Reflection5 Assignment Example | Topics and Well Written Essays - 250 words

Reflection5 - Assignment Example Mentalese is the global grammar that is found in all languages. In order to master language, all a child needs is to code the details of their native language(s) to the innate mental language (Clark et al., 45). Since mentalese has the ability to combine noun and verb phrases, a child is able to master language(s) by identifying the verb and noun phrases found in their native language. Consequently, the children are able to identify the grammatical patterns and structure of their native language. However, nurture also plays a very important part in learning language, especially in terms of understanding the sentence structure. The period between birth and six years represents a crucial period for language development and is referred to as the automatic acquisition stage. From six years to puberty, further acquisition of language can be acquired but will be impaired. The first few months after a child is born represent a time when the brain develops synaptic connections that are necessary for grasping information and other skills. However, as people grow older, the synaptic connections are lost and that is why it is difficult for adults to learn new languages. But while the ability to learn new languages wears off, other systems like the reproduction system are developed. Therefore, the reason why language is innate, is because while babies are faced with many linguistic challenges when they are born, they automatically manage to learn their mother tongue. Additionally they lack the necessary linguistic stimulus to learn a language but still learn it. Simply, there is a poverty of

Examine from an economic perspective Scotlands position in Europe in Essay

Examine from an economic perspective Scotlands position in Europe in relation to the recent Scottish independence referendum. Based upon your analysis which way should we have voted - Essay Example To begin with, the Scotland’s referendum vote in 2014 was a historic turning point for the entire Britain and Europe as a whole. Many political leaders and other influential leaders stood up to oppose the independence of Scotland, pointing out the negative impacts that this could cause to the European economy (Castells 2014, p. 23). For instance, this response was motivated by many leaders due to the fear that separation of Scotland from Europe would worsen the economic predicaments not only in Europe but also drag the entire United Kingdom. Amid predicted that a Yes Vote to Scotland’s independence would result in a decrease in the pound’s value to 15 percent, which is approximately 17 billion pounds of UK shares (Tindal, McCollum & Bell 2014, p. 89). Bonds as well as other financial assets were already sold by investors, thus negatively affecting the European economy at large (Furby 2012, p. 67). For instance, the Times revealed that the fear of Scotland’ s independence resulted in sell-off of many British investments. One of the impacts of independence referendum is all about oil production. U.K is the leading producer of oil in Europe and most of its oil comes from areas that Scotland’s independence claimed. The independence of Scotland from this perspective would cause a lot of harm to the economy of Europe. United Kingdom is likely to grab a share of the current oil production and reserves. This will result in Scotland remaining with oil that is worth  £1.5 trillion. Secondly, massive financial industry of Scotland seems ready to collapse if voters could prefer a Yes vote. The biggest banking and insurance companies such as RBS (Royal Bank of Scotland) had decided to move their headquarters, including other departments of their operations to England if the voters of Scotland had chosen independence. The financial sector offers employment to approximately 100,000

Analysis of The Lorax Essay Example for Free

Analysis of The Lorax Essay The story, â€Å"The Giving Tree,† is a book written by Shel Silverstein that is about the relationship between a tree and a boy. In the beginning of the story, the boy and the tree spend a lot of time together having fun. For example, they would play hide and seek, the boy would play on the branches, and the boy would play king of the forest with the leaves of the tree. The tree would be very happy because she was interacting with the boy. Throughout the story, the boy would spend less and less time with the tree. As a result, the tree would become sad. Once in a while the boy would come back, asking for certain things, and the tree would be happy to help the boy because she loved the boy so much. Through the story, â€Å"The Giving Tree,† Shel Silverstein relates a lesson of how giving is more important than taking. In the story, the boy takes advantage of the tree by taking everything that the tree has. The tree gives freely without complaining because the tree loves the boy, and wants him to be happy. In the end, all the boy wanted to do was to spend time with the tree once again. If the boy did not continuously take advantage of the tree, the boy did not have to miss, and become unhappy about the old tree that loved him so much. The tree’s love for the boy is a perfect example of what people should be like: giving freely, and unconditionally. If everyone was like the tree, there would be very little unhappiness in the world, and the world would be a better place. If countries started to give freely to one another, there would be fewer wars, there would be no more sadness and devastation, and there would be world happiness and peace. The message from Shel Silverstein is to not be like the boy who ultimately becomes unhappy by taking from the tree. In summary, Silverstein uses the story to expound on the idea that giving is more important than receiving. The story also has a slight reference to the relationship between mother and child. The tree (the mom) was willing to give anything to the boy (the son). The tree sacrifices herself in order to make the boy happy, which any mom would probably do for her son. In the beginning, the tree wanted to sacrifice its time just to play with the boy. This is similar to a parent, which sacrifices time to interact with and provide for their kids. Towards the teenage years, the tree gives up her apples so that the boy could have money. Likewise, many parents sacrifice money to have their children enjoy their teenage years: movies, cars, trips, etc. When the boy becomes an adult, he takes the branches and trunk of the tree away to build a house, and a boat. All of these examples exemplify the ways in which moms make so many sacrifices to make their children happy, but some kids just take them, run with them, and never think about how much it cost their moms. As depicted in the story, the boy never expressed any gratitude to the tree. The boy rarely went back to visit the tree, but only visited the tree to take something away for his own personal benefit. Furthermore, moms also show sadness when their children leave them for college, and adulthood. When the boy does not come back to see the tree for years at a time because of his own issues, the tree becomes sad. In short, Silverstein illustrates the interaction between mother and child by showing the selfless acts of parents and the selfishness of children. The book, â€Å"The Giving Tree,† can strongly connect to our relationship between the environment and humans. Currently, there is an evident problem of global warming. This recent dilemma is caused because of our selfish taking from the environment. The tree can strongly resemble the earth on which we live, and the boy can resemble humans. We constantly take from the Earth, and rarely give back to the environment. For example, during the 20th century, industries took advantage of the Earth without replenishing resources: deforestation, driving animals to extinction, and over-fishing. Furthermore, since global warming has become such a big problem now, we want to go back to live on the lush, non-polluted earth. Likewise, after the boy takes everything away from the tree, the boy wanted the tree to be like it was before. Ultimately, the book elucidates the way in which humans abuse the environment just like how the boy misused the tree. A question that can come to mind when reading Shel Silverstein’s story is, what is the reason for writing the story. Silverstein might have written the book for young children, but it was to teach everyone of the â€Å"give not take,† principle. Moreover, another question can be what is the reason for allowing the boy not to think about his selfishness? Perhaps Silverstein wanted to portray the fact that people are sometimes selfish. Finally, throughout the story, why is the boy referred to as a boy even though he becomes a man. Maybe Silverstein was writing in the perspective of a mother because a mom always calls his son her boy.

Renaissance in 12th Century Culture and Thought

Renaissance in 12th Century Culture and Thought How appropriate is the label renaissance, when applied to twelfth century thought and culture? Introduction During this essay we shall be exploring the period of the Twelfth Century in Europe. We are concerned with the extent to which this period, which was one of extraordinary social, economic, and political change, with profound developments in thought and culture can be considered a Renaissance. First it is necessary to examine the true meaning of the label ‘renaissance’. What are the most important features of a renaissance that mark it out from other periods of time? In the first part of our work we shall attempt to define the parameters of what a ‘renaissance’ is. The Second part of our work will examine the historic background of the Twelfth Century. We shall briefly examine the most important developments during a period that has done much to shape the modern world, including the rise of humanism, the individual, the reform of the Church, the creation of Universities and the development of legal codes throughout Europe. Why was the Twelfth Century such an important period in medieval history and did these profound changes and developments constitute a renaissance in the manner of the renaissance of the 15th Century? In our final Chapter we will present the case that using the term ‘renaissance’ for the Twelfth Century is misleading, unsuitable and inappropriate. Although the twelfth century was extremely important, with profound developments in many fields, this does not necessarily make it a ‘renaissance’. Many historians would also argue that applying such labels is detrimental to the study of history; in this chapter we will examine some of their arguments. In our conclusion we will conclude on whether it is accurate, useful or appropriate to apply the term ‘renaissance’ to the Twelfth Century. The term ‘renaissance’, or re-birth is usually associated with the Italian Renaissance in the 14th and 15th Centuries which later spread throughout Europe.[1] This period saw a revival in classical texts and sources of knowledge in a variety of fields, mathematics, law, philosophy, art and education to name but a few. Educational reform spread these ideas throughout Europe, leading to developments in knowledge, technology and agriculture, as well as social changes which saw a population shift to towns and cities.[2] In essence renaissance is referring to a revival, in this case the classic texts and teachings of the Ancient Greeks. It is generally accepted by historians today that there were several ‘renaissances’ in Europe, in the Ninth, Twelfth and 14th Centuries, where increased access to classical texts and other social factors led to artistic, technological and social developments throughout Society.[3] When referring to the Twelfth Century Renaissance most historians mean the period between 1050 and 1250, and unlike the early period of the later Renaissance, developments happened throughout Europe and did not begin in one region or Country.[4] Chapter One The Twelfth Century was arguably one of the most important in medieval times, if not in the whole of European History. The rediscovery of many Latin and Greek texts following the fall of the Greek Empire and increased contact with Islamic scholars led to an increase in scientific knowledge, and to developments in all intellectual fields. The Twelfth Century saw great advances in technology, which combined with a warmer climate and greater stability led to an agricultural surplus, an improved quality of life and new opportunities. This more dynamic European Society invented spectacles, paper, developed the use of gunpowder, more accurate clocks and printing methods.[5] For a period the Latin and Greek texts were simply re-produced by an increasing number of European Scholars. Gradually once all these works were discovered and thoroughly absorbed, many Scholars began to build upon this knowledge and adapt it for contemporary use, no more so than in the field of law. Roman law and a revival of jurisprudence spread throughout Twelfth Century Europe, replacing traditional, custom based law and helping create stability. One of the best examples of this was in Henry II of England’s legal reforms. Like in many parts of Europe trial by ordeal or battle was still common, and the application of the Kings justice was not uniform throughout his British territories. Henry II established trial by jury and set up magistrate courts so that his representatives could administer legal rulings on his behalf. This was the beginning of the Modern day justice system, it made the legal system fairer and helped establish the authority of the Church and State throughout Europe.[6] The artistic pursuits flourished during the Twelfth Century, the fields of poetry, architecture, music, and literature all developed greatly. This was partly a result of the increased wealth and security in many parts of Europe, but it was also an indication of the self confidence, creativity and curiosity of a more dynamic European Society eagerly absorbing new sources of knowledge from the Latin and Greek texts, the Islamic and Byzantium worlds.[7] This artistic revival also had some links to the more humanist philosophies and teachings from the great Twelfth Century scholars and teachers. Humanist thought also developed in the period around the Twelfth Century, and many academics, such as Morris, believe that the Twelfth Century saw the beginnings of the discovery of the individual and the origins of rational thought.[8] The rise of the individual led to a wider interest in self expression, human relations and self discovery, it was a point when man became interested in the positi on of the individual in relation to Society and its institutions.[9] This apparent rise of rational thought however did not coincide with a decline of the powers of the Church. Indeed during this period the Christian Church went through a period of dynamic reform, strengthening its influence and power to a point where the Pope would attempt to exercise power and influence over Monarchies and Empires. It was Innocent III, a proponent of both religious and secular legal codes, who called for a Crusade against the infidels in 1198, and he who made the English King John his vassal.[10] The Twelfth Century remained a period of faith where to even question whether there was a God was considered madness. How then was the knowledge gleaned from the classical Greek and Latin texts disseminated throughout Europe? The establishing of Universities in places such as Paris, Oxford and Bologna was perhaps one of the greatest events of the Twelfth Century. Students from all over Europe travelled to these centres of learning, and helped to spread their new scholastic thought and ideas back to their homelands.[11] The Universities not only helped to re-introduce classical knowledge back into Europe but helped build upon and adapt the works to better serve the very different European Society that they inhabited, a Society that was rapidly changing and beginning to explore the world outside the European frontiers. We have established then that the period of the Twelfth Century, which for many academics means 1050-1250, was a period of great economic, social, political and religious change. In our next chapter we will argue that the label Renaissance is worthy of such a profoundly important era. Chapter Two The Twelfth Century did indeed contain many of the features that defined the 15th Century Renaissance in Italy. The discovery of Latin and Greek texts allowed for great advances in the scientific, social, political and legal fields as well as other intellectual pursuits. After the long process of absorbing the vast array of texts, Twelfth Century Scholars built upon that knowledge just as some of the great Italian minds in Florence did several hundred years later. The adoption of Roman legal canons and the revival of the arts are two examples of a European re-birth a fundamental change in Society for the better inspired by the classical works.[12] If anything the Twelfth Century was perhaps even more open minded than its later Italian Renaissance, adopting and learning from cultures previously regarded as heathens and heretics. A Renaissance cannot be defined simply as an interest in classic texts or the adoption of some aspects of ancient Intellectual ideas into Society. The Italian Renaissance was a flowering and development of ideas that were inspired by classical texts and sources. The Twelfth Century saw rapid developments in virtually every intellectual pursuit as a result of the re-discovery of Latin and Greek texts. It helped lead to the rise of new towns and helped spread vernacular literatures. As Haskins demonstrates it was in many ways the early beginnings of the modern world, surpassing the achievements of the authors of those ancient texts. ‘It saw the culmination of Romanesque art and the beginnings of Gothic, the revival of the Latin classics and of Latin poetry and Roman law: the recovery of Greek science, with its Arabic additions, and of much of Greek philosophy: and the origin of the first European universities.’ Another main feature of the Italian Renaissance is the spread of humanist ideas and philosophy. We have previously demonstrated that Humanist thought and philosophy flourished in the Twelfth Century, and the origins of the Individual, an important Western concept, arose in this period of intense intellectual change and development. The supremacy of the Church was not challenged, but a philosophy of rationality and of valuing the human spirit that so defined the Italian Renaissance and indeed the later Enlightenment flourished in the newly created schools and Universities of Twelfth Century Europe.[13] It is irrelevant to compare the relative contributions of each Renaissance in a bid to establish which is more important or which period contributed more to the formation of modern, secular Europe. We are merely concerned with whether the label ‘renaissance’ is a suitable label for the Twelfth Century. Academics such as Haskins and Brooke do clearly believe it was a Renaiss ance and have given clear evidence to support their claims.[14] In our final chapter we will examine the theories of other academics who argue that it is neither appropriate nor relevant to describe the Twelfth Century as a Renaissance. Chapter Three For many historians, such as Panofsky and Chenu, it is inaccurate to describe the Twelfth Century as a true ‘renaissance’.[15] There are several different reasons for this approach. Scholars like Panofsky believed that although Latin and Greek works were re-discovered and that this led to a degree of development, the change was limited to a small range of Intellectual pursuits. Although many in the Twelfth Century imitated the texts and borrowed some of their teachings, they failed to truly appreciate the fact that the ancient world was a completely different culture from their own, their understanding of the works and of the time itself was limited and narrow and unlike the scholars, artists and philosophers of the Italian Renaissance they did not seek to return to classical age or change the society in which they lived, merely adapt some classical teachings to suit their environment.[16] Other historians are not quite so dismissive of the huge range of achievements in the period around the Twelfth Century, and historians like Chenu recognise the importance of the era whilst believing that the label of renaissance does not do the period justice. The engine of artistic, economic and political growth was not the re-discovery of the Latin and Greek texts but the improving economic and social conditions. The true re-birth was the revitalization of the Christian Church, which inspired a new hunger for learning, discovery, and invention and created an atmosphere in which the ancient texts could be adapted to improve the conditions of a newly invigorated Christian Society which was increasingly placing rationality and reason at the heart of its teachings. The Twelfth Century was a unique, profoundly important era that should be studied in its own right, not as a mere pre- Renaissance but an age that helped usher in the beginnings of Modern Western Society.[17] Conclusion In conclusion then, how appropriate is the term ‘renaissance’ to describe Twelfth Century thought and culture? This essay has demonstrated that the Twelfth Century was a period of momentous social, economic, political and religious change. Those developments had a major impact in shaping the modern Western World. Increased prosperity and security created new opportunities and a seemingly universal desire for learning and advancement led to new inventions, the formation of new institutions and the adoption of philosophy which facilitated the rise of humanism and the individual as the centre of Western thought. The contribution of classic Latin and Greek texts cannot be underestimated, the knowledge revealed and subsequently built upon spurred developments in medicine, law, philosophy, technology, theology and art. Unlike the Italian Renaissance Twelfth Century men did not hark back to the ancient times, nor did they wish to re-order Society, merely make it better, more Ch ristian and more humane. It is our conclusion then that using the label ‘renaissance’ for this period is useful in initially expressing the profound importance of this period both in Medieval history and in the effect it has had on the development of Western culture itself. Through its usage we demonstrate that the 14th and 15th Century Renaissances were not as unique as many historians would have us believe, and that the so called dark ages were not the continuous period of ignorance and backwardness so often imagined. But the Twelfth Century is more than a pale imitation of the Italian Renaissance, it is a period of time worthy of separate study and analysis, in the future it maybe that Society will regard this period as the true Renaissance and the later Italian period a development on the achievements and work of a dynamic, original and inspired Century. Bibliography Benson R L Constable G (eds.), ‘Renaissance and Renewal in the Twelfth Century’ (Cambridge Mass., Harvard University Press, 1982, 1991). Brooke C N L, ‘The Twelfth Century Renaissance’ (London, Thames Hudson, 1969) Chenu M-D, ‘Nature, Man and Society in the Twelfth Century ‘(Chicago, Chicago UP, 1968, 1997) Constable G, ‘The Reformation of the Twelfth Century’ (Cambridge, Cambridge University Press, 1996). Cook W R Herzman R B, ‘The Medieval World View: An Introduction’ (Oxford, OUP, 1983) Duby G, ‘The Europe of the Cathedrals’ (Geneva, Skira, 1966) Haskins C H, The Renaissance of the Twelfth Century (classic) (Cambridge Mass., Harvard UP, 1927) Hollister C W, ‘The Twelfth Century Renaissance’ (New York NY, Wiley, 1969) Holmes U T, The Idea of a Twelfth-Century Renaissance Speculum 26 (1951) Morris C, ‘The Discovery of the Individual 1050-1200’ (Toronto, Toronto UP, 1987) Packard S R, ‘Twelfth Century Europe’ (Amherst Mass., Massachusetts UP, 1973) Panofsky E, ‘Renaissance and Renascences in Western Art’ (New York NY, Harper Row, 1970) Southern R W, ‘Medieval Humanism and Other Studies’ (Oxford, Blackwell, 1970, 1984) Stiefel T, ‘The Intellectual Revolution in Twelfth Century Europe’ (London, Croom Helm, 1985) Swanson R N, ‘The Twelfth Century Renaissance’ (Manchester, Manchester University Press, 1999) Treadgold W (Ed), ‘Renaissances before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages’ (Stanford Ca., Stanford UP, 1984) Trevor-Roper H R, ‘The Rise of Christian Europe’ (London, Thames and Hudson, 1965) Wolff P, ‘The Awakening of Europe’ (Harmondsworth, Penguin, 1968, 1985) Footnotes [1] Ferruolo, Stephen C, ‘The Twelfth-Century Renaissance’ in Treadgold W (ed), Renaissances Before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages (Stanford Ca., Stanford UP, 1984) p.114 [2] Haskins C H, The Renaissance of the Twelfth Century (classic) (Cambridge Mass., Harvard UP, 1927) p.5 [3] Cook W R Herzman R B, The Medieval World View: An Introduction (Oxford, OUP, 1983) p.212 [4] Swanson R N, The Twelfth Century Renaissance (Manchester, Manchester University Press, 1999). [5] Packard S R, Twelfth Century Europe (Amherst Mass., Massachusetts UP, 1973) [6] Haskins C H, The Renaissance of the Twelfth Century (classic) (Cambridge Mass., Harvard UP, 1927) pp193-224 [7] Brooke C N L, The Twelfth Century Renaissance (London, Thames Hudson, 1969) [8] Morris C, The Discovery of the Individual 1050-1200 (Toronto, Toronto UP, 1987) [9] Ferruolo, Stephen C, ‘The Twelfth-Century Renaissance’ in Treadgold W (ed), Renaissances Before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages (Stanford Ca., Stanford UP, 1984) p.126 [10] Cook W R Herzman R B, The Medieval World View: An Introduction (Oxford, OUP, 1983) p.203 [11] Stiefel T, The Intellectual Revolution in Twelfth Century Europe (London, Croom Helm, 1985) [12] Hollister C W, The Twelfth Century Renaissance (New York NY, Wiley, 1969) [13] Ferruolo, Stephen C, ‘The Twelfth-Century Renaissance’ in Treadgold W (ed), Renaissances Before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages (Stanford Ca., Stanford UP, 1984) pp122-132 [14] Brooke C N L, The Twelfth Century Renaissance (London, Thames Hudson, 1969) [15] Chenu M-D, Nature, Man and Society in the Twelfth Century (Chicago, Chicago UP, 1968, 1997) [16] Ferruolo, Stephen C, ‘The Twelfth-Century Renaissance’ in Treadgold W (ed), Renaissances Before the Renaissance: Cultural Revivals of Late Antiquity and the Middle Ages (Stanford Ca., Stanford UP, 1984) p116 [17] IBID, P.134

The Grim Grotto: Elements of Fiction :: essays research papers

There are many elements of fiction. All of them together are a recipe for the perfect story. There are five elements all together. They are conflict, setting, character, plot and theme. â€Å"The Grim Grotto† displays all of these elements with an exceptionally well written storyline. Conflict is a very significant factor of fiction. Without conflict there would be no story. The main conflict in â€Å"The Grim Grotto† is locating the sugar bowl and keeping it away from Count Olaf. The opposing forces are Count Olaf’s troupe and the Baudelaire orphans. This conflict was never resolved within the book. However, there are many subordinate conflicts in this story. The first subordinate conflict is finding Quigley Quagmire and meeting him at the last safe place. The conflict is in between the Baudelaire orphans and Count Olaf. This is the Baudelaire’s conflict. Another one is saving the youngest Baudelaire-Sunny from the poisonous Medusoid Mycelium. This is Sunny’s conflict because she is suffering from the Medusoid Mycelium. All of these conflicts were external conflicts because they are about characters against each other and not about emotions. I agree with the way that the characters try to solve the conflict because they refuse to give up on anything. They didn’t give up when they had to save Sunny or get away from the Medusoid Mycelium. â€Å"There must be something we can do to save Sunny. There just has to be something.† The importance of the conflict is huge. This is because the characters go to great lengths to try and get the sugar bowl. They travel underwater and go to the darkest of places to reach the sugar bowl. They go through numerous dangers just for a little sugar bowl. They go through the Medusoid Mycelium and a huge submarine just for a sugar bowl. You also know this because many characters, such as Captain Widdershins, Count Olaf and Quigley Quagmire say that this object is too important and secretive to reveal its purpose. The climax of this book is when Violet Klaus and Sunny are walking to the taxi parting with Mr. Poe. This is the climax of the book because this was the highest point of interest and appeal. The author, Lemony Snicket, uses details and delays the end to an extent where you become very anxious to read the story. Setting is an important aspect in some stories and less important in others.

The Labyrinth of Life in The Garden of Forking Paths by Yu Tsun Essay

The Labyrinth of Life in The Garden of Forking Paths by Yu Tsun A labyrinth is classically a human construction designed to confuse. It can trap our lives, hiding our past and future and constantly forcing us to make choices, even though we may not know what the consequences of those choices might be. The confusion of the puzzle may even tempt us to run blindly through the labyrinth, ending in disaster. Life itself is often considered such a labyrinth, and by adopting the strategies of travelers who came before and choosing our path cautiously while playing close attention to the patterns of our lives, we may find the right path through the maze. Although the Labyrinth appears to be an intellectual challenge, every turn is accompanied by an ethical dilemma as well. 'The Garden of Forking Paths' is both an ethical and intellectual riddle. Consideration of Yu Tsun's intellectual choices must be accompanied by consideration of his ethical choices. The most terrifying aspect of the garden of forking paths is that the ending of the maze is never in sight. Often, we are aware of only the obvious consequences of taking any particular turn, while the obscure consequences are rarely anticipated. As a result, we cannot be sure where the next turn will bring us until we have made the choice. An action of tremendous personal significance, such as Stephen Albert's murder, may have no greater consequences than a winning a battle in a war that the German's could possibly end up losing. Ts'ui PÃ ªn himself was murdered by a stranger before he had a chance to explain the nature of his labyrinth, while the current war was started by another homicidal stranger. The choices made by these men within their labyrinths have brought Yu Tsun to Stephen Albert's home, to become the stranger who will kill Albert. The action of the story seems inevitable, yet such inevitability is a deception. The path we have chosen may appear to be the only path tha t can be taken, but in reality, the possibilities are far more complex, as Albert explains that Ts'ui PÃ ªn ?did not believe in a uniform, absolute time. He believed in an infinite series of times, in a growing, dizzying net of divergent, convergent, and parallel times . . .[where] time forks perpetually toward innumerable futures?(579). If we could see consequences of each decision we made before forced to make the decision, taking... ...ze. Furthermore, avoiding one hazard may cause us to fall subject to another. The labyrinth is infinite in size, and we are only aware of a very minute fraction, but contemplating too much on the unlived possibilities can cause us to be unaware of the present. However, to completely ignore these possibilities, and to ?imagine a future as irrecoverable as the past? (575) will leave us just as lost and trapped. Every decision we make within our garden of forking paths opens up another set of possibilities, possibly leading us into another labyrinth. If we allow our ethical sense to become clouded, we may even find ourselves in a labyrinth of our own making, a maze where the compass points are lost and every decision only serves to trap us more securely. There will always be choices never made, turns never taken, discoveries lost forever to the twists and turns of fate. We will never discover the innumerable fates of our counterparts in Ts'ui PÃ ªn's endless series of possibilities. Works Cited Borges, Jorge Luis. ?The Garden of Forking Paths.? The Norton Introduction to Literature. Ed. J. Paul Hunter, Alison Booth,and Kelly J. Mays. New York: W.W. Norton & Company, 2002.

L.A. Candy Summarization

L. A. Candy is one of a trilogy series written by Lauren Conrad. The author was inspired to write this book due to the fact that she participated in two reality television series, Laguna Beach and The Hills. The genre of this novel is young-adult literature. Jane Roberts and Scarlett Harp just graduated from high school and move to L. A. to begin an active new life style. Jane works for an event planner, Fiona Chen while Scarlett studies at the University of Southern California. A producer of an upcoming reality series came across the girls at Les Deux Nightclub and presented the idea of being apart of his new series know as L.A. Candy. The girls were thrilled with the idea but little did they know the malicious plots the Hollywood lifestyle had to offer. The series created a somewhat artificial friendship with Madison Parker, a charming but vicious celebutante and Gaby Garcia, a typical â€Å"dumb blonde. † Jane meets Jesse Edwards, a notorious playboy and falls madly in love , but when Jesse flirts with two blonde bimbos at his twenty first birthday, Jane is hurt beyond repair. Madison, craving attention, makes a malevolent deal with the Gossip magazine publisher, Veronica Bliss.This deal entitled Madison leaking pictures of Jane hooking up with Jesse's best friend Braden after his twenty first birthday when she was feeling desperate and vulnerable. Madison knew this would destroy Jane's career but she yearend for a cover in the magazine and this was the only way she could accomplish her goal. In the end, the news got around Hollywood faster than the bubonic plague and Jane was devastated. I recommend this novel to anyone who watched Lauren Conrad's reality television series The Hills and enjoyed the non-stop gossiping and ludicrous fights.The novel gives a superb insight into the behind-the-scenes look of a reality television show such as, the scripted scenes and the constant annoyance of cameras and paparazzi. Any teenage girl who is interested in the Hollywood scene would be infatuated with this novel as it has an unexpected story line and dramatic events. The characters are relatable and it is extremely simple to immerse yourself into the world in which the girls live in. Lastly, this book was number one in the New York Times Bestseller and I would highly encourage anyone who appreciated this novel to read the whole series.