Personal Reflection In Research Study Skills English Language Essay

Personal Reflection In Research Study Skills English Language Essay In this essay am going to write my personal reflection on what I have learnt in research study skills. This will include some assessment of my personal learning style and strengths and weaknesses, an estimated work plan for my completion of the degree, and the strategy I intend to adopt for future essay writing. Research Study Skills has taught me the difference between a book review and a book report. Even though it might take me a while to learn how to write using the correct and the best format laid out in lesson 7 I believe that by the time I am finished with this course, I will be able to write excellent reviews and reports. I have also discovered some ideas on how to write a report and a review. Therefore this lesson makes a clear explanation about these two subject matters. The lesson also gives simple ways and forms of writing reports and reviews. PERSONAL LEARNING STYLE I enjoy memorising academic concepts and ideas. I love to be challenged mentally, because it stimulates my thought patterns and enables me quickly discover academic concepts. This also helps me to retain as much academic information as possible. I like discussing issues from different viewpoints. My other way of learning is through research and visual aid. I enjoy reading topics of interest and if I find a video documentary on that topic, I get so stimulated to watch it as this enhances my remembrance of all that I have previously read in my research studies. I also like to study and discuss academic theories with others. Meanings of new and challenging words are very fascinating to me and I love to listen more than speaking. I prefer to write down an answer than speak it out. I find myself remembering more when am writing than when I am speaking. There are a lot of information I have come to know since I started this course, and this has helped me learn to how to write better essays , construct sentences properly, and the use of appropriate information for a particular assignment. I commend the research study skills book to be a very useful resource that can help any aspiring student to use it if they want to get the best results in essay writing. Most people overlook the subject on research study skills simply because they do not see the benefit of it. STRENGTHS I am quick at discovering new concepts and I donà ¢Ã¢â€š ¬Ã¢â€ž ¢t easily give up because I try to do my best to present the best form of work. I refuse to be called a failure because I always want to try again and again and I love to see others excel in their work. When choosing essays, I love to pick tough questions rather than simple ones. I cherish discovering new ideas for myself. I find it exciting to write book reports and reviews and also reading academic books apart from the Bible. My written work is often organised and I also try to make it interesting and different. My special interest is to research on different subject matters, especially matters to do with church history, world history and cultural history. I am never satisfied until I learn something new from that subject I am researching on. WEAKNESSES I sometimes struggle to understand what the question is all about in an essay. I also mix up the meanings of certain words. I easily forget what comes first in a bibliography or footnote. I often want the lecturer to give me an example before I can attempt to do it myself. I find it hard to put quotes in my work unless if I am helped by someone who knows how to put quotes in their essays. I get frustrated, with a subject that I do not seem to understand or follow. I sometimes, concentrate more on one subject and neglect the other ones. My sources are often limited because I do not expand my research and I never try to think of ways to search for them. WORK PLAN I have put down a chart and on that chart I have written down every subject I am doing this term and the assignments in those subjects. I have laid down a plan to work on one assignment per week and this time I will use more sources and learn how to use citations. I have decided to write good essays this term and to go through the research and study skills book over and over again to help me understand the correct principles of writing a good and excellent essay. I have set a deadline for every one of my assignments apart from the one given by the Lecturer. I set a timetable of how am going to involve my studies and other schedules. The idea of handing in an assignment per week fits well in my timetable. I have also put of things that were wasting my time when I should have been doing my assignments. I have to learn to allow my mind to get used to a working plan that is consistent. I plan to make use of every opportunity in my busy schedule to write down some points about the topic I am dealing with in the essay. POINTS TO REMEBER IN MY WORK PLAN I will remember to use the same format throughout my work I will write the correct information in every assignment I will first choose a particular essay that I want to work on. Find out or define the problem. Write a bibliography for that particular essay. Approach the question from every angle using different resources and books by different authoritative writers. Always begin with an introduction Always have conclusion in my essay unless if ità ¢Ã¢â€š ¬Ã¢â€ž ¢s a book report. Explain the meaning of a new word in the essay. Use quotes and reference them correctly giving credit to the person who quoted it. Always use the right methodology of writing. Never repeat a statement more than once. No plagiarising, but always put the work in my own words and understanding. Always use the correct format when writing footnotes. Remember the difference between bibliographies and footnotes. Use accurate and up to date resources. Understand the question. Always check the spelling of words. Have one systematic way of writing my essays. Have a continuous and correct form of connecting sentences. Always put sub-headings in the body. Allow the lecturer to look at the essay before final submission. Never leave spaces in between one paragraph to another. STRATEGY The hand book provides a very useful and simple form of writing excellent essays. In the future, I plan to write essays in a systematic way and not mixed up information. Before I write an essay, I will first choose a topic or question that I think I would easily research on. Secondly, I will expand my search for sources, I will use internet, libraries and educational places like museums and art galleries. Thirdly, I will write essays that will capture the marker or examinerà ¢Ã¢â€š ¬Ã¢â€ž ¢s attention. Fourthly, I will collect sources required for the assignment in advance. I will also make sure the sources are useful for that particular subject. I will make sure I understand what I am writing about. I will imagine myself being present in that piece of work like a writer imagines him or herself being present in every event of the story he or she is writing. Finally, I will always start and finish my assignments before the due date and critically view and answer the question being de alt with. CONCLUSION Writing this reflection has helped me to write effective and productive essays. I will take it as my top priority to improve my essay writing. The lessons learnt through this essay will be used in future essay writing and also help in research purposes. Having a written work plan will help me remember principles that need to be applied in my essay writing.

Does management affect coastal processes at Walton-on-the-Naze?

Walton-on-the-Naze is a small retirement town, located near Colchester via the A133 with a population of 40,000. Run by tendering local authority it relies mostly on tourism economically, which is one of the reasons they have a coastal management scheme which has recently been extended to the north to protect the luxurious houses situated there. In the course of this project I will be investigating the ways in which management has been used in Walton-on-the-Naze to prevent and encourage different coastal processes in order to stop the cliff retreating and then comparing this to the unprotected cliffs and beaches in Walton to find out if management truly does affect the coastal processes present there. Coastal processes affect our lives. Our families pay taxes to go towards coastal protection etc. which is essential for the whole town to function and benefit the whole community. I have decided to study Walton-on-the-Naze for a number of reasons. Firstly it is the nearest place along the coast to Southend which has unprotected cliffs as well as protected ones. At Walton the geology is the same and the processes are very similar along with the protection. Also Walton is subjected to much more energy from the sea than Southend. There are various ways the coast can be managed, firstly I will explain how the cliffs can be protected. Cliffs are protected in two places, the cliff face and the cliff foot. Energy from the sea in the form of destructive waves can undercut the cliff over time, this causes a cliff collapse because the weight cannot be supported now undercutting has taken place. To combat this, at the cliff foot a sea wall may be built to act like a natural barrier against the sea, along with a revetment to further decrease the energy of the waves. Or groynes could be put in place to encourage a build up of sand and create a â€Å"beach.† This is why beaches are usually sloping towards the sea to make the waves break and decreases the energy they have. The incoming destructive waves break on the sand and cause a weak swash up the beach followed by a strong backwash which has more energy than the swash and ‘drags' sand back down the beach, although this is partly complicated by prevailing winds and LSD which I will go on to explain further later on in this project. Also as waves undercut the cliff rubble collects at the foot of the cliff and acts like a natural barrier in some places, this can also be recreated by man by placing massive rocks and boulders at the foot of the cliffs to protect them, this is usually called rip-rap and is the cheapest and easiest method of management. On the cliff face Gabions can be put on which are basically mesh boxes to keep the rock in place and catch any loose rocks. Cliff ‘pinning' is another way the rock can be kept in place. Vegetation may also be planted there to hold together the rock and prevent erosion, along with sculpturing and draining of the cliff face. It is very important that these two areas are integrated, for you cannot only protect the cliff face and not the cliff foot and you cannot only protect the cliff foot and not the cliff face! These types of management are put into two categories – hard engineering and soft engineering. Hard engineering is physically building something e.g. a Sea wall. Whereas soft engineering e.g. planting is a far more natural management process. We as humans can only militate the worst effects of flooding, that is to say that floods are always going to happen, we cannot stop them. Instead sea walls and tidal barriers are put in place to reduce the energy of the destructive waves produced crashing against the cliffs. If this management was not put in place coasts would be forever retreating causing chaos and destruction that would not be tolerable in today's society. Now I will go on to describe the coastal processes involved. There are 4 main types of coastal processes that affect the cliffs and coast at Walton-on-the-Naze, these are: 1. Destructive Waves (erosion) 2. Long shore Drift 3. Slumping 4. Deposition Some of these processes must be encouraged and some must be discouraged in order for management to be successful. Destructive waves and erosion along with long shore drift and slumping must be discouraged whereas deposition must be encouraged, next I will go on to explain what each of these processes is, does to the coast and why they must be either encouraged or discouraged. The coast is a narrow contact zone between land and sea. The effects of land, air and marine processes are constantly changing it. But on most coastlines the dominant process results from the action of waves. Although destructive waves are usually resultant from storms out at sea and have much more energy than ‘common' constructive waves and usually do a lot more damage. Waves are usually created by the transfer of energy from wind blowing over the surface of the sea. It is true to say that the larger the wave the more energy it contains and the largest waves are formed when very strong winds blow for lengthy periods and cross large expanses of water. The maximum distance of water over which winds can blow is called the fetch. ‘In the case of South-West England the fetch is from the South-West. This also coincides with the direction of the prevailing, or most frequent, wind. In Eastern England the fetch is generally from the East.' As you can see from the diagram on the previous page water particles move in a circular orbit. Each single particle, or a floating object, tends to move vertically up and down, it is only the shape of the wave and its energy that is transferred horizontally towards the coast. But as a wave reaches shallow water the velocity at its base is slowed due to friction with the sea bed, and the once circular orbit changes to that of an elliptical orbit as shown in the diagram. The top of the wave, unaffected by this friction, becomes taller and steeper until it finally breaks. Only at this point does the remnant of the wave, called the swash, actually move forwards. The swash transfers energy up the beach. The backwash returns energy down the beach. Constructive Waves have limited energy. Most of this is used by the swash to transport material up the beach. Destructive waves have much more energy. Most of this is used by the backwash to transport material back down the beach. Erosion Waves, like rivers, can erode the land by a number of different processes, these are: Corrasion (abrasion) – is caused when large waves hurl beach material against a cliff. Attrition – is when waves cause rocks and boulders to break up by bumping into each other on a beach, into small particles. Corrosion (solution) – is when salts and acids in the seawater slowly dissolve the cliff. Hydraulic Action – is the force of waves compressing air in cracks in the cliff. Longshore Drift Although waves do carry material up and down the beach they do not necessarily carry it up and down vertically, the major movement is along the coast by a process called longshore drift. Waves rarely approach a beach at right angles, instead they tend to approach the beach from a direction similar to that of which the wind is blowing. When a wave breaks, the swash carries material up the beach at the same angle at which the wave approached the shore; then the backwash returns material straight down the beach at right-angles to the water, by gravity. The outcome is that material is slowly moved along the beach in a zigzag course. The effect of longshore drift or LSD can be best seen where groynes have been built to prevent this material from being moved along the beach and so there is a build up of sand on one side of the groyne in each case. There are many examples of this in Walton-on-the-Naze (see photos section.) Slumping Slumping is the movement of unconsolidated material (moraine) under gravity. The rock particles in the cliff are held together by frictional forces which are overcome by a build up of ‘pore water pressure' owing to saturation by prolonged rain. That is to say that when water infiltrates the cliff it causes the rock to ‘slump' or slide over each other. Of course a wave-cut notch will have already formed at the rock foot, causing the immense pressure above, see diagram overleaf. Deposition Shingle and sand being transported along the coast by longshore drift will, in time, reach an area where the water is sheltered and the waves have no energy, e.g. a bay. The material may be temporarily deposited because there is no longer any energy left to carry them, this could then form a beach.

Second Foundation 9. The Conspirators

For Dr. Darell and Pelleas Anthor, the evenings passed in friendly intercourse; the days in pleasant unimportance. It might have been an ordinary visit. Dr. Darell introduced the young man as a cousin from across space, and interest was dulled by the clich. Somehow, however, among the small talk, a name might be mentioned. There would be an easy thoughtfulness. Dr. Darell might say, â€Å"No,† or he might say, â€Å"Yes.† A call on the open Communi-wave issued a casual invitation, â€Å"Want you to meet my cousin.† And Arcadia's preparations proceeded in their own manner. In fact, her actions might be considered the least straightforward of all. For instance, she induced Olynthus Dam at school to donate to her a home-built, self-contained sound-receiver by methods which indicated a future for her that promised peril to all males with whom she might come into contact. To avoid details, she merely exhibited such an interest in Olynthus' self-publicized hobby – he had a home workshop-combined with such a well-modulated transfer of this interest to Olynthus' own pudgy features, that the unfortunate youth found himself: 1) discoursing at great and animated length upon the principles of the hyperwave motor; 2) becoming dizzyingly aware of the great, absorbed eyes that rested so lightly upon his; and 3) forcing into her willing hands his own greatest creation, the aforesaid sound-receiver. Arcadia cultivated Olynthus in diminishing degree thereafter for just long enough to remove all suspicion that the sound-receiver had been the cause of the friendship. For months afterwards, Olynthus felt the memory of that short period in his life over and over again with the tendrils of his mind, until finally, for lack of further addition, he gave up and let it slip away. When the seventh evening came, and five men sat in the Darell living room with food within and tobacco without, Arcadia's desk upstairs was occupied by this quite unrecognizable home-product of Olynthus' ingenuity. Five men then. Dr. Darell, of course, with graying hair and meticulous clothing, looking somewhat older than his forty-two years. Pelleas Author, serious and quick-eyed at the moment looking young and unsure of himself. And the three new men: Jole Turbor, visicastor, bulky and plump-lipped; Dr. Elvett Semic, professor-emeritus of physics at the University, scrawny and wrinkled, his clothes only half-filled; Homir Munn, librarian, lanky and terribly ill-at-ease. Dr. Darell spoke easily, in a normal, matter-of-fact tone: â€Å"This gathering has been arranged, gentlemen, for a trifle more than merely social reasons. You may have guessed this. Since you have been deliberately chosen because of your backgrounds, you may also guess the danger involved. I won't minimize it, but I will point out that we are all condemned men, in any case. â€Å"You will notice that none of you have been invited with any attempt at secrecy. None of you have been asked to come here unseen. The windows are not adjusted to non-insight. No screen of any sort is about the room. We have only to attract the attention of the enemy to be ruined; and the best way to attract that attention is to assume a false and theatrical secrecy. (Hah, thought Arcadia, bending over the voices coming – a bit screechily – out of the little box.) â€Å"Do you understand that?† Elvett Semic twitched his lower lip and bared his teeth in the screwup, wrinkled gesture that preceded his every sentence. â€Å"Oh, get on with it. Tell us about the youngster.† Dr. Darell said, â€Å"Pelleas Anthor is his name. He was a student of my old colleague, Kleise, who died last year. Kleise sent me his brain-pattern to the fifth sublevel, before he died, which pattern has been now checked against that of the man before you. You know, of course, that a brain-pattern cannot be duplicated that far, even by men of the Science of Psychology. If you don't know that, you'll have to take my word for it.† Turbor said, purse-lipped, â€Å"We might as well make a beginning somewheres. We'll take your word for it, especially since you're the greatest electroneurologist in the Galaxy now that Kleise is dead. At least, that is the way I've described you in my visicast comment, and I even believe it myself. How old are you, Anthor?† â€Å"Twenty-nine, Mr. Turbor.† â€Å"Hm-m-m. And are you an electroneurologist, too? A great one?† â€Å"Just a student of the science. But I work hard, and I've had the benefit of Kleise's training.† Munn broke in. He had a slight stammer at periods of tension. â€Å"I†¦ I wish you'd g†¦ get started. I think everyone's t†¦ talking too much.† Dr. Darell lifted an eyebrow in Munn's direction. you're right, Homir. Take over, Pelleas.† â€Å"Not for a while,† said Pelleas Anthor, slowly, â€Å"because before we can get started – although I appreciate Mr. Munn's sentiment – I must request brain-wave data.† Darell frowned. â€Å"What is this, Anthor? What brain-wave data do you refer to?† â€Å"The patterns of all of you. You have taken mine, Dr. Darell. I must take yours and those of the rest of you. And I must take the measurements myself.† Turbor said, â€Å"There's no reason for him to trust us, Darell. The young man is within his rights.† â€Å"Thank you,† said Anthor. â€Å"If you'll lead the way to your laboratory then, Dr. Darell, well proceed. I took the liberty this morning of checking your apparatus.† The science of electroencephalography was at once new and old. It was old in the sense that the knowledge of the microcurrents generated by nerve cells of living beings belonged to that immense category of human knowledge whose origin was completely lost. It was knowledge that stretched back as far as the earliest remnants of human history- And yet it was new, too. The fact of the existence of microcurrents slumbered through the tens of thousands of years of Galactic Empire as one of those vivid and whimsical, but quite useless, items of human knowledge. Some had attempted to form classifications of waves into waking and sleeping, calm and excited, well and ill – but even the broadest conceptions had had their hordes of vitiating exceptions. Others had tried to show the existence of brain-wave groups, analogous to the well-known blood groups, and to show that external environment was the defining factor. These were the race-minded people who claimed that Man could be divided into subspecies. But such a philosophy could make no headway against the overwhelming ecumenical drive involved in the fact of Galactic Empire – one political unit covering twenty million stellar systems, involving all of Man from the central world of Trantor – now a gorgeous and impossible memory of the great past – to the loneliest asteroid on the periphery. And then again, in a society given over, as that of the First Empire was, to the physical sciences and inanimate technology, there was a vague but mighty sociological push away from the study of the mind. It was less respectable because less immediately useful; and it was poorly financed since it was less profitable. After the disintegration of the First Empire, there came the fragmentation of organized science, back, back – past even the fundamentals of atomic power into the chemical power of coal and oil. The one exception to this, of course, was the First Foundation where the spark of science, revitalized and grown more intense was maintained and fed to flame. Yet there, too, it was the physical that ruled, and the brain, except for surgery, was neglected ground. Hari Seldon was the first to express what afterwards came to be accepted as truth. â€Å"Neural microcurrents,† he once said, â€Å"carry within them the spark of every varying impulse and response, conscious and unconscious. The brain-waves recorded on neatly squared paper in trembling peaks and troughs are the mirrors of the combined thought-pulses of billions of cells. Theoretically, analysis should reveal the thoughts and emotions of the subject, to the last and least. Differences should be detected that are due not only to gross physical defects, inherited or acquired, but also to shifting states of emotion, to advancing education and experience, even to something as subtle as a change in the subject's philosophy of life.† But even Seldon could approach no further than speculation. And now for fifty years, the men of the First Foundation had been tearing at that incredibly vast and complicated storehouse of new knowledge. The approach, naturally, was made through new techniques – as, for example, the use of electrodes at skull sutures by a newly-developed means which enabled contact to be made directly with the gray cells, without even the necessity of shaving a patch of skull. And then there was a recording device which automatically recorded the brain-wave data as an overall total, and as separate functions of six independent variables. What was most significant, perhaps, was the growing respect in which encephalography and the encephalographer was held. Kleise, the greatest of them, sat at scientific conventions on an equal basis with the physicist. Dr. Darell, though no longer active in the science, was known for his brilliant advances in encephalographic analysis almost as much as for the fact that he was the son of Bayta Darell, the great heroine of the past generation. And so now, Dr. Darell sat in his own chair, with the delicate touch of the feathery electrodes scarcely hinting at pressure upon his skull, while the vacuum-incased needles wavered to and fro. His back was to the recorder – otherwise, as was well known, the sight of the moving curves induced an unconscious effort to control them, with noticeable results – but he knew that the central dial was expressing the strongly rhythmic and little-varying Sigma curve, which was to be expected of his own powerful and disciplined mind. It would be strengthened and purified in the subsidiary dial dealing with the Cerebellar wave. There would be the sharp, near-discontinuous leaps from the frontal lobe, and the subdued shakiness from the subsurface regions with its narrow range of frequencies- He knew his own brain-wave pattern much as an artist might be perfectly aware of the color of his eyes. Pelleas Anthor made no comment when Darell rose from the reclining chair. The young man abstracted the seven recordings, glanced at them with the quick, all-embracing eyes of one who knows exactly what tiny facet of near-nothingness is being looked for. â€Å"If you don't mind, Dr. Semic.† Semic's age-yellowed face was serious. Electroencephalography was a science of his old age of which he knew little; an upstart that he faintly resented. He knew that he was old and that his wave-pattern would show it. The wrinkles on his face showed it, the stoop in his walk, the shaking of his hand – but they spoke only of his body. The brain-wave patterns might show that his mind was old, too. An embarrassing and unwarranted invasion of a man's last protecting stronghold, his own mind. The electrodes were adjusted. The process did not hurt, of course, from beginning to end. There was just that tiny tingle, far below the threshold of sensation. And then came Turbor, who sat quietly and unemotionally through the fifteen minute process, and Munn, who jerked at the first touch of the electrodes and then spent the session rolling his eyes as though he wished he could turn them backwards and watch through a hole in his occiput. â€Å"And now-† said Darell, when all was done. â€Å"And now,† said Anthor, apologetically, â€Å"there is one more person in the house.† Darell, frowning, said: â€Å"My daughter?† ‘Yes. I suggested that she stay home tonight, if you'll remember.† â€Å"For encephalographical analysis? What in the Galaxy for?† â€Å"I cannot proceed without it.† Darell shrugged and climbed the stairs. Arcadia, amply warned, had the sound-receiver off when he entered; then followed him down with mild obedience. It was the first time in her life – except for the taking of her basic mind pattern as an infant, for identification and registration purposes – that she found herself under the electrodes. â€Å"May I see,† she asked, when it was over, holding out her hand. Dr. Darell said, â€Å"You would not understand, Arcadia. Isn't it time for you to go to bed?† â€Å"Yes, father,† she said, demurely. â€Å"Good night, all.† She ran up the stairs and plumped into bed with a minimum of basic preparation. With Olynthus' sound-receiver propped beside her pillow, she felt like a character out of a book-film, and hugged every moment of it close to her chest in an ecstasy of â€Å"Spy-stuff.† The first words she heard were Anthor's and they were: â€Å"The analyses, gentlemen, are all satisfactory. The child's as well.† Child, she thought disgustedly, and bristled at Anthor in the darkness. Anthor had opened his briefcase now, and out of it, he took several dozen brain-wave records. They were not originals. Nor had the briefcase been fitted with an ordinary lock. Had the key been held in any hand other than his own, the contents thereof would have silently and instantly oxidized to an indecipherable ash. Once removed from the briefcase, the records did so anyway after half an hour. But during their short lifetime, Anthor spoke quickly. â€Å"I have the records here of several minor government officials at Anacreon. This is a psychologist at Locris University; this an industrialist at Siwenna. The rest are as you see.† They crowded closely. To all but Darell, they were so many quivers on parchment. To Darell, they shouted with a million tongues. Anthor pointed lightly, â€Å"I call your attention, Dr. Darell, to the plateau region among the secondary Tauian waves in the frontal lobe, which is what all these records have in common. Would you use my Analytical Rule, sir, to check my statement?† The Analytical Rule might be considered a distant relation – as a skyscraper is to a shack – of that kindergarten toy, the logarithmic Slide Rule. Darell used it with the wristflip of long practice. He made freehand drawings of the result and, as Anthor stated, there were featureless plateaus in frontal lobe regions where strong swings should have been expected. â€Å"How would you interpret that, Dr. Darell?† asked Anthor. â€Å"I'm not sure. Offhand, I don't see how it's possible. Even in cases of amnesia, there is suppression, but not removal. Drastic brain surgery, perhaps?† â€Å"Oh, something's been cut out,† cried Anthor, impatiently, â€Å"yes! Not in the physical sense, however. You know, the Mule could have done just that. He could have suppressed completely all capacity for a certain emotion or attitude of mind, and leave nothing but just such a flatness. Or else-â€Å" â€Å"Or else the Second Foundation could have done it. Is that it?† asked Turbor, with a slow smile. There was no real need to answer that thoroughly rhetorical question. â€Å"What made you suspicious, Mr. Anthor?† asked Munn. â€Å"It wasn't I. It was Dr. Kleise. He collected brain-wave patterns much as the Planetary Police do, but along different lines. He specialized in intellectuals, government officials and business leaders. You see, it's quite obvious that if the Second Foundation is directing the historical course of the Galaxy – of us – that they must do it subtly and in as minimal a fashion as possible. If they work through minds, as they must, it is the minds of people with influence; culturally, industrially, or politically. And with those he concerned himself.† â€Å"Yes,† objected Munn, â€Å"but is there corroboration? How do these people act – I mean the ones with the plateau. Maybe it's all a perfectly normal phenomenon.† He looked hopelessly at the others out of his, somehow, childlike blue eyes, but met no encouraging return. â€Å"I leave that to Dr. Darell,† said Anthor. â€Å"Ask him how many times he's seen this phenomenon in his general studies, or in reported cases in the literature over the past generation. Then ask him the chances of it being discovered in almost one out of every thousand cases among the categories Dr. Kleise studied.† â€Å"I suppose that there is no doubt,† said Darell, thoughtfully, â€Å"that these are artificial mentalities. They have been tampered with. In a way, I have suspected this-â€Å" â€Å"I know that, Dr. Darell,† said Author. â€Å"I also know you once worked with Dr. Kleise. I would like to know why you stopped.† There wasn't actually hostility in his question. Perhaps nothing more than caution; but, at any rate, it resulted in a long pause. Darell looked from one to another of his guests, then said brusquely, â€Å"Because there was no point to Kleise's battle. He was competing with an adversary too strong for him. He was detecting what we – he and I – knew he would detect – that we were not our own masters. And I didn't want to know! I had my self-respect. I liked to think that our Foundation was captain of its collective soul; that our forefathers had not quite fought and died for nothing. I thought it would be most simple to turn my face away as long as I was not quite sure. I didn't need my position since the Government pension awarded to my mother's family in perpetuity would take care of my uncomplicated needs. My home laboratory would suffice to keep boredom away, and life would some day end – Then Kleise died-â€Å" Semic showed his teeth and said: â€Å"This fellow Kleise; I don't know him. How did he die?† Anthor cut in: â€Å"He died. He thought he would. He told me half a year before that he was getting too close-â€Å" â€Å"Now we're too c†¦ close, too, aren't we?† suggested Munn, dry-mouthed, as his Adam's apple jiggled. â€Å"Yes,† said Anthor, flatly, â€Å"but we were, anyway – all of us. It's why you've all been chosen. I'm Kleise's student. Dr. Darell was his colleague. Jole Turbor has been denouncing our blind faith in the saving hand of the Second Foundation on the air, until the government shut him off – through the agency, I might mention, of a powerful financier whose brain shows what Kleise used to call the Tamper Plateau. Homir Munn has the largest home collection of Muliana – if I may use the phrase to signify collected data concerning the Mule – in existence, and has published some papers containing speculation on the nature and function of the Second Foundation. Dr. Semic has contributed as much as anyone to the mathematics of encephalographic analysis, though I don't believe he realized that his mathematics could be so applied.† Semic opened his eyes wide and chuckled gaspingly, â€Å"No, young fellow. I was analyzing intranuclear motions – the n-body problem, you know. I'm lost in encephalography.† â€Å"Then we know where we stand. The government can, of course, do nothing about the matter. Whether the mayor or anyone in his administration is aware of the seriousness of the situation, I don't know. But this I do know – we five have nothing to lose and stand to gain much. With every increase in our knowledge, we can widen ourselves in safe directions. We are but a beginning, you understand.† â€Å"How widespread,† put in Turbor, â€Å"is this Second Foundation infiltration?† â€Å"I don't know. There's a flat answer. All the infiltrations we have discovered were on the outer fringes of the nation. The capital world may yet be clean, though even that is not certain – else I would not have tested you. You were particularly suspicious, Dr. Darell, since you abandoned research with Kleise. Kleise never forgave you, you know. I thought that perhaps the Second Foundation had corrupted you, but Kleise always insisted that you were a coward. You'll forgive me, Dr. Darell, if I explain this to make my own position clear. I, personally, think I understand your attitude, and, if it was cowardice, I consider it venial.† Darell drew a breath before replying. â€Å"I ran away! Call it what you wish. I tried to maintain our friendship, however, yet he never wrote nor called me until the day he sent me your brainwave data, and that was scarcely a week before he died-â€Å" â€Å"If you don't mind,† interrupted Homir Munn, with a flash of nervous eloquence, â€Å"I d†¦ don't see what you think you're doing. We're a p†¦ poor bunch of conspirators, if we're just going to talk and talk and t†¦ talk. And I don't see what else we can do, anyway. This is v†¦ very childish. B†¦ brain-waves and mumbo jumbo and all that. Is there just one thing you intend to do?† Pelleas Author's eyes were bright, â€Å"Yes, there is. We need more information on the Second Foundation. It's the prime necessity. The Mule spent the first five years of his rule in just that quest for information and failed – or so we have all been led to believe. But then he stopped looking. Why? Because he failed? Or because he succeeded?† â€Å"M†¦ more talk,† said Munn, bitterly. â€Å"How are we ever to know?† â€Å"If you'll listen to me – The Mule's capital was on Kalgan. Kalgan was not part of the Foundation's commercial sphere of influence before the Mule and it is not part of it now. Kalgan is ruled, at the moment, by the man, Stettin, unless there's another palace revolution by tomorrow. Stettin calls himself First Citizen and considers himself the successor of the Mule. If there is any tradition in that world, it rests with the super-humanity and greatness of the Mule – a tradition almost superstitious in intensity. As a result, the Mule's old palace is maintained as a shrine. No unauthorized person may enter; nothing within has ever been touched.† â€Å"Well?† â€Å"Well, why is that so? At times like these, nothing happens without a reason. What if it is not superstition only that makes the Mule's palace inviolate? What if the Second Foundation has so arranged matters? In short what if the results of the Mule's five-year search are within-â€Å" â€Å"Oh, p†¦ poppycock.† â€Å"Why not?† demanded Anthor. â€Å"Throughout its history the Second Foundation has hidden itself and interfered in Galactic affairs in minimal fashion only. I know that to us it would seem more logical to destroy the Palace or, at the least, to remove the data. But you must consider the psychology of these master psychologists. They are Seldons; they are Mules and they work by indirection, through the mind. They would never destroy or remove when they could achieve their ends by creating a state of mind. Eh?† No immediate answer, and Anthor continued, â€Å"And you, Munn, are just the one to get the information we need.† â€Å"I?†*** It was an astounded yell. Munn looked from one to the other rapidly, â€Å"I can't do such a thing. I'm no man of action; no hero of any teleview. I'm a librarian. If I can help you that way, all right, and I'll risk the Second Foundation, but I'm not going out into space on any qu†¦ quixotic thing like that.† â€Å"Now, look,† said Anthor, patiently, â€Å"Dr. Darell and I have both agreed that you're the man. It's the only way to do it naturally. You say you're a librarian. Fine! What is your main field of interest? Muliana! You already have the greatest collection of material on the Mule in the Galaxy. It is natural for you to want more; more natural for you than for anyone else. You could request entrance to the Kalgan Palace without arousing suspicion of ulterior motives. You might be refused but you would not be suspected. What's more, you have a one-man cruiser. You're known to have visited foreign planets during your annual vacation. You've even been on Kalgan before. Don't you understand that you need only act as you always have?† â€Å"But I can't just say, ‘W†¦ won't you kindly let me in to your most sacred shrine, M†¦ Mr. First Citizen?' â€Å" â€Å"Why not?† â€Å"Because, by the Galaxy, he won't let me!† â€Å"All right, then. So he won't Then you'll come home and we'll think of something else.† Munn looked about in helpless rebellion. He felt himself being talked into something he hated. No one offered to help him extricate himself. So in the end two decisions were made in Dr. Darell's house. The first was a reluctant one of agreement on the part of Munn to take off into space as soon as his summer vacation began. The other was a highly unauthorized decision on the part of a thoroughly unofficial member of the gathering, made as she clicked off a sound-receiver and composed herself for a belated sleep. This second decision does not concern us just yet.

The First Two Years The Social World, Section, Emotional...

1. Chapter 4 â€Å"The First Two Years: The Social World† section â€Å"Emotional Development† discusses the significance of variety of early emotions that humans have the experience in their life. The most common and basic forms of emotions that infants present as their age is pain and pleasure. Throughout their life, they develop mentally and physically, as well as learning more emotions that enable them to show expressions, reactions, and reasons that trigger those reactions (Berger, 130) During toddlerhood, between the ages of two and up, emotions are strengthened, for example, toddlers’ laughter and cries are more apparent and amplified. Together with their anger and fear becoming less frequent but directed towards experiences that are terrifying and infuriating. In addition, toddlers often have temper tantrums, â€Å"when something angers them, they might yell, scream, cry, hit, and throw themselves on the floor† (Berger, 130) Toddlers’ temper tantrums can even cause more tantrums or worsen the situation if a response from an adult or is negative, like out of anger or teasing the child. Social Awareness is the development of emotions that toddlers will learn from based on their culture, surroundings, and people they interact with such as family. Toddlers’ experiences with newer emotions such as pride, shame, jealousy, embarrassment, disgust, and guilt are expressions of selfhood (Berger 131). Situations in which jealousy, among children are shown, is when the child’s mother isShow MoreRelatedEarly Childhood Education Training Program Essay1576 Words   |  7 Pagesthree different parts. The first part will explain what developmentally appropriate practice is and the characteristics present when it is done successfully. 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