Done With High School

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IT'S OVER!!!!!!!!!!!!!!!!

YES! I AM SO HAPPY TO NEVER HAVE TO COME BACK YES!

Naruto Ultimate Ninja Storm Generations blog 64

There are many games that I could write reviews on; however, Naruto Ultimate Ninja Storm Generations seems most deserving not because it’s an amazing game but because Beni, Mansour, can spend up to 5-6 hours sitting on my couch playing this simple, mediocre game that is just SO good. The game is a 3D fighting game, which means you can make a complete 360 degrees with your respective character. After that there are about 7 moves that the character can make. Since this is the 3^rd game of the series, this particular game has the most playable characters based on the show Naruto.

In the end, no one ever wants to leave because our records are always so close. That is until we go online and play some people who play 12 hours a day and we just can’t move.

For Mansour who has told us we should do fights from the show probably 500 times

Overall I would give this game a 7/10 simply because of how competitive it can get off such a simple playing style. 

I WAS BLOCKING!!!!!!

Greatest Game Of All Time Or Biggest Upset? ME3

The developers of Mass Effect 3 have a choice in front of them. Whether to create the greatest game of all time, or the biggest upset ever. Now lets take a moment to review the massive controversy over the ending of Mass Effect 3. The ending of this game has been the widest spreading and most controversial ending of any game. While many people argue that Bioware (the developing company) should be able to express their artistic freedoms however they want, and that the games ending reflects what they wanted, many and more people believe that Bioware “cheaped out” and simply wrote a terrible ending. Recently, Bioware announced that they intended to release a DLC (downloadable content), which is what many people are claiming they should do; however, instead of making a new ending Bioware has claimed that they are only going to explain the ending through a slideshow and cinematic presentation.

In my opinion, what Bioware has announced they are going to do will be a disappointment to the fans; however, if they release a DLC in which the player can play through what many fans have called “the indoctrination theory” (a theory created by fans that the ending of ME3 is actually all in the main characters head) Bioware has the potential to create one of the best and most memorable games of all time.

Post 62 Plagiarism

.01 Standards of Academic Conduct
Academic integrity stands at the heart of intellectual life. The academic community is bound by a fundamental trust that professors and students alike undertake and present their work honestly. As a community of the mind, we respect the work of others, paying our intellectual debts as we craft our own work.

The Academic Integrity Code (“Code”) for American University defines honorable conduct, outlines attendant rights and responsibilities, and describes procedures for handling allegations of academic misconduct.
American University views academic integrity as integral to its mission, treating it as far more than a disciplinary matter: All members of the university must join in educating students about the value of integrity and the ways in which intellectuals acknowledge their debts. In each course, faculty should remind students of the standards of integrity, and faculty may ask students to include with their submissions a signed statement pledging adherence to the Code in completing the assignment.

By enrolling at American University and then each semester when registering for classes, students acknowledge their commitment to the Code. As members of the academic community, students must become familiar with their rights and their responsibilities. In each course, they are responsible for knowing the requirements and restrictions regarding research and writing, examinations of whatever kind, collaborative work, the use of study aids, the appropriateness of assistance, and other issues. Students are responsible for learning the conventions of documentation and acknowledgment of sources. American University expects students to complete all examinations, tests, papers, creative projects, and assignments of any kind according to the highest ethical standards, as set forth either explicitly or implicitly in this Code or by the direction of instructors.
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.02 Definition of Academic Integrity Violations
Violating standards of academic conduct is a serious matter subject to discipline. Types of violations are listed and defined below. This section provides explanations and illustrations but does not exhaust the scope of these violations. Academic integrity is not merely a matter of conforming to rules; it must be understood in terms of the broader purposes of a university education.

A. Violations Adjudicated under the Academic Integrity Code

1. Plagiarism
Plagiarism is the representation of someone else’s words, ideas, or work as one’s own without attribution. Plagiarism may involve using someone else’s wording without using quotation marks—a distinctive name, a phrase, a sentence, or an entire passage or essay. Misrepresenting sources is another form of plagiarism. The issue of plagiarism applies to any type of work, including exams, papers, or other writing, computer programs, art, music, photography, video, and other media.

2. Inappropriate Collaboration
Inappropriate collaboration occurs when work that the professor presumes is original to the student is in fact the product of collaboration so close that the originality is no longer individual to the student. Professors often expect students to study together, to brainstorm together, and to read and criticize each other’s work; group projects also require much collaboration. However, these forms of appropriate collaboration become inappropriate when the originality of the work is lost. In addition, for many assignments, such as take-home examinations and some homework assignments, professors specifically limit or restrict collaboration, requiring that all of the work is entirely the student’s own. Before submitting work, students should clarify with their professors what forms of collaboration are appropriate for that assignment.

3. Dishonesty in Examinations (In Class or Take Home)
Dishonesty or cheating in examinations is the use of inappropriate or unauthorized materials, information, or study aids in a test. Unless the instructor directs otherwise, an examination is assumed to be solely a student’s own work. No communication is allowed among students either through voice, written, electronic, or any other form of transmission, nor are students permitted to consult books, papers, study aids or notes without explicit permission. Dishonesty in examination includes but is not confined to copying from another’s paper, giving or receiving unauthorized assistance, obtaining unauthorized advance knowledge of questions on an examination, and using mechanical or marking devices or procedures to achieve false scores on machine-graded examinations. Specific policies regarding examinations may vary with individual professors.

4. Dishonesty in Papers
Dishonesty in papers covers but is not limited to submitting material obtained from another person or company or purchased from either. All papers and materials submitted for a course must be the student’s original work unless the sources are cited.

5. Work Done for One Course and Submitted to Another
This category of violation covers the presentation of the same work in more than one course at any time during a student’s academic career without prior consent from both instructors. When incorporating their own past research into current projects, students must cite previous work. This requirement applies even when the work submitted had been originally for a project for another institution. When the previous instructor cannot be consulted, faculty may permit such a submission.

6. Fabrication of Data
Fabrication is the falsification, distortion, or invention of any information or citation in academic work. Examples include, but are not limited to, inventing a source, deliberately misquoting, or falsifying numbers or other data.

7. Interference with Other Students’ or Scholars’ Work
Interference with the work of others covers but is not limited to acts that deny others access to scholarly resources, or deliberately impede the progress of another student or scholar. Examples include sabotaging laboratory experiments or research, giving misleading information, knowingly deceiving other members of a project team or group, disrupting class work, making library material unavailable to others, or altering the computer files of another.

8. Bribes, Favors, and Threats
Students may not bribe, offer favors to, or threaten anyone with the purpose of affecting a grade or the evaluation of academic performance.

9. Other Academic Misconduct
No specific set of rules or definitions can embrace every act of academic misconduct. A student who employs any form of academic deceit has violated the intellectual enterprise of the university.

B. Violations Adjudicated Elsewhere

1. Copyright Violations
Copyright laws must be observed. These laws govern practices such as making use of printed and electronic materials, duplicating computer software, photoduplicating copyrighted materials, and reproducing audio visual works. The Student Conduct Code prohibits theft and the unauthorized use of documents and requires adherence to local, state, and federal law. These provisions will be enforced through the Student Conduct Code.

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.03 Adjudication of Academic Integrity Offenses

A. Jurisdiction

1. The Academic Integrity Code applies to all students enrolled at American University, except students at the Washington College of Law (“WCL”). WCL has a separate Honor Code and process for handling academic misconduct.

2. In cases where a combination of violations of academic and nonacademic regulations is alleged, students are subject both to the Academic Integrity Code and the Student Conduct Code.

3. Most charges of Academic Integrity Code violations are brought by the university faculty. Staff, students or others wishing to bring charges must identify themselves and work through the faculty member in whose course or academic activity the alleged Code violation has occurred. In unusual circumstances, students, staff, or others may bring suspected charges to the dean’s office. At the discretion of the dean, the dean’s office may initiate charges.

4. Each major teaching unit (“School or College”) will have an Academic Integrity Code Administrator (“AIC Administrator”) designated by the dean to manage the adjudication process. An AIC Administrator is usually a member of the dean’s staff.

5. To advise the dean in evaluating certain charges and determining actions to be taken, each School or College has an Academic Code Review Panel (“Panel”) with a minimum of two faculty and one student. The Panel may be a standing or ad hoc committee of the major teaching unit.

B. The Adjudication Process
The adjudication process assigns specific roles and jurisdiction to the faculty and to the dean’s office.

1. Faculty Jurisdiction
When convinced that a possible violation was an honest mistake rather than purposeful dishonesty, a faculty member may use the occasion to educate the student about acceptable standards for academic work. In such cases, the faculty member could, for example, require the student to rewrite or correct the original assignment, or to submit a substitute assignment. A faculty member may not, however, fail or level other grading penalties against the student for the assignment or for the course, but must send the case to the dean when seeking these sanctions. Referring the case to the dean’s office ensures that the student receives due process for potential disciplinary action and allows the university to check for repeat offenses. In all cases, the faculty member is encouraged to consult with the AIC Administrator, who can provide guidance on the Code and can help evaluate and locate evidence of a possible violation.

2. Administrative Jurisdiction
In all other circumstances, when the faculty member believes that a case may be due to purposeful dishonesty, the following procedures will be observed:

a. Faculty members reporting an allegation of dishonesty to the AIC Administrator should do so normally within 10 business days from the date of discovery of the alleged dishonesty, supported by appropriate documentation.

b. At their discretion, faculty members may discuss the alleged misconduct with the student before the case is adjudicated. Faculty members, however, may not submit grades for the work in question or for the course until the case has been adjudicated. If the semester grades must be submitted before the adjudication process is complete, the faculty member should consult with the AIC Administrator about the proper grade notation.

c. After consulting with the faculty member, the AIC Administrator will promptly notify the student of the charge in writing and will arrange to discuss the charge with the student at a preliminary meeting. The AIC Administrator also will report the complaint to the chair of the department in which the alleged violation occurred. If the student is a member of another teaching unit, the AIC Administrator also will report the complaint to the student’s dean.

d. At the preliminary meeting, the student will be presented with the charge and the evidence, advised of the Code procedures, apprised of sanction options, and given the opportunity to respond. Either at the meeting or within five (5) business days, the student must submit a written statement that (i) accepts or denies responsibility for the charge, (ii) explains what occurred and why, and (iii) elects to resolve the case through a decision by the AIC Administrator or through a Panel hearing. The student’s signed statement will become additional evidence in the case. If the student fails to attend this preliminary meeting, the AIC Administrator may proceed with the process as appropriate.

e. By electing a decision by the AIC Administrator, students waive the right to a hearing before the Panel. The AIC Administrator will arrange a meeting as soon as possible. If both the student and the AIC Administrator agree, a preliminary meeting may proceed directly into the next phase of adjudication. If the issue cannot be resolved in one meeting, the AIC Administrator may request additional meetings with the student.

f. The AIC Administrator may refer the case to a panel for decision, even if the student has elected decision by the AIC Administrator.

3. Decision by AIC Administrator

a. If the AIC Administrator adjudicates the case, the AIC Administrator will impartially gather evidence from the student, the complainant, and other appropriate parties and sources.

b. The AIC Administrator will review the evidence and findings with the student. The student will have an opportunity to respond to the evidence and may call witnesses. If the student fails to attend any part of this phase of the case, the AIC Administrator may proceed as appropriate.

c. At the conclusion of the process, the AIC Administrator will submit a written recommendation with supporting rationale for the findings and sanctions to the dean of the major teaching unit in which the alleged offense occurred.

d. The dean may affirm or modify the AIC Administrator’s recommendation or remand the case with instructions for further action. The dean’s decision is final and may not be appealed unless the sanctions include a permanent notation to the student’s academic record (III.C.2.b-d).

4. Academic Code Review Panel
The following procedures will be observed by the Academic Code Review Panel:
a. Upon determining that a case should proceed to a Panel, the AIC Administrator will convene a Panel, convey the charge and the evidence, give guidance about the hearing process, and serve as a resource during the panel proceedings. The AIC Administrator may remain present during the Panel’s closed sessions. A faculty member will chair the Panel proceedings.

b. All Panel hearings will be closed to the public.

c. All Panel decisions related to the hearing process are by majority vote.

d. In cases in which a Panel member has a conflict of interest, the member will be excused from participation and replaced by a new member.

e. The student charged will have the opportunity to answer the charges.
f. The faculty member making the charge should be given the opportunity to be present or available to support the charge.

g. Witnesses may be called by the parties or by the Panel. The Panel may limit the number of witnesses for such reasons as redundancy or irrelevancy. Witnesses will be excluded from the hearing until testimony is to be presented. All parties present may question the witnesses.

h. During the proceeding and prior to the Panel’s closed session, any relevant party may submit evidence or suggest an appropriate sanction.

i. At the end of the hearing, the Panel will meet in closed session and decide whether the student is responsible for the Code violation.

j. If the student is found responsible, the Panel will proceed to the sanction phase, at which point the AIC Administrator will disclose the student’s prior record of academic violations, if any.

k. The Panel will submit a written recommendation with supporting rationale for its findings and sanctions to the dean of the major teaching unit in which the alleged offense occurred.
l. The dean may affirm, modify, or reject the Panel’s recommendation. The dean’s decision is final and may not be appealed unless the sanctions include a permanent notation of the AIC violation to the student’s academic record (III.c.2.b-d).

5. Other Adjudication Issues
a. The standard of proof for any instance of academic dishonesty will be clear and convincing evidence—a measure of proof that produces a firm belief in the allegations presented. It is more than the standard of “preponderance of the evidence” and less than the standard of “beyond a reasonable doubt.”
b. If the student fails to attend any scheduled meeting, the time and place of which have been made known in advance, the Panel or the AIC Administrator may hear the case in the student’s absence.
c. Because the purpose of this adjudication process is to provide a fair review of alleged violations of this Code rather than a formal legal proceeding, participation of persons acting as legal counsel is not permitted.
d. A student may be accompanied by a supporter throughout the process. The supporter’s role is limited to personal consultation. The supporter may not represent the student, speak in adjudication meetings or hearings, or question witnesses. The supporter must be a current American University student, faculty, or staff member who is not involved in the alleged violation.
e. All participants must provide truthful testimony. Participants who fail to do so may be subject to disciplinary charges.
f. Any participant whom the AIC Administrator deems disruptive to the adjudication process will be removed from the proceedings for their duration.
C. Sanctions

1. Violations of the Academic Integrity Code will be treated seriously, with special attention to repeat offenders. In assigning a sanction, the dean will take into account the seriousness of the offense, the particular circumstances of the case, and the student’s class year (freshman, sophomore, graduate, and so on). Cases involving repeat offenders or especially serious offenses will result in suspension or dismissal in combination with other sanctions.

2. Sanctions for an AIC violation may include one or more of the following:
a. A failing grade of F or ZF for the course in which the offense occurred.
b. A failing grade of F or ZF for the course in which the offense occurred. A notation of the Code violation will be entered on the student’s permanent record.
c. Suspension for one or more academic terms, including the term in which the offense occurred. A notation of the Code violation will be entered on the student's permanent record.
d. Dismissal (for a specified term or permanently) from the university. A notation of the Code violation will be entered on the student's permanent record.
e. Other sanctions as appropriate, including, for example, remedial work, a lower course grade, and so on.

3. Before implementing sanctions, the dean may consult with the faculty member, the student’s dean, and other relevant university officials or parties. For sanctions applied to a student enrolled in another major teaching unit, the dean handling the case will seek concurrence of the student’s dean before implementing sanctions. Concurrence need not be sought if the student is a double major.

4. For suspensions and dismissals, the appropriate academic action will be taken by the dean of the major teaching unit to which the student belongs.

5. Withdrawal is not permitted either from a course in which a suspected AIC infraction has been discovered or from the university in such instances. No refund or cancellation of tuition or fees will be permitted in such cases.

6. Students receiving a failing grade for a course due to a Code violation will not be eligible to receive Freshman Forgiveness for that course.

D. Notifications and Appeals

1. The dean or the AIC Administrator will notify the student in writing of the findings and sanction, if any. The results of the case will be shared with other university officials determined to have a legitimate need to know in accordance with the Confidentiality of Student Records policy.

2. In cases concerning notation to the permanent record, students will be notified in writing of their right of appeal. Appeals must be made in writing to the Provost within ten (10) business days after the date of written notice is delivered to the address on record for the student. Appeals are limited to the following grounds: new evidence that was not available at the time of the adjudication of the case and that may affect the outcome of the case, improper procedure that materially and adversely affected the earlier outcome of the case, and excessive sanction. Appeals will be reviewed by the Provost who may consult the written record of the case, the appeal request, and any person involved in the adjudication process or other appropriate party. The Provost may affirm, modify, or remand the case to the dean with instructions for further action. The Provost’s decision is final.

3. The implementation of a suspension or dismissal will be deferred while an appeal is pending, unless the Provost finds that the continued presence of the student on campus poses a substantial threat to himself or herself, to others, or to the stability of normal university functions. During the appeal a restriction will be placed on the student’s record that will prevent registration for classes or requests for transcripts.

E. Suspension and Dismissal
The decision as to whether suspension or dismissal is appropriate depends on the circumstances of each case.

1. Suspension is effective for not less than the session in which action is taken or for not more than one calendar year. The length of a suspension will be specified at the time the action is taken. A suspended student is ordinarily entitled to resume studies in the same School or College at the end of the suspension provided the student has satisfied all requirements that were imposed by the dean.

2. Dismissal is reserved for serious violations of rules and regulations, and when circumstances indicate that a student's association with the university should be terminated in the interests of maintaining the standards of behavior and conduct normally expected in a university community. A student who has been dismissed but who has not been denied the privilege of returning to the university may apply for readmission after one calendar year. The calendar year begins on the final day of the session during which the dismissal was implemented. Readmission applications are evaluated based on the total record of the student and consistent with the admission practices in effect at the time of application. A readmitted student is governed by the academic requirements in effect at the time of readmission.
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.04 Records of Disciplinary Actions

A. When a case is referred an academic disciplinary file will be created.

1. If the case results in a finding of “not responsible,” the file will be voided. A voided file will be so marked, will not constitute academic disciplinary records, and will not be kept with the student’s academic files. Voided files that are retained will be for administrative purposes.

2. If the case results in a “responsible” finding, the file will be retained as an academic integrity disciplinary record.

3. The dean’s office will maintain voided files and most academic disciplinary files for five (5) years after the student's last registration at American University. If sanctions become part of the student's permanent record, the record and files will be maintained indefinitely by both the dean’s office that handled the case and the University Registrar.

B. Records relating to the Code adjudication process are subject to university regulations concerning the confidentiality of student records. Upon written request, students may access their records in accordance with the Confidentiality of Student Records Policy.
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.05 Interpretation
The Provost or the Provost’s designee is the final interpreter of the Academic Integrity Code.

Senate action and Provost approval, October 1990. Effective spring 1991. Revised 1994: Senate action, April 1994, Provost approval, May 1994. Revised 2007: Senate action and Provost approval, April 2007. Effective fall 2007.

Blog 61 My Classes

Preferably i would like to take a microeconomics course, a world politics course, the religious heritage of the west, and western legal traditions.

I'm not choosing these courses because i want to get the requirements out of the way but because i am actually interested in these courses. Since I will be studying International Relations these are all courses that i have a very big interest and i am very excited to study.

School Requirements blog 60

University Requirements

• ·  A total of 120 credit hours
  
• ·  6 credit hours of college writing
  
• ·  3 credit hours of college mathematics or the equivalent by examination
  General Education Requirements
  · Atotaloftencourses,consistingofonefoundationcourseand one second-level course in an approved sequence from each of the five curricular areas
  · No more than two courses may be taken in the same discipline
  Major Requirements
  

· 64 credit hours plus 3–20 credit hours in foreign language course work, with grades of C or better
Up to 18 of these credit hours may also count toward fulfillment of General Education requirements.
Students may, where appropriate and with SIS approval, select special topics courses to fulfill requirements. Students may apply up to 3 credit hours toward the major from an approved internship or cooperative education field experience. Study abroad course credits may be used toward the major with the approval of SIS.
Foundation Courses (28 credit hours)
· SIS-101 Leadership Gateway (1)
· ECON-100 Macroeconomics 4:1 (3) · ECON-200 Microeconomics 4:2 (3)
· One course in U.S. politics from the following: GOVT-110 Politics in the United States 4:1 (3–4) GOVT-210 Political Power and American Public
Policy 4:2 (3)
GOVT-220 The American Constitution (3) 4:2
· SIS-105 World Politics 3:1 (3)
· SIS-140 Cross-Cultural Communication 3:1 (3)

238 School of International Service

• ·  Two courses focusing on Western traditions (6 credit hours) from the following:
  ANTH-235 Early America: The Buried Past 2:2 (3) ARTH-205 Art of the Renaissance 2:2 (3)
  COMM-270 How the News Media Shape History 2:2 (3) GOVT-105 Individual Freedom vs. Authority 2:1 (3) GOVT-303 Ancient Political Thought (3)
  GOVT-305 Modern Political Thought (3)
  HIST-100 Historians and the Living Past 2:1 (3) HIST-110 Renaissance and Revolutions: Europe,
  1400–1815 2:1 (3)
  HIST-115 Work and Community 2:1 (3)
  HIST-202 The Ancient World: Greece (3)
  HIST-203 The Ancient World: Rome (3)
  HIST-204 Medieval Europe (3)
  HIST-205 American Encounters: 1492–1865 2:2 (3) HIST-215 Social Forces that Shaped America 2:2 (3) HIST-235 The West in Crisis: 1900–1945 2:2 (3) HIST-245 Modern Jewish Civilization (3)
  JLS-110 Western Legal Traditions 2:1 (3)
  JLS-225 American Legal Culture 2:2 (3)
  JWST-205 Ancient and Medieval Jewish
  Civilization 2:2 (3)
  JWST-210 Voices of Modern Jewish Literature 2:2 (3) LIT-125 Great Books That Shaped the Western World 2:1 (3) LIT-235 African American Literature 2:2 (3)
  LIT-240 Asian American Literature 2:2 (3)
  LIT-265 Literature and Society in Victorian England 2:2 (3) LFS-230 The Modernist Explosion: Culture and Ideology
  in Europe 2:2 (3)
  PHIL-105 Western Philosophy 2:1 (3)
  PHIL-220 Moral Philosophy 2:2 (3)
  PHIL-221 Philosophy, Politics, and Society (3)
  PHIL-235 Theories of Democracy and Human Rights 2:2 (3) PHIL-300 Ancient and Medieval Philosophy (3) PHIL-301 Modern Philosophy from Bacon to Hegel (3) PHIL-302 Nineteenth Century Philosophy (3)
  PHIL-303 Twentieth Century Philosophy (3)
  PHYS-230 Changing Views of the Universe 2:2 (3) RELG-105 The Religious Heritage of the West 2:1 (3) RELG-220 Religious Thought 2:2 (3)
  SOCY-215 The Rise of Critical Social Thought 2:2 (3) WGST-150 Women’s Voices through Time 2:1 (3)
  
• ·  Two courses in non-Western area studies (6 credit hours), with one course from each of two different areas. See also the list of approved courses in the SIS Undergraduate Advising Office.
  

Blog 59 AU Catalog

http://www.american.edu/provost/registrar/universitycatalogold.cfm

Blog 58 Safe Sex

In my opinion safe sex is more indirect because the act of sex is never actually told to the reader but implied in a very convoluted way. Furthermore the deeper meaning of safe sex is that while on the surface the poem does not criticize but instead praises one night stands in reality the author is actually arguing against one night stands by saying that there is no emotional connection there is nothing more then the physical and that is not actually a good thing because there needs to be affectionate words and emotions to go along with love. 

Blog 57 Gaming

Since I enjoy video games ill probably create a blog that focuses on both video game reviews and video game discussions.  The design of the blog will be simple, black background with red writing. I’ll blog every Wednesday and special Friday blogs. Most of the posts will be reviews of video games I’ve played or are playing but In gaming downtime I may blog about some things that gamers would be interested in as well like a book I’m reading or something funny. Also ill be able to get some interviews with people in the industry and I can attend E3 the gaming convention so I can get information that will probably cause my blog to have more traffic but that all depends on if people agree with my opinions.

Blog 56

Meursault’s decision to kill the Arab was a life changing experience for him that Meursault blames on the physical discomfort he felt when he was approaching the Arab. However, it is not until the Arab draws out a knife that “I could feel the cymbals of sunlight crashing on my forehead” (Camus 59) which causes Meursault to react and shoot the Arab. At first the reader is forced to believe that it was Meursault’s reaction to the sunlight that caused him to kill the Arab; however, Meursault’s reaction was done in self-defense and out of a fear for his life. Meursault’s emotional reflexes caused Meursault to justify his action of murder by allowing him to blame the sun for his actions even though he shot the Arab out of fear for his life. The deepest insight and maybe the only time Meursault’s true controller appears is right after he shoots the Arab four more times: “…it was knocking four quick times on the door of unhappiness” (Camus 59). The fact that Meursault does not think about how he feels physically or what his physical reaction to shooting the Arab is, but instead thinks about how he has ruined the happiness he had, epitomizes that Meursault is actually being guided by his desire for happiness and emotions.

Blog 55 Camus Essay

While “The Stranger” refers to how the reader perceives Meursault, it also represents how Meursault views himself, as a stranger. Unlike the reader however, Meursault begins to discover himself after the defining moment of his life when he kills the Arab. As Meursault deals with the consequences of his actions, he goes through an enlightenment where he discoveries what he believes is his true identity and true happiness. The reader on the other hand is forced to except what Meursault believes because “The Stranger” is an inside look at Meursault’s thoughts. Through this inside look at Meursault’s brain, the reader interprets that all of Meursault’s actions are done out of his physical needs; however, it seems to be that what is truly taking place is that Meursault is being guided by his emotions but can only understand and process his physical emotions. Like Joffrey in “Game Of Thrones” Meursault is truly guided by his impulses. Whenever either character gets an impulse, each one seems to simply carry out that impulse without thinking about the consequences, however, in both cases it seems that it is first an emotional situation that drives a physical need to act. While Meursault may argue that he makes his decisions based on his physical needs, what Meursault fails to realize and interpret is that it is his emotional needs that are the ones guiding his actions and sending him instructions that Meursault translates as physical needs.

Blog 54, Consequences

In my essay I will analyze the beach seen in which Meursault kills the Arab. I will discuss how Meursault’s actions are actually guided by his feeling in that moment even though Meursault argues that he only does things because he physically wants to. Ill use Freud and other psychologists in order to dive into the mind of Meursault and see why he made the decision to kill the Arab and shoot him multiple times.

blog 53

In Lauren’s photo, there are two white washed windows and a man standing in a silhouette standing at a kitchen counter top. The man seems to be deep in thought because seems to be griping the countertop extremely hard signifying that he is not 100% present in the moment but instead is in the spiritual world thinking about something. Further more because the viewer cannot see out the window since the light shining in is very strong, instead the viewer is forced to think of their own scenario and decide his or herself what the man is thinking about. Lastly in my mind the white windows represent an explosions and this is the moment before the subjects death where he is frozen in time just watching the light come for him.

Blog 52: Romania 1975

There are two lovers sitting on a train or a bus. The woman is leaning on the man who is sitting next to her and both are asleep. The ring on the man’s finger suggests that he is married or will be married. The woman seems to trying to sleep because she is touching her eye but the man is fast asleep. The man is head locking the girl who is laying on his lap but in a protective way not one of danger.

Blogs Blog 51

The majority of the news I read I get from blogs. Personally I like professional blogs and tend to stay away from amateur blogs. In my opinion amateur blogs are not organized and are a pain to read. I use igoogle to organize a live feed of a few blogs that I regularly visit including, gizmodo.com, engadet.com, kotaku.com, io9.com and mmo-champion.com. While they report on some of the same things the information on all the sites is always different. Io9 is a feed of about 9 blogs put into a convenient space. For political information I use drudgereport.com and cnn.com while they are not blogs they are still information sources worth listing.

Blog 50

The most striking idea in the first chapter of The Stranger is how the main character does not show any emotion when it comes to the death of his mother. “Maman died today. Or yesterday maybe, I don’t know. I got a telegram from the home: “Mother deceased. Funeral tomorrow. Faithfully yours””. This is the most important point of the story I feel because it shows that the main character is a very unemotional and disconnected main character and right from the begging it is understood that the main character will be an outcast emotionally and sets the tone for the rest of the book.

Genesis 1 Blog 49

Something peculiar in genesis is that the order in which god created each of plant or creature somewhat follows the evolutionary pattern. First god created light in the darkness of the universe, which kind of supports scientists thought that the big bang came from two objects colliding in space, which was dark and then became light. After that god created plants and then animals and then humans. This is exactly how evolution and scientists believe life began, first trees were on the planet and then fish became land animals and then birds and lizards and eventually humans which is the same order as genesis gives people.

Darwin Blog 48

“To my mind it accords better with what we know of the laws impressed on matter by the Creator, that the production and extinction of the past and present inhabitants of the world should have been due to secondary causes, like those determining the birth and death of the individual”. It is interesting to here Darwin discuss a “creator” because many people view Darwin as an atheist who proved one of the most controversial issues pertaining to both life and religion ever. Darwin was religious and his wife even more than him; therefore, Darwin did not try and disprove creationism but instead he tried to support the idea of a divine creator because in his mind there must have been a creator in order to set evolution in motion.

First Paragraph Blog 47

Conformity is a part of human nature; however, people have a misconception that conformity is bad when in fact conformity is a trait that evolved with humanity from the beginning. In literary books especially, conformity is viewed as giving up ones individuality. In Pride and Prejudice, Elizabeth fights against conforming to the social the norms in England and fights conforming every step of the way. However, conformity should not be seen as a negative force that steals one’s individuality and replaces personality with a monotonous voice, matching cloths, and matching blank facial expressions mimicking the world of George Orwell’s 1984, conformity should be seen as a human instinct to survive because that is exactly what it is. Conformity should be viewed as something that produces a individual in society who fits in. In Kafka’s Metamorphosis, while Gregor conforms to the role of the son who is a provider for his whole family, Gregor is happy in his role as provider and is content with his life. While American society stresses the individual, in reality, society condemns the individuals who actually do stand out in the crowd. Society must learn to accept that individualism are conformity are not actually at war but are synonymous in their relationship; in order to hold true to oneself in society and to be an individual, one must first understand societies rules and where the boundaries of conformity lie before someone is able to break out and become his/her own individual being.

Paragraph #1 Blog 46

Conformity is a part of human nature; however, people have a misconception that conformity is bad when in fact conformity is a trait that evolved with humanity from the beginning. In literary books especially, conformity is viewed as giving up ones individuality. In Pride and Prejudice, Elizabeth fights against conforming to the social norms of England and fights every step of the way. However, conformity should not be seen as a negative force that steals one’s individuality and replaces it with a monotone voice and matching cloths and expressions with the rest of the world, conformity should be seen as a human instinct to survive because that is exactly what it is.

Blog 45 Confromity

Conformity is something that will never go away unless people are unified into a single being because conformity is a way for groups of people to feel as if they have a place with others in society. Conformity is always growing but it is never changing. The way in which people conform changes everyday but why people conform is has always been in order to fit in and be accepted in society.

Blog: 44

Questions to ask my grandmother:

What was life like before moving to America?

When you first moved here, were there pressures to assimilate? What cultural differences did you lose/keep?

Was it difficult to move to a new country?

What kinds of pressure did you feel? From your parents? From other kids?

Do you feel like there was a difference between the pressure your parents felt and you? What about between you and my mom? Did you put different pressures on her then you received at her age?

Questions For My Grandma: Blog 43

My grandmother does not remember a lot from her past. The few times I have spoken to her about her childhood she can only remember bits a pieces; however, talking to her about peer pressure will be very interesting because she grew up in England till around age 10. After WWII her parents moved with her to New York. Even though my grandmother had a heavy British accent, because the kids at her school in New York made fun of her, she got rid of it.

Conformity Blog 42

Conformity is a necessity in society. Without conformity there would be no way for society to interact with each other in the way that they do because conformity allows people to judge the trustworthiness and other important aspects of a person before making deals and getting ripped off. For example, conformity in eating habits allows someone who is on a date to see if he is compatible with his date by watching his/her eating habits and her general behavior. Conforming to society can show whether the person has manners or is a slob. Conformity is also necessary when it comes to large groups of people interacting and living under law together because if everyone thought differently there would be no law and order.  

Under Pressure: Blog 41

Pressure seems to be one of those things in life that ever seem to go away. When were young pressure comes from our parents and school, when were older, pressure comes from trying to find a partner, work, economy. The idea that pressure never goes away though seems to be because pressure is like a pipe, parents take there pressure and stress out on there children, who in turn learn that pressure is acceptable and normally to portray on others, which leads to those children putting pressure on their kids when they grow up and the cycle keeps going.

Blog 40 Body #2

Kids responding after the teacher told them the first part of an idiom.

Freud’s greater argument however is that the ID actually controls how humans interact even though people themselves are not continence of there thoughts and actions. The ID makes decisions for people; however, since one cannot understand his/her ID people interoperate the ID’s decisions as his/her own conscience decision when in reality his/her brain has already made the decision and the conscious mind is the last to receive the message. Freud would describe Kurtz as someone who has let down all his filters and reverted back to the primitive: “men are not gentle, friendly creatures wishing for love, who simply defend themselves if they are attacked, but that a powerful measure of desire for aggression has to be reckoned as part of their instinctual endowment” (Freud 63). Through Kurtz, Conrad exemplifies Freud’s point, even though Conrad would not have known that this was Freud’s writings, because with absolutely no boundaries, Kurtz adapts to the African continent by going savage. Freud would argue that Kurtz’s killing sprees and savage nature towards the natives of Africa or his “neighbors” is simply his instinct and his ID controlling Kurtz because Kurtz lets down his boundaries and lets his unconscious mind take over his conscious.

Blog 39 #1 Body

Even though Conrad would not have been able to know Freud’s studies when he published Heart of Darkness, many of Freud’s beliefs are displayed in Conrad’s work because Conrad was able to write an accurate account of what life is like when there are no boundaries or rules. Through Kurtz’s fiancée, Kurtz is explained as a very civilized and kind loving man; however, when Marlow encounters Kurtz in the heart of darkness, Marlow is originally taken aback by how savage and native Kurtz seems: “I saw on that ivory face the expression of somber pride, of ruthless power, of craven terror — of an intense and hopeless despair” (Conrad 422). After being surrounded by darkness, lawlessness, freedom, Kurtz began to revert back to his primitive behavior of lusting for power. Conrad’s description of Kurtz reverting back to his primitive self is identical to that of Freud who argued that in a lawless situation, humans will always turn to their strongest emotions which are the yearn for sex and power. Furthermore Murfin discusses Freud’s belief in the double mind: “He (Freud) called the predominantly pasional, irrational, unknown, and unconscious part of the psyche the ID or ‘it’. The ego, or ‘I’, was his term for the predominantly rational, logical, orderly, conscious part” (Murfin 114). While Conrad could not have know Freud’s writing, the way Conrad discusses the ID and the conscience without naming them but instead describing them is masterful. Furthermore, the fact that Conrad explains how someone is civilized only so long as they are governed but as soon as they leave a safe environment the ID takes over is the true masterpiece in Heart of Darkness.

Heart of Darkness Essay Paragraph 1 Blog 38

Conrad’s Heart of Darkness is a reflection on the depths of the human psyche. Like Freud Heart of Darkness deals with appearance vs. reality and also the idea that all humans have subconscious actions that they cannot control but there mind and body understand. In Heart of Darkness the journey to the ID is exemplified through Kurtz who began his life as a refined and respected man in Europe; however, soon after arriving in the heart of Africa, Kurtz is enveloped with his deep desire for power and soon turns rouge. Marlow also begins to develop ideas about his sub conscious and his beliefs; however, Marlow tends to view himself as a spectator then one of the pieces on the board and so he is able to control his dark desires. While the Heart of Darkness is able to masterfully skew the readers perceptions by switching common motifs like black and white to mean the opposite of what they should represent; the true genius in Heart of Darkness is Conrad’s ability to analyze the psyche and portray how human beings do not actually have free will but are simply controlled by their most primal and least developed instincts of lust and power.

Blog 38 Essay Ideas

My idea for the Heart of darkness essay revolves around the idea that people do not make choices out of their free will but are instead forced into the situations that they encounter. It will also incorporate Freud’s thinking in the subconscious vs the conscious and Conrad’s decisions which show that Marlow experiences are those that a common person could encounter.

Fredrick R. Karl Blog 37

I agree with Fredrick R. Karl in his idea that in order to analyze the heart of darkness correctly and for its full effect, it is impossible to compare it to English literature and it must instead be compared to works that are more philosophical in nature and present a character that is alone and out of society. Karl mentions works like Kafka’s Metamorphoses and calls the main character “underground”. While reading this passage and reading about the “underground” character, Holden from Catcher In The Rye which was written after heart of darkness by more then a century, it seems like these deep anti social characters make novels deeper then others because they serve to give people insight into places in their mind that they may not want to travel or are not able to truly grasp. My question would be does reading novels with characters that are not mainstream actually help influence the self discovery more because it forces the author to look inside him/herself in an attempt to find something that everyone yearns for as a whole and not an individual?

Blog 36 Murfin

The most interesting idea for me in Murfin’s article is the idea that the Heart of Darkness is “not a disguised expression of Conrad’s personal, repressed wishes; it is rather a manifestation of the desires of the whole human race once had but were repressed after becoming civilized” (117). The ID is extremely important to Freud essential argument and I agree with Murfin that it is not Conrad’s subconscious that is writing Heart of Darkness but rather something that is engrained in all humans that eventually we as a society grow out of and Conrad was simply able to tap into one of those primal feelings. However, the question I pose is did the author know that it was his subconscious ID that he was tapping into, and do the writers of stories like Hamlet know what they are including when they write ideas like the Oedipal Complex.