Symbolism in Kate Chopins The Awakening :: essays research papers

Symbolism in Kate Chopin's The Awakening Kate Chopin's The Awakening is a literary work full of symbolism. Birds, clothes, houses and other narrative elements are powerful symbols which add meaning to the novel and to the characters. I will analyze the most relevant symbols presented in Chopin's literary work. BIRDS The images related to birds are the major symbolic images in the narrative from the very beginning of the novel: "A green and yellow parrot, which hung in a cage outside the door, kept repeating over and over: `Allez vous-en! Allez vous-en! Sapristi! That's all right!'" (pp3) In The Awakening, caged birds serve as reminders of Edna's entrapment. She is caged in the roles as wife and mother; she is never expected to think for herself. Moreover, the caged birds symbolize the entrapment of the Victorian women in general. Like the parrot, the women's movements are limited by the rules of society. In this first chapter, the parrot speaks in "a language which nobody understood" (pp3). The parrot is not able to communicate its feelings just like Edna whose feelings are difficult to understand, incomprehensible to the members of Creole society. In contrast to caged birds, Chopin uses wild birds and the idea of flight as symbols of freedom. This symbol is shown in a vision of a bird experienced by Edna while Mademoiselle Reisz is playing the piano. "When she heard it there came before her imagination the figure of a man standing beside a desolate rock on the seashore. He was naked. His attitude was one of hopeless resignation as he looked toward a distant bird winging its flight away from him." (pp26-27) In this vision Edna is showing her desire for freedom, desire for escaping from her roles as wife and mother, from her husband LÃ ©once who keeps her in a social cage. After these episodes, the images related to birds are absent form the narrative until the chapter 29. Following the summer on Grand Isle, where she had awakening experiences, she starts to express her desire for independence in New Orleans through her move to her own house, the pigeon house "because it's so small and looks like a pigeon house" (pp 84). The nickname of the pigeon house is very significant because a pigeon house is a place where pigeons, birds that have adapted to and benefited from the human society, are kept cooped up.

Hamlet, Fortinbras, Laertes †Revenge Essay

One of the overriding themes of William Shakespeare’s Hamlet is the futility of revenge. The most obvious insistence upon revenge in the play is that of Hamlet himself who seeks to right the wrong of the murder of his father by Claudius. Both Laertes and Fortinbras are also out to seek revenge. Every one of the three eldest sons had one thing in common: they all wanted revenge for a slaughtered father. In the time in which this play is set, avenging the murder of a father was part of one’s honor, and it had to be done. All of the three sons swore vengeance, and then acted towards getting revenge for the deaths of their fathers. Shakespeare demonstrates how rage emerges in many different forms. Hamlet, Laertes, and Fortinbras bring the theme of revenge to life, revealing the complexity and richness of human feelings. Hamlet’s method of revenge is perhaps the poorest method of all. He spends too much time thinking about his actions and takes no immediate action without premeditative thought. Hamlet’s reaction to the ghost changed after thought and this was his main problem. His approach to achieving revenge was incorrect from the start. He thought and planned to catch Claudius at the ‘right’ time; he excused himself and reasoned with himself as to why timings were not right. Laertes has no need for revenge until Hamlet kills his father, and he finds out that his sister is dead. It is for this reason that he goes along with the scheme to kill Hamlet, however he falters towards the end. His last words blame Claudius; however Hamlet also dies, and so his revenge is complete. After Hamlet kills Polonius, Laertes faces the same problem that Hamlet does – a murdered father. Yet, Laertes’s reaction to his father’s death is very different from Hamlet’s response to news of his own father’s murder. While Hamlet broods over the murder for much of the play, Laertes -takes immediate action. He storms home from France as soon as he hears the news, raises a crowd of followers, and invades the palace. Then he starts asking questions – unlike Hamlet, who asks a whole lot of questions before he finally gets around to avenging his father’s death. Fortinbras’ revenge is driven by honor. He is an important foil for Prince Hamlet, who has also lost a father and now finds himself seeking revenge. Fortinbras wishes to recover the territory that was lost when his father died. Fortinbras feels that his father’s death and loss of Norwegian land brings dishonor upon his father and upon himself. Therefore, he needs to recover the land in order to regain his family’s honor and the honor of the nation. Fortinbras is also humbled by his father’s death. He believes that regaining the territory lost during the war will restore the honorable conditions in Norway that existed before the war. But, while Hamlet sits around contemplating life and death, Fortinbras takes clear and immediate action by raising an army to reclaim Norway’s lost territories. Though his uncle (the current king of Norway) diverts Fortinbras from attacking Denmark, in the end, prince Fortinbras helps himself to the Danish throne. Hamlet, Laertes and Fortinbras seek retribution for the violent deaths of their fathers in different ways and for different reasons, but all three acts of revenge contribute to the theme that revenge is ultimately a pointless endeavor. Hamlet’s brooding over the morality of the act of revenge stands apart from that of the other two men because he represents the coming of a more enlightened age. Cold-blooded murder of the type that Laertes seeks is not acceptable to Hamlet; indeed he also seeks everlasting punishment. The revenge of Fortinbras is caused by the desire to regain a lost land of little consequence, pointing to the theme of how revenge can be enacted for the most illogical of reasons. Ultimately, the most successful method of revenge was Fortinbras’. He did not intend to use violence or cold-blooded murder but rather to seek what is his and bring back the rights and honor of his father.

Navajo Peacemaking

CAV Paper – Navajo Peacemaking Throughout Indian Country tribes have their own courts to address legal matters. However, the Navajo Nation has a court system that stands apart from other tribes. Howard L. Brown Esq. wrote, â€Å"The Navajo Nation’s Peacemaker Division: An Integrated Community-Based Dispute Resolution Forum† which was published in the American Indian Law Review 1999-2000 issue and was reprinted in the May/July 2002 issue of Dispute Resolution Journal. As a former judicial law clerk for the Supreme Court of the Navajo Nation, Brown gained firsthand experience with the Peacemaker Division within the Navajo Nation’s Judicial Branch.He details the history, development and ceremonies associated with this resolution forum. Two other authors also covered the same topic, agreeing with Brown’s opinion although from different perspectives. This paper will compare Brown’s viewpoint to Jon’a F. Meyers article, â€Å"It is a Gift F rom the Creator to Keep Us in Harmony: Original (vs. Alternative) Dispute Resolution on the Navajo Nation† published in the International Journal of Public Administration and Jeanmarie Pinto’s article â€Å"Peacemaking as Ceremony: the Mediation Model of the Navajo Nation. published in The International Journal of Conflict Management. Brown’s article opens with statistical information about the Navajo Nation’s reservation size and population, its status as a sovereign nation, and system of government. The article provides a brief history and evolution of the Navajo Nation’s judicial system, clearly explaining the difference between Navajo common law and contrasts it with the more adversarial federal or state law. The Navajo Nation Tribal Council established the Navajo courts, which make up one of the three branches of tribal government.In 1982, after searching for more traditional ways to solve disputes the Peacemaker Court began. It is know referr ed to as the Peacemaker Division within the judicial branch of government and uses Navajo Common law. [1] In â€Å"Peacemaking as Ceremony: The Mediation Model of the Navajo Nation,† Pinto agrees with Brown’s explanation of the Navajo court and government system, but explains the difference between Original Dispute Resolution (ODR) and Alternative Dispute Resolution (ADR). The Navajo legal term for peacemaking s Original Dispute Resolution, because it is the traditional Navajo method for solving disputes while ADR is a term for unique mediation methods within the federal, state, and local court systems. [2] Jon’a Meyer ‘s description of the history of Navajo peacemaking also agrees with the other two authors version of the history of the Navajo Nation’s judicial system, but the article â€Å"It is a Gift From the Creator to Keep Us in Harmony: Original (vs. Alternative) Dispute Resolution on the Navajo Nation† includes a history King Henry Ià ¢â‚¬â„¢s use of compensation for crimes which is a component of the Navajo peacemaking process. 3] According to Brown, Navajo common law is also known as traditional law which â€Å"reflects the customs, usages and traditions of the Navajo People, formed by Navajo values in action,† reinforcing the Nation’s sovereignty, preserving Navajo tradition, and preventing the state from interfering in Navajo judicial matters. [4] The article relates why the use of Navajo common law is important as it employs traditional cultural values to resolve disputes which is something familiar to the disputants, making them more inclined to go through the legal process to settle disputes.Pinto agrees with Brown, but points out that there are some younger Navajos who are not supportive of returning to the old ways of resolving disputes and prefer to use the more mainstream Navajo Court System. [5] Meyer’s article mentions the use of Navajo common law in the Navajo as did Brown and P into, but states â€Å"peacemaking never fully ceased to occur in the remote regions of the reservation. †[6] Unlike Pinto, Meyer did not mention the lack of support for Navajo peacekeeping within the younger generation.Peacemaking or hozhooji naat’aanii comes from Navajo common law and tradition and includes â€Å"a justice ceremony in which disputants and community members gather to talk things out with the assistance of a respected community leader or naat’aannii (peacemaker) to reach a consensual settlement. †[7] Brown describes how a peacemaker is chosen, how tradition is followed by opening the session with a prayer to create a harmonious atmosphere, and the protocol that if followed during the mediation leading to the final consensual solution.While talking things out family and community members will explain to the offender how they have violated tradition and failed to fulfill the expectation of their role as a family or community member and how it has impacted them. Brown’s description of the peacemaking process is similar to Pinto’s which is illustrated via a table comparing three model’s of dispute resolution. The table clearly shows the importance of Navajo tradition in peacemaking and how it is reflected in each step of the process via a healing ceremony and focusing on restoring harmony to the community. 8] Pinto also includes three pages detailing the seven steps and components of the peacemaking process. The outline format makes the process easy to understand and reinforces many points brought up by the other two authors. Meyer describes the peacemaking process in terms similar to Brown and Pintos, but compares the Navajo process to other tribal resolution methods. Using the Ojibwe example of cleansing the spirits of offenders and victims of a crime, Meyer points out that the Navajo peacemaking process works to eliminate â€Å"the causes of discord rather than focus on the dispute itself. [9] A fter the period of discussion the peacemaker will often use a story to illustrate the wrongdoing and to find a consensual solution that is in accordance with traditional Navajo beliefs. Brown relates how the story of the Horned Toad and Lightning resolved a dispute over land ownership. [10] Lightning felt that he owned all of the land and was upset when Horned Toad entered it and ordered him to leave. When Horned Toad refused to leave, Lightning threw a lightning bolt which landed very close to Horned Toad who left.The next day Horned Toad returned wearing armor and when Lightning hit him with a lightning bolt it was deflected by the armor. Horned Toad explained that the Creator was the same one that gave them the land and the armor and questioned why they were fighting over something that had been given to them. This story reminds disputants of the importance of talking things out and following traditional ways. While Pinto agrees with Brown’s account of how stories are used as a part of the peacemaking process, the article does not mention any specific stories.However, Pinto states, â€Å"through the telling of Sacred Navajo Narratives, and in relating wisdom gained through personal experience, the peacemakers teaches basic Navajo principles and guides the participants from a negative frame of mind to one that is positive enough to promote problem solving. †[11] Meyer also mentions the use of stories, but states that they are used to â€Å"illustrate issues in the dispute. †[12] All three authors agree that during the peacemaking solutions are achieved through discussion of the dispute and that the resolution reached is one that satisfies all parties.Meyer’s article is the only one that mentions the term â€Å"restorative justice† and it is in reference to the 1881 Brule Sioux Crow Dog case, in which the offender compensated the victim’s family. Crow Dog murdered Chief Spotted Tail and was ordered by the tribe to â⠂¬Å"make reparations to the victim’s family, a sanction that was commonly imposed in Sioux homicides. [13] Pinto’s outline of the peacemaking process includes the nalyeeh, â€Å"a process resulting in restitution, restoration, and making a person whole for an injury. [14] The person who caused the injury or is the responsible party for the dispute is required to make sure that restitution is given to the victim or victim’s family, which will help make the community whole again. Brown does not mention the term â€Å"restorative justice,† but does explain that the solution must be something agreed upon and satisfactory for all parties involved in the dispute. The agreement by consensus implies that community harmony is restored.The Navajo Nation’s Peacemaking Division has been successful and other tribes in the United States and Canada have similar successes. Meyer’s article uses an example taken from Hollow Water, Manitoba where tribal leade rs allowed sexual abusers to plead guilty and complete a 13 step two year program that helped them address the issues they struggle with due to their having been victimized during their childhood. After completion of the program â€Å"the former abuser foes through a cleansing ceremony to mark a new beginning for all involved.During the ceremony, the former abuser washed his victim’s feet, symbolically allowing her to re-enter womanhood, then throws a mask he has worn throughout the ceremony into the fire, symbolically destroying his identity as an abuser. †[15] The tribe has been incredibly successful with less than 5% of the abusers committing a sexual offense again, compared to much higher recidivism rates in mainstream courts. Pinto’s article agrees with Meyer that the Navajo peacekeeping system is successful and even goes as far to suggest it serving as a model or Western mediation â€Å"to improve the mediation methods currently being used. †[16] Br own’s article suggest that the Navajo Peacemaking system is successful and that success is reflected in the increased number of cases in the Peacekeeping Division. [17] Three authors wrote about Navajo peacekeeping from different perspectives, bringing up various points, but all agreed that it is successful. With the success of the Navajo Peacemaking Division of the Navajo Nation court system, it is clear that this long-standing tradition will continue to bring back restore harmony to communities torn apart by disputes.Works Cited Brown, Howard L. â€Å"Nation's Peacemaker Division: An Integrated, Community-Based Dispute Resolution Forum,† Dispute Resolution Journal 57 (May 2002) : 42- 48. Meyer, Jon’a. â€Å"It is a Gift From the Creator to Keep Us in Harmony: Original (vs. Alternative) Dispute Resolution on the Navajo Nation† International Journal of Public Administration 25 (2002) : 1379 – 1401. Pinto, Jeanmarie. â€Å"Peacemaking as Ceremony: The Mediation Model of the Navajo Nation,† The International Journal of Conflict Management 11 (2000) : 267-286. ———————– 1] Howard L. Brown, â€Å"Nation's Peacemaker Division: An Integrated, Community-Based Dispute Resolution Forum,† Dispute Resolution Journal 57 (May 2002), 44. [2] Jeanmarie Pinto, â€Å"Peacemaking as Ceremony: The Mediation Model of the Navajo Nation,† The International Journal of Conflict Management 11 (2000), 269. [3] Meyer, Jon’a â€Å"It is a Gift From the Creator to Keep Us in Harmony: Original (vs. Alternative) Dispute Resolution on the Navajo Nation† International Journal of Public Administration 25 (2002) : 1380. [4] Brown, Nation's Peacemaker Division, 45. 5] Pinto, Peacemaking as Ceremony, 270. [6] Meyer, It is a Gift From the Creator, 1387. [7] Brown, Nation's Peacemaker Division, 45. [8] Pinto, Peacemaking as Ceremony, 275. [9] Meyer, It is a Gift From the Crea tor, 1388. [10] Brown, Nation's Peacemaker Division, 47. [11] Pinto, Peacemaking as Ceremony, 278. [12] Meyer, It is a Gift From the Creator, 1388. [13] Ibid, 1384. [14] Pinto, Peacemaking as Ceremony, 282. [15] Meyer, It is a Gift From the Creator, 1383. [16] Pinto, Peacemaking as Ceremony, 283. [17] Brown, Nation's Peacemaker Division, 47.

Research on Internet Usage Among Penang Matriculation College

(i) BACKGROUND INFORMATION By the turn of the century, information, including access to the internet, will be the basis for personal, economic, and political advancement. The popular name for the internet is the information superhighway. Whether you want to find latest financial news, browse through library catalogs, exchange information with colleagues, or join in a lively political debate, the internet is the tool that will take you beyond your telephones, faxes, and isolated computers to a burgeoning networked information frontier.The internet supplements the traditional tools you use to gather information, data graphics, and news and correspond with other people. Used skillfully, the internet shrinks the world and brings information, expertise, and knowledge on nearly every subject imaginable straight to your computer. The internet links are computer networks all over the world so that users can share resources and communicate with each other. Some computers have direct access to all the facilities on the internet such as the universities. And other computers, (e. : privately-owned ones), have indirect links through a commercial service provider, who offers some or all of the internet facilities. In order to be connected to the internet, you must go through service suppliers. Many options are offered with monthly rates. Depending on the option chosen, access time may vary. The internet is what we call a metanetwork that is a network of networks that spans the globe. It is impossible to give an exact count of the number of networks or users that comprise the internet, but it is easily in the thousands and millions respectively.The internet employs a set of standardized protocols which allow for the sharing of resources among different kinds of computers that communicate with each other on the network. These standards, sometimes referred to as the Internet Protocol Suite, are the rules that developers adhere to when creating new functions for the internet. Th e internet is also what we call a distributed system; there is no central archive. Technically, no one runs the internet. Rather, the internet is made up of thousands of smaller networks.The internet thrives and develops as its many users find new ways to create, display and retrieve the information that constitutes the internet. (ii) OBJECTIVES The main objective of conducting this experiment is to investigate the internet usage among Penang Matriculation College (PMC) students. The survey is designed to answer the following questions; 1) How the students access the internet? 2) How often they access the internet? 3) How many hours they spend time online? 4) What type of website they usually visit while online? 5) Do online affect their performances in studies?And the most important thing is, by conducting this research; it reveals the reality of online behaviour among PMC students. At the early of the research, we came up with three hypotheses which might be related to the result of the research: Hypothesis 1: a) The majority of PMC students spend 3-5 hours online per week. Hypothesis 2: b) The main online purpose of PMC students is to keep in touch with their family and friends. Hypothesis 3: c) Majority of the students online and study at the same time. (iii) STATEMENT OF PROBLEM There are some problems we discovered that leads to this survey.We came up with three important questions that it might be related to the results of this research: 1. Does social networking website (e. g: Facebook, Twitter, Blog, etc. ) distract the students in their studies? * With the existence of electronic communication, it seems like the students have become addicted to these invention of public domain such as Facebook and Twitter. Some of them spend more than 3 hours online per day. Thus, does this online behavior affect their performances in studies? 2. How do the students manage their study time with their online behaviour? If students prefer to go study and online at the same time, will they be able to concentrate on their studies? This is the problem as we want to identify does this type of online behaviour affect the concentration of the students? 3. Can they survive their lives without any internet connection? * Internet is one of the important things needed in life, especially for students. It helps a lot as students need it in order to finish up all the assignments and get further information on certain topics. Students also surf the internet to get the latest news on current issues.How would the students finishing their assignments if there is no internet connection in the college? (i) RESPONDENTS We randomly selected 50 students of PMC which represent 3% of the total students. We believed that majority of the students use internet in their daily lives for education purposes. However, as we all know, in a new era world, students also need some entertainment to cheer up their lives an there is the role of internet as students also can use it to find some entertainment in order to release stress. (ii) INSTRUMENTSIn completing this research, we used various kind of method to gather data obtained: a) Questionnaire * 10 questions about internet usage among PMC students were being asked and the questionnaire was distributed to 50 students of PMC. They were asked to answer the survey in order to complete this research and gain the data. The 50 students were randomly selected among all the total students and they were from different module of courses. b) Internet search * We also made comparison between the internet usage among PMC students and survey made by other international researcher.We found out that the usage of internet among students was high especially in purpose of education such as to do research projects and presentation. However, they also used the internet to keep in contact with family and friends as the existence of social networking site helps a lot in connecting people all over the world. c) Book, newspaper a nd magazines * Besides, we also looked for points in magazines and newspaper about the latest news of internet usage among college students. How the internet plays its role in students’ lives and how the institution itself provide the nternet connection for the students. (iii) RESEARCH PROCEDURE a) Phase One At the early stage of this research, we made a questionnaire to be distributed to the students. The questionnaire was checked by our English lecturer, Mr. Asokan before being photocopied. The questionnaire which has been checked and approved then be photocopied and distributed to 50 selected students. b) Phase Two The distribution of the questionnaire was made during our recess time. We distributed the questionnaire to the students which came from different modules (Life Science, Physics and Accounting. Basically, the different module of students does not really affect our results of finding as we put our aim on their PSPM results which might be related to their online be haviour. c) Phase Three We took almost 5 days to distribute the questionnaire and collect the data. Every one of group members was very determined in conducting this research. The data collected was kept for further analysis. We gathered during weekend and made further discussion about the findings. ANALYSIS OF DATA & DISCUSSION OF FINDINGS We found out that 5% of the students access the internet through their mobile phone.We predicted that their mobile phone have the ability to access the internet through the prepaid internet service. 15% of the students preferred to online at the cyber cafe which is most of the students were female students as the cyber cafe only located at female students’ block. Besides, another 37% of the students have their own broadband to access the internet. The rest of 43% students used the Wi-fi provided by the college and also through cafe. We can conclude that students can access the internet through several of ways at anywhere and anytime. They don’t need to be worry as the internet connection is always being available.The students also can surf the internet for many purposes and the internet connection provided is unlimited except if they access through PMC Wi-fi as the server blocked several websites containing improper contents for the students. Based on the pie chart above, we can see that majority of the students access the internet several times a week which represent 43% of the students. Another 32% of the students access the internet everyday, 13% online once a week, 10% online several times a day and finally 2% of the students online rarely which is once a month or less.The findings proved that every student have different type of online behaviour. The students who online once in a month or less probably think that internet does not really affect their lives. While for the students who access the internet once a week may be online for important purpose only. As for the rest, they often access the internet m ay be to update themselves with latest issues or many other reasons. From the data obtained, 54% of the students spent time 3-5 hours online per week. Whereas 34% online more than 5 hours per week while another 12% spent 1-2 hours online per week.Spent 3-5 hours online per week is the average time for the PMC students to access the internet. They finished up their assignments, keep in touch with family and do other things online within 3-5 hours per week. They did not waste their time do something useless while online as 3-5 hours per week is a short period to access the internet. They managed to make use of the internet wisely. The main purpose of PMC students to go online is to contact their family and friends which cover 31% of the students. Basically, they might keep in contact through e-mails or video call with many types of communicating website such as Yahoo! nd Skype. 28% of the students preferred to surf the social networking site such as Facebook, Twitter and many other. T hey also were able to keep in touch through those social networking site. 14% of the students access the internet to play games and most of them were male students. Hence, another 11% online with the purpose of finishing the assignments or maybe get update about the latest education topic through PMC portal. There were also some students who spent their time online to read online newspaper (3%), downloading music or videos (6%), and others (7%).From the findings, we found out that there was correlation between students’ online behaviour with their studies performance. 46% of PMC students spent less than 10 hours on studies per week. This may due to the activity involved by the students itself. As class was finished in the late evening, students need more time to rest in order to prepare for the tomorrow class. At night, they had to finish their tutorials and made some revision for next topic. We can conclude that half of the PMC students spent more than 10 hours on studies pe r week. 9% spent more than 15 hours whereas another 25% spent time on studies between 10-15 hours. Different students have different ability to make revision. Some can study for more than 3 hours continuously per day while some cannot. It depends on the ability of the students itself. From the data collected, it was proven that most of the students did not preferred to study and go online at the same time. They felt better if go study and online separately. Meaning, they might think that online while studying was such a waste of time, as students will be more focus to the internet compare to the books.This type of online behaviour was not really good for students as it might affect student’s performance in studies. Thus, our third hypothesis which was the majority of the students online and study at the same time should be rejected as it was totally different from the result obtained. However, there were 39% of PMC students who still preferred to go study and online at the sa me time. It was how the student itself managed their study time and online time and in returns, there should be no problem with their studies performance.The final finding of this research was the PSPM 1 of PMC students. As we believed there was correlation between internet usage among PMC students and their studies performance, we noticed that 53% of the students achieved pointer of 3. 00-3. 99 in their PSPM 1. There was also 24% of the students’ success by achieved pointer of 4. From the above pie chart, it showed that the students were able to manage their time in studies and access the internet. As majority of them succeed by getting pointer of 3 and above. It proved that it depends on the student itself on how to manage their time.As the 16% of the student who got pointer of 2-2. 99 and 4% got 1. 99 or less, it might not because of the internet. They should work harder and lessen the internet usage if it was really affect their studies performance. CORRELATION BETWEEN ON LINE BEHAVIOUR AND STUDIES PERFORMANCE (i) CONCLUSIONS This study was intended to clarify the use of the Internet and its effect on studies performances of PMC students. Thorough investigation of three primary questions revealed there is correlation between the amount of time spent on the Internet and their studies performances.Additionally, the purposes of access the internet among PMC students showed that majority of the students online in order to keep in contact with family and friends and also to surf the social networking sites such as Facebook, Twitter, Blog and many more. One finding of note was that the perception of the students about their studies performance was still not significantly influenced by Internet use. The seeming implication of this study is that the Internet, like so many other aspects of daily life, is merely a tool that individuals access and use in ways that they can choose. ii) RECOMMENDATIONS Throughout this research, we found out that internet was not the main factor that affect student’s performance. Students should put more effort in order to achieve excellent results in examination. Determination is very important as a saying goes â€Å"when there’s a will, there’s a way†. This research teaches us a lot from the perspective of team work and responsibility. Our hope is, future research can be carried in all the matriculation colleges in the country so that we can compare how internet affect student’s performances in studies do. REFERENCES Websites: 1. http://www. endeley. com/research/internet-use-among-female-and-male-college-s tudents/ 2. http://en. wikipedia. org/wiki/Internet 3. http://www. jsu. edu/dept/geography/mhill/research/resrept. html 4. http://www. adelaide. edu. au/writingcentre/learning_guides/learningGuide_writingAResearchReport. pdf ACKNOWLEDGMENT We would like to acknowledge and extend my heartfelt gratitude to every person who has made the completion of this project research . Without the help from them, we won’t be able to finish this research successfully. First of all, we would like thank our English Lecturer, Mr.Asokan, for his vital encouragement and support. Thank you for giving us the chance to conduct this experiment as we learnt a lot throughout this research. Thank you also for helping us and guide us on how to make a complete and good report. Besides, thank you to all the practicum members for giving us support and helping us in finding information. We discuss and share any important information that could help in comleting this project. Last but not least, thank to God, who made all things possible. That’s all. Thank you TABLE OF CONTENT TitlePage 1. 0 INTRODUCTION 1. 1 Background Information . 2 Objectives 1. 3 Statement of Problem 2. 0 METHODOLOGY 2. 1 Subject/Respondents 2. 2 Instruments 2. 3 Research Procedure 3. 0 FINDINGS & DISCUSSION 4. 0 CONCLUSIONS & RECOMMENDATIONS 5. 0 REFERENCES & APPENDICES RESEARCH ON INTERNET USA GE AMONG PENANG MATRICULATION COLLEGE (PMC) STUDENTS GROUP MEMBERS: * MUHAMMAD ALIFF HAIQAL BIN MUHAMMAD NASIR (MS1113508572) * MUHAMMAD AZREE IZUDDIN BIN AZMAN (MS1113508640) * SHARIFAH NURFADHLIN AFIFAH BINTI SYED AZHAR (MS1113510255) * SITI HAJAR BINTI HASSAN (MS1113510322) PRACTICUM: H1P2 LECTURER’S NAME: MR. ASOKAN

Mice and Men Movie Review Example | Topics and Well Written Essays - 500 words

Mice and Men - Movie Review Example r Lewis Milestone unveils the psychological reason behind the strange friendship between two individuals and leads the audience to the hidden reason behind the tragedy in the end. In the film, the director portrays the strange relationship between George Milton and Lennie Small. One can see that this relationship is strange due to the reason that George Milton is an intelligent individual but Lennie is a mentally challenged individual. To be specific, their characters are not identical, but different. On the other side, both of them were migrants who wished to survive the Great Depression in America. At the same time, both these characters possessed the same aim, to own a piece of land. In addition, this dream or ultimate aim helped them to accept hardships in their life as a challenge. Psychologically, George is a strong person. On the other side, Lennie is mentally weak and physically strong, but attracted towards soft things in life. His life revolves around soft things. On the other side, George is workaholic and his ultimate aim is to own a piece of land. The psychological reason behind the friendship is that George is in search of an apt companion who c an understand him and his dreams. On the other side, Lennie is in search of a guide in his life. As he is mentally challenged, he needs an individual who can save him from critical situations in life. The difference in their characters and their ultimate aim acts the role of a psychological link which connects them. One can see that the director makes use of these differences in attitude towards life and physical and mental strength/weakness to link the main characters in the film. In the film, the director attempts to unveil the hidden reason behind the tragedy faced by George Milton and Lennie Small. For instance, George is aware of the fact that Lennie cannot live without his help. Besides, both of them are aiming to attain the same end result, i.e., to own a piece of land. George tries his level best to

What Are the Differences Between School Performance, Operation and Essay

What Are the Differences Between School Performance, Operation and Challenges Before and After the P1 Status - Essay Example The available data on student performance has demonstrated recommendable improvement in schools’ performances. All players have employed effective and practical measures and policies to necessitate attractive academic result. To begin with, the education sector in the United States has replaced the school staffs that are immaterial in the contemporary education systems. Secondly, the education sector has instituted a new curriculum that incorporates the necessary professional development to all staffs. Thirdly, the management authority at the school level was significantly cut down to give room for consultation. Finally, the education sector was advised to recruit external experts to offer appropriate advice on the educational demands of the contemporary job market (Scott-little, 2009). Despite the significant improvement in schools performance after the introduction of P1 status, the P1 Schools have encountered various demanding complications. For instance, parents with better-performing students have the tendency of withdrawing their students in P1 schools leaving poor performers in the P1 system in order to maintain their family’s socio-economic status. This setback has, as a result, complicated the schools’ plan to move out of P1 status.

Evaluate an argument from the Bouwsma reading Essay

Evaluate an argument from the Bouwsma reading - Essay Example Therefore, this is not a valid argument since the premise is weak (Bouwsma 141). .The second argument states that if we are able to detect the deception through the five senses, then we are not deceived about the world around. Bouwsma states that if the evil genius decides to deceive us and we do not notice, we will be deceived. For instance, if he misleads us in to thinking that everything that exists in nature such as people, flowers, and trees is mere paper, we will be deceived if we do not use the five senses. This is because the evil genius uses illusions by making things look and sound like the real things. He creates illusions because he knows they will easily make us mistake things for what they are not; thus, deceiving us. Bouwsma (144) gives an example of Tom, who experiences the illusion that everything around him is just paper. However, tom is not deceived because he to detects the illusion and differentiate the real flowers from paper. The plan of the evil genius was to make paper look so much like flowers that Tom would not tell the difference, but Tom recognized the difference. Thus, if we are able to detect deception using the five senses, then we are not deceived about the world around. Therefore, were can conclude that this argument is valid because the premise is true (Bouwsma 145). .The third argument states that if we are not able to detect the deception through the five senses, then we are not deceived about the world around. As Bouwsma states, the evil genius uses illusions to deceive people, and for us to detect these illusions we must be able to use the five senses; thus, detect deception. If Tom would be able to detect the illusion in these things, then he would have been deceived. However, according to, the evil genius can detect illusion. For this reason, he sees the illusion and can sense the real thing, which human beings cannot sense. Thus, the