Best Novel of the Twentieth Century Essay

Best Novel of the Twentieth Century Alfred Nobel gave his last name to one of the most prestigious literature prizes today. He specified that the award should go to ‘the person who shall have produced in the field of literature the most outstanding work in the ideal direction’ (Cited in Danson & Gupta, 2005) Over the years the criteria the prize was awarded on kept on changing along with the changing times. â€Å"In 1964, the French philosopher, novelist and playwright Jean-Paul Sarte voluntarily declined the Nobel Prize. † (Danson and Gupta, 2005, p. 212) The prize for the best novel of the twentieth century will follow guidelines that perhaps even Sartre would consider just and accept the prize if it were offered to him. Today, the Nobel Prize is regarded as one of the highest honors in literature but there was a period in history when Sartre’s refusal threatened its universality of honor. Five years later, Samuel Beckett received the award and the Nobel Prize gained back some of its authority as a universal honor. Becket had contemplated whether he should accept the award or not because he realized the recent controversy arisen by Sarte’s rejection but did not want to simply mimic his actions. (Danson & Gupta, 2005, p. 213-4) â€Å"The Booker Prize was launched in 1968 to provide a benchmark for the ‘best of contemporary British fiction’ by awarding a prize for what was deemed to be, in the joint opinion of the judges selected by the management committee, the most outstanding novel by a ‘British or Commonwealth writer’ in any given year. † (Danson & Gupta, 2005, p. 295) Tom Maschler found the booker prize and can be viewed as a successful marketer of his time. His goal was to ensure that serious British fiction gains market share through public relation-ing efforts, specifically, the use of touch programs. He did for books back in the 1960’s for books, what people do for movies now: create a lot of hype before the release date, a lot of publicity, and going big at the box office. Stated by Iyer in 1993, â€Å"the Booker [had become] London’s way of formally commemorating and coronating literary tradition †¦ the closest thing in writing to the movies’ Academy† (cited in Danson & Gupta, 2005, p. 295) â€Å"Plato suggests that literature is not an end in itself; it has a broader social responsibility which imposes a duty on poets to make sure that their works are not immoral or untrue. Poetry and art in general have fundamental responsibilities to the society that produces them. If poets are unwilling to tether their imitations of life to the demands of that society, Plato argues, then they should be kicked out of the republic. † (Danson & Gupta, 2005, p. 4) This idea by Plato is the concept behind instrumentalism. If Plato was alive today, he would condone ‘Corporate Social Responsibility’ all the way. Just like any big corporation should be held responsible for what its actions are outside of producing a certain product or service, Plato believed that poet was responsible for what he was producing. In reality, Corporate Social Responsibility, if analyzed in the long run, can be the best thing for a company. If a company carries out its duties other than delivering a great product to society, it gains the people’s trust, maintains goodwill, and cashes in on the steady profits in the long term. In the same light, according to Plato, a poet must create poetry responsibly and cater to the needs and demands of his society. In doing this, the poet must create works that might eventually become simply a thing that society demands. By doing this, literature looses its essence and becomes simply what the public wants but to create continuously what the public wants and have it accepted by them is an art of its own. To observe the cycle like this, Plato’s simple theory of producing work responsibly becomes producing work to cater to a specific demand, which then becomes a sort of artistic economics, and simply a work of beauty like Oscar Wilde’s. For this reason, instrumentalism or aestheticism alone cannot be the judge of good literature. Basically, both the Nobel and Booker were found to expand British literature, the former by means of transforming the judging criteria from time to time and the later by 21st century marketing tactics. â€Å"A neo-Kantian might advise the Nobel or Booker judges as follows: derive your standards for judging literary works themselves rather than by following extant rules of literary judgment; look to exemplary works of genius for guidance in judging the work before you; treat such works as models, and never reduce them to a list of determinate rules, formulae or precepts. † (Danson & Gupta, 2005, p. 203) Keeping in mind the advice given by the neo-Kantian the new prize for the best novel of the twentieth century will weigh the literatures strength according to its aesthetics, instruments, and modernist views. The goal of the prize is not to simply canonize a work of literature or deem it best because beauty is a more important characteristic than content or vice versa. The goal is to view the work for it is, just like a human being, and appreciate what it intends to do or tell. Like the age old example of ‘apples and oranges’, the prize will look at each work for what it is. A work may not be deemed the best simply because it is more inclined towards Wilde’s criteria or Plato’s criteria. No one will be thrown out of ‘The Republic’ but instead the competition will be different because the apples will be competing against the other apples and the oranges against the other but not against each others. In other words, a work may be the best aesthetic piece of literature or the best instrumentalist literature. The winner will be the work which tells of something deeply moving and presents new ideas that are life changing way in the most beautiful manner possible. The winner will the perfect blend of apples and oranges and the runner up will be the best apple, the best orange, or the less perfect blend of the two. â€Å"†¦Writers such as Oscar Wilde and Joris-Karl Huysmans advocated a view of art which denied that it should have any moral, political or social function. † (Danson & Gupta, 2005, p. 4) Cuddon stated in 1982 that â€Å"art for art’s sake† (cited in Danson and Gupta, 2005) was the fundamental of aestheticism. When we consider Virginia Woolf’s novel Orlando, it has all the elements of beautifully portrayed writing and meaning and content. What causes this text to be the winner of the prize for the best book of the twentieth century is that as time went on, the books purpose and meaning evolved. â€Å"In a survey of the Nobel Prize, Kjell Espmark (1999) discerns the following phases: from 1901 to 1912, prizes were given to writers who demonstrated ‘a lofty and sound idealism’; from 1912 to 1920, a ‘literary policy of [political] neutrality’ was followed; in the 1920s, award winners were marked as a possessing a classical ‘great style’; in the 1930s, ‘universal interest’ was considered key; from 1946 to 1977, writers were chosen who had made a ‘pioneering’ contribution; from 1978 to 1985, attention was given to ‘unknown masters’; from 1986 onwards, the emphasis had been on recognizing the literary productions of the ‘whole world’†(Danson & Gupta, 2005, p. 211) Unlike the Nobel prize and its changing criteria over the years, Orlando was viewed differently as time went on. â€Å"We read Orlando now most often as a feminist work that explores the boundaries of gender and sexuality and the limits of women writers within literary history, or as a sharp critique on the possibilities of biography. But Orlando was often first read by its contemporary audience as a gossipy portrait of Vita Sackville-West. †(Tetterton, 1995) When the novel was first written it was a mere work of comedic art with no instrumental purpose but to paint a certain portrait of someone. Virginia Woolf’s writing is difficult to read and understand because of the transitions she makes and her style of writing. Back in the day, this novel was, â€Å"†¦taken as the delightful joke that Woolf herself claimed it to be. It was a hugely successful joke — not just critically, but financially as well, both in England and America. It was Orlando that enabled the Woolf’s to purchase their first car, and it put them on stable financial footing for the rest of their lives. † (Tetterton, 1995) The novel perhaps served an instrumental purpose to the Woold family but not society, it was viewed as a work of fiction and no action was taken against it because of the hints of lesbianism since the main character was a man when he fell in love the princess. This work could be simply viewed as ‘art for the sake of art’ at the time by the audience but it had a greater purpose. Some say that it was a secretly a love letter to the woman Virginia Woolf loved. When we read Orlando now we pay more attention to the gender issues present in the book. The book was not viewed as an important work I feminine and lesbian literature back in the day because none of the feminist movements had occurred yet. When we look at the work now we can’t help but get a sense of what Woolf was really trying to say. It was only in the later years that the work evolved from simply aesthetical and comical to instrumental. Woolf shed’s light on the issue of lesbianism and gets away with it in the era where other writers were being banned for bringing up the same subjects. She fulfils the purpose of feministic liberation because after the 300 years the main character becomes a liberated and free woman in the early nineties. These demands were initially not required by society and no one but Virginia and her contemporaries who felt the same way craved the need for someone to bring about this revolution. Today, Virginia Woolf’s Orlando caters to the demands of society and the feminist revolution that is still shaping itself and the freedom of exploring one’s sexuality freely. Virginia created the perfect blend of aestheticism and instrumentalism with the aide of time. In the century that it was written in, the novel served its aesthetic purpose and in the next century it the audience learnt to look at its real instrumental purpose. Woolf created this perfect blend and proved that she was two steps ahead of the whole world. She was a modernist because she re-evaluated where society currently stood and where it needed to go and through what means. Woolf paved a way for future writers to explore new territory and have the freedom of self expression. One argument presented by Kelly Tetterton at the The Fifth Annual Virginia Woolf Conference at Otterbein College, June 18, 1995 is that the segue the audience made from the comical to the serious category is through the publication method of the book. She points out, â€Å"Partly yes — we are far more sensitive to issues of gender than those readers of long ago because it’s now part of our social consciousness; even those who might disagree with such a critical approach must now acknowledge the validity of the approach itself. And partly no — we are simply reacting to what we’re given to read. Take a look at the most recent paperback covers for Orlando — one from Harcourt Brace Jovanovich and one from the Quality Paperback Book Club. Anyone casually glancing at these covers is likely to suspect that issues of gender and sexuality are involved in the text beneath the covers. The 1973 HBJ paperback gives us two almost identical figures, one male and one female, divided by a clock; the 1993 QBC book cover is more abstract, but there’s a prominent pink triangle on its spine and back. If we are better readers today, it’s because we have some help from the publishers. † (1995) The second half of her argument is valid because the pictures or hype that surrounds a text greatly affect how a work of literature is viewed. The different publications have a sort of Booker Prize affect on the audience. The different paperback version somewhat manipulates what’s inside and this factor can be used to sway the judgment about the work greatly. Nevertheless, the publication or marketing aspects do not take away from the book itself because part one of the argument presented by Tetterton is just as valid and in sync with the entire critique of the book making it the best book of the twentieth century. â€Å"In 1934, the first issue of the British journal Left Review published a position statement by the Writers’ International, a group of radical writers. The statement included the following thoughts on what role writers should play in the British society:†¦It is time for these, together with the working-class journalists and writers who are trying to express the feelings of their class, to organize an association of revolutionary writers. † (Danson & Gupta, 2005, p. 117) Interpreting this role British writers were asked to play in society is the very fundamental of instrumentalism, producing responsibly what the society demands as a whole. The author of Sunset Song, Lewis Grassic Gibbon replied to this message in a mostly positive manner except for two discrepancies. This declaration stated that literature â€Å"is anything but elevated, self-contained or sacrosanct, as the aesthetes had claimed; rather, for the Writers’ International, literature has the potential, even and obligation, to criticize society and to contribute to the building of a socialist future. † (Danson & Gupta, 2005, p. 118) Gibbon said, â€Å"I hate capitalism; all my books are explicit or implicit propaganda. †(cited in Danson & Gupta, 2005, p118) The first of the two points Gibbon disagreed with was that capitalism was perhaps dead economically but the literature was thriving, untouched, and unharmed and that there was a huge difference between the two. Second, he thought that writers should actually work for the socialist coast and not just say it. (Danson & Gibbon, 2005) The use of Scottish accents and dialects is present throughout the entire novel. This style earns him points for true instrumentalism. He sticks to his roots, much like the writers of today who add flavorful touches of their mother tongue in their works. From the earlier point about supporting the revolutionary cause of socialism he strips away whatever he can of capitalism by staying true to his origins no matter what. â€Å"The young Chris must choose between life on the land, her Scottish identity, and the English part of her which draws her away from home towards books and education. Yet even once she has made her decision, the way of life of her community is altered forever by the Great War. † (BBC) The story is about a little boy understanding what really is going on around him and how he must deal with everything. The book is runner up to Orlando by Virginia Woolf because it is the best work of instrumentalism at its extreme whereas Woolf’s novel encompasses all the concepts of aesthetics to modernism to instrumentalism. Sunset Song is a great example of a believing in a cause and writing for it to change the society as a whole and lead into a revolution. â€Å"However, it is important that while Sunset Song mourns the loss of a past age, it is not hopeless. The images of light and the morning star in the closing pages of the novel anticipate the rest of the trilogy, emphasizing Gibbon’s desire to construct a future rather than simply mourn the loss of a Golden Age. † (BBC) Gobbin, like his response to the Writers’ International delivers what he has said and paints a window to the future. He can be viewed as a modernist in the sense that he re-evaluated how society was going to reach a certain place and stuck to different ideas and did not conform to capitalistic views. â€Å"Gibbon uses the narrative device of flashforward, or prolepsis, at the start at each of the four main parts of the novel. † (Danson & Gupta, 2005, p. 132) His style of writing and the techniques he uses also earns him points for creatively constructing the passage of work. â€Å"All Gibbon’s sympathetic characters – the Guthries, Chae Strachan, Long Rob and, more ambivalently, Ewan Tavendale – are associated with the traditional peasant way of life. In contrast, the characters who embrace small-scale capitalist production – Ellison, Mutch, Munro and Cuddiestoun – are represented as thoroughly unattractive. † (Danson & Gupta, 2005, p. 141) The author clearly indicated his leaning towards socialism through his characters and their analysis throughout the book. He successfully achieves his goal of taking a stance against capitalism and that lands him into the runner up spot in the best writer of the twentieth century. â€Å"An important motivation at the core of Gibbon’s writing, closely connected to his political commitment, is his desire to rescue the forgotten, unrecorded histories of Scotland’s poor. † (Danson & Gupta, 2005, p. 150) Gibbon is one of those revolutionaries whole believes that all the toil and blood and hardship that went into making the future what it is today should never be ignored. It should be remembered and used as inspiration to move forward and achieve even greater things. (Danson & Gupta, 2005) Virginia Woolf takes away the award from Gibbon’s for first place because she is a modernist in the true sense. Gobbin beautifully portrays what an instrumentalist should do and inspires people and connects with them on a deep level from the get go. He has always presented his work seriously and believed it to bring about a change and get to the end through revolutionary socialist means. The judgment criteria of this award is not to award a socialist when a socialist revolution is going on or a capitalist when capitalism as it its peek. The goal is to judge literature for what is no matter what guards the standards of society now. Gibbon’s is a story that can be read in the democratically inclined times of today and still have an impact and show the clarity of how one can stick to his beliefs and paint a convincing and moving piece of literature. References Brown, R. D. , & Gupta, S. (2005). Aestheticism & modernism: debating twentieth-century literature 1900-1960. Twentieth-century literature : texts and debates. London: Routledge. Brown, R. D. , & Gupta, S. (2004). The popular and the canonical: debating twentieth-century literature 1940-2000. Twentieth-century literature : texts and debates. London: Routledge. Gibbon, L. G. (1981). Sunset song. New York: Schocken Books. Tamir, E. (2007). Gupta/Johnson’s A Twentieth-Century Reader and Johnson’s Debating Twentieth-Century Literature, 1940-2000. Science-Fiction Studies. 34, 343-345. Tetterton, Kelly (1995, June, 18). Virginia Woolf’s Orlando:. Retrieved May 18, 2008, from http://www. tetterton. net/orlando/orlando95_talk. html The Writers. BBC, Retrieved May 19, 2008, from http://www. bbc. co. uk/scotland/arts/writingscotland/writers/lewis_grassic_gibbon/works. shtml Woolf, V. (1928). Orlando: a biography. New York: Harcourt, Brace.

Literature Review Essay

Meaning, those who are without a home, that live on the street, abandoned building/make-shift structure/in parks and people who live in shelters. The precarious definition involves those who are at an imminent risk of being homeless. They include: those who are temporarily doubled up with family or friends and those who are in substandard housing. Traditional characteristics of homeless people vs. the â€Å"new homeless† Meanwhile, the definition of homelessness seem to fall under certain subgroups. Causes of h*omeless families These families end up being homeless as a result of sociostructural and psychological factors. The socio cultural factors involve changing labor markets, poverty, the housing system, and the nature of the welfare state while the psychological factors reflect individual agency, including alcohol dependence, substance use, social and behavioral problems. Other examples that seem to fall under both factors include a loss of benefits, eviction and domestic violence and the like. African Americans and other ethnic groups are found disproportionately among homeless families. Frequently, the mothers may end up in these situations that lead to homelessness because of a mental illness, substance abuse addiction and sometimes from an unfortunate circumstance such as losing their job without any form of maternity leave pay while there are in the later stages of pregnancy; Unfortunately, would comes next is a young mother and infant in a family shelter or doubled up with family or friends. Obviously, homelessness places a tremendous amount of stress on a mother with unfortunate and or limited resources. Experiences of families with children in family shelters Parents in shelters that are separated from their children Shockingly, research reveals that little attention is given to the homeless children who are often times taken from their biological parents (by child welfare services) because of some form of abuse and neglect experienced throughout homelessness and are placed in foster care. Often times, these children are already traumatically affected by the sad conditions that cause them to be separated from their family but they are further wounded through the constant changes in placement in regards to foster care. Thus, these changes affect their immediate and future development and mental health. Numerous children in foster care have poor developmental, mental and educational outcomes. Often times they are released from foster care without any counseling or intervention and are left to fend for themselves. Many of them struggle as they transition from foster care to young adulthood and will succumb to poor choices that will prevent them from obtaining an optimal level of health. Current policy initiatives In an effort to discourage panhandling, the National law Center on Homelessness and Poverty, reports on a survey of 50 largest cities of the U. S. noting 86% of these cities have enacted anti-panhandling laws and 73% have enacted laws against sleeping in public places. Over half of the surveyed cities remove homeless people from the public eye. This practice is widespread in cities where there are shortages of emergency shelters and affordable housing. Additionally, the Bringing America Home Bill, aimed at ending homelessness in the U. S. , supported by an extensive campaign and with 57 sponsors, never became law. The NCH also reports that federal agencies such as HUD interpret â€Å"homelessness† very narrowly. In addition to the number of federal and state government agencies aimed at tackling homelessness, there is also a National Alliance to End Homelessness (NAEH) a nonprofit organization that targetspublic and private sectors for a united effort to end homelessness. The NAEH recommends four proactive steps to b taken simultaneouslyto end homelessness: planning for outcomes (by identifying real needs); â€Å"closing the front door† (by shifting the flow of incentives toward prevention); â€Å"opening the back door† (by helping people exit homelessness quickly); and building the infrastructure (by changing homeless assistance to improve the supply of affordable housing and providing adequate income and services for the disadvantaged. ) In a policy environment as complex as the U. S. there are clearly a wide range of public and private initiatives aimed at reducing or alleviating homelessness, including the National Center on Family Homelessness, National Law Center on Homelessness and Poverty, National Health Care for the Homeless Council, HomeAidAmerica, Home Base and Homes for the Homeless. Home Base and Homes for the Homeless is an initiative that attempts to address the many interrelated issues that support a family in maintaining a house (including needs assessment, counseling and access to healthcare and housing search assistance, as well as skills for independent living. Adequacy of the body of research Reforms needed The literature reveals that child welfare services needs to implement more strategies to help homeless families from every vantage point (i. e. vest more interest in public shelters, Child Welfare Services should play a more explicit role in the financing, development and management of transitional and permanent, supportive housing programs for cross-system involved families etc. ) This assistance would likely reduce their homelessness and outcomes of out of home placements and negative consequences of homelessness for children and their families. And finally, a more comprehensive system of housing assistance, that assured poor families of stable, aff ordable, and adequate housing, could both reduce the incidence of homelessness and abuse and neglect.

Political Communication in the Electronic Age Essay

Political Communication in the Electronic Age - Essay Example Few people write letters or read the newspapers anymore as these are seemingly archaic methods of communication and have the added disadvantage of costing money, regardless of how little this sum might actually be.   â€Å"Nowadays, we think nothing of emailing our aunts in Germany and getting an answer back within minutes, or seeing the latest streaming video full of up to the minute news† (Boswell, 2006).   Neither letter-writing nor newspaper delivery can provide the instant information that is today essential for businesses in the modern world to compete effectively and simply a fact of life that is taken for granted for most in the developed world.   This fact alone has changed the way in which the politicians of the world must reach out to their constituency if they expect to gain support.   People, the public at large as well as politicians, are now turning to alternative forms of receiving information, such as blogs, video blogs, webcasts, chatrooms and listser vs.   However, this introduces new challenges in determining just how to determine credible sources from noncredible and just how far the internet should be allowed to go in terms of free speech and expression.   Decency, censorship, free speech, ethicsOne of the controversial aspects of the internet and instant posting is that the internet provides a means of gathering news that has not necessarily been filtered through the many regulations and restrictions imposed by national or state boundaries.   This is primarily due to the fact that the internet itself is not regulated.

Amazon Essay Example | Topics and Well Written Essays - 3500 words

Amazon - Essay Example Amazon strives to offer the widest selection of both new and used products. They not only sell books in a wide category but also electronics, apparel, gift cards, shoes, accessories, watches, photography, software, tools and hardware, cameras, movies, toys, house items, computers, games, music, jewelry, magazine subscriptions, gourmet food, kitchenware, cellular phones, sports items, among others. This diversification of products has transformed Amazon into an all-in-one online retail store (Amazon.com). Amazon has focused on building a reputation to gain new customers and retain existing ones. The company calls itself the biggest bookstore in the world and has used diverse strategies to gain a positive online reputation. The company uses its extensive resources, communication strategies, positioning (name and motto), targeted advertising, and web design to create reputation as a leading book retailer and the leader in the online retail industry (Mellahi and Johnson). Amazon is the broadest discounter globally in whichever product type one chooses to buy. The company also offers loyalty packages, which come with massive benefits like getting movies without any additional cost. Amazon provides free shipping offers and customers can also avoid state sales tax. The company sells Kindle at a deficit ($59 instead of $79) and has a Price Check App. In relation to physical book retailers, Amazon prices are lower because of reduced transaction costs and streamlined distribution processes (Amazon.com). Amazon was the first company to start book retailing business model in the online platform and has made numerous innovations and significant research and developments (e.g. â€Å"one-click† shopping) to improve customer experience, hence, gaining support from the online community. Amazon is the first company to develop most of the currently known technologies in online retailing. The Amazon brand was

Source Integration Task Essay Example | Topics and Well Written Essays - 1000 words

Source Integration Task - Essay Example This has also been maintained that it compels high schools to reduce the range of subjects they teach which is also shown as a significant limitation of the current entrance exam system. Further, university entrance exams of the day cause unreasonable stress on young people. To sum all these arguments up, the university entrance exams should be abolished because they reduce education to the simple memorizing of information, force high schools to reduce the range of subjects they teach, and cause unreasonable stress on young people. University entrance exams also result in limiting the content that high schools teach to their students. Significantly, one of the most essential defects of the current entrance exam system has been that the high schools are forced to reduce the range of subjects they teach as they need more to focus on the university entrance exam syllabus. It is natural for every high school to expect its students to enter the best schools for their further studies. In the attempt to help the students pass the entrance exams and secure admission in the best schools, the high schools are forced to concentrate on the topics of these exams and ultimately sacrifice broad range of subjects. That is to say, these high schools are forced to dedicate the depth of learning to focus on exam content only in order to secure pass in the entrance exams. However, it cannot be ignored that such an educational practice contributes too little for the overall development of the students. On the other hand, such narr ow-based education limits the benefits of education and it does more harm than good. It is indubitable that a system of broad-based education is needed by young learner’s intellectual development and it is important to provide such a curriculum to the overall development of the students. Therefore, it is important to realize the current

Law of Obligations(Tort) LLB Essay Example | Topics and Well Written Essays - 1000 words

Law of Obligations(Tort) LLB - Essay Example Frances (and his parents), depending upon the effect of the incident on the child, may also have a claim for psychological damage against the nursery brought about by the latter's negligence. In the recent case of Jones v BBC, 2007 WL 2187023 (QBD), where Jones, a freelance sound recordist for defendant BBC claimed that he suffered personal injury when a windmill rotor fell onto his back causing severe spinal injury rendering him paraplegic. In ruling for the claimant, the court stated that since BBC's safety crew had identified a risk of the falling mast, a discussion before filming should have been made to warn the crew not to go beneath it. But the safety crew did not give the warning. Such failure of BBC, through the safety crew, is considered negligent which caused Jones' accident. Thus, the BBC was liable for Jones' injuries. Also, the cameraman and Jones worked as a team because their equipment was linked. Jones with his equipment was following the cameraman who had decided to pass beneath the mast thereby leading Jones into the hazardous area. The cameraman was then in breached of his duty of care and the BBC was vicariously liable for that negligence. In Wilsons & Clyde Coal Company, Limited v English, [1938] A.C. 57, the House of Lords stated as follows: " primarily the master has a duty to take due care to provide and maintain a reasonably safe system of working in the mine, and a master, who has delegated the duty of taking due care in the provision of a reasonably safe system of working to a competent servant, is responsible for a defect in the system of which he had no knowledge" By the Jones and Wilsons cases, it is clear that the employer is under a duty of care to provide the employee with competent fellow employees including a qualified medical personnel, properly maintained site and facilities, and to provide a safe place and system of work. The question of whether the employer breached that duty of care depends on the standard of care owed by the employer to its employee and whether it has taken reasonable steps considering the circumstances. (Latimer v A.E.C. Ltd.[1953]) In Jones, the breach of the employer's duty consists in B BC's failure (through its safety crew) to discuss with the cameraman and Jones the risk of the falling mast and to warn the cameraman and Jones in unequivocal terms that they must not go beneath it. In Wilsons, the breach by the employer consists of its failure to provide competent fellow employees, properly maintained mine and equipment, and to provide a safe place and system of work. In the case of Ina here, the failure of the employer to provide competent fellow employees and to properly provide and maintain a safe place and system of work which caused the employee's disability to work for three (3) months constitute a breach of the standard of care required of the employer. Jack's negligence in leaving the drill on the floor in a place where thirty (30) toddlers freely roam about constitutes a negligent act for which the employer must be held vicariously responsible. The nursery cannot invoke the defence that Jack is merely a hired self-employed carpenter because as the court st ated in the Jones case the BBC had clearly assumed a responsibility for the health and safety of freelancers when they were working on BBC productions that was equivalent to that of an employer to a direct employee. Jack should have been more careful with his tools because it can reasonably be expected

Path of Light Essay Example | Topics and Well Written Essays - 500 words

Path of Light - Essay Example Depending on the surface and the position of the reflective surfaces images can be inverted and in other cases depending on the arrangement of the surfaces form many images. The structure and path that the light follows is therefore dependent on the surface and the origin of the light at the source. The reflective surfaces differ from curved surfaces to mirrors that reflect the light and form an inverted image (Keller et al 29). In addition, if the image is reflected across two mirrors there is formation of many similar images that are formed through reflection. Curved surfaces on the other hand form images depending on whether the surface is concave or convex with each surface forming its own unique form of image (Kokhanovsky 107). This is as a result of the path that the light takes once it hits the curved surface and the eventual image that is illustrated on a screen. Similarly there are images that are formed from shiny surfaces that are brighter and more reflective while the dar ker images form unique and distinct images depending on whether the surface can let any light pass through. The surface is therefore an important part in understanding the path of light since it forms different images depending on the surface. There are different methods that can be used to make an experiment and establish the path of light and how the light travels from one source to another. One of the experiments uses cardboards that are placed in a straight line with holes on the same point. The cards are used to show that when one illuminates light at one end the light is seen at the other end when the cards are arranged in a straight line. However, if one of the cards is located on a different position or the hole on the cards are not in congruence then there is no image formed at the other end. The light does not move to the other cards since it does not travel in

What is human nature Essay Example | Topics and Well Written Essays - 750 words

What is human nature - Essay Example The issue of human fulfillment is an issue that has never really been understood to its fullest since man has learnt to think. Writers and philosophers of every time have attempted to answer this question and no final word is available to mankind.The fact of the matter lies in the fact, that man cannot achieve fulfillment if he does not think; this, even as a proposition is considered to be impossible. By goodness of undertaking things, dealing with them, and ultimately being deceived by them, it becomes all the more evident to man that there is a reality that exists.This reality can be identified with, and the highest goodness can subsequently be attained by means of thinking. Contemplation gives insight, and ultimately self-actualization. There can be no better strength than realizing one's true potential of existence. All our endeavors or desires primarily follow from the necessity of our intrinsic nature. This concept given by him refers to the identification of the power that th e human being yields and associates from within himself. Whatever one might seek or ask, it is basically a product of how one identifies with the concept of self. The most significant goodness here becomes knowing about oneself. A person, who realizes himself, is truly the most successful of all.Desires, passions and restraints of the material world, can only be understood with reference to the person. Therefore, if and when a person appreciates his own personal standing and inception, it subsequently becomes the greatest source of endowment and fulfillment for the person. The fundamental factor here is about insisting on oneself and never imitating. This again is a propagation of the belief that an individual should at all times try to be what he/she is, and not impose a figure, picture of personality which is not a true depiction of the same. If one has the tendency to doubt one's self-image, then true actualization of self can never be there. The concept of uniformity of behavior and thought has always triggered the minds of thinkers. However, it is interesting that both of these present a similar stance on the said subject. It is not naturally desirable for anybody to maintain an existing thread of ideas and/or actions. To be able to appreciate and attain the highest order of fulfillment, the greatest goodness here would be to not pay heed to social and extraneous challenges, and keep representing one's own personality as it is. If in the face of conflict, one tends to shy away from the true sense of being, then it can never really come out. Under normal circumstances, it is always simple to portray oneself; however, the true test of character is when there is opposition, and yet still a person can attain goodness by means of beings what he truly is. Though this conflict may seem ironically contrary to the actual concept of life itself, yet this line answers probably the greatest mystery of life - being bad. The ultimate attainment in life therefore would be in the fact that one can appreciate its true essence, and not be afraid of the process of good or bad itself. It is only after this, that one would be able to overcome all the subsidiary issues of life, and would proceed to a stance wherein he would seek to discover the power within himself. Once this is accomplishment, nothing else would seem difficult. Despite being in different eras of time and possessing differing fortes of frame of references, yet we see a noteworthy comparison between their views on the said subject. Again, the interesting thing is that it is not a man of a particular culture, creed, time or race that is referred to. Their concepts are so intense, deep and universal, that even at this hour they can be identified with, and a sense of fulfillment may be sought if one wishes so. On the significant role played by nature in the behavior of man, both these opinions interject. Though nature has been a sort of subjective reality for the sake of many philosophers,

Interest groups and Political parties Essay Example | Topics and Well Written Essays - 500 words

Interest groups and Political parties - Essay Example Common good can be referred to as the goodness of an event or a phenomenon that is shared by all communities of a given society. Thus, keeping in view the roles played by interest groups and political parties, it can be stated that both the groups are conducive in working towards common good of a particular society and those elements which make up that society. However, this statement holds certain pre conditions, i.e. the interest groups are not self centered and political parties do not strive for gaining power only over all others. In other words, it is the intent behind the formation of these groups which comes into play and is considered extremely important. Motives, actions and desires yield goodness as long as the driving force behind them remains noble. Same is the case with interest groups and political parties. The reason of stating that the two set of groups are conducive in attaining or working towards the common good is that these groups provide a platform to the general public around through which people can raise their voices, share their opinions, take part in decision making process, highlight their concerns and problems and reach such decisions which are acceptable and beneficial for all. In this regard, work of Rousseau holds a special place. According to him, people should be "sovereign" and the government should only be there to implement laws. He believed that laws shall be enacted by direct democracy, which followed that each person should directly be involved in law making through a platform.

Hitler Was a Weak Dictator Essay Example for Free

Hitler Was a Weak Dictator Essay How far do you agree with the view that in the years 1933-39, Hitler was a weak dictator? Hitler has been categorised as a weak and a strong dictator by structuralist and intentionalist historians respectively, intentionalist for the importance of Hitler, and structuralist for the importance of those around him. Timothy Mason, a British Marxist historian, is an example of a structuralist historian, believing that Hitler was heavily reliant on those around and supporting him. There is also Ian Kershaw, who believed in the ‘Working towards the Fuhrer’ ideology, where Hitler exploited the attitudes of the German people in an attempt to have them work towards him. Timothy Mason, a British Marxist historian was certainly believed that Hitler was a weak dictator, in agreement to the question. Hitler was meant to be an all-powerful Fuhrer, being the only person who really knows what Germany and Germans want and need, yet he as Mason describes, â€Å"†¦had a preference for creating new organs of state to carry out specific projects.† If Hitler had been an all-powerful Fuhrer, he would not have required new organs to help him carry out tasks, he would have just been able to dictate and organise everything himself. This was shown in the massacre of the Night of the Long Knives This shows that Hitler in fact was a weak dictator, who did not have control over everything that happened in Nazi Germany, and he needed the support of the Nazi backroom to help him run the country. Mason also described, in about how Hitler would give jobs to other people to carry out. He realised that he wasn’t cut out to be leading certain jobs, and therefore he chose, ‘the right man for the job’. This is no more apparent than in the appointment of Goebbels as Propaganda Minister. Hitler wanted someone better than himself to arrange the propaganda appearances and meetings for himself, and Goebbels was clearly the best man for the job, as shown by his arrangement of the Night of the Long Knives in 1933, a highly successful propaganda campaign. Hitler was not capable of doing such things himself, proving that he is a weak dictator, by leaving jobs to others. Hitler was a dictator entirely dependent on his reputation, and therefore was indecisive when it came to making decisions, as Feuchtwanger describes, ‘Hitler often refused to take decisions, especially when a decision might damage his popularity†¦Ã¢â‚¬â„¢ It was well known that Hitler’s popularity paved the way for his success, as was shown in results in General elections. However, a strong dictator would not have to worry about the decisions they made, because whilst popularity would have been a cause for concern, their position would have been so secure that worrying would not be an issue, however, in this case where Hitler is clearly agitated and worried over the support he is receiving, it shows that his position as dictator is not as strong as it could be. Kershaw writes about the central role of Hitler to the running of Germany and the Nazi system. He was the, ‘†¦focal point of the Nazi system of rule.’ Every dictator needs to be the focal point of whatever Government they are the head of, and therefore Hitler’s proving of being the front focus of Nazi rule, shows how strong a dictator he was. He was the focal point and face of every Nazi policy, such as the Decree for the protection of People and State. Hitler used communists as an excuse for bringing in new laws and he was central to the policy making and was the face of the new policy. Werner Wilkins was a State Secretary in Germany during the Nazi regime, and he felt that Hitler was neither a weak or strong dictator, but that Germany was in fact Working towards the Fuhrer. This would mean that Hitler was not necessarily important in the running of everyday politics, such as a normal dictator, but he would however let people interpret his policies how they wish. This would not lead to a weak or strong dictator theory, but a society where everyone was working towards the Fuhrer’s will. Werner says how, â€Å"†¦everyone worth a post in the new Germany has worked best when he has, so to speak, working towards the Fuhrer.† This means that everyone in the country no matter what Hitler did was working towards his will, as it is believed he is the only one who knew what Germans truly wanted. In conclusion, Hitler was seen to be a weak dictator, as he was very afraid from the real threat created by losing his popularity, which would have turned the people against him, and whilst he had still not consolidated power fully, particularly at the start of the period, he was always under the threat of being thrown out of power again. Because of this, he had to curb some of his will and policies, and any threat to his popularity was handed over to someone else, whose loss in popularity would not have affected Hitler’s personal rule.

Nature And Structure Of Mathematics

Nature And Structure Of Mathematics Chapter 2 Literature review In this chapter, literature related to mathematics confidence, reflection and problem- solving are reviewed. The chapter begins with an introduction to mathematics and the occurrence of educational changes and concerns in South Africa. It examines the metacognitive activity reflection and its various facets along with affective issues in mathematics. Then, differentiating between past and current research, the focus will be on how mathematics confidence and reflective thinking relates to the level of achievement and performance in mathematics problem-solving processes. Concluding description will follow, illustrating the relationship between reflection and mathematics confidence during problem-solving processes. 2.1 Mathematics, its nature and structure Mathematics can be seen as a combination of calculation skill and reasoning (Hannula, Maijala Pehkonen, 2004:17) and can further be classified as an individuals mathematical understanding. Mathematics is a process, fixed to a certain person, a topic, an environment or an idea (Hiebert Carpenter, 1992). Mathematics originated as a necessity for societal, technological and cultural growth or leisure (Ebrahim, 2010:1). This desire led to the advancement of concepts and theories in order to meet the needs of various cultures throughout time. With its imprint in nature, architecture, medicine, telecommunications and information technology, the use of mathematics has overcome centuries of problems and continues to fulfil the needs of problem-solvers to solve everyday problems. Although mathematics has changed throughout time, in its progress and influences there are interwoven connections between the cognitive, connotative and affective psychological domains. The increasing demand to process and apply information in a South African society, a society characterised by increasing unemployment and immense demands on schools, still awaits recovery and substance from these cognitive and metacognitive challenges (Maree Crafford, 2010: 84). From a socio-constructivists perspective, developing, adapting and evolving more complex systems should be the aim and goal of mathematics education (Lesh Sriraman, 2005). According to Thijsse (2002:34) mathematics is an emotionally charged subject, evoking feelings of dislike, fear and failure. Mathematics involves cognitive and affective factors that form part of the epistemological assumptions, regarding mathematical learning (Thijsse, 2002:7 that will be discussed in the following section. 2.1.2 Epistemological assumptions regarding mathematics learning English (2007:123-125) lays down powerful ideas for developing mathematics towards the 21st century. Some of these ideas include: 2.1.2.1 A social constructivist view of problem-solving, planning, monitoring and communication; 2.1.2.2 Effective and creative reasoning skills; 2.1.2.3 Analysing and transforming complex data sets; 2.1.2.4 Applying and understanding school Mathematics; and 2.1.2.5 Explaining, manipulating and forecasting complex systems through critical thinking and decision making. With emphasis on the learner, from a constructivist perspective, learning can be viewed as the active process within and influenced by the learner (Yager, 1991:53). Mathematical learning is therefore an interactive consequence of the encountered information and how the learner processes it, based on perceivednotions and existing personal knowledge (Yager, 1991:53). According to DoE (2003:3) competence in mathematics education is aimed at integrating practical, foundational and reflective skills. While altering the paradigms in learning, mathematics education was turned upside down with the shift being towards instructing, administering and applying metacognitive-activity-based learning in schools as claimed by Yager (1991:53) and Leaf (2005:12-18). This change and reform in education and education paradigms is illustrated in Figure 2.1. Early 1900s Early 1900s 1960s 1980s 1980s- 2000s 1980s 2000s The overarching approach with impact on education and therapy focussing on metacognition In Figure 2.1 Leaf (2005:4) states that the intelligence quotient (IQ) is one of the greatest paradigm dilemmas. This approach is designed in the early twentieth century by F. Galton and labelled too many learners as either slow or clever. The IQ-tests did assess logical, mathematical and language preference and dominance in learners but left little or no room for other ways of thinking in mental aptitude (Leaf, 2005:5). In contrast to the IQ-approach is Piagets approach, named after its founder, Jean Piaget, who apposed the IQ-approach. Focussing on cognitive development, he suggests timed stages or learning phases in a childs cognitive development as a prerequisite to the learning process. Piaget exclaims that if a stage is overseen, learning will not take place. A third paradigm, the Information processing age, divided problem-solving into three phases: input, coded storing and output. Designed in an era where technological advances and computers entered schools and the school cur riculum, information processing was seen as comparing the learner with a microchip. Thus, retrieving and storing data and information was seen as a method to practise and learn as being the focus of learning. This learning took place in a hierarchical order, and one phase must be mastered before continuing to a more difficult task. Outcomes Based Education (OBE) was implemented after the 1994 national democratic elections in South Africa. Since 1997 school systems underwent drastic changes from the so called apartheid era. According to the Revised National Curriculum Statement (2003) the curriculum is based on development of the learners full potential in a democratic South Africa. Creating lifelong learners are the focus of this paradigm. After unsuccessfully transforming education in South Africa, a need still exists to challenge some of the shortcomings of the above mentioned paradigms. An Overarching approach is an aided paradigm proposed by Leaf (2005:12). The Overarching approach focuses on learning dynamics or in other words, what makes learning possible. This paradigm utilizes emotions, experiences, backgrounds and cultural aspects in order to facilitate learning and problem-solving (Leaf, 2005:12-15). Above mentioned aspects are also known to associate with performance in mathematics problem-solving (Maree, Prinsloo Claasen, 1997a; Leaf, 2005:12-15). 2.1.3 Some factors associated with performance in mathematics Large scale international studies, focussing on school mathematics, compare countries in terms of learners cognitive performance over time (TIMSS, 2003 PISA, 2003). A clear distinction must be made between mathematics performance factors in these developed and developing countries (Howie, 2005:125). Howie (2005:123) explored data from the TIMSS-R South African study which revealed a relationship between contextual factors and performance in mathematics. School level factors seem to be far less influential (Howie, 2005: 124, Reynolds, 1998:79). According to Maree et al. (2005:85), South African learners perform inadequately due to a number of traditional approaches towards mathematics teaching and learning. Maree (1997b:95) also classifies problems in study orientation as cognitive factors, external factors, internal and intra-psychological factors, and facilitating subject content. One psychological factor in the Study Orientation in Mathematics questionnaire (SOM) by Maree, Prinsloo and Claasen (1997b) is measured as the level of mathematics confidence of grade 7 to 12 learners in a South African context. Sherman and Wither (2003:138) documented a case where a psychological factor, anxiety, causes an impairment of mathematics achievement. A distillation of a study done by Wither (1998) concluded that low mathematics confidence causes underachievement in mathematics. Due to insufficient evidence it could not prove that underachievement results in low mathematics confidence. The study did indicate that a possible third factor (metacognition) could cause both low mathematics confidence and underachievement in mathematics (Sherman Wither, 2003:149). Thereupon, factors manifested by the learner are discussed below. Academic underachievement and performance in mathematics is determined by a number of variables as identified by Lombard (1999:51); Maree, Prinsloo and Claasen (1997); and Lesh and Zawojewski (2007). These variables include factors manifested by the learner, environmental factors and factors during the process of instruction. 2.1.3.1 Some associated factors manifested by the learner Affective issues revolve around an individuals environment within different systems and how that individual matures and interact within the systems (Lombard, 1999:51 Beilock, 2008:339). In these systems it appears that learners have a positive or negative attitude towards mathematics (Maree, Prinsloo Claasen, 1997a). Beliefs about ones own capabilities and that success cannot be linked to effort and hard work is seen as affective factors in problem-solving (Dossel, 1993:6; Thijsse, 2002:18). Distrust in ones own intuition, not knowing how to correct mistakes and the lack of personal effort is regarded as factors that facilitate mathematics anxiety, manifested by the learner (Thijsse, 2002:36; Russel, 1999:15). 2.1.3.2 Some associated environmental factors Timed testing environments such as oral exam/testing situations, where answers must be given quickly and verbally are seen as environmental factors that facilitates underachievement in mathematics. Public contexts where the learner has to express mathematical thought in front of an audience or peers may also be seen as an environmental factor limiting performance. 2.1.3.3 Some associated factors during the process of instruction Knowledge about study methods, implementing different strategies and domain specific knowledge is seen as factors that influence performance in mathematics. It seems as though performance is measured according to the learners ability to apply algorithms dictated by a higher authority figure such as parents or teachers (Russell, 1995:15; Thijsse, 2002:35). Thijsse (2002:19) agrees with Dossel (1993:6) and Maree (1997) that the teachers attention to the right or wrong dichotomy, stresses the fact that mathematics education can also be associate with performance. A brief discussion on mathematics problem-solving will now follow. 2.2 Mathematics problem-solving A mathematics problem can be defined as a mathematical based task indicating realistic contexts in which the learner creates a model for solving the problem in various circumstances (Chalmers, 2009:3). Making decisions within these contexts is only one of the elementary concepts of human behaviour. In a technology based information age, computation; conceptualisation and communication are basic challenges South Africans have to face (Maree, Prinsloo Claasen, 1997; Lesh Zawojewski, 2007). Problem-solving abilities are needed and should be developed for academic success, even beyond school level. According to Kleitman and Stankov (2003:2) managing uncertainty in ones understanding is essential in mathematical problem-solving. Lester and Kehle (2003:510) fear that mathematical problem-solving is currently getting more complex then in previous years. Therefore problem-solving continues to gain consideration in the policy documents of various organisations, internationally (TIMSS, 2003; SACMEQ, 2009; PIRLS, 2009; Moloi Strauss, 2005 NCTM, 1989) and nationally (DoE, 2010; DoE, 2010: 3). As Lesh and Zawojewski (2007:764) states The pendulum of curriculum change again swings back towards an emphasis on problem-solving. Problem-solving is emphasised as a method involving inquiry and decision making (Fortunato, Hecht, Tittle Alvarez, 1991:38). Generally two types of mathematical problems exist: routine problems and non-routine problems. The use and application of non-routine problems, unseen mathematical processes and principles are part of the scope of mathematics education in South Africa (DoE, 2003:10). Keeping track of and on the process of information seeking and decision making, mathematics problem-solving is linked to the content and context of the problem situation (Lesh Zawojewski, 2007:764). It seems as though concept development and development of problem-solving abilities should be part of mathematics education and beliefs, feelings or other affective factors should be taken into account. In the next section a discussion will follow regarding past research done on mathematics problem-solving. 2.2.1 Some research done on mathematics problem-solving in the past Studies on learners performance in mathematics and how their behaviours vary in approaches to perform, was the conduct of research on mathematics problem-solving since the 1930s (Dewey, 1933; Piaget, 1970; Flavell; 1976; Schoenfeld, 1992; Lester Kehle, 2003; Lesh Zawojewski , 2007:764). Good problem solvers were generally compared to poor problem-solvers (Lester Kehle, 2003:507) while Schoenfeld (1992) suggested that the former not only knows more mathematics, but also knows mathematics differently (Lesh and Zawojewski, 2007:767). The nature and development of mathematics problems are also widely researched (Lesh Zawojewski, 2007:768), especially with the focus on how learners seeand approach mathematics and mathematical problems. Polya-style problems involve strategies such as picture drawing, working backwards, looking for a similar problem or identifying necessary information (Lesh Zawojewski, 2007:768). Confirming the use of these strategies Zimmerman (1999:8-10) describe dimensions for academic self-regulation by involving conceptual based questioning using a technique called prompting. Examples of these prompts are questions starting with why; how; what; when and where, in order to provide scaffolding for information processing and decision making. 2.2.2 Working memory, information processing and mathematics problem-solving of the individual learner In the 1970s problems were seen an approach from an initial state towards a goal state (Newell Simon, 1972 in Goldstein, 2008:404) involving search and adapt strategies. 2.2.2.1 Working memory as an aspect of problem-solving The working memory is essential for storing information regarding mathematics problems and problem-solving processes (Sheffield Hunt, 2006:2). Cognitive effects, such as anxiety, disrupt processing in the working memory system and underachievement will follow (Ashcraft; Hopko Gute, 1998:343; Ashcraft, 2002:1). These intrusive thoughts, like worrying, overburden the system. The working memory system consists of three components: the psychological articulatory loop, visual-spatial sketch pad and a central executive (Ashcraft; Hopko Gute, 1998:344; Richardson et al, 1996). 2.2.2.2 Problem-solving persona of the mathematics learner The learner, either an expert or novice-problem-solver is researched on his/her ideas, strategies, representations or habits in mathematical contexts (Ertmer Newby, 1996). Expert learners are found to be organised individuals who have integrated networks of knowledge in order to succeed in mathematics problem-situations (Lesh Zawojewski, 2007:767; Zimmerman, 1994). Clearly learners problem-solving personality affects their achievement. According to Thijsse (2002:33) learners who trust their intuition and perceive that intuition as insight into a rational mind, rather than emotional and irrational feelings, are more confident. The variety of attributes, such as anxiety and confidence, is included in reflective processes either cogitatively or metacognitatively which will be discussed in the next section. 2.3 Cognitive and metacognitive factors Although cognitive and metacognitive processes are compared in literature, Lesh and Zawojewksi (2007:778) argues that mathematics concepts and higher order thinking should be studied correspondingly and interactively. Identifying individual trends and behaviour patterns or feelings, could relate to mathematics problem-solving success (Lesh Zawojewksi, 2007:778). 2.4.1 Cognition processes during mathematics problem-solving Newstead (1999:25) describes the cognitive levels of an individual as being either convergent (knowledge of information) or divergent (explaining, justification and reasoning). 2.3.2 Metacognition 2.3.2.1 Components of metacognition 2.3.2.2 Past research done on metacognition The Polya-style heuristics on problem-solving strategies, mentioned previously, is noted by Lesh and Zawojewski (2007:368) as an after-the-fact of past activities process. This review process between interpreting the problem, and the selection of appropriate strategies, that may or may not have worked in the past, is linked with experiences (negative or positive) which provide a framework for reflective thinking. Reflection is therefore a facet of metacognition. 2.3.3 Reflection as a facet of metacognition Reflection, as defined by Glahn, Specht and Koper (2009:95), is an active reasoning process that confirms experiences in problem-solving and related social interaction. Reflecting can be seen as a transformational process from our experiences and is effected by our way of thinking (Garcia, Sanchez Escudero, 2009:1). 2.3.3.1 Development of reflective thinking Thinking about mathematics problems and reflecting on them is essential for interpreting the given problems provided details about what is needed in order to solve the problem (Lesh Zawojewski, 2007:368). Schoenfeld (1992) mentions an examining of special cases for selecting appropriate strategies from a hierarchical description, but Lesh and Zawojewski (2007:369) argue that this will involve a too long (prescriptive process) or too short conventional list of prescribed strategies. Lesh and Zawojewski (2007:770) rather suggest a descriptive process to reflect on and develop sample experiences. The focus should be on various facets of individual persona and differences, such as prior knowledge and experiences, which differs between individuals. 2.3.3.2 Expansion models for reflectivepractice According to Pletzer et al (1997) applying reflective practice is a powerful and effective way of learning. Three models for reflective practice exist: the reflective cycle of Gibbs (1988), Ertmer and Newby (1996), Johns-model (2000) for structural reflection and Rolfe et als (2001) framework for reflective practice. The first model is that of Gibbs (1988). i Gibbss (1988) model for reflection Gibbs model is mostly applied during reflective writing (Pugalee, 2001). This model for reflection is exercised during problem-solving situations by assessing first and second cognitive levels. A particular situation, such as in Figure 2.2, when the learner has to solve a mathematical problem is described by accompanying feelings and emotions that will be remembered and reflected upon. A conscience cognitive decision will then be made determining whether the experience was a positive (good) otherwise negative (bad) emotion, or feeling. By analysing the sense of the experience a conclusion can be made where other options are considered to reflect upon. (Gibbs, 1988; Ertmer Newby, 1996) iiJohns (2000) model for structural and guided reflection This model provides a framework for analysing and critically reflecting on a general problem or experience. The Johns-model (2000) provides scaffolding or guidance for more complex problems found on cognitive levels three and four. Reflect on and identify factors that influence your actions Figure 2.3Johns model for reflective practice Source:Adapted from John (2000) The model in Figure 2.3 is divided into two phases. Phase 1 refers to the recall of past memories and skills from previous experiences, where the learner identifies goals and achievements by reflecting into their past. This could be easily done using a video recording of a situation where the learner solves a problem. It is in this phase where they take note of their emotions and what strategies were used or not. On the other hand, phase 2 describes the feelings, emotions and surrounding thoughts accompanying their memories. A deeper clarification is given when the learner has to motivate why certain steps were left out or why some strategies were used and others not. They have to explain how they felt and the reason for the identified emotions. At the end the learner should reflect between the in and out components to identify any factor(s) that could have effected their emotions or thoughts in any way. A third model is proposed by Rolfe et al (2001), known as a framework for reflex ive practice. iiiRolfe et als model for reflexive practice. According to Rolfe et al (2001) the questions ‘what? and ‘so what? or ‘now what?, can stimulate reflective thinking. The use of this model is simply descriptive of the cognitive levels and can be seen as a combination of Gibbs (1988) and Johns (2000) model. The learner reflects on a mathematics problem in order to describe it. Then in the second phase, the learner constructs a personal theory and knowledge about the problem in order to learn from it. Finally, the learner reflects on the problem and considers different approaches or strategies in order to understand or make sense of the problem situation. Table 2.1 demonstrates this model of Rolfe et al (2001) in accordance with the models of Gibbs (1988) and Johns (2000) as adapted by the researcher. It shows the movement of thought actions and emotions between different stages of reflection (before, during and after) in problem-solving. Table 2.1Integration of reflective stages and the models for reflective practice Stage 1 Reflection before action Stage 2 Reflection during action Stage 3 Reflection after action Descriptive level of reflection (planning and describing phase) Theory and knowledge building of reflection (decision making phase) Action orientated level (reflecting on implemented strategy-action) Identify the level of difficulty of the problem and possible reasons for feeling, or not feeling, â€Å"stuck†, â€Å"bad† or unable to go to the next step. Pay attention to thought and emotions and identify them. Describe negative attitude towards mathematics problems, if any Observe and notice expectations of self and others: like parents, teachers or peers Evaluate the positive and negative experiences Analyse and understand the problem and plan the next step, approach or strategy Perform the planned action Awareness of ethics, beliefs, personal traits or motivations Recall strategies that worked in the past. Reflect on the solution, reactions and attitudes Source:Adapted from Johns (2000), Gibbs (1988) and Rolfe et al (2001) 2.3.3.3 The reflection process While some research claims, seeing and doing mathematics as useful in the interpretation and decision making of problem-solving processes (Lesh Zawojewski, 2007), a more affective approach would involve feelings or the feelings about mathematics(Sheffield Hunt, 2006), in other words, affective factors. 2.4 Affective factors in mathematics Rapidly changing states of feelings, moderately stable tendencies, internal representations and deeply valued preferences are all categories of affect in mathematics (Schlogmann, 2003:1).Reactions to mathematics are influenced by emotional components of affect. Some of these components include negative reactions to mathematics, such as: stress, nervousness, negative attitude, unconstructive study-orientation, worry, and a lack of confidence (Wigfield Meece, 1988; Maree, Prinsloo Claasen, 1997). Learners self-concept is strongly connected to their self-belief and their success in solving mathematics problems is conceptualised as important (Hannula, Maijala Pehkonen, 2004:17). A study done by Ma and Kishor (1997) confirmed belief, as an affect on mathematics achievement, being weakly correlated with achievement among children from grade 2 to 8. However, Hannula, Maijala and Pehkonen (2004) conducted a study on learners in grade 7 to 12 and concluded that there is a strong correlatio n between their belief and achievement in mathematics. Beliefs and are related to non-cognitive factors and involve feelings. According to Lesh and Zawojewski (2007:775) the self-regulatory process is critically affected by beliefs, attitudes, confidence and other affective factors. 2.4.1Beliefs as an affective factor in mathematics Belief, in a mathematics learner, form part of constructivism and can be defined as an individuals understanding of his/her own feelings and personal concepts formed when the learner engages in mathematical problem-solving (Hannula, Maijala Pehkonen, 2004:3). It plays an important role in attitudes and emotions due to its cognitive nature and, according to Goldin (2001:5), learners attribute a kind of truth to their beliefs as it is formed by a series of background experiences involving perception, thinking and actions (Furinghetti Pehkonen, 2000:8) developed over a long period of time (Mcleod,1992:578-579). Beliefs about mathematics can be seen as a mathematics world view (Schlogmann, 2003:2) and can be divided into four major categories (Hannula, Maijala Pehkonen, 2004:17): beliefs on mathematics (e.g. there can only be one correct answer), beliefs about oneself as a mathematics learner or problem solver (e.g. mathematics is not for everyone), beliefs on teaching mathematics (e. g. mathematics taught in schools has little or nothing to do with the real world) and beliefs on learning mathematics (e.g. mathematics is solitary and must be done in isolation) (Hannula, Maijala Pehkonen, 2004:17). Faulty beliefs about problem-solving allow fewer and fewer learners to take mathematics courses or to pass grade 12 with the necessary requirements for university entrance. Beliefs are known to work against change or act as a consequence of change and also have a predicting nature (Furinghetti Pehkonen, 2000:8). Affective issues, such as beliefs, generally form part of the cognitive domain, anxiety (Wigfield Meece, 1988), which will be dealt with in the next section. 2.4.2 Anxiety Anxiety, an aspect of neuroticism, is often linked with personality traits such as conscientiousness and agreeableness (Morony, 2010:2). This negative emotion manifests in faulty beliefs that causes anxious thoughts and feelings about mathematics problem-solving (Ashcraft; Hopko Gute, 1998:344; Thijsse, 2002:17). Distinction can be made between the different types of anxieties as experienced by learners across all age groups. Some of these anxieties include general anxiety, test or evaluation anxiety, problem-solving anxiety and mathematics anxiety. The widespread phenomenon, mathematics anxiety, threatens performance of learners in mathematics and interferes with conceptual thinking, memory processing and reasoning (Newstead, 1999:2). 2.4.2.1 Mathematics anxiety The pioneers of mathematics anxiety research, Richardson and Suinn (1972), defined mathematics anxiety in terms of the affect on performance in mathematics problem-solving as: Feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations This anxious and avoidance-behaviour towards mathematics has far reaching consequences as stressed by a number of researchers (Maree, Prinsloo Claasen, 1997; Newstead, 1999; Sheffield Hunt, 2006 Morony, 2009). Described as a chain reaction, mathematics anxiety consists of stressors, perceptions of threat, emotional responses, cognitive assessments and dealing with these reactions. A number of researchers expand the concept of mathematics anxiety to include facilitative and debilitative anxiety (Newstead, 1998:2). It appears that Ashcraft; Hopko; Gute (1998:343) and Richardson et al (1996) see mathematics anxiety in the same locale as the working memory system. Both areas consist of psychological, cognitive and behavioural components. Although they agree on the same components, Eysenck and Calvo (1999) states that it is not the experience of worry that diverts attention or interrupts the working memory process, but rather ineffective efforts to divert attention away from worrying a nd instead focus on the task at hand. 2.4.2.2 Symptoms for identifying mathematics anxiety Mathematics anxiety is symptomatically described as low (feelings of loss, failure and nervousness) or high (positive and motivated attitude) confidence in Mathematics (Maree, Prinsloo Claasen, 1997a:7). Dossel (1993:6) and Thijsse (2002:18) states that these negative feelings are associated with a lack of control when uncertainty and helplessness is experienced when facing danger. Unable to think rationally, avoidance and the inability to perform adequately causes anxiety and negative self-beliefs Mitchell, 1987:33; Thijsse, 2002:17). Anxious children show signs of nervousness when a teacher comes near. They will stop; cover their work with their arm, hand or book, in an approach to hide their work (May, 1977:205; Maree, Prinsloo Claasen, 1997; Newstead, 1998 Thijsse, 2002:16). Panicking, anxious behaviour and worry manifests in the form of nail biting, crossing out correct answers, habitual excuse from the classroom and difficulty of verbally expressing oneself (Maree, Prinsloo Claasen, 1997a). Mar

Rate of Reaction Coursework Essay -- GCSE Chemistry Coursework Investi

Rates of Reaction A chemical reaction can only occur between particles when they collide (hit each other). Particles may be atoms, ions or molecules. There is a minimum amount of energy which colliding particles need in order to react with each other. If the colliding particles have less than this minimum energy then they just bounce off each other and no reaction occurs. This minimum energy is called the activation energy. The faster the particles are going, the more energy they have. Fast moving particles are more likely to react when they collide. You can make particles move more quickly by heating them up (raising the temperature). Changing the Rate of a Reaction. There are 5 ways to increase the rate of a chemical reaction. They are all understood in terms of collision theory. The rate of a chemical reaction may be increased by 1) Raising the temperature. 2) Increasing the concentration (in solution). 3) Increasing the pressure (in gases). 4) Increasing the surface area of a solid. 5) Use a catalyst. Measuring the Rate. The reaction between sodium thiosulphate solution and dilute hydrochloric acid. HCl + sodium thiosulphatearrowsodium chloride + sulphur dioxide + sulphur + water. HCl(aq) + Na2S2O3(aq) arrow NaCl(aq) + SO2(g) + S(s) + H2O(l) The solid sulphur (S(s)) formed in this reaction makes the colorless solution go cloudy. The reaction is usually carried out in a flask placed on a piece of white paper which has a ...

Doing Business in Europe :: Essays Papers

Doing Business in Europe 1. Common Market The first chapter deals mostly with the definition and pecularities of the so-called Common Market, formed from countries of European Union. The Common Market encloses European Union of Coal and Steel, European Economic Union and European Nuclear Energy Union. Since 1967 the European Union has the following non-national and intergovernmental bodies: Cabinet of Ministers, Commission of European Unions, European Parliament and Council of European Unions. Before the 1970, the countries of European Union were supporting the budget of European Union at the cost of their national budgets. Since April 1970, the Common Market holds its own resources independently from budgets of supporting countries. This fact makes the administrative bodies of European Union independent. 2. Tax System Common to Europe and all the world is the tax system which includes all or most of the following taxes: Income tax, Corporation tax, Trade tax, Turnover tax, Property tax, Heritage tax, Purchase of Land tax. 3. International Concerns, Transnational Corporations and their policies These include the definite politics in the field of profitability of foreign branches. The policy is aimed to gain high profits in countries with comparatively low taxes, and in the countries with high taxes the accumulated profit must be lower. The common goal of transnational corporations is, of course, to preserve the liquidity and profitability of foreign branches. Thus such branches are required to send certain information to the main office each month or each quarter. 4. World Currency System European Market is a sum of currency operations which are done at the free world market outside of native country. The international currency terminology distinguishes such currency markets as: currency markets, where the trade of foreign currencies is done within the home country, and the euromarket, where the trade of foreign currencies is done outside of the home country. 5. How to Sell in Western Market Common conditions for success are like a set of rules. The first rule states: it is comparatively easy to produce something, but selling it is a challenging task. The main principle of survival for manufacturer is to produce goods that can be sold, not to sell what the company produces. The common conditions for survival on the market include high quality of the product, fast and cheap support, satisfactory warranty period, and good marketing. Here the cultural differences must be considered, together with the information about prior experience is selling the particular product inside and outside of the home country, mentality differences, pace of progress, culture values, religion.

Television and College Life Essay -- Television TV

Television and College Life After a long day of classes, I just like to lie down on the couch and relax while watching my favorite television show. Like me, this is how many college students end the day. After conducting a series of surveys and interviews, I realized that, even though we all like to watch our favorite shows, we prefer different shows and watch them at different times in different ways. My overall goal was to determine if there was any difference in television viewing based upon gender. In addition, I hoped to learn: how much TV college students watch per day; if viewers look forward to watching a particular show; if college students use TV as an escape from the everyday pressures; and, if they â€Å"channel surf† or remain with one channel throughout an entire program. Before beginning my survey, I had some preconceived notions about the types of answers that I would obtain. I decided to survey ten college students. I included five male and five female subjects in my survey to be equitable as well as to determine preferences based upon gender in my results. I surveyed two of my male roommates and one female roommate. The remaining participants were random friends who visited our house. This was an easy and effective way to conduct my surveys. Having so many roommates means there are always a variety of people who come and go from our residence. Although this was a simple way to conduct my survey, I was not certain that it would be an accurate sampling. Even though there were a variety of individuals frequenting our house, they seemed to possess many similarities. My fears were unfounded because those surveyed preferred various programs, providing the basis for unbiased results... ...been something like ER or Ally Mcbeal. IUP has 15,000 students; this survey was only a small sampling of the University’s student population. To get more accurate results, I might have surveyed a larger sample of people or included people whom I do not know. Also, I should have conducted interviews with more people whom I do not know well. These changes would have provided a better insight into what type of viewers and viewing habits of people I do not know. Although my results were not what I expected, I am very pleased about what I learned. I have conducted interviews before, but I have never conducted a survey. It was challenging yet interesting to draw up the questions for the survey. In this way I was able to ask questions to which I wanted the answers. Overall I felt this was a worthwhile experience that was educational and enlightening.

Discussing ‘Phonics They Use: Words for Reading and Writing’ Essay

Learning ‘phonics’ for reading and writing improves a science class, indeed. Cunningham’s book shows vivacity and optimism; free from obscure and often pretentious language marked by circumlocutions and long words. As an analysis, the author determines the significance of a method of teaching beginners to read and pronounce words by learning the phonetic value of letters, letter groups, and especially syllables, particularly for the high school science class. However, there are circumstances in which a high school science teacher becomes annoyed and aggravated; since, he/she handles science class, it is no longer his/her job to teach the pronunciation(s) of every science and/or technological terminologies/terms, which should be undergone during an English class. Thus, it is a waste of time. Part five of the book (Coaching, Assessment, Research, and Jargon) brings with methodological conceptions, assessment and theory for teaching students one-on-one. Examples concern â€Å"beginning reading strategies† (p. 173), â€Å"sight word, decoding, and spelling behaviors† (p. 177), and a marking system for any 100-word reading assessment (p. 175). The Theory and the Research—The Why Underlying the How (chapter 14) shows an assessment on phonics (a method of teaching beginners to read and pronounce words by learning the phonetic value of letters). As an analysis of the entire view, it is necessary for a high school science teacher to use such an educational tool and take the required test of phonics jargon. Hence, using phonics is an aid not only for a high school science teacher but also for the whole class, indeed. Cited Works Cunningham, Patricia. â€Å"Phonics They Use: Words for Reading and Writing. † Fourth Edition. New Jersey: Published by Allyn & Bacon, 2004. 224p.

Social Problem

Nowadays , social problems are very serious and we should pay more attention to these problems. As a part of the community , we should be concerned about social problems. Every day we read the newspaper and get the news from media, almost every day the newspaper and the media reports are about the social problems. All sorts of social problems will appear in our surrounding , but we cannot turn a blind eye and a deaf ear. We need to find ways to solve these social problems so that the society will not be mess order.Social problems are some condition , set of events or group of persons constitutes a troublesome situation that needs to be changed or improved. Social problems are like time bomb , when it explode, it will be out of control. Social problems let us live in a pressured situation. Today’s society there are too many examples of social problems, I took a few more popular examples to explain in detail. Explain the social problems in the end how it affects the growth of ou r country and the ways of prevent to reduce the social issue. Now, we take a look at what social problems are the most popular .Firstly ,the most common and the most serious social problems in our life are gangsters. Speaking of gangsters, will make people tremble with fear. Gangsters are not limited to age, previous may be older establishment gangsters, now both primary and secondary schools also have a group of students create a own gangster within the school. They will require students to pay a protection fee , if students do not, they will use means to force students pay protection money . Gangsters may intimidation , harassment and find someone to hit the student until the student willing to pay money.As long as someone offended gangster boss or brother, the man must not be at peace. Gangsters will send someone to give warning and told the man who is the stronger one. Gangsters also smoking , fighting , make trouble and provoke others everywhere. In short , they do any bad thin g, also bully the weak . New gangs also never lost on the old gang . Next, the gangs will cause the growth of our country to have a negative impact . These will be brought to the community a lot of unnecessary trouble and fear. So that the country would be in a very unstable state.People in other countries will be disappointedin our country, they are afraid to trade in our country and the economic will downturn . Just so that our country is greatly losses and enough to affect the development of the country . Moreover , there are several ways to prevent the establishment of gangs . The first step is whenever you see someone organization gangs immediately alarm . Second is counselors to counsel these kids . Also let the parents pay more attention to children’s behavior and trends ,and more concern for children .The second problem is traffic jams , in our country always occur the traffic problems especially during the peak time are often traffic jams . I often think that our cou ntry really is so many cars ? Our country has many public transport can ride like bus and LRT . In the end is too rich or people do not want to take the public transport with others or they do not want wake up early to catch the bus and LRT . In my observation , most of the vehicles are driving one in the working hours . And a family is more than owning a car . When there is the festival season , have long queues of vehicles on the road .People are required to spend half a day in the car ,it's really a headache . Apart from that ,this problem makes our country's poor reputation when it comes to the transportation. Foreigners evaluation of our traffic is low. Affect the ranking of our country is seriously lagging behind . This is enough to affect our reputation severely damaged . Following that ,have a problem we have to go to solve . The solution of a traffic jam is government can greatly promote the public transport and explain the advantage of using public transport .If just your colleagues or friends to the same place , that simply driving a car is enough or everyone turns driving their own car with a colleague or friend . As long as people are willing to comply , then the problem can be solved . The third problem that I think need to be paid more attention to is illegal immigrant. Illegal immigrants mixed the name suggests is that there is no approved . Illegal immigrants once they are caught will suffer severe punishment or be forced to exit or leave to country they are in.If the illegal immigrants think that the country is not properly managed, these immigration will be able to sneak into our country without any fear of being caught or punished . Our country has a huge and important part of responsibility and also need to ensure that there are no problems in the country due to these immigrants. Illegal immigrants seemingly innocuous, but in fact , it hurt not to be looked down upon small . Their arrival so that people reduce jobs , because their low sala ries , better efficiency and the important one, they are hardworking than people in our country .The other is that they cause a lot of distress and they will rob and trouble . Many social chaos is manufactured or are cased mostly by them . We should immediately think of a way to solve this problem so that we are getting the security and tranquility. The checkpoint staff must strictly regulate immigration checkpointsand not to let them muddle through . People are urgerto pay very close attention to suspicious person around and if found, it has to be immediately notifiedto the police . Police and people ‘s cooperation are essential and vital to crack down on illegal immigrants.The fourth social problem is divorce which happens in every place around the world. There will be a divorce as long as there are men , women , and married . I really cannot figure out why people want a divorce and had chosen to marry . Although divorce is very easy , but the marriage is not child’ s play . Since the original thought of marriage , think of the consequences of divorce , do not impulse bad throughout life . The high divorce rate is not a good thing for a country . If the divorce rate is higher , on behalf of the people does not pay attention to the views of marriage .Marriage is a sacred thing , many people have opted for early marriage . For this reason and cause the divorce rate to improve . This country has given the impression that marriage is a failure , this once again undermines the reputation of the country . What method can reduce the divorce rate ? It is up to people to their own ideas . Government should be called on the people to not be too early marriage , early marriage has a lot of potential problems . Now , society difficult and having a family is not an easy task .Marriage gave birth to the child , if divorce the child does not have a perfect family environment to grow and will leave to childhood shadow . Ultimately suffering only child . So , th ink about it before marriage . The fifth is environmental pollution problems , this is also the community most concern . Environmental pollution refersto human discharged to the environment than its self-purification capacity of substances or energy , so that the quality of the environment to reduce the phenomena of an adverse impact on the survival and development of humanity , ecosystems , and property .The most common are water pollution , air pollution , and noise pollution . Water pollution will harm to human death and directly affect the water quality of the drinking water source then produce many diseases . Furthermore , it will constrain economic development because the industrial use of water as a raw material or washing products and directly participate in the processing of products. Deterioration of the water quality will directly affect the quality of product. Water pollution for human health , agriculture , fisheries and other sideline have largely affected the developm ent of the economy!Air pollution will affect the body health and also the impact of weather and climate . People believe that climate change may cause a variety of air pollutants , carbon dioxide has a significant role in . The content of carbon dioxide in the atmosphere according to the current rate of increase continues , after a number of years will make the north and south ends of the ice melting , leading to global climate anomalies . Noise pollution will damage to the hearing of the human body . The worse case can cause deafness. Noise can induce a variety of diseases .The impact of noise on sleep great , people even in sleep , hearing , have to bear the noise stimulus . It will distract people ’ s attention , leading to unresponsive , fatigue , decreased work efficiency and error rate rise . So, we must not underestimate the importance of these three pollution damaged. It must find a way to prevent . Prevention and treatment methods for all pollution is severely punish ed or give warning to them . Noise prevention measures is to minimize the sound decibel value or use sound – absorbing , sound insulation , noise barrier isolation and other measures .For air pollution is reducing emissions of pollutants and afforestation . There is also a most important is to start with ourselves . Do not throw waste , the perfect city is everyone ’s responsibility . Lastly , the way of preventing water pollution is before we drink the water , we boiled or filter it . We also can actively promote â€Å"clean production† . Clean production to change the existing unsustainable methodsof raw material and energy consumption , to encourage sustainable production using non- toxic products . Of course , our government should control our environment .Cannot just verbally agreed to without action because protecting the environment is everyone ‘s responsibility . As a conclusion , all these issues makes me feel , is social change or human nature ha s changed . Only human indifference , will bring up this society today . We can really make it cool treatment? Our society is reduced to a point where it is we want to do ? The first condition is the protection of society the people must lead by example . In fact , as long as everyone concerted effort to make a change, it certainly can . If everyone changed , then the social will peaceful . I sincerely hope we can do this !

Compare and Contrast: Byzantine Empire and the Aztecs Essay

The early civilizations of the byzantine and Aztec empires rose to power using a variety of tactics. They were both very successful and very powerful up to a certain point. The byzantine and Aztec empires both used military strategies and advancements in war. Although while the Byzantine Empire used Christianity to unify its people, the Aztecs made people fear them by using human sacrifices. Also the byzantine was a bureaucracy with an emperor who was thought of to be chosen by the gods to rule over the people, however, the Aztecs had a ruler who was seen as an actual god. The Byzantine and Aztec empires had very strong military tactics which led to expansion and advancement. The Byzantine conquered almost all of the land around it and had many skilled warriors. This is much like the Aztecs who had skilled warriors and even though they didn’t necessarily conquer the land, they took control of the people and made them pay tribute. The Aztecs captured people for human sacrifices many times and this was an adapted technique they used, while the Byzantine used the technique of the â€Å"Greek fire† which was an invention similar to a flamethrower. In the Byzantine Empire there was a main religion and in the Aztec empire hey were highly reliant on human sacrifice to scare people into joining the civilization. The Byzantine empire used the newly found religion of Christianity to unify its population and make them a whole. The Aztecs however, believed in multiple gods and used human sacrifices to make other people fear and respect them. This tactic was also used to get them to join and scared them into paying tribute to the Aztecs or the Aztec gods. There was an emperor in the Byzantine Empire who had much influence because people thought he had been chosen by god; this was similar but not exactly the same as the Aztecs who had a leader that was thought of as an actual deity, or god. Because the Byzantine ruler was thought to be chosen by god, he had power and control over his own civilization and also those that he tried to conquer. The Aztec leader had divine power over his people and since everyone viewed him as a god it would be wrong to defy him. For this reason, he had influence and power over other places, as well as his own.

Good and Bad Experiences Essay

One of the many memorable scenes in Lac Su’s memoir, I Love Yous Are for White People, takes place in Chapter Four. It is the scene where Lac’s father takes his family out to buy their first restaurant meal. I find it a very interesting and hilarious scene. Pa receives some extra food stamps from Uncle Sam, so he decides to take his family out to the restaurant around the corner of their house. Obviously, this is the first time of them eating in the American restaurant; therefore, everything is kind of new for them. Since the only one who knows English in the family is Lac, it is not quite easy for them to order foods. The family has to order food through Lac, or they point at the pictures on the menu to order. Even when the food arrives at their table, which are hamburgers and French fries, they still do not know what those are and how to eat them. Lac’s father even asks him if they need to use chopsticks to eat the hamburgers, and says the other patrons are sav ages when he sees they eat hamburgers with their bare hands. When they are done eating and the bill comes, the father pays the bill with the stamp foods, and it drives the waitress crazy when she keeps explaining to Lac’s father that the restaurant doesn’t take stamp foods but he doesn’t understand what she says. However, when the manager comes to their table to solve the problem, he accepts it. He takes all the stamp foods and twelve dollars cash and jettison the family out. This is a very hilarious scene in the memoir, and I remember this scene the most throughout the whole book. This memoir also examines the emotional and physical damage Pa causes for Lac Su. First, when he notices that Su steals money from the piggy bank, Pa whips Su as soon as they get home. Second, Pa forces Su to take all his clothes off until Su is completely naked. Next, Pa throws Su out in the crowded street to let him feels ashamed even though he insists Pa not to and cries. Then, Pa yells out to the street to make sure everybody notices Su when he’s naked (117). All the neighbors come out to street and laugh at Su. (117). When Pa finally lets Su go back inside, he still lectures Su for two hours and doesn’t care how tired and shocked Su is. In contrast to Lac Su’s life of minimal support, the most supportive person in my life has been my best friend, Trang. I first met her in tenth grade and we have been bestfriends since. She is the same age as me but she is wiser than me and open-minded. She has helped me so much in my  life. She is like my other sister who I could turn to when I have no one beside me. She has helped me make right decisions every time I have to do something important in my life. When I first came to the United States from Vietnam, it was the hardest time for me and she was the one who encouraged me to not give up. She told me to be happy and be positive. Until now, she still always tells me to be positive and stay happy. She is very good at keeping secrets; therefore, I feel like I can tell her everything in my life and expect no one knows about it but her. She also accepts and supports me for being who I am. Sometimes, I get bored and sad, but later, talking to her makes me feel better. She always helps me feel stronger and confident about myself. She was also the only one who helped me choose my major. My parents always wanted me to be a businessman or an engineer, they still do now, but I have never seen myself as an engineer or a businessman. I always see myself as a nurse working in the hospital. So, Trang talked me into pursuing my dream. There are many great and wonderful ways she has supported me.