can also be seen through Eddies language towards his niece (I dont like the looks they are giving you in the candy store), the names he calls her Kate, the way he behaves to her and also through Beatrices and Alfieris actions and conversations to Eddie to try and stop what Eddies doing. Each of the dramatic functions shows us that theres something wrong with Eddie and his relationship with his niece and this could also possibly cause his own downfall. This play mirrors a Greek tragedy where the outcome is known. In this Greek tragedy, the hubris character is represented as Eddie. Our narrator, Alfieri, whos also an unlucky lawyer, guides us throughout the play and he sometimes gives the audience hints and clues about whatll happen next. Hes the one who introduces the play at the beginning. He says In some Caesar year another lawyer heard the same complaint and sat there as powerless as I and watched run its bloody course. His speech tells us that what is going to happen is inevitable. It happens again and again and no one can stop it. The word bloody tells us that this play will end with blood, perhaps a death. Another lawyer backs up one of my previous point, which shows that this happens again and again. Caesar also shows us that this started years ago. These words also give us a basic idea of the settings. Miller wanted to retell this story with an ordinary family; this is foreshadowing the inevitable tragic ending. In this play our hero is Eddie, Eddie Carbone. He is a flawed-hero who doesnt recognise his feelings towards Catherine, whom he also calls Kate. However, hes not only a flaw-hero; hes also a real hero. His actions show us this, for example he welcomes the idea of the illegal immigrants. Eddie tells Beatrice that its an honour, B. I mean it. Hes benevolent as well as generous. Eddie has supported his family and has also brought up Catherine. So in this section, Miller uses foreshadowing and Greek characters to make the audience aware of the tragic ending. Through foreshadowing, he makes the audience conscious that he is a real-hero because he helps Catherine, looked after her for all these years and accepted the immigrants into his house without any trouble. But the audience will also be familiar with the fact that he is a flawed-hero, this is because of Alfieris speech, which is right at the beginning of the play. Alfieri mentions Hubris and that is the type of character that Eddie is mirroring. This will give a hint to the audience that his downfall would probably be caused by his own thoughts that others arent able to prove wrong, even if they do prove it wrong; Eddie ends up finding something wrong in there too. The whole man that Alfieri describes in Eddie is the self-interested man. Eddies actions within the play are completely motivated by his own desires at the expense of others. Hints about Eddies obsession with Catherine were given right at the beginning. This will also make the audience aware of a tragic ending, his incorrect kind of obsession will obviously cause his downfall, and furthermore the audience will also start to wonder the extremes that he will go to, to keep his niece safe from men. Eddies obsession has one way or another extended, this has also led him to more acts. The audience starts to realise this when he says you are walking wavy. This is not a usual relationship between an uncle and a niece. The audience will start to understand that something is wrong there. Wavy also emphasises the point that she does it on purpose, like moving her hips, its a natural thing to do, some people might suggest that shes also attention seeking. However other people might suggest that it suggests a sexual manner which Eddie accuses Catherine of having just in her walk. Eddie doesnt seem to know that hes over-protecting Catherine. He doesnt like her dressing-up herself, which could be seen as something that young girls usually do in the eyes of the audience. But others might also argue that hes just doing the job of a good uncle. However when he says Whats the high heels for garbo? , the way he says might again make the audience take their sides. Though the word garbo, the audience will realise that again his feelings are wrong, this is because he compares a beautiful actress to his niece. High heels also shows that he doesnt like other people seeing her in the way he does, she can look pretty in the house but in front of other men, she has to look simple. This will also the make the audience aware of his own downfall, his feelings towards Catherine arent right, he tries to lead and control the situation, and this also makes the audience anticipate whats going on between Eddie and Catherine. He also doesnt want her to have a job. The audience understands this when he says I know that neighbourhood B, I dont like it. Eddies again showing his over protectiveness by not allowing Catherine to go to work. This quote again can have lots of meanings, for example, some people might think that Eddie doesnt seem to like Kate to be working with other men, but others might suggest that its just Eddie looking at Catherine like a child, like a kid. Eddie definitely doesnt want Catherine to get mixed up with men. We see that when Catherine waves at Louis, Eddie seems to not like it even though Louis is just a well-known family friend. This might also be because he doesnt like her socialising with men. He tells her that he knows stuff about Louis that she doesnt know. Miller also foreshadows Eddies end by introducing the story of Vinnie. This is the story of a young boy who snitches on his own immigrant uncle. Eddie lectures Beatrice and Catherine in Act one, he says Just remember, kid, you can quicker get back a million dollars that was stole than a word that you gave away. This means that he know what the impacts will be if anyone found people at their house. This can also be seen as ironic because he ends up doing it himself just like the little boy so the audience might compare these two characters and decide that Eddie has the heart and brain of a kid when he phones them so he doesnt really know what he is doing. This quote also reveals that Eddie knows his own fate- he knows what will happen to him but cannot escape his fate. Much like Alfieri, Eddie watches himself make decisions he knows will not only ruin his reputation in the community, but also kill him. Eddie may know the consequences of what he does, but remains powerless or too mad to stop it. Miller sets up Eddie so vehemently against betrayal that his transition on the betrayer seems illogical, so this is another way in which Miller makes the audience aware of the tragic ending, he makes Eddie go to his extremes and the audience will just have to watch the consequences.

Perception Visual System

Perception Visual System Critically evaluate two fundamental approaches to explaining perception. Perception is our sensory experience of the world around us and involves recognition of environmental stimuli which allows us to act within our environment which is critical to our survival. There are two contrasting theories which both seek to explore and explain perception. These two theories are the constructivist approach and the ecological approach. Both ecological and constructionist approaches branch out to explain depth perception, optic flow pattern, visual system, prior knowledge of visual objects and the surrounding environment and overall, give a greater insight into defining perception. In order for us to understand visual perception we have to look more closely at the different parts of the visual system to understand how the visual system works. According to Gregory â€Å"The task of the eye and brain is quite different from either a photographic or a television camera converting objects merely into images† (Atkinson, 2002. pg. 34), Gregory clearly explains from the aforementioned quote that the eye and the brain consists of many different stages from light entering the eye to the eye producing the image to which we perceive in the environment. The factors that generally make up this process are mainly consisted of the colour, movement, and brightness of the perceived image (Atkinson, 2002). The image below gives an indication into how the eye and its multi-different parts process light when entering the eye. In order for visual perception to take place, a number of processes must occur involving the structures within the eye and the brain. The human eye is comprised of many parts which work together to process light when entering the eye. When optical light rays pass through the pupil; the ray of light automatically transforms into information that the persons brain interprets (Wade, 2001). The cornea focuses the light on the lens once light has passed through the pupil of the eye. Following on from this step the lens then focuses the light by focusing the light across the back of the eye across the retina. Finally, the retina sends light signals to the brain via the optic nerve which is where the information is processed and depicts the image in which we see as the perceiver (Wade, 2001). These steps are crucial to allowing us to view images from the environment. Many theories argue and hypothesise ‘how the information is really produced within the visual system. There are many theorists who argue that perception is indirect. Indirect theory is based upon the notion that perception is built upon the intervening of memories and representations as far as the environment is concerned (Gordon, 1997). This means, according to Gregory, that the environment provides us with stimulated senses which we then receive as retinal images from the optical array of light, which is then processed by the visual system to produce an image from the viewed environment on the back far end of the eye (retina) to project the image perceived. Gregory (Grieve, 1986) introduced the ‘Hypothesis theory, which according to Gregory, the signals we receive from our brain are compared with our expectation of what we ‘expect to see and presume how an object should look like. The ‘Hypothesis theory, generally assumes that we ‘hypothesise what we see and predict the shape and size and depth of an object. Gregory (Grieve, 1986) used an ice cream as an example to prove his point further. Most of us have consumed an ice cream before, and so once we eat a future ice cream we hypothesise the fact that we may need to take precautions to not eat the ice cream too fast this time, if eaten fast the first time on contact with this object. This simple example can be used for many other objects too within the environment. No strong evidence of psychological research of this theory actually exists but it is a theory none the less to take into consideration when concerning the explanation of perception. Gregory (Grieve, 1986) argued further that perception is nearly always accurate despite the absence of a limited amount of signals sent from the brain to the visual system is not always obtained properly. For example, we see and perceive objects such as a familiar bus timetable that we can see from a far distance. We know what a bus timetable comprises of (destination, departure, and arrival times from a familiar route), although we can only see a ‘part of the timetable from the distance we make an assumption from prior knowledge to complete the missing stimuli and complete the image being perceived. Gregory (Gordon, 1997) argued that what we perceive of an object image in our minds changes based on prior knowledge, however the interpretation changes and not the object itself. Gregory (Bruce, 2003) also argued further that if we understand an image showing an object being smaller than in reality, ‘ponzo illusion going into a far distance, humans must use a substantial amount of information interpreted from the brain to distinguish and separate the image perceived to reality, as quite obviously the smaller size of the track couldnt possibly be this small in reality and so cognition corrects this illusion. According to the direct perception theory however, direct perception theory argues that all information required for visual perception is biologically obtained from prior knowledge which is in contrast to the indirect theory which states that new information must be processed through the visual system from the optical array of light. Gibsons perspective is based upon the ‘direct perception theory which according to Gibson is explained in the following quote; â€Å"Optic array of light provides a direct abundance of visual information which we use to project an image of an object from the surrounding environment.† (Gibson, 1986, p.g.12). What Gibson generally means from the aforementioned quote is that information of the viewed object is contained in the optic array of light in ‘direct contact with the eye, but also that the perceiver recognises and perceives his or her own environment from biological past senses, hence the meaning of the named, ‘Direct perception theory. This is a process of information pick up which tends to revolve around looking at objects distinctly and observing the environment. Gibson devised a rare study during the dangerous period of World War 2, a study concerning visual perception concerning American pilots landing an aircraft after studying training films taugh t by Gibson detailing visual perception. Gibson served in the U.S air force during the dark era of World War 2. Gibson was asked by a higher serving member of the army to produce training films which involved teaching the American pilots to land an aircraft in a safe manner. Before this even in Gibsons life, he only concentrated on perception involving non-movement, which did limit Gibsons research a fair margin. Gibson tried to understand how and what pilots perceive when flying and when landing an aircraft, which led Gibson to study the subject are of perception of motion (Gibson, 1986). While conducting this field of research Gibson discovered the ‘optic flow pattern which promoted his ‘direct theory for further proving that his theory has the correct view point upon perception (Gibson, 1986). ‘Optic flow pattern of course, proved to be, according to Gibson, information flowing through the optical array of light to our visual system information containing the objects and overall environment in which we see. For the pilots, this was an everyday occurrence and so became ‘used to their environment when landing their aircraft due to prior knowledge. Gibson (Gibson, 1986) argued that the new ‘optic flow pattern theory provides the perceiver with information regarding speed and distance of the perceived environment (pilot). The optic flow pattern appeared to the viewer as if the environment is moving away from the perceiver while the perceiver remains motionless in the cockpit (environment is flowing past the perceiver while the pilot remains ‘motionless in the aircraft). Gibsons direct perception theory as this led to the theory splitting into three other key areas such as; affordance, textured gradients and optic array. Affordance, according to Gibson, is attaching meaning to an object, such as climbing up and down a ladder and driving a car as a sue for transport and so on. From this ‘affordance theory Gibson rejected the long term memory theory which stated that we know what objects mean from past memory. Optic array, according to Gibson, provides information about the environment from the light entering the eye to providing images to the retina section of the eye. Gibson believed that this was more automatic so to speak and provided accurate and stable information about the object being perceived. As far as textured gradient is concerned, it was believed by Gibson that it provides information about the distance of the object and the speed or non speed of the object (Eysenck, 2005). Gibson findings from the field research concerning the American pilots produced two ingredients for further backing his theory; pole and horizon. The pole is the point of direction in which the viewer is moving which is in relation to the horizon, which is concerned with the height of the perceiver. Height is extremely important with regards to viewing objects, as found from the American pilot training research (Eysenck, 2005). The horizon from a ground level perspective when viewing a ponzo illusion shows the two line sin the far distance becoming smaller and coming to a non-parallel close, where as the horizon from a pilots view when looking down shows two plain parallel lines on a continuous pattern in comparison. Gibson concluded that from his research the constructionist approach was inadequate because the viewers perception is too ‘near perfect to be based on prior knowledge as this varies between person to person and saw perception as a very stable phenomena. Overall, Gibsons direct perception theory provided an important base for further research and developments. The two theories contrast each other when explaining depth perception. The ecological view argues that depth perception is perceived by biological cues which, for example, could be height in the field viewing the horizon. The pilot training experiment yet again proves to be a good example to use for aerial perception. (Objects are higher in the distance than nearby objects), texture gradients (faded objects in the distance). The constructionist view of perception argues for a different point of view. According to indirect perception theory, depth perception is only possible for the simple reason that objects are constant in shape and size and is impossible to just change appearance within the perceived environment (Schiffman, 2000). Relative size, according to indirect perception theory, gives an overview that although we may perceive different objects in the environment, different retinal images are produced from the different distance between each object, such as perceiving a different retinal image of the far end of the ponzo illusion although seeing the correct view at the nearest point of view to us. The two theories differ on their views when explaining the topic of visual illusions. The constructionists argue that we see three-dimensional illusion objects over 2 dimensional objects because the visual system and the brain perceives three-dimensional objects as a simpler object to project rather than two dimensional objects (Farah, 2000). Depth perception is key here as to the size, shape and the shadow effect that the object gives off during perceiving of the object. Critics have commented on the possible fact that the constructivist approach gives a computational feel effect when explaining and defending its theory (Farah, 2000). However, both theories are seen as computational, the difference is that the constructivists appear to process information that has nothing to do with sensory stimulation while the ecological approach however, flaws itself by only concentrating information found in stimulation; completely opposing the constructionist approach towards perception. Visual illusions work because the view we have is often of a very short time and usually two dimensional. However, the constructionist only go so far in understanding ‘seeing and not far enough in explaining how people assign meaning to illusions; much is yet to be explained further. The Necker cube is a good example of a visual illusion. As you can see from figure 2, when two lines cross, the picture does not show which is in front and which is behind. This makes the picture ambiguous; it can be interpreted two different ways. When a person stares at the picture, it will often seem to flip back and forth between the two valid interpretations, known as multi-stable perception (Humphrey, 1989). This illusion gives the impression that no sides of the cube are at all missing and that what the viewer is seeing is true. However, if you was to ignore prior knowledge, expectation, and assumption and viewed the cube from a total different angle you would come to the conclusion that the cube isnt what it appears to be as perceived. Viewing the figure picture from a certain perception point of view, it would appear that the cube is defying the laws of geometry. However, once the point of perception is changed to another angle we can clearly see that, from figure 1, it becomes clear that the beams are not solid as once thought (Eysenck, 2005). The illusion plays on the humans eyes interpretation of two-dimensional pictures as three-dimensional objects. This apparent solidity gives the impossible cube greater visual ambiguity than the Necker cube, which is less likely to be perceived as an impossible object. This wrong view of the cube on the left is also a good example of how wrong or flawed a theory can be due to the prior knowledge of objects from the ‘hypothesis theory by Gregory (1966). In conclusion, indirect perception believes that perception is built upon the fact that our visual system produces memories and representations of the environment which intervenes when viewing an object and the environment as a whole. Indirect theory also concludes that the (‘Hypothesis theory) the signals we receive from our brain are compared with our overall expectations of the presumed environment, along with our visual system predicting how a shape and size of an object should look like. Indirect theory also further concluded that prior knowledge and experience of an object helps us how to perceive it once more from viewing the object in the past (bus timetable) from a far distance. However, Gibsons direct perception theory can be concluded that from Gibsons own personal research, perception is based upon the optical flow pattern which contains the array of light, attached with it, information needed to reproduce this viewed environment from any angle and distance. Pole position from Gibsons research showed an illusion where the aircraft appeared to be motionless while the environmental moved past and around the aircraft, this produced the temptation for future researchers to investigate the subject of motion. Both theories show an intriguing insight into perception, however, neither one of the aforementioned theories appear to explain how the visual system works, as each theory is flawed and only produced a speculation into how the visual system functions. With future theories waiting to be introduced we may finally be able to answer the question, how does the visual system work?. References 1. Atkinson, J. (2002) ‘The Developing Visual Brain. Oxford: Oxford University Press 2. Bruce, V. (2003) ‘Visual Perception: Physiology, Psychology and Ecology. 4th edition, Hove: Psychology Press. 3. (2005)Necker Cube Experiment. Available at: http://www.bbc.co.uk/apps/ifl/science/humanbody/mind/surveys/neckercube/decision?_next=index_1.tmpl  (Accessed on 18th January 2008). 4. Eysenck, M and Keane, M. (2005) ‘Cognitive Psychology: A students handbook, 5th Ed. Psychology Press. 5. Farah, M. (2000) ‘The Cognitive Neuroscience of Vision. Oxford: Blackwell Publishers. 6. Gibson, J (1986) ‘The ecological approach to visual perception. London: Lawrence Erlbaum Associates. 8. Grieve, J. (1986) ‘Neuropsychology for occupational therapists: assessment of perception and cognition, 2nd edition. Oxford: Blackwell Science 9. Gordon, I (1997) ‘Theories of Visual Perception. Chichester: Wiley. 10. Humphrey, G. (1989) ‘Visual Cognition: Computational Experimental and Neuropsychological Perspectives, Hove: Lawrence Erlbaum Associates. 11. Necker Cube and Impossible Cube. Available at: http://www.thebestlinks.com/Image__3A__Necker_cube_and_impossible_cube.PNG.html  (Accessed on; 18th January 2008) 12. Paterson, A. (2005) ‘Perception and Visual Cognition. Available at: http://www.psy.gla.ac.uk/~martinl/Assets/PVC/PVCL3ML.pdf (Accessed on: 16th January 2008) 13. Schiffman, H. (2000) ‘Sensation and perception: an integrated approach, 5th edition. New York: Wiley. 14. Wade, N (2001) ‘Visual Perception: an introduction. Hove: Psychology Press.

Pythia Peays Soul Searching Essay -- Pythia Peay Soul Searching

Pythia Peay's Soul Searching Most people are identified by where they are from and what type of background they are accustomed to. In the short story, â€Å"Soul Searching,† by Pythia Peay, the topic discussed relates to the city a person lives in and how it eventually becomes a part of their soul. Many rhetorical appeals are displayed throughout the article, and these methods are successful in expressing to the reader how much a city can become a part of an individual. Peay decides to use her home town of Washington, D.C. to demonstrate her argument of identifying with one’s home. For any article it is important to identify the rhetorical triangle, and get the background information to further the understanding of a subject. The first piece of the rhetorical triangle is the author. Pythia Peay is a writer mostly known for her works in the fields of spirituality and psychology. Her writings tend to focus on specific areas such as â€Å"the soul of the city, the messages in our nightly dreams, the spiritual passage of death, the sacred bonds of friendship, and the wisdom of ancient myths† (duplain.com). She has been a columnist for over twenty years and has numerous articles published in â€Å"Utne Reader, George, New Age Journal, New Woman, Publisher's Weekly, and Beliefnet.com† (www.duplain.com). Some of her well-known newspaper pieces include her comments on â€Å"reincarnation, dreams, healing, and other spiritual topics† (duplain.com). Peay’s credibility in this subject is valid by observing her previous record. Along wit h checking the credibility of an author, a certain audience is always trying to be reached in any piece of writing. â€Å"Soul Searching,† is geared towards any U.S. citizen that lives in a metropolis. Although th... ...icle states â€Å"†¦she receives regular doses of inspiration from the Georgetown Flea Market and the Potomac River† (Peay 3). Because she observes these specific areas, she knows Washington, D.C. and is valid in describing her home town. Each rhetorical appeal enhances the Pythia Peay’s point of view and enhances the information trying to get across. Lastly, Pythia Peay establishes her opinion of home is where the heart is by the format used. Deciding to break up the essay into six sections is effective in making it easier to read. The landscape, history, influential people, heart of a town, wounds of a city, and where individuals come together are all detailed descriptions of a city, and describes the topic of her writing. Peay’s method of writing is easy to follow and conveys her points very well inviting the reader to think the same way about their hometown.

Kenneth Baranagh?s ?Henry V? :: essays research papers

Kenneth Baranagh’s â€Å"Henry V† Kenneth Branagh’s â€Å"Henry V† was a confusing fast paced movie modeled after William Shakespeare’s â€Å"Henry V.† Shakespeare’s writings enveloped one’s senses captivating their attention urging them to read on. Branagh’s version dragged the viewer on to the next scene without having a complete understanding of what was occurring in the movie.   Ã‚  Ã‚  Ã‚  Ã‚  The movie centered on the war between the English and the French. The French believed they would have no problem dominating over the English. King Henry (Kenneth Branagh), the leader of the English, is mocked and not taken seriously due to his past. Even more so the king now has something to prove. Hal Hinson hit it right on the nose when he said, â€Å"Harry is straight-faced and devout and determined, a man with something to prove.† The movie does show the power of speech as Henry encourages his troops leading them to victory at the Battle of Agincourt, which I enjoyed very much.  Ã‚  Ã‚  Ã‚  Ã‚   Much of the spoken text was difficult to understand either because the actors were speaking to quickly, or because the music got in the way. I agree with Robert Ebert when he described the same problem I encountered as, â€Å"distractingly intrusive music, which only gets in the way of the words.† The narrator did however help a little with the confusion. The characters in this movie were easily confused due to the fact that so many of them look alike. With so many characters in this play one would hope they would be easily distinguished. The exception to this being King Henry played by Kenneth Branagh. 2 Branagh did a wonderful job representing King Henry V. Many of Henry’s monologues are expressed extremely well. The two best being the two most famous, the monologue that got his enemies to surrender as he painted such a horrific picture of war, and the monologue he spoke to his troops for inspiration on St. Crispian’s Day. I enjoyed the last scene of the movie where Henry is shown wooing the princess of France, Kate, and think it was a great ending. I believe it was a touching scene with a little humor added because of the language and culture barriers between the two.

Socrates Essays -- essays research papers

Socrates Philosophy was both serious and dangerous, Socrates chose to ignore both. Ignoring the first made him one of the most engaging of all philosophers, ignoring the second was to cost him his life. He was born in a middle class home in Athens, in 470 BCE. His parents were Phaenarete and Sophroniscus. His mother had a reputation for her patient and intuitive skill in delivering babies in and around the neighborhood. The latter, his father was a craftsman, stonecutter by trade.   Ã‚  Ã‚  Ã‚  Ã‚  As a young boy, Socrates was teased in school about his appearance, and often would prey to the Gods to make him beautiful both inside as well as outside. He was known for asking many questions as a child, because he was very curious about things, what they were, what importance they had? Crito noticed that Socrates in a way was beginning to think as a philosopher, always looking for the meaning of things.   Ã‚  Ã‚  Ã‚  Ã‚  As Socrates gradually began to mature and grow older, he did not see much of his friends. They would always be down at the gymnasium working seriously at the outdoor exercises. He did not like to work out like his friends or be a stonecutter like his father because he knew that sort of thing was not for him. He thought about everything in a more abstract way.   Ã‚  Ã‚  Ã‚  Ã‚  The Gods during Socrates time seemed to be further away from humanity, they did not disguise themselves as humans to help or punish them anymore (1). He only knew of them from old stories, myths, and Homer. He had a voice in him that stopped him from doing certain things as he was about to, and he thought that that was gift from the gods. He knew that goodness was the very mark of the gods and that is why he tried his best to be just towards everything and everybody.   Ã‚  Ã‚  Ã‚  Ã‚  As a teen Socrates talked and studied with many other accomplished scientists and philosophers, whose names are not known. Later, from when he was eighteen to twenty-four he was in the military in the beginning of the Peloponnesian War. Along with, the rest of the army, he walked fourteen miles in one day to make it to Athens on time. In the tents, he always won the philosophical arguments between his friends, for he had pondered the subjects himself many times. If it had not been for Pythion, an experienced guide of Greece, they would probab... ...its represent Socrates as the great ironist of philosophy. He knows but ironically denies that he knows. He teaches but ironically denies that he teaches. He claims that knowledge is identical to virtue, ironically disclaiming the one yet implying that he possesses the other. Even when he is on trial for his life, he is what he says he is not and is not what he says he is. He is perpetually masked in order to stir up in those he examines a fertile and productive search for virtue. (8) ENDNOTES 1Cora Mason, Socrates: The Man Who Dared To Ask (Boston: The Beacon Press, 1957) 22-27. 2Plato, The Trial and Death of Socrates: Four Dialogues (New York: Dover Publications, 1992) 20-25. 3Plato 30-35.   Ã‚  Ã‚  Ã‚  Ã‚  4Plato 41.   Ã‚  Ã‚  Ã‚  Ã‚  5Leo Strauss, Socrates and Aristophanes (New York/London: Basic Books Inc., 1966) 311.   Ã‚  Ã‚  Ã‚  Ã‚  6Strauss 14.   Ã‚  Ã‚  Ã‚  Ã‚  7James W. Hulse, The Reputations of Socrates (New York: Peter Lang Publishing Inc., 1995) 0.   Ã‚  Ã‚  Ã‚  Ã‚  8C.D.C. Reeve, Socrates in the Apology: An Essay on Plato’s Apology of Socrates (Indianapolis/Cambridge: Hackett Publishing Company, 1989) 184.

Alice in Wonderland Reading Log Essay

The original title of this novel being Alice’s Adventures in Wonderland, provides an episodic of short stories of her adventures instead of just one long adventure throughout the novel. This holds up throughout the novel as each chapter is usually a different adventure or â€Å"story†. The title can also foreshadow that the novel will not take place in normal reality and in fact in â€Å"Wonderland† although Alice never does find out the true name of the world she dreamt of. The word â€Å"Wonderland† only appears until the last two pages of the novel when Alice’s sister reflects on Alice’s dream. 2. What are the conflicts in Alice in Wonderland? What types of conflict (physical, moral, intellectual, or emotional)? The most prominent intellectual conflict in Alice in Wonderland is her ability to make sense of the nonsensical world she is in. She often has a struggle interacting with the other characters as shown from the beginning when she is talking to the mouse and the birds. She mistakenly brings up her cat which leads the other animals to run off. Throughout the book Alice faces a moral conflict as she tries to interact with each character in a normal manner instead of embracing the madness and going along with it. Another easy conflict to detect is her physical conflict with The Red Queen as she wants to execute Alice. Alice faces a moral conflict while dealing with The Red Queen when she points out that flamingos are not a fair way to play crotchet. 3. What are some themes in the story? The main theme I found throughout the book was meaning. Alice always has to question meaning. The strange world of Wonderland does not often have meaning so the consequences that follow meaningless actions prevents Alice from understanding the values in Wonderland. The beginning and end show a good example of the contrast as everyone is a winner of the caucus race and no one besides The Red Queen is a winner. This can applied to real life as often times everyone over or under analyse a certain situation which leads to a downfall. In order to be safe, a certain measure of practicality needs to be accounted for. 4. What are some symbols in Alice in Wonderland? Alice growing and shrinking can be a symbol of her age/mental growth as she finds herself in situations in which she needs to be more or less mature such as dealing with the mad hatter she can afford to be less mature and when in the presence of The Red Queen, she needs to be cautious of her actions. The Red Queen can be symbolic of the Queen of England considering Lewis Carroll’s family was predominantly English. Her playing card henchmen can be the British Soldiers. Time is a constant symbol throughout the novel and can be shown through the Rabbit. He comes in and out of the novel and shows just how fast time goes when kept busy. The garden can be a symbolism for desire, as often times desires are the greatest battles for human beings. Alice never does reach the garden but remains a desire for hers that she never does reach. The setting of each chapters changes so frequently, symbolizing the mentality to move on. When life changes, the only way to succeed is to adjust and maintain composure.5. Is Alice consistent in her actions? Is she a fully developed character? How? Why? Alice is not a fully developed character because she is unable to accept life in Wonderland. She cries when things dont go work out, and continues to seek sense in man Wonderland. An example of this can be displayed through her interaction with the caterpillar when she tries to explain to him what is wrong, instead of trying to enjoy herself in Wonderland. She is not consistent in her actions. For example, she quickly listened to the rabbit and tried to help him find his gloves without asking a question. Then right after, she questions everything the caterpillar says. 6. Does Alice change and/or develop as a human being? Alice changes with her confidence. In the beginning she is more concerned with being herself but quickly questions if she is her friends. Since then, she goes back and forth trying to figure out who she is, which can be symbolized by physical growth going up and down. 7. How does Alice relate to other characters in the book? Alice relates to the other characters in the book as to her there are mad, and to them, Alice is the mad one. Throughout the book she becomes angry which relates to the characters inconsistent temper. If Alice had more time in Wonderland, I believe she would quickly learn how to relate. 8. Which character would you like to meet? I would like to meet the Mad Hatter because I would try to come up with ridiculous riddles and sayings to try and confuse him. I would try to out mad him and see what would happen. 9. What is the central/primary purpose of the story? Is the purpose important or meaningful? The purpose of the story from Carrolls eyes was to give Alice Liddell something interesting to read. I would say that is meaningful and important because a child’s imagination is something to encourage and inspire. 10. How does Carroll use poetry in this novel? Why? Carroll uses poetry to satirize common poems of the time. He also uses poetry to emphasize the nonsense going on at the time. Most of the poetry in the novel dont serve a specific purpose to the storyline or events taken place. 11. What is the significance of the garden? The garden can be a symbolism of desire as Alice never reaches the forbidden garden. The garden can also be a symbolism of the Garden of Eden, as no one is pure enough to reach it. Since this novel is meant for a child, Carrol may be saying that even a child is not fully pure. 12. Traditionally, Alice’s Adventures in Wonderland and Through the Looking-Glass are considered stories for children. What do you think? I think these stories are meant for children in that they give a child the fantasy and adventure that they love to hear about, but considering Carroll’s abstract and brilliant mind, I believe he added certain symbolism and allusion that an adult mind can detect. 13. Since their publication, some readers have found material in Carroll’s book unsuitable for children. Are parts of the Alice books unfit for or harmful to children today? I do not believe there is any material that is unsuitable for children. It can argued that The Red Queens request for Alices execution can be startling for children, but because Alice does not die and the characters in charge of her execution are only playing cards, children can remain at ease in the end. To most children, this story is just a description of a girls adventure through Wonderland. 14. Alice Liddell, the model for Carroll’s heroine, was a young child when these stories were first told. Although a child in the story, Alice often exhibits mature characteristics, and the adult characters often exhibit childish behavior. Do you consider this book to be an adult’s view of childhood, or a child’s view of adulthood? I think this story is a childs view on adulthood. Alice often believes she is smarter than she may appear, which is common among children growing up wishing they can have more freedom and more privileges. Also, as a growing child, adult like figures are often confusing, which Alice experiences with everything in Wo nderland. 15. Alice rarely speaks nonsense and rarely enjoys it when it is spoken to her. In fact, her speech and manners are as proper as those of any Jane Austen heroine. How is Alice’s perception of the world changed when confronted with the world and characters of nonsense? Alice does not realize to accept the nonsense that is Wonderland and tries to stay fair, as shown with her crochet game with The Red Queen. Over time she learns to accept things that are not always in her hands. As she wakes up from the dream she notices the similarities between Wonderland and the real world which can be interpreted as her acceptance that things in Wonderland can relate to the real world in which she knows now to not always have to be incontrol. 16. The Cheshire Cat suggests that everything Alice experiences in Wonderland is a dream or the result of madness. Besides the obvious absurdities in imagery, what other aspects of these books mimic a dream state? Alice talking to objects and animals like humans mimic a dream state. The order of life is different in Wonderland as well, in order to stay â€Å"sane†, you must accept that there is no sense. 17. â€Å"Take care of the sense, and the sounds will take care of themselves.† This play on the proverb â€Å"Take care of the pence and the pounds will take care of themselves† is a good example of Carroll’s word play. Often these word plays end up with a nonsensical locution, but at other times, they create a completely different, often subversive, meaning. What effect does this word play have on the story as a whole? This is an example of wordplay that is similar in that the author is explaining how Wonderland works. One must think irrationally to be rational in the Wonderland world. Once this is accomplished, the sounds will begin to make sense. In the metaphor, they are talking about sense and sounds. Sense is being action, and sounds is being how the person s ays it. The literal translation of the metaphor can be used to mean that taking away the smaller amount of money, pounds, or in relation to dollars, will be more valuable. 18. Throughout her adventures, Alice grapples with her identity. What philosophical issues about identity does Alice raise? Throughout her adventures, Alice wasn’t sure who she was. In the beginning she hoped she had not turned into one of her friends because she thought since she could not grasp the reality of Wonderland, she was not smart enough to. She did not want to return to the real world if she was not herself showing that when you’re not able to live life as who you really are, it is not entirely worth it. The rabbit thought she was something else other than a little girl and the pigeon thought that she was snake. These occurrences show how hard it is to have people know exactly who you are, and people often are mistaken and not recognized for who they truly are. The characters in Wonderland were very confused with who she was, because she was new. She struggled to find where she was and who she was. 19. Alice usually exhibits a passivity to the incomprehensible events around her. However, at critical times, she learns to assume control of her circumstances. What message does that send to the reader? This message teaches the reader to be patient and practical. When things don’t go a certain way, it is easy to succum to emotion and feel as if there is no way to come back. Alice learning to control herself shows that everyone is in control of themselves and do not have to feel overwhelmed. 20. Give an example of Alice being passive and example of Alice in which she is in control. Alice is passive when the chef is throwing kitchenware at her because she doesn’t know how to defend herself and has to change the subject to stop him from harming her and the baby. Alice was in control when she realizes that she can control Wonderland by waking up, it is merely a dream. 21. What is the significance of the mushroom that Alice eats during her adventures? One side of the mushroom allows Alice to grow or shrink, however she does not know which side is which. Once Alice gets some pieces of the mushroom she is able to control her size. As a result of her gaining some control, which she also gains in confidence and is more able to assert herself against the all the difficulties she encounters throughout her adventure. 22. Let’s assume that in Lewis Carroll’s original telling of these stories, he viewed himself as a teacher/mentor to Alice Liddell. How do the ways in which the fictional Alice adapts to her shifting and unusual circumstances translate into meaningful lessons for a child of Alice Liddell’s age? Alices adventures translate lessons that whenever a child faces challenges, they can never give up. She teaches patience and to not get overwhelmed. These meaningful lessons children can learn for life and adapt to their own life through their own challenges. 23. Does the story end the way you expected? How? Why? The story does not end how I expected because I imagined Alice finding a physical way out of Wonderland, such as another hole in the landscape. Considering how shifty the rest of the book had been, it made sense that Alice would wake up so abruptly. 24. What is the significance of the Queen of Hearts? She is in control of Wonderland even though she is only the queen and her husband the king of hearts should be the true ruler of wonderland. However, he is scared of the queen. The queen represents Alice’s mom because the queen is always telling everyone what to do, such as mother character. The queen is a caricature of Queen Victoria, both strong and tough rulers who everyone feared. metaphor can be used to mean that taking away the smaller amount of money, pounds, or in relation to dollars, will be more valuable.