Tag: Study

  • The Shoes of Fortune 04 "A Most Strange Journey"

    The Shoes of Fortune 04 “A Most Strange Journey”


    “The Shoes of Fortune” the Short Story was Written by Hans Christian Andersen; Every inhabitant of Copenhagen knows, from personal inspection, how the entrance to Frederick’s Hospital looks; but as it is possible that others, who are not Copenhagen people, may also read this little work, we will beforehand give a short description of it.

    The extensive building is separated from the street by a pretty high railing, the thick iron bars of which are so far apart, that in all seriousness, it is said, some very thin fellow had of a night occasionally squeezed himself through to go and pay his little visits in the town. The part of the body most difficult to manage on such occasions was, no doubt, the head; here, as is so often the case in the world, long-headed people get through best. So much, then, for the introduction.

    One of the young men, whose head, in a physical sense only, might be said to be of the thickest, had the watch that evening. The rain poured down in torrents; yet despite these two obstacles, the young man was obliged to go out, if it were but for a quarter of an hour; and as to telling the door-keeper about it, that, he thought, was quite unnecessary, if, with a whole skin, he were able to slip through the railings. There, on the floor lay the galoshes, which the watchman had forgotten; he never dreamed for a moment that they were those of Fortune; and they promised to do him good service in the wet; so he put them on. The question now was, if he could squeeze himself through the grating, for he had never tried before. Well, there he stood.

    “Would to Heaven I had got my head through!” said he, involuntarily; and instantly through it slipped, easily and without pain, notwithstanding it was pretty large and thick. But now the rest of the body was to be got through!

    “Ah! I am much too stout,” groaned he aloud, while fixed as in a vice. “I had thought the head was the most difficult part of the matter—oh! oh! I really cannot squeeze myself through!”

    He now wanted to pull his over-hasty head back again, but he could not. For his neck there was room enough, but for nothing more. His first feeling was of anger; his next that his temper fell to zero. The Shoes of Fortune had placed him in the most dreadful situation; and, unfortunately, it never occurred to him to wish himself free. The pitch-black clouds poured down their contents in still heavier torrents; not a creature was to be seen in the streets. To reach up to the bell was what he did not like; to cry aloud for help would have availed him little; besides, how ashamed would he have been to be found caught in a trap, like an outwitted fox! How was he to twist himself through! He saw clearly that it was his irrevocable destiny to remain a prisoner till dawn, or, perhaps, even late in the morning; then the smith must be fetched to file away the bars; but all that would not be done so quickly as he could think about it. The whole Charity School, just opposite, would be in motion; all the new booths, with their not very courtier-like swarm of seamen, would join them out of curiosity, and would greet him with a wild “hurrah!” while he was standing in his pillory: there would be a mob, a hissing, and rejoicing, and jeering, ten times worse than in the rows about the Jews some years ago—”Oh, my blood is mounting to my brain; ’tis enough to drive one mad! I shall go wild! I know not what to do. Oh! were I but loose; my dizziness would then cease; oh, were my head but loose!”

    You see he ought to have said that sooner; for the moment he expressed the wish his head was free; and cured of all his paroxysms of love, he hastened off to his room, where the pains consequent on the fright the Shoes had prepared for him, did not so soon take their leave.

    But you must not think that the affair is over now; it grows much worse.

    The night passed, the next day also; but nobody came to fetch the Shoes.

    In the evening “Dramatic Readings” were to be given at the little theatre in King Street. The house was filled to suffocation; and among other pieces to be recited was a new poem by H. C. Andersen, called, My Aunt’s Spectacles; the contents of which were pretty nearly as follows:

    “A certain person had an aunt, who boasted of particular skill in fortune-telling with cards, and who was constantly being stormed by persons that wanted to have a peep into futurity. But she was full of mystery about her art, in which a certain pair of magic spectacles did her essential service. Her nephew, a merry boy, who was his aunt’s darling, begged so long for these spectacles, that, at last, she lent him the treasure, after having informed him, with many exhortations, that in order to execute the interesting trick, he need only repair to some place where a great many persons were assembled; and then, from a higher position, whence he could overlook the crowd, pass the company in review before him through his spectacles. Immediately ‘the inner man’ of each individual would be displayed before him, like a game of cards, in which he unerringly might read what the future of every person presented was to be. Well pleased the little magician hastened away to prove the powers of the spectacles in the theatre; no place seeming to him more fitted for such a trial. He begged permission of the worthy audience, and set his spectacles on his nose. A motley phantasmagoria presents itself before him, which he describes in a few satirical touches, yet without expressing his opinion openly: he tells the people enough to set them all thinking and guessing; but in order to hurt nobody, he wraps his witty oracular judgments in a transparent veil, or rather in a lurid thundercloud, shooting forth bright sparks of wit, that they may fall in the powder-magazine of the expectant audience.”

    The humorous poem was admirably recited, and the speaker much applauded. Among the audience was the young man of the hospital, who seemed to have forgotten his adventure of the preceding night. He had on the Shoes; for as yet no lawful owner had appeared to claim them; and besides it was so very dirty out-of-doors, they were just the thing for him, he thought.

    The beginning of the poem he praised with great generosity: he even found the idea original and effective. But that the end of it, like the Rhine, was very insignificant, proved, in his opinion, the author’s want of invention; he was without genius, etc. This was an excellent opportunity to have said something clever.

    Meanwhile he was haunted by the idea—he should like to possess such a pair of spectacles himself; then, perhaps, by using them circumspectly, one would be able to look into people’s hearts, which, he thought, would be far more interesting than merely to see what was to happen next year; for that we should all know in proper time, but the other never.

    “I can now,” said he to himself, “fancy the whole row of ladies and gentlemen sitting there in the front row; if one could but see into their hearts—yes, that would be a revelation—a sort of bazar. In that lady yonder, so strangely dressed, I should find for certain a large milliner’s shop; in that one the shop is empty, but it wants cleaning plain enough. But there would also be some good stately shops among them. Alas!” sighed he, “I know one in which all is stately; but there sits already a spruce young shopman, which is the only thing that’s amiss in the whole shop. All would be splendidly decked out, and we should hear, ‘Walk in, gentlemen, pray walk in; here you will find all you please to want.’ Ah! I wish to Heaven I could walk in and take a trip right through the hearts of those present!”

    And behold! to the Shoes of Fortune this was the cue; the whole man shrunk together and a most uncommon journey through the hearts of the front row of spectators, now began. The first heart through which he came, was that of a middle-aged lady, but he instantly fancied himself in the room of the “Institution for the cure of the crooked and deformed,” where casts of mis-shapen limbs are displayed in naked reality on the wall. Yet there was this difference, in the institution the casts were taken at the entry of the patient; but here they were retained and guarded in the heart while the sound persons went away. They were, namely, casts of female friends, whose bodily or mental deformities were here most faithfully preserved.

    With the snake-like writhings of an idea he glided into another female heart; but this seemed to him like a large holy fane. [*] The white dove of innocence fluttered over the altar. How gladly would he have sunk upon his knees; but he must away to the next heart; yet he still heard the pealing tones of the organ, and he himself seemed to have become a newer and a better man; he felt unworthy to tread the neighboring sanctuary which a poor garret, with a sick bed-rid mother, revealed. But God’s warm sun streamed through the open window; lovely roses nodded from the wooden flower-boxes on the roof, and two sky-blue birds sang rejoicingly, while the sick mother implored God’s richest blessings on her pious daughter.

    Temple

    He now crept on hands and feet through a butcher’s shop; at least on every side, and above and below, there was nought but flesh. It was the heart of a most respectable rich man, whose name is certain to be found in the Directory.

    He was now in the heart of the wife of this worthy gentleman. It was an old, dilapidated, mouldering dovecot. The husband’s portrait was used as a weather-cock, which was connected in some way or other with the doors, and so they opened and shut of their own accord, whenever the stern old husband turned round.

    Hereupon he wandered into a boudoir formed entirely of mirrors, like the one in Castle Rosenburg; but here the glasses magnified to an astonishing degree. On the floor, in the middle of the room, sat, like a Dalai-Lama, the insignificant “Self” of the person, quite confounded at his own greatness. He then imagined he had got into a needle-case full of pointed needles of every size.

    “This is certainly the heart of an old maid,” thought he. But he was mistaken. It was the heart of a young military man; a man, as people said, of talent and feeling.

    In the greatest perplexity, he now came out of the last heart in the row; he was unable to put his thoughts in order, and fancied that his too lively imagination had run away with him.

    “Good Heavens!” sighed he. “I have surely a disposition to madness—’tis dreadfully hot here; my blood boils in my veins and my head is burning like a coal.” And he now remembered the important event of the evening before, how his head had got jammed in between the iron railings of the hospital. “That’s what it is, no doubt,” said he. “I must do something in time: under such circumstances a Russian bath might do me good. I only wish I were already on the upper bank.” [*]

    In these Russian (vapor) baths the person extends himself
    on a bank or form, and as he gets accustomed to the heat,
    moves to another higher up towards the ceiling, where, of
    course, the vapor is warmest. In this manner he ascends
    gradually to the highest.

    And so there he lay on the uppermost bank in the vapor-bath; but with all his clothes on, in his boots and galoshes, while the hot drops fell scalding from the ceiling on his face.

    “Holloa!” cried he, leaping down. The bathing attendant, on his side, uttered a loud cry of astonishment when he beheld in the bath, a man completely dressed.

    The other, however, retained sufficient presence of mind to whisper to him, “‘Tis a bet, and I have won it!” But the first thing he did as soon as he got home, was to have a large blister put on his chest and back to draw out his madness.

    The next morning he had a sore chest and a bleeding back; and, excepting the fright, that was all that he had gained by the Shoes of Fortune.

    Next: The Shoes of Fortune 05 “Metamorphosis of the Copying-Clerk”

  • The Shoes of Fortune 03 "The Watchman's Adventure"

    The Shoes of Fortune 03 “The Watchman’s Adventure”


    “The Shoes of Fortune” the Short Story was Written by Hans Christian Andersen; “Why, there is a pair of galoshes, as sure as I’m alive!” said the watchman, awaking from a gentle slumber. “They belong no doubt to the lieutenant who lives over the way. They lie close to the door.”

    The worthy man was inclined to ring and deliver them at the house, for there was still a light in the window; but he did not like disturbing the other people in their beds, and so very considerately he left the matter alone.

    “Such a pair of shoes must be very warm and comfortable,” said he; “the leather is so soft and supple.” They fitted his feet as though they had been made for him. “‘Tis a curious world we live in,” continued he, soliloquizing. “There is the lieutenant, now, who might go quietly to bed if he chose, where no doubt he could stretch himself at his ease; but does he do it? No; he saunters up and down his room, because, probably, he has enjoyed too many of the good things of this world at his dinner. That’s a happy fellow! He has neither an infirm mother, nor a whole troop of everlastingly hungry children to torment him. Every evening he goes to a party, where his nice supper costs him nothing: would to Heaven I could but change with him! How happy should I be!”

    While expressing his wish, the charm of the shoes, which he had put on, began to work; the watchman entered into the being and nature of the lieutenant. He stood in the handsomely furnished apartment, and held between his fingers a small sheet of rose-colored paper, on which some verses were written—written indeed by the officer himself; for who has not, at least once in his life, had a lyrical moment? And if one then marks down one’s thoughts, poetry is produced. But here was written:

    OH, WERE I RICH!

    “Oh, were I rich! Such was my wish, yea such
    When hardly three feet high, I longed for much.
    Oh, were I rich! an officer were I,
    With sword, and uniform, and plume so high.
    And the time came, and officer was I!
    But yet I grew not rich. Alas, poor me!
    Have pity, Thou, who all man’s wants dost see.

    “I sat one evening sunk in dreams of bliss,
    A maid of seven years old gave me a kiss,
    I at that time was rich in poesy
    And tales of old, though poor as poor could be;
    But all she asked for was this poesy.
    Then was I rich, but not in gold, poor me!
    As Thou dost know, who all men’s hearts canst see.

    “Oh, were I rich! Oft asked I for this boon.
    The child grew up to womanhood full soon.
    She is so pretty, clever, and so kind
    Oh, did she know what’s hidden in my mind—
    A tale of old. Would she to me were kind!
    But I’m condemned to silence! oh, poor me!
    As Thou dost know, who all men’s hearts canst see.

    “Oh, were I rich in calm and peace of mind,
    My grief you then would not here written find!
    O thou, to whom I do my heart devote,
    Oh read this page of glad days now remote,
    A dark, dark tale, which I tonight devote!
    Dark is the future now. Alas, poor me!
    Have pity Thou, who all men’s pains dost see.”

    Such verses as these people write when they are in love! But no man in his senses ever thinks of printing them. Here one of the sorrows of life, in which there is real poetry, gave itself vent; not that barren grief which the poet may only hint at, but never depict in its detail—misery and want: that animal necessity, in short, to snatch at least at a fallen leaf of the bread-fruit tree, if not at the fruit itself. The higher the position in which one finds oneself transplanted, the greater is the suffering. Everyday necessity is the stagnant pool of life—no lovely picture reflects itself therein. Lieutenant, love, and lack of money—that is a symbolic triangle, or much the same as the half of the shattered die of Fortune. This the lieutenant felt most poignantly, and this was the reason he leant his head against the window, and sighed so deeply.

    “The poor watchman out there in the street is far happier than I. He knows not what I term privation. He has a home, a wife, and children, who weep with him over his sorrows, who rejoice with him when he is glad. Oh, far happier were I, could I exchange with him my being—with his desires and with his hopes perform the weary pilgrimage of life! Oh, he is a hundred times happier than I!”

    In the same moment the watchman was again watchman. It was the shoes that caused the metamorphosis by means of which, unknown to himself, he took upon him the thoughts and feelings of the officer; but, as we have just seen, he felt himself in his new situation much less contented, and now preferred the very thing which but some minutes before he had rejected. So then the watchman was again watchman.

    “That was an unpleasant dream,” said he; “but ’twas droll enough altogether. I fancied that I was the lieutenant over there: and yet the thing was not very much to my taste after all. I missed my good old mother and the dear little ones; who almost tear me to pieces for sheer love.”

    He seated himself once more and nodded: the dream continued to haunt him, for he still had the shoes on his feet. A falling star shone in the dark firmament.

    “There falls another star,” said he: “but what does it matter; there are always enough left. I should not much mind examining the little glimmering things somewhat nearer, especially the moon; for that would not slip so easily through a man’s fingers. When we die—so at least says the student, for whom my wife does the washing—we shall fly about as light as a feather from one such a star to the other. That’s, of course, not true: but ‘twould be pretty enough if it were so. If I could but once take a leap up there, my body might stay here on the steps for what I care.”

    Behold—there are certain things in the world to which one ought never to give utterance except with the greatest caution; but doubly careful must one be when we have the Shoes of Fortune on our feet. Now just listen to what happened to the watchman.

    As to ourselves, we all know the speed produced by the employment of steam; we have experienced it either on railroads, or in boats when crossing the sea; but such a flight is like the travelling of a sloth in comparison with the velocity with which light moves. It flies nineteen million times faster than the best race-horse; and yet electricity is quicker still. Death is an electric shock which our heart receives; the freed soul soars upwards on the wings of electricity. The sun’s light wants eight minutes and some seconds to perform a journey of more than twenty million of our Danish [*] miles; borne by electricity, the soul wants even some minutes less to accomplish the same flight. To it the space between the heavenly bodies is not greater than the distance between the homes of our friends in town is for us, even if they live a short way from each other; such an electric shock in the heart, however, costs us the use of the body here below; unless, like the watchman of East Street, we happen to have on the Shoes of Fortune.

    A Danish mile is nearly 4 3/4 English.

    In a few seconds the watchman had done the fifty-two thousand of our miles up to the moon, which, as everyone knows, was formed out of matter much lighter than our earth; and is, so we should say, as soft as newly-fallen snow. He found himself on one of the many circumjacent mountain-ridges with which we are acquainted by means of Dr. Madler’s “Map of the Moon.” Within, down it sunk perpendicularly into a caldron, about a Danish mile in depth; while below lay a town, whose appearance we can, in some measure, realize to ourselves by beating the white of an egg in a glass of water. The matter of which it was built was just as soft, and formed similar towers, and domes, and pillars, transparent and rocking in the thin air; while above his head our earth was rolling like a large fiery ball.

    He perceived immediately a quantity of beings who were certainly what we call “men”; yet they looked different to us. A far more correct imagination than that of the pseudo-Herschel* had created them; and if they had been placed in rank and file, and copied by some skilful painter’s hand, one would, without doubt, have exclaimed involuntarily, “What a beautiful arabesque!”

    This relates to a book published some years ago in Germany, and said to be by Herschel, which contained a description of the moon and its inhabitants, written with such a semblance of truth that many were deceived by the imposture.

    Probably a translation of the celebrated Moon hoax, written by Richard A. Locke, and originally published in New York.

    They had a language too; but surely nobody can expect that the soul of the watchman should understand it. Be that as it may, it did comprehend it; for in our souls there germinate far greater powers than we poor mortals, despite all our cleverness, have any notion of. Does she not show us—she the queen in the land of enchantment—her astounding dramatic talent in all our dreams? There every acquaintance appears and speaks upon the stage, so entirely in character, and with the same tone of voice, that none of us, when awake, were able to imitate it. How well can she recall persons to our mind, of whom we have not thought for years; when suddenly they step forth “every inch a man,” resembling the real personages, even to the finest features, and become the heroes or heroines of our world of dreams. In reality, such remembrances are rather unpleasant: every sin, every evil thought, may, like a clock with alarm or chimes, be repeated at pleasure; then the question is if we can trust ourselves to give an account of every unbecoming word in our heart and on our lips.

    The watchman’s spirit understood the language of the inhabitants of the moon pretty well. The Selenites* disputed variously about our earth, and expressed their doubts if it could be inhabited: the air, they said, must certainly be too dense to allow any rational dweller in the moon the necessary free respiration. They considered the moon alone to be inhabited: they imagined it was the real heart of the universe or planetary system, on which the genuine Cosmopolites, or citizens of the world, dwelt. What strange things men—no, what strange things Selenites sometimes take into their heads!

    Dwellers in the moon.

    About politics they had a good deal to say. But little Denmark must take care what it is about, and not run counter to the moon; that great realm, that might in an ill-humor bestir itself, and dash down a hail-storm in our faces, or force the Baltic to overflow the sides of its gigantic basin.

    We will, therefore, not listen to what was spoken, and on no condition run in the possibility of telling tales out of school; but we will rather proceed, like good quiet citizens, to East Street, and observe what happened meanwhile to the body of the watchman.

    He sat lifeless on the steps: the morning-star,* that is to say, the heavy wooden staff, headed with iron spikes, and which had nothing else in common with its sparkling brother in the sky, had glided from his hand; while his eyes were fixed with glassy stare on the moon, looking for the good old fellow of a spirit which still haunted it.

    The watchmen in Germany, had formerly, and in some places they still carry with them, on their rounds at night, a sort of mace or club, known in ancient times by the above denomination.

    “What’s the hour, watchman?” asked a passer-by. But when the watchman gave no reply, the merry roysterer, who was now returning home from a noisy drinking bout, took it into his head to try what a tweak of the nose would do, on which the supposed sleeper lost his balance, the body lay motionless, stretched out on the pavement: the man was dead. When the patrol came up, all his comrades, who comprehended nothing of the whole affair, were seized with a dreadful fright, for dead he was, and he remained so. The proper authorities were informed of the circumstance, people talked a good deal about it, and in the morning the body was carried to the hospital.

    Now that would be a very pretty joke, if the spirit when it came back and looked for the body in East Street, were not to find one. No doubt it would, in its anxiety, run off to the police, and then to the “Hue and Cry” office, to announce that “the finder will be handsomely rewarded,” and at last away to the hospital; yet we may boldly assert that the soul is shrewdest when it shakes off every fetter, and every sort of leading-string—the body only makes it stupid.

    The seemingly dead body of the watchman wandered, as we have said, to the hospital, where it was brought into the general viewing-room: and the first thing that was done here was naturally to pull off the galoshes—when the spirit, that was merely gone out on adventures, must have returned with the quickness of lightning to its earthly tenement. It took its direction towards the body in a straight line; and a few seconds after, life began to show itself in the man. He asserted that the preceding night had been the worst that ever the malice of fate had allotted him; he would not for two silver marks again go through what he had endured while moon-stricken; but now, however, it was over.

    The same day he was discharged from the hospital as perfectly cured; but the Shoes meanwhile remained behind.

    Next: The Shoes of Fortune 04 “A Most Strange Journey”

  • The Shoes of Fortune 02 "What Happened to the Councillor"

    The Shoes of Fortune 02 “What Happened to the Councillor”


    “The Shoes of Fortune” the Short Story was Written by Hans Christian Andersen; It was late; Councillor Knap, deeply occupied with the times of King Hans, intended to go home, and malicious Fate managed matters so that his feet, instead of finding their way to his own galoshes, slipped into those of Fortune. Thus caparisoned the good man walked out of the well-lighted rooms into East Street. By the magic power of the shoes he was carried back to the times of King Hans; on which account his foot very naturally sank in the mud and puddles of the street, there having been in those days no pavement in Copenhagen.

    “Well! This is too bad! How dirty it is here!” sighed the Councillor. “As to a pavement, I can find no traces of one, and all the lamps, it seems, have gone to sleep.”

    The moon was not yet very high; it was besides rather foggy, so that in the darkness all objects seemed mingled in chaotic confusion. At the next corner hung a votive lamp before a Madonna, but the light it gave was little better than none at all; indeed, he did not observe it before he was exactly under it, and his eyes fell upon the bright colors of the pictures which represented the well-known group of the Virgin and the infant Jesus.

    “That is probably a wax-work show,” thought he; “and the people delay taking down their sign in hopes of a late visitor or two.”

    A few persons in the costume of the time of King Hans passed quickly by him.

    “How strange they look! The good folks come probably from a masquerade!”

    Suddenly was heard the sound of drums and fifes; the bright blaze of a fire shot up from time to time, and its ruddy gleams seemed to contend with the bluish light of the torches. The Councillor stood still, and watched a most strange procession pass by. First came a dozen drummers, who understood pretty well how to handle their instruments; then came halberdiers, and some armed with cross-bows. The principal person in the procession was a priest. Astonished at what he saw, the Councillor asked what was the meaning of all this mummery, and who that man was.

    “That’s the Bishop of Zealand,” was the answer.

    “Good Heavens! What has taken possession of the Bishop?” sighed the Councillor, shaking his head. It certainly could not be the Bishop; even though he was considered the most absent man in the whole kingdom, and people told the drollest anecdotes about him. Reflecting on the matter, and without looking right or left, the Councillor went through East Street and across the Habro-Platz. The bridge leading to Palace Square was not to be found; scarcely trusting his senses, the nocturnal wanderer discovered a shallow piece of water, and here fell in with two men who very comfortably were rocking to and fro in a boat.

    “Does your honor want to cross the ferry to the Holme?” asked they.

    “Across to the Holme!” said the Councillor, who knew nothing of the age in which he at that moment was. “No, I am going to Christianshafen, to Little Market Street.”

    Both men stared at him in astonishment.

    “Only just tell me where the bridge is,” said he. “It is really unpardonable that there are no lamps here; and it is as dirty as if one had to wade through a morass.”

    The longer he spoke with the boatmen, the more unintelligible did their language become to him.

    “I don’t understand your Bornholmish dialect,” said he at last, angrily, and turning his back upon them. He was unable to find the bridge: there was no railway either. “It is really disgraceful what a state this place is in,” muttered he to himself. Never had his age, with which, however, he was always grumbling, seemed so miserable as on this evening. “I’ll take a hackney-coach!” thought he. But where were the hackney-coaches? Not one was to be seen.

    “I must go back to the New Market; there, it is to be hoped, I shall find some coaches; for if I don’t, I shall never get safe to Christianshafen.”

    So off he went in the direction of East Street, and had nearly got to the end of it when the moon shone forth.

    “God bless me! What wooden scaffolding is that which they have set up there?” cried he involuntarily, as he looked at East Gate, which, in those days, was at the end of East Street.

    He found, however, a little side-door open, and through this he went, and stepped into our New Market of the present time. It was a huge desolate plain; some wild bushes stood up here and there, while across the field flowed a broad canal or river. Some wretched hovels for the Dutch sailors, resembling great boxes, and after which the place was named, lay about in confused disorder on the opposite bank.

    “I either behold a fata morgana, or I am regularly tipsy,” whimpered out the Councillor. “But what’s this?”

    He turned round anew, firmly convinced that he was seriously ill. He gazed at the street formerly so well known to him, and now so strange in appearance, and looked at the houses more attentively: most of them were of wood, slightly put together; and many had a thatched roof.

    “No—I am far from well,” sighed he; “and yet I drank only one glass of punch; but I cannot suppose it—it was, too, really very wrong to give us punch and hot salmon for supper. I shall speak about it at the first opportunity. I have half a mind to go back again, and say what I suffer. But no, that would be too silly; and Heaven only knows if they are up still.”

    He looked for the house, but it had vanished.

    “It is really dreadful,” groaned he with increasing anxiety; “I cannot recognise East Street again; there is not a single decent shop from one end to the other! Nothing but wretched huts can I see anywhere; just as if I were at Ringstead. Oh! I am ill! I can scarcely bear myself any longer. Where the deuce can the house be? It must be here on this very spot; yet there is not the slightest idea of resemblance, to such a degree has everything changed this night! At all events here are some people up and stirring. Oh! oh! I am certainly very ill.”

    He now hit upon a half-open door, through a chink of which a faint light shone. It was a sort of hostelry of those times; a kind of public-house. The room had some resemblance to the clay-floored halls in Holstein; a pretty numerous company, consisting of seamen, Copenhagen burghers, and a few scholars, sat here in deep converse over their pewter cans, and gave little heed to the person who entered.

    “By your leave!” said the Councillor to the Hostess, who came bustling towards him. “I’ve felt so queer all of a sudden; would you have the goodness to send for a hackney-coach to take me to Christianshafen?”

    The woman examined him with eyes of astonishment, and shook her head; she then addressed him in German. The Councillor thought she did not understand Danish, and therefore repeated his wish in German. This, in connection with his costume, strengthened the good woman in the belief that he was a foreigner. That he was ill, she comprehended directly; so she brought him a pitcher of water, which tasted certainly pretty strong of the sea, although it had been fetched from the well.

    The Councillor supported his head on his hand, drew a long breath, and thought over all the wondrous things he saw around him.

    “Is this the Daily News of this evening?” he asked mechanically, as he saw the Hostess push aside a large sheet of paper.

    The meaning of this councillorship query remained, of course, a riddle to her, yet she handed him the paper without replying. It was a coarse wood-cut, representing a splendid meteor “as seen in the town of Cologne,” which was to be read below in bright letters.

    “That is very old!” said the Councillor, whom this piece of antiquity began to make considerably more cheerful. “Pray how did you come into possession of this rare print? It is extremely interesting, although the whole is a mere fable. Such meteorous appearances are to be explained in this way—that they are the reflections of the Aurora Borealis, and it is highly probable they are caused principally by electricity.”

    Those persons who were sitting nearest him and heard his speech, stared at him in wonderment; and one of them rose, took off his hat respectfully, and said with a serious countenance, “You are no doubt a very learned man, Monsieur.”

    “Oh no,” answered the Councillor, “I can only join in conversation on this topic and on that, as indeed one must do according to the demands of the world at present.”

    “Modestia is a fine virtue,” continued the gentleman; “however, as to your speech, I must say mihi secus videtur: yet I am willing to suspend my judicium.”

    “May I ask with whom I have the pleasure of speaking?” asked the Councillor.

    “I am a Bachelor in Theologia,” answered the gentleman with a stiff reverence.

    This reply fully satisfied the Councillor; the title suited the dress. “He is certainly,” thought he, “some village schoolmaster—some queer old fellow, such as one still often meets with in Jutland.”

    “This is no locus docendi, it is true,” began the clerical gentleman; “yet I beg you earnestly to let us profit by your learning. Your reading in the ancients is, sine dubio, of vast extent?”

    “Oh yes, I’ve read something, to be sure,” replied the Councillor. “I like reading all useful works; but I do not on that account despise the modern ones; ’tis only the unfortunate ‘Tales of Every-day Life’ that I cannot bear—we have enough and more than enough such in reality.”

    “‘Tales of Every-day Life?’” said our Bachelor inquiringly.

    “I mean those new fangled novels, twisting and writhing themselves in the dust of commonplace, which also expect to find a reading public.”

    “Oh,” exclaimed the clerical gentleman smiling, “there is much wit in them; besides they are read at court. The King likes the history of Sir Iffven and Sir Gaudian particularly, which treats of King Arthur, and his Knights of the Round Table; he has more than once joked about it with his high vassals.”

    “I have not read that novel,” said the Councillor; “it must be quite a new one, that Heiberg has published lately.”

    “No,” answered the theologian of the time of King Hans: “that book is not written by a Heiberg, but was imprinted by Godfrey von Gehmen.”

    “Oh, is that the author’s name?” said the Councillor. “It is a very old name, and, as well as I recollect, he was the first printer that appeared in Denmark.”

    “Yes, he is our first printer,” replied the clerical gentleman hastily.

    So far all went on well. Some one of the worthy burghers now spoke of the dreadful pestilence that had raged in the country a few years back, meaning that of 1484. The Councillor imagined it was the cholera that was meant, which people made so much fuss about; and the discourse passed off satisfactorily enough. The war of the buccaneers of 1490 was so recent that it could not fail being alluded to; the English pirates had, they said, most shamefully taken their ships while in the roadstead; and the Councillor, before whose eyes the Herostratic [*] event of 1801 still floated vividly, agreed entirely with the others in abusing the rascally English. With other topics he was not so fortunate; every moment brought about some new confusion, and threatened to become a perfect Babel; for the worthy Bachelor was really too ignorant, and the simplest observations of the Councillor sounded to him too daring and phantastical. They looked at one another from the crown of the head to the soles of the feet; and when matters grew to too high a pitch, then the Bachelor talked Latin, in the hope of being better understood—but it was of no use after all.

    Herostratus, or Eratostratus—an Ephesian, who wantonly
    set fire to the famous temple of Diana, in order to
    commemorate his name by so uncommon an action.

    “What’s the matter?” asked the Hostess, plucking the Councillor by the sleeve; and now his recollection returned, for in the course of the conversation he had entirely forgotten all that had preceded it.

    “Merciful God, where am I!” exclaimed he in agony; and while he so thought, all his ideas and feelings of overpowering dizziness, against which he struggled with the utmost power of desperation, encompassed him with renewed force. “Let us drink claret and mead, and Bremen beer,” shouted one of the guests—”and you shall drink with us!”

    Two maidens approached. One wore a cap of two staring colors, denoting the class of persons to which she belonged. They poured out the liquor, and made the most friendly gesticulations; while a cold perspiration trickled down the back of the poor Councillor.

    “What’s to be the end of this! What’s to become of me!” groaned he; but he was forced, in spite of his opposition, to drink with the rest. They took hold of the worthy man; who, hearing on every side that he was intoxicated, did not in the least doubt the truth of this certainly not very polite assertion; but on the contrary, implored the ladies and gentlemen present to procure him a hackney-coach: they, however, imagined he was talking Russian.

    Never before, he thought, had he been in such a coarse and ignorant company; one might almost fancy the people had turned heathens again. “It is the most dreadful moment of my life: the whole world is leagued against me!” But suddenly it occurred to him that he might stoop down under the table, and then creep unobserved out of the door. He did so; but just as he was going, the others remarked what he was about; they laid hold of him by the legs; and now, happily for him, off fell his fatal shoes—and with them the charm was at an end.

    The Councillor saw quite distinctly before him a lantern burning, and behind this a large handsome house. All seemed to him in proper order as usual; it was East Street, splendid and elegant as we now see it. He lay with his feet towards a doorway, and exactly opposite sat the watchman asleep.

    “Gracious Heaven!” said he. “Have I lain here in the street and dreamed? Yes; ’tis East Street! How splendid and light it is! But really it is terrible what an effect that one glass of punch must have had on me!”

    Two minutes later, he was sitting in a hackney-coach and driving to Frederickshafen. He thought of the distress and agony he had endured, and praised from the very bottom of his heart the happy reality—our own time—which, with all its deficiencies, is yet much better than that in which, so much against his inclination, he had lately been.

    Next: The Shoes of Fortune 03 “The Watchman’s Adventure”

  • The Shoes of Fortune 01 "A Beginning"

    The Shoes of Fortune 01 “A Beginning”


    “The Shoes of Fortune” the Short Story was Written by Hans Christian Andersen; Every author has some peculiarity in his descriptions or in his style of writing. Those who do not like him, magnify it, shrug up their shoulders, and exclaim—there he is again! I, for my part, know very well how I can bring about this movement and this exclamation. It would happen immediately if I were to begin here, as I intended to do, with: “Rome has its Corso, Naples its Toledo”—”Ah! that Andersen; there he is again!” they would cry; yet I must, to please my fancy, continue quite quietly, and add: “But Copenhagen has its East Street.”

    Here, then, we will stay for the present. In one of the houses not far from the new market a party was invited—a very large party, in order, as is often the case, to get a return invitation from the others. One half of the company was already seated at the card-table, the other half awaited the result of the stereotype preliminary observation of the lady of the house:

    “Now let us see what we can do to amuse ourselves.”

    They had got just so far, and the conversation began to crystallize, as it could but do with the scanty stream which the commonplace world supplied. Amongst other things they spoke of the middle ages: some praised that period as far more interesting, far more poetical than our own too sober present; indeed, Councillor Knap defended this opinion so warmly, that the hostess declared immediately on his side, and both exerted themselves with unwearied eloquence. The Councillor boldly declared the time of King Hans to be the noblest and the most happy period.

    While the conversation turned on this subject, and was only for a moment interrupted by the arrival of a journal that contained nothing worth reading, we will just step out into the antechamber, where cloaks, mackintoshes, sticks, umbrellas, and shoes, were deposited. Here sat two female figures, a young and an old one. One might have thought at first they were servants come to accompany their mistresses home; but on looking nearer, one soon saw they could scarcely be mere servants; their forms were too noble for that, their skin too fine, the cut of their dress too striking. Two fairies were they; the younger, it is true, was not Dame Fortune herself, but one of the waiting-maids of her handmaidens who carry about the lesser good things that she distributes; the other looked extremely gloomy—it was Care. She always attends to her own serious business herself, as then she is sure of having it done properly.

    They were telling each other, with a confidential interchange of ideas, where they had been during the day. The messenger of Fortune had only executed a few unimportant commissions, such as saving a new bonnet from a shower of rain, etc.; but what she had yet to perform was something quite unusual.

    “I must tell you,” said she, “that to-day is my birthday; and in honor of it, a pair of walking-shoes or galoshes has been entrusted to me, which I am to carry to mankind. These shoes possess the property of instantly transporting him who has them on to the place or the period in which he most wishes to be; every wish, as regards time or place, or state of being, will be immediately fulfilled, and so at last man will be happy, here below.”

    “Do you seriously believe it?” replied Care, in a severe tone of reproach. “No; he will be very unhappy, and will assuredly bless the moment when he feels that he has freed himself from the fatal shoes.”

    “Stupid nonsense!” said the other angrily. “I will put them here by the door. Someone will make a mistake for certain and take the wrong ones—he will be a happy man.”

    Such was their conversation.

    Next: The Shoes of Fortune 02 “What Happened to the Councillor”

  • Help Seeking

    What do you understand by Help Seeking?


    Help seeking theory postulates that people follow a series of predictable steps to seek help for their inadequacies, it is a series of well-ordered and purposeful cognitive and behavioral steps, each leading to specific types of solutions.

    Help seeking theory falls into two categories where some consider similarity in the process’ (e.g. Cepeda-Benito & Short, 1998) while others consider it as dependent upon the problem (e.g. Di Fabio & Bernaud, 2008). In general help seeking behaviors are dependent upon three categories, attitudes (beliefs and willingness) towards help-seeking, intention to seek help, and actual help-seeking behavior.

    Helped A Dog Named Cheeseburger

    Do you ask for help when you need it or do you have the view, “I have to do it myself, no one can do it except me?” From a motivational perspective, help seeking is an adaptive cognitive strategy that indicates a striving for mastery and achievement (R. Ames, 1983; Karabenick, 1998; Newman, 1998) and a general problem-solving strategy (Nelson-Le Gall, 1985). If help seeking is an adaptive strategy, why do teachers observe that students

    who are most in need of help are often the most reluctant to seek help? We have learned from research that seeking help from others can have negative connotations (Newman, 1990, 1991).

    Help Seeking 00

    Help seeking may be seen as threatening if the student thinks it is a sign of low ability. In this case, there is a personal cost to seeking help: Students may feel incompetent. Help seeking is positive when students seek assistance in order to make a change in their learning. The attributional process is an important factor in whether help seeking is seen as positive or negative and consequently whether students attend academic help sessions. R. Ames and Lau (1982) identified factors that affected the extent that college students attend help sessions:

    • Low-performing students were more likely to attend help sessions if they were given specific positive information about the effects of the sessions (e.g., “students who attended improved their performance”).
    • Students who attributed success to effort were more likely to attend.
    • Students who did not seek help used more external attributions for failure, such as “tricky test questions,” and used these external reasons as excuses.

    Newman’s (1990, 1991) investigations of help seeking among children in Grades 3, 5, and 7 provided a fuller understanding of help seeking. For example, who seeks help, individuals with high or low self-esteem? For all grades, the higher the perceived competence of the children, the less they felt there were personal costs to help seeking (e.g., being thought of as low ability). Students with low self-esteem were especially unlikely to seek help, whereas those with high self-esteem were more likely to seek help. Similar results were obtained by Nelson-Le Gall and Jones (1990) for average-achieving African-American children. Newman (1991) also found differences between younger and older students in views about help seeking. Seventh graders were more aware than younger children that negative fallout might result from help seeking (e.g., embarrassment). However, older children were also more likely than younger ones to believe that smart classmates rather than “dumb” ones ask questions of the teacher. Help seeking by college students showed a pattern similar to that of children. Karabenick and Knapp (1991) found that students with low self-esteem were more threatened by seeking help.

    Help Seeking 01

    One important and perhaps surprising finding was that students who use more learning strategies are more likely to seek help when needed, whereas students who use fewer strategies are less likely to seek help when needed. This attitude presents a double bind for those needing help. Not only do they lack the necessary strategies for success, but they do not seek the needed study assistance. The authors concluded that students need to learn to judge when they need help and that help seeking should be included in learning strategy and motivation programs. These findings on help seeking are important for teachers and counselors so that they can plan ways to get students to attend help sessions or seek help in counseling when needed. Nelson-Le Gall (1985) emphasized the need to think of help seeking as an adaptive coping strategy rather than as a self-threatening activity. Some ways to accomplish this are listed in Strategy.

    Types of Help Seeking

    Help seeking behavior is divided into two types, adaptive behavior and non-adaptive behavior. It is adaptive when exercised to overcome a difficulty and it depends upon the person’s recognition, insight and dimension of the problem and resources for solving the same, this is valued as an active strategy. It is non-adaptive when the behavior persists even after understanding and experiencing the problem solving mechanism and when used for avoidance. Dynamic barriers in seeking help can also affect active process (e.g.: culture, ego, classism, etc.). Nelson-Le Gall (1981) distinguished between instrumental help-seeking, which she regarded as being essential for learning, and passive dependency.

    Strategy of Help Seeking

    • The overriding task is to have students view help seeking, when needed, as a smart move instead of a dumb one.
    • Establish a classroom climate where students are encouraged to ask questions.
    • Document attendance and improved performance as a result of the help sessions and show this to students.
    • Be sure students who have improved after attending help sessions attribute the improvement to the help sessions.
    • Teach students a self-talk script to practice asking teachers for help in classes where they were having problems, as one middle school teacher did.
  • Helpless

    What is a meaning of Helpless?


    Meaning of helpless: “Unable to defend oneself or to act without help.” A student who has a history of failure and does not expect this to change will attribute failure to ability an internal and stable factor. This pattern is characteristic of students classified as having learned helplessness. These individuals expect that their actions will be futile in affecting future outcomes. Consequently, they give up. Learned helplessness was first investigated in young animals who had been presented with inescapable electric shocks in one situation; when placed in a different situation, they failed to try to escape or avoid the shock (Seligman & Maier, 1967). Animals that demonstrated no connection between their activity and avoiding the shock had learned to be helpless. It was further hypothesized that humans responded the same way: they were passive in situations where they believed their actions would have no effect on what happens to them. In this original explanation, helplessness was viewed as global affecting all domains of one’s life. Later research found that people may experience helplessness in one situation and not in others (Alloy, Abramson, Peterson, & Seligman, 1984). This means that a student may feel helpless in learning math but not in learning history.

    Helplessness exists in achievement situations when students do not see a connection between their actions and their performance and grades. The important aspect of learned helplessness is how it affects the motivational behavior of students in the face of failure. The attributions a student makes for failure act as a bridge between a student’s willingness to try again and the student’s tendency to give up.

    Helpless and Mastery Orientation

    Helpless 02

    In a now-classic study, Diener and Dweck (1978) identified two patterns of responses to failure following success in problem-solving tasks: a maladaptive-helpless orientation and an adaptive-mastery orientation. Children showed different response patterns to failure in their thinking, self-talk, affect, and actions. Keep in mind that the students in the study had the same failure experience while performing the tasks, but there were two different patterns of response to the failure outcome. The thinking, self-talk, and actions of the helpless-oriented children formed a self-defeating pattern. When failure is attributed to lack of ability, there is a decline in performance. Attribution to lack of effort does not show this decline (Dweck & Goetz, 1978).

    Are there ability differences in learned helplessness? Butkowsky and Willows (1980) compared good, average, and poor readers. They found that poor readers had lower expectancies of success on a reading task. Poor readers overwhelmingly attributed their failures to lack of ability (68% compared with 13% for average readers and 12% for good readers). They took less responsibility for success, attributing success more to task ease an external cause than did the good and average readers. In the face of difficulty, poor readers became less persistent a self-defeating behavior. Helplessness was also found when children studied new material that required them to read passages with confusing concepts.

    In a study by Licht and Dweck (1984), half the children received material with a clear passage, and the other half received a confusing passage. There were no differences between mastery orientation and helpless orientation when the passage was clearly written. In contrast, when the passage was not clear, most of the mastery children reached the learning criterion, whereas only one third of the helpless children did. This investigation is important because some academic subjects, like math, are characterized by constant new learning, which may be initially confusing to students. Mastery students will not be discouraged by the initial difficulty, whereas helpless students immediately lose confidence although they may be equally competent. When teaching new material, teachers can be especially alert for this pattern of helplessness in the face of initial difficulty.

    Learned Helplessness and Students with Learning Disabilities

    Helpless 01

    Are some students more prone to experience a sense of helplessness? Students particularly susceptible to the pattern of learned helplessness are those students who are identified as having learning disabilities (LD) (Licht, 1983). Children with LD experience much failure over a long period of time on a variety of school tasks. As a result, these children come to doubt their academic abilities, with the accompanying belief that nothing they can do will help them be successful. This is followed by the self-defeating response of decreasing effort. Children with LD have been found to exhibit the following characteristics of the learned helplessness pattern (Licht, 1983):

    • Score lower than non-LD children on measures of self-esteem and perceptions of ability,
    • Are more likely to attribute difficulty with tasks to lack of ability,
    • Are less likely to attribute failure to insufficient effort, and
    • Lower their expectations for future success and display greater decline in expectation following failure.

    It is important for teachers to be aware of the characteristics of helplessness because learned helplessness may explain the students’ apparent lack of motivation. How can a teacher identify a helpless pattern? What can a teacher do to lessen the likelihood of helplessness and help students who have this tendency? Butkowsky and Willows (1980) suggested that educators must begin to rethink failure as a necessary component of the learning process and not as a damaging experience to be avoided.

    Does the pattern of learned helplessness show up in young children? Dweck and Sorich (1999) concluded that there is clear evidence of a helplessness pattern in children younger than age 8. After experiencing failure or criticism, they show signs of helplessness like self-blame, lowered persistence, and lack of constructive strategies. Mastery-oriented children, in contrast, assumed they were still good even when their work had errors, and believed they could improve through effort. An important implication for parents and teachers, according to the authors, is to be very cautious when giving feedback to children. Extremely positive or negative feedback can be detrimental to children’s beliefs about their competence.

  • Attribution and Motivation Among Ethnicity

    Understanding of Attribution and Motivation Among Ethnicity?


    What is Ethnicity? Meaning of Ethnicity “The fact or state of belonging to a social group that has a common national or cultural tradition.” Some about of Ethnic; Relating to a population subgroup (within a larger or dominant national or cultural group) with a common national or cultural tradition. Relating to national and cultural origins. Denoting origin by birth or descent rather than by present nationality. Characteristic of or belonging to a non-Western cultural tradition.

    An ethnic group or ethnicity is a category of people who identify with each other based on similarities, such as common ancestral, language, social, cultural or national experiences. Unlike other social groups (wealth, age, hobbies), ethnicity is often an inherited status based on the society in which one lives. In some cases, it can be adopted if a person moves into another society. Membership of an ethnic group tends to be defined by a shared cultural heritage, ancestry, origin myth, history, homeland, language or dialect, symbolic systems such as religion, mythology and ritual, cuisine, dressing style, art, and physical appearance.

    Ethnic groups, derived from the same historical founder population, often continue to speak related languages and share a similar gene pool. By way of language shift, acculturation, adoption and religious conversion, it is sometimes possible for individuals or groups to leave one ethnic group and become part of another (except for ethnic groups emphasizing racial purity as a key membership criterion).

    Ethnicity is often used synonymously with ambiguous terms such as nation or people. In English, it can also have the connotation of something exotic (cf. “White ethnic”, “ethnic restaurant”, etc.), generally related to cultures of more recent immigrants, who arrived after the founding population of an area was established.

    Now reading – Attribution and Motivation Among Ethnicity; Do attributional explanations for success and failure act as an important motivational force in different ethnic groups? According to Graham (1989,1994), because attributional theory considers the role of thought in determining behavior, it is particularly fruitful in examining motivation in different cultures and ethnic groups.

    Beliefs About Effort and Ability

    Are attributional belief patterns similar among different ethnic groups? A comparison of poor African-American, Hispanic, Indo-Chinese, and White fifth- and sixth-grade students found similar attribution patterns for all groups (Bempechat, Nakkula, Wu, & Ginsberg, 1996). All groups rated ability as the most important factor for success in math. In a subsequent study comparing African-American, Hispanic, Indo-Chinese, and White fifthand sixth-graders, Bempechat, Graham, and Jimenez (1999) found cultural similarities as well as cultural specifics. For all ethnic groups, failure was attributed to lack of ability and success to external factors. In contrast, Indo-Chinese students had stronger beliefs that failure was due to lack of effort. Attribution for failure due to lack of ability is a problem for all students because it is believed to be uncontrollable.

    Graham (1984) compared middle- and low-SES African-American and White students on attributions for failure following a problem-solving task. The middle-class children in both ethnic groups were more likely to attribute failure to lack of effort and maintained consistently higher expectancies for success after experiencing failure. For both groups, this is indicative of an adaptive attributional pattern following failure, similar to that found in research by Diener and Dweck (1978). The findings of this research are important because they demonstrate the positive motivation pattern of African-American students—a pattern that has received little attention.

    Stevenson and Lee (1990) compared beliefs of American and Asian students concerning the role of effort and ability for success in mathematics. They asked mothers in Minnesota, Japan, and Taiwan to assign 10 points among ability, effort, task difficulty, and luck to rank their importance in academic success and school performance. All the mothers assigned the points in the same rank order: (1) effort, (2) ability, (3) task, and (4) luck. American mothers scored ability and effort as about equal. In contrast, Taiwanese and Japanese mothers assigned effort a higher value than ability. Peak (1993) noted that, in Japanese elementary schools, ability is rarely mentioned, whereas effort is consistently portrayed as key to success. In contrast, in the United States, students who try very hard are often labeled nerd or grind.

    These perceptions of effort and ability take on increased importance when homework is considered in the context of effort. Japanese and Chinese students spend at least twice the amount of time and effort on homework than do American students (Stevenson & Lee, 1990). American teachers assign less and consider it less valuable. Peak (1993) pointed out that homework reflects teachers’ beliefs on whether extra practice makes a difference and whether students are willing to engage in extra effort on behalf of their studies. American parents do not appear to consider good study habits as critical to academic success as do Asian parents.

    Implications for Teachers

    What can teachers draw from the attributional beliefs among different ethnic groups in terms of classroom practice? The important issue is to understand the motivational processes, such as attribution, operating within a particular ethnic group (Bempechat et al., 1996; Graham, 1994). When similarities are found across ethnic groups, educational interventions do not necessarily have to be targeted to children differentially based on their ethnic group membership.

    Graham (1989) emphasized the importance of teacher feedback in influencing concepts of ability and expectations of minority, low-SES students. Recall the previous discussion of indirect attributional cues. It is important to be aware of feedback that may indirectly convey to students that they have low ability. Graham (1994) suggested that in view of the number of African- American children in negative educational situations, it is especially important to be sensitive to how minorities feel, think, and act in response to non-attainment of goals.

     

  • What are Source of Attributional Information?

    What are Source of Attributional Information?


    How do we decide what caused our success and failure? What cues do we use to explain whether an outcome was influenced by our ability, effort, or some other factor? Information comes from direct and indirect cues (Graham, 1991). Some information comes from direct cues, like failing a test when other students succeeded. Information is also obtained from more indirect cues, often conveyed unintentionally, such as when a teacher communicates pity to a student who failed a test. In addition, there may be a bias toward causes (Weiner, 1992).

    Direct Attributional Cues

    One of the most important informational cues is the outcome of the task. Here students have a direct cue as to their performance. Another source of attributional information comes from comparing one’s performance to that of others (Weiner, 1992). When most of the class fails a test, students are likely to attribute the failure to the difficulty of the task, not to their ability. However, if Sam failed and everyone else in the class made an A or B, he is likely to believe the failure was due to his low ability. If Sarah fails a test and a peer says, “I didn’t study at all and I made an A,” Sarah may take this as a cue that failure must be due to her ability. When a teacher sees students comparing grades on a test, information other than the test score is being communicated. An important role of the teacher is to help students interpret the possible reasons for test scores and make an adaptive attribution.

    Indirect Attributional Cues

    In school, feedback that students receive from teachers is a source of much information about ability. Students’ attributional interpretations may be based on the attributions that teachers communicated to them (Reyna, 2000). Graham (1991) identified three groups of feedback as sources of indirect cues: praise versus blame, sympathy versus anger, and help versus neglect.

    Praise Versus Blame: The praise or blame a student receives from a teacher can function as an indirect low-ability cue (Graham, 1991). The cue provided by praise or blame interacts with the difficulty of the task and effort expended by a student. Praise acts as a low-ability cue when a student is praised for completing an easy task. A low-ability cue is also conveyed when a student fails a task but receives no blame, like lack of effort. The student can interpret this to mean, “There’s nothing I can do about the failure.”

    Sympathy Versus Anger: Did it ever occur to you that communicating sympathy to a student could be interpreted as evidence that he or she has the low ability? Graham (1984) found that when teachers conveyed sympathy following poor student performance, the failing students took this as a cue that they had low ability. Obviously a statement like “I feel sorry for you because you made such a low score” would be a low-ability cue. What might a teacher say that unintentionally conveys a message of low ability to a student? One student remembers a class being told, “All students have to do this except Holly and Ramon.” Holly took her omission as a cue that she would not be able to do the task. In contrast, mild anger for failure can provide an indirect cue that one is capable. For example, “You can do better than this. You handed this paper in with no editing,” provides a cue to the student that he or she is capable of more.

    Unsolicited Help: Another low-ability cue for students is unsolicited help by the teacher (Graham & Barker, 1990). Graham and Barker found that, regardless of whether a helper was a peer or teacher, other students judged the student who received unsolicited help as lower in ability than non-helped peers. The important factor in this example is unsolicited. When the teacher consistently gives help to Sylvia before she requests it, this suggests that the teacher knows that she will not be able to do it.

    Ability Grouping: One powerful cue for ability that affects large groups of students are tracking according to ability groups. Students in both high and low tracks are defined by labels such as high ability, honors, low-achieving, slow, and average (Oakes, 1985). These labels are powerful cues about one’s ability. Oakes observed that students in the lower track are usually seen by others as dumb and also see themselves in this way. A label may have an adverse effect on students in the high-achieving class as well. Students in a high-track class may take this label as a cue that they naturally have high ability and then assume inflated self-concepts. This belief can interfere with students working to develop their academic skills.

    It is important that teachers be aware of the subtle cues that may have unintentional effects on students’ perception of ability. Commonly accepted practices of generous praise, minimal blame, sympathy, and unsolicited help can sometimes be interpreted by students as they have the low ability (M. D. Clark, 1997; Graham, 1991). M. D. Clark found that responses given to students with LD are often interpreted as low-ability cues. Graham further suggested that these cues raise important questions pertinent to the motivation of minority students such as African-Americans. For example, are minority students more likely to be targeted for feedback that conveys sympathy—thus receiving a cue for low ability? Reyna (2000) took this a step further, stating that labeling and indirect cues can lead to stable beliefs about ability and have the negative effect of stereotyping.

    Attribution Bias

    Attribution bias or Attributional bias is a predisposition to make certain attributional judgments that may be in error (Weiner, 1985). Several variations of attributional bias have been identified that are relevant to achievement settings. A common misjudgment is a hedonic bias, the tendency to attribute success to self rather than to attribute failure to self (Weiner, 2000).

    Previous knowledge can also lead to attributions that are erroneous (Frieze, 1980). Potential sources of errors in attributional judgments can be found in stereotypes about certain groups (Reyna, 2000). These preconceptions about certain groups can serve as ready-made explanations for why a student achieves or does not achieve. There is a danger that the stable, uncontrollable attribution for low performance will lead to lower expectations.

    The implication for educators is to recognize that a number of possible causes may explain any given success or failure. Thus, it is important to be aware of potential stereotypical attributional biases. Explore other possible causes by gathering more information when bias may be a factor (see Strategy).

    Strategy of Collect Attributional Information

    Simply ask students why they succeeded, failed, or improved.

    Some teachers elicit information by having students give their reasons for how well they did after assignments or exams.

    Attribution information can be obtained through the use of learning logs, in which students keep records and write about their goals, successes, and failures.

    Conduct an attributional task analysis of student performance. Is it because the student cannot or will not? A teacher may believe that a student is not performing well because he or she has the low ability or is lazy. Instead, the student may be performing low because he or she does not have the essential skills.

    Look for clues that will enable you to determine if the student has the essential skills. Does the student have prerequisite knowledge or skills? Does the task require formal reasoning whereas the student is functioning at the concrete reasoning level? Does the student have the necessary learning or memory strategies?

    If the student cannot, then teach the prerequisite skill or guide student to the appropriate source of help.

  • Do you want to be a BOSS?

    Do you want to be a BOSS?


    What is a BOSS? A person who is in charge of a worker or organization. A person in control of a group or situation. (In computer gaming) A particularly tough enemy, usually appearing at the end of a section or level.

    Definition of BOSS

    An individual that is usually the immediate supervisor of some number of employees and has certain capacities and responsibilities to make decisions. The term itself is not a formal title and is sometimes used to refer to any higher level employee in a company, including a supervisor, manager, director, or the CEO.

    BOSS as Supervisor

    Supervisor, when the meaning sought is similar to the foreman, foreperson, boss, overseer, cell coach, facilitator, monitor, or area coordinator, is the job title of a low-level management position that is primarily based on authority over a worker or charge of a workplace. A Supervisor can also be one of the most senior in the staff at the place of work, such as a Professor who oversees a Ph.D. dissertation. Supervision, on the other hand, can be performed by people without this formal title, for example by parents. The term Supervisor itself can be used to refer to any personnel who have this task as part of their job description.

    A BOSS is a Business Owner with Success Systems. In business, entrepreneurs create systems that cause continuous movement in their business. Before you even get started with your entrepreneurial endeavors, I want to give you some preliminary systems that will prepare you for the world of business. This is not a “how to start a business” guide, but rather a compass to point you in the right direction. If you have ever thought about starting a business or if you are on the fence about it, this post is here to give the encouragement you need to take that leap of faith. Kevin D. provides the keys to move you toward starting your own business:

    Be Creative: Creativity has no boundaries. Creativity has no limits. Creativity has endless possibilities. Do not allow fear to hinder you from unleashing that which is already inside of you. In order for you to do that, you have to think outside of the box. Tap into your imagination and bring forth that next big idea that will change the world. You have to give yourself permission to do so. Why? Your creativity is the key to unlocking your future. “You can’t use up creativity. The more you use the more you have” By Maya Angelou.

    Be a Dreamer: Dreams aren’t just images you see when you sleep. A real dream is a vision that births a passion that you cannot shake. Dreamers are individuals who make our world go round. Everything you see around you started off as a dream. It was inside somebody’s head before it manifested itself into our reality. Your dream has to be bigger than you. Therefore, when you do dream…dream BIG! “If you can Dream it, you can Achieve it.” By Walt Disney.

    Be a Strategist: Thinking that your business will automatically become a success is wishful and wrongful thinking. If you are going to be an entrepreneur, you have to be a strategist. Simply put, a strategist is an individual who establishes and applies a plan that points to the vision or dream. Not only is it imperative for you to know where you are going, but you also must know how you are going to get there. “All men can see these tactics whereby I conquer, but what none can see is the strategy out of which victory is evolved.” By Sun Tzu.

    Be an Original: One of the worst things in the world for any entrepreneur to do is try to duplicate the look, brand, and success of another. You were created unique. Therefore, you and everything about you has to be unique. There has to be something, or maybe even a few things, that set you apart. So as you begin your entrepreneurial endeavors, find out what makes you different than the competition. Be the one that everyone wants to imitate. “It is better to fail in originality than to succeed in imitation.” By Herman Mellville.

    Be Inspired: There will be times where you will question what you do and why you are doing it. There will be times when discouragement will set in because your business is not doing what you expected and desired it to do. That is not the time for you to give up, but rather to find some sort of inspiration—whether it be through a story, testimony, a song, etc… Find a way to get your fire back even when things around you seem dim and dark. Business is difficult, and only those who are strong and persistent will endure will see success. “Inspiration is the rocket fuel that makes ordinary days into extraordinary!” By Gail Lynne Goodwyn.

    Be Passionate: You were placed here to solve a problem that only you can solve. This problem has to become your obsession. It should keep you awake at night. It should wake you up early in the morning. It should have you constantly writing down new ideas or new ways of accomplishing your goals. You shouldn’t truly rest until the thing that bothers you has been resolved. Some of the great business men and women before us worked long hours every day, sacrificing weekends, giving up vacations in pursuit of their passion to resolve that problem. Ultimately, that passion will become your paycheck. “Passion is the genesis of genius.” By Galileo Galilei.

    Be Mentored: For any person to think they know it all and that they don’t need help is simply idiotic and arrogant. The greatest asset a business person can have is a mentor….an individual or individuals who have been where you have been and done what you have done. Find someone that is doing what you desire to do or can at least give your insight on how to do things better. If you cannot have them physically present then read their materials, listen to their messages, and learn their history. Learn from their successes as well as their mistakes. Their ceiling very well may be your floor. “One of the greatest values of mentors is the ability to see ahead what others cannot see and to help them navigate a course to their destination.” By John C. Maxwell.

    Be Empowered: It is no accident that you are reading this e-Book. Do not be afraid of failing. Let your failures drive you to your success. Do not give up or give in but rather keep moving forward. You were placed on this planet on purpose, with a purpose, and for a purpose. You are more powerful than you know. You may be the next Steve Jobs, Magic Johnson, or Vera Wang. You have the potential within you that will change our world. There is greatness on the inside you to do amazing things. So do it…go be great and do great things. You have permission to do so! You have permission to be a BOSS. Just Do It. By Nike.

    Do you want to be a BOSS or own Business? so build your own way how to start? Where are you do it? How to carry full money for your business? The perfect IDEA for Your business.

  • DNA Structure

    What is DNA Structure?


    What do a human, a rose, and a bacterium have in common? Each of these things along with every other organism on Earth contains the molecular instructions for life, called deoxyribonucleic acid or DNA. Encoded within this DNA (Deoxyribonucleic Acid) are the directions for traits as diverse as the color of a person’s eyes, the scent of a rose, and the way in which bacteria infect a lung cell.

    DNA is found in nearly all living cells. However, its exact location within a cell depends on whether that cell possesses a special membrane-bound organelle called a nucleus. Organisms composed of cells that contain nuclei are classified as eukaryotes, whereas organisms composed of cells that lack nuclei are classified as prokaryotes. In eukaryotes, DNA is housed within the nucleus, but in prokaryotes, DNA is located directly within the cellular cytoplasm, as there is no nucleus available.

    But what, exactly, is DNA? In short, DNA is a complex molecule that consists of many components, a portion of which are passed from parent organisms to their offspring during the process of reproduction. Although each organism’s DNA is unique, all DNA is composed of the same nitrogen-based molecules. So how does DNA differ from organism to organism? It is simply the order in which these smaller molecules are arranged that differs among individuals. In turn, this pattern of arrangement ultimately determines each organism’s unique characteristics, thanks to another set of molecules that “read” the pattern and stimulate the chemical and physical processes it calls for.

    DNA is made up of molecules called nucleotides. Each nucleotide contains a phosphate group, a sugar group, and a nitrogen base. The four types of nitrogen bases are adenine (A), thymine (T), guanine (G) and cytosine (C). The order of these bases is what determines DNA’s instructions, or genetic code. Similar to the way the order of letters in the alphabet can be used to form a word, the order of nitrogen bases in a DNA sequence forms genes, which in the language of the cell, tells cells how to make proteins. Another type of nucleic acid, ribonucleic acid, or RNA, translates genetic information from DNA into proteins.

    The entire human genome contains about 3 billion bases and about 20,000 genes. Nucleotides are attached together to form two long strands that spiral to create a structure called a double helix. If you think of the double helix structure as a ladder, the phosphate and sugar molecules would be the sides, while the bases would be the rungs. The bases on one strand pair with the bases on another strand: adenine pairs with thymine, and guanine pairs with cytosine.

    DNA molecules are long so long, in fact, that they can’t fit into cells without the right packaging. To fit inside cells, DNA is coiled tightly to form structures we call chromosomes. Each chromosome contains a single DNA molecule. Humans have 23 pairs of chromosomes, which are found inside the cell’s nucleus.

    Why does a DNA molecule consist of two strands? The primary function of DNA is to store and transmit genetic information. To accomplish this function DNA must have two properties. It must be chemically stable so as to reduce the possibility of damage. DNA must also be capable of copying the information it contains. The two-stranded structure of DNA gives it both of these properties. The nucleotide sequence contains the information found in DNA. The nucleotides connect the two strands through hydrogen bonds. Because each nucleotide has a unique complementary nucleotide, each strand contains all the information required to synthesize a new DNA molecule. The double-stranded structure also makes the molecule more stable.

    DNA is the information molecule. It stores instructions for making other large molecules, called proteins. These instructions are stored inside each of your cells, distributed among 46 long structures called chromosomes. These chromosomes are made up of thousands of shorter segments of DNA, called genes. Each gene stores the directions for making protein fragments, whole proteins, or multiple specific proteins.

    DNA is well-suited to perform this biological function because of its molecular structure, and because of the development of a series of high-performance enzymes that are fine-tuned to interact with this molecular structure in specific ways. The match between DNA structure and the activities of these enzymes is so effective and well-refined that DNA has become, over evolutionary time, the universal information-storage molecule for all forms of life. Nature has yet to find a better solution than DNA for storing, expressing, and passing along instructions for making proteins.

    Alternative DNA structures


    DNA Structure A-DNA B-DNA and Z-DNA
    DNA Structure A-DNA B-DNA and Z-DNA

    DNA (Deoxyribonucleic Acid) exists in many possible conformations that include A-DNA, B-DNA, and Z-DNA forms, although, only B-DNA and Z-DNA have been directly observed in functional organisms. The conformation that DNA adopts depends on the hydration level, DNA sequence, the amount and direction of supercoiling, chemical modifications of the bases, the type and concentration of metal ions, and the presence of polyamines in solution.

    The first published reports of A-DNA X-ray diffraction patterns—and also B-DNA—used analyses based on Patterson transforms that provided only a limited amount of structural information for oriented fibers of DNA. An alternative analysis was then proposed by Wilkins et al., in 1953, for the in vivo B-DNA X-ray diffraction scattering patterns of highly hydrated DNA fibers in terms of squares of Bessel functions. In the same journal, James Watson and Francis Crick presented their molecular modeling analysis of the DNA X-ray diffraction patterns to suggest that the structure was a double-helix.

    Although the B-DNA form is most common under the conditions found in cells, it is not a well-defined conformation but a family of related DNA conformations that occur at the high hydration levels present in living cells. Their corresponding X-ray diffraction and scattering patterns are characteristic of molecular para crystals with a significant degree of disorder.

    Compared to B-DNA, the A-DNA form is a wider right-handed spiral, with a shallow, wide minor groove and a narrower, deeper major groove. The A form occurs under non-physiological conditions in partly dehydrated samples of DNA, while in the cell it may be produced in hybrid pairings of DNA and RNA strands, and in enzyme-DNA complexes. Segments of DNA where the bases have been chemically modified by methylation may undergo a larger change in conformation and adopt the Z form. Here, the strands turn about the helical axis in a left-handed spiral, the opposite of the more common B form. These unusual structures can be recognized by specific Z-DNA binding proteins and may be involved in the regulation of transcription.