Blade Runner as a postmodernist film

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Blade Runner as a Postmodernist Film

Postmodernism is a term that is difficult to pin down but it used more and more widely to describe aspects of the culture of the last three decades. One of the main features is its eclecticism the mixing and matching of different stylistic elements. Some who use the term welcome it as liberation from the ideas of and reverence for "high culture" (for example, opera, ballet, painting, classic literature, etc) and the disparaging of "low culture" (television, popular cinema, comics, etc). Others see postmodernism as a trivialisation of culture by irresponsible academics caught up in admiration for the glitter of consumer capitalism and its moral emptiness.

Postmodernism describes conditions prevailing in the last three decades of the twentieth century, especially in the production of media artefacts, where there is a superabundance of images and styles in television, pop videos, film, advertising, etc - which are readily available for recycling. The traditionally valued qualities of coherence, meaning, originality and authenticity are replaced by a random swirl of empty signs to produce a culture of disposable imitations, superficiality, "simulacra" (copies without originals), style valued over substance, surface appearance over depth, a mixing and matching of diverse styles.

Another aspect of postmodernism arises from the view that it is no longer possible to have general theories of how humanity and society function, called "grand narratives" or "metanarratives" - theories which attempt to explain how history and society functions (such as Marxism which explains historical development in terms of the class struggle).

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One way of approaching postmodernism is to see it as an attempt to deal with the breakdown in the way we look at things which have come about in recent years with the advances in information and communications technology. In previous eras it would take a considerable time for ideas to circulate. With email it is possible to send messages to anywhere in the globe in seconds; you can read a web version of a newspaper from anywhere in the world on the internet on the day of publication. There is therefore an overwhelming amount of information available to us. This, according to some, must have a profound effect on the very way we think.

The main stylistic features of postmodernism might be summed up as follows

· Depthlessness a concern for surface appearance, style over substance. This involves a playful attitude towards cultural artefacts

· Hybridity - an eclectic mixing of styles from different times and places, recycling of images, mixing and matching, intertextual references, the transformation of found materials into a new text (called "bricolage")

· Intertextuality, referencing not just different genres but the way in which specific texts are "quoted" in other texts. (Think of the way that television advertisements where incidentally Blade Runner director Ridley Scott learned his trade often refer to films, television shows and even other adverts.

· Intertextuality often involves another feature of postmodern texts how the same text can be appreciated in different ways by different audiences the mainstream audience which reads the film in a straightforward way and the "cineliterate" (or "smart" or film buff ) audience which recognises the intertextual references.

Despite its underlying seriousness of tone, Blade Runner has several features which would allow us to consider it a postmodern text.

· The replicants are "copies without originals" ("simulacra")

· There is an eclectic mixture of styles in the set design, props, clothing etc. 140s film noir styles (both Rachel and Deckard) coexist with punk (Pris), sixties fashion (Zhora) and Hari Krishna. Bryant is the embodiment of the corrupt policemen in film noir and crime film for the last five decades. The language of the street, "cityspeak", is an amalgam of Japanese, Chinese, Spanish and German. There are diverse architectural styles giant futuristic buildings resembling Mayan pyramids with microchip exteriors, modern-day downtown LA with New York.

A good example of postmodernist style in Blade Runner is the scene where Deckard runs after Zhora through the city streets at night. She is wearing fashion from "swinging sixties" Londona see-through raincoat he wears a 140s trenchcoat. The streets are teeming with a diverse population of punk rockers, chanting hari krishna followers, people in 10s military uniforms, and in oriental headgear; there are Catholic nuns in extravagant headwear that was no longer worn by the 160s. Passers-by are carrying familiar-looking umbrellas but with neon handles. In the background are neon advertising blimps for familiar brand-names such as Atari and Budweisser. On the streets there are cars and buses. This cornucopia of diverse and eclectic images is shown against an equally eclectic soundtrack. These combined images and sounds express the chaos of modern urban living as much as anticipating what life in the future will be like.

The film's intertextual reference is not limited to its generic hybridity. It "quotes" other texts. As Rick Instrell puts it

Post-modernism has a self-conscious fascination with style, with mixing different genres; it frequently uses parody and pastiche … But whereas parody tends to poke fun at the style it is imitating, often in order to satirise it, pastiche tends to imitate in order to flatter the style it is imitating. Pastiche, in particular, is a central feature in the surface or depthless nature of post-modern texts. Images refer only to themselves or other pre-existent images rather than any realities in the world outside. In Blade Runner, examples of this abound. Deckard traces Zhora the replicant snake charmer to a nightclub, affecting a slightly effeminate voice to disguise his real intent. This is surely a direct reference to the scene where private eye Philip Marlowe (Humphrey Bogart) visits the Geiger bookstore in the 146 classic The Big Sleep. There is no sense of parody in the playing of the scene, however. The reference is merely available to you provided you are familiar with The Big Sleep.

This tendency to "quote" from other texts is typical of the modern advertising industry where Ridley Scott developed his skills.

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Global Warming

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What happens when too much carbon dioxide gets omitted into the Earth's atmosphere? The condition known as Global Warming occurs. Global Warming is the rising of the Earth's surface temperature due to chemicals in the atmosphere. Global Warming has many threats on the climate and even the health of the people on this planet. Some of these threats include the altering of crop seasons and even effect the way organisms survive on the planet. The first thing I think I should discuss when talking about global warming is what causes it to occur. Gases such as carbon dioxide, methane and nitrous oxide, which are known as greenhouse gases, all build up in the atmosphere of the earth. All these gases make it so that it becomes harder for the radiation that the sun shines into the atmosphere to escape. The heat continues to build up and this is what causes the temperatures to increase. I know this seems like the temperatures increase massively but in the last hundred years the average temperature of the Earth has gone up between 0.8 and 1.0 degrees farenheight. Also in the last fifteen years, we have had the ten warmest years in record. Global Warming also helps the Earth and it has been for many years. Without global warming, the Earth's temperature would be a lot lower than the 60-degree average. Unfortunately due to there being many more harmful "greenhouse gases" being placed into the atmosphere, instead of the temperature staying at a constant, its rising. What are many of the dangers of the Earth's temperature rising? First of all it cause many of the glaciers that are floating in the Arctic and Greenland to melt. This in turn causes the sea levels to rise around the world. In the last hundred years alone the seas around the planet have risen anywhere from four to ten inches. I know it does not sound like a massive change but being able to raise all the seas in the world a whole ten inches is a huge problem. Sea levels also continue to rise is because the hotter temperature cause the ocean water to expand. An example of the sea level causing problems could happen on a little Native Island in the middle of an Ocean. On these islands usually where native tribes live, if the sea level rises three fourths of a meter then half of the island will sink. This could happen in many different islands around the world and if the water keeps on rising as it is, then farming land near the seashores will be flooded and the crops will be destroyed and many farmers will be left without much to live off of. The melting of the glaciers are also causing some problems in the Himalayas. Many of the tips of the mountain's in that area. Massive flooding and rivers that are well above their normal levels are threatening the crops and homes in the area. Many of the locals that live in the area and many of the scientists that are surveying the area are saying that the glaciers are melting at a phenomenal rate. Another danger that comes with the changing of the climate is that the increased heat causes more evaporation to occur in the hotter climates. This causes there to be more precipitation in many other climates that are not used to handling massive rainfalls. The increased rainfall also leads to speeding up the process of the sea levels rising. Health is also something that becomes threatened because of global warming. Heat becomes a huge factor in the health of humans, especially the elderly. Incidents such as heat stroke head exhaustion and diseases increase drastically. The heat makes it possible for mosquitoes and other insects to transmit diseases. This is something that happened in New York during this summer. A very rare disease called St. Louis Emphyitis (spelling?) that would spread in puddles of water that mosquitoes would drink out of due to the heat. These mosquitoes would then bite humans and infect them with this disease. I don't recall how many people, if any died due to this, but it did cause a bit of a panic in the New York Metropolitan area. Heat is not the only weather problem. Global Warming doesnt only increase temperatures in hot areas. It also decreases temperatures in cold areas. An example of this has been the cold spell that struck the Midwest. In Montana, temperatures plummeted to 0 degrees below and stayed there. The coldest weather ever recorded plagued our countrys heart for over three weeks and still hasnt returned too normal. A related incident has been the blizzards of the East Coast. Some places in New York State got over twenty feet of snow. So what is in store for Earth in the future? Possible nothing. There are many people that believe global warming is nothing more than the normal rise of temperature around the world. So if this is the case, we have nothing to really worry about. Unfortunately, this scenario of normal raise in temperature might not be the case. If it isn't, Scientists estimate that the global temperature will rise between five and nine degrees by the middle of the 1st century accompanied by a sea-level rise of one to four feet. Once the temperature reaches a certain threshold, the polar ice caps will began to melt. While those living in the Arctic may find that a nice surprise, the implications for the rest of the world are serious. Even a partial melting of the polar ice caps will cause sea levels to rise so much as to completely wipe out most coastal cities. This includes such big cities such as San Francisco and New York. Those cities that are not totally wiped out by the water will eventually be hit with hurricanes much more severe than any other one in history. Of course, inland cities are not safe either. Rather than surging seawaters and hurricanes, they will face drought. So what can be done in order to keep from all of that from happening? We need to stop putting so much pollution in to the air. No matter what there will always be a little bit of Carbon Dioxide omitted into the atmosphere. If we could just limit all the coal and fossil fuels that we burn, there will not be so much "greenhouse gases" and it would keep all of that from happening so quickly. There have also been many attempts by the United States Presidents Administrations in order to help slow down the effect. In my lifetime I know that I won't see anything too drastic happen due to global warming, but there is a chance that my children and grandchildren will. Hopefully they wont.

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Feeding Habits of Hydra

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Abstract

Hydra is a multicellular organism which feeds on other small multicellular organisms. The main source of food for hydra is brine shrimp, but they can still consume other organisms for food. The goal of this experiment is to determine if the amount of light in the environment of hydra will affect the feeding behavior of the hydra. It was hypothesized that a direct positive relationship would exist between the amounts of light and the feeding of the hydra (the more light, the more hydra would feed). To control the amounts of light, separate petree dishes were wrapped in varying layers of violet saran wrap and groups of hydra with food were observed in each dish.

The different groups of hydra studied in environments with different amounts consumed equal amounts of food within the period of 0 minutes. The results of this experiment indicated that no relationship exists between the amounts of light in the environment and the feeding behavior of hydra. This is due to the fact that the different amounts of light did not affect the amount of food consumed. From this observation, one can conclude that hydra do not depend on light when it comes to feeding.

Introduction

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Hydra is a microscopic multicellular octopus-like organism which mainly feeds on brine shrimp (Muller-Parker, G., 18). The body of a hydra consists of three main parts, a gastrodermis layer on the inside of the body which contains digestive enzymes, a middle layer called the mesoglea, and an outer layer containing sensory, muscular, and stinging cells (Guild, N. and Bever, K., 00). These stinging cells are called nematocysts which are also on the tentacles and immobilize the hydra's prey. When small organisms brush against a tentacle one nematocyst can wrap around the prey while another can inject a toxin and immobilize the prey (Guild, N. and Bever, K., 00). In a previous experiment the interaction between hydra and daphnia (another microscopic multicellular organism) was observed (Guild, N. and Bever, K., 00). The hydra immediately attacked and consumed the daphnia with its tentacles. The size of the daphnia was equal to that of the hydra, making them easier to observe together. Due to this fact we decided to use daphnia as the food source in further observation of hydra's feeding behaviors.

The idea of varying the amount of light in the hydras environment to observe feeding habits came from an abstract article which was based on research. The authors used different layers of colored saran wrap to vary the amounts of light in the environment (Grosvenor, W., 18). This is the same technique used in this experiment to vary the amounts of light with 0, , 4, and 6 layers of violet saran wrap.

The purpose of this experiment is to determine if there is a relationship between the amount of light in an environment and the feeding behavior of hydra. The hypothesis is that as the amount of light increases, so will the amount of food consumed by hydra.

Materials and Methods

In order to perform this experiment we needed hydra, daphnia, petree dishes, colored saran wrap, and a microscope (Guild, N. and Bever, K., 00). The procedure we followed is as follows First, obtain four petree dishes. Wrap one with layers of colored saran wrap, a second with 4 layers, and a third with 6 layers. The fourth is a positive control with no restriction to the amount of light ( no saran wrap). Next, place 6 hydra and 1 daphnia in each dish with some water. Observe each dish for 0 minutes under a microscope and record the number of daphnia consumed in each dish within the 0 minutes.

Results

The four dishes with the varied amounts of light all showed similar results.

The hydra in the control dish without any saran wrap consumed the same amount of daphnia as the dish with layers and the dish with 6 layers. The dish with 4 layers only consumed 1 more hydra than the others, which was not a significant difference. The amount of time that it took for the first hydra to feed seemed to very at random.

As shown by the following graph, there is no noticeable relation between the amount of light and the number of daphnia consumed.

Discussion

The results indicate that there is no relationship between the amount of light in the environment and the feeding behavior in the hydra. Also, there is no relation to the amount of time it takes for the first hydra in a group to feed. It is very possible that the reason that the hydra do not depend on light to feed is because they do not use vision to consume their food. Instead they use the sense of touch. These results did not support the hypothesis of the experiment, as the amount of light increased, the number of daphnia consumed by the hydra did not increase. Although the hydra group in the dish with 4 layers of saran wrap did consume 1 more daphnia than the rest, this data seems insignificant.

Other similar experiments that test the same relationship between the amounts of light and the feeding behaviors, such as the one performed by Grosvner, W., also indicate that there is no relationship (Grosvenor, W., 18). This research adds to the credibility of the results of the current experiment due to the fact that the same theory was concluded, there is no relationship between the amount of light in an environment and the feeding behavior of hydra.

Although everything went right for the experiment, there seemed to be a problem. In relation to past experiments, the hydra did not seem as active and did not feed as quickly. Previous batches of hydra were stressed and did not feed, therefore it is possibly that the batch that was used could have also been partially stressed. This could have possibly effected the outcome of the experiment. Further testing of the relationship between hydra and amounts of light in the environment could be performed. For example, one could test a relationship between the budding of hydra and the amounts of light in the environment. When hydra bud they produce nitrogen in the surrounding atmosphere, this could be measured to observe the relationship (Muller-Parker, G., 18). Further investigations could be to study the effects of temperature or chemicals on the feeding habits of hydra.

References

Muller-Parker, G. (18) Biological Bulletin 17, 57-58.

Grosvner, W. (18) Biological Bulletin 17, 46-60.

Guild, N. and Bever, K. (00) From Molecules to Cells, a Laboratory Manual,

10-104.

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Dr. Faustus as a Christian Play

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Dr. Faustus as a Christian Play

Dr. Faustus can be viewed as a Christian play for many reasons. Many thought of this play as a morality play. A morality play is the "conflict of the personified human soul with sin amid contending vices and virtues, and ends in one of two ways, triumph or damnation" (Sunayana, Dr. Faustus). This definition explains the story of Dr. Faustus. Throughout the entire play, one can pick out many Christian-like aspects.

One aspect is the conflict between good and evil. Throughout the play, the decision between good and evil arises again and again. For example, Dr. Faustus has a choice between remaining faithful to God or gaining power. He would have power for 4 years, but then he has to give his soul up to hell. Making choices in favor of the good side means that Dr. Faustus would have to remain normal like every other person. He already has many accomplishes, but he is not satisfied. Making choices in favor of the bad side means that Dr. Faustus would have more power for 4 years, but after that he would have nothing but torture. Dr. Faustus makes many choices between good or evil and heaven or hell.

One might relate Dr. Faustus to the story of Adam and Eve. Adam and Eve were told not to eat off of the tree. They did not listen and as a consequence their pleasures were taken away from them. Dr. Faustus had wealth and popularity. He wanted more than that and as a consequence he would have eternity for torture. Both would not accept what they already had. They both wanted more than they had and would not listen. Both Adam and Eve and Dr Faustus had a wonderful life, but they took more and were punished for their decision to do so.

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Another aspect that relates to Christianity is the setting of the play. The setting of the play is between the heaven, the hell, and the earth. Just as in the Christian religion, the heaven, the hell, and the earth are the three main places one life and morals are made up. In the Christian religion, how one acts on Earth determines where they will rest for eternity. In the same respect, Dr. Faustus did not believe in the heaven, the hell, or the after life. He also did not believe he could repent his sins. He was told to talk to God and repent his sins. He did not think it would work. His actions and thoughts led him to his damnation.

One of the main parts of the play is the seven deadly sins. The seven deadly sins played a big part in the play. The seven deadly sins consisted of pride, covetousness, wrath, envy, gluttony, sloth, and lust.__________ Pride is the first sin. Dr. Faustus's flaw is his pride. Although he has had a lucky successful life, his pride makes him KNOW he can do more. He is very competitive, and he is not satisfied with anything. He is a very intelligent man and has a good life, but he is not satisfied. Covetousness is the second sin. He shows covetousness by wanting a wife. Wrath is third sin. Wrath is showed by Dr. Faustus's impatience. Dr. Faustus shows his impatience through people he interacts with in the play. For example, he gives Benvolio horns and he silences them. Envy is the fourth sin. Envy is also showed throughout the play. Dr. Faustus envied people with power. Although he had power in his profession, it was not enough. He had to know more and learn more. He wanted to pass every other person in his or her knowledge and power. He had envy for people who could do more than he could. Gluttony is the fifth sin. Gluttony is also well known in this play. He shows this by wanting to use the dark arts. He was well known without moving to the dark arts, but this was the next step out of the knowledge he already attained. He was a well-educated man, but that was not good enough for him. He did not want what every other normal person on the earth had. He wanted more and better pleasures. In his eyes, he wanted power and pleasures equal to God. Sloth is the sixth sin. Especially at the end, sloth is shown in the play. He has a chance to repent his sins but he didn't. He did not think he was able to. Lust is the seventh sin. Lust is the sin of self-control and greed. In my opinion, greed is Dr. Faustus's middle name. Greed is shown throughout the entire play. Although someone would give up everything they owned to have the life Dr. Faustus had, he was not happy with all of the accomplishes he had. He wants more knowledge than any other normal person has. He wants to be equal with God's power. If he realized the wealth and accomplishes he already had in the beginning of his quest for knowledge, then he would have never been in the situation he was in. He should have accepted what he already had, but he was greedy, and he was punished for his greed. (Pink Monkey, Dr. Faustus)

Another aspect one may find in the play is the good and the bad angels. One may recognize this as the angels that sit on a person's shoulders. People are brought up to recognize these as their conscience. The good angel sits on one shoulder and tries to persuade the person to do good things. The bad angel sits on the other shoulder and tries to persuade the person to do the bad thing. Dr. Faustus has these angels with him in the play. The angels might be telling the audience was Dr. Faustus is thinking on the inside. The good angel represents heaven and God. The bad angel represents hell and eternity of torture. Dr. Faustus wants to have many more pleasures than a normal person, and he wants to have knowledge and power of a superior. The bad angel uses this to persuade him. He tells Dr. Faustus about all the wealth and power he will have. When he hears this, he ignores the good angel.

Some of the Christian aspects jump out at the reader, while others the reader must look for. There are many aspects in this play that resembles a Christian play. In my opinion, I would relate this story to a Christian play because it has mane components that a Christian play also would have.

Bibliography

Sunayana. "Dr. Faustus as a Morality Play." 001. Planet Papers. 06 Aug. 00 http//www.planetpapers.com.

Pink Monkey. 17-00. Pink Monkey Summaries.

05 Aug. 00 http//pinkmonkey.com.

Rushman, William E. 11 Feb 00. "The Seven Deadly

Sins." 05 Aug 00. httpwww.rushman.org.

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Organizational Culture

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Many different organizations and companies have many distinct cultures and climates. However, before one can begin to describe the culture or climate of an organization we must first know what culture and climate is. So, what is Culture? Edgar Schein defines organizational culture as "a pattern of basic assumptions-invented, discovered, or developed by a given group as it learns to cope with its problems of external adaptation and internal integration-that has worked well enough to be considered valid and therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems." (Miller ) To summarize a culture is simply everything that makes the organization exist. The people, the furniture, the building, the paper, the way people talk anything you can see or hear, shapes the culture of an organization. Furthermore, there are certain key elements that are present in most cultures. These elements are relevant constructs (people/ideas important to an org), practices/procedures, a vocabulary, metaphors (other names for the business), stories or legends, rites and rituals (i.e. graduation), values, heroes, and finally sub-cultures.

If I were to describe the culture of Marist College, I would begin by describing what I see and experience. Take one look at the Marist campus and you will see a unique learning environment. A tree lined campus dotted with new looking buildings over looking the Hudson River. In the middle of the campus, you see a modest round building with a large cross sprawling up the side, towering 10 feet over the top and embracing what seems to be the entire front of the building. Immediately one is under the impression that the campus embraces the catholic religion. Just beyond the church, you will see a brand new 4 floor modern library. The library is filled with brand new IBM computer workstations and shelf after shelf of books. Look in almost any of the buildings on campus and chances are you wont find and garbage, this is because the college pays for extensive "house cleaning" through out the campus. Another observation that can be made is the astonishing amount of computers on campus. Finally, one will notice the ethnicity of the students and faculty on campus. It is clear that the overwhelming majority on campus is Caucasian. If you were to look hard enough you might be able to find a few African Americans, or Hispanic students. The overall climate at Marist is a relaxed one. In general, the students and faculty appear to be in no hurry to get anywhere. The students and employees alike are seemingly friendly and egger to help a person in need. There are security patrols through out the campus to help ensure the safety of the students. I feel that Marist College in general makes a valiant effort to put on display those things they want others to feel are important to the College as a whole.

An important aspect of organizational culture is Schein's model of culture levels and their interactions within an organization. Schein divides different elements of culture into three levels. The first level is artifacts and creations. Artifacts and creations can be defined as anything visible or audible within an organization. The second level is titled values. Values are defined as those things that the organization states it hold dear to itself. The third and final level consists of basic assumptions. Basic assumptions are conclusions that can be drawn by comparing the artifacts and creations with the stated values of the organization. Just one question, what happens when an organization says it holds a value important and it really does not? There is a name for that phenomenon; we call it an espoused value. Espoused values are something Marist College has many of. Lets analyze one specific aspect of Marist College and apply Schein's model of organizational culture. Let begin with diversity, once again it is clear when you look around Marist College that there is little to no diversity amongst the student body or faculty. However, the mission statement of Marist College clearly states "The College aims to expose students to cultures other than their own and to the values that link and transcend particular cultures." Here we have an artifact, the lack of minorities on campus. We have a value, the mission statement. And we can make an assumption the assumption would be that Marist College values diversity and the exposure to other cultures. We can clearly see that this is an espoused value because the values and artifacts contradict each other. However, if Marist College was to be broken down in to many smaller pieces and each piece were to be analyzed one would realize that there are many different sub-cultures within the overall culture of Marist College. For instance if one were to walk into the Gymnasium you will see many people running, jumping, and participating in many different sports. In contrast, if you were to walk out if the gym and walk into the pool house you wont see anyone running. Yes it is because it is dangerous to run near the pool, but this is what sets the two rooms apart, this is what contributes to the different cultures within the one school we call Marist College. Similarly if a communication class were observed you would see many different people interacting and talking amongst themselves, perhaps with the teacher playing an equal role. On the other hand, if you were to observe a Mathematics class you will most likely see a teacher standing in front of an organized classroom with nobody except the professor talking. The students will most likely only speak when spoken to or after being called on by the professor. And, chances are there will be no discussion between the students.

In conclusion, we now have a clear understanding of culture and climate Within Marist College. We understand the functions of culture here on the campus. In addition, we know that not all values here on campus are held by everyone, different people have different values. It is important to point out a few key aspects of culture and values. First, organizations do not have values, individuals do. Second, individuals may say they hold a particular value but their behavior says otherwise. Finally, many of the values and basic assumptions within an organization have been taken for granted. People have been passing them off as "just the way we are" and "just the way we do things around here" people often do not realize that it is all part of their organizational culture.

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Learning Stlyes

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According to the Learning Styles Inventory my weakest modalities are visual and auditory and my strongest is kinesthetic. I strongly agree with my strongest modality being kinesthetic because throughout my years of education, I have always had my best experience of learning when I was able to participate in the learning process. The hands-on experience allows me to understand what I am learning in a more coherent manner.

As a child in elementary school I would always experience getting into trouble for not being able to sit still for long periods of time. I found that paying attention and not being able to move around was very difficult so out feelings of restlessness I would talk to people around me, I would make rude comments and fidget around with any objects. Consequently, this would lead to bad behaviour marks and detention time.

As I matured and entered high school and subsequently college, I was able to sit and pay attention for longer periods of time but I also realized that I learned best when I could physically be involved in what I was learning. In high school, when we were able to do projects that involved making charts, videos, maps etc, I found that I enjoyed my learning experience much more and it was reflective in my grades. When studying for major exams, walking around and repeating what I was reading out loud helped me remember and the information became clearer. I also experienced better grades when I was involved in extra-curricular activities, mainly sports. Being physically active assisted me in staying focused on homework and allowed me to manage my time much more efficiently.

Study strategies that I currently use that is more related to the visual modality are such things as copying information into my own words, because seeing information rephrased in my own words helps me to remember information more easily, and I also highlight certain important facts. Using colour to make certain bits of information stand out helps me to study more effectively. During this semester I would like to try using flash cards to study and when I am reading charts, graphs, or printed information, I would like to take time to visualize what I just read in my mind. Study strategies more related to the auditory modality that I currently practice include verbally explaining information to an imaginary person, and I frequently recite what I just read in my own words. Another study strategy that I would like to try include is studying with a partner so when I have questions, I have instant access to another persons point of view. As a kinesthetic I currently use strategies such as walking around when studying and I learn best by incorporating objects as a visual aid. For example when solving problems I use objects around to assist me so I can be involved in what I am learning. Other methods of learning that I would like to try during this semester include using exaggerated hand movements and expressions; this consists of using role-playing and pantomime to assist in my studies.

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According to the Dominance Inventory, I scored between a four and a seven, which puts me into the category of being able to use either side of my brain without relying too much on one specific side. I agree with this because I often times switch back and forth in my learning techniques. Initially I believed I used the right side of my brain more, making me a global learner, because during high school I faired much better in more generalized, non-specific studies such as Social Studies or English as oppose to more logical learning such as math. While I was doing the inventory, I realized that there are often times when I learn best by structural and logical boundaries. I enjoy learning from logical arguments as oppose to abstract ones where no real conclusion is ever achieved. Many times over generalizing and analyzing abstract information, for example studying poetry, can be very frustrating and I often times feel bored and see no real distinct point. Knowing that I do not rely to heavily on either side of my brain allows me to try to incorporate methods from either side. This will ensure that I can be experienced in using both sides of my brain so I am able to choose freely which side I would like to use depending on the current assignment.

I¡¦ve always believed that I learn best by myself because I am generally an independent person so I would assume that I learn best independently. I realize now that although I do still feel that I learn best independently I can also learn effectively, depending on the type of class, from interacting with different people and sharing our ideas or also from a more structural approach. Classes where the learning is more logical and the class itself is more structured by nature such as a math class, I would prefer to learn from clear and rigid instructions. Knowing exactly what the teacher expects and having step-by-step instructions keeps me on track and I find that I am able to keep up with the pace of the class more readily.

Classes such as foreign language classes and computer classes where the atmosphere is more light and relaxed, I find that I learn best by interacting with other people and sharing our ideas. When an entire class is learning a new language, having a group to learn something new with where each person is on the same level and no one person is far superior than the other is more comfortable because there is no sense of competition. People are able to laugh and learn freely. Similarly with a computer class, assignments are usually less rigid allowing you to express yourself and work cooperatively in groups.

When I am reading or writing I like to work alone and have complete silence. Having the quietness allows me to think clearly without the distractions of other people. Especially while reading, I find that I am distracted easily; as a result, I like to read alone and not be in the presence of potential distractions. Also I understand best what I am reading when I can read out loud, so out of consideration for other people, I find that it is best that I am alone. Many times I find that it is hard to study in libraries because I am not able to read out loud or pace back and forth without distracting others. I generally just fall asleep when trying to study in a library. By knowing how I learn best I am able to use that specific method depending on what classes I am currently enrolled in. For example, this semester I am enrolled in a math class and knowing that I like structure in that type of course I would approach the teacher if he were not giving out enough guidelines for me to follow. I am also enrolled in a CSS class and a English class and because English involves reading and writing I would most likely tend to work independently in that course and I would work best interactively in my CSS class.

My strengths according to Howard Gardner¡¦s Theory of Multiple Intelligences are logical/mathematical, Verbal/Linguistic, and Interpersonal. My weaknesses include Visual/Spatial and Naturalist. When listening to lectures or debates, I enjoy hearing logical explanations and arguments and being able to distinguish fact from fiction with logical evidence. Similarly, with my Verbal/Linguistic strength, I enjoy debates from a logical perspective. I like to express my views to others so they are able to understand my points coherently. When dealing with a team or just a group of friends, I like to incorporate everyone and get everyone involved. I enjoy socializing with different people and creating bonds with them. I feel a sense of responsibility towards my friends and to the general public to assist those who approach me for help. I try as much as possible to help a little more than is asked from me so others can feel less stressed. These traits help to highlight my Interpersonal strengths.

I have never done too well in classes that dealt with things that involve life entities and the environment either from a lack of interest or for other reasons so that is the reason why Naturalist is one of my weaknesses. In high school I enrolled in a biology class. The class was fairly difficult for me to follow despite the fact that I kept pace with all the homework assignments. My lack of interest for the subject was representative in my overall grade. Visual/Spatial is another of my weaknesses because I do not possess much artistic ability. Knowing how far something is from me or how fast it is coming towards me is sometimes very hard for me to determine.

Having now a comprehensible idea of what are my strengths, I would enrol in classes that emphasis these strengths and minimize my weaknesses. As of this point I am not too sure what career path I am aiming for but knowing what areas I have strength in puts into perspective what are my potential options. Until I choose a career path I could spend time on strengthening my weak areas so that I can broaden my career options and eventually choose one that is suitable to my learning style and that one in which I enjoy.

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Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading.

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The Mules Foal by Fotini Epanomitis, to me, is a normal novel because it tells a story and is about events that could be real. It is a story about three houses in a greek/turk village and about what happens inside these houses, as well as the people inside them. At the start of the story the narrator Mirella tells us that it is a story of houses, of what happens in them and between them.

In other words, this book meets the wide definition of a novel, which is an extended work of prose fiction (Abrams, 171, pg 110) and has all the elements required for a novel such as plot, setting characters and point of view. The Mules Foal is a normal novel because it fits the genre of Magic Realism. Each element of the novel is affected by its genre.

The Mules Foal is a normal novel because it fits the definition of a novel. This book is obviously not based on true events because the events that take place are fantastical. This book also meets the narrower definition of prose romance, which is a novel that uses simplified characters, a solitary protagonist who is isolated from a social context, and has anologies to dreams, myths, rituals and folklores(Abrams, 171, pg 11). Firstly a good example from the book which fits this definition for ritual is when all the deformed babies are placed near the bridge that leads into the village and the pigs eat them

And if the child were born without legs or arms, or even without a head, then the mother would leave the children at the foot of the bridge. The villagers would let out their pigs which would eat and maul and eat the child.

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Secondly, myths are included and a good example of this is the story of St Vaia and her holy water

The story says that this is St. Vaias holy water. St Vaia, who had refused to abandon her faith for the Turks. They cut of her breasts and she bled to death. That is where the holy water is supposed to come from.

Lastly, the solitary protagonist is the Gorilla Child, who lived a solitary childhood behind a wall and did not have a very good social life as an adult, because of his ugly appearance and relatively shy nature

Yiorgis the Apeface was a polite man, of a basically lomesome nature. He lived a quiet life and was betrothed to a girl from a distant town.

The Mules Foal is one such novel that fits into the genre magic realism. Magic Realism uses fabulous and fantastical events which are included in a narrative that otherwise maintains the reliable tone of objective realistic report. Realism is maintained throughout the book through the use of point of view techniques. The story is told in simple language with little dialogue. Fotini Epanomitis, through Mirella, tells the story by keeping a straight face to make the reader believe her. A good example is when Meta turns into a man

One day Meta turns into a man. Noone knows who he is. There is no name, and no record of his crime. So he is set free.

This shows that realism is maintained even when the events are ridiculous and fantastical, and so fits the definiton of Magic Realism.

Like any novel, The Mules Foal takes place in a certain location and is narrated in a particular point in time. According to a review by Susan Nicholls the story envelopes us instantly in the world of a small village, somewhere in or near greece, sometime in the not-very-distant-past, possibly the turn of th century and a little later. What we are actually told about the village is there are cobbled streets and that it is in a valley that dried up years ago, and about the bridge that leads into the village. We are told about St. Vaias holy water and that the houses are made of stone. We know that there is a kafeneio a graveyard near a church and a town square. This setting is a normal setting in terms of a novel. The Magic Realism of the story sits on top of this basic setting. By having such a normal setting it can make the reader draw comparisons between his world and the novels world.

I think I have shown that The Mules Foal is truly a normal novel. It has elements that fit the definition of a novel, and just happens also to fit the genre Magic Realism. I have shown through the plot, the setting and point of view which are the required elements of a novel, are all found inside this story.

Please note that this sample paper on Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading. is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading., we are here to assist you. Your cheap research papers on Does the Mules Foal conform to your expectations of a normal novel? In answering your question you will need to consider the setting, characters, plot and theme. You will also need to consider the genre and its influence on your reading. will be written from scratch, so you do not have to worry about its originality.

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