Languages and Evolution Research Proposal Example | Topics and Well Written Essays - 1000 words

Languages and Evolution - Research Proposal Example A report in the telegraph by Hayley Dixon could perhaps contextualize what I want to achieve. The report stated the widely recognized principle that humans especially children learn new words based from what they hear others use them in conversations. Dixon revealed that experts are now thinking the capability to learn language and acquire new vocabulary may be severely hampered as children increasingly learn through devices such as Ipads. Would children exposed to these technological devices create new vocabularies by imitating sounds from them? I intend to support my position in this mini-research through several arguments. First, I would like to explain and establish the role of vocal imitation in human language development as well as its genetic and biological explanations. Why is this crucial in the origin of our language? I hope to draw a parallel between this area and a potential of radical language change in the future through vocal imitation. I will also support my argument with an analysis of new vocabularies based on vocal imitations. For example, there are the cases of untz, wub and beep. These are new words derived from the human imitation of sounds. For further support, I could also discuss in this context the incidence of â€Å"mesofact† or the way meaning changes for words over time Finally, I would like to devote an important part of my work to the links between vocal imitation, adaptation, human sociality and their role in the future of human language. I would like to confine this within a discourse using technology as a control point. The technology variable is accepted to be increasingly eroding our oral traditions, specifically; the passing of knowledge with the now limited opportunity to hear wide range of words (Hayley). I will answer how - with our new-found incapability to hear and learn new words - could vocal imitation fill the gap

International Trade Essay Example for Free

International Trade Essay Free trade is an agreement between two or more countries to eliminate tariffs on all trade transactions that are taking place between them. The recent kinds of agreements do not only curtail the interference of governments that are responsible for levying the various tariffs and taxes, but there are more commitments included in the agreements such as customs co-operation, the protection of intellectual property, foreign direct investment and other factors that will enhance commerce between those that sign the freed trade agreement (FTA) (Groomsman and Helpmate, 1995). Among many advantages such agreements usher in, it had been possible to integrate the economies of the participants of the free trade agreements that will avail mutual benefits such as increased export choices. Importing countries will also have more choices of products to import. Furthermore, the law of co-operative advantage states that participants in FTAs always attain mutual gain from exchanging goods and services (Krugman, 1991). When there is a free trade agreement between two or more countries, what takes place is the price the members of the participant countries are paying are the outcome of real supply and demand, in their turn they would be responsible for determining what kind of resource allocation should be employed. One thing that distinguishes free trades from other kinds of trades is none of the participants are allowed to introduce any kind of artificial pricing because of protectionism tendency, where governments cannot intervene to adjust supply and demand by introducing restrictions that could raise or bring down the price of goods and services. The main aim of free trade is to eliminate such protectionism tendencies so that what will determine what should be bought and sold and at what price would be demand and supply (Landsburg, 2005). When that is not the case governments can always intervene by introducing subsidies, tariffs, taxes, and non-tariff barriers where they can introduce legislation or quotas, or it is possible for two or more governments to come up with bilateral or multilateral agreements that allow a preferential treatment for the participants only, by disallowing others to take advantage of what such agreements entail. When there is a bilateral or multilateral agreement between countries the first step is eliminating all taxes and tariffs (Hoda, 2002). However, bilateral agreements that take place between two countries do not apply for other countries where if the two countries could agree among themselves about what kind of tariff and tax to introduce, those agreements apply only to those two countries. If the agreement is multilateral and between three or more countries the agreed upon tariffs and taxes apply only to those participating countries, whereas others whether it is a bilateral or multilateral agreement are not participants will always pay the regularly required tariffs and taxes. The governments of such countries that have FTA between them are free to introduce any kind of trade barriers on others for any reason that serves them a purpose. Therefore, it is possible to look at many bilateral and multilateral agreements around the world where for example the US and Canada used to have a bilateral agreement between them before Mexico was added and the agreement called NAFTA came into the picture which was a multilateral agreement between the three countries. This does not mean other traders that are trading with these three countries will get similar kind of preferential treatment such as no barriers on trades and services between the three countries, the implementation of trade distorting policies such as the introduction of taxes, subsidies, laws and regulations that will avail special advantages for the members of one of the traders. These three trading partners have free access to each other’s market, which does not mean others will have a similar access. It does not mean the multilateral agreements between the three countries will prevent them from creating another bilateral or multilateral agreements with other countries since for example the US has many bilateral and multilateral trade agreement with countries that do not have any geographical proximity to it showing that bilateral and multilateral agreements are not limited by region (Reizeman, 1999). Other amenities such trading partners have at their disposal, whether they are bilateral or multilateral, in addition to having free access to each others’ markets, purely based on demand and supply they could also allow each other to have access to a free market information, which is vital to making informed decisions. Governments of trading members are not allowed to engage in a government-imposed monopoly or oligopoly power, although private sectors can have a monopoly or oligopoly according to what the anti trust laws allow. Other development among such countries is there is a free movement of labour, as well as capital. Therefore, when looking at the dissimilarities of bilateral and multilateral agreements there are many factors that play roles, because most of all, what kind of preferential treatment the participants are allowing each other is the deciding factor (Goyal and Joshi, 2006). This means that two bilateral countries could deprive that preferential treatment to other countries, but if they are in multilateral agreement, they cannot differentiate among the member no matter how much their number is. If a country is a member of the World Trade Organisation that requires all its members to allow each other a preferential treatment in order to facilitate trade has no choice other than to allow to all members similar preferential treatment. However, the exception is that for example based on geographical region or otherwise if there is a bilateral agreement they could give special preferential treatment for the trading partner if they found it beneficial to do so without availing the same preferential treatment to their other bilateral, multilateral or WTO members partners. This means that both bilateral and multilateral agreements based on any mutual benefit for the participants are allowed by WTO for its members, the only requirement being a voluntary notification of the existence such an agreement so that some kind of transparency of what is taking place will prevail. Consequently, there are bilateral agreements that take place between two countries, multilateral agreements that usually require more than two countries and the membership of WTO is also multilateral since the obvious number of the participants is many. This means that except that a bilateral agreement is a very simple form of such free trade agreements, there is nothing that makes it different in complexity than similar multilateral agreements (Friedman, 1997). A good example to cite is price where in a bilateral agreement the available demand and supply determine the price of goods and services. The only problem with such an agreement is if there is another country that sells what a given country buys from a bilateral partner much cheaper. In a situation like this it is a given that the other country wants to take advantage of the cheaper price, but since there is no agreement there are tariffs and taxes to add on the market price of the goods that will still make the bilateral partners goods and services preferable because of the absence of tariff and tax. In order to take advantage of that cheap price the particular country might want to start a free trade agreement with the other partner that will be complicated and time consuming. This shows that one country can have a bilateral agreement with two or more countries or it is possible to create a multilateral agreement among all participants and this kind of agreement is common among those that live in a given geographical region, as attested by the number of regional free trades (Bhagwati, 2002). But that does mean free trade is limited to a certain pattern since it can take many forms. It can be bilateral based on what the two countries agree, multilateral based on the participating countries agree that do not necessarily should have geographical proximity such as the US has a bilateral agreement with Israel, Jordan, Chile, Singapore, Australia and more and Australia has many bilateral trade agreement with many Asian countries that does not affect the relation it has with other countries because each participant gets certain advantage from the bilateral deal they are making. The most common FTA used to be among countries in the same region but that is changing (Levy, 19997). Looking at international multilateral agreements such as the members of the WTO reveals that there are more than 160 countries that have eliminated trade barriers among themselves and are allowing similar preferential treatment for each other, while they are allowed to go into any kind of bilateral or multilateral trade arrangement with other countries and create preferential treatment that they do not have to allow to the other members of WTO, where what is not allowed is not to discriminate among members (Pugel, 2003) (Aghion et al, 2007). One other dissimilarity will be the competition will be different when multilateral countries are trading with each other with no tax and tariff barriers based on demand and supply, where the choices of the participants will be more and can buy from those who are offering the lowest price without engaging in dumping (Bagwell and Staiger, 1997). Dumping always creates difficulties since it is always the outcome of subsidies that mostly originate from governments that had signed not to intervene in the market by any means (Brander and Krugman, 1983). World Trade Organisation (WTO)Â  WTO is an international organisation that promotes free trade by working with its members to enable them abolish tariffs and taxes so that there will be unhampered trade among countries. The main duties of the organisation are it polices the free trade agreements among countries, and it settles whatever disputes ensue among the participating countries and their governments. Whenever there is a dispute with two trading countries that are members it is its job to resolve the dispute and is empowered by its members to enforce its decisions by introducing sanctions on those who have breached the agreed upon rules. WTO had replaced another organisation called the General Agreement on Tariffs and Trade (GATT) in 1995. GATT came into existence in 1948 when 23 countries agreed to bring down their tariffs and taxes among the trading partners. The difference between GATT and WTO is the later has more scope and oversees more trade sections other than trade in goods and services alone such as banking, telecommunications and intellectual property rights. WTO has 160 countries that allow each other a preferential treatment or a favoured trading partner status. The organisation provides a framework others can employ to negotiate and form trade agreements, while at the same time it oversees the signed agreements ratified by the parliaments of the member countries are strictly observed. The organisation, for the most part, focuses on trade negotiations such as the Uruguay Round (1986-1994) and currently the defunct negotiation called Doha Development Agenda known also as Doha Round that tried in 2001 to raise the overall status of poorer countries that make up the majority of the world population. This particular negotiation had been derailed by the same group that the negotiation was trying to enhance their equitable representation that demanded to see in place a special safeguard measure that will shield farmers from import flooding. The particular organisation is under the governance of ministerial conference that takes place every two years and has a general council in charge of implementing whatever agreement the conference arrives at and for administrating the day to day business, while it is represented by a director-general. The WTO works hand-in-hand with other organisations such as the World Bank, Intentional Monitory Fund, International Trade Organisation etc. that go much further than focusing on trade and deal in areas that are related to trade indirectly such as employment, investment, various kinds of lending, regulation business practises that do not adhere to the rules and various agreements dealing with how to manipulate commodities. The GATT is very important in such a way that if the WTO was not formed, GATT would have been reigning still serving the same purpose the WTO started serving, because it was the only multilateral agreement between countries starting from 1948. There had been seven rounds of negotiation under the GATT that were working to bring down tariffs among countries. The Kennedy Round in the sixties raised the question of antidumping where when countries are caught in the action of selling goods substantially less than they are selling in their own market. In the seventies, the Tokyo Round started to look at other barriers that are not tariff related where it was not easy to get results, because of the controversial nature of what were taking place since some of them known as plurilateral agreements were not approved by all participants. However the Uruguay Round had amended some of them later and they had become multilateral agreements. The Uruguay Round that took place in 1986 had introduced new areas such as including services and intellectual properties in the agreements. The Uruguay Round also dealt with trade reforms in the area of agriculture and textile that were always sensitive areas. Finally in 1994 the Final Act concluded what the members started in the Uruguay Round and established the WTO that took place at the Marrakech Agreement. This means that WTO does not have its own mandate till date and it is still using GATT as its umbrella treaty, although the Final Act at Marrakech had added new 60 agreements adopted into the mandates of the organisation. Consequently, the major areas the WTO oversees among its international members are to oversee how goods and investment are crossing the borders of member countries, including the various services, intellectual property, dispute settlement and reviewing the trade policies the various member governments are introducing from time to time. There had been several ministerial conferences since the WTO was formed that came up with various policies to deal with the various problems at hand at the time the various conferences were taking place. The major principles of the WTO concerning trade are non-discrimination that has two key components, the most favoured nations and national treatment. The former requires member to treat every member equally where if they create a favourable condition for a given member they have to create to all members, a requirement that is possible to override among bilateral and multilateral agreements. The national treatment requires that goods and services imported should receive similar treatment with what are locally available.

Hershey :: essays research papers

Milton Hershey was born in Derry Church, Pennsylvania in 1857. He was raised on a farm and never got passed the fourth grade. When he was eighteen his parents sent him to live with a chocolate maker so that he would learn the trait. After several failures, he founded his first successful business, the Lancaster Caramel Company. The Lancaster Caramel Company was doing so well that Hershey decided to open another Company to manufacture the chocolate. Hershey grew more wealthy and powerful; he opened the new chocolate factory in the town in which he was born. The town thrived on the factory because of the new jobs it created and Hershey donated money for schools and parks. Because of what he did for the town the community was renamed Hershey. Hershey died in 1945 at the old age of eighty-eight. The Hershey Food Corporation was still young and had not branched out into other products besides chocolate. One of the original products was the Hershey kiss. Later to come were produces such as Mr. Goodbar 1925, Hershey’s syrup 1926, chocolate chips 1928, and the Krackel bar 1938. The Reeces Company started out as a separate organization but because they were so similar the Reeces Company merged with the Hershey Food Corporation. The production of the new food products helped people deal with the great depression by creating more jobs. During World War II the Hershey Food Corporation produced a field ration bar. Some Hershey factories were even used to build parts for weapons that the military would use in the war. Just recently the Hershey Food Corporation has expanded its products. Hershey’s now own the rights to Twizzlers licorice, Ronzoni Foods, Rowntree, and Y&S candies. Hershey Foods Corporation currently has 14,000 full-time employees throughout the worldwide offices and factories. The current President, and Chief Executive Officer is Richard H. Lenny and the Senior Vice President is Marcella K. Arline. Last year Hershey Foods Corporation earned $4.2 billion in Sales. The Hershey's corporate headquarters is located 100 Crystal A Drive, Hershey, PA 17033 the town where it all began.

Flexible Learning Essay

Education is a broadly debated topic, now there is a new concept emerging, ’flexible learning’. This essay will discuss what is understood by this term and how it could affect the way of the future in education. Furthermore it will discuss how flexible learning has engaged technology and how it has made education more accessible and equitable. Next it will demonstrate how individual students have benefited through the use of technology with flexible learning, and how students are able to be the central focus of their own education. Technology brings with it many advantages for the future of education, however not without some setbacks, this essay will also discuss these. This essay will argue that because of the increasing accessibility and improvements in technology, flexible learning should be the way of the future in education. Flexible learning is quickly becoming the way of the future for education, as it engages and implements the use of sophisticated technology. According to George and Luke (cited in Andrews & Ferman 2001) flexible learning is a multi-directional approach to learning using different methods of delivery. On the other hand, Nunan (cited in Andrews & Ferman 2001, p. 2) considers that ‘flexible delivery is often taken to mean the same thing as increasing flexibility in learning’. Summarising Harmes (2010) explains flexible learning engages technology, allowing the use of the internet, e-mail, and other digital interactive technology. It also allows the student to freely access online lectures and study material and more importantly it enables teachers to position the student as the central focus of the learning experience. This can be seen at universities including the relatively new University of Queensland campus at Ipswich who are using technology to promote flexible learning. It was in fact the purpose built with this in mind; and included computer rooms, a self-directed learning centre and even wireless laptops (Andrews&Ferman 2001). Another example of flexible learning is discussed by Huijser, Bedford and Bull (2008) who describe the Tertiary Preparation Program (TPP); this is a course which is accessed online and on-campus. TPP students can engage in online lectures, Wimba classrooms and forums, study material can also be submitted online and feedback returned to student, again online. Using technology students have engaged in flexible learning all over Australia, including international students. Furthermore TPP is currently funded by the government making it free; this allows students to prepare for higher study prior to investment. The outcome of this should be a higher intake of fee paying students, which in turn should lead to increased government funding for universities. Flexible learning through technology has made education more accessible and therefore equitable. Harmes (2010) discusses how the internet has increased the number of students to able to study degrees through online study material and lectures. As a result of technological advances the world has become a â€Å"global village â€Å"and students can participate in a global classroom. Worldwide opportunities using technology and flexible learning should be funded locally (Zhao 2009). Ultimately this will enable there to be proximity through distance, and will allow students to study anytime and anywhere, thus making education more equitable explains Harmes (2010). There are students from as far away as remote Western Australia studying through the University of Southern Queensland (USQ). They are able to access all the lectures and tutorials online, and USQ plans to offer many more academic programs online by 2012 (The Chronicle 2009). ‘Technology is the tool used to provide a facility for a teacher facilitated, learner centred environment’ (Bonanno, 2005). It is only through the many improvements and advances in technology that education has been so accessible and with it flexible learning has been implemented. Flexible learning has made education more accessible because, study is teacher facilitated and enables the student to be positioned as the central focus of education. According to Harmes there are many benefits of flexible learning, students are able to access their study any time they like, and this means that they are able to co-ordinate study around work and family life. The flexibility that technology provides has enabled students to study at their own pace (Andrews& Ferman, 2001). Additionally students have a sense of freedom with their study, slotting it in whenever they please. Knowles (cited in Choy and Delahaye 2002) researched how adult learners are more likely to be motivated and experienced in life, and that they are ready to embrace learning with deeper appreciation and understanding. Knowles (1973) continues by discussing how this self-driven learning is assisted through flexible delivery and how students benefit from a mature independent approach to education with the option for teacher help when needed. As a result of this Bonanno suggests that with good self-discipline and time management students are able to have freedom and access to study anytime and place, thus enabling many styles of learning. Technology has increased the flexibility that students have, thus allowing greater access to education. Despite the fact that education has embraced technology, there are still some problems which must be resolved. According to Ralston (1999) it appears that although many have embraced technology for learning, there are still many who are either too afraid to or do not have the skills and confidence to do so. Furthermore he suggests that that those who do not attempt to engage technology will be severely disadvantaged, because the twenty-first century is the age of technology. Andrews and Ferman (2000) noted on their study of the University of Queensland, -Ipswich campus that many students found the course material limited, that there was a lack of structure, and there were also a significant number of technical difficulties. Additionally Bonanno (2005) discusses some of the disadvantages of technology and states that the learner can easily lose motivation partly due to a lack of classroom spirit and teacher facilitated learning. Technology can be out of date or difficult to understand and often it can be confusing and sometimes it can just be that there is no technical support available. Bonanno’s (2005) comments that many problems occurring are learner related and that in order to be successful the learner must be self-motivated and have a reasonable degree of self-competency. She also comments that the facilitator or teacher must be motivated as well and be able to produce engaging study material for the student to work with; they must also be able to direct, listen and support students. Despite some complications, changes in technology help to make sure education is more accessible and equitable. Universities are able to capture larger numbers of students enabling more funding from the government. Students are able to be in control of their own education pathway and are able to be flexible about when and where they choose to study. Students can also choose to study gregariously in online classrooms and even traditional classrooms. Problematic areas will in time be improved as technology upgrades on a daily basis; including faster internet options. With this evolving technology people’s knowledge and experience will increase and in time student numbers and study options will grow. It is realistic that flexible learning will be and indeed should be the way of the future in education and that there will be a worldwide classroom. References Andrews, T & Ferman, T 2001, ‘The flexible learning experience – how good is it really? ’ in L Richardson & J Lidstone (eds), Flexible learning for a flexible society, pp. 39-45. Proceedings of ASET-HERDSA 2000 Conference, Toowoomba, Qld, 2-5 July 2000. ASET and HERDSA http://www. aset. org. au/confs/aset-herdsa2000/procs/andrews-t. html. Bonanno, K 2005, ‘Online learning : the good the bad and the ugly’, Proceedings of the XIX Biennial Conference – Meeting the Challenge, Australian School Library Association, Zillmere, QLD, pp. 1-7 Choy, SC & Delahaye, BL 2002, ‘Andragogy in vocational education and training: learners’ perspective’, Proceedings of the Fifth Annual Conference, Australian Vocational Education and Training Research Association (AVETRA), Melbourne, VIC University of Southern Queensland 2009, ‘University offers online options to its students’, The Chronicle, 10 Jul, p. 41. Collis, B & Moonen, J 2002, Flexible learning in a digital world: experiences and expectations, Kogan Page, London, UK, pp. 8-10,17,26-27. Harmes, M 2011,TPP7120 Studying to succeed ,Appendix 3’Flexible and Blended Learning’, University of Southern Queensland,Toowoomba,viewed 25 September 2011,http://usqstudydesk. usq. au/ Huijser, H, Bedford, T & Bull, D 2008, ‘OpenCourseWare global access and the right to education: real access or marketing ploy? ‘, International Review of Research in Open and Distance Learning, vol. 9, no. 1, pp. 1-13. Ralston, P 1999, ‘Education for IT equity’, The Australian, 12 Jan, p. 44. Zhao, Y 2009, Catching up or leading the way: American education in the age of globalization, ASCD, Alexandria, VA, pp. 98-113.

British Culture Chaoxiaoqian

My questions are Why does Helena stay with Jimmy and leave Jimmy, why does Alison come back to Jimmy. These are very tricky questions like twisted twines. Here I just air my views, expecting to be complemented by yours. The reasons for Helena staying with Jimmy might be probed from the following: Superficially looking, Jimmy is a person basically worth while. Jimmy is a young man with education, ideas and penetrating insights. Alison breaking through her family's strong obstacles to marry Jimmy from side reflects Jimmy's charms and attractions. Jimmy seems a natural desire and magnet for women if his working-class background?poverty and walled situations are ignored for the moment. As Helena said she took Jimmy to herself because â€Å"she finds that she desires him and wants to have him for a time†. It is an outburst of impulse catalyzed by special occasions. At that time, without digs, Helena had an appointment on the next day and had to lodge in Jimmy's attic; Jimmy is then immersed in bereavement without comfort while Allison and Cliff left him successively. Witnessing Jimmy's bitterness and helplessness, out of her female compassionate nature, Helena offered Jimmy her hand and herself as well. For solace and release, Jimmy dramatically accepted his natural enemy. Thus the two naturally and reasonably moved together. Exploring the in-depth reason, Helena's staying with Jimmy might be considered as a challenge she made for herself driven by her instincts of curiosity and conquest. Helena wanted to make out why the seemingly compatible couple always brawl and torture each other, why Jimmy is always angry?dissatisfied and cynical,always trying hard to be offensive, provocative, irritating. Determined by her inborn authoritative personality and her middle-class inclination to sustain the status quo,she takes Jimmy as a challenge and an attempt, an enemy territory to conquer, to justify her middle-class convictions and consciousness. She expects Jimmy to be changed, back into normal, behaving like anyone else and taking reality like a real man. Naive?romantic and over-confident as Helena is, she fails to change Jimmy. Conversely and ironically, she was within an inch of being changed. Helena was inevitably to lose the war because Jimmy's anger was socially deep-rooted. He had the complex of inferiority and superiority. He showed contempt for uneducated Cliff, irony for educated Alison. He was well educated, but his situation was no better than the two he looked down upon. It was an affliction and sarcasm to him. He lived at the sea of isolation?desperation and inarticulate agony. Without being heard or understood. He found no target to attack, therefore everything became his target. Jimmy was a man born out of his time. To change Jimmy Helena should change the times first. It is difficult and impossible for Helena to change the time, and so with Jimmy. To bridge the systematic and fathomless class and value gap was never a easy task and doomed to be futile and fruitless. Jimmy and Helena's combination was the effect of passionate impulse. It was a kind of insanity or wrong-doings as Helena herself later commented. Once waken up from the dream, the end of their relation was approaching. Helena was a woman of conventionality by nature, she couldn't forget the book of rules anytime. She still believed in â€Å"right and wrong†! Gnawed by the worm of conscience and sense of guilt, she can't †be happy without the book of rules†, she can't †be happy when what you're doing is wrong, or is hurting someone else†. Moreover she lost the war waged against changing Jimmy, the war to restore everything into normal. Unless Jimmy and Helena don't confront with each other face to face, or they will certainly fall into the state of war, the war of ideas, class, values, social reality. There was no middle road to compromise. Helena's exeuntting also meant she lost the war against conventionality, against status quo. Her story is more than a morality one, it further proved every desire or attempt to change the suffocating and inanimate society over-confident and all for naught. Everyone would inevitably subordinate himself to conventionality. My understanding of Alison's return is explained as such: Alison might feel regret about her past behaviors. Though she is the seeming victim of Jimmy's irrational assault, she knows that Jimmy has reason to do so on her. After her abortion, something dormant was aroused from the bottom of her heart and she came back to Jimmy, though shilly-shally. As a young woman, she is a †monument of non-attachment†. †She hasn't had a thought for years!† She is a woman in her 20s without enthusiasm, animation and sincerity. Nothing Jimmy could do would provoke her. Her marriage with Jimmy was a kind of physical and responsive affinity rather than mental and spiritual one. She was nicknamed as ‘Lady Pusillanimous' by Jimmy. Moreover, as a middle-class woman by nature, she kept her arrogant and uppish manner in communicating with the working-class people which was especially exposed when she wrote letter to her mother, discussed Jimmy with her father and Helena, refused to see the dying Mrs. Hugh with Jimmy. She had the sense of inborn class superiority which is a fatal and permanent weapon to sensitive Jimmy. She did betray Jimmy in a sense. In a word, she has never given herself to her husband with the honesty which she knew he demanded and needed. Actually, she knew she should shoulder some responsibility for Jimmy's anger and offered Jimmy more understanding and communication. The problem of their marriage was not sheer Jimmy's fault. Alison left Jimmy in pursuit of peace and relaxation. Tortured by Jimmy's distorted allegiance and loyalty demands for her, Alison wanted to escape from the role of hostage and the war Jimmy declared on †those sections of society†. But Alison never succeeded in escape. Things didn't go in the way as she expected. Alison's coming back could be interpreted as a subjugation to conventionality?reality and failure of Ostrichism. Alison is easily to get used to everything and she is also on the verge of burst. Tortured by Jimmy's distorted allegiance and loyalty demands for her, Alison wanted to escape from the role of hostage and the war Jimmy declared on †those sections of society†. She leaves Jimmy, in pursuit of peace and relaxation. But Alison never succeeded in escape. Things didn't go in the way as she expected. Her abortion brings her shock and disillusionment, awakening something dormant in her heart. She then clearly sees a depressing?aimless?hopeless and futureless reality, without light and outlet. By then she understood Jimmy's anger and discontent to some extent. Without a bright future, Alison had to revert to the past, though vague, remote and suspended it is. She wanted to find herself a position in the conventional and accustomed role of wife. The unpleasant past seems a more lovely memento In comparison with the suffocating and smoldering reality. Finally Alison and Jimmy decide to pick up the bear-squirrel game. It is a seeming communiquà ¯Ã‚ ¿Ã‚ ½ by Alison and Jimmy, protesting the reality and fighting against the â€Å"cruel steel traps, lying about everywhere, just waiting for rather mad, slightly satanic, and very timid little animals.† This could be regarded as a faint flicker of hope offered by the protagonists who had a in-depth perception and understanding of life.