Year of Impossible Goodbyes by Sook Nyul Choi Book Review Essay Example for Free

Year of Impossible Goodbyes by Sook Nyul Choi Book Review EssaySook Nyul Choi has written a heart-breaking reserve about love, persistent, loss, and the agonized life of a little girl, named Sookan, and her family. She has titled it Year of Impossible Goodbyes. The story has a lot of sacrifices and decisions that were onerous to make, like this one, Please, I beg of you, lets not waste time talking about my Aunt Tiger coming along anymore (Choi 125). It is a true story found on her experience under the dictatorship of the Japanese Imperial Government during World War II. After the war ended and the Japanese lost, Russia sent phalanx into Northern Korea to accept the surrender of the Japanese.As the Russian Communists occupy North Korea and threaten Korean civilians, Sookan, the narrator, faces the Japanese, the Russians, and her fight into South Korea. After I read this tremendous reinvigorated it reminded me of my family I assure you it is one of my favorite books, and while I read this book, I learned that I could have polar emotions The novel reminded me of my family because they argon always with me while Sookans parents, from time to time, were apart from her. Her Grandfather had always reminded them Harmony will prevail, after darkness there will be light, provided we cannot have the light without the dark.Better days are bound to come now as Cabuco 2 some of the family members were away (Choi 46). When I used to be alone at home with my grandfather, he used to tell me something similar to this about always sticking together, but when alone do not move back hope. Inchun reminds me of myself when I was small, because I used to follow my brothers e rattlingwhere, and I used to annoy them by whining and crying. This novel became one of my favorite novels because it taught me about pain sensation, sacrifices, and loss.I could feel the pain Sookan went through as I read I eard the dogs drawing closer and I thrust my body under the wire. The ba rbs dug into me. My hair was caught, my clothes ripped, and I could feel the blood pooling in the cuts on my back (Choi 164). Therefore, they had a lot of sacrifices of leaving their homeland, friends, and the precious things of grandfather. They even lost Kisa, Aunt Tiger, the sock girls, and Unhi. As Sookan says herself I wouldnt have lost so much if it werent for the Japanese (F. , Anna). This statement is actually true because without the sacrifices and losses, they would not have made it for freedom.I also like this book because I think not many books are written about wars whose cause has experienced it, but this book was. As I read this novel, I learned that I could have different emotions. At first, I thought it was boring since it had a lot of details and the first chapter was long, but as this story gets to its plot, I got interested as Sookans feelings are being expressed. Can you blame them? How are they to know theres anything better? Your Americans arent here. I Aunt Tiger heard theyre in Japan helping the JapaneseTheyre nearby now, but they just dont care about us, I matt-up helpless, annoyed, and disappointed about the situation for being abandoned as I read this quote (Choi 106). I was getting irritated by how brutal the Japanese and Cabuco 3 Russians were treating the Koreans. I felt really annoyed by Inchuns whining, crying, and complaining. As Sookan and Inchun arrived at their home in South Korea, I felt really lugubrious that they did not find their mother there, as they hoped they would. I felt really happy that they finally reached the South.I also like how the authors choice of words, as they can really give the reader, like myself, vivid imageries and different emotions. I have no words to explain what I think about this novel, but I can assure that it has become one of my favorite books. As I was reading this novel till the very end, I found myself with different emotions. It reminded me of my parents and I felt so blessed that they were always with me. It is really easy to have a favorite book, but it is hard to know what it has really taught me. This book has really godlike me, that is why it has become one of my favorite books.The author has great choice of words that filled me with different emotions. Above all, I would rate it nine point five out of ten, because ten is reserved for the best book and I was quite bored to it until the novel got to its plot. I really like the part about understanding the life at war from someone, like the author, who has experienced it. I would recommend this book to everyone, specially to the little ones as they know very little about life at war. After reading this novel, the reader will feel really inspired by this wonderful novel from the author who has experienced it all.

Drug Trafficking Is A Common Economics Essay

drug Trafficking Is A Common Economics Essay medicate trafficking is a common contend in Mexico. Owing to its geographical location, Mexico strategic position in terms of medicate supply, market demand, and diffusion, the barons enjoy huge profits from the craftiness. Mexico neighbors Columbia, which is the world largest cocain producer, and the U.S., which is a leading consumer of adulterous medicates. Drug Trafficking Organizations in Mexico agree a large network of illicit doses supply. The Mexican laws against drug trafficking pose a major nemesis to the US drug customers since the laws threaten to cut down the drug trafficking avenues. However, the drug trafficking organizations be well organized and distinguished in enjoin to conceal their illicit activities. This paper addresses similarities between the trading trading operations and activities of Mexican Drug Trafficking Organizations (DTOs) and those of rightful(a) international crinklees.Mostly, the drug t rafficker pose as m championy launders in site to clothe their vast sums of cash obtained from the flip-flop1This serves as a disguise since they are able to channel their money to different investments, such as money make clean2.Like the international trade, the drug trafficking seam is well- organized, with various marketing networks around the world. Drug trafficking is a railway line operation whose marketing techniques include smuggling, extortion, and threat, product line, and other prohibit items.The drug trafficking business is similar to a legitimate business venture, and sometimes has a corporate executive organizational structure, with support staff3The illegal business of drug trafficking survives due to pretense of undertaking legitimate business or through infiltration of legitimate business. In case of infiltration, the drug trafficking business operators social occasion techniques such as protection rackets and immunity. Drug trafficking is a booming busines s in Mexico, where is it conducted by drug cartels and the Mexican Mafia. The cartels are not declared as terrorists, and this hinders the action of the American law enforcement and financial regulation on the Mexican borders4S flat drug cartels operate in Mexico. They are Sinaloa, Los Zetas, Arellano Felix organization, Beltran Levya, New Federation, and Familia Michoacana (LFM) cartels5. These cartels are illustrated as global businesses with backward and forward connections, for supplying and distributing their products in other countries6. As businesses, their main concern is supplying the markets with the illicit drugs in a most in effect(p) manner in order7to increase their profits.This is a popular strategy, used by terrorist organizations, which engage in legal business, in order to fund their operations illegally or legally around the world. The Gulf Cartel emerges as a powerful drug cartel in profitability and territory. Los Zetas is extremely knockout since it is made u p of ex militaries from Mexican Airborne, who acts as assassins. Sinaloa Drug Trafficking Organization is more aggressive with an aim of controlling Drug Trafficking Organizations in Mexico. The LFM is a combine of criminal, social, and religious aspects, which leaves no marks on the corpses, and the iniquity scene, thusly their actions are known as the divine justice acts8.Mexican cartels take hold various sub-divisions, with a vertical chain of command, originating from Mexico. The organization has surrogates throughout the U.S., who runs daily operations in the different countries. Mexican operators issue guidelines concerning transport of drugs, warehousing and money laundering services. accepted international businesses are well organized with their operations based in many countries. There is a chain of command in every business in order to avoid chaos and maintain uniformity in the operations.Use of violence is a common strategy, used by the gangs in order to protect the ir trading interests. However, these activities are carefully executed in order to avoid being caught. The aim is to establish terror, which seeks to belittle the regime ability to depict adequate security to the citizens. The drug traffickers in Mexico aim at undermining the government, in order to carry out their illicit trade activities without any threats from the authority. They want to create a free market in disguise, and fight for this freedom indirectly. Legitimate trade operates with minimal restrictions from the government and the drug traffickers want to acquire the status.There are willing buyers, and many people are using drugs such as heroin and cocaine, which the Mexican drug traffickers are willing to supply9.Legitimate international trade has willing buyers and sellers. Drugs have ready markets especially in the join States, with the suppliers having distributors in these regions. Their connections in the global context assist them to distribute the drugs easil y. Legitimate international businesses have embraced globalization and can conduct their business freely in any untaught. They build customer trust and relationship, which enables customers to trust and conduct business with the dealers regardless of the distance.The drug traffickers practice social corporate responsibility in order to fulfill the ethical obligations, just as the legitimate international businesses do. LFM is known for its various donations such as Medicare, food, and school fees in aid for the poor. The drug barons aid the vulnerable and poor in the society in order to expose an inefficient government and damaged infrastructure10.This is a cover up of their real activities, and the public may mistake them for honest traders with an intention of reaching out to the community. They pretend to be practicing social corporate responsibility in order to disguise themselves. The cartels are dangerous and powerful and can outweigh the military and legitimate police.The il licit trade organizes its activities in a systematic manner, and carries out market research concerning the trade and are well versed with the risks involved11This is a similar scenario with many legitimate international businesses. The most targeted include vulnerable governments. There is a lot of illicit drugs flow from Mexico to the United States, and both situates engage in the blame mettlesome concerning the predicament. The drugs have causes several deaths in the last few years, and the Mexican government is wary about the issue12. They have put up several strategies in order to combat the illicit drug trafficking trade.In order to combat drug trafficking effectively, Mexico advances anti-money laundering strategies in order to combat transnational organized crime13. Money laundering avails a lot of money to drug barons who re-use it for illicit drug trafficking14.Money laundering prevention, and traffic with financial terrorism is one of the comprehensive strategies of de aling with organized crime. Legitimate International businesses are against money laundering activities. The Mexico government realizes the dire need to attack the economic power of the drug traffickers in order to weaken them15.Mexico strives to enhance its bilateral cooperation with other countries in order to combat drug trafficking. Drug traffickers disguise their vast income in money laundering activities16The drug traffickers center around drug trade, and attempt to fill a specific illegal market niche globally. Legitimate international businesses attempt to supply goods that have willing buyers in the global markets. Illicit drugs such as heroin and cocaine are used by many people around the world, thus the drug barons aggressiveness in meeting the demands. Furthermore, the business is extremely lucrative with advanced profitability17. Legitimate international businesses are expected to achieve high profitability. Drug trafficking activities are influenced by factors such as politics, culture, geography, and economics, just like the legitimate international trade18Mexico is geographically located at a strategic location since it neighbors Columbia, which is one of the most significant world cocaine producers. This makes Mexico to acquire the drugs easily and supply them in the market. On the other hand, the drug dealers have distribution channels in different countries, which enable the goods to reach consumers. The Mexican drug dealers mainly focus on the drug trade, since it is more profitable, and their geographical location favors the trade. mart attractiveness of drug trafficking and the strategic positioning of Mexico enables it to engage in illicit drug trafficking.Drug trafficking takes advantage of the international supply chains, and weak governance in order to introduce the illicit products to the market. The demand for drugs is high and this makes the drug traffickers aggressive in satisfying these markets. Drug trafficking is increasing at an alarming rate, with Mexico experiencing over 47,000 deaths because of drug abuse19. The drug traffickers have adequate funds and arms, thus presenting a threat to the national security. The barons derive their competitive advantage from factors such as portal and control of drug smuggling paths across the U.S., and the ability to obtain, transport and sell major illicit drugs in Mexico.Mexican drug traffickers conduct their trade with spectacular professionalism and ability. They are highly profitable and earn a lot of annual income for the country, just like most legitimate international businesses20.Most of the drug dealers in Mexico are motivated by money21.The barons seek to maximize the profit at any prospect and reduce their danger of being caught, or detected. Money is a crucial element in every formal and informal organization and legal or illegal enterprises. Drug traffickers receive a lot of money from their trade, which they invest in money laundering services22. Th is empowers them and provides them with the courage to challenge the states institutions and the economic development of a country. Traffickers change their strategies constantly through devising new(a) sources, destinations, and transit zones. Law enforcers fail to deal with the international issues effectively, and the world does not possess effective global strategies for curbing perennial crimes such as cocaine and heroin trade. The issues originating from organized transnational crime are not adequately addressed in a global context23According to Olson Wilson, Mexico reported an approximated U.S. $6.2 gazillion24, from illicit drug export proceedings. Mexican Drug Trafficking Organizations activities and operations strive to create diplomatic relationships with other countries in order to combat drug trafficking. Drug traffickers operate in a large chain or drug racket, in a different destination. Mexico has to collaborate with other nations in order to fragmentise down the operations. Similarly, legitimate international businesses have to cultivate positive relationships with other countries in order to carry out businesses in those countries. It is hard for a country to combat drug trafficking single-handedly, without the help of the international community.The Mexican drug trafficking organizations (DTO, s), poses a major threat to the drug traffickers especially from the United States, since it is believed that the main customers are from the United States. Although the drug traffickers are not interested in overthrowing the Mexican government, they are keen on weakening the government in order to continue their operations without any interference from the state25. In order to facilitate their activities in the US, the drug traffickers from Mexico have formed alliances with United States prison and street gangs. These gangs are creditworthy for drug distribution in the United States26. According to Shanty et al, illicit drug trafficking has caused many social problems27 hence it requires more severe measures to combat.28Released by self-assurance of National Drug Control Policy (ONDCP) Director Gil Kerlikowske set out goals in many of these areas. The strategy directs federalAgencies to increase coordination and information sharing with state and local lawEnforcement agencies, intensifies national efforts to interdict the southbound flowOf weapons and bulk currency, and calls for continued close collaboration with the Government of Mexico in their efforts against the drug cartels.29Therefore even with the governments efforts to minimise illegal drug trafficking, cartels will always look for loopholes in the system, including using corrupt border officers. The cartels control the trafficking of drugs from South America to the US, a business that is worth an estimated $13bn (9bn) a year. Their power grew as the US stepped up anti-narcotics operations in the Caribbean and Florida. A US state department report estimated that as some(prenominal) as 90% of all cocaine consumed in the US comes via Mexico.30One reason why the government has deployed the army and marines so extensively is that it feels the police cannot be trusted. Drug cartels with massive resources at their disposal have repeatedly managed to infiltrate the underpaid police, from the grassroots level to the very top31Globalisation aids international trade, although it provides an luck for smugglers and traffickers due to an increase in trade regulation difficulties32Globalisation increases inequality, and this has a disruptive effect, which causes people to resolve to illicit markets, and organized crime as endurance mechanisms. Illicit commerce has made a quick global spread in comparison with legal trade. Most transnational crimes begin in one continent and spreads to the others, mostly by a third means33. This makes it extremely hard to combat such perianal crimes. This was satisfied in a produce article While the Mexican federal gover nment periodically cracked down on drug trafficking, these operations were limited in size and backcloth34.ConclusionThe operations and activities of Mexican Drug Trafficking Organizations (DTOs) mirror those of legitimate international businesses in many respects. This ranges from their organizational structures to the marketing strategies. The drug trafficking enterprises practice socio-corporate responsibility in order to help the vulnerable people in the society. However, this is only used with an intention of undermining the government prowess and serves as a disguise for their criminal activities. The efforts of the Mexican government have been challenged because the drug rackets are powerful and interconnected in the global circles especially the United States, which is a strong hold market position.Drug trafficking business has various similarities arising from organizational structure, marketing and profitability. Mexico is strategically positioned, in terms of market supp ly and demand factors, which increases its profitability, and attractiveness. However, the illicit trade has caused many deaths ranging from consumption cerebrate deaths to law enforcers death. The dealers can do anything in order to protect their interests.

The Motivation Towards Learning English

The motif Towards Learning incline position nomenclature is a required civilize prevail over in the Malayan schools. Students experience 11 years of schooling prior to entering the upper educational institutions. Students in secondary schools spend five 40 minutes English periods per week. Regardless of the shift from the conventional didactics methods to communicative linguistic process teaching, most English language classrooms continue to be places to commit textbooks to stock kinda than practice communication and English is still to be treated as a school subject that conveys to be mastered and advantageously-tried rather than a tool for communication. Students in Malaysia can non get a degree from the institutions of higher education without passing the Malayan University English Test (MUET). So, triumph in encyclopaedism English might determine matchlesss growing mobility and prospect.It is significant in mentioning that go throughless of the great labors and pains creation put forth in Malaysian secondary schools to educate English, one can bargonly encounter fluent and confident school graduates. Disadvantage in listening and speaking skills are plainly noticed since instructors are required to teach students in an approach which is directed to achieve the requirements of the exams (extensive vocabulary and grammatical rules). For the reason that the General sulphurary Exam is not directed in the direction of the speaking and listening skills of students, the teachers of English discover themselves dispassionate in preparing their students for things which will never be tested in exams. Regrettably, make full of students in Malaysian secondary schools view as an aversion to acquire English and therefore they be present at the English training to pass the supreme exams. Consequently, from my concise experience in the teaching turf, I found out that the majority of students have passive and inert attitudes in the direction of acquirement English because of the prior experiences, that English is tough to become skilled at and it is observed that students in the present school systems are feeling hopeless and vulnerable because they leave out the skills needed to facilitate them pretend up pauperization.The news fork out need appears to be simple, straightforward and easy but its so complicated to describe. It seems to have been impracticable for theorists to tinct agreement on a particular definition. Martin Covington (19981) states that pauperization, like the notion of gravity, is easier to express in terms of its superficial, observable effects than it is to define. Certainly, this has not stopped plurality from essay it. A a small number of definitions were found for the duration of the research process. According to the Macmillans dictionary (1979), to motivate means to provide with a motive come to to effort or action. Gardner (1985) said that motive is related to iv aspects, which are the goal, effort, desire to attain the goal, and a favorable attitude toward the activity.Motivation is defined as the momentum and force to generate and maintain intentions and objective seeking acts (Ames Ames, 1989). Oxford and Shearin (1994) defined motivation as a craving to achieve a goal unite with the energy to work toward that goal. Keller (1983) states that motivation is the degree of the choices people make and the degree of effort they will put forth.Moreover, when we comprehend or take notice of the word motivation, many dustup and expressions are triggered in our minds, words like aim, aspiration, motivation, effort, purpose, vigor, perseverance, accomplish, encourage, and reward. Indeed, motivational issues consume a great part of our daily life. When we have a parole rough likes and dislikes, interests, or wishes we are in incident concerning ourselves with the most definitive motivational determinants of human. When we grumble and whine close stretched working hours, deprived salaries, rough colleagues, or instead when we are pleased by the course credit of our achievements, promotions and munificent motivators, we are addressing issues at the core of the motivational psychology.1.1 Background of the ProblemKanfer (199812) explains that motivation is psychological mechanisms regime the direction, intensity, and persistence of actions not due solely to individual differences in ability or to overwhelming environmental demands that coerce or force action. In short, the notion of motivation is very much part of our everyday personal and professional life and few would ignore its importance in human affairs in oecumenical. Dornyei (20011).In fact accomplishment and teaching English as a second/foreign language is no exemption or exclusion in this aspect. When we think of how to persuade and give confidence to slow disciples to work harder, how to produce an attractive and eye-catching schooling ambiance or how to recompense the hard- working students we uphold with motivation without a doubt.Since motivation is one of the most noteworthy factors in language acquisition, it is not easy for the low do students to learn English as a foreign language. Dornyei (1994) obviously explains that motivation is one of the main determinants of second/foreign language learning. Amusingly, motivation is perceived by Dornyei (2001) as recurring, going up and down, touching language accomplishment and being exciseed by it. He also claimed that a demotivated person is fewone who initially has had motivation to accomplish an objective or to involve in an activity and has lost the motivation to do so because of unenthusiastic external factors which related to the surroundings in which learning takes place for vitrine the classroom and school. Nikolov (1999, in Dornyei, 2001) found that the most essential demotivating factors for all the age groups were related to the learning situations such(prenominal) as materials, the teac her or teaching techniques and he added further that these factors had great consequence on language acquisition and accomplishment.Therefore, understanding the students aspiration and motivation for learning English in addition to the demotivating factors assist the teachers, educational policy makers and course of study planners to develop the students proficiency.1.2 Problem StatementMotivational factors have an effect on students proficiency and advancement in learning English. Many studies (Krusdenier, 1985, Dornyei, 1994) have established that measures of proficiency in the second/foreign language are related to motivational distinctiveness of students. In this respect, Corria (1999) claims that a full understanding of students motivation is necessary to make the most of the English language firmnesss and positive outcomes. To put emphasis on the significance of discovering the students needs, he cites an example of students at the school of nurse in Holguin who rejected le arning English because they did not find any relation between English and their own livelihood and learning about unrelated, contrasted and distasteful material that wouldnt satisfy their needs.Purpose of the StudyThe research is designed based on one purpose which isto go over the motivational factors in learning English among lower secondary school students1.4 Research QuestionsThe following research question is considered in the acquireAre the students motivated combinatorially or instrumentally in learning English?1.5 Significance of the StudyRealizing and comprehending the essential responsibility of motivation in learning English, in addition to the aspiration of school administrations and teachers to discern what affects the students motivation towards learning English and the lack of studies about motivation in Malaysian secondary schools forced me to bear this field. Consequently, the main objective of this study is to distinguish the factors poignant Malaysian stude nts motivation in the direction of learning English as a foreign language. It also focuses at exploring the students endogenetic and instrumental motivation for learning English.The study will first and foremost give information on motivation toward learning Second speech communication through literature review in deuce significant and pertinent areas compositional (positive attitudes toward the take aim language group and a enthusiasm to assimilate into the target language friendship) and instrumental (practical reasons for learning a language, such as to achieve kind recognition or to get a better job) motivation and factors influencing the motivation of L2 assimilators.1.6 Limitations of the StudyThe study is being conducted at one school, which may limit the generalizability of the findings. The results of the study may again be restrain in generalizability to a larger population because a convenience sample was being used, and because random assignment is not employed i n the research design.Chapter 2Literature ReviewTo improve the understanding of students motivation in learning English as a foreign language it is useful to analyze and focus the literature in two relevant areas Integrative and Instrumental motivation, and also the factors affecting the students motivation as they are major determinants for language acquisition and achievement.2.1 Sources of MotivationWithout knowing where the roots of motivation lie, how can teachers water those roots? Oxford Shearin (1994 15). Fisher, (1990) points to three major sources of motivation in learning, which is the disciples natural interest ( built-in satisfaction), the teacher/employment and etcetera (extrinsic reward), and success in the task (combining satisfaction and reward).Intrinsic motivation is mainly about acts or behavior performed to experience enjoyment or fulfilling ones inquisitiveness, while, extrinsic motivation relates to the behavior and actions to obtain a little extrinsic rewar d (e.g. -good grades, employment) or to void punishment and it can function as a temporary source of motivation for a demotivated learner. Ryan Dec (2000) reveals that intrinsic motivation is the most vital amiable and it is defined as the yearning to engage in an activity for its innate satisfaction rather than for some divisible consequences. To encourage intrinsic motivation, many characteristics as challenge, control, inquisitiveness and desire should be vacant to reflect the learners enthusiasm to learn (Lepper Hodell, 1989).Small (1997) utter that intrinsically motivated learners habitually demonstrate intellectual curiosity, regard learning as enjoyable and keep on in quest of knowledge even after the formal classes and this is the major goal of education. The lack of intrinsic motivation among the learners not only discourages them, but it also upsets the teachers who are the keystone of the educational practice. Luce (20021) explained that over the years I have watched them (teachers) collapse, falling hard into vinyl group seats of the faculty bun, heard them grunt the oh. hell and damn that come from the experience of working with students who wouldnt learn. I have listened to the sighs of frustration and then the discussion of the fact that students are largely unmotivated, unwilling slugs taking up my time and best performances.Littlejohn (2001) think that not many students have a sense of intrinsic satisfaction. whatsoever teachers strive to affect positively the pupils sense of intrinsic satisfaction by means of games or puzzles. This has momentary impact. So, natural interest of the learners is undependable to produce never-ending motivation in language learning. Vroom (1995) originated the Expectancy theory in which motivation is almost certainly to take place when learning is significant to the learner (valence), the endeavor to learn will be practical and useful to the learner (instrumentality) and the learners effort and hard work wi ll be rewarded by the learners expected result (expectancy).Realizing these facts, many teachers choose to prefer the extrinsic reward and the extrinsic punishment. In the classrooms, teachers may reward good students with good marks or flattering words or penalize other students with low marks. Therefore, the reward system itself can be exasperating and demotivating for the weaker students. The third source of motivation is the most distinguished and essential one. For the weak and failing students, we, as teachers have to develop their sense of success and a feeling that they can do something, rather than a feeling that they cant. (Littlejohn, 20014)2.1 Motivation and Attitudes in Second wording learningNumerous theorists and detectives have discovered that it is vital to take a look at the construct of motivation not as a single entity but as a multi-factorial one.In relation to the learner attitudes toward the target language, it was indicated by Gardners results (1959, 1983, 1985) that Second Language learners with positive attitudes towards the speakers and destination were more thriving in learning the language than those who had negative attitudes. Gardner (1983) argued that, because language is the fundamental part of refining, the learning of a second language is dependent upon the learners avidness to recognize with the culture of the target language and to fit in aspects of the target- language culture, including lingual repertoire into his or her own behavior.In addition, Fasold (1984) stressed the function of learners attitudes in language growth or perish and he stated that the notion of language attitudes not only includes attitudes towards speakers of a particular language, but it as swell includes all kinds of behavior relating to language to be treated.Captivatingly, achievement in learning Second Language for the most part depends on the social relation among the runner and Second Language communities. Wong-Fillmore (1991) suggeste d that accomplishment in learning a second language is dependent on the presence of the following conditions (a) motivated students who check they need to learn the target language, (b) target-language speakers who support the second- language learners, and (c) frequent social contad between target-language speakers and learners.Regarding the outcome of learning a foreign language ones own culture, Kramsch (1995) writes about how language plays an imperative function not only in the building of culture but also in the surfacing and emergence of cultural change. Kramsch (1995 85) also claimed that social change occurs slowly, but inevitably at the edges of dominant cultures. This is true also of the change that we might want to bring about by teaching people how to use somebody elses linguistic code in somebody elses cultural context. Educating members of one society how to talk and how to behave in the context of another community potentially changes the social and cultural equatio n of both(prenominal) communities, by ingeniously diversifying mainstream cultures.The intensity of the relationship between students own cultural background and the background expect by the target community culture usually affects their attitudes and motivation toward learning Second Language. Lambert (1990) differentiated between two types of bilingualism elongate and ablative. In additive bilingualism, the Second Language learners believe that by learning a new language, something new to their knowledge and experience is added without taking anything away from what they already know. But, in subtractive case, the learners feel that learning Second Language bes what they already achieve for themselves. So, it can be said that additive circumstances lead to successful Second Language learning and integrativeness.Obeidat (2005) conducted a study to inspect Malaysian students attitudes who were studying in Jordan Universities, toward learning Arabic as a foreign language. He conc luded that the students were integratively motivated and their integrative orientations could be credited to the shared belief in Islam which made them prone to expand their scope and construct up their character in the feed of learning Arabic.Besides, attitudes of the foreign language learners may be affected by the apprehension that participation with the target language group may effect in estrangement from ones own group. For example, opinions that English is in rivalry with Arabic, may have a negative affect on attainment of English in the Arab World. Pennycook (1994204-10) stated that that whether or not tension exists between Western and Islamic knowledge , there is a strong feeling that English is linked to forms of culture that threaten an Islamic way of life. Consequently, an analysis into learners attitudes is a technique by which language teachers, education planners, syllabus designers and researchers can boost better insight into the language teaching and learning pro cess.2.2 Integrative and Instrumental MotivationMotivation and needs are strongly related. On one hand, motivation is perceived as the realization of needs, and on the other, human needs function as drives or incentives which shift one to a particular action. The best well-known theory of human needs is Maslows (1970) power structure of need. Maslow put together a fivefold hierarchy of human needs which begins with biological needs and advance upward to psychological ones physiological needs, as well as the need for food and water the need for safety social needs, as well as belongingness and love esteem needs, e.g. the feelings of self-respect and positive acknowledgment from others and self-actualization, which means the need for a sense of self-fulfillment.In relation to the foreign or second language learning, the need for safety indicates that the Second Language learner needs to be protected that learning the target language and culture doesnt affect negatively his/her own cul ture or language. Furthermore, openness in general and learning languages in particular needs a secure and an unstressful atmosphere to facilitate language acquisition. Admiration and social needs also indicate that the learner needs to be a educated person who is capable to communicate and assimilate with others by learning their language. Failure to suit students needs is prone to check their risk-taking and motivation. Psychologically self-doubting Second Language learners can be awfully anxious (Macintyre Gardner, 1991) and if this happens, Second Language learners relapse in their needs, motivation, and achievement in the classroom.Motivation for learning a second/foreign language is defined as the learners point of reference with regard to the objective of learning a second language. (Crookes Schmidt 1991). To investigate and realize the effect of motivation on second language acquisition, the two basic types of motivation (integrative and instrumental) should be identified . Integrative motivation is characterized by the learners optimistic and positive attitudes towards the target language society and the aspiration to join together into the target language society. Instrumental motivation contains the purpose of gaining some social or economic incentive through Second Language achievement, consequently, referring to a more functional reason for language learning (Gardner Lambert, 1972).To evaluate a variety of individual differences variables based on socio-educational model, Gardner developed the Attitude and Motivation Test Battery (AMTB) which consists of these five categories integrativeness, instrumental motivation, motivation, anxiety and attitudes toward learning situations. Gardners model has been used in many motivational studies (e.g. Tremblay Gardner, 1995, Masgoret, 2001).It is satisfactory to say that Gardners model place too much stress on the integrativeness and the responsibility of learners attitudes towards L2 group in learning th e second language. Regardless of the fact that both kinds of motivation are crucial fundamentals of success in learning the second/foreign language, much debate and disagreement among researchers and educators have been happening about which kind of motivation is more important for the second language learners. Lambert (1974) perceived integrative motivation as being of more importance in formal leaning environment than the instrumental one and it was a more influential forecaster of linguistic accomplishment.Falk (1978) agreed with Lamberts allegation by pointing out that students who are most thriving when learning a target language are those who fond of the people that speak the language, have a high regard for their culture and have a longing to become familiar with the society in which the language is used. On the other hand, Lukmani (1972) found that an instrumental motivation was further significant than an integrative one among the non-Westernized Students of Second Language (English) in Bombay, India. Dornyei (1990) opposed Gardner by claiming that instrumental motivation and the learners need for accomplishment are more essential than the integrative motivation. Brown (2000) stated that second language learners hardly ever select one form of motivation when learning a second language, but rather a mixture of them and he cites the example of the international students in the United States.However, in response to calls for the implementation of a wider image of motivation, Tremblay Gardner (1995) included other motivational variables into the socio- educational model and they acknowledged that other factors as instrumental orientation, attitudes toward the teacher and the course, learning strategies and self confidence might contribute to motivation.In relation to the Malaysian circumstances, second language learners might conserve their identity by instinctively selecting to be motivated instrumentally. Desire related to integrative motivation might affect their Malaysian identity and the dread of identifying with English (Western) culture and values may be related to the colony or to the latest American campaign against some countries in the area. In sense of review of the literature available in the area of students motivation for learning foreign languages, loads of studies try hard to investigate the learners integrative and instrumental motivation. Oller et al (1997) studied educated Chinese speaking ESL students and he realizes that those who perceive Americans as helpful, sincere and friendly perform better in a cloze test of English as a second language. Man-Fat (2004) have the same opinion with Oller when he explored the motivation of English language learners in Hong Kong (grade10) and his study reported the noteworthy association between integrative motivation and language proficiency.Conversely, instrumental motivation was found more important in some situations particularly where there appears to be modest amount o f desire to assimilate. Fu Lee (1980) found out that Chinese students in Hong Kong were instrumentally motivated and Second Language linguistic achievements correlated more with instrumental motivation. Dornyeis study (1996) of Hungarian secondary school learners of English exposed that instrumental motivation is a innermost element of motivation where comparatively down-to-earth benefits are actually reachable for the learners. He also claimed that foreign language learning in a classroom doesnt involve attitudes towards the Second Language community because learners have little or no contact with members of Second Language group.In brief, as it is understood from the above discussion, the researchers and educators havent resolute on what the most important kind of motivation a second/foreign language learner should have. The 1970s studies (Gardner, 1972, 1979, Lambert, 1974) have shown that integrative motivation is more important for success in Second Language acquisition and ins trumental motivation did not seem to relate to successful language learning. However, the following studies (Gardner McIntyre, 1991, Dornyei 1994, Oxford, 1994) discovered that integrative motivation may not be the strongest forecaster for language learning and the issue of motivation may not be as straightforward as integrative-instrumental dichotomy. They recommended that other mechanism such as aspiration for knowledge need for accomplishment, intellectual inspiration and personal challenge can also play important roles n second language learning.2.3 Factors Demotivating Foreign Language LearningThe similarities of concern between most foreign language classrooms where the language in question is a compulsory school subject, is the problem of demotivation. Nevertheless, the disadvantage of English language learners in general has been attributed to an assortment of factors such as teaching methodology, lack of the target language environment and the learners demotivation (Mukkata sh, 1983, Zughoti,1987). For that reason, it is vital for the teachers at least to be conscious of the possible factors that may be disturbing their students motivation. With those factors in mind, they may be able to build up strategies to help unravel the problems that take place relating to students motivation and aspiration to learn English as a foreign language.A great deal of research has been conducted on language learning motivation but a lesser amount of research is being done on the demotivating factors in learning the second language and a few studies have addressed them. Dornyei Otto (1998) dont distinguish motivation or demotivation as a stationary occurrence. In contrast, they are considered as dynamic, increasing and declining, affecting language accomplishment and being affected by the neighboring learning environment. The demotivated learner is defined by Dornyei as the one who is originally motivated and lost his/her motivation because of negative outer factors. Some studies have shown relatedness between demotivation and the learning environment such as classroom environment, teaching methods and curriculum (Gardner, 1985, Skehan, 1991, Sivan, 1986).Gorham Christophel (1992) examined the factors that students identify as motivators/demotivators in college classes in West Virginia University. The study compared students perception of the demotivating and motivating factors. As to demotivating factors, the factors related to teachers behavior were the most common, 43%, those under limited control of the teacher were second in occurrence (e.g. assessment and choice of text books), 36%, and only 21% related to contextual factors over which the teacher has little control. In terms of the data as a whole, the teacher behavior contributed in the same way to both motivation and demotivation. However, the researchers concluded that motivation is seeming as a student-owned state, while lack of motivation is perceived as a teacher-owned problem.Chamb ers (1993) (in Dornyei, 2001) explored demotivation in language learning in four schools n the UK. The study was done on the school students and their teachers. Students placed most responsibility on teachers and learning materials. The teachers claimed that the students motivation caused by psychological, social and attitudinal reasons.Generally, most studies conducted in the ground of motivation and demotivation as its backside found out that the personality of the teacher, teaching methods, learning context in addition to the learners attitude toward Second Language could play a fundamental role in the students motivation or demotivation on the road to learning languages.Chapter 3Research DesignIntroductionThis survey is a quantitative type of research which involves the use of questionnaire. Quantitative studies emphasize the measurement and analysis of causal relationships between variables, not processes. In a quantitative research, questionnaires, and computers are used as da ta collection methods. The data collected is numerical and statistical. The general objective of the researcher is to observe but does not actively participate. Research design is also structured and well-tested.3.1 ParticipantsParticipants consisted of 30 Form 2 students in Sekolah Menengah Kebangsaan Pekula Jaya located in Tikam Batu, Kedah. The socioeconomic status of the school and the area that the school served was largely middle class, and students were primarily Malays. The instruments were administered in the classroom during two periods of English lesson. During the session, students were asked to complete the questionnaire. Directions and individual items were read aloud by the administrator.3.2 InstrumentsFor the purpose of obtaining data on what negatively affects their English learning motivation, I conducted this study by using a questionnaire (see appendix). The questionnaire was adapted from Gardners (1985) AMTB to measure the students integrative/instrumental motiv ation in learning English. This part of the questionnaire contains 8 items reflecting the integrative/instrumental motivation and a five- point Likert Scale which ranged from strongly disagree to strongly agrees was being used in this survey.The integrative motivation scale includes four types of items to investigate how well the learners learn English with an authentic enthusiasm to absorb with the target language, culture, community, their manner of life and literature this would show their Integrativeness in the direction of the target language. However the instrumental motivation scale includes four items aiming at measuring the respondents functional reasons for studying English.3.3 ProceduresAt the very commencement exercise of the study, permission was gained from the principal of the targeted schools who showed a willingness to collaborate in this study. To guarantee a positive participation, the subjects were informed that their answers would be confidential and they were not required to write or give their names at any stage of the study. The questionnaire was administered by the researcher and 40 students participated in completing the questionnaire during their English class.The students were assured that the main objective of the researcher was to find out why they like to study English and what makes them sometimes dislike the English classes. Moreover, the students were told that their answers and opinions would not affect their grades or their teachers impression and their participation in the survey would help teachers to understand their desires and problems. Students were encouraged to ask questions at any time during the process.The survey was administered to the students in a classroom environment. Prior to the survey, the participants were assured of namelessness and confidentiality. Then, they were a brief explanation to facilitate the administration, and were asked to respond to the questionnaire items as spontaneously as possible. Th e students were asked to tick the answer wherever seemed necessary. The participants took approximately 30 to 40 minutes to complete the questionnaire, although there was no time limit. Upon completion of the administration, the participants were offered some refreshments for their participation

Physical And Cognitive Development Of Infants

Physical And Cognitive Development Of InfantsSelect one of the succeeding(a) age groups infants, toddlers or young children. Focus on two developmental domains (select from physical, social and emotional, language and/or cognitive development) of the child. Describe how these two domains develop deep down your chosen age group with the support of human development theories and concepts studied in this course. Identify a range of teaching strategies that promote a childs development in each of the two selected domains.Development describes the growth of humans throughout the lifespan, from conception to death. The study of human development helps to understand how and why people interpolate throughout life. This includes all aspects of human growth, including physical, intellectual, language, social and emotional and spiritual development. Papalia and Olds (1998) define lifespan development as a lifelong process of development (p.10).This judge describes the physical and cognitiv e development of infants (birth-12 months) and also discuss about rough teaching strategies that promote physical and cognitive development of infants in the early childcare centres.Physical development refers to progressively compassing control over large and small muscles. Gross locomote (large muscle) skills allow a child to do things like digress over, sit, crawl, walk, and throw a ball. Fine locomote (small muscle) skills en fitting children to do things like draw, and eat with spoon. The development of new drive skills allows children to make new discoveries. As they explore, they set about to make sense of their environment (Berger, 2001).The physical development of infants is actually important. Although children develop at different rates, they learn to control their bodies in the same progression (Berk, 2006). Arnold Gesell, an American psychologist, is one of the commencement exercise theorists who approached to determine developmental measure for children. He d eveloped his theory by studying a number of children (Terry, 2008).Newborn babies have very few motor skills. Their muscles are not strong enough to control their body, while their sense of hearing and smell are keen. Infants move by reflex(prenominal) when they are newborns. They move automatically in response to various stimuli. Some reflexes help parents to make sure that infants will get what they need to survive (Berk, 2006). For instance, when the develop vexes the cheek of a newborn, the baby starts moving his/her mouth in search of a nipple. When the m early(a) touches his/her mouth or when his/her mouth touches the nipple, the baby starts imbibe. Also, infants have other reflexes such as reciprocal kicking (Terry, 2008).In five months, most babies gain control of their arms and head. Gesell considered this process of physical growth a genetically determines series of events that unfolds automatically (Berk, 2006, p.14). He believed that physical development occurs to ea ch child in a fixed order, and a certain development happens when an individuals inner agreement is prepared. Gesell also suggested head-to-tail and centre-to-edge sequence (Berk, 2006). In other words, control develops from head to toe, and from the centre of childrens bodies out through their arms and legs to their fingers and toes. For example, a child learns to lift his/her head first and then sit, crawl, walk and run (Terry, 2008).Gesell also stated that an infant gains control of the head before arms, and masters moving arms before fingers. fit to milestones of motor development, infants can lift their upper body by using their arms two months after their birth, and sit by themselves a few months after. Then, infants be occur able to control their lower body to do things like walking and jumping (Berk, 2006).When the children are of nearly one year, they are gradually developing their fine motor skills like grabbing objects. They begin to stack blocks or other toys. Also the y can pick up small pieces of cereal, open and close small boxes, and turn knobs on toys because their pincer grasp becomes to a greater extent coordinated (Berk, 2006).Another aspect of physical development is shaping senses. A childs sense of taste, smell and hearing are more developed than sense of sight. Infants can recognize the difference of flavors, peoples smell and tones of voice, while their vision is unclear. In addition to these four senses (taste, smell, hear and vision), infants develop their sense of touch (Berk, 2006).Teachers play an important situation in promoting childrens physical development. They should provide safe indoor and outdoor spaces for children to move their bodies. Educators should provide materials and equipments jibe to the age and developmental aim of infants (Dodge, Dombro Koralek, 1991).Educators can promote physical development of infants by reinforcing and encouraging them. Educators should help and encourage children when they are learni ng new skills (Dodge, Dombro Koralek, 1991). For example, when an infant is taking the feed from his/her bottle, educator should encourage him/her for holding the milk bottle (Terry, 2008). Educators should provide the opportunities for children to use their senses to explore, shape, volume and other characteristics of objects (Dodge, Dombro Koralek, 1991).Educators can promote physical development of infants by providing equipments and opportunities for gross motor skills. To do this, educators should set up the room in a way that infants have the freedom to explore in a range of safe spaces (Dodge, Dombro Koralek, 1991). For instance, some infants have started crawling, so teachers should divide the space so that the infants, who do not crawl, wont get hurt. Educators should provide a range of materials and equipments that helps children to use their large muscles. For example, travail bikes, tunnels and so on (Dodge, Dombro Koralek, 1991).Educators can promote physical deve lopment of infants by providing equipments and opportunities for fine motor skills. To do this, educators should provide opportunities for infants that help them to develop small muscles by hold on, dropping, pulling and fingering (Dodge, Dombro Koralek, 1991). Treasure basket is a good resource that teachers can use to develop fine motor skills of infants (Terry, 2008).As human beings grow, they gain fellowship and produce different thoughts, and also their ability of memorizing develops. This change of intelligence is called cognitive development. The early years of a childs life are crucial for cognitive development (Berger, 2001). Cognitive development of the baby means the learning process of memory, language, thinking and reasoning. Babies develop at their own pace. So, it is impossible to tell exactly when any child will learn a given skill. Jean piaget and Lev Vygotsky are two of the famous cognitive theorists (Tesar, 2008).After birth of a baby, their intelligence devel ops quick during the first two years. According to Piagets cognitive theory, infants explore and understand their adult male by using their senses. For example, smelling, sucking, throwing, and mouthing and so on. Piaget proposed four stages of cognitive development, which he believed occur in a certain order to everyone at individuals own rate (Berk, 2006).The first stage of development is called sensor motor stage that applies to children from birth to two year. During this stage, an infants doledge of the world is limited, but developing, to their sensory perceptions and motor activities. Behaviors are limited to simple motor responses caused by sensory stimuli. Children utilize skills and abilities they born with, such as looking, sucking, grasping and listening, to learn more about the environment. This stage has further six sub-stages (Berk, 2006).During first sub-stage, which is reflexive schemes (0-1 month), the child understands the world through inborn reflexes such as sucking and looking. The second sub-stage, which is primary circular reactions (1-4 months), involves coordinating sensation and new schemes (Berk, 2006). For instance, if a child accidentally puts his/her finger in mouth and has started sucking it, then later on, that child intentionally repeat this action. By repeating these actions, infants find them pleasurable (Tesar, 2008).During third sub-stage, which is secondary circular reactions (4-8 months), infants start paying attention on the world around them and begins to intentionally repeat an action in order to trigger a response in the environment (Berk, 2006). For example, a child intentionally picks up a toy from the floor to put that toy in his/her mouth (Tesar, 2008).In the fourth sub-stage, which is coordination of secondary circular reactions (8-12 months), object permanence occurs, demonstrating that memory is developing. Infants insure that an object exists and they begin to recognize certain objects as having specific qualities (Berk, 2006). For example, if the mother shows the baby an attractive toy and then hides that toy under the blanket. The child in this sub-stage can find the toy (Tesar, 2008).According to Piaget, infants develop their memory and imitation skills through these sub-stages. New born babies respond to what they feel through senses and also accompany facial expressions. As children grow, they enjoy repeating actions as well as becoming able to remember familiar people and objects (Berk, 2006).The ways children adapt to situations were exposit by Piaget as assimilation and accommodation. Children organize their own experience when they encounter the similar events during assimilation, whereas in accommodation, the children adjust old knowledge to new understandings when unfamiliar situations come (Bruce Meggitt, 2005).According to Vygotsky, childrens learning is influenced by people in their society. His idea of zone of proximal development is that childrens intelligence expa nds more when they are supported by adults or older children than when they are working by themselves. Infants gain knowledge not only from their own discoveries but also from what other people illustrate to them (Nixon Gould, 2003).According to Piaget, the teacher should provide an environment where children can explore themselves. Teachers play an important role in the development of children. Teachers should create an environment where they can interact with the children and come upon them closely (Tesar, 2008).Teachers should provide opportunities for infants to use all senses to explore the world around them. For example, providing treasure basket is a good example to promote infants cognitive development. By doing this, educators can help children develop new concepts and gain thinking and reasoning skills (Dodge, Dombro Koralek, 1991).By providing musical instruments, teachers can help children to acquire knowledge of different sounds and children know the difference of hi gh and low volume (Dodge, Dombro Koralek, 1991). Teachers should provide finger food to the infants. By doing this, children can smell, taste or squish the food. This helps infants to get familiar with the taste, hardness, womanishness and smell of the provided food (Dodge, Dombro Koralek, 1991).Teachers can promote infants cognitive development by interacting with them in different ways. This helps children to promote their confidence and curiousity. Educators can promote infants confidence and marvel by praising their successess. For example, if a child roll over or hold a toy for the very first time, then the teacher should value that child. By doing this, teachers can help children in buliding their self confidence and inceases their curiosity for achieving success for next time (Dodge, Dombro Koralek, 1991).In conclusion, physical development occurs to infants automatically according to genes in the fixed sequence. Also, babies gain control of their upper body before lowe r body. Infants gain knowledge of world through explorations by using their senses as well as organizing previous experiences when they face unfamiliar situations. According to Vygotskys point of view, an infants cognition expands with the support from people around them. Educators play a prominent role for the physical and cognitive development of infants.

Religion Essay -- Catechism, Catholic Church

In 1999, police officers killed a man who they were chasing for three-consecutive hours. While he was being chased, five California TV helicopters circularizeed the event live, and the unblemished public, including his family, saw his death. The Churchs teaching reveals whether the live broadcasting of untamed acts is ethical or unethical. Throughout the years the media has increased the reporting of real violent acts, but they are not beneficial to the commonalty good due to the negative effects it has on piece dignity. Firstly, the Catechism Of The Catholic Church teaches that all media is extra to what the common good requires. To illustrate, Pope Paul VI says that, The information provided by the media is at the service of the common good (CCC 2494). This shows that all information fall apartd by the media mustiness be beneficial to the common good. Secondly, the Catechism states that all media that is broadcasted to the public must never oppose the common good. For examp le Pope Paul VI says the, the media must adjust their economic, political or artistic and technical aspects so as never to oppose the common good (Inter Mirifica 11). Revealing that the media must not disclose any information that may oppose the common good. Thirdly, the media releases wanton violent acts, which undermine the value of human dignity. For instance, the Catechism Of The Catholic Church teaches that, Social legal expert can be obtained only in respecting the transcendent dignity of man (CCC 1929). This means that real word of honor reports can only be beneficial to the common good if they respect the dignity of man. Lastly, The Catechism Of The Catholic Church teaches that no matter what physical or mental state the person(s) are in the media must save respect ... ...s and dignity of the person(s) must be always respected. Thus, the media must take into consideration the harm they may cause to the public and the loss of respect for human dignity. To conclude, the me dias coverage of real violent acts in the news does not benefit the common good. The media uses the human right to information as a tool to broadcast as much news as possible for profit. They do not censor any of the gratuitous violence. The journalists are left to blame due to the province they hold when disclosing the information they have learned to the public. Also, the uncensored violence can harm the public and it disrespects the dignity of the person(s). Over the years the medias perspective of what news is has changed drastically, from information to entertainment. No matter where you go or what you watch, for some reason there is always violence.

A Freudian Analysis of The Fatal Sisters Essay -- The Fatal Sisters

A Freudian Analysis of The Fatal Sisters   When the psychoanalytical approach is applied to Thomas Grays The Fatal Sisters,, each of Freuds three main theories ar glaringly apparent. A major factor in the poems psychoanalytical grisly texture is that the poem is sung by the giants at the loom as they weave. The spoken communication they use not only reflects upon the characters, but it offers new insight for Freudian analysis. The most obvious example of Freuds theories is phallic and yonic symbolism. (HCAL 132) War is being fought by the phallic warriors and all of the descriptions of the woof of war are rife with phallic symbolism. One prime example of this is line 22, Pikes must shiver, javelins sing. The valkyries--who are the only characters mentioned by summon in the giantesss song--are accompanied by appropriate yonic symbols. Gondula, and Geira, spread/Oer the youthful king your shield (31-32) The loom portrays an interesting blend of both types of symbols. The Sword, that once a monarch bore, (15) is one of the phallic symbols of the loom, dealing with the p...

Traveling Experiences in Gulliver’s Travels vs. Oronooko :: Jonathan Swift Aphra Behn

Traveling ExperiencesWhile reading both stories of travel and misfortune for these characters several points came to my mind, wondering if other readers mightiness have thought as well as me. Aphra Behn in Oronooko presents the reader with a story of disgrace, but at the same time full of love. She alike lets the reader see a little farther because she gives a lot of description on the characters and the places trying to place the reader in the correct peevishness and spot as she wanted. Oronooko lives a life of pleasure, but after, a moment of change takes place, which will give his life a spin. On the other hand, Jonathan lively in Gullivers Travel presents the reader with a travel narrative in which the main character is experiencing constant emotional changes in which he knows not who he really is and if he wants to return home or not. Both Behn in Oronooko and Swift in Gullivers Travel present the main characters as lost in worlds which are unkno wn to them, looking for acceptance and trying to find who they really are.Oronooko is placed in a terrible situation in which he is deserted from his homeland by his grandfather, the King. This situation makes him face lost because being his only family and betraying him that way had no possible excuse. He was also separate from his love Imoinda whom to which he declared eternal love. Oronooko is then again betrayed and sent as a slave to Surinam. In this occasion this makes him suffer more emotionally because he knows he is not a slave, but as soon as he gets there his name is changed so he does not feel so much a prince and starts feeling more a slave. His life by now seems like it has no sense until he sees Imoinda again and marries her. He might have thought that his life was about to change, but he did not know it would be for the worse. He would soon be father of a sibling and that child would be born a slave because both Oronooko and Imoinda were slaves at the time. He tri es to look for other opportunities to leave that world behind and face for his homeland, but things do not happen as expected.