Dr. Pepper Research Paper Example | Topics and Well Written Essays - 250 words

Dr. Pepper - Research Paper Example vices  (HHS), Department of Agriculture  (USDA), National Institute of Standards and Technology  (NIST), United States Department of Commerce among others (National Research Council, 2002). These governmental agencies, especially FDA and HHS, are directly responsible for overseeing the health aspect of the food industry (National Research Council et al, 2010). The agencies oversee that food industries such as Dr. Pepper provide the best food products to the population using the stipulated guidelines. On the other hand, NIST, and United States Department of Commerce oversee that any business related activities are done in accordance with the stipulated guidelines, rules, and regulations (National Research Council, 2002). Dr. Pepper being a business entity has to be bound by the regulations of these commerce and standards agencies. The above agencies would be of utmost importance when doing research on Dr. Pepper. They would provide profound information both in health and commerce aspect of Dr. Pepper. However, gathering information about Dr. Pepper from any of the aforementioned agencies would require proper authorization from each agency. Although the requirements for different agencies may be different, research ethics protocols may be needed from any of the

Critique about how a newspaper, news magazine, website or essay

Critique about how a newspaper, news magazine, website or reports or discusses a mental health issue - Essay Example According to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, (DSM-IV) the diagnostic features of Asperger’s Disorder include challenges with social interaction, and â€Å"the development of restricted, repetitive patterns of behavior, interests, and activities† (p. 75). There must also be â€Å"clinically significant† impairment in â€Å"social, occupational or other important areas†¦Ã¢â‚¬  (p. 77). Although the information is not totally certain about Asberger’s Disorder, the DSM-IV states that it â€Å"appears to be† (p. 76) more attributed to males. Freckelton and List (2009) state that Asberger’s Disorder is often called â€Å"high functioning autism† (p. 17) and that most of the children or adults with this disorder â€Å"do not show their emotions through facial expressions† (p. 17). There are often sensory problems and gross motor problems (Freckelton & List, 2009). Freckelton and List (2 009) also state that males are more apt to have the disorder than females and 20 percent of fathers and only five percent of mothers may have the disease, thus making it hereditary. The basic issue raised in this articles was that this young boy was killed by the police on purpose. The initial gunshot was in the child’s arm and it seemed that two other officers who responded to the call panicked, and shot the boy in the head. The mother states, â€Å"they murdered my boy†¦they didn’t have to kill him† (Fox Chicago News, 2012, para. 5). The news reporters attempted to report the facts of the case as they knew it but there were two sides of the situation. The police said that the boy was lunging at them with a knife and they had no other choice but to shoot him. The mother and father state that the boy had a butter knife and that the officers could have shot him in the leg again or something, but that they did not have to kill him. Of course, an

Role Play In English Language Teaching

Role Play In English Language Teaching The ultimate goal of foreign language teaching is to enable the students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used in the real world. However, this is not always the case in the present day foreign language teaching practice. The primary goal of most foreign language learning is to develop the ability to use real and appropriate language to communicate and interact with others and the goal of foreign language teaching is to extend the range of communicative situation in which the learners can perform with focus on meaning without being hindered by the attention he must pay to linguistic form[1]. But the present practice in the ELT classroom in China could not provide satisfactory conditions for both teachers and students to achieve the goals. How to let English learners feel the real language situation and context when learning English? Role-play is an effective way. 2. Functions Role-play models human interactions to provide a chance for students to exercise, creating effective and memorable experiences for learners. It places learners in a situation where they are asked to take on different roles and to accomplish their specific tasks, including problem solving. They offer an opportunity for learners to practice using the language in the right place, at the right time. The strength of role-play is that it presents an opportunity for authentic and spontaneous communication because learners are placed in realistic situations and they can have the opportunity to use and practice the sort of language, particularly the vocabulary related to that situation, so that learners are rehearsed for real life[9]. In addition, they can express what they want to say whenever the situation calls for it. In addition, role-playing is of great significance as it develops students both receptive and productive skills: 2.1 It develops students listening: while role-playing, students practice listening when trying to get information from their partners. 2.2 It develops students speaking: answering the questions according to what is heard, producing responses based on given cues, it is clear that this activity can practise speaking skills. 2.3 Promoting knowledge acquisition: Students in role-playing were found to use search and retrieval strategies more frequently than students in traditional learning situations. During the process of exchanging, there will be the information transferring from one peer to the other[2]. Individual students are able to increase their mastery during this process: During the entire process, students are motivated to search language in their vocabulary storage and select the proper language to use. For example, teaching a reading about a writers biography is usually bored and the events that the writer experienced are uneasy for students to master. In this case, after the students read and understand the article, the teacher can let a student pretend the writer and stand in front of the class to relate his or her whole life. Thus promote the students to acquire the knowledge of the writer with strong motivation. 2.4 Enhancing language proficiency: There is another significant benefit of doing role-playing. Language is the main tool for human communication. Role-play largely provides more opportunities for the students to practice their oral English. It is an ideal method of reviewing what we have learned by using it in real situation. It stimulates all the students integrated skills and thus consolidates all the language knowledge in their mind while trying to express themselves out. While others who do not involved in that activity can be easy to grasp more content knowledge even just sitting silently and listening to the performance in the classroom. 2.5 Stimulate students interests and activate classroom climate to keep students engaged in class: With role play, students act out certain situations. Teachers generally try to make these situations fun and interesting. Asking your boss for a day off, or Meeting people at a party, etc. The teacher prepares the roles so that learners always have a lot to talk about. This motivates students in learning and creates a real communication situation and offers learners plenty of opportunities to practice. 2.6 Improving social competence: the true mastery of a language involves communicative competence. While role-playing, individuals work together, they must interact with each other to promote each others success, thus increase students social skills, conflict-management and compromise. It also develops students communicative skills: while act out the dialogue, students get the chance to learn to get information from partners facial expressions, gestures and other body language thus develop students communicative skills. 2.7 Promoting interpersonal relationships: Role-play has also keen accepted to improve interpersonal relationship among students. Role-play pairs or groups help students establish and maintain friendships with peers. Students who are isolated or alienated from their peers and who do not have friends are more likely to be at risk for violent or destructive behavior in society than those who experience social support and a sense of belonging. To some extent, this interpersonal relationship also promote their academic achievements. In addition, skills of improving interpersonal relationship with other peers are the foundation for the success in their social career in future. Role-playing also has been linked to increases in self-esteem, attendance, time on task, enjoyment of school and classes, as well as a decrease in dependence on the teacher. 3.Potential problems Role-play is virtually the way we can give students chances to practice improvising a range of real-life spoken language in the classroom, and it is extremely effective if the students are confident and cooperative, but it still exists some problems when processing it specifically. l The uneasiness caused by talking in front of the class would inhibit the students to some degree. Instructors must do something to lower the inhibition first, for example, a preliminary demonstration or rehearsal before the class. Practice time can be prolonged. l From students perspective, because students are used to sitting in lecture where they are not required to talk, students may resist an activity that appears challenging and difficult and that forces them to use integrated skills, rather than being a passive learners. So teachers should stimulate their students enthusiasm by keeping encouragement, coaxing them to think and open their mouth. l It will be uncontrolled and time-consuming if students fail to prepare enough. In preparation, if certain roles did not allotted, too diffuse in responsibility will also spoil the performance. l In China, time is limited in every period class and all the classes are large sized. So it is impossible to provide a chance for all students to perform. Only a couple of students could display their performance. Others just sit in a classroom to hear and with no pressure, so they may mot pay attention to learning. l Because of the characteristics, some introvert students may feel hard to perform in front of the whole class thus influence the simulated communication. But teachers could help them to overcome step by step. Ur points out that the factors that affect the success of role-play are: the teachers enthusiasm; careful instructions; clear situations and roles; and making sure that the language they will need to carry out the role-play. 4.Guiding principles for role-playing 4.1Communication purpose[: The activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake. In order for this to occur there must be some kinds of information gap that students seek to bridge when they are role-playing. 4.2 Communicative desire: The activity must create a desire to communicate in the students .That is even if communication is forced on the students, they must feel a real need to communicate. 4.3 Prepare before performing: Rushing into a role play-activity often leads to confusion and dissatisfaction. Have students practice the task in pairs before selecting a couple of pairs to perform in front of the whole class. If acting out a short play, before students display their performance, they should be given the script or the story they are going to work on. They can choose their favorite roles or they will be allotted certain roles. 4.4 Acceptable level language requirement: The language required in performance should be lower than that used in intensive language learning activity in the same class. It should be easily recalled and produced by the participants, so that they can speak fluently. It is a good idea to teach or review essential vocabulary before the activities start. If the task is too frustrating, the students are likely to give up or revert back to the native language. 4.5 Be sensitive when correcting the students: The basic principles of error correction is to remind students of their big errors that prevent from communicating and ignore the trivial one. As to when and how to give feedback, there is no definite answer, it largely depends on the teachers long time spent in teaching and a consideration in affective and cognitive factors. Nevertheless, the instructors should put it in mind that they should do their best to avoid stifling students attempt at speaking in the target language by providing correct feedback.[3] 4.6 Clear in responsibility: Allot the roles and set up goals so as to make students clear in responsibility. Students interact in small groups, and they have less pressure but they should have clear responsibility. 4.7 Praise the actors: The students need lots of support assistance to practice English. Praise them frequently and they will be competitive and active. 4.8 Choose some proper texts: not all texts to involve role-play activity while teaching. Not all texts suit for role-play activity 4.9 Choose proper students: The first few times when the teacher organizes role-play, it is a good idea to choose some more outgoing students who will not feel inhibited while performing in public, which is also setting up demonstrations at the same time. 5.à £Ã¢â€š ¬Ã¢â€š ¬Conclusion In the student-centered learning process , students are given more opportunities to practice the target language and develop their communicative ability. Role-play is one of the most effective forms of English training because it puts people into the situation where they have to rely entirely on English to do their task/reach the goal that the teacher sets for them. Its also a chance to be really creative and develop interesting conversations. In general, role-play is an effective tool for students, especially in teaching some introvert students. It enables students to learn by using the target language in meaningful interactive situations. Role-play is not easy to manoeuvre, but it helps to lead to social and academic success for all students.

Chicken Without a Fork :: Poems Essays

Chicken Without a Fork Tithing There is a faint illumination within the eye of a blighted soul.... Telling a story of many, many goodbyes, yet the riddles of a latent kin lurch violently from within. Nothing, nothing can fill the whole. Alone, I do ponder and stare across this stony barren of life. No worry, I understand the fare. Gently the waters of the Styx part. A hand extends, no blade or knife. ....A glancing gaze examines the heart. Rage Clenching my fists my knuckles are numb beating my pillow the hate I become. No lovely horizons my heart is numb beating my desire the hate I become. Her eyes, so beautiful my mind is numb beating my inhibition the hate I become. Gripping your throats my morals are numb beating my brothers it's you I've become. Liberty Nurture the aimless for aim is not to burden. Save for the nameless who, after all are pardoned. So the wicked stare across an ocean drying huddled within our care and yes, we are the ones dying. So venture not into the great unknown. Save yourself, blanketed by faith. As if our colors ever shown. Black, black as the lovely wraith. Liberty in her beauty does arbitrate a loving populace that can only fornicate. A Moment Burning and turning my stomach resists, anxious and determined my will persists. Fists are clenched, knuckles are white. Damning them all I long for the fight. My reason is gone so is the air, shifting my weight they sense the despair. I close my eyes longing for control while the demons abound; they've taken my soul. Mortality I watched as they gave their respects. I didn't know him. A friend of a friend. Light filtered through stained glass windows. Soft sobs and cries echoed off hallowed walls. I knew nothing of this man. I stood next to the coffin. His face, painted and plastic, longed to return. Then tears began to well within my eyes. How could this be? I didn't know him. Then I understood. With a light brush from my sleeve I wiped the tears from my face and Chicken Without a Fork :: Poems Essays Chicken Without a Fork Tithing There is a faint illumination within the eye of a blighted soul.... Telling a story of many, many goodbyes, yet the riddles of a latent kin lurch violently from within. Nothing, nothing can fill the whole. Alone, I do ponder and stare across this stony barren of life. No worry, I understand the fare. Gently the waters of the Styx part. A hand extends, no blade or knife. ....A glancing gaze examines the heart. Rage Clenching my fists my knuckles are numb beating my pillow the hate I become. No lovely horizons my heart is numb beating my desire the hate I become. Her eyes, so beautiful my mind is numb beating my inhibition the hate I become. Gripping your throats my morals are numb beating my brothers it's you I've become. Liberty Nurture the aimless for aim is not to burden. Save for the nameless who, after all are pardoned. So the wicked stare across an ocean drying huddled within our care and yes, we are the ones dying. So venture not into the great unknown. Save yourself, blanketed by faith. As if our colors ever shown. Black, black as the lovely wraith. Liberty in her beauty does arbitrate a loving populace that can only fornicate. A Moment Burning and turning my stomach resists, anxious and determined my will persists. Fists are clenched, knuckles are white. Damning them all I long for the fight. My reason is gone so is the air, shifting my weight they sense the despair. I close my eyes longing for control while the demons abound; they've taken my soul. Mortality I watched as they gave their respects. I didn't know him. A friend of a friend. Light filtered through stained glass windows. Soft sobs and cries echoed off hallowed walls. I knew nothing of this man. I stood next to the coffin. His face, painted and plastic, longed to return. Then tears began to well within my eyes. How could this be? I didn't know him. Then I understood. With a light brush from my sleeve I wiped the tears from my face and

Muslim Women Essay

The more and more I study about Muslim Women and the obstacles they face, I become angered. In writing this paper, I’ve found that there is no substantial evidence in any Muslim or Islamic writings that states that women should be treated as slaves or insubordinates. Women are to be respected, protected, and loved; no matter what religion or color they may be. So, my paper will focus on these three things, but the lack of it. What is the definition of respect? Respect is a positive feeling of esteem or deference for a person or other entity. When you respect a person, you will show it through actions and deeds; without any conjuring. I’ve noticed that Muslim women aren’t respected too well within their own religion. The Sharia Law is the moral code and religious law of Islam which deals with many topics such as prayer, fasting, diet, sexual intercourse, hygiene, etc. It is considered the infallible law of God; there is no human interpretation. The two sources of this law are the Quran and Mohammed; the last source is part of the human interpretation that many state the Quran doesn’t possess. According to the Sharia, women aren’t equal to men unless it is in religious duties such as prayer, fasting, and making hajj. Contrary to what most Muslim men believe, a woman is not created for the purpose of a Muslim man. Rather, they are both created for each other. They are to help, support, and cleave to one another through their life and Islamic religion. Some Muslim men have taken the Quran and made it to be a falsity to their perception and added to it. This addition has caused many Muslim women to be disrespected and abused. Many Islamic religions are filled with much domestic violence. Take Bibi Aisha’s case, her husband was part of the Taliban and she never had a chance to see him. During his time away, her in-laws beat her, tortured her, and made her sleep with the livestock. The abuse became too much, so Bibi ran away, but her father returned her back to her in-laws. Due to her disappearance, her husband returned and he proceeded to torture her in front of the community by removing her ear and nose. She was left in the desert to bleed to death. She ran to her uncle’s house and he turned her away, but her father-in-law took her to the Americans (military) where they tended to her wounds and protected her. You can find her picture on my blog for this class. When I see her, I see a woman of strength and perseverance. It’s said to say, but this incident which brought her much pain, seems to have blessed her. It is because of the mutilation of her face that she is free and in a better place. It is well known within the Islamic culture that domestic abuse is hardly unique. Many Muslim women deal with this atrocity daily, due to the thoughts of Muslim men. Most Muslim males believe that Muslim women are slaves or property. Most husbands believe its right to beat their wives and treat her with disdain. An often-quoted verse in the Quran says a husband may chastise a disobedient wife, but this is open to several interpretations. What is the definition of protection and love? Protection is to cover or shield from exposure, injury, damage, or destruction and love is a profoundly tender, passionate affection for another person. I can’t say that I see these actions practiced within the Muslim culture. If anything, Muslim women are caused to feel scared, unsafe, unprotected, and abused. The most common form of abuse is emotional and mental abuse. This can include verbal threats, intimidation, neglect, extreme jealousy and possessiveness. The worse of the two is the mental abuse which causes severe psychological harm. It destroys her self-esteem, self-worth, and causes many to have nervous breakdowns and become suicidal. Some of the factors that make Muslim men abusive Muslim women are: 1. Economic hardship, political oppression experienced outside the U.S., problems with the children, or an inferiority complex. 2. Some Muslim men accept the idea that it’s normal for a man to hit his wife and that she is no more than a piece of his property. 3. It’s generational; habits are picked up after watching their own fathers abuse their mothers. 4. Some abuse their wives because they want them to be more â€Å"modern† and less Islamic. SO they have their wives remove their hijab (Islamic dress), while others turn to abuse in order to keep their wives traditional; which is the exact opposite of the former. In a marriage, the Quran is very clear on procedures in discipline for Islamic wives. First, there’s peaceful discussion between the two about the problem and resolutions. If this doesn’t work, the next step is for the husband to be more stern and focused. If the disobedience persists from the wife, the husband will leave the bed which is a form of punishment for not only the wife, but also the husband. If that doesn’t work, then other family members will become involved and try to help in resolving the issues and being fair to both parties. This is not totally true because the Muslim religion is male dominated and gender-controlled. The males within the family will be the first and last to define choices of resolution. Remember, Muslim women really don’t have rights. Whether it’s within their family, job, mosque, or society. There is no balance when it comes to gender or to resolving life’s issues in the Muslim culture. During this whole process, Muslim women keep quiet due to feelings of depression and hopelessness. They began to feel like no one will help them and they are constantly aware of their co-dependence to their husbands. Financial independence is something that is always in the forefront of their minds, but it’s always tainted by the images of control in the Muslim culture. So, they make a decision to stay in bondage to keep their homes, children, and the love of their husbands; the latter is questionable. Some Muslim women see the abuse as a fact of life and learn to live with it. So, what does the abuse and control have to do with Women’s Studies? Well, throughout the class we focused on many different types of situations that involved women; whether good or bad. The control and abuse that is present in the Muslim culture reminds of gender prejudice and gender discrimination. Both are one in the same, but speak of different influences. Gender prejudice is a belief that women are the weaker of the sexes emotionally and physically and must be protected from the world outside. I know that males are expected to be the providers and to dominate the decision making in the home, but there sh ould still be some form of balance. Balance is needed in everything; whether it’s life, work, or play. We all need to have a sense of structure or rules, but there must be a state of adjustment. In reviewing gender discrimination, you will find prejudicial treatment based upon groups or individuals due to their gender or sex; there is no protection factor involved. Gender discrimination can affect both men and women, but women are usually at the receiving end, since most cultures in the world are patriarchal and male-dominated. This isn’t a far cry for religions because mostly all religions are male-dominated. You will find women aren’t seen as being equal to men within the scope of religion. It is partly due to how man has interpreted their religious readings or scriptures, and twisted it to be a form of evil and disdain. Yes, there are places within scripture that speak of women being unclean due to their monthly or being untouchable after childbirth. But is it because the woman is evil, or is it a form of protection for her and anyone that she may come into contact with? All in all, I see the Islamic religion as being so gender biased that it causes me to become angered. This religion seems to prevent Muslim women from nurturing their true identity and blossoming into women of self-worth and self-esteem. Hiding one’s face can make a person feel unworthy and disconnected. It’s a joy to feel positive about yourself and who you are. Being able to feel good about your looks and your body can be very uplifting to the psyche and soul. What puts a damper on that? Having a father, brother, husband, or any male to make you feel that your very essence is despicable and dirty. Hopefully, in the 21st century, things will change and get better. Until then, it’s up to us to become more aware of the many differences of cultures and religions. These differences could cause or society to become cold, unloving, and aloof. I don’t believe our world should be this way. If anything, love should prevail and the worship of a power stronger than you should cause you to love everyone even the more. Bibliography Roald, Anne S. (2001). Women in Islam: The Western Experience. Routledge. Suad Joseph, Afsaneh Najmabadi, ed. Encyclopedia of Women & Islamic Cultures. Brill Academic Publishers. â€Å"Women and Violence.† Welcome to the United Nations: It’s Your World. United Nations Department of Public Information, Feb. 1996. Web. 07 Dec. 2011 â€Å"American Muslim Women Unveil, and Explain Why: NPR.† NPR: National Public Radio. 19 Oct. 2011. Muslim Clerics on the Religious Rulings Regarding Wife-Beating. Jihad Watch. 15 Nov. 2011.

Frederick Clegg †A Study in Psychopathy Essay

Throughout the whole book Frederick enjoys his loneliness which occurred due to his abnormal upbringing. Fredericks was guided through life by his uncle whom he sincerely adored and who has become his spiritual life leader. Frederick deeply suffered after his death and didn’t manage to build such strong relationships that he used to have before. Frederick has many psychological drawbacks. Since his childhood, he has been let down and abandoned several times: My father was killed driving. I was two. †¦ He was drunk, but Aunt Annie always said it was my mother that drove him to drink. They never told me what really happened, but she went off soon after and left me with Aunt Annie, she only wanted an easy time. [†¦ ] I don’t care now, if she is still alive, I don’t want to meet her, I’ve got no interest. [†¦] So I was brought up by Aunt Annie and Uncle Dick with their daughter Mabel. Truly, these cases of death and abandonment have influenced him radically. One can easily suppose that he is feared to be re-abandoned and this is a reason why he doesn’t want to risk the option that Miranda abandons him when she is ill. That’s why, Frederick chooses to reject the medical treatment. Surely, he would be accused and imprisoned if she would tell somebody about the kidnapping, but due to the fact that he does not express any fear of being imprisoned, it is more likely that he is more scared of loneliness. Probably the two fears are somehow connected, which is why Frederick refuses to provide Miranda with medical help. His inadequate behavior clearly demonstrates his psychopathic personal traits. In fact, Frederick is sanctimonious person and snob. While looking at other people he experiences antipathy because the way they communicate, organize their daily life and accept him do not coincide with his world view. Frederick is too lazy to do anything to change this situation. He keeps distance with his co-workers and ignores everything which is not included in his life. It can be noticed from the first page that Frederick is quite strange young fellow who perceives surrounding environment in negativity. Due to the fact the he was brought up in a small town experiencing the lack of comfort, knowledge, and chances, he became unable to experience true human feelings like sympathy, and sacrifice. If Frederick Clegg had been a real figure, he would have been diagnosed with the following psychopathic symptoms: †¢ Sex life impersonal, trivial, and poorly integrated: Frederick’s sexual relationships with Miranda could have been developed faster and more productively if only he had not been so handicapped. He treated Miranda as an object and his absolute possession having dominating behavior rather than having equal relationships person with distinct social intentions and needs. †¢ Unresponsiveness in general interpersonal relations Emotional coldness and disinterest in unrelated to his lifestyle events and notions are common to people with certain psychological disorders due to the fact that they are narrowly oriented on one single person/object/notion. †¢ Pathologic egocentricity and incapacity for love From the point of view of psychology and psychopathy the only one person truly and deeply adored by Frederick is he himself. Having higher priority set of his own actions, he thus sincerely justified his right to receive premium quality relationships, attitudes, and life in general. †¢ Poor judgment and failure to learn by experience Frederick is characterized by having irrational thinking and inability to analyze and therefore correct his behavior. †¢ Inadequately motivated antisocial behavior Some medical researchers and analysts have applied the notion of spiritual, psychological, and social suicide in case with Frederick. †¢ Lack of remorse and shame Absence of regret, sorrow, or embarrassment emerges from his total confidence in the soundness of his actions, thoughts, and intentions. †¢ Unreliability Failure to establish healthy relationships with psychologically adequate people results in his inability to function as a reliable person. †¢ Absence of nervousness or psychoneurotic manifestations Frederick’s case is different from any other psychological disorder such as psychoneurotics, aggressive sexual behavior, etc. (Mossen 44). Clegg possesses these psychopathic personality traits because he cares little about others. A number of medical analysts claim that Frederick Clegg should be considered to be sociopath rather than psychopath. The difference between these two notions is reflected in the fact that sociopathy develops from negative sociological factors like low social status, financial non-satisfaction, and illegal environment, while psychopathy is ingenerate disease being nurtured by impulsivity, high/low intelligence, and failure to accept social norms and generally establish behavioral rules. He is so selfish he can’t accept any rejections which can be understood from his attitude towards Miranda. The phrase ‘she was mine’ explains everything he felt for Miranda whom he treats just like one of his butterflies that has to be taken care of. After he captures the girl he is overwhelmed by the mind-blowing feeling for possessing what he has cherished such a long time.. Frederick may be emotionally and sexually described as having total lack of sexual attraction. ‘ A statement made by Frederick right after Miranda’s death explains much of himself in terms of his mentally unhealthy character: â€Å"I thought I was acting for the best and within rights†. First of all, Frederick didn’t have good intentions. Although Frederick did not consider Miranda’s disease to be true for the first couple of days, and even after it appeared to be such he didn’t start looking for help. This proves that he was not acting within his rights. Also, the fact of kidnapping itself is far from being human and cannot be justified. This statement demonstrates the absolute egocentricity and brutality of Frederick. It would also be appropriate to note that he was repeatedly treating Miranda as his guest. It is the evidence of unhealthy Frederick’s character as Miranda is forced to spend time at his place rather than volunteering visiting him. All of these things, as well as various others contribute to a sharp audience response that makes the theme of the story become more evident. (Holland 97). Irony may also be noticed in the issue of freedom relating Frederick and Miranda â€Å"relationships†. In fact, Miranda is kept locked, however, it does not mean that she is limited in her mind and soul. Frederick’s mind level is very limited, he is close to anyone else’s ideas which can be seen from his inability to recognize and understand Miranda’s attraction to art. One more significant discussion going on in the story was the conversation about the book ‘The catcher in the rye. ‘ Frederick fails to understand the meaning as he perceives it as a mess and doesn’t like the way the main character talks in it. It set a vivid contrast with Miranda and illustrates to what extent she is free regardless of the fact of her imprisonment. She is eager to learn everything new that surrounds her. She is an open-minded lady and her skill to deeply interpret others’ thought and feelings are based on her own thinking and analysis. (Nicklette 87). Frederick is a character with little knowledge of what love and human relationships are. That’s why he does not know what he really wants from relationships with the girl. What he strives for is clarity, excellence and exceptionality: â€Å"I always thought of her like that, I mean words like elusive and sporadic, and very refined – not like the other ones, even the pretty ones. † As indicated above, it is wholesome and perfect love that Frederick strives for. He rejects females who have had active sexual life and is always disgusted by them. His â€Å"perfect match† is â€Å"pure† just as he considers himself. Here he reveals what in psychopathy is called grandiose sense of perfection. (Mossen 1995). He picks a prostitute, and explains his sexual inability by saying that the female was not compatible with his imaginary woman: â€Å"I was too nervous, I tried to be as if I knew all about it and of course she saw, she was old and she was horrible, horrible. I mean, both in the filthy way she behaved and in looks. She was worn, common† . This statement does not only show Frederick’s idea of what real women should be like, but it also opens his low self-confidence. Throughout the story, the audience can feel Fredericks’s inferiority complex and with the example of what Frederick thinks of Miranda’s surrounding environment: â€Å"The only times I didn’t have nice dreams about her being when I saw her with a certain young man, a loud noisy public-school type who had a sports car† . It is obvious that he is jealous of the â€Å"young man with a sports car†, not only because of Miranda, but also because he does not belong to the upper crust of the society. In his storytelling, Frederick states that he people from the upper class disgust him: I remember a night we went out and had supper at a posh restaurant [†¦] Everything in the room seemed to look down at us because we weren’t brought up their way. [†¦] If you ask me, London’s all arranged for the people who can act like public schoolboys, and you don’t get anywhere if you don’t have the manner born and the right la-di-da voice – I mean rich people’s London, the West End, of course. † There is also some expression â€Å"la-di-da† that is oftentimes used by Frederick. Oxford English Dictionary Online states that â€Å"la-di-da† stands for â€Å"A derisive term for one who affects gentility; a ‘swell’†. He also addresses upper crust men as â€Å"public schoolboys†, and typically continues by illustrating them as loud, stupid and egotistical. It would be appropriate to note how Frederick at the beginning does not seem to take Miranda as a lady from the upper crust, but later on he changes his mind: â€Å"Of course it was very educated, but it wasn’t la-di-da, it wasn’t slimy, she didn’t beg the cigarettes or like demand them, she just asked for them in an easy way and you didn’t have any class feeling† . At the beginning this is the way he describes Miranda and, in this case, her voice. After Miranda’s death, Frederick says: â€Å"I ought to have seen that I could never get what I wanted from someone like Miranda, with all her la-di-da ideas and clever tricks† . Apparently, Frederick’s feelings for Miranda have changed. He finally is able to understand the social difference between Miranda and him, and its importance, but not until just before Miranda dies: â€Å"There was always class between us† . Due to his low social background, Frederick cannot truly see himself as someone climbing upwards on social ladder after he has won some money. His inability to accept of upper crust behavior has very strong roots in his head. When Miranda pushes him to donate money to charity, he refuses, and expresses openly what he thinks about this idea: â€Å"I know rich people give sums, but in my opinion they do it to get their names published or to dodge the tax-man† . When Frederick refers to people of the upper crust, he has a very cynical opinion. Both Frederick and Miranda stay totally the same as the plot moves forward, although sometimes Miranda seems to be rather passive in development. There can be found rather clear markers in the novel that demonstrates a development, especially in the case of Frederick. At the beginning, he is shown as an innocent, naive young fellow who is somewhat socially isolated. (Russel 129). Frederick has a very romantic view of love and relationships at that time, the type of romantic love we can read about in books, for instance, in Romeo and Juliet: â€Å"I can’t say what it was, the very first time I saw her, I knew she was the only one. [†¦] I used to have daydreams about her, I used to think of stories where I met her, did things she admired, married her and all that. Nothing nasty, that was never until what I’ll explain later† . Frederick has turned from naive young fellow with low social skills to an compulsive, heartless serial killer. Fowles does not state that Frederick will become a serial killer, but the way he lets Frederick think about kidnapping another young lady after Miranda’s death gives the reader the feeling that the story has not yet come to an end. Nonetheless, Frederick is still very naive when it comes to death and life. â€Å"The Great Beyond† as an idiom for death suggests a romantic mind, but his belief in aspirin as the best way kill him is rather unreasonable. Works Cited †¢ Daniels, John. Literature XX. London: Ranfield Books, 2004. †¢ Fowles, John. The Collector. New York: Pocket Books, 2000. †¢ Fernando, Eric. Literature Today. Chicago: Chicago Publishing, 1999. †¢ Holland, Mark. Literature Analysis. New York: Penguin, 2003. †¢ Kelly, Bob. John Fowles. Biography. New York: Maison Book, 1995. †¢ Mossen, Steve. The Collector. Analysis. New York: Maison Book, 1995. †¢ Nicklette, Brebis. European Literature. Psychological Overview. Chicago: Chicago Publishing, 1997. †¢ Powels, Eric. History of World Literature. Oxford: Oxford Press, 1996. †¢ Russel, Brandon. Literature. Synopsis. New York: Maison Book, 1995. †¢ Oxford English Dictionary. â€Å"La-di-da†. 21 Feb. 2007