Metaphysics and Mysticism Term Paper Example | Topics and Well Written Essays - 2000 words

Metaphysics and Mysticism - Term Paper Example Various sections would analyze both the positions and stances. All relevant detailed philosophies and theories would also be considered. The main stance of the paper is a defense of the mysticism argument, not a critic of it. Analysis of the Controversial Views regarding Correlation between Metaphysics and Mysticism Every man and woman that has the desire to understand and know beyond the accepted limitations of physical reality is attracted to the unknown, and by this attraction, be pushed to learn what many do not and wish not. Everything that exists, whether inanimate or not, is connected with an energy binding all things together; to understand this, is to understand the basic principles of Metaphysics. Metaphysics encircles everything that we can perceive through our five senses. Metaphysical belief pushes beyond what is taught in the church or in the Bible, even. It allows one to go outside and sit with the rest of everything that has been created without the hands of man, that is still pure, and be able to feel what it's like to be the grass and the soil. Metaphysics is a way of life to many, and it is taught without teachers. These pages will contain a very brief introduction and explanation of metaphysics and several of its branches of ideas and philosophies. Some scholars believe that Aristotle's "Metaphysics" is only the follow-up or sequel to his extremely well renowned "Physics"; Meaning that Aristotle did not pioneer the spirituality that is now an important part in today's Metaphysics. "All men by nature, desire to know. An indication of this is the delight in our senses; for even apart from their usefulness, they are loved for themselves; and above all others, the sense of sight (Aristotle, 1977)." The first line of Aristotle's "Metaphysics" immediately shows his recognition that the typical five senses perceived by every capable human, are used only in the idea that they are the only way to perceive. Aristotle also states that "All men desire t o know." (Aristotle, 1977), allowing the argument that his thoughts were going toward that of which we cannot know from the five senses that we are born aware of. The argument as to Aristotle's beliefs in the subject can go either way because of an extremely important factor. So one may interpret Aristotle's work as one wishes, it was still his ideas that laid down the essential framework to get the Metaphysical idea moving. Discussion In order for anybody to be able to understand the following ideas and theories, one should take time to put themselves in an open-minded and relaxed state. Once you have entered this state, you will be able to comprehend and understand to the fullest of your capabilities. Relaxation is the ultimate medium for learning, and by being in control of your stress, you can be relaxed whenever you feel the need to, allowing quicker learning and easier understanding. Now things are going to get a little complicated and may begin to get confusing. First of all, there are three divisions of the mind; the conscious, subconscious, and superconscious. (Furse, 1977) These three divisions of the mind control the way we perceive and interact with others, ourselves, and our environment in general. We use these states of consciousness, sometimes entirely unaware of it, for different purposes

US and Vietnam War Essay Example | Topics and Well Written Essays - 4500 words

US and Vietnam War - Essay Example The final contingent of the U.S. commitment departed Vietnam 60 days after the signing, but the level of violence between Vietnamese adversaries did not significantly decline; no peace came to Vietnam. In the United States, Watergate was changing from amber to red, and as his presidency unraveled in 1973, President Richard Nixon's secret commitments to South Vietnam's President Nguyen Van Thieu were rendered meaningless. Less than two years later, faced with funding a $722 million budget supplement, the U.S. Congress showed little interest in providing military equipment or financial support to America's longtime ally, South Vietnam. On April 30, 1975, South Vietnam ceased to exist. For most Americans, the last images of the war were of the dazed U.S. Ambassador Graham Martin carrying a folded American flag under his arm during the final evacuation from the U.S. Embassy; or perhaps the chaos surrounding the evacuation of U.S. personnel and Vietnamese families from the Embassy rooftop. No one seemed interested in such critical questions as the nature of the war, why the United States chose to fight the way it did, how North Vietnam had prevailed, the relationship of political objectives to military strategy, or the lessons that could be derived from the public diplomacy and secret negotiations that had characterized so much of the conflict. The dire situation would change as scholars gained access to a series of significant declassifications of primary source documents located in archival depositories in the United States, Vietnam, China, and Russia, and as principal architects of policy-the so-called "best and brightest"-began to reflect and write on their roles during the period. In 1995, former Defense Secretary Robert S. McNamara broke his own long silence on the subject with the admission that "we were wrong, terribly wrong" (McNamara & Van De Mark 1995). Another principal architect of Vietnam policy, political scientist Henry Kissinger, has generated several books that address why the United States fought in Vietnam (Kissinger 1999). We approach our topic chronologically by examining 30 years of war from 1945 to 1975-beginning with the historic Vietnamese proclamation of independence and ending with the fall of South Vietnam in April 1975. We have identified what we believe are important components of this unfolding saga, and we begin from the intellectual premise that truly understanding why the United States fought in Vietnam requires that we comprehend the roots of the conflict (before it became America's war in Vietnam) from the perspective of countries other than the United States- specifically, Vietnam, China, and the Soviet Union. After all, it was the United States that chose to fight in Vietnam's war (Young 1991). Research The disciplines of history and political science have illuminated many important aspects of the war, including presidential personality and leadership, war powers, public opinion, the role of the media, advisory processes and interactions, political dissent, and congressional-executive relations. Political science has also contributed significant theoretical advances on

Internal combustion engine Essay Example for Free

Internal combustion engine Essay An electric car is a vehicle which is driven by electric engines. The engines use electrical energy which is usually stored in batteries. Electric car is a variation of electric vehicle (EV). EV speaks of any vehicles which are propelled by electric engines. â€Å"Electric car† is a general term for high-speed vehicles which are powered by electricity. In the United States, low-speed vehicles which are powered by electricity are known as neighbourhood electric vehicles (NEVs), and as electric motorised quadricycles in Europe. Electric cars which are powered by different energy sources are also referred to by different names: if they are powered by sunlight, they are called solar cars. If they are powered by gasoline generators, they are called hybrid cars. The term â€Å"electric car† is usually referring to battery electric vehicles (BEVs), which are powered by on-board battery packs. Advantages of Electric Cars The first thing which comes to people’s mind when we talk about the advantages of electric cars is usually on pollution. Electric cars do not cause pollution related to internal combustion engines. The electricity used to recharge electric cars obviously has to come from somewhere, and most of the electricity is produced by burning fossil fuels. Yes, this causes pollution for sure, but there are also other methods to produce electricity. Hydropower and nuclear plants have helped in cutting the carbon emissions. Despite all the electricity production, the carbon emissions produced by electric cars is said to be half of what gas-powered cars produce. Another major advantage is you do not need gas anymore. In a year, an average American spends around $2,000 to $4,000 on gas only. Although electricity is not free, the fact that you do not have to pay so much for gas is relieving. The third advantage which needs to be stressed on is the batteries. Though you cannot drive many hundred miles with an electric car, you can still travel a rather long distance. An electric car can travel up to 100 miles on full battery. The distance it can provide is perfect for you to travel from your home to your workplace, and vice versa. Also the batteries recycle well. Almost 100 per cent of the batteries can be recycled; this helps preventing it from causing disposal problems. Electric cars are more efficient compared to gas-powered cars, in terms of energy and maintenance. Electric engines use 75 per cent of the energy from the batteries to run the wheels, while internal combustion engines only use about 20 per cent of the energy from fuel. Electrical engines also require less maintenance compared to internal combustion engines. You no longer need oil to lubricate the engine. The brakes would not wear off as quickly as gas-powered cars. You do not need belts in the engines, which will wear out due to overuse, in electric cars. Disadvantages of Electric Cars The major disadvantage of an electric car is the batteries. Electric car batteries are not cheap. They can cost around $5,000, and the better the batteries, the more expensive they are. Not only are they expensive, but you will also need to change them more than once, as the batteries have a limited lifetime. The time required for recharging the batteries is also very lengthy. To fully charge the batteries, you need 4 to 8 hours. This is a very serious disadvantage, as most people need to have their cars ready 24/7. With gas-powered cars, you just need a few minutes to fully refill the tank. Still on the batteries, another disadvantageous factor is their size and weight. Batteries used for electric cars need to be linked together into arrays, which form battery packs. Battery packs are bulky and heavy. They take up a significant amount of the vehicle space. Given the heavy weight, they battery packs can reduce the distance of how far the car can travel. Another disadvantage is the silence of electric cars. Yes, it can be soothing for some people, but it can also be dangerous for others. People usually listen to the sound of the revving engines when cars are coming up behind or beside them. When it is silent, they might not notice the cars and they can end up in an accident. Bibliography Bhat, N. (n. d. ). The Future: Our Planet in 2050 | Electric Cars. Retrieved November 05, 2013, from ThinkQuest: http://library. thinkquest. org/C008050/ecars4. html CarsDirect. (2012, January 27). Advantages and Disadvantages of Electric Cars. Retrieved November 05, 2013, from CarsDirect: http://www. carsdirect. com/green-cars/electric-cars-advantages-and-disadvantages Demuro, D. (n. d.). Electric Cars: Benefits and Disadvantages. Retrieved November 05, 2013, from AutoTrader: http://www. autotrader. com/research/article/car-tips/208155/electric-cars-benefits-and-disadvantages. jsp Enterprise Industry magazine. (2012, July 13). Automotive Industry. Retrieved November 05, 2013, from European Commissions Directorate General for Enterprise and Industry: http://ec. europa. eu/enterprise/sectors/automotive/index_en. htm Fix, L. (n. d. ). Advantages and Disadvantages of Electric Cars. Retrieved November 05, 2013, from Lauren Fix, The Car Coach, Automotive Expert: http://www.laurenfix. com/Advantages-and-Disadvantages-of-Electric-Cars Khan, A. (2012, November 25). Advantages and Disadvantages of an Electric Car! Retrieved November 06, 2013, from Tune Article: http://www. tunearticle. com/article-advantages-and-disadvantages-of-an-electric-car-. html Lampton, C. (2008, August 18). How Electric Car Batteries Work. Retrieved November 05, 2013, from HowStuffWorks: http://auto. howstuffworks. com/fuel-efficiency/vehicles/electric-car-battery. htm National Highway Traffic Safety Administration (NHTSA), DOT. (1998, June 17). Federal Motor Vehicle Safety Standards. Retrieved November 05, 2013, from National Highway Traffic Safety Administration (NHTSA): http://www. nhtsa. gov/cars/rules/rulings/lsv/lsv. html#lsv48 Pedrovsky. (2012, February 24). The Advantages and Disadvantages of Electric Vehicles. Retrieved November 06, 2013, from HubPages: http://pedrovsky. hubpages. com/hub/The-advantages-and-disadvantages-of-electric-vehicles Zak, B. (2011, April 04). Advantages and Disadvantages of Electric Cars. Retrieved November 06, 2013, from Goal for the Green: http://www. goalforthegreen. com/2011/04/advantages-and-disadvantages-of-electr.

A reflective analysis | Learning with ICT

A reflective analysis | Learning with ICT This part of the assignment is a reflective analysis of my learning with ICT on this module. I am going to review my experience in collaborative learning on this module drawing my attention to the learning experience from the face to face sessions on the unit compared to the classroom sessions. Collaborative Learning Experience There are many ways that people learn in their everyday lives. Learning can take place anywhere at any time wherever you may be. Joel (2003) stated that Learning is a change in behaviour that results from the learners interaction with the environment. Joels statement is linked into the two environments experienced on this module. This module the teaching and learning consisted of face-to-face classroom sessions and online VLE discussions held on a weekly basis for one hour. The topics that were covered in this module are the way you can learn in different ways. Students participated in these discussions about various experiences and reinforced the information to promote further discussion. These discussions were mostly set in groups where we had to work together to complete various tasks. This type of collaborative learning is when two or more people are in a situation to learn something together Dillenbourg (1999). This occurred on two occasions in this module, one was creating a mi ndmap (online) and one was marking a past assignment (face-to-face). Both were instances of learning something new and we were in groups of more than one. Harding (1993) also suggested that collaborative learning usually works when students group together to create a knowledge and understanding of a certain situation. This in my understanding is communication amongst the group. Computer-supported collaborative learning (CSCL) is a concept within collaborative learning where it uses technology in the learning environment to facilitate group interactions Mitnik (2009). In my understanding on this module collaborative learning is the completion of any given project or task. According to Miller (1998) successful collaborative tasks have characteristics such as the problem being solved are example of the types of problems found in normal everyday life. Millers statement here links in with the past and current experiences of all students on the course where they have discussed the topic i n hand relating them to their own personal experiences. Miller (1998) also went onto explain that the problem can be solved by a small number of students who have not got the current knowledge and understanding to solve the problem alone but can contribute to it amongst a team. When working with my peers on the collaborative learning tasks I firstly felt as I am the youngest I wont know as much knowledge as the rest of them. However it gave me the opportunity to develop a higher level thinking skill to show my peers I am interested in the subject that we are going to discuss. The task was a positive learning experience which was very active, involved and insightful. When the mind map task was being developed I found that I was learning mostly from the facilities of the software that were available to me. Thanasis (2009) said that the role of the computer is to support users to communicate and structure the learning activity. This was the case in the collaborative task I completed in this module and the use of collaboration here is the idea of learning taking place when peers interact to achieve task outcomes (Thanasis 2009). This collaboration activity of the module was a challenging task as many of us had different ideas. However I felt that we all put our ideas together to find the best outcome. Smith (1992) suggested that this sort of collaborative learning process is not beginning with facts and ideas and then finding out the problem but it begins with the problem to find out the facts and ideas in the first place. We as a group didnt meet up altogether initially but I discussed the task before hand to a member of my peer and just went over what we would want to do. This pre-process helped as I went away and did my own research to find out some ideas I could share. By working in this environment we could cover more ground and get the task done at a quicker pace than doing it individually in which can help by sharing resources and ideas. With my teaching ex perience in my previous school, students working in smaller groups enable them to increase their knowledge and widen their understanding of the task in hand. The task which is given to the students is structured in a way to accomplish the learning objectives set. Giving students individual responsibilities gives a lively and energetic vibe to the classroom and the thought of competition amongst other students seemed common. Stahl (2002) suggested that when using technology to support collaborative learning it enhances peer interaction and facilitates the distribution of knowledge and expertise amongst the group. The different collaborative Learning strategies I used in the classroom were that I created different tasks and activities that were necessary for the group to work together and be dependent on each other. If certain individuals do really well and shine through, it created a more motivated establishment in the group. Communities of practise My experiences of group interaction relates to the work of Jean Lave and Etienne Wenger Communities of Practise (CoP) which we covered in our module. Wenger (1991) defines CoP as a passion of learning something and sharing it amongst a group of people and then establishing how it was done. This is a way of promoting new ideas, developing social means, facilitating and spreading knowledge within a group (Wenger 1991). Wengers definition relates to the module task we worked on. The process of social learning that occurred when a group of students came together to discuss a task was something that we were interested in and collaborated with. Wenger went onto explaining that CoP had 3 main components to it which were domain, community and practice. A domain of interest is a specific subject area, which in our case the multiple intelligence theories. The community is where students gathered together and shared ideas and information about Gardner in the module. The practise is members of t he group who are already helpful in the resources and give common experience encountered. These components were explored more in Part 1 Websipration unit on Microworlds. Effective classroom interaction needs to be managed to help student generate a deeper understanding of the lesson. Harry (1993) describes Moores theory (1984) that this type of management involving three types of learning. Interaction with resources, teachers and peers. With the face to face sessions we encountered on the course I learnt to work with different types of people from different backgrounds. During our lecturers the small group discussions allowed us to reflect and act upon discussions and responses when certain questions were raised by the tutor. These small group interactions on a weekly basis allowed us to have a better understanding on our peers point of view. Downes (1998) states the idea is that learning is not paced so much by the teacher, as it is by the students own capacity to acquire the mater ial. Downes statement is exactly how our module is routined. The tutor has a certain role in the classroom but it is up to the student to obtain and research the necessary information to be prepared enough for the upcoming discussions. This collaboration experience in the classroom and online allowed different students give different responses and established a range of different perspectives on the topic discussed. In MacGregors view he states that Knowledge is shaped, over time, by successive conversations MacGregor (1990). The ability to relate to other students in the face to face session is helpful for other students who find it difficult to communicate in front of others and can benefit their own social skills. However the same goes for the online learning sessions on the module where the learning is catered to individual students and their different learning styles (Downes 1998). As Downes suggested the student can adapt the materials and discussions thrown at them and can re spond in a learning style that suits them. These different learning styles online without seeing peoples faces becomes a centre of excitement and motivation that we all can feel throught the discussions. Maslows theory of motivation describes how human actions are directed toward goal attainment. The esteem needs from Maslows hierarchical pyramid shows a link to the online learning sessions that as students we need the confidence, self-esteem and achievement when working and expressing our views online. To add to this experience it has a deeper impact on me when I answer a question and others respond to it. This built my own self esteem which is described by Maslows theory of motivation as the others were responding to my ideas and encouraged me to give more to the discussion. At times from the online session it was hard getting the topic discussion together as many in the small group didnt want to manage the talk. Gunawardena (1995) suggested that online learning lacks social inter action between students and teachers, as well as within peer groups themselves. I agree with Gunawardenas statement here because it was hard getting everyone to agree with a certain responsibility which slowed down the discussion process. It is difficult to recognise that our group needs a little help and guidance in our conversation but this is not established by the tutor as they are mainly floating between group discussions. I also found that in many of our discussions even though we had a small group, 1 or 2 members would not say anything at all. This then leaves the discussion on 2 people who are the most dominating of characters end up having a conversation between themselves and others are simply sitting and reading. With the online discussions weekly discussions are uploaded on the VLE before the group get together. If the online conversation becomes slow and undirected, I tend to look at a group discussion they placed on the VLE and give my own options on it. This tends to gear the conversation back up and others tend to join in. These posts at times gives me ideas that I hadnt thought of and enables me to respond to their posts so the other students know that other students have acknowledged them. Through the experiences on the online chats I have noticed that this type of interaction allows the opportunity for students to share their own reflections, give critical feedback and comment openly about the topic. If a question is asked from the tutor in lesson its apparent that the same 3 or 4 confident students (including me) will raise their hands and continually answer. The answers are spontaneous commonly on the spot with limited time that we have to discuss. However on the online environment, if the same question is answered its opens a new dimension of read, review and respond method that we have encountered on the course. This VLE learning and online discussions encourage the use of other resources such as internet links, course materials, discuss ions boards at my convenience to help elaborate group discussions. Evaluation ICT has changed dramatically from when ICT as an A level in my experience was simply reading, copying out of a book and then taking the exam. This module has developed my understanding of the intensity of ICT and how ICT can be differentiated in many ways through the range of different virtual worlds software packages. The different activities we entailed in the module were across the board where as I discussed before even different students from different backgrounds could explore. Calongne (2008) explains in his article that Virtual worlds support different learning styles and give students opportunities to explore, discover, and express their understanding of the subject. However the tools capabilities do not guarantee a great learning experience. This was the case on the module, even though there were different virtual softwares we experimented with some were not interesting at all. Only the software I felt I learned the most from were described in part 1 of this report even thou gh most of the software activities were similar to each other. I have learnt a lot about the resources available that I didnt know about and how it can be used in Learning. Applying for my Masters I was worried that I would not have the confidence or techniques to stand up in the classroom again however this module has given me more resources to help me in the future to enhance my lessons using different learning materials. I have always been interested in ICT choosing it at GCSE and A LEVEL and then following it through into my degree and PGCE course. ICT has impacted learning so much that everything is now based around PCs. The online lecturers which were part of the module were accessed at any convenient time and place. This enabled students in the UK and abroad to approach the module without any limitation and express ideas at a pace convenient to them. Online learning as experienced on this module has brought a new dimension to learning and allows the student to engage with oth er members of my class outside the university environment which helps build confidence amongst the group when we got together. The flexibility of not writing quick short hand notes in lecturers but the detail of discussion remains and I can easily read back anything I may have missed. The tutor in this instant can be seen as a guide to the discussions and gives us students the opportunity to express our opinions and comments on other comments. The classroom interactions are more for the students who prefer to gain more knowledge from other people but also establishing new friendships amongst the group and direct contact with the tutor. Within the learning environment from face to face sessions which are rather brief in my experience however it becomes at times a great ice breaker for those who tend to be the much shy students. Our tutor being the certain point in both the face to face and online sessions gives them plenty of experience to help avoid any future drawbacks from these s essions. This enables tutors to grip the potential of collaborative learning and pull together information from the module evaluations to improve the course as a whole. Conclusion Online learning can always have its advantages and disadvantages but technology is there as a tool for learning which is combined with the different teaching methods. It is the way the students respond, review and reflect which was a key aspect of learning in this module. Students explore education in many different ways and the course has allowed us to do this online and face to face. These are only 2 types of learning but more technology will be introduced and more ways of learning will be introduced. This can change how we learn today through the use of student social collaboration methods. As cited in Gibson (2007) Visions without action is a dream; action without vision, nightmare. If only there was a virtual simulation that can visualise the future of education and how a learning environment would look like which could give us an indication of how rapidly technology is changing.

Merging Art and Theater into Real Life in Six Characters in Search of a

Six Characters in Search of an Author by Luigi Pirandello In Six Characters in Search of an Author Pirandello illustrates the point that in art there is no one reality, only perceptions. Art is one perception held by the one artist, in the case of the play, the author, who brings this perception to an audience. To illustrate this principle, Pirandello uses many staging approaches and techniques to merge art and theater into real life, while highlighting the shortcomings of drama and art in imitating life. Four elements are used within the play: the Characters themselves, the lines spoken by the Characters, the play structure pertaining to acts and scenes, and the stage directions within the play. The first main area of art and reality colliding in the play is the existence of characters who are referred to as Characters. Pirandello stretches the bounds of meta-theater by having actors portray Characters who swear they are not actors, when faced with other actors playing actual actors and a Director. The layers of unraveling of reality are astounding. The Characters must try and convince not only the Actors and the Producer of their true nature, but also the audience. Pirandello must convey his beliefs about the essence of art through the mouths of Characters seemingly unattached to the actuality of the theater around them. In the play, the Producer acts on stage in place of the author, questioning the sincerity and the true nature of the Characters, who become his r...

The American Diet :: essays research papers fc

"You are what you eat", goes a famous saying. And if that is truly the case, then a lot of Americans would appear to be unhealthy, chemically treated, commercially raised slabs of animal flesh. And while that is not a particularly pleasant thought, it is nonetheless an description of the typical American omnivore who survives on the consumption of Big Macs and steak fajitas.But there are individuals who do not follow this American norm and have altered their diets so that they do not consume any meat. These people are vegetarians, and they are the new breed of healthy Americans who refuse to poison themselves with fats, cholesterol, and the other harmful additives that come from meat. And while once thought to be a movement that would never gain much momentum, it has nonetheless moved itself to the forefront of Americans' healthy diets.The word vegetarian, used to describe the diets of people who do not consume animal flesh, was not used until around the mid-1800s. The concept of ve getarianism, however, dates back much further. The Greek philosopher Pythagoras, considered by many to be the father of vegetarianism, encouraged a non-meat diet among his followers as a diet that was the most natural and healthful (Messina 3).A vegetarian diet excludes the consumption of meat, and can be exercised by people for a number of reasons. The largest majority of individuals chose vegetarianism for health related reasons. For example, someone with an ulcer might be prescribed a strict diet of vegetables in order to promote the healing process. Or someone with a dangerously high level of cholesterol might be advised to follow a vegetarian diet to lower his or her fat and cholesterol intake.The immorality of consuming animal flesh is another argument touted by a smaller group of vegetarians. R.G. Frey describes this moral argument for vegetarianism and the effect that meat eating might have on the character of humans:Some people have come to believe and fear that, in the suffering and killing which occurs in commercial farming, we demean ourselves, coarsen our sensitivities, dull our feelings of sympathy with our fellow creatures, and so begin the descent down the slippery slope of torture and death, to a point where it becomes easier for us to contemplate and carry out the torture and killing of human beings. (20)This moral argument for vegetarianism is also noted by John Robbins who states that "the suffering these animals undergo has become so extreme that to partake of food from these creatures is to partake unknowingly of the abject misery that has been their lives"(14).

Gulliver’s Travels is a series of four books about Lemuel Gulliver, a surgeon who has a group of adventures in four different areas

Gulliver's Travels is a series of four books about Lemuel Gulliver, a surgeon who has a group of adventures in four different areas. These adventures help him form a new outlook on humanity and society. The author of the book, Jonathan Swift, expresses his opinions about his society by satirizing the societies that Gulliver visits to suit his own. The task at hand is to compare and contrast Book one and Book four of Gulliver's Travels. I will compare and contrast this book in terms of setting, character, theme and plot. One more important factor to consider is the satires that were made in each of these books; as well as, Gulliver's mood in each and how his adventures affected him. The first point of comparison and contrast is the plot. In Book One, we see that Gulliver is the surgeon of a ship called the Antelope. The ship that he is in goes into a terrible storm where twelve of the crewmembers die. Gulliver and the remaining crew members board a rowboat to escape the wrecked ship. The rowboat then turns over and Gulliver has t o swim to shore in order to survive. He falls asleep on the shore and when he wakes up from his slumber he finds himself tied down. Gulliver gets introduced to the Lilliputians where he is welcomed by them later on in the book. He is taken to the Emperor and the Emperor was really entertained by Gulliver. After a long time in Lilliput, he is used as a ‘national resource' for Lilliput, used in the wars against Blefuscu. The war that was on between the Lilliputians and the Blesucuns was about the different ways of cracking eggs which is really a useless matter to argue over. Finally, Gulliver is accused for treason because he put out a fire in the queen's apartment with his urine. He would be shot ion the eyes but he convinces the Emperor to allow him to leave and the Emperor agrees. He goes to Belfuscu where he gets on a canoe and goes home. In Book Four, Gulliver is captain of a ship where his crew conspires against him and take him prisoner because they want to be the pirates of the seven seas. They drop Gulliver on a rowboat where he manages to row to an island. He decides to look for inhabitants or humans where instead he finds horses that treat humans like trash and only use them like slaves. He befriends a horse (they call themselves Houyhnhms) where he discusses his society to him and describes a lot of the characteristics of humans or yahoos in their language. The second point that should be mentioned in the comparison between Book One and Book Four is Gulliver's character in each of the books. In the actual books, Gulliver is a surgeon and the purpose of this is that surgeons, in general, are respected and trusted for the decisions that they have to make in the operating rooms; Swift makes Gulliver a surgeon so that he would be an expert in note taking and that he can make us believe and trust Gulliver. In the first book, we see Gulliver as a person who is just criticizing the government of the Lilliputians, and all he is doing is expressing his opinion. In Book Four, we see that Gulliver is an unreliable narrator as his views are extremely tedious and that the arguments that he makes about humanity are unfair and unjust. Heading back to book one, we saw that Gulliver was a peaceful man that made excellent critics of his the government of the Lilliputians. Through the books and leading all the way to Book Four, we realize his violent and aggressive nature, adding to the mistrust that we have for him. In Book One, Gulliver's violent nature was unnoticeable as the book was focused on the government and the living system of the Lilliputians. Gulliver's name suggests the word gullible; he does realize the ways in which he is being used in the books. In Book 1, Book Two, he is being exploited in terms of acts and behaviour. He had to fight a war that was between the Belfuscuns and the Lilliputians. In Book Four, we realize his gullibility by the exploitation of knowledge that does happen. This element of exploitation is obvious in the book as in the first few books it is in terms of material acts and items while in the last book it is the terms of the knowledge gained by the Houyhnhms. The last element in the character of Gulliver is the misanthropy that he develops at the end of the book. The cause of this misanthropy is view at the Yahoos in the island of the Houyhnhms. He couldn't stand Yahoos, even his own family, that he bought himself a horse and talked to him at the very end, â€Å"As soon as I entered the house, my wife took me in her arms, and kissed me, at which, having not been used to the touch of that odious animal. . The term odious that he describes his wife with shows how much he could not stand his own wife which is quite depressing really. He really wanted to stay with the Houyhnhms at the island. This contradicts the part in the first book where he wondered if he would ever see his family again and his children. Gulliver's character was deeply alte red through his travels, but mainly altered in the final book where he developed his misanthropy and the hate of the humans of the world, at the very end, he bought himself a horse that he talked to instead of his family and the friends that he might have had.