Obsession in Vladimir Nabokovs Lolita Essay -- Nabokov Lolita Essays

Obsession in Lolita      Ã‚  Ã‚   The relationship between Humbert Humbert and Lolita is no doubt a unique one. Many people who read the novel argue that it is based on "lust", but others say that Humbert really is in "love" with Lolita. However, there is some astounding evidence that Humbert has an obsessional-compulsive disorder with Lolita. The obsession is clearly illustrated when Humbert's actions and behavior are compared to the experts' definitions and descriptions of obsession. In many passages, Humbert displays obsessional tendencies through his descriptive word choice and his controlling personality. Many people are obsessive, so this is not an alien subject. We see it everyday in the entertainment industry as well as in everyday life. Comparing Humbert Humbert to clinical and other definitions, it seems as if Humbert is one person who is an obsessed person.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Obsession is a tricky topic because it is hard to come up with a concrete definition. Who decides what obsession is? Where does one draw the line between obsession and deep admiration? According to S. Jack Rachman, "an obsession is an intrusive, repetitive thought, image, or impulse that is unacceptable or unwanted and gives rise to subjective resistance" (2). In addition, Andrew Brink states that "...the popular meaning of the term obsession, including the new verb 'to May 2 obsess', which means to be persistently preoccupied about something, usually an unsatisfactory relationship" (195). Both of these definitions are fairly similar, so now it is important to look at Humbert's actions and analyze how he fits into these defined categories.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   First, Brink argues that most people, especially men, have an obsessiona... ...aracter, but he is not abnormal. We have many Humberts running around our world, regardless of if we realize it or not. Nabokov, a man not too distant from Humbert, found a way to rationalize his obsession through Lolita - indeed an artistic and creative move on his part.    WORKS CITED Beech, H. R. Obsessional States. London: Methuen & Co. LTD, 1974. Brink, Andrew. Obsession and Culture: A Study of Sexual Obsession in Modern Fiction. London: Associated University Presses, Inc., 1996. Nabokov, Vladamir. The Annotated Lolita. New York: Vintage Books, 1991. Ostling, Richard N. A Fatal Obsession with the Stars.à ¤ Time. 31 July 1989: 43-44. Rachman, S. Jack. Obsessive-Compulsive Disorder: Psychological and Pharmacological Treatment. New York: Plenum Press, 1985. Salzman, Leon. The Obsessive Personality. New York: Science House, 1968.

US History 1790- 1860 Essay examples -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  During 1790-1860, there were many reformations taking place and many events that lead up to the reformation of this very inexperienced country, of America. All these events effected the United States different ways and caused many grievances for the young people living in America. In 1790 we firmly incorporated the first American cotton mill which led to the economic augmentation of the United States. In 1791 we established the Capital of the United States in Washington D.C., and Alexander Hamilton establishes the first bank of America. In 1794 in Pennsylvania there was an uprising called the Whiskey Rebellion. People were rejecting the taxes on their way of life, and that was whiskey. In 1801, Thomas Jefferson became President of the United States, and the... US History 1790- 1860 Essay examples -- essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  During 1790-1860, there were many reformations taking place and many events that lead up to the reformation of this very inexperienced country, of America. All these events effected the United States different ways and caused many grievances for the young people living in America. In 1790 we firmly incorporated the first American cotton mill which led to the economic augmentation of the United States. In 1791 we established the Capital of the United States in Washington D.C., and Alexander Hamilton establishes the first bank of America. In 1794 in Pennsylvania there was an uprising called the Whiskey Rebellion. People were rejecting the taxes on their way of life, and that was whiskey. In 1801, Thomas Jefferson became President of the United States, and the...

Historical Perspectives on Curriculum Development Essay

The development of curriculum in history is basically founded on five outstanding motives: : The development of curriculum in history is basically founded on five outstanding motives: The religious The political The utilitarian The mass education motive The traditional versus modern dimension of the curriculum : Traditional Schools : Traditional Schools Traditional Schools defined curriculum as a group of subjects arranged in a certain sequences peculiar to the subject filed for the purpose of instruction. Unique needs and interests have been placed second to the â€Å"common needs of all† Modern Dimension of Curriculum : Modern Dimension of Curriculum Modern Dimension of curriculum consists of all experiences for learning which are planned and organized by the school. It is composed of the actual experiences and activities of learners inside or outside the classroom under the guidance of the teacher and or which the school accepts responsibility. Definitions of Curriculum : Definitions of Curriculum Some authors define curriculum as â€Å"the total effort of the school to bring about desired out-comes in school and out-of school situations† or â€Å"a sequence of potential experiences set up in school for the purpose of disciplining children and youth in group ways of thinking and acting†. Curriculum Planning : Curriculum Planning Curriculum plan is the advance arrangement of learning opportunities for a particular population of learners. Curriculum guide is a written curriculum Curriculum planning is the process whereby the  arrangement of curriculum plans or learning opportunities are created. Curriculum Planning : Curriculum Planning Curriculum planning It is the process of preparing for the duties of teaching, deciding upon goals and emphases, determining curriculum content, selecting learning resources and classroom procedures, evaluating progress, and looking toward steps. Curriculum Development : Curriculum Development It is defined as the process of selecting, organizing, executing, and evaluating learning experiences on the basis of the needs, abilities, and interests of learners and nature of the society or community. Curriculum Laboratory : Curriculum Laboratory Curriculum Laboratory is a place or workshop where curriculum materials are gathered or used by teachers or learners of curriculum. Curriculum Laboratory : Curriculum Laboratory Resource Unit is a collection or suggested learning activities and materials organized around a given topic or area which a teacher might utilized in planning, developing, and evaluating a learning unit. Curriculum Laboratory : Curriculum Laboratory Parts of Resource Unit Introduction or short explanation of the importance of the topic; Objective or anticipated outcomes; Content of the unit: Unit activities; Evaluation; and Bibliography Course of the study : Course of the study It is an official guide prepared for use by the administrators, supervisors, and teachers of a particular school system as an aid to teaching a given subject or areas of study for a given level or grade, combinations of grades or other designated class or group of learners. Course of the study : Course of the study It is usually includes the following: Aims of the course; the expected outcomes; the scope and nature of materials to be studied; Suitable instructional aids; Course of the study : Course of the study Textbooks; Supplementary activities; Teaching methods; and Techniques of evaluation of achievements. Two schools of thought predominated throughout the history of curriculum development; : Two schools of thought predominated throughout the history of curriculum development; The essentialist school The progressive school The essentialist school : The essentialist school It considers the curriculum as something rigid consisting of discipline subjects. It considers all learners as much as the same and it aims to fit the learner into the existing social order and thereby maintain the status quo., Its major motivation is discipline and considers freedom as an outcome and not means of education. The essentialist school : The essentialist school Its approach is authoritative and the teacher’s role is to assign lessons and recite recitations. It is book-centered and the methods recommended are memory work, mastery of facts and skills, and development of abstract intelligence. It has no interest in social action and life activities. Its measurement of outcomes is standard tests based on subject matter mastery The progressive school : The progressive school It conceives of the curriculum as something flexible based on areas of interest. It is learner-centered, having in mind that no two persons are alike. Its factor of motivation is individual achievement believing that persons are naturally good. The role of the teacher is to stimulate direct learning process. The progressive school : The progressive school It uses a life experience approach to fit the student for future social action. Constant revision of aims and experimental techniques of learning and teaching are imperative in curriculum development in order to create independent thinking, initiative, self-reliance, individuality, self-expression and activity in the learner. Its measurements outcome is now devices taking into consideration subject matter and personality values. Slide 21: Curriculum Development in the Philippines The Pre-Spanish Curriculum : The Pre-Spanish Curriculum The Filipinos possessed a culture of their own. They had contacts with other foreign peoples from Arabia, India, China, Indo-China and Borneo. The Pre-Spanish Curriculum : The Pre-Spanish Curriculum â€Å"The inhabitants were a civilized people, possessing their systems of writing, laws and moral standards in a well-organized system of government. As shown in the rule of the barangay, their code of laws-the Code of Kalantiao and Maragtas-their belief in the Bathala, and the solidarity of the family were obedience and respect had been practiced. The Spanish-devised Curriculum : The Spanish-devised Curriculum The Spanish missionaries aim to control of the Filipinos, body and soul. The curriculum then consisted of the three R’s- reading, writing and religion to attain goals were the acceptance of Catholicism and the acceptance of Spanish rule. The schools were parochial or convent schools. The main reading materials were the cartilla, the caton and the catecismo. The method of instructions was mainly individual memorization. The Curriculum During the Commonwealth : The Curriculum During the Commonwealth The period of the Commonwealth (1935-1946) may be considered as the period of expansion and reform in the Philippine curriculum. The educational leaders expanded the curriculum by introducing course in farming, domestic science, etc. Commonwealth Act 586, also known as Educational Act of 1940, reorganized the elementary school system. This measured ushered the beginning of the decline of the efficiency of elementary education The Japanese-devised Curriculum : The Japanese-devised Curriculum They devised the curriculum for the Filipino to suit their vested interest. They introduced many changes in the curriculum by including Nippongo and abolishing English as a medium of instruction and as a subject. All textbooks were censored and revised. It causes a blackout in Philippines education and impeded the educational progress of the Filipinos The Liberation Period : The Liberation Period In 1945, during the liberation period, steps were taken to improve the curriculum existing before the war. Some steps taken were to restore Grade VII, to abolish the double-single session and most especially, to adopt the modern trends in education taken from the United States. The school curriculum remained basically the same as before and was still subject-centered. The Curriculum During the Philippine Republic : The Curriculum During the Philippine Republic Great experiments in the community school idea and the use vernacular in the first two grades of the primary schools as the medium of instruction were some of them. An experiment worth mentioning that led to a change in the Philippine educational philosophy was that of school and community collaboration pioneered by Jose V. Aguilar. The Curriculum During the Philippine Republic : The Curriculum During the Philippine Republic It is a source of gratification also to note that our schools are increasingly using instructional materials  that are Philippine-oriented. This policy been formulated by our educational leaders, the most recent example of which being Department Memorandum No. 30, 1966. The Curriculum During the Philippine Republic : The Curriculum During the Philippine Republic This particular memorandum sets the order of priority in the purchase of books for use in our schools as follows: a. Books which are contributions to Philippine Literature. b. Books on character education and other library materials. c. Library equipment and permanent features. Community in The New Society : Community in The New Society â€Å"To guarantee that the educational system would be relevant and responsive to the challenges and requirements of national, provincial and local development.† President Ferdinand Marcos pursuant to Proclamation No. 1081 issued last Sept. 29, 1972, Decree No. 6 known as the Educational Development Decree of 1972, to take effect immediately. Community in The New Society : Community in The New Society To advance its objectives, the Educational Development Decree has formulated a ten-year program based on a number of principle, among them: improvement of curricular programs and quality of instruction at all levels by upgrading physical facilities; adopting cost-saving instructional technology and training and retaining of teachers and administrators; upgrading of academic standards through accreditation schemes, admissions testing and guidance counseling; and democratization of access to education by financial assistance to poor but deserving students, skills training programs for out of school youth and a continuing educational program for illiterate adults. Community in The New Society : Community in The New Society The emphasis of the New Society is on moral values, relevance, proper methods of teaching, retraining of teachers, vocational and technical education, bilingualism, national consciousness and cultural values. Community in The New Society : Community in The New Society The curricular redirection of the New Society: 1. Should be redirected on development of moral virtues 2. As a means of integrating education and life 3. Should reflect the urgent need and problems facing the country today 4. Should be viewed in terms of learning to be acquired 5. All teaching shall seek to develop comprehensive under- standing of all subjects 6. Co-curricular youth programs shall be restructured and enriched 7. Non-formal education shall be recognized

Bridge Design Process

Bridge Design Process In order to begin we must start our design process with the first step. We have to identify the need. The scenario is that we need to connect two pieces of land or structure so that a car must be able to pass through it. In this project we are to design and construct a bridge for a matchbox car. The bridge must be made of balsa wood and glue only. It must support its own weight, the load of the matchbox car, and additional weights that will be added. Next we must identify what problem is given.In this scenario our problem would be that we have a car that wants to travel between the two areas that the bridge is attached. We have only certain materials that can be used in constructing our bridge. And using those certain materials it must be of a particular size. And once those criteria have been met we must have a strong bridge that will carry the weight of the car and any additional weights placed on it. This bridge must have a truss design. Step three of our des ign process we search for ideas.From our research we know that the triangle is the strongest shape in construction and this is why trusses are made up of triangles. Our bridge must be a truss bridge design. So we have done research as a group and individually on the different truss bridge designs. There are many different truss designs that already exist. So we have done internet research into the trials and tests put on these different designs to see what features are stronger than others. Then we look at the project constraints that are given to us.The constraints that we have are materials, roadbed size, cross section size, span opening, and overall bridge width. The materials can only be balsa wood and glue. Glue can not be on surfaces that are not bonded. The roadbed is where the matchbox car must be able to pass along the bridge. The roadbed must also be able to accommodate the loading block with footprint, which is required for adding weights. There are also measurement const raints on the roadbed. The cross section wood members must not exceed one-eighth by on-eighth inch.Span opening must be approximately four hundred millimeters. The bridge has a minimum width of fifty millimeters with no maximum width constraint. There is no minimum or maximum height requirement. The design criterion is the fifth step in the design process. The criteria would include the cost, reliability, weight, maintenance, appearance, compatibility, safety, noise level, effectiveness, durability, feasibility, and acceptance. Cost is very manageable for our design since the only materials will be balsa wood and glue, which are relatively easy to find.The whole idea for the bridge design was something that could safely carry the weight of the car and the weight of the loading block plus all the weights that will be added. So therefore, when picking the design, we chose something that we thought would be reliable enough to carry all the required weights while safely allowing the car to pass through without flexing or collapsing. We also tried to make our bridge as light in weight as possible for the design because we will be competing for the lightest bridge if ours carries our predicted weight.The design appearance is very symmetrical which is pleasing to the eye. It is nothing too complex, which makes it very acceptable. This bridge is very compatible with any location or environment. Since our design is a very open design the noise level would be minimal since it is not enclosed. It is, overall, a very durable and feasible design. Step six in the design process is to find alternative solutions. Before we came up with our final bridge design we had many alternative solutions to the problem that would fit the need. In our group we have seven members.So we each individually did our own research about the materials, about trusses, and about different bridge designs. After that research we each came up with our own individual bridge design that we thought would be sufficient for the need. We then made a sketch of that bridge in our group journal. Then during our next meeting, we discussed each bridge and the strengths and weaknesses of each bridge. And from all those alternative solutions we came up together, using something from each individual idea, with a bridge design that was the best for the final product.For the analysis part of the bridge, we focused mainly on design. Because this is a truss bridge, and the strongest structural shape is a triangle, we knew that we had to focus on the trusses in the bridge. We did research on the stronger and weaker truss designs. Through our research we found that the bridges that contained more triangles were the bridges that ended up holding up the best to stress being added. Along with the design, the physics behind the trusses were of equal importance.We included a truss analysis along with our bridge to determine if the weight that the bridge has to support will be distributed along the length of the bridge evenly. Other factors that we took into account are how the bridge was going to be loaded. We knew the weight was going to be anchored to the middle of the bridge so we had to make sure that the weight would be evenly distributed to keep from collapsing. Our criteria from our decision matrix came from many different places. Before we each picked a bridge to input into our group journal, we had done a lot of research.We had to research what a truss bridge was and what made them strong. Then we had to incorporate those ideas into our design. So once each of us had picked a bridge that we thought was sufficient for a final product that design still had to convince the other members of the group before it was chosen as the one design for the overall product. The final design was something that we all agreed would withstand the weight. For the specification part our project we have many things. First we have all our bridge ideas sketched in our journal. We then have a deta iled AutoCAD drawing of our final design.And we have a truss analysis of the angles of our trusses in our portfolio. The Bridge Design Process: The Abstract We are given a project, or a problem, where we need to attach two masses with a bridge so that a car may be able to pass through it. The bridge must meet certain criteria and constraints. It must carry the car and added weights and still be safe. But before we can determine a bridge design, we must use our ten step design process to come up with a sufficient design. The following report goes in depth on that process and our decision process.

Lab Report: Environmental Control of Sex Determination Essay

Introduction Ceratopteris richardii, known as a C-fern has a lifecycle referred to as alteration of generations, which consist of neither haploid nor diploid dominant. C-ferns are homospours plants which are important in that they can produce hermaphrioditic gametophytes in order to be able to self fertilize. However, some of the homospourous C-ferns only produce male gametophytes .The life cycle of Ceratopteris richardii starts as a diploid sporophyte which then, by meiosis, produces haploid spores. These spores then undergo mitosis to produce a haploid gametophyte, which can be either hermaphrodite( producing eggs and sperm), or a male gametophyte (producing only sperm). Gametophytes then produce gametes by mitosis. The hermaphrodite gametophyte will produce both eggs and sperm,while, the male gametophyte will produce strictly sperm. The gametes from the hermaphrodite gametophyte fertilize one another producing a diploid zygote which grows by mitosis into a diploid sporophyte ready to start the cycle again (Lab Manual). Chromosomal sex determination is determined by the inheritance of sex chromosomes, while, environmental sex determination is influenced by environmental factors such as temperature and parasite invasion(Lab Manual). Humans use the system of chromosomal sex determination by combining their X and Y chromosomes to produce a zygote determining the sexual phenotype in humans. Alligators use environmental sex determination when incubating their eggs.Temperature influences the sex of the offspring meaning; warmer incubating temperatures produce male development while cooler temperatures produce female development (Lab Manual). Our hypothesis for the Ceratopteris richardii was that gametophyte population density influences sex determination. Our first prediction was that the percentage of male gametophytes would increase as the population density of the gametophytes increased. Our second prediction was that the percentage of male gametophytes would decrease as the population density of the gametophytes increased. Results The graph of our results showed the percentage of male gametophytes increasing and then leveling off (Figure 1). This was our trend because most of the points followed this pattern, however; there was a potential outlier at point (68, 32.3). The distribution of gametophytes on the culture plates varied. Plates A and F had even distribution but were very crowed with gametophytes, while plates D and C were evenly distributed but had less gametophytes. Plate E had clumping of gametophytes in the top left corner and plate B had clumping the the bottom right corner. Figure 1. The relationship between the population density and the percentage of male gametophytes. Discussion The prediction that the percentage of male gametophytes would increase as the population density of the gametophytes increased, and the prediction that the percentage of male gametophytes would decrease as the population density of the gametophytes increased were not supported by our results. When the population density was low, the percentage of male gametophytes was relatively low because there would not be enough eggs to fertilize the sperm produced from both the hermaphrodite,and the sperm produced by the male gametophyte. When the population density was high, the percentage of male gametophytes was higher but still less than fifty percent because of the same reasons.The data from our results did support our hypothesis that the gametophyte population influences sex determination in the C-fern because, the higher the population density, the more level the percentage of male gametophytes became. The reason for this leveling out at the top of the graph was due to; if the percentage of male gametophytes kept increasing linearly, then there would be too many male gametophytes and not enough eggs being produced from the hermaphrodite gametophytes to be fertilized causing an unbalanced population. The outlier pertained to this because the population density was so high but the percentage of male gametophytes was relatively close to the other points supporting that male gametophyte production does not increase as population density increases. Even thought the population density was so high, the percentage of male gametophytes was relatively the same as the other points because the hermaphrodite gametophytes were trying to increase in number so that they could produce enough eggs to be able to self fertilize and reproduce with the male gametophytes, causing a leveling off in the graph. C-Ferns might have evolved this system of sex determination for many reasons. Being a hermaphrodite allows them to self fertilize, so by having this ability,C-ferns can produce eggs when there is sperm, so they always have the ability to reproduce. Unlike hermaphrodites, having separate sexes does not always guarantee you a parter so there is not guarantee in reproduction. Cross fertilization and self fertilization are important when discussing variation. Cross fertilization allows for different genetic material to be combined causing variation. Variation allows natural selection to act on and therefore, plants that are better adapted to the environment survive. Self Fertilization allows plants that have the adapted survival gene to self fertilize, producing less variation but more of sustainable plant. This relates to the offspring produced by hermaphrodites because they mostly self fertilize so they are producing more of themselves but less variation. The offspring produced by separate sexes produces more variation but stands less of a chance against natural selection because the hermaphrodites are reproducing well adapted offspring while the separate sexes are producing a new combination of genetics. A Labratory Manual for BIO 114. 2011. Environmental Control of Sex Determination, pp.163-166. James Madison University, Harrisonburg, VA. ———————–

The Prince and Chinese Maze Murders Essay Example | Topics and Well Written Essays - 1000 words

The Prince and Chinese Maze Murders - Essay Example In those days Italy was a world leader in arts and culture, and new ideas were being produced all the time. The setting of the Maze Murders, on the other hand, is a provincial backwater, where a fatalistic view of the world prevails, and few people aspire to learning. Italy is a forward-looking state, while China rests on an ancient tradition and seems more backward looking than innovative. Because of this cultural difference, the Italian society of Machiavelli is by far the preferable one to live in. Machiavelli describes a state where the ruler is expected to keep people in check through his superior wealth, and particularly through his power to threaten and carry out military action against anyone who rises up against the establishment. He seems to suggest that it is best when a great deal of power is concentrated in this one person, and advises the prince that â€Å"flatterers must be shunned† (Machiavelli 75) and that it is not good to listen to the advice of lots of diff erent people. This creates a despotic leader, and so long as the leader’s character is good, things can go well in the state, but as soon as a leader grows arrogant or resentful, there can be very extreme consequences for the whole state. He does encourage the ruler to be generous, to keep his word, and to be merciful, within reason, but at the same time he advises the ruler that it is better to be feared than to be loved. The philosophy behind Machiavelli’s kind of state is a kind of cult of the personality, making the ruler the best possible individual and worthy of the loyalty of his people. The existence of the book implies at the same time that there will be at least one trusted advisor who will advise on strategy and act as source of information for the ruler. Ambition is seen as a great quality, and the prince is encouraged to master the art of war, and to learn how to judge the strengths and weaknesses of potential enemies, in order to maintain a stable and pea ceful realm. Machiavelli urges the prince to remain watchful saying that a wise prince â€Å"must never take things easy in times of peace† (Van Gulik 49) suggesting that mental and physical training are the way for him to keep a step ahead of any potential enemies. In a way the cultivation of warlike qualities is presented as a kind of protective aura, much as nowadays the existence of nuclear weapons prevents full scale international war. In Van Gulik’s vast landscape of China, on the other hand, authority seems far more diffuse and arbitrary. The role of the magistrate is supposed to be an official duty carried out with great seriousness, and there is supposed to be an official tribunal building and staff in every city to ensure that law and order are maintained. It is evident from the situation in Lan-fang that the previous magistrate has been less than efficient before the new magistrate Dee arrives. Dee even stamps his foot in annoyance and shouts â€Å"Where ar e the guards, where are the constables? Where are the scribes, where are the clerks, where is everybody in this accursed tribunal† (Van Gulik 19). In the postscript to the novel, Van Gulik explains the temporary nature of the magistrate appointment, and he hints at the reason for this when he explains that the lieutenants are not allowed to investigate crimes because of their tendency to be influenced by private considerations, and

History Essay Example | Topics and Well Written Essays - 4250 words - 1

History - Essay Example Most important, however, was institutionalization, a further component of ‘religion-building’, to give these fledgling belief systems stability and resilience. Thus Buddhism underwent this process in India, well into the second decade of its existence, from where it emerged a world religion and in the case of Christianity and Islam, Constantine and the Abbasids performed this function. 2. 2Older religions were more localized and lacked the institutional underpinning that can be found in Buddhism, Christianity and Islam. Each of these religions in turn facilitated its broad geographical spread through institutional mechanisms, such as monastic communities in the case of Buddhism, the church for Christianity and an efficient communication network along the trade routes, based on merchant networks, for Islam and Buddhism. In addition, older religions were elite structures, excluded the masses from their power structure and usually had a large number of gods that need to be satisfied. In contract, the three big religions facilitated a more direct access to one God via easy to understand rituals. In the case of Hinduism, the attraction of Buddhism also included a departure from the caste system. 3. 3Rulers often used religion to underpin their power with divine approval. By claiming divine endorsement, they were able to obscure the boundaries between secular power and divine sanction. By claiming to derive power directly from God, the ruler was not accountable to anyone else, not subject to criticism by any other than God. More significant was that critique of the ruler amounted to critique of God and was therefore heresy. This royal absolutism began with Constantine and Theodosius but references can be found as early as Peter 2:13-17 in the New Testament. 4. 4An anthropological view of the Japanese religious structure points out that Japanese society operates a