To be or not to be. Using Linux instead of Windows Essay

To be or not to be. Using Linux instead of Windows - Essay Example Is Linux really the best choice for desktops, just like the way it is considered for servers? Can it replace or become an alternative to existing operating systems, especially Microsoft Windows for desktops? No doubt, Linux is still struggling to catch up with Microsoft on desktop computers, but at the same time, it has made significant progress in many areas which are still not readily apparent to many consumers. This paper aims to highlight those areas of Linux, namely benefits of being open source, low purchase cost, robust security, software availability and customizable features. The conclusion of this paper supports the fact that Linux has redeeming qualities to become a choice for desktops and predicts its domination in the desktop world. Linux is an operating system – a program that allows users to interact with all the software and hardware resources of the computer, either through command-line interface, where the users type text commands and the computer responds according to those commands, or through graphical user interface (GUI) in which the users can interact with the computer through a graphical interface with pictures and buttons by using the mouse and keyboard. Besides Linux, there are many other operating systems available in the market; few examples are Windows, IBM OS/2, MS-DOS, UNIX, Mac OS X and OpenSolaris. Almost every operating system can be classified as either Desktop or Server edition. Desktop version consists of those operating systems, such as Windows 2000 or Windows 98, which are only capable of running on normal desktop computers, while latter are designed specifically for servers – large computers with highly sophisticated hardware, such as Novell’s NetWare, Window NT and UNIX. So why Linux? Linux is â€Å"open source† – means that all the underlying code of operating system can be modified, used and distributed by anyone

Compact Bedford Introduction to Literature Essay Example for Free

Compact Bedford Introduction to Literature Essay T. C. Boyle’s â€Å"Carnal Knowledge† narrates about the life of Jim, his character and feelings. The use of irony indicates about the real life events and how Jim encountered them. Use of Irony shows how Jim faced tyranny and revealed about his character. Irony is used at different points in the story. Thesis: The use of Irony in this story depicts how man tries to gain love and other materialistic things in life but how events lead to misfortunes and undesirable results. Normally true relations never develop if they’re based on lies and fake attitude. The narrator describes about the meat in the supermarket and it is the first point when Irony is used. He desperately describes the delicious ways in which meat is consumed and an indication how he loves meat and he’s not a vegan. Jim is totally inclined towards the taste and not worried about how the animals are killed. In another instance irony is used when he meets with Alena and Alf. When Jim in out on dinner with Alena, again he had no meat to eat because of Alena’s involvement in animal protection. Irony usually results from person’s own faults in character. Alf peed on Jim. There is he met Alena. Appearance of Alf was another point of irony for him as the dog peed on him. Then later dog tried to attack on him. Jim is not very caring about animals. But when he meets Alena, he does care but not for animals but only for Alena and to prove to be ‘so good’ that he cares. Though he loved to eat meat but he decline to admit in front of Alena that he eat meat and pretended that he’s a vegetarian. It was his irony that he was deprived of having meat in meal in order to show Alena that he’s the same like her and she might got interested in him seeing all these characters. The narrator is also left in irony when he was in turkey farm. Irony was used at this point when Jim’s feelings were hurt as he was left in the farm. Jim tried to save turkeys. Though he did his best to become a good heroic image in the eyes of Alena, but still she did not pay any attention to him and cleared this point to him that there is â€Å"no’ relation between us and our purpose is only to save animals. While saving turkeys he felt more like hungry then wanting to save them. At farm Jim had to handle all the core tasks while his beloved was away with other cores. Though Jim tried to impress Alena with his lies but did not succeed. It was Alena’s love for animals and that’s for she cared. She never thought about meat and the taste. But Jim’s focus was meat and the taste it gives in different forms. Jim’s irony was that he never got what he wanted to be in Alena’s eyes. Conclusion In the â€Å"Carnal Knowledge† irony is used in terms that despite his all efforts to become so good in the eyes of Alena his endeavors were wasted. His character does not seem to be realistic. He lied to prove himself good. He was not really a good person but he tried to be good just to have more attention from Alena, and finally all his efforts were wasted. Works Cited T. C. Boyle’s â€Å"Carnal Knowledge† In Compact Bedford Introduction to Literature, Seventh Edition, p. 267

Vandetta and Tell -Tale Heart Essay Example for Free

Vandetta and Tell -Tale Heart Essay This study involves two stories- ‘A Vandetta’ and ‘The Tell-Tale Heart’, in which the characters believe that they should get rid of the causes of trouble to them in order to have peace. This study compares similarities and differences between the two essays. 2. 0 Summary of ‘a Vandetta’ Paolo Saverini’s widow lived with her son in a little house on the outskirts of Bonifaco town. The widow’s house rested on the edge of a cliff and it had three windows that gave way to the harassing wind from the sea. Saverini’s wife and her son Antoine had a pet dog which was known Semillante. Semillante was large and thin, with shaggy hair that resembled that of the sheep. While alive, Saverini used Semillante for hunting. Antoine Saverini was stabbed to death by Nicolas Ravolati following an argument between them. Nicolas then decided to run away from the vicinity to Sardinia after committing the murder. The body of Antoine was carried home by road passers-by. Antoine’s death grieved her mother so much; she was left with no one to stay with except the howling dog. Semillante also sobbed for her master, she remained standing at the foot of the bed staring at Antonio’s body that was full of clots of blood. He was buried the following day and that marked the end of talk about him in Bonifaco; the mother however, promised revenge against his son. Antonio had neither brother nor sister; no man was left to carry on the ‘vendetta’, apart from his old mother who sat all day long pondering over the revenge. Since she had sworn over the dead body that he was going to avenge his son, he had to do it anyway. She thought of an idea of making Semillante be a ferocious savage. The next day she went to church to pray so that God could give her the necessary strength to avenge her son. Mother Saverini made a human figure out of straw and used it as a model to train her dog on how to pounce and kill humans. When the right time came, Mother Saverini took her dog with her to Sardini where she asked to be showed Nicolas Ravolati’s house. On being directed to bite Nicolas, the dog seized him on his throat and tore it out into ribbons. The old woman went home that evening and she slept well. 3. 0 Summary of ‘Tell-Tale Heart’ The persona, who is the narrator in the story, has an idea that haunts him day and night. There is an old man in the neighborhood who he thinks he dislikes because of his vulture-like pale blue eye, with a film over it, which scares him. He therefore made up his mind to do away with the man so that he can stop seeing the ‘bad’ eye forever. Not because he disliked the man, in fact, he had no desire for his wealth and the man had never wronged him either. In his chase to get the eye from the old man, the persona crept into the old man’s house at midnight with a dark lantern so that no light shone out. He did this for seven long nights, but he found the old man’s eye closed. This made his work harder for he was just after the old man’s evil eye. However during the day he kept good relation with the old man, inquiring he had passed on the night. Therefore, it was hard for the old man to suspect that the persona was after his life. On the eighth day, the persona in the story crept into the old man’s house and the old man made some movement in bed, however this did not stop the persona from advancing towards his subject. As he attempted to open the door, the old yelled out: â€Å"who’s there? † he kept still without moving. After waiting for a long while, he got into the old man’s house but refrained and kept still, breathing scarcely. The old man’s heart was beating loud, so his enemy used this as a strategy to kill him. He reasoned that since the heart beat was so loud, the sound would be heard by neighbors; so that it could be said he died of old age. He thus threw his lantern and rushed to the old man and dragged him to the floor and pulled the heavy bed over him. He removed the bed and examined the corpse-the old man was dead, his eye would not trouble him anymore. He cut off the arms, head and the legs of the corpse, and he deposited all between the scantlings. Then he replaced the planks that no one could detect. But as he was rejoicing over his victory police officers came, for the neighbors had alerted them. The persona could not conceal the murder he had committed; it haunted him. 4. 0 Qualities of ‘a Vendetta’ The title ‘a Vendetta’ runs throughout the whole story. After the death of Saverini and his son Antonio, there remains only one Vendetta- mother Saverini. She fights to the end and ensures she revenges for his late son, Antonio. There is proper placement of characters, plot, conflict and climax: In the story characters are placed such that at the end of the story, there is one character remaining who is a victor Saverini’s widow; though at the beginning of the story all her family members die and leave her alone as a vendetta. The language is clear. It gives the reader ample time to analyze the story due to the flow of ideas, hence, creating an impact in the story. 5. 0 Qualities of ‘Tell-Tale Heart’ Concept development: The author first introduces the idea and outlines it before giving the whole narration. In paragraph two of the story the author gives an overview of what the speaker in the story is about to do and the reasons behind the actions. Then he explains how he goes into doing each and every single activity due to the reasons given. Hence one is able to connect the sequence of activities from the beginning to the end of the story. The plot/story line: is sustained right from the beginning of the story. One is carried through the whole story and wonders why the persona in the story had to commit murder as a solution to what seems minor and thereafter get haunted; or might even have gone to jail. Dialogue: The dialogue in the story is like a real conversation. Narrating the story through the persona adds more value by drawing more attention to who is speaking in the story. Similarities between the two stories: The two tittles, ‘a vendetta’ and ‘the tell-tale heart’ are relevant to the stories and they run through the two stories. The two stories have the same basic formatting /layout style. The key characters in the two stories are after revenge: In the Vendetta the widow seeks to revenge for his son who was murdered and she successfully accomplishes it. In the Tell-Tale Heart, the speaker in the story wants to kill an old man since one of his eyes resembles that of a vulture, and he didn’t like the way he looked at him; he murders the old man. In both stories there is murder. Conclusion The characters in the Tell-Tale heart are not given names; hence it’s hard to classify the story. Naming of characters in the Vendetta story makes it more defined and easy to understand. In the Tell-Tale heart story, there is introduction to the concept in story whereas in the Vendetta, introduction to the story is based on the setting of the story. Reference: Classic short stories, (2007): Retrieved on 3rd February 2009 from: http://www. classicshorts. com/index. shtml.

The Nile Egyptian Schools

The Nile Egyptian Schools I have accepted a new position in a new school. The school is new in everything; new school campus, new staff and team, new students, and last but not least a new system. The later is what concerns me; it also interests me and is what I find challenging. I believe it is a great idea and deeply hope it works. It is important to remember that starting an assessment of a program should not wait until the school starts. An evaluation plan should be part of the planning of the initiation of the school, and should be implemented when the teaching begins and even before once the students are accepted. And so, documentation starts from the beginning, and baseline data on students, teachers, and administration personnel can be collected before instruction begins (Fleischman Williams, 1996). The Nile Egyptian Schools Mission states that: NES will provide quality affordable education that is locally and internationally recognized and accredited. The Schools will be recognized for excellence in teaching and learning characterized by quality facilities, strong effective leadership, outstanding teachers and excellent community support. NES will prepare students for academic success and encourage them to be responsible and productive citizens with a strong Egyptian identity. The vision of the school: The Nile Egyptian Schools will provide Egypt with world class citizens who can serve globally as ambassadors of excellence and help position Egypt as a vibrant nation keen on achieving progress, prosperity and well-being for its citizens and the world community. The schools website also shows the aims and values of the school; The NES aim to meet International education standards in terms of recognized curricula, certified teachers, qualified administrative staff and school buildings constructed and equipped to contemporary international standards. These not-for-profit schools will provide high education at affordable fees in partnership with civil society. The curriculum has been designed to meet the needs of the individual learners in the twenty first century, whilst taking account of the aim and objectives of NES project and of Egyptian standards. The system is based on the principles of humanism, tolerance, diversity, democracy, and open-mindedness. The Nile schools are going to be twenty-nine schools; for now, only five will open. The plan is to open one school in every governorate; which would entail a great diversity in the students and in the cultures of each school. The students profiles are going to be extremely diverse, from Upper Egypt in Aswan to Alexandria and Port Said. As such the students will have the same curriculum, same facilities but different teachers and different backgrounds. My students at El-Obour branch will be assessed and compared to other students in the other schools. I find this challenging and needs to be put in consideration when I am evaluating the course and its outcomes. Reflecting on the mission and vision of the schools, and on my new role as the head of the science department in a new school it came to mind that I would need different tools to help me evaluate the teachers in the department, their teaching methods, their ability to interact and handle the students. As such is the case I am attempting to research and probably find or design a tool that would help me achieve my goal. I chose to adopt this framework and tried to adapt it to my needs. This framework, presented here includes both the process and outcome side. It also, focuses on the students and their individuality. Accordingly, I would be able to determine the effectiveness of the science program execution, also understand how the curriculum and teaching process produced this result and how the program could be upgraded to produce a better result more efficiently. To reach the goal of assessing the program and evaluating the outcome, there are three components that should be addressed. Data should be collected and used from these perspectives.  · Students;  · Instruction; and  · Outcomes. Each one is described below. Students This part of the evaluation tool should focus on the students information including, for example, grade level, age, the culture where they are in is it urban or rural (according to the location of the school), socio-economic background (e.g. parents education), skills, grades and test scores from previous schools and all through the year. This data has a great descriptive value; it is also useful for comparisons between other students in the same school or in the other school branches. All the Nile Egyptian schools are providing the same services to all students, but students backgrounds and cultures are going to differ according to the school location. For this I would use these two sheets one general and one specific for each student. This data could be collected once at the beginning of the year and updated if needed. It could be distributed to the parents and filled to save time. I would need this information when reviewing the collective data; it will be also useful when comparing with other schools. The general sheet: Questions How many students are in the same grade in my school (El-Obour)? Number of students taking science in each grade. How many students are in the same grade in all NESs? Number of students taking science in each grade. How many students are in the class to be observed class? Number of students in class. What is the students level in language and science? Scores on achievement tests from previous schools. What is the students basic scientific knowledge before? Scores on a pre-test related to curriculum being evaluated; i.e. an MCQ test to be given on the first or second class session. Second sheet (for individual students): Name Grade Age/ Gender Grade from previous school Comments Instruction (teaching and teaching materials) I think this part is the very essence of my job. I will eventually be leading a team of science teachers asked to deliver the curriculum by the means and the facilities available. According to the school profile, state of the art facilities that are highly technological and laboratory equipment would be available. Through monitoring and observing using an assessment tool I would be able to evaluate the process by which the outcomes or results were achieved and by what is actually taking place in the classroom, rather than what was planned to happen. This would allow us to work on the weaknesses and share the strengths with the other branches. As such I believe my role as a monitor of the science program, whether in the classroom, the laboratory or elsewhere, like field trips inside and outside the school is my number one task. To observe how the program is implemented, and develop teacher training activities that would help them. I would have to include instructional measurable objectives, hours of teaching, teacher characteristic, experience, and innovation in my assessment tool. Being the instructional leader would entail not only observations and evaluations but also building rapport with the teachers and meeting with them before and after class observations, and on regular basis to share ideas and experiences. I would like it too, if the teachers on my team would attend some of my classes; it is good for my professional development, it would also enhance the sense of team collegiality. Pre-observation Conference Date: Teachers Name:______________________ What and when would you like to be observed? (maybe set a time frame for my visit; like in the next week) How do you feel about the lesson? Walk me through your lesson plan. Why did you choose this lesson? What do you want the students to learn by the end of the lesson? How will you check if they got it? What concerns you the most about this lesson? Take me through your lesson plan What is the teaching strategy you want to be observed in this lesson? Classroom management, positive support, instructional monitoring, questioning, other instructional strategies Why did you choose this behavior? Observation instruments to be with me in the lesson while observation: Lesson plan Seating chart and where I would sit Notebook Other: Special conditions/students Reflect on Learning outcome/ objectives met Classroom management Teaching behavior focus Set the date for the post-conference meeting time and place: Any questions? (This sheet is adapted from M. MacCormick 2006) Post-Conference Date: Teachers Name:_____________________ How do you feel about the lesson? My feelings Were the learning objectives achieved?) Teachers comment My comment Discuss changes or suggestions if the lesson would be done again or differently, what would be needed? Classroom Management Teachers comment My comment Suggestions for next classes Teaching Behavior Focus Teachers comment My comment Discuss changes Future training Plan The teachers next teaching behavior focus Develop a training plan with the teacher Summary Summarize and record what was discussed Try to put the conclusions in points I have to remember to give encouraging statement Questions? Complete record of the observation cycle summary Give an estimated time for the next class visit (This sheet is adapted from M. MacCormick 2006) I would like also to use this next tool to have background information of the classes and teachers. This tool also helps me to be clear and set or request from the top management the appropriate training and development programs. Questions Variables 1. What are the measurable objectives? Are these objectives stated clearly? Unit or chapter goals and lesson objectives 2. What are the total hours of teaching per week? Hours/ week 3. What is the teacher/student ratio? Number of students/ class 4. What are the teachers qualifications and experience)? Teachers previous experience 5. What is the type of training available to teachers? Are they fitting and enough? Training and development activities 6. What are the teachers tools, materials and instruments available? Are they suitable and used? Materials and equipment available. (Adapted from Hopstock, Young, and Zehler, 1993 cited in Davis (Gene), 2005) Outcomes This is the last part of what I feel is an effective evaluation; It deals with what to do next. The results of the Cambridge exams are going to be a very important part of the evaluation of the outcome. The top management will look at these results as the sole reflection on the educational process. On the other hand I would like to put into consideration the project work of the students and their portfolios. By this we can evaluate the outcome using both authentic and traditional assessment tools. Assessment is a way we can document our progress. A systematic, ongoing cycle of setting goals or objectives, measuring the achievement of those goals, and using these results to make knowledgeable decisions vital for the departments continuous improvement (Davis (Gene), 2005). Good assessment can enhance the quality of education by providing the necessary evidence to guide us to make the best decisions we can make in many areas: including changes in curriculum, classroom teaching methodology, support individual students, and improvement of the school culture. In other words, we need to know where were standing before we can go any further. In addition to the benefits I will get in my department and school, we, the NESs could use this assessment to improve as a new educational system. With these three key purposes of assessment in mind: à ¢Ã¢â€š ¬Ã‚ ¢ To improve Evaluation should be formative. Assessment provides feedback to help form better programs and services. à ¢Ã¢â€š ¬Ã‚ ¢ To inform Assessment should show a clear image of what is really happening in a classroom or laboratory and can inform others of the effort that is done there. à ¢Ã¢â€š ¬Ã‚ ¢ To demonstrate A good assessment process can answer three related questions: à ¢Ã¢â€š ¬Ã‚ ¢ What are we trying to do? à ¢Ã¢â€š ¬Ã‚ ¢ How well are we doing it? à ¢Ã¢â€š ¬Ã‚ ¢ How are we using what we discover to improve what we will do in the future? The following diagram illustrates this cycle of goal setting tied to evaluations (Davis (Gene), 2005). Analysis of data and presenting it for further use: After collecting the data, starts the next step in the process of evaluation, data analysis and producing a report. This is important for the documentation and writing recommendations to be checked in the next cycle. The evaluation report will include: A description of the achievements of the program, stating and highlighting those instructional methods that were the most effective; A description instructional elements that were unproductive, inefficient and even problematic it will also state areas that need improvement in the future; and A description of the outcomes and the effect of the material taught and how it was delivered on the students as shown by their test scores as well as their portfolios. Thorough observation with accurate documentation will make the data useful for and allow us to make well informed decisions to improve the curriculum and the way it is delivered. In other words, the evaluation report is a tool supporting decision making, program improvement, accountability, and quality control (Davis (Gene), 2005).

Comparison Between Piano Concert By Barbara Wieman And Sacramento Cham

Comparison Between Piano Concert by Barbara Wieman and Sacramento Chamber Orchestra   Ã‚  Ã‚  Ã‚  Ã‚  On Feb 20,1997, I attended a piano concert that was performed by Barbara Wieman. The performance was held at the American River College Music Department choir room. The choir room holds about 100 people and every seat was taken and students were seated on the floor. The audience was dressed casual as everyone was students trying to do their concert papers. Barbara Weiman was also dressed casual but nice. The piano concert started at 12:20pm and was finished at 1:05pm.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The program started with a piece from L.V. Beethoven called Sonata in F minor, Op.57. This piece can be characterized by an intense, dramatic use of fluctuating dynamics. It was as if the crescendo was not allowed to climax, then is aborted by a sudden change to pianissimo. The so called Beethoven motif was used throughout the piece, very effectively I might add. Barbara Wieman was very animated performing this piece and seemed to be very emotional while playing. This piece was very distinct and there was an effective use of rests that was displayed. I would call this piece very serious. After Beethoven we were treated to F. Schuberts Impromptu in G flat Major, Op. 90, No.3. This piece was very pleasing to the ear so we could call this consonant. The music seemed to flow and had a great rhythm. This piece was romantic in nature and probably that is why it was written in the romantic era. C. Debussy ‘s Feux d'artifice (fireworks) was the next piece played. The harmony was very obscured in this piece of music. The theme trying to be presented in this piece was as if fireworks were going off. The notes were ever changing and there was a very good uses of all the keys of the piano. This piece was not very pleasing at all and I did not care for it at all. From looking around the room it seemed other people would agree. After that unpleasant piece was played we were lead into La Cathedrale engloutie (The Sunken Cathedral). It was very slow starting but eventually started building the tempo and then seemed to drop off and become very slow in tempo. This piece seemed as if it were trying to tell a story. Alot of people seemed as if th... ...ught us back with a touching recollection of the very beginning of the work. The Bartok Divertimento was in three movements. It can be best described as continuous, fascinating, exciting and full of action. The melodies were strong, as were the rhythmic pulses and dissonance's. So much was happening that all you could do was go for the ride and enjoy it. The last major piece was by Copland, called Concerto for Clarinet and String Orchestra with Harp and Piano.  Ã‚  Ã‚  Ã‚  Ã‚   The Copland piece was in two movements bridged by an unusually long cadenza (Soloist), that lasted over three minutes. The soloist seemed to dwell on the lyric sweetness of the first movement and then signaled the merriment of the second movement. The first part struck me as very slow but the second part was very rhythmic,very perky, and was passed around appreciatively by all, while the piano and clarinet were trading ideas with each other. All in all, this piece signaled excitement and was made very enjoyable with the clarinet and piano. As this was my first Chamber Concert I was not sure what to expect. I thoroughly enjoyed myself and I'm looking forward to my next concert.

Women and Politics In Africa :: essays research papers

There was a young woman who left her home in Mycrorayan in Kabul, Afghanistan for Peshawar after the January 1994 fighting and told Amnesty International of the following situation. "One day when my father was walking past a building complex he heard screams of women coming from an apartment block which had just been captured by forces of General Dostum. He was told by the people that Dostum's guards had entered the block and were looting the property and raping the women." The following story comes out of Iran. "On August 10, 1994, in the city of Arak, Iran, a woman was sentenced to death by stoning. According to the ruling of the religious judge, her husband and two children were forced to attend the execution. The woman urged her husband to take the children away, but to no avail. A truck full of stones was brought in to be used during the stoning. In the middle of the stoning, although her eyes had been gouged out, the victim was able to escape from the ditch and started running away, but the regime's guards recaptured her and shot her to death." From China comes the following observation. "Still in the streets an occasional old crone hobbling around on her miniature bound feet was a relic of the pre- Revolutionary, almost dead past. I also heard an echo of that past in a silk thread factory in Wuxi, China. A woman member of its Revolutionary Committee was introduced to me as a ‘veteran worker’. The description astonished me because she looked so young. On inquiry I learned that she was indeed only 34 years old, but that she had toiled in the mill for twenty-six years, having begun this job as an 8- year old child.† These three incidents reflect typical crimes and injustices against women in the Third World countries. Crimes against women include abuse, slavery, false imprisonment, murder and rape. In these countries, women are considered to be inferior to men and are not granted equal rights or protection under the laws. The governments, religions and cultures of these countries support the inequalities, thus allowing vicious crimes against women to continue without any recourse by the victims. The phrase â€Å"women's rights† refers to the basic human rights that are withheld from women simply because they are women. Women’s rights promote political, social and economic equality for women in a society that traditionally confers more status and freedom to men. A basic right is for girls to grow up to be women: today twelve percent of the females born worldwide are missing, many of them

Love and Lust: Two Different Concept Essay

Love has a different meaning for many. For some, it may be an act of loyalty, and for others, it could be a comforting relationship. It is also an act in which everyone is happy. However, few differentiate love from lust like the character of Tomas from the book â€Å"The Unbearable Lightness of Being† by Milan Kundera does. In fact, the function of the fifth part is to prove that even though Tomas has sexual relationships with other women, he still loves Tereza. Sex and love are two distinct concepts for Tomas who loves Tereza but then sleeps with other women. He justifies this distinction by referring to his colleague’s research that â€Å"claimed that during any kind of dream men have erections, which means that the link between erections and naked women is only one of thousands way the Creator set the clockwork moving in a man’s head.† (236). Indeed, it is with the imagery of a mechanism that allows the function of a device that permits the imagination to link the distinction of love and lust to something quite technical. Therefore, man can be sexually excited by anything symbolizing that Tomas has no real control over the attraction he feels towards other naked women. However, Tomas can choose the one he loves and he chose Tereza. Moreover, he also believes that â€Å"Attaching love to sex is one of the most bizarre ideas the Creator ever had† (237) meaning that love and lust are truly two different concepts f or Tomas who would rather not be disturbed â€Å"by the aggressive stupidity of sex† (237) while loving Tereza. In other words, Tomas does not believe that lust should be a medium that will allow him to prove his love for Tereza. Tomas is characterized as always wanting to fight for the greater good but for Tereza, he stopped, proving that he loves her. Indeed, Tomas linked the tale of Oedipus with the situation in which the world was currently in because of Communists. He then developed an â€Å"analogy [that] so pleased him that he often used it in conversations with friends, and his formulation grew increasingly precise and elegant† (177) and from there, wrote an article about it. When the article was printed, his job as a surgeon was at stake because the authorities were not happy with his perspective on events. Therefore, Tomas only had two options: whether to retract his article and keep his profession or to not retract his article and keep his honor. It became apparent that when â€Å"the thing that struck [Tomas the most]: although he had never given people cause to doubt his integrity, [was that] they were ready to bet on his dishonesty rather than on his virtue† (181). Tomas’ decision was being foreshadowed meaning that his honor was more important than his â€Å"meaning of life† (179). However, Tomas did refuse to sign a petition that would liberate political prisoners because by signing it â€Å"he could be fairly certain that [Tereza] would have more frequent visits from undercover agents, and that her hands would tremble more and more.† (219) and he did not want to hurt his wife anymore. In other words, he wanted her to be happy because he loved her. Tomas will, in the end, always choose Tereza over any other woman, which demonstrates his love for her. He realizes in the fifth part of the book that he will choose Tereza over the women of his life. The realization that Tomas had in which â€Å"he will abandon the house of his happiness, time and again abandon his paradise and the woman from his dream and betray â€Å"Es muss sein!† of his love to go off with Tereza, the woman born of six laughable fortuities.† (239) can only mean that he loves Tereza in his own definition of love as bizarre as that may sound. Moreover, Tomas does not believe in the idealistic world where everyone has a better half. The narrator promptly explained that â€Å"According to â€Å"Plato’s Symposium: People were hermaphrodites until God split them in two, and now all the halves wander the world over seeking one another. Love is the longing for the half of ourselves we have lost† (238-239). However, Tomas admits that Tereza is most likely not the part of him he lost thus not his soul mate. Therefore, juxtaposing Plato’s Symposium’s definition of love and Tomas’ actions result in a clearer perspective of Tomas’ love for Tereza. In other words, Tomas loves Tereza in his own way. Furthermore, the personification of when â€Å"he feels her pain in his own heart.† (239) allows the readers to comprehend Tomas’ way of loving Tereza. If hurting her was not an option then love can be the only explanation. These reflexions made from the fifth part of the book â€Å"The Unbearable Lightness of Being† by Milan Kundera prove that Tomas truly loves Tereza. One might even argue that Tomas loves Tereza more than Tereza loves him even though he physically cheats on her. Work Cited Kundera, Milan. The Unbearable Lightness of Being. New York: HarperPerennial, 1999. Print. .