Robert Frost-The road not taken :: essays research papers

http://www.english.uiuc.edu/maps/poets/a_f/frost/life.htm   Ã‚  Ã‚  Ã‚  Ã‚  Life has many roads you can take and it’s which ones you choose to follow that will shape your future forever. That is what I always take from this great Frost poem. He sees two roads both being equally appealing, but selects the one less traveled and how it makes his life unique. This poem is one of few that I do care for myself. It shows a man whose come to a point in his life where he has to decide what he will do with it. This is a point in our lives that everyone will come to and a somewhat difficult challenge for many. We have the many options ahead of us and must try and look ahead to what will come to decide our future. â€Å"And be one traveler, long I stood and looked down one as far as I could.† I think this was a time in Frost’s life when he had just moved to London and was looking back at the choices he had made. He quit trying the Derry farm and sold it and moved to London to write. This was an awfully risky thing to do at this p oint with a wife and kids, but it shows his approval in retrospect. â€Å"Then took the other, just as fair, and having perhaps the better claim, because it was grassy and wanted wear.† This shows that he choose a path that many choose to not to. He selected a harder path in life that could have been a devastating mistake given his situation in life. The easy road would have been more secure and he would have had less to worry about, but he probably wouldn’t have enjoyed life as much. â€Å"And both that morning had equally lay In leaves no step had trodden black. Oh, I kept the first for another day!† This is the part of the poem I myself have always had a slight confusion with, but have taken it that it is supposed to show his selection of the more difficult path and how he would return to it later in life and try the other path. The thing that confuses me about this section of the poem is the next line.† Yet knowing how way leads on to way, I doubted if I should ever come back.† This to me shows that he wants to return and try different things in life, but knows once he has chosen a road trying a different one is quiet difficult.

Modernist Myth in Suna no Onna’s The Woman in the Dunes Essay -- Movie

Modernist Myth in Suna no Onna’s The Woman in the Dunes The Woman in the Dunes (Suna no Onna, 1964) was directed by Hiroshi Teshigahara and based on the novel by Kobo Abe and falls into the camp of modernism. It’s a faithful adaptation and has realistic and expressionistic elements. Because it is a parable and paradoxical, there are many interpretations – in other words, we’re on our own with this one. An entomologist (Niki) is walking in a stark desert-scape. Everything is shot in black and white. There are closeups of bugs and sand. In one shot, a grain of sand takes up the whole screen. Sand is moving and pouring, it’s a living entity, an organism. The sun is a powerful presence. The man sits in a boat that appears skeletal in the sand. At one point, he says, â€Å"All this paperwork to reassure each other.† Right away, we’re introduced to the alienation theme. Society is ordered by numbers and paperwork, it crushes us with efficiency, dehumanizes us. In nature, he realizes society’s deficiencies. This world we all know through personal experience, or by reading Kafka. The bureaucracy, which seems so rational, is brutal in its machine-like efficiency. Two decades later, George Lucas’ Star Wars would refer to this bureaucracy as the Empire. Where does one turn? Where is meaning, where is freedom? Nature, community, love? These are possibilities in the film, but each one has its dangers. Yet, to bring up a contradiction, the protagonist doesn’t mind this world of rationality and efficiency when he is in control. Most likely, he has no problem with his job when he’s back home and not a prisoner but a well-paid worker in the bureaucracy. The last bus has left, so he has to seek shelter in the village. A person in a str... ...tion that is about the art of writing fiction. In Italo Calvino’s Invisible Cities Polo describes a host of cities to the Great Khan. But there are TV antennas and airplanes here and there. How can this be? The artist, rather than giving you a transparent view, shows you his creativity, as well as the indivisibility of time. Of modernism, the existential dilemma stands out most sharply. Of postmodernisn, the dispersal of responsibility stands out most sharply. What’s so significant is that the film appears during the early years of postmodernism -- when it was figuring itself out. Works Cited Desser, David. Eros Plus Massacre: An Introduction to the Japanese New Wave Cinema. Bloomington: Indiana University Press, 1988. McDonald, Keiko I. Cinema East: A Critical Study of Major Japanese Films. Rutherford, NJ: Fairleigh Dickinson Press, 1983.

God’s Existence Can Be Proven a Priori Essay

Trying to prove that God exists is a difficult argument and many people have tried many different ways. The Ontological argument is one argument; at the centre of the argument is the concept of existence. The Ontological argument has been argued from a group of philosophers for the existence of God. â€Å"Ontological† means talking about being and so that being is the existence of God. The ontological argument differs from other arguments in favour of God because of the fact that it is an a priori deductive argument. There are two main arguments for the ontological argument which seeks to prove the existence of God a priori. The first argument is from Anselm; he was the Archbishop of Canterbury and therefore started his argument from a theistic point of view. Anselm believed that no belief in God was absurd and he used a reducio ad absurdum argument, which tries to show that God not existing could not be believed because in not believing you are adopting a nonsensical argument. His starting point was his definition of God, ‘God is the thought than which nothing greater can be conceived’. Firstly Anselm attacks the idea that there is no God, even the thought that there is no God requires the concept of God. The greatest possible being has to exist in reality as well as in the mind to be the greatest possible being therefore we can conceive of the greatest possible being because it also has to exist in reality. A criticism that was raised about the greatest possible being is that we as humans all have different ideas of what it could be but Anselm responded by saying that when we reach the idea of such a high level being such as God then the idea of what it is becomes very similar. Therefore God exists according to Anselm. Also God is considered to be a necessary being, which will always exist, does not rely on other beings and cannot not exist, therefore God must exist if he is to be called a necessary being. The second philosopher to argue the existence of God using the ontological argument was Rene Descartes; he set out his argument firstly by defining God as ‘a supremely perfect being’. From this he tried to prove the existence of God, because God is defined as a supremely perfect being he possess all perfections. According to Descartes the perfect state includes existence as well as the classical attributes of God, he believed that existence was perfection in itself and therefore God must exist. Therefore this is why we as humans cannot have a necessary existence because we do not have complete perfection. Descartes used mathematics and an example of a mountain with a valley to explain that God must exist, the mountain being separate from the valley and according to him it is the same with God, you cannot separate existence from God. This argument however cannot apply to objects affected by space and time, contingent things and can only apply to necessary beings which are perfect. He continues by saying that only God can have absolute perfection and there can only be one absolute. Descartes goes on to point out that Mackie or Russell are trying to establish necessary existence of contingent objects such as unicorns but necessary existence only applies to absolutely perfect beings. A criticism of the argument was put forward by Thomas Aquinas, who had already questioned the important aspect of the ontological argument, the idea that we cannot assign existence a priori to our definition of the idea of a perfect being. Aquinas claimed Anselm was guilty of making a ‘transitional error’, moving from his definition of God to the claim that he exists. Anselm also made the assumption that his definition was shared by all believers of God. The meaning of the term God means he exists in peoples understanding but not in reality. According to Aquinas the existence of God must be shown a posteriori which is what he tried to attempt to show in his cosmological argument. Also David Hume disagrees with the ontological argument. Hume was an empiricist so disapproves the use of a priori to prove existence and believes it should only be used for a definition. A description of a thing can contain every detail possible but we have to go beyond a description to be able to determine its existence, just because we can describe it does not mean it therefore pops into existence. He believed the only way in which you could prove something a priori was if the opposite implies a contradiction, such as x=not x. Therefore if it implies a contraction then it is inconceivable and then everything can be conceived not to exist. Therefore Hume’s believed that nothing can be proven to exist a priori, including God. He came to the conclusion that existence could only ever be contingent. Kant also disagrees with Descartes ontological argument. He used the example of a triangle, if you have a triangle it must have three angles but if you do not have a triangle it will not have three angles. It all depends on whether you agree there is a God or not, if there is a God then his existence is necessary but we do not have to accept the idea there is a God. Descartes according to Kant just gives God existence, however existence isn’t a property. God could have all the classic attributes but still he might not exist. For example a chair, it has many properties which are established a posteriori but whether it exists or not have to be discovered a priori. Using Descartes idea but changing it slightly, â€Å"existence is not predicate†. By adding reality to something does not mean it makes it better, Kant’s example, â€Å"a hundred real thalers does not contain the least coin more than a hundred possible thalers†. We must establish whether something exists or not before we can describe it, not the other way around and therefore if there is a perfect being then he must exist. Kant distinguishes between a priori and a posteriori, a priori are necessary, they have to be so whereas a posteriori can be challenged, such as how many people you think you saw. If something exists and the existence of that tells us about its property then by saying it does not exist you deny it of that property and almost say that it lacks it, however how can you say that something that does not exist lack something? This is a strong argument against the ontological argument which cannot be explained easily. A criticism of Anselm’s ontological argument directly was from Gaunilo, he had the same idea as Kant, that something cannot be defined into existence. Just because we define what we believe God to be does not mean that he actually exists. In Gaunilo’s book ‘On behalf of the Fool’, he describes the Lost Island as the greatest possible island and that no greater island can be conceived. It is logical to say that it is greater to exist in reality than as just an idea. If this island therefore did not exist there could be a even greater island which did exist and so therefore the Lost Island must exist somewhere. The perfect island exists but it may not be what you think of as the perfect island because by imaging it does not mean it exists. Therefore Anselm saying that God the perfect being had to exist cannot work. However, there is a problem with Gaunilo’s criticism, Anselm said he was not arguing about contingent things such as the island which have no intrinsic maximum, he was arguing for the ‘greatest thing that can be conceived’ which has a intrinsic maximum and so can be perfect. Therefore the ontological argument can be used to talk about such things as God which is necessary but cannot be used when talking about contingent things such as an island. The island is limited whereas the notion of God is not. To conclude, to prove the existence of God a priori we need to have knowledge of what God is, before sense experience can be gathered. This is where the ontological argument falls down. How can we understand a being when we cannot see, hear or touch them first if we want to prove the existence using a priori. A priori uses facts which are either true or false to determine things but without ever experiencing God ourselves through a posteriori first we have no facts in which to use a priori. The only way in which we can argue that God exists is if we treat him as if he were an object. God existence is reality in the believer’s world but for someone who is atheistic then he does not. I agree with Norman Malcolm who argued that necessary existence cannot be affected by anything external to itself. It cannot be created or destroyed, therefore God either exists or his existence is impossible. Therefore I believe that he cannot exist because something would have had to bring him into existence at the beginning which therefore means he cannot be a necessary being because he would have always had to exist but there must have been a point when he didn’t. Also if he is a necessary being with all the classical attributes why is the evil and suffering and if he was omnipotent then why does he want to hide himself from us? If he has power in which to be able to show himself then why has he not and then we would be able to prove his existence using a posteriori instead of a priori.

The Relationship Between Acculturation And Social Identity Education Essay

This text explains about the relationship between socialization and societal individuality of EFL scholars. Culture and societal individuality are closely connected to each other and it is so of import to pay attending plenty to them. I think the acquisition of 2nd linguistic communication requires cultural every bit good as lingual competency every bit good as unrecorded within cultural context. By socialization, we mean the internal procedures of alteration that immigrant experience when they come into direct contact with the members of other civilization. The other point is about societal individuality theory states that people think, feel, and act as members of collative groups and civilizations. So, in this text I briefly explicate about these two of import factors in the procedure of EFL scholars.Introduction:Culture in 2nd linguistic communication instruction and learning indentifies excessively many aspects of civilization that influence SL scholars and instructors. It addres ses the impact of civilization to interact, talk, build significance and write in a 2nd linguistic communication, while remaining within the socioculture paradigms particular to a peculiar linguistic communication and its talkers. ( Hinkle, 1999 ) I think through the survey of other linguistic communications, pupils gain cognition and apprehension of the civilizations that use that linguistic communication ; in fact pupils can non truly maestro the linguistic communication until they have besides mastered the cultural contexts in which the linguistic communication occurs. Actually, a scholar does non truly larn a linguistic communication absolutely unless he/she learn about the civilization of mark linguistic communication. So, I think the of import point is that, all pupils and scholars must pay attending plenty to this point. Linguists and anthropologists have long recognized that the signifiers and utilizations of a given linguistic communication reflect the cultural values of the society in which the linguistic communication is spoken. So, in my sentiment societal individuality of scholars can be made through this procedure. Linguistic competency entirely is non plenty for scholars of a linguistic communication to be competent in that linguistic communication ( Krasner, 1999 ) . Language scholars need to be cognizant, for illustration, of the culturally appropriate ways to turn to people, express gratitude, make petitions, and agree or disagree with person. They should cognize that behaviours and modulation forms that are appropriate in their ain address community may be perceived otherwise by members of the mark linguistic communication address community. They have to understand that, in order for communicating to be successful, linguistic communication usage must be associated with other culturally ap propriate behaviour. So, in my sentiment they should see plenty to the function of societal individuality and societal behaviour of themselves. In differentiation with personal individuality, societal individuality is basically a sense of belonging to a group, whether it is cultural, national, lingual, cultural or professional. All of these countries, among others, consist of the different constituents of our societal individuality. They can besides be referred to as different societal individualities. So, 2nd linguistic communication acquisition involves the acquisition of a 2nd individuality. This creative activity of a new individuality is at the bosom of civilization acquisition, or what some might name socialization. ( Brown, 2000 ) . This term can be defined loosely as the alteration that accurs within an person based on his or her interaction within two distinguishable civilizations. more specifically, Sam and Berry ( 1995 ) defined socialization E? as a construct used to mention to behavioural and psychological alterations that occur as a consequence of contact between people belonging to different civilization groups.E? ( p.10 )Body:Models of Socialization:Based on thoughts proposed in some research ( e.g. , Berry, 1970 ; Sommerlad & A ; Berry, 1970 ) , Sayegh and Lasry ( 1993 ) outlined three theoretical theoretical accounts for understanding the procedure of socialization: additive, bidimensional, and extraneous. Linear ( besides referred to as unidimensional ) theoretic al accounts imply that the socialization position of immigrants is divided into two classs. In one class, the cultural values and beliefs of the group dissolve, or assimilate, into the host civilization. In contrast, persons in the other class retain their value system and independency, therefore being â€Å" marginalized as inassimilable † ( Sayegh & A ; Lasry, 1993 ) . In contrast, bidimensional theoretical accounts suggest that there is an interaction between the dimension of cultural or cultural individuality care and the dimension of dealingss between civilizations or groups. Harmonizing to this theoretical account, four possible manners of socialization are possible: assimilation, integrating, marginalisation, and separation. Assimilation describes when an person from the cultural minority identifies wholly and entirely with the dominant or host civilization while rejecting their cultural individuality. Integration implies a province in which an person from the cultural minority retains strong traditions of their cultural group but besides identifies good with the dominant civilization. Marginalization refers to the happening of an cultural minority group rejecting or being uninvolved with either their cultural civilization or the dominant civilization. Separation is a theoretical account by which the cultural minority group identifies merely with their cultural group while excepting interaction with the dominant civilization. So, these classification must take into history.Definition of Culture:The National Center for Cultural Competence defines civiliz ation as an â€Å" incorporate form of human behaviour that includes ideas, communications, linguistic communications, patterns, beliefs, values, imposts, courtesies, rites, manners of interacting and functions, relationships and expected behaviours of a racial, cultural, spiritual or societal group ; and the ability to convey the above to wining coevalss † ( Goode, Sockalingam, Brown, & A ; Jones, 2000 ) . In its broadcast significance, civilization is a humanly created environment for all our ideas and actions. ( Tepperman et al 1994:1 ) .This is something all worlds portion and what distinguishes us from the carnal universe. After reexamining some paper, I realized that for many people, civilization would intend art, literature, imposts and mundane life peculiar to a certain group.However, civilization besides include unseeable characteristics like beliefs, values, norms and attitudes. The anthropological definition of civilization is besides shared by the other bookmans of the other Fieldss, including that of language.Lado ( 1986:52 ) writes in Linguistic Across Culture that civilization is synonymous with the â€Å" ways of people † ; Chastain ( 1988:302 ) defines civilization as â€Å" the manner people live † and, harmonizing to Brown ( 2000:176 ) , civilization is â€Å" a manner of life † .Goals of learning and learning civilization:When the chief purpose of foreign linguistic communication instruction is to develop pupils ‘ ability to pass on efficaciously and suitably in assorted state of affairss, the instruction of civilization should ease intercultural communicating and understanding.Seelye formulates what he himself calls a ace end for the instruction of civilization: † All pupils will develop the cultural apprehension, attitudes, and public presentation accomplishments needed to work suitably within a section of another society and to pass on with the people socialized in that civilization. â€Å" ( Seelye 1993:29 ) Chastain ( 1988:299-300 ) adds that in linguistic communication categories where intercultural apprehension is one of the ends, pupils become more cognizant of their ain civilization and knowing about the foreign civilization. In such categories, pupils learn to acknowledge cultural forms of behaviour and communicating and map within the parametric quantities with those new outlooks. They learn that civilization daze is a normal reaction, and they anticipate ways to cover with new and uncomfortable state of affairss. The hope is that they will develop a greater tolerance for those whose values, attitudes, and beliefs are different from their and that they will larn to pull off alteration and growing successfully in their life-time ( Damen, 1987 ) . Tomalin and Stempleski ( 1993:7-8 ) have modified See lye ‘s ends of cultural direction.According to them, the instruction of civilization should assist pupils: aˆ?to develop an apprehension of the fact that all people exhibit culturally-conditioned behaviours aˆ?to develop an apprehension that societal variables such as age, sex, societal category, and topographic point of abode influence the manner in which people speak and behave aˆ?to go more cognizant of conventional behaviour in common state of affairss in the mark civilization aˆ?to increase their consciousness of the cultural intensions of words and phrases in the mark linguistic communication aˆ?to develop the ability to measure and polish generalisations about the mark civilization, in footings of back uping grounds aˆ?to develop the necessary accomplishments to turn up and form information about the mark civilization aˆ?to stimulate pupils ‘ rational wonder about the mark civilization, and to promote empathy towards its people So, I think by utilizing these of import points, the pupils gain an of import end that may take them to be better in future.Specifying a cultural course of study:After reexamining some paper, all of them explains about an of import point which is that, cultural course of study. So, I feel it is better to advert here about that.The cultural course of study can be defined and classified utilizing different classs such as subjects, subject countries, and component of civilization and so on. Subjects for learning civilization: The easiest manner to plan a cultural course of study is to roll up a list of subjects that are thought to be of import for or of involvement to pupil. Brooks ( 1986:124-128 ) represented his list including 62 subjects. For illustration music, repasts, medical specialty, festivals, avocations, athleticss, callings etc. However, I think, he claims that such a list is in no manner thorough and stesses that the scholars ‘ age and demands should be considered. Chastain ( 1988:303-304 ) likewise to Brooks claims that pupils can add subjects with which they want to go familiar. In his list there are 37 subjects, including household, place, money, faith, vacation, apparels, good manners and non-verbal communicating. Chosen subjects can be grouped in to countries or classs. Stern ( 1992:219-222 ) emphasizes six classs which an mean linguistic communication scholar is likely to necessitate topographic points, single individuals and manner of life, people and society in general, history, establishments and, fainally art, music, literature and other accomplishments. In syllabus design Stern suggests that instructors should do a pick of a peculiar state where the linguistic communication is spoken. Hasselgreen ( 2003:47-52 ) suggests a list of classs. These classs are based on pupil ‘ essay and hence, see their involvements. The subjects are centered on scholars ‘ intercultural abilities. These are: the ability of get bying with day-to-day life activities, traditions and populating conditions, the ability to cover with societal conventions, assurance with the values, beliefs and attitudes of the foreign linguistic communication users, the ability to utilize verbal communicating agencies and in conclusion, the ability to utilize non-verbal linguistic communication ( e.g. , body linguistic communication and facial looks ) .Wayss of Teaching Culture:Authenticity of stuff: These experiences are valuable for cultural understanding merely in so far as the duologue or dramatic reading dependably reflects behaviour in the mark civilization. Some text editions begin with duologues which reflect common, mundane experience of the pupils in their native civilization, on the rules that they will non happen this confusing since they recognize a familiar state of affairs behind the unusual signifiers. ( Wilga M.1981:327 ) Displaies, postings, bulletin boards, maps and realia can make a ocular and touchable presence of the other clture.students can besides do civilization wall charts which Hughes calls this technique the cultural island. Using reliable beginnings from the native address community helps to prosecute pupils in reliable cultural experiences. Furthermore ; there are many attacks which are utile for instructors in order to assist them to learn the 2nd civilization efficaciously. The cultural aside is likely the most widely used attack to the instruction of civilization.A cultural aside is an unplanned, brief civilization remark. During the category, the instructor normally takes advantage of relevant subjects as they arise to give the pupils spots of cultural information. For illustration if the pupils have the word java, the instructor can distinguish between the java rummy in their state and that of the 2nd civilization and where and when people usually drink coffee. ( Chastain,1988:309 ) . Nostrand ( 1974:298 ) calls the technique an incidental remark. I think this technique can be utile for pupils. Another technique is slice-life which foremost suggested by Taylor in 1972 ; besides offered by Chastain in 1988 and Stern in 1992 is a technique when the instructor chooses a little section of life from the 2nd civilization that is presented to the pupils at the beginning or terminal of the category period. ( Taylor 1972 ) . The cultural learner is a brief description of a critical incident of cross-cultural interaction that may be misinterpreted by pupils. ( Henrichsen, 1998 ) .Cultural learners were originally designed for fixing Peace Corp voluntaries for life in a foreign environment. ( Austere 1992:223 ) . The civilization Capsule is besides used to learn civilization. It is a brief description of one facet of the 2nd civilization followed by a treatment of the contrasts between the civilizations of the first and 2nd linguistic communications ( Chastain 1988:310 ) The typical behaviour of a talker of the linguistic communication in a specific state of affairs is analyzed into constituent parts about which the pupils are informed in several civilization capsules. These capsules are classroom presentations of the constituents of the behaviour through the screening of images or through action with any necessary cultural objects. Subsequently, the pupils act out a scene into which is integrated what they have learned in the capsules. ( Wilga, 1981:329 ) . Some instructors use mini play to assist pupils visualise civilization content. Harmonizing to Chastain ( 1988 ) in this attack pupils incorporate the civilization being learned into their actions as they perform in selected state of affairss. See lye ( 1993:71 ) stresses that the instructor has to set up a non-judgment ambiance during the treatment. It is besides of import for the instructor to utilize the right inquiries. Another technique for learning civilization is self-awareness technique. It serves to raise to consciousness those basic beliefs that govern their values, attitudes, and actions and to enable pupils to get down to understand the function of civilization in society and in single lives. Teachers may utilize sensitiveness exercising, self-assessment questionnaires, job resolution, profiles of personal attitudes, checklists of value orientations, or listening to the sentiments of others as a agency of increasing their consciousness of their ain cultural orientation ( Damen, 1987 ) . Chastain claims that the manner people use the 2nd linguistic communication to show themselves reflects the manner they organize world and instructors can research the linguistic communication and civilization connexions that occur in category. Film and telecasting sections offer pupils an chance to witness behaviours that are non obvious in texts. Film is frequently one of the more current and comprehensive ways to encapsulate the expression, feel, and beat of a civilization. Film besides connects pupils with linguistic communication and cultural issues at the same time ( Stephens, 2001 ) , such as picturing colloquial timing or turn-taking in conversation. Harmonizing to Wilga ( 1981 ) vocals, dances, images, advertizements utilizing the Bulletin Board, intelligence, are besides utile activities which help instructors to learn civilization in category. So by utilizing these techniques, the scholars who are immigrants and travel into another state, can ease their capabality in order to go familiar with civilization of another state. After a piece, their socail individuality will determine their personality, so these two of import factors can be matched through utilizing these techniques.Decision:Here, I want to reason some subdivision. As an of import point, the thought of teaching civilization is nil new to 2nd linguistic communication instructors. In many instances, learning civilization has meant concentrating a few lessons on vacations, customary vesture, common people vocals, and nutrient. While these subjects may be utile, without a broader context or frame they offer small in the manner of enriching lingual or societal insight-es pecially if a end of linguistic communication direction is to enable pupils to work efficaciously in another linguistic communication and society. After reading some documents, if I want to look critically to this point, understanding the cultural context of daily colloquial conventions such as salutations, farewells, signifiers of reference, thanking, doing petitions, and giving or having regards means more than merely being able to bring forth grammatical sentences. I think it means cognizing what is appropriate to state to whom, and in what state of affairss, and it means understanding the beliefs and values represented by the assorted signifiers and uses of the linguistic communication. Culture must be to the full incorporated as a critical constituent of linguistic communication acquisition. Second linguistic communication instructors should place cardinal cultural points in every facet of the linguistic communication that they teach. Students can be successful in talking a 2nd linguistic communication merely if cultural issues are an built-in portion of the course of study. And the last point is that, Acculturation should be achieved as integrating, which means that both ain civilization and host civilization are seen as possessing value as themselves. Acculturation and societal individuality so are closely connected to each other.

Island of the Sequined Love Nun Chapter 49~50

49 The Bedside Manner of Cannibals Tuck slept through most of the day, then woke up with a pot of coffee over a spy novel. He looked at the words and his eyes moved down the pages for half an hour, but when he put it down he had no idea what he had read. His mind was torn by the thought of Beth Curtis showing up at his door. Whenever a guard crunched across the gravel compound, Tuck would go to the window to see if it was her. She wouldn't come here during the day, would she? He had promised Kimi that he would check on Sepie and meet him at the drinking circle, but now he was already a day late on the promise. What would happen if Beth Curtis came to his bungalow while he was out? She couldn't tell the doc, could she? What would her excuse be for coming here? Still, Tuck was beginning to think that the doc wasn't really the one running the show. He was merely skilled labor, and so, probably, was Tucker himself. Tuck looked at the pages of the spy novel, watched a little Malaysian television (today they were throwing spears at coconuts on top of a pole while the Asian stock market's tickers scrolled at the bottom of the screen in thin-colored bands), and waited for nightfall. When he could no longer see the guard's face across the compound, he made a great show of yawning and stretching in front of the window, then turned out the lights, built the dummy in his bed, and slipped out through the bottom of the shower. He took his usual path behind the clinic, then inched his way up on the far side and peeked around the front. Not ten feet away a guard stood by the door. He ducked quickly around the corner. There was no way into the clinic tonight. He could wait or even try to intimidate the guard, now that he knew they were afraid to shoot him. Of course, he wasn't sure they knew they were afraid to shoot him. What if Mato was the only one? He slid back down the side of the building and through the coconut grove to the beach. The swim had become like walking to the mailbox, and he was past the minefield in less than five minutes. As he rounded the curve of the beach, he saw a light and figures moving around it. The Shark men had brought a kerosene lamp to the drinking circle. How civilized. Some of the men acknowledged his presence as he moved into the circle, but the old chief only stared into the sand between his feet. There was a stack of magazines at his side. â€Å"What's going on, guys?† A panic made its way around the circle to land on Abo, who looked up and said, â€Å"Your friend is shot by the guards.† Tuck waited, but Abo looked away. Tuck jumped in front of Malink. â€Å"Chief, is he telling the truth? Did they shoot Kimi? Is he dead?† â€Å"Not dead,† Malink said, shaking his head. â€Å"Hurt very bad.† â€Å"Take me to him.† â€Å"He is at Sarapul's house.† â€Å"Right. I'll look it up in the guidebook later. Now take me to him.† Old Malink shook his head. â€Å"He going to die.† â€Å"Where is he shot?† â€Å"In the water by the minefield.† â€Å"No, numbnuts. Where on his body?† Malink held his hand to his side. â€Å"I say, ‘Take him to the Sorcerer,' but Sarapul say, ‘The Sorcerer shoot him.'† Malink then looked Tuck in the eye for the first time. His big brown face was a study in trouble. â€Å"Vincent send you. What do I do?† Tuck could sense a profound embarrassment in the old man. He had just admitted in front of the men in his tribe that he didn't have a clue. The loss of face was gnawing at him like a hungry sand crab. Tuck said, â€Å"Vincent is pleased with your decision, Malink. Now I must see Kimi.† One of the young Vincents stood up. Feeling very brave, he said, â€Å"I will take you.† Tuck grabbed his shoulder. â€Å"You're a good man. Lead on.† The young Vincent seemed to forget to breathe for a moment, as if Tuck had touched him on the shoulders with a sword and welcomed him to a seat at the Round Table, then he came to his senses and took off into the jungle. Tuck followed close behind, nearly clotheslining himself a couple of times on branches that the young Vincent ran right under. The coral gravel on the path tore at Tuck's feet as he ran. When they emerged from the jungle, Tuck could see a light coming out of Sarapul's hut, which Tuck recognized from his day in the cannibal tree. He turned to young Vincent, who was terrified. He had charged the dragon, but had made the mistake of stopping to think about it. â€Å"Kimi's with the cannibal?† Young Vincent nodded rapidly while bouncing from foot to foot, looking like he would wet himself any second. â€Å"Go on,† Tuck said. â€Å"Go tell Malink to come here. And have a drink. You're wigging out.† Vincent nodded and ran off. Tuck approached the door slowly, creeping up until he could see the old man crouched over Kimi, trying to pour something into his mouth from a coconut cup. â€Å"Hey,† Tuck said, â€Å"how's he doing?† Sarapul looked around and gestured for Tuck to enter the house. Tuck had to bend to get through the low door, but once inside the ceiling opened to a fifteen-foot peak. Tuck knelt by Kimi. The navigator's eyes were closed, and even in the orange light of Sarapul's oil lamp, he looked pale. He was uncovered and a bandage was wrapped around his middle. â€Å"Did you do this?† Tuck asked Sarapul. The old cannibal nodded. â€Å"They shoot him in water. I pull him in.† â€Å"How many times?† Sarapu held up a long bent finger. â€Å"Both sides? Did it go through?† Tuck gestured with his fingers on either side of his hip. â€Å"Yes,† Sarapul said. â€Å"Let me see.† The old cannibal nodded and unwrapped Kimi's bandage. Tuck rolled the navigator gently on his side. Kimi groaned, but didn't wake. The bullet had hit him about two inches above the hip and about an inch in. It had passed right though, going in the size of a pencil and exiting the size of a quarter. Tuck was amazed that he hadn't bled to death. The old cannibal had done a good job. â€Å"Don't take him to the Sorcerer,† Sarapul said. â€Å"The Sorcerer will kill him. He is the only navigator.† The old cannibal was pleading while trying to remain fierce. A sob betrayed him. â€Å"He is my friend.† Tuck studied the wound to give the old cannibal a chance to gather himself. He couldn't remember any vital organs being in that area. But the wounds would have to be stiched shut. Tuck wasn't sure he had the stomach for it, but Sarapul was right. He couldn't take Kimi to Curtis. â€Å"Do you guys have anything you use to kill pain?† The cannibal looked at him quizzically. Tuck pinched him and he yelped. â€Å"Pain. Do you have anything to stop pain?† â€Å"Yes. Don't do that anymore.† â€Å"No, for Kimi.† Sarapul nodded and went out into the dark. He returned a few seconds later with a glass jug half-full of milky liquid. He handed it to Tuck. â€Å"Kava,† he said. â€Å"It make you no ouch.† Tuck uncapped the bottle and a smell like cooking cabbage assaulted his nostrils. He held his breath and took a big slug of the stuff, suppressed a gag, and swallowed. His mouth was immediately numb. â€Å"Wow, this ought to do it. I need a needle and some thread and some hot water. And some alcohol or peroxide if you have it.† Sarapul nodded. â€Å"I put Neosporin on him.† â€Å"You know about that? Why am I doing this?† Sarapul shrugged and left the house. Evidently, he didn't keep anything inside but his skinny old ass. Kimi moaned and Tuck rolled him over. The navigator's eyes fluttered open. â€Å"Boss, that dog fucker shot me.† â€Å"Curtis? The older white guy?† â€Å"No. Japanese dog fucker.† Kimi drew his finger across his scalp in a line and Tuck knew exactly who he meant. â€Å"What were you doing, Kimi? I told you that I'd check on Sepie and meet you.† Tuck felt a pleasant numbness moving into his limbs. This kava stuff would definitely do the trick. â€Å"You didn't come. I worry for her.† â€Å"I had to fly.† â€Å"Sarapul say those people very bad. You should come live here, boss.† â€Å"Be quiet. Drink this.† He held the jug to Kimi's lips and tipped it up. The navigator took a sip and Tuck let him rest before administering another dose. â€Å"That stuff nasty,† Kimi said. â€Å"I'm going to stitch you up.† The navigator's eyes went wide. He took the jug from Tuck and gulped from it until Tuck ripped it out of his hands. â€Å"It won't be that bad.† â€Å"Not for you.† Tuck grinned. â€Å"Haven't you heard? I've been sent here by Vincent.† â€Å"That what Sarapul say. He say he don't believe in Vincent until we come, but now he do.† â€Å"Really?† Sarapul came through the door with an armload of supplies. â€Å"I don't say that. This dog fucker lies.† Tuck shook his head. â€Å"You guys were made for each other.† Sarapul set down a sewing kit and a bottle of peroxide, then crouched over the navigator and looked up at Tuck. â€Å"Can you fix him?† Tuck grinned and grabbed the old cannibal by the cheek. â€Å"Yum,† Tuck said. â€Å"Sorry,† Sarapul said. â€Å"I'll fix him,† Tuck said. Silently he asked for help from Vincent. â€Å"I can't feel my arms,† Kimi said. â€Å"My legs, where are my legs? I'm dying.† Sarapul looked at Tuck. â€Å"Good,† he said. â€Å"More kava.† Tuck picked up the jug, now only a quarter full. â€Å"This is great stuff.† â€Å"I'm dying,† Kimi said. Tuck rolled the navigator over on his side. â€Å"Kimi, did I tell you I saw Roberto?† â€Å"See, I didn't eat him,† Sarapul said. â€Å"Where?† Kimi asked. â€Å"He came to my house. He talked to me.† â€Å"You lie. He only speak Filipino.† â€Å"He learned English. Can you feel that?† â€Å"Feel what? I am dying?† â€Å"Good,† Tuck said and he laid his first stitch. â€Å"What Roberto say? He mad at me?† â€Å"No, he said you're dying.† â€Å"I'm dying, I'm dying,† Kimi wailed. â€Å"Just kidding. He didn't say that. He said you're probably dying.† Tuck kept Kimi talking, and before long the navigator was so convinced of his approaching death he didn't notice that Tucker Case, self-taught incompetent, had completely stitched and dressed his wounds. 50 Don Quixote at the Miniature Golf Course He was sleeping, dreaming of flying, but not in a plane. He was soaring over the warm Pacific above a pod of hump-back whales. He swooped in close to the waves and one of the whales breached, winked at him with a football-sized eye, and said, â€Å"You da man.† Then the whale smiled and blew the dream all to hell, for while Tuck knew himself to indeed â€Å"be da man† and while he didn't mind being told so, he also knew that whales couldn't smile and that bit of illogic above all the others broke the dream's back. He woke up. There was music playing in his bungalow. â€Å"Dance with me, Tucker,† she said. â€Å"Dance with me in the moonlight.† The smooth muted horns of â€Å"Moonlight Serenade† filled the room from a portable boom box on his coffee table. Beth Curtis, wearing a sequined evening gown and high-heeled sandals, danced an imaginary partner around the room. â€Å"Oh, dance with me, Tucker. Please.† She glided over to the bed and held her hand out to him. He gave her the coconut man's head, rolled over, and ducked under the sheet. â€Å"Go away. I'm tired and you're insane.† She sat on the bed with a bounce. â€Å"You old stick in the mud.† A pouty voice now. â€Å"You never want to have any romance.† Tuck feigned sleep. Pretty well, he thought. â€Å"I brought champagne and candles. And I made cookies.† This is me sleeping, Tuck thought. This is exactly how I behave when I sleep. â€Å"I twisted up a joint of skunky green bud the size of your dick.† â€Å"I hope you got help carrying it,† he said, still under the covers. â€Å"I rolled it on the inside of my thigh the way the women in Cuba roll cigars.† â€Å"Don't tell me how you licked the paper.† She slapped him on the bottom. â€Å"Come on, dance with me.† He rolled over and pulled the sheet off his face. â€Å"You're not going to go away, are you?† â€Å"Not until you dance with me and have some champagne.† Tuck looked at his watch. â€Å"It's five in the morning.† â€Å"Haven't you ever danced till dawn?† â€Å"Not vertically.† â€Å"Oh, you nasty boy.† Coy now, as if anything short of being caught at genocide could make her blush. The song changed to something slow and oily that Tuck didn't recognize. â€Å"This is such a good song. Let's dance.† She swooned. She actually swooned. Swooning, Tuck noticed, looked very much like an asthma attack wheezed in slow motion. A rooster crowed, and seven thousand six hundred and fifty-two roosters responded in turn. â€Å"Beth, it's morning. Please go home.† â€Å"Then you're not going to dance with me?† â€Å"No.† â€Å"All right, I guess we'll skip the dancing, but I want you to know that I'm very disappointed.† She stood up, pulled the evening gown over her head, and dropped it to the floor. The sequins sizzled against the floor like a dying rattlesnake. She wore only stockings underneath. Tuck said, â€Å"I don't think this is such a good idea,† but there was no conviction in his voice and she pushed him back on the bed. Tuck was staring up at the ceiling, his arm pinned under her neck, silently mouthing his mantra, â€Å"After this, I will not bone the crazy woman. After this, I will not bone the crazy woman. After†¦Ã¢â‚¬  Boy, how many times had he said that? Maybe things were getting better, though. In the past it had always been â€Å"I will not get drunk and bone the crazy woman.† He had been only sleepy this time. He tried to worm his arm out from under her, then used the â€Å"old snuggle method.† He rolled into her for a hug and when she responded with a sleepy moan and tried to kiss him, the space under her neck opened up and he was free. It worked as well on murdering bitch goddesses as it did on Mary Jean ladies. Better even, Beth didn't wear near as much hair spray, which can slow a guy down. God, I'm good. He rolled out of bed and crept into the bathroom. While he peed, he softly chanted, â€Å"Yo, after this, I will not bone the crazy woman.† It had taken on a rap cadence and he was feeling very hip along with the usual self-loathing. His scars made him think of Kimi's wound, and suddenly he was angry. He padded naked back to the bed and jostled the sleeping icon. â€Å"Get up, Beth. Go home.† And someone pounded on the door. â€Å"Mr. Case, tee time in five.† Tuck clamped his hand over Beth's mouth, lifted her by her head in a single sweeping move from the bed to the bathroom, where he released her and shut the door. Fred Astaire, had he been a terrorist, would have been proud of the move. Tuck grabbed his pants off the floor, which is where he kept them, pulled them on, and answered the door. Sebastian Curtis had a driver slung over his shoulder. â€Å"You might want to put on a shirt, Mr. Case. You can get burned, even this early.† â€Å"Right,† Tuck said. He was looking at the caddie. Today Stripe carried the clubs. The guard sneered at him. Tuck smiled back. Stripe, like Mato before him, was doing caddie duty unarmed. Time to play a little round for the navigator, he thought. He winked at Stripe. â€Å"I'll be right there.† Tuck closed the door and went to the bathroom to tell Beth to wait until he'd gone before coming out, but when he opened the door, she was gone. â€Å"Did you know that over ninety percent of all the endangered species are on islands?† the doctor said. â€Å"Nope,† Tuck said. He picked his ball up and put it on the rubberized mat, then turned to Stripe. â€Å"Dopey, give me a five iron.† They were on the fourth hole and had crisscrossed the compound pretending to play golf for an hour. Tuck swung and skidded the ball fifty yards across the gravel. â€Å"Heads up, Bashful,† Tuck said as he threw the club back to Stripe. â€Å"Islands are like evolutionary pressure cookers. New species pop up faster and go extinct more quickly. It works the same way with religions.† â€Å"No kidding, Doc?† They still had fifty yards to get to where Sebastian's first shot lay. Tuck had hit three times. â€Å"The cargo cults have all the same events associated with the great reli-gions: a period of oppression, the rise of a Messiah, a new order, the promise of an endless time of peace and prosperity. But instead of devel-oping over centuries like Christianity or Buddhism, it happens in just a few years. It's fascinating, like being able to see the hands of the clock move right before your eyes and be a part of it.† â€Å"So you must totally get off when daylight savings time comes around.† â€Å"It was just a metaphor, Mr. Case.† â€Å"Call me Tuck.† They had reached Tuck's ball and he placed it on the Astro Turf mat. â€Å"Sneezy, give me the driver.† Sebastian cleared his throat. â€Å"That looks more like a nine iron to me. You've only got fifty yards to the pin.† â€Å"Trust me, Doc. I need a driver for this one.† Stripe snickered and handed him the driver. Tuck examined it, one of the large-headed alloy models that had become so popular in the States – all metal. Tuck grinned at Stripe. â€Å"So, Doc, I guess you shitcanned the Meth-odist thing to watch the clock spin.† Tuck lined up the shot and took a practice swing. The club whooshed through the air. â€Å"Have you ever had faith in anything, Mr. Case?† Tuck took another practice swing. â€Å"Me? Faith? Nope.† â€Å"Not even your own abilities?† â€Å"Nope.† Tuck made a show of lining up the shot again and making sure his hips were loose. â€Å"Then you shouldn't make jokes about it.† â€Å"Right,† Tuck said. He tensed and put his entire weight behind the club, but instead of hitting the ball, he swung it around like a baseball bat, slamming the head into Stripe's cheek, shattering the bone with a sickening thwack. The guard's feet went out from under him and he landed with a crunch in the coral. â€Å"Christ!† Sebastian yelled. He grabbed the club and wrenched it from Tuck's grasp. â€Å"What in the hell are you doing?† Tuck didn't answer. He bent over the guard until he was only inches from his face and whispered, â€Å"Fore, motherfucker.† A second later Tuck heard a mechanical click and the guard who had been tending the pin had an Uzi pressed to his ear. Sebastian Curtis was bent over Stripe, pulling his eyes open to see if his pupils would contract. â€Å"Take Mr. Case to his bungalow and stay with him. Send two men with a stretcher and find Beth. Tell her to – † Curtis suddenly realized that the guard was only getting about a third of what he said. â€Å"Bring my wife.† â€Å"I'll get back to you on that faith thing, Doc,† Tuck said.

Business Law Essay Example | Topics and Well Written Essays - 250 words - 32

Business Law - Essay Example This, therefore, disqualifies any agreements or promises made through the emails. This statement renders all the other negotiations and agreements made in other communication platforms null and void. Going back to the basic definition of a contract; precise terms are part of a contract (Edwin 146). In the second scenario, the contract between Standard Storage Company and Tri-Country Investment Corporation includes a provision that covers the sale of the furniture as part of the transaction. This provision states that the furniture is included. Therefore, it can be argued that the cost of the furniture is included in the total cost of the warehouse. By this virtue, furniture is part of the sale. The fact that the contract failed to specify the furniture’s price clearly indicates that the furniture’s price is included in the total sale of the warehouse. If the two companies are unable to resolve their dispute, the court through an independent property valuer can assist them to come up with a

The Analysis of the Strategic situation of ARM Holdings Essay

The Analysis of the Strategic situation of ARM Holdings - Essay Example he foremost suppliers of intellectual property (IP) semiconductors that possess a significant impact upon the advancement as well as the progression of digital electronic products. The company’s headquarter is located in Cambridge of United Kingdom and it has engaged more than 2000 people within their organisation. The company has its offices worldwide including its design centres especially in France, India, Sweden and the US (ARM Ltd., 2012). ARM Holdings was founded in the year 1990 and the profits of the company rapidly expanded over and above the total profits of the then semiconductor industry. The company sells over 800 processor licenses to in excess of 250 companies throughout the world with superior quality. Along with rapidly expanding in terms of profits within the overall semiconductor industry, ARM also has gained outstanding market share as compared to its other competitors (ARM Ltd., 2012). ARM Holdings mainly deals with outstanding products such as high-performance processors, system IP products, astonishing multimedia hardware products, extensive offering of physical IP products and software development instruments that are utilised in every phase of application development (ARM Ltd., 2012). In the paper, an overall analysis of the different business strategic circumstances especially of ARM Holdings will be taken into concern. Various aspects that include the application of Porter’s five forces model, value chain framework analyses of ARM Holdings along with Intel as comparison in order to evaluate their business models, suitable recommendations and an amassed conclusion will be portrayed in the discussion of this paper. ARM Holdings is essentially regarded as a part of semiconductor or microprocessor industry. The microprocessors are a kind of semiconductors. The semiconductors are the materials that generally conduct electricity and can be easily regulated acting as conductors and insulators. Presently, the semiconductor appliances are