Global human power Essay Example for Free

Global human power Essay Most of the victims in the novel were Frankensteins family, William, Henry, Justine and Elizabeth. These people all suffered due to the creatures anger from Frankensteins original neglect, which is what begun the hatred in the creature. It is not fair to view the creature as a human, as he was artificially created he has no human morals and has never been taught the difference between right and wrong, in the same sense that a court would never convict a baby. Although the creature did manage to master human language skills, it only pushed him further away from society as it allowed him to express his alien nature. We can see this in the novel when the creature put his hand into a fire, because the colours and heat of the fire attracted him I thrust my hand into the live embers but quickly drew it out again with a cry of pain. The creature was a victim in the way that he was uneducated of the world before he stepped into it. Elizabeth can easily be portrayed as a hero in the novel as she represented a saintly soul and a living spirit of love. This lets her down however, when she attempts to save Justine in a religiously Christian based way, which was not successful. Although viewed as a hero she doesnt contain any power over other characters, just a good heart. There is controversy over whether Frankenstein could be viewed as a hero or not, as a cowardly attribute is certainly not a trait of a true hero. When the monster asked him to create a companion for him, he said no as this would enables the creatures to breed and possibly take over global human power. On the other hand he could have spared his family a lot of trouble if he had just created another being who could have possibly shown the love and understanding the creature needed. Frankenstein later realises this when he says For the first time, I felt what the duties of a creator towards his creature were, and that I ought to render him happy before I complained of his wickedness. Elizabeth, Frankensteins wife, was also a hero as she managed to bring up everyones spirits at sad times, and she continually believed in Justines innocence. This particular genre creates a need for both heroes and villains, as it is usually the case of good trying to overpower evil, or vice-versa. To conclude, I believe that there are heroes and villains, as well as victims in this novel. Most of the characters seem to change from villains, heroes and victims throughout the novel, especially the creature and Frankenstein. In my belief the creature was made to be the victim from the opening of the novel as he was neglected, uneducated and ostracised. I believe Frankenstein could have changed everything if he had befriended the creature in the first place. On the other hand Frankenstein was also an isolated individual, although his isolation from society was brought on himself. The novel shows the shallowness of people in society by showing what the monster had to endure because of his appearance, as well as the moral irresponsibility of Frankenstein as a scientist. Frankenstein was always the villain deep down as he attempted to play God, which I dont think should be attempted by any human being. He was obsessed with the fact that he could create life, but never once to considered if it was the right thing to do. I think Shelley is basing the whole novel on, not what Frankenstein actually did, but what he fails to do.  The way the creature is portrayed in 3rd person narrative allows us to see the creature as a hero, villain and a victim. I believe that the creature viewed Frankenstein as a father figure and was mentally tortured when his own creator neglected him. He had nothing to live for, except revenge.

Newtons Law Of Motion

Newtons Law Of Motion In this assignment, I will learn about the outcome two that is Newtons law and harmonic oscillation. Newtons law can be divide by three types that is 1st law, 2nd law and 3rd law. It is teach about the motion in our real life. Thus, harmonic oscillation can be divided by three types that are pendulum oscillation, damped oscillation and mechanic oscillation. All of these oscillation are useful in our life especial is use in different type of mechanics. Question One Research on the Newtons Laws of motion, and make a report that provide detail explanation and examples on Newtons 3 laws of motion. You report should include relevant and useful formula. Answer Newtons law of motion can be divided by three types that is 1st law, 2nd law and 3rd law and it is law of gravity. The three laws are simple and sensible. The first law states that a force must be applied to an object in order to change its velocity. When the objects velocity is changing that mean it is accelerating, which implies a relationship between force and acceleration. The second law, the acceration of an object is directly proportional to the net force acting on it and is inversely proportional to its mass. The direction of the acceleration is in the direction of the acceleration is in the direction of the net force acting on the object. Finally, the third laws, whenever we push on something, it pushes back with equal force in the opposite direction. Forces A force is commonly imagined as a push or a pull on some object, perhaps rapidly, as when we hit a tennis ball with a racket. (see figure 1.0). We can hit the ball at different speeds and direct it ionto different parts of the opponents;s court. This mean that we can control the magnitude of the applied force and alos its direction, so force is a vector quantity, just like velocity and acceleration. Figure 1.0: Tennis champion Rafael Nadal strikes the ball with his racket, applying a force and directing the ball into the open part of the court. Figure 1.1: Examples of forces applied to various objects. In each case, a force acts on the object surrounded by the dashed lines. Something in the environment external to the boxed area exerts the force. Newtons 1st law Newtons 1st law of motion states that if a body is at rest it will remain at the rest and if a body is moving in a straight line with uniform velocity will keep moving unless an external force is acted upon. For example, consider a book lying on a table. Obviously, the book remains at rest if left alone. Now imagine pushing the book with a horizontal force great enough to overcome the force of friction between the book and the table, setting the book in motion. Because the magnitude of the applied force exceeds the magnitude of the friction force, the book to a stop. Now imagine the book across a smooth floor. The book again comes to rest once the force is no longer applied, but not as quickly as before. Finally, if the book is moving on a horizontal frictionless surface, it continues to move in a straight line with constant velocity until it hits a wall or some other obstruction. However, an object moving on a frictionless surface, its not the nature of an object to stop, once set in motion, but rather to continues in its original state of motion. This approach was later formalized as Newtons first law of motion: An object moves with a velocity that is constant in magnitude and direction, unless acted on by a nonzero net force. For example: In the figure 1.2, the string is providing centripetal force to move the ball in a circle around 3600. If sudden the string was break, the ball will move off in a straight line and the motion in the absence of the constraining force. This example is not have other net forces are acting, such as horizontal motion on a frictionless surface. Figure 1.2 Inertia Inertia is the reluctance of an object to change its state of motion. This means if an object is at rest it will remain at rest or if its moving it will keep moving in a straight line with uniform velocity. Force is needed to overcome inertia. For example In figure 1.3, it is an experiment to prove the concept of inertia. In experiments using a pair of inclined planes facing each other, Galileo observed that a ball would up the opposite plane to the same height and roll down one plane. If smooth surface are used, the ball is roll up to the opposite plane and return to the original height. When it is starting to roll down the ball on the degree place, it is will return the ball at the same height from original point. Figure 1.3 If the opposite incline were elevated at nearly a 0 degree angle, then the ball will be roll in an effort to reach the original height that is show in the figure 1.4. Figure 1.4: If a ball stops when it attains its original height, then this ball would never stop. It would roll forever if friction were absent. Other example Figure 1.5: According to Newtons 1st law, a bicycles motion wasnt change until same force, such as braking makes it change. Newton 2nd law Newtons first law explains what happens to an object that has no net force acting on it. The object either remains at rest or continues moving in a straight line with constant speed. Newtons second law is the acceleration of an object is directly proportional to the net force acting on it and is inversely proportional to its mass. The direction of the acceleration is in the direction of the acceleration is in the direction of the acceleration is in the direction of the net force acting on the object. Imagine pushing a block of ice across a frictionless horizontal surface. When you exert some horizontal force on the block, it moves with an acceleration of the 2m/s2. If you apply a force twice as large, the acceleration doubles to 4m/s2. Pushing three times as hard triples the acceleration, and so on. From such observations, we conclude that the acceleration of an object is directly proportional to the net force acting on it. Mass also affects acceleration. Suppose you stack identical block of ice on top of each other while pushing the stack with constant force. If the force applied to one block produces an acceleration of 2m/s2, then the acceleration drops to half that value, 1 m/s2, When 2 blocks are pushed, to one-third the initial value. When three block is pushed, and so on. We conclude that the acceleration of an object is inversely proportional to its mass. These observations are summarized in Newtons second law: The acceleration of an object is directly proportional to the net force acting on it and inversely proportional to its mass. Units of Force and Mass The SI unit of force is the Newton. When 1 Newton of force acts on an object that has a mass of 1 kg, it produces an acceleration of 1 m/s2 in the object. From this definition and Newtons second law, we can see that the Newton can be expressed in terms of the fundamental units of mass, length and time. 1 N = 1 kg.m/s2 A force is a push or a pull. Hence a force can change the size, shape, and state of rest or motion, direction of motion and speed / velocity. The symbol for force is F and the S.I. unit is Newton (N). An object of mass m is subjected to a force F, its velocity changes from U to V in time t. The above condition can be stated as: F = Where a = is acceleration, thus F = ma. For example Figure 1.6: An airboat. An airboat with mass 3.50x102Kg, including passengers, has an engine that produces a net horizontal force of 7.70x102N, after accounting for forces of resistance (see figure 1.6). (a) Find the acceleration of the airboat. (b) Starting from rest, how long does it take the airboat to reach a speed of 12.0m/s2? (c) After reaching this speed, the pilot turns off the engine and drifts to a stops over distance of 50.0m. Find the resistance force, assuming its constant. Solution (a) Find the acceleration of the airboat. Apply Newtons second law and solve for the acceleration: Fnet = ma a = = = 2.20m/s2 (b) Find the time necessary to reach a speed of 12.0m/s. Apply the kinematics velocity equation: If t = 5.45s V = at + V0 = (2.20m/s2) (5.45) = 12.0m/s (c) Find the resistance force after the engine is turned off. Using kinematics, find the net acceleration due to resistance forces V2 = 2a Άx 0 (12.0m/s)2 = 2a(50.0m) = -12 / 100 = -0.12m/s2 Substitute the acceleration into Newtons second law, finding the resistance force: Fresistance= ma = (3.50 X 102kg) (-144m/s2) = -504N Impulse and Impulsive Force The force, which acts during a short moment during a collision, is called Impulsive Force. Impulse is defined as the change of momentum, so Impulse = MV MU, since F = , thus impulse can be written as: Impulsive force is Force = Impulse/Time. Unit is Newton (N). The applications of impulsive force In real life we tend to decrease the effect of the impulsive force by reducing the time taken during collision. Gravitational force or gravity Gravity exists due to the earths mass and it is acts towards the center of earth. Object falling under the influence of gravity will experience free fall. Assuming no other force acts upon it. Object experiencing free fall will fall with acceleration; gravity has an approximate value of 10m/s2. The gravitational force acting on any object on earth can be expressed as F=mg. This is also as weight. For example Find the gravitational force exerted by the sun on a 79.0kg man located on earth. The distance from the sun to the earth is about 1.50 X 1011 m, and the suns mass is 1.99 X 1030kg. Solution Fsun = G = (6.67 X 10-11 Kg-1m3s2) = 0.413N Newtons third law The action of one body acting upon another body tends to change the motion of the body acted upon. This action is called a force. Because a force has both magnitude and direction, it is a vector quantity, and the previous discussion on vector notation applies. Newtons third law is the amount of force which you inflict upon on others will have the same repelling force that act on you as well. Force is exerted on an object when it comes into contact with some other object. Consider the task of driving a nail into a block of wood, for example, as illustrated in the figure 1.7(a). To accelerate the nail and drive it into the block, the hammer must exert a net force on the nail. Newton is a single isolated force (such as the force exerted by the hammer on the nail) couldnt exist. Instead, forces in nature always exist in pairs. According to Newton, as the nail is driven into the block by the force exerted by the hammer, the hammer is slowed down and stopped by the force exerted by the nail. Newton described such paired forces with his third law: Whenever one object exerts a force on a second object, the second exerts an equal and opposite force on the first. This law, which is illustrated in figure 1.7(b), state that a single isolated force cant exist. The force F12 exerted by object 1 on object 2 is sometimes called the action force, and the force F12 exerted by object 2 on object 1 is called the reaction force. In reality, either, either force can be labeled the action or reaction force. The action force is equal in magnitude to the reaction force and opposite in direction. In all cases, the action and reaction forces act on different objects. For example, the force acting on a freely falling projectile is the force exerted by earth on the projectile, Fg, and the magnitude of this force is its weight mg. The reaction to force Fg is the force exerted by the projectile on earth, Fg = -Fg. The reaction force Fg must accelerate the earth towards the projectile, just as the action force Fg accelerates the projectile towards the earth. Because the earth has such a large mass and its acceleration due to this reaction forces is negligibly small. Figure 1.7: Newtons third law. (a) The force exerted by the hammer on the nail is equal in magnitude and opposite in direction to the force exerted by the nail on the hammer. (b) The force F12 exerted by object 1 on object 2 is equal in magnitude and opposite in direction to the force F21 exerted by object 2 on object 1. Newtons third law constantly affects our activities in everyday life. Without it, no locomotion of any kind would be possible, whether on foot, on a bicycle, or in a motorized vehicle. When walking, we exert a frictional force against the ground. The reaction force of the ground against our foot propels us forward. In the same way, the tired on a bicycle exert a frictional force against the ground, and the reaction of the ground pushes the bicycle forward. This is called friction plays a large role in such reaction forces. Figure 1.8: In the figure 1.8, when a force pushes on an object, the object pushes back in the opposite direction. The force of the pushing back is called the reaction force. This law explains why we can move a rowboat in water. The water pushes back on the oar as much as the oar pushes on the water, which moves the boat. The law also explains why the pull of gravity doesnt make a chair crash through the floor; the floor pushes back enough to offset gravity. When you hit a baseball, the bat pushes on the ball, but the ball also on the bat. Figure 1.9 Question Two Research and illustrate the various characteristics of Damped Oscillations, your answer should also include graphical display of these characteristic. Answer In the real life, the vibrating motion can be taken place in ideal systems that are oscillating indefinitely under the action of a linear restoring force. In many realistic system, resistive forces, such as friction, are present and retard the motion of the system. Consequently, the mechanical energy of the system diminishes in time, and the motion is described as a damped oscillation. Thus, in all real mechanical systems, forces of friction retard the motion, so the systems dont oscillate indefinitely. The friction reduces the mechanical energy of the system as time passes, and the motion is said to be damped. In the figure 2.0, shock absorbers in automobiles are one practical application of damped motion. A shock absorber consists of a piston moving through a liquid such as oil. The upper part of the shock absorber is firmly attached to the body of the car. When the car travels over a bump in the road, holes in the piston allow it to move up and down in the fluid in a damped fashion. (b) Figure 2.0: (a) A shock absorber consists of a piston oscillating in a chamber filled with oil. As the piston oscillates, the oil is squeezed through holes between the piston and the chamber, causing a damping of the pistons oscillations. (b) One type of automotive suspension system, in which a shock absorber is placed inside a coil spring at each wheel. Damped motion varies with the fluid used. For example, if the fluid has a relatively low viscosity, the vibrating motion is preserved but the amplitude of vibration decreases in time and the motion ultimately ceases. This process is known as under damped oscillation. The position vs. time curve for an object undergoing such as oscillation appears in active figure 2.1. In the figure 2.2 compares three types of damped motion, with curve (a) representing underdamped oscillation. If the fluid viscosity is increased, the object return rapidly to equilibrium after it is released and doesnt oscillate. In this case the system is said to be critically damped, and is shown as curve (b) in the figure 2.2. The piston return to the equilibrium position in the shortest time possible without once overshooting the equilibrium position. If the viscosity is greater still, the system is said to be overdamped. In this case the piston returns to equilibrium without ever passing through the equilibrium po int, but the time required to reach equilibrium is greater than in critical damping. As illustrated by curve (c) in figure 2.2. Active figure 2.1: A graph of displacement versus time for an under damped oscillator. Note the decrease in amplitude with time. Figure 2.2: Plots of displacement versus time for (a) an under damped oscillator, (b) a critically damped oscillator, and (c) an overdamped oscillator. Damped oscillation is proportional to the velocity of the object and acts in the direction opposite that of the objects velocity relative to the medium. This type of force is often observed when an object is oscillating slowly in air, for instance, because the resistive force can be expressed as R = -bv, where b is a constant related to the strength of the resistive force, and the restoring force exerted on the system is -kx, Newtons second law gives us = -kx bv = max -kx b = m ~(i) The solution of this differential equation requires mathematics that may not yet be familiar to you, so it will simply be started without proof. When the parameters of the system are such that b < so that the resistive force is small, the solution to equation is X = ( Ae-(b/2m)t) cos(wt + ) ~(ii) Where the angular frequency of the motion is = ~(iii) The object suspended from the spring experience both a force from the spring and a resistive force from the surrounding liquid. Active figure 2.1 shows the position as a function of time for such a damped oscillator. We see that when the resistive force is relatively small, the oscillatory character of the motion is preserved but the amplitude of vibration decreases in time and the motion ultimately creases, this system is known as an underdamped oscillator. The dashed blue lines in active figure 2.1, which form the envelope of the oscillatory curve, represent the exponential factor that appears in equation (ii). The exponential factor shows that the amplitude decays exponentially with time. It is convenient to express the angular frequency of vibration of a damped system (iii) in the form = Where = à ¢Ã‹â€ Ã… ¡k/m represents the angular frequency of oscillation in the absence of a resistive force (the undamped oscillator). In other words, when b=o, the resistive force is zero and the system oscillates with angular frequency, called the natural frequency. As the magnitude of the resistive force increases, the oscillations dampen more rapidly. When b reaches a critical value bc,so that bc/2m = , the system does not oscillate and is said to be critically damped. In this case, it returns to equilibrium in an exponential manner with time, as in figure 2.2. Question Three: Simple Harmonic Motion (SHM) is a dynamical system typified by the motion of a mass on a spring when it is subject to the linear elastic restoring force given by Hookes Law. The motion is sinusoidal in time and demonstrates a single resonant frequency. What is the relationship between the tension and weight in the system? What is Hookes law when applied to the system? Answer Oscillation of motion is has one set of equations can be used to describe and predict the movement of any object whose motion is simple harmonic. The motion of a vibrating object is simple harmonic if its acceleration is proportional to its displacement and its acceleration and displacement are in opposite direction. The second bullet point mean that are acceleration, and therefore the resultant force, always acts towards the equilibrium position, where the displacement is zero. Common examples of simple harmonic motion include the oscillations of a simple pendulum and those of a mass suspended vertically on a spring. The diagram shows the size of the acceleration of a simple pendulum and a mass on a spring when they are given a small displacement, x, from the equilibrium position. Figure 3.0 In the figure 3.0, the numerical value of the acceleration is equal to a constant multiplied by the displacement, showing that acceleration is proportional to displacement. Then, the negative value of the acceleration shows that it is in the opposite direction to the displacement, since acceleration and displacement are both vector quantities. Simple harmonic in a spring If you hang a mass from a spring, the mass will stretch the spring a certain amount and then come to rest. It is established when the pull of the spring upward on the mass is equal to the pull of the force of gravity downward on the mass. The system, spring and mass, is said to be in equilibrium when that condition is met. If the mass is up or down from the equilibrium position and release it, the spring will undergo simple harmonic motion caused by a force acting to restore the vibrating mass back to the equilibrium position. That force is called the restoring force and it is directly proportional to magnitude of the displacement and is directed opposite the displacement. The necessary condition for simple harmonic motion is that a restoring force exists that meets the conditions stated symbolically as Fr = -kx, where k is the constant of proportionality and x is the displacement from the equilibrium position. The minus sign, as usual, indicates that Fr has a direction opposite that of x. For example Figure 3.1 The crank rotates with angular velocity w. Then, the slide will slide between P1 and P. V2 = W2 (P2-X2) P = Amplitude or maximum point. V= Velocity of the slider. X = Distance from centre point due to velocity, v. W = Angular velocity of crank. = 2à Ã¢â€š ¬f f = = 1/T a = -w2x Simple pendulum A simple pendulum is just a heavy particle suspended from one end of an inextensible, weightless string whose other end in fixed in a rigid support, this point being referred to as the point of suspension of the pendulum. Obviously, it is simply impossible to obtain such an idealized simple pendulum. In actual practice, we take a small and heavy spherical bob tied to a long and fine silk thread, the other end of which passes through a split cork securely clamped in a suitable stand, the length (à ¢Ã¢â‚¬Å¾Ã¢â‚¬Å") of the pendulum being measured from the point of suspension to the centre of mass of the bob. In the figure 3.2, let S be the point of suspension of the pendulum and 0, the mean or equilibrium position of the bob. On taking the bob a little to one side and then gently releasing it, the pendulum starts oscillating about its mean position, as indicated by the dotted lines. At any given instant, let the displacement of the pendulum from its mean position SO into the position SA is ÃŽÂ ¸. Then, the weight mg of the bob, acting vertically downwards, exerts a torque or moment mg/sin ÃŽÂ ¸ about the point of suspension, tending to bring it back to its mean position, the negative sign of the torque indicating that it is oppositely directly to the displacement (ÃŽÂ ¸). Figure 3.2 If d2ÃŽÂ ¸/dt2 be the acceleration of the bob, towards 0, and I its M.I about the point of suspension (S), the moment of the force or the torque acting on the bobn is also equal to I.d2ÃŽÂ ¸/dt2. I = -mgà ¢Ã¢â‚¬Å¾Ã¢â‚¬Å"sinÃŽÂ ¸ If ÃŽÂ ¸ is small, the amplitude of oscillation be small, we may neglect all other terms except the first and take sin ÃŽÂ ¸ = ÃŽÂ ¸. I = -mgà ¢Ã¢â‚¬Å¾Ã¢â‚¬Å"ÃŽÂ ¸, Whence, = Since M.I of the bob about the point of suspension (S) is mà ¢Ã¢â‚¬Å¾Ã¢â‚¬Å"2. We have = = =  µÃƒÅ½Ã‚ ¸, Where =  µ The acceleration of the bob is thus proportional to its angular displacement ÃŽÂ ¸ and is directed towards its mean position 0. The pendulum thus executes a simple harmonic motion and its time period is given by T = 2à Ã¢â€š ¬ = 2à Ã¢â€š ¬ = 2à Ã¢â€š ¬ It being clearly understood that the amplitude of the pendulum is small. The displacement here being angular, instead of linear, it is obviously an example of an angular simple harmonic motion. Hookes law Vibration motion is an object attached to a spring. We assume the object moves on a frictionless horizontal surface. If the spring is stretched or compressed a small distance x from its equilibrium position and then released, it exerts a force on the object as shown in figure 3.3. From experiment the spring force is found to obey the equation F = -kx ~(iv) Where x is the displacement of the object from its equilibrium position (x=0) and k is a positive constant called the spring constant. This force law for springs is known as Hookes law. The value of k is a measure of the stiffness of the spring. Stiff springs have large K value, and soft springs have small K value. In the equation (iv), the negative sign mean that the force exerted by the spring is always directed opposite the displacement of the object. When the object is to the right of the equilibrium position, as in figure 3.3 (a), x is positive and F is negative. This means that force is the negative direction, to the left. When the object is to the left of equilibrium position, as in figure 3.3 (c), x is negative and F is positive, indicating that the direction the force is to the right. Of course, when x = 0, as in figure 3.3 (b), the spring is unstretched and F =0. Because the spring force always acts toward the equilibrium position, it is some time called a restoring force. A restoring force always pushes or pulls the object toward the equilibrium position. The process is then repeated, and the object continues to oscillate back and forth over the same path. This type of motion is called simple harmonic motion. Simple harmonic motion occurs when the net force along the direction of motion obeys Hookes law When the net force is proportional to the displacement from the equilibrium point and is always directed toward the equilibrium point. Figure 3.3: The force exerted by a spring on an object varies with the displacement of the object from the equilibrium position, x=0. (a) When x is positive (the spring is stretched). (b) When x is zero (the spring is unstretched), the spring force is zero, (c) When x is negative (the spring is compressed), the spring force is to the right. Conclusion As my conclusion, Newtons law was a very useful in nowadays because it is can use the 3 type of law to prevent any accidents in now generation. Firsts law is states that a force must be applied to an object in order to change its velocity. Seconds law is acceration of an object is directly proportional to the net force acting on it and is inversely proportional to its mass. Thirds law is whenever we push on something, it pushes back with equal force in the opposite direction. Second, harmonic oscillation is a type of forced and damped oscillation that is amplitude of a real swinging pendulum or oscillating spring decrease slowly with time until the oscillation stop altogether. This decay of amplitude as a function of time is called damping.

Interpretation of Maladies by Jhumpa Lahiri

Interpretation of Maladies by Jhumpa Lahiri The process of analysis for this English Extended Essay on Interpretation of Maladies by Jhumpa Lahiri was definitely a journey where in I discovered and learnt a lot. When I was assigned this project, initially I was a little apprehensive about how to execute this extended essay. My teacher gave me a good briefing about the entire process which I had to follow for the execution of this analysis. I began by reading the novel in its entirety several times. Every time I read the different stories in this novel, it was like going on a new literary journey altogether. The realistic presentation of the characters by the author brought in life to them and at a point I no longer felt that I was a mere reader but transcended into the stories with the characters and played a mute spectator. Post having sufficient understanding of each story, I made note of the thematic aspects of each story, the stage setting and how this helped in portrayal of the mindset of each characters. I employed literary analytical aspects of thematic analysis, language analysis, stage setting analysis to give an in-depth analysis of the novel Interpretation of Maladies by Jhumpa Lahiri. In the concluding part of this extended essay, I wound up by indicating the effect of the stories on the readers and why the readers could relate to each character as this is an important aspect of story narration and effective engagement of the reader. Introduction: The Interpreter of Maladies reflects the trauma of self-transformation through immigration which ends up being an attempt in futility as resultantly there is a series of broken identities that form multiple anchorages. Lahiris stories present the futile diasporic struggle to keep hold of culture as primary characters that of her stories create new lives in foreign cultures. Relationships, language, rituals, and religion all help these characters maintain their culture in new surroundings even as they build a hybrid realization as Asian Americans. But the lack of harmony and happiness ultimately makes the attempt a futile experience. Interpretation of Maladies brings to the forefront many complex issues with identity confronted by the Diaspora community. The book has the tales and experiences of first and second generation immigrants who are Indians, as well as a few tales comprising involving ideas of otherness among Indian communities. The stories focus around the complexities of several relationships, communication and a feeling of a loss of identity for individuals in diaspora. Despite where the tale takes place, the major players struggle with the similar feelings of exile and the struggle between the dual worlds by which they feel torn apart. The stories essentially deal with the always shifting lines between gender, sexuality, and social status within a diaspora. Whether the player in the tale is a homeless woman belonging to India or an Indian male pupil in the United States, all the characters show the effects of displacement in a diaspora. The characters in her stories dwell with a sense of dissatisfaction on account of their personal lives and experiences. The settings, narration, the mindsets of the characters and the interaction characters have with each other assist the readers in comprehending their plight and the futility of the situation. Findings and Analysis: Interpreter of Maladies: Jhumpas thematic presentation of futility in the Interpreter of Maladies is somewhat subtle yet effective. The setting is just about perfect with the character placement effectively facilitating the futility in their relationships and aspirations. The Central characters in this tale are Mr. and Mrs. Das and the tour guide Mr. Kapasi. The writer through the interactions of the Das couple with their children Tina, Bobby and Ronny present to us the fact that their relationship with their children lack perfection and to a great extent seems futile as the children do not seem to obey their parents and Mr. and Mrs. Das seem more of sibling to their children than their parents as they are constantly squabbling among themselves. Mrs. Das is evidently not interested in the relationship which seems futile to her and the very fact that she describes Mr. Kapasis job as an interpreter of maladies as a romantic one leads Mr. Kapasi to fantasize about her which eventually turns out to be a futile e xercise. An aspect which does not fail to draw attention of the reader is the instance when the Das couple are engaged in an argument as to who would take Tina to the bathroom is indicative of each one desire to shun responsibility. Here, a sense of futility is existent in the parental relationship the couple share towards their children. Jhumpa has utilized the lack of communication as an aspect to present the futility of the relationship all the characters are dwelling in. Mr. Das is presented as a character always buried in his guide book while Mrs. Das hides her inner self behind her sunglasses. Mr. Kapasi is trapped in a loveless futile marriage spending lonely nights drinking tea by himself. The futility of the relationship the Das family is in is very evident in the action of Mrs Das especially when she fails to offer puffed rice which she was gorging on by herself. The element of family sharing a meal fails to be present. This action of Mrs. Das indicates indifference and an underlying sense of hostility towards her spouse and children. The relationships they share is thus understood as being a futile relationship. Mr Kapasi reveals the futility of his existence as he is working as an interpreter feels that his job is a failure as he is a scholar of many languages. The dissatisfaction he experiences in the job of an interpreter leads to a sense of futility within him. Futility is further expressed by the character when he states that the job of an interpreter was taken to pay of medical bills of his son who had contracted thyroid. His sons death made his sacrifice of sorts a futile effort. Mr. Kapasis fantasy ride commences with Mrs. Das. It becomes very evident to Mr. Kapasi that the Das Couples relationship lacks charm and harmony and is futile. He begins to fantasize about Mrs. Das when she admires his job as that of an interpreter. His fantasy leads to a peak when he and Mrs. Das are conversing while staring at the nudity depicted in the form of temple carvings. The sensuality of the situation is well created by the writer by placing her characters in a setting which is erotic leading to temptation but futile desires. He decided to begin with the most obvious question, to get to the heart of the matter, and so he asked, Is it really pain you feel, Mrs. Das, or is it guilt? This quote appears towards the end of the story where Mrs. Das reveals the fact that Bobby is the son of a friend of Mr. Das whom she was intimate with while her husband was away. Mr. Kapasi questions her about her feeling and Mr. Kapasi makes one final interpretation. Mr. Kapasi feels that Mrs. Das desires absolution and not questioning, relief and not reflection. She and Mr. Kapasi are both lonely but the fact that they have differences keeps them apart thus making the possibility of a relationship futile. Revelation leads to futility. The revelation made by Mrs Das about the legitimacy of her child to Mr. Kapasi was the blow which tarnishes the fantasy of Mr. Kapasi. For a short spell of time, Mr. Kapasi was on an imaginative trip which proved baseless and futile as he failed to accept the person who he was daydreaming about to have a scandalous past as such. The revelation of Mrs. Das proves her infidelity further shattering the image of the Das family proving the fact that the relationship is more of an arrangement than a bonding of love. The writer has aptly used setting to bring all her vital characters in the scene and weaving a storyline in a natural way facilitating the flow of human emotions at their various moment of interaction. The writer crafts every character in a natural and believable manner leading us to realize the fact that there are several relationships where people are bound together for the sake of fulfilling an arrangement commenced to fulfill a certain purpose but the lack of depth and gravity of the relationship proves the relationship to be a futile on as in the case of Mr. and Mrs. Das and their relationship, Mr. Kapasi and his profession as an interpreter and a tour guide and his fascination for Mrs. Das which later on sours as he learns about her real self. With regards to being in India, Mr. and Mrs. Das fail to connect with the country India as their home but have a tourists perspective which is very evident when Mr. Das snaps away a picture of the starving peasant instead of helping him. When Bobby is need of help when surrounded by monkeys, Mr. Das is excited about the picture he clicks instead of immediately helping the boy. This indicates a lack of understanding and connection with each other and the country they are in which they understand as being home. Thus the trip too can be safely understood as being an exercise in futility. The camera of Mr. Das is symbolically employed by the writer to present the fact that Mr. Das view the world through his camera and in not in direct touch with reality. The camera proves to be an obstruction and proves to be a futile aspect blocking Mr. Dass chance to view the real world devoid his camera. Interpreter of Maladies is a story with a setting and dialogues which may not be larger than life but is as close and real as life could be though the writer presents her work as a fictionalized account of her imagination and creativity. A Temporary Matter: In this tale, the writer in all clarity wishes to point out that lack of trust and deceit in a relationship makes the existence of that relationship futile. The futility of the relationship of Shukumar and Shoba is visible to the reader as the play the game wherein they reveal to each other their secrets. We the readers learn that the element of deception is predominant and this causes the relationship to be extremely strained and leads to a point of deterioration and a point of no return. The couple indulges in lying to each other and the lies have been with selfish motives in mind. They avoid bring in discomfort to each other and their selves by indulging in not speaking the truth. They have lied to each other, and the lies have been selfish ones-told not to spare the others feelings but to allow the person telling the lie to escape some discomfort or sacrifice. The sanctity of their marriage to a good extent is at stake and to a large extent they do not seem to care about this fac t. The sweater incident reveals to the reader that they lie about petty issues. Shukumar had returned the sweater to get some money which he could use in order to get drunk to the core. The couple drifting apart commenced after the loss of their baby and the began to care less for each other and this is revealed by the fact that they have been lying unceremoniously. They no longer connect with each other emotionally and this indicates the fading of their relationship. When Shoba displays the fact that their sorrow was on account of a deceptive game, she is following a pattern which is established. All through the week of electricity cuts, Shoba can be seen attempting to reach out Shukumar. But in truth, she is working out her final separation from Shukumar. During the same time frame, the game that seems to be putting them together also displays a past filled with lies. Matters have hardly been as they seemed between these two individuals. To add to this, readers understand early in the tale that Shoba has always been the person to plan way ahead and that she maintains a separate bank account. Readers are left to think as to whether the pattern of deception will end or increase beyond repair. The story indicates a shift decisively towards a happy finale when, on the fifth evening, the writer declares, They had survived a difficult time. Shobas silent behavior that particular evening has been disrupted as the calm after a storm. But that understanding is as misleading as Shobas pattern of conduct has been. We, the readers, like the character of Shukumar, have been given complex signals and only understand at the end which set of aspects was reliable. The stage setting adds to the realm of this tale. To depict futility of the relationship of the protagonists, the writer places the Bradford couple as neighbors Mr. and Mrs. Bradford are neighbors of Shoba and Shukumar. Shoba and Shukumar often witness them strolling by, holding arm in arm, on their path to the bookshop on the second night of the power cut or failure. The Bradfords appear to be a happily married pair and as such make provision of a contrast to the main lead pair i.e. Shoba and Shukumar. The writer specifically mentions that the Bradfords kept a card of sympathy as a goodwill gesture in Shoba and Shukumars mailbox when their baby was lost. The light and dark stage setting present a realistic scenario where the reader can identify with the inner feeling of the characters. As the primary characters have their conflicts within their selves and with each other, the lightning assists in quick identification of their inert feeling. Here the writer, I opine has very meticulously employed the element of light and darkness to reveal the thought, apprehensions and turmoil of the characters making the presentation of the entire story line noteworthy. You went to answer the telephone in the other room. It was your mother, and I figured it would be a long call. I wanted to know if youd promoted me from the margins of your newspaper. Instead of looking for clues about her future husband or finding something of earth-shattering importance, she looks to see if she is making up the little details of Shukumars life. Again, it is clear that the little things mask the greater realities. Alienation further triggers of futility of the relationship. Shoba and Shukumars grief has led them to withdraw from each other. Until the nightly power outages began, they avoided each other. Shoba leaves for work early each morning, returns late, and often brings home extra work to occupy her evenings and weekends. When Shoba is home, Shukumar retreats to his computer and pretends to work on his dissertation. He has put the computer in the room that was to be the nursery because he knows that Shoba avoids that room. She comes in briefly each evening to tell him goodnight. He resents even this brief interaction, which Shoba initiates only out of a sense of obligation. Shoba and Shukumar do not attempt to comfort or support each other. Each withdraws from the relationship, and they endure their grief as if they were two strangers living in a boardinghouse. An important aspect to be noted about this story is the fact that the writers tone in presentation of this tale of grief, tragedy and deception is in totality neutral. This neutral tone is essentially employed to by the writer as the writer, I believe desires the readers form their own individual perspectives of each character and decide who and why they wish to empathize with. This style of presentation makes provision for an unbiased formation of a point of view on the part of the reader facilitated primarily by the writer. Many a times, writer tend to shadow their narrative with their personal and judgmental opinion which I believe that the writer here has refrained from doing so making this an exemplary work of art. Mrs. Sen: Mrs. Sen, the titular character of Lahiris story demonstrates the power that physical objects have over the human experience. This aspect is employed by the writer to display a sense of futility in the thoughts and existence of the titular character. During the entire story, Mrs. Sen is preoccupied with the presence or lack of material objects that she once had. Physically though Mrs. Sen is there where she is but mentally or rather emotionally she seems to be dwelling in another world, a world of the past. Whether it is fish from her native Calcutta or her special vegetable cutting blade, she has the tendency to cling to the material possessions that she is accustomed to, while firmly rejecting new experiences such as canned fish or even something as mundane as driving a car. At home that is all you have to do. Not everybody has a telephone. But just raise your voice a bit, or express grief or joy of any kind, and one whole neighborhood and half of another has come to share the news, to help with arrangements This moment illustrates that Mrs. Sen is referring to her neighborhood at home as a much more closely-knit community than that of the area where Eliot lives. Here she uses a slightly superior attitude when referring to her culture as opposed to Eliots, which helps her remain confident about staying true to her Indian roots while she physically lives in a different place. Lack of the ability of the central character of Mrs. Sen to transcend successfully and accept her new world presents the futility of the situation. Mrs. Sen being homesick is certainly understandable given her meaningless social life, her reflective nostalgic feeling deepens the situation to such an extent that she fails to relate to the individuals she meets in America and the eventually end up as no barrier to her acclimation. The person selling fish at the market fails to immediately address her as Mrs. Sen but he surely reserves special fish for her. The man of the law does not book her but just asks her questions after her car accident does not indict her. The writer presents all characters in the story as people who make life easy for her and facilitate the process of her settling down comfortable in America. But Inspite of all this, Mrs. Sen fails to settle in to any degree, drapes herself always in saris, serving to the mother of Eliot, Indian canapà ©s and putting aside com pletely the prospect of learning to drive. By conducting her life differently through recollected tales imprinted on her her saris, and her aerograms which are grainy, Mrs. Sen deliberately stays away from any kind of assimilation through the empowerment of material objects and what they mean to her. In this tale, 11-year old Eliot commences living with Mrs. Sen a professors wife after school. Mrs. Sen who is the caretaker cuts and makes meals as she tells Elliot tales of her past life in Calcutta, thereby assisting in crafting of her identity. Like A Temporary Matter, this stale is full of lists of produce, catalogs and recipes with descriptions. Stress is placed on ingredients and the mode of preparation. Other aspects are definitely emphasized as well, such as Mrs. Sens collection of saris which are multicolored brought in by her from India. The The entire storyline rotates around Mrs. Sens customary practice of purchasing fish from a seafood market locally. This fish helps in reminding Mrs. Sen of her house back and holds great importance to her. But reaching the seafood market needs driving, a skill that Mrs. Sen has failed to learn and is not interested in learning either. Towards the finale of the story, Mrs. Sen tries to learn to drive to the market without her better h alf but this attempt leads to a car accident. Eliot soon stops living with Mrs. Sen after this. Conclusion: To conclude with, I am of the conviction that Jhumpa Lahiri, the Pulitzer prize winner for this literary work of art The Interpretation of Maladies has undoubtedly excelled in creating a work of literary expression which presents human emotion and interaction in its rawest form. This makes each story believable and close to the readers heart. She has very well employed the human emotion of sorrow in most of the stories as this I believe is one emotion which every individual can deeply identify with and relate to. Her characters such as that of Mrs. Sen, Shoba, Sukumar, Mrs Das and the others are very realistic as they are presented as ordinary humans with issues which every other individual deals with. The added aspect to this realistic presentation is the fact that her characters are primarily migrants finding it hard to get acquainted to a European culture and are being confronted with culture issues and discrimination. She has woven a beautiful story line in each story and the rea ders are drawn enigmatically into her world and her style of storytelling which is essentially different in a unique way than their contemporaries. The stage setting employed in each story differs and is highly apt to the story complementing the story and presenting the characters in a comprehensive way. The Temporary Matter, Mrs. Sen, Interpretation of Maladies etc. has stage setting which make the story realistic and not deviate the attention of the writer. This is an important aspect which can be understood in her works. The language employed by the writer to present her characters is another vital aspect. The language is simple and precise without being dramatic. More importantly the body language of the character plays vital part in communicating the essence and the feeling within the characters. Each story of hers has message or a theme which is learnt by the reader in the process of acquainting himself in her stories. Her bring out themes of deception, love, tragedy, discrimination in a manner most beautiful and subtle.

Changing roles of women :: essays research papers

Honey, I’m Home   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Honey, I’m Home† now doesn’t even have a gender orientation to it, but only 30 years ago it referred to the â€Å"bread-winner† (the man of the house) coming home after a long day of work greeting his wife. This idea of male dominance is shown in the text Mirror on America, in the picture where the groom is holding his wife who is drastically smaller than him, showing some sort of dominance a male has over a female (63). It is also shown in the picture where the man looks like he came home from a long day of work and waiting for his wife to serve him dinner (62). Nowadays it’s a little different most women are employed full-time and have to come home to clean and cook for their families. Unfortunately, things are almost exactly the same the if not harder for women because now they not only have to cook and clean, but they also have to work.   Ã‚  Ã‚  Ã‚  Ã‚  Dave Barry, the author of the essay â€Å"The Ugly Truth about Beauty†, in the text Mirror on America believes women are too concerned with the way they look. He implies that women are never satisfied with their look, while all men â€Å"think of themselves as average looking† (35) . Women feel they have to strive to enhance their looks because the image society portrays of â€Å"beauty† is far from the average woman’s features. The author relays this message when he talks about supermodel Cindy Crawford giving out makeup tips:   Ã‚  Ã‚  Ã‚  Ã‚  Cindy had all these middle-aged women applying beauty products to their faces;   Ã‚  Ã‚  Ã‚  Ã‚  she stressed how important it was to apply them in a certain way, using the tips of   Ã‚  Ã‚  Ã‚  Ã‚  their fingers. All the women dutifully did this, even though it was obvious to any   Ã‚  Ã‚  Ã‚  Ã‚  sane observer that, no matter how carefully they applied these products, they   Ã‚  Ã‚  Ã‚  Ã‚  would never look remotely like Cindy Crawford, who is some kind of genetic   Ã‚  Ã‚  Ã‚  Ã‚  mutation. (35) Unfortunately, everyone even me has been affected by society’s view on beauty. I believe my view on â€Å"beauty† is very similar to that of most men. I believe a person’s beauty is easily enhanced by their personality.   Ã‚  Ã‚  Ã‚  Ã‚  The character and personality of a person is determined by their experience, background and childhood. Children are influenced greatly by their surroundings as well as their role models whether they are good or bad role models to have. The insecurities women have about their looks are due to their upbringing.

Laptop Computers: School Utilization and Student Achievement :: essays papers

Laptop Computers: School Utilization and Student Achievement It has become all too evident in today’s society that there is a need for a quality, successful education system. The need for skills in technology are also obvious. Schools across the nation are now trying to achieve both of these goals by providing a laptop computer to each student. Principal John Kozusko, an administrator at one such school claims, â€Å"It’s like a world apart. It’s changed the way teachers teach†¦the way they think about kids.† (Chute, 2000  ¶4) According to Speaker Rick Johnson of the Michigan House of Representatives, â€Å"Students have progressed from learning about computers to learning from them.† (Johnson, 2003,18) This paper will examine how laptops are being utilized in schools and the effect that they have on student achievement. Participation The movement to use laptop computers to provide a first-rate education to all students has quickly been spreading across the nation. Throughout the United States, Microsoft has counted more than 125,000 students and teachers at 800 schools participating in such programs. (Chute, 2000) In researching this topic, I have found documentation of programs in elementary schools, middle schools, and high schools in a number of different states. These states include, but are not limited to, New York, Maine, Pennsylvania, California, Michigan, and Texas. Some schools fund the program on their own, often starting with a pilot program and expanding as funds become available. (Seeing is, nd) Others collaborate with corporations such as Microsoft and Netschools. (Chute, 2000) Additional funding has come from sources such as business donations, personal monies, federal funds, and bond money. (Corcoran, 2002) Laptop Usage The cases described throughout this paper all include schools that provided laptops for students and/or teachers so that the student to computer ratio was 1:1. As stated above, for some schools this was done with a pilot group, while other schools provided computers to all students. Students are then required to bring their laptop to class, ready to use, just as they must bring their textbooks, pencils, and other necessary materials. (Chute, 2000) They are also responsible for charging the battery for their computer and transporting their computer to and from school on a daily basis. How the computer is equipped varies depending on the make of the computer and the operating system and firewalls set up by the schools.

Linguistic Performance and Competence Essay

Linguistic Knowledge Speakers’ linguistic knowledge permits them to form longer and longer sentences by joining sentences and phases together or adding modifiers to a noun. whether you stop at three, five or eighteen adjectives, it is impossible to limit the number you could add if desired. Very long sentences are theoretically possible, but they are highly improbable. Evidently, there is a difference between having the knowledge necessary to produce sentences of a language, and applying this knowledge. It is a difference between what you know, which your linguistic competence  is, and how you use this knowledge in actual speech production and comprehension, which is your linguistic performance. Linguistic Performance Linguistic Performance – a speaker’s actual use of language in real situations; what the speaker actually says, including grammatical errors and other non-linguistic features such as hesitations and other disfluencies. When we speak, we usually wish to convey some message. At some stage in the act of producing speech, we must organize our thoughts into strings of words. Sometimes the message is garbled. We may stammer, or  pause, or produce slips of the tongue. We may even sound like the baby, who illustrates the difference between linguistic knowledge and the way we use that knowledge in performance. Linguistic Competence Linguistic competence is a term used by speech experts and anthropologists to describe how language is defined within a community of speakers. This term applies to mastering the combination of sounds, syntax and semantics known as the grammar of a language. †¢ACCORDING TO CHOMSKY, COMPETENCE IS THE ‘IDEAL’ LANGUAGE SYSTEM THAT makes it possible for speakers to produce and understand an infinite  number of sentences in their language, and to distinguish grammatical sentences from ungrammatical sentences. oThis means a person’s ability to create and understand sentences, including sentences they have never heard before. Competence versus Performance â€Å"Linguistic theory is concerned primarily with an ideal speaker-listener, in a completely homogeneous speech-communication, who know it’s (the speech community’s) language perfectly and that it is unaffected by such grammatically irrelevant conditions as memory limitations, distractions, shifts of attention and interest, and errors (random or characteristic) in  applying his knowledge of this language in actual performance. â€Å" Chomsky differentiates competence, which is an idealized capacity, from performance being the production of actual utterances. According to him, competence is the ideal speaker-hearer’s knowledge of his or her language and it is the ‘mental reality’ which is responsible for all those aspects of language use which can be characterized as ‘linguistic’. Chomsky argues that only under an idealized situation whereby the speaker-hearer is unaffected by grammatically irrelevant conditions such as memory limitations and distractions  will performance be a direct reflection of competence. A sample of natural speech consisting of numerous false starts and other deviations will not provide such data. Therefore, he claims that a fundamental distinction has to be made between the competence and performance. Chomsky dismissed criticisms of delimiting the study of performance in favor of the study of underlying competence, as unwarranted and completely misdirected. He claims that the descriptivist limitation-in-principle to classification and organization of data, the  Ã¢â‚¬Å"extracting patterns† from a corpus of observed speech and the describing â€Å"speech habits† etc. are the core factors that precludes the development of a theory of actual performance. Chomsky thinks that what linguists should study is the ideal speaker’s competence, not his performance, which is too haphazard to be studied. Although a speaker possesses an internalized set of rules and applies them in actual use, he cannot tell exactly what these rules are. So the task of a linguist is to determine from the data of performance the underlying system of rules that has been mastered by the language user.

The Pervasive Impact of Culture on International Negotiations

The pervasive impact of culture on international negotiations The primary purpose of this section is to demonstrate the extent of cultural differences in negotiation styles and how these differences can cause problems in international business negotiations. The reader will note that national culture does not determine negotiation behavior. Rather, national culture is one of many factors that influence behavior at the negotiation table, albeit an important one. For example, gender, organizational culture, international experience, industry or regional background can all be important influences as well.Of course, stereotypes of all kinds are dangerous, and international negotiators must get to know the people they are working with, not just their culture, country, or company. The material here is based on systematic study of international negotiation behavior over the last three decades in which the negotiation styles of more than 1,500 businesspeople in 17 countries (21 cultures) were considered. The work involved interviews with experienced executives and participant observations in the field, as well as behavioral science laboratory work including surveys and analyses of videotaped negotiations.The countries studied were Japan, S. Korea, China (Tianjin, Guangzhou, and Hong Kong), Vietnam, Taiwan, the Philippines, Russia, Israel, Norway, the Czech Republic, Germany, France, the United Kingdom, Spain, Brazil, Mexico, Canada (English-speakers and French-speakers), and the United States. The countries were chosen because they constitute America’s most important present and future trading partners. Looking broadly across the several cultures, two important lessons stand out. The first is that regional generalizations very often are not correct.For example, Japanese and Korean negotiation styles are quite similar in some ways, but in other ways they could not be more different. The second lesson learned from the research is that Japan is an exceptional place: On almost every dimension of negotiation style considered, the Japanese are on or near the end of the scale. For example, the Japanese use the lowest amount of eye contact of the cultures studied. Sometimes, Americans are on the other end. But actually, most of the time Americans are somewhere in the middle. The reader will see this evinced in the data presented in this section.The Japanese approach, however, is most distinct, even sui generis. Cultural differences cause four kinds of problems in international business negotiations, at the levels of: Language Nonverbal behaviors Values Thinking and decision-making processes The order is important; the problems lower on the list are more serious because they are more subtle. For example, two negotiators would notice immediately if one were speaking Japanese and the other German. The solution to the problem may be as simple as hiring an interpreter or talking in a common third language, or it may be as difficult as learning a languag e.Regardless of the solution, the problem is obvious. Cultural differences in nonverbal behaviors, on the other hand, are almost always hidden below our awareness. That is to say, in a face-to-face negotiation participants nonverbally—and more subtly—give off and take in a great deal of information. Some experts argue that this information is more important than verbal information. Almost all this signaling goes on below our levels of consciousness. When the nonverbal signals from foreign partners are different, negotiators are most apt to misinterpret them without even being conscious of the mistake.For example, when a French client consistently interrupts, Americans tend to feel uncomfortable without noticing exactly why. In this manner, interpersonal friction often colors business relationships, goes undetected, and, consequently, goes uncorrected. Differences in values and thinking and decision-making processes are hidden even deeper and therefore are even harder t o diagnose and therefore cure. These differences are discussed below, starting with language and nonverbal behaviors.