Magical realism provides the reader with a unique perspective of the world -we look on it with new eyes. The reader must go beyond reality to understand magical realism. Magical realism may be related to certain academic fields such as psychology because of the state of mind one must use to really know what is happening.

Magical realism can be characterized in many ways. Mainly, it depends on one's own opinion, but for me reading certain selections about it, one can get basically the same point of view from it. "Meticulous craftsmen all, one finds them In the same preoccupation with style and also the same transformation of the common and everyday into the awesome and unreal"(Flores 114). The "awesome and the unreal" are characteristics that usually represent what magical realism is. Many magical realists use it in their selections to give readers a brief idea about magical realism. It is not just the everyday word or meaning to life. It is an outlook on what life has to give one if he or she is willing to look further into it.

In the psychological field, Victor Frankl discusses something called "will-to-meaning." Frankl says that in one life meaning is love for one's children to tie to; in another life, a talent to be used; in a third, perhaps only lingering memories worth preserving. In his studies, he stated that people survive to weave those slender threads of a broken life into a firm pattern of meaning and responsibility. Frankl poses three different lives in his theory. Either a person could be living one of the three or he or she could be living all three at one time. People just do not realize the magic. If one cannot find his or her "will-to-meaning in life, Frankl says that the sufferer fails to find meaning and a sense of responsibility in his existence. Later on, Frankl puts an answer issue to this by saying "A human suddenly realizes he has nothing to lose except his so ridiculously naked life." Frankl titles this idea as a mixed flow of emotion and apathy that is simply arresting. Also, Frankl gave a good meaning to his theory by quoting Nietzsche, "He who has a why to live can bear with almost any how." That quote was a really moving statement to me.

In the story Like Water For Chocolate, a young woman named Tita was haunted by her mother when she died. The love for a man made her mother haunt her because of Tita's disobedience to her mother after she had died. In relation to Frankl's ideas to this story, Tita had a reason to live as well as Frankl did. Frankl lived to write about what he had learned. His family all died in concentration camps with no meaning to life whatsoever. Tita at first thought she had no reason to live until meeting the love of her life. As Nietzsche said, "He who has a why to live can bear almost any how."

Magical realism relates to certain academic fields such as psychology because of the state of mind one must use to really know what is happening. In Frankl's will-to-meaning, like magical realism, one has to have a realization of what is going on and a "why and how" attitude towards it. Both are based upon the "real and unreal" where a person look upon things with other minds, not just a person's own natural state (psychologically)-(magically). I think magical realism has become more popular over the last sixty years because it is shown to be a relation to things used today in our academic fields. I think that if it was not used then it would not be as fun to learn about it. When there are more perspectives, learning is a lot more interesting.

Few areas of neuron behavioral research seemed more promising is the early sixties than that investigating the relationship between protein synthesis and learning. The conceptual framework for the research was derived directly from molecular biology, which had shown that genetic information is stored in nucleic acids and expressed in proteins why not acquired information as well.

The first step towards establishing a connection between protein synthesis and learning seemed to be to block memory (cause adhesion) by interrupting the production of proteins. We were fortunate in finding a non lethal dosage of puromycin that could, it first appealed, thoroughly inhibit brain protein synthesis as well as reliability produce amnesia.

Before the actual connection between protein synthesis and learning could be established however we began to have douche about whether inhibition of protein synthesis was in fact the method by which puromycin produced amnesia. First, ocher drugs, glutavimides themselves potent protein synthesis inhibitors either failed to cause amnesia in some situations where it could easily be induced by puromycin or produced an amnesia with a different time course from that of puromycin. Second, puromycin was found to inhabit protein synthesis by breaking certain amino acid chaim, and the resulting fragments were suspected of being the actual cause of amnesia is some eases. Third, puromycin was reported to cause abnormalities in the train, including seizures. Thus, not only were decreased protein synthesis and amnesia dissociated, but alternative mechanism for the amnestic action of puromycin were readily suggested.

So, puromycin turned out to be a disappointment. It came to be regarded as a poor agent for amnesia studies, although, of course, it was poor only in the context of our original paradigm of protein synthesis inhibition. In our frustration, our initial response was simply to change dregs rather than our conceptual orientation. After many such disappointments, however, it now appears unlikely, that we will make a firm connection between protein synthesis and learning merely by pursuing the approaches of the past our experience with drugs has shown that all the amnestic agents, often interfere with memory in ways that seem unrelated to their inhibition of protein synthesis. More importantly, the notion that the interruption or intensification of protein production in the train can be related in cause and affect fashion to learning non seems simplistic and unproductive. Remove the battery from a car and the car will not go Drive the car a long distance at high speed and the battery will become more highly charged. Neither of these facts proves that the battery power the car, only knowledge of the overall automotive system will reveal it mechanism of locomotion and the role of the battery with in the system.

To entertain any theory about revolution," writes John Dunn, "--and it is not even possible to identify just what events do constitute revolutions without assuming some theory about the meaning of revolution--is to assume a political posture.... The value-free study of revolutions is a logical impossibility for those who live in the real world" (Dunn, 1972: 1-2). For the student of revolutions the problem is complicated by the fact that the political postures assumed spontaneously by those who write or speak about them, and, if not careful, by himself or herself, are not necessarily coherent or consistent. We live in an era when rapid and fundamental change has become the norm in everyday life, so that the terms "revolution" and "revolutionary" extend far beyond the field of political science. Moreover, common discourse identifies them, much in the eighteenth-century manner, with progress and the improvement of life, so that, as advertising agencies understand only too well, the word "revolutionary," when attached to a new microwave oven as distinct from a political regime, will sell the product more effectively, even among those most passionately committed to the defense of the status quo against subversion.

Nevertheless, the primary political meaning of "revolution" remains profoundly controversial, as the historiography of the subject demonstrates, and as the debates surrounding the bicentenary of the French Revolution of 1789 demonstrate even more unmistakably. What usually happens to revolutions sufficiently distant from the present--and two centuries are, by the news agency standards that dominate our information, almost beyond the range of the remembered past--is that they are either transformed into nonrevolutions--that is, integrated into historical continuity or excluded from it as insignificant temporary interruptions--or else they are celebrated by public rites of passage suitable to the occasions that mark the birth of nations and/or regimes. They remain controversial only among historians. Thus the English Revolution or revolutions of the seventeenth century has been tacitly eliminated from political discourse: even in the tercentenary year of what used to be called the "Glorious Revolution" of 1688 and the constituting event of British parliamentary sovereignty, its presence in public rhetoric has been subdued and marginal. On the other hand, a celebratory consensus has marked the various bicentenaries connected with the American Revolution, and even opponents of those aspects of it which are still--or again--highly controversial, such as its deliberate refusal to give public recognition to religion, would not dream of using this as an argument against it. Its public face, jubilees and centenaries apart, is that of a rite of passage in the life of the nation, independence (celebrated on the Fourth of July) taking its place after first settlement (celebrated on Thanksgiving).

Attempts to apply these two techniques of eliminating the controversial aspects of the French Revolution have been made, by republicans and by the political right respectively, and the contention that it achieved little or nothing other than what would have happened without it, and thus constitutes not a major transforming set of events but only a sort of stumble on the long path of French history, is one of the main weapons in the intellectual war against those who wish to celebrate its bicentenary. Yet these attempts have failed. On the one hand, the revolution never gained the general retrospective consensus without which such events cannot become harmless national birthdays, not even after World War II briefly eliminated from the political scene that French Right that defined itself by its rejection of 1789. On the contrary, since the revolution inspired not only the Left of the relatively remote past but also the contemporary Left, it could not but remain contentious. As is quite evident from the pre-bicentenary debates in France, the traditional opponents of 1789 have been reinforced by the opponents of 1917; by reactionaries who would not disclaim that label, by liberals who certainly would. Yet the antirevolutionary attempt to demote the revolution, or shunt it onto a sidetrack of French historical development, has also failed, since, if it had succeeded, it would no longer need to be seriously argued. Indeed, the mere project of trying to prove that the French Revolution is not an altogether major event in modern history must strike non-Frenchmen as brave and quixotic--that is, as absurd.

Everyone conforms to infancy, infancy conforms to nobody, so that one babe commonly makes four or five out of the adults who prattle and play to it. So God has armed youth and puberty and manhood no less with its own piquancy and charm, and made it enviable and gracious and its claims not to be put by, if it will stand by itself. Do not think the youth has no force, because he cannot speak to you and me. Hark! In the next room his voice is sufficiently clear and emphatic. It seems he knows how to speak to his contemporaries. Bashful or bold, then, he will know how to make us seniors very unnecessary.

The healthy attitude of human nature can be seen in the nonchalance of boys who are sure of a dinner, and would disdain as much as a lord to do or say aught to conciliate one. A boy is in the parlor what the pit is in the playhouse; independent, irresponsible, looking out from his corner on such people and facts as pass by, he tries and sentences them on their merits, in the swift, summary way of boys, as good, bad, interesting, silly, eloquent, troublesome. He never cumbers himself regarding consequences, about interests and he gives an independent, genuine verdict. You should court him: he will not court you. But the man is, as it were, clapped into jail by his consciousness. As soon as he has once acted or spoken with eclat, he is a committed person, watched by the sympathy or the hatred of hundreds, whose affections must now enter into his account. There is no Lethe for this. Ah, that he could pass again into his neutrality.

These are the voices, which we hear in solitude, but they grow faint and inaudible as we enter into the world. Everywhere society is conspiring against the manhood of every one of its members. Society is joint - stock company, in which members agree, for the better securing of his bread to each shareholder, to surrender the liberty and culture of the eater. The virtue in most request is conformity. It is averse to self-reliance. What it loves is names and customs and not realities and creators.

Whosoever is a man has to be a nonconformist. He who would gather immortal palms must not be hindered by the name of goodness, but must explore if it be goodness. Nothing is at last sacred but the integrity of your own mind.

No law can be sacred to me but that of my nature. Good and bad are but names very readily transferable to that to this; the only right is what is after my constitution, the only right is what is after me constitution, the only wrong what is against it. A man is to carry himself in the presence of all opposition as if every thing were titular and ephemeral but he. I am ashamed to think how easily we capitulate to badges and names, to large societies and dead institutions. Every decent and well-spoken individual affects and sways me more than is right. I ought to go upright and vital, and speak the rude truth in all ways.

I shun father and mother and wife and brother, when my genius calls me. I would write on the lintels of the doorpost, whim. I hope it is somewhat better than whim at last, but we cannot spend the day in explanation. Except me not to show cause why I seek or why I exclude company. Then, again, do not tell me, as a good man did not to-day, of my obligation to put all poor men in good situations. Are they my poor? I tell thee, thou foolish philanthropist, that I grudge the dollar, the time, the cent, I give to such men as do not belong to me and to whom I do not belong. There is a class of person to whom by all spiritual affinity I am bought and sold; for them I will go to prison, if need be; but your miscellaneous popular charities; the education at collage of fools; the building of meeting - house to the vain end to which many now stand; alms to sots; and the thousandfold Relief Societies; - though I confess with shame I sometimes succumb and give the dollar, it is a wicked dollar which by and by I shall have the manhood to withhold.

If you refuse to conform, you can experience the displeasure of the world. Hence, a man should know how to estimate a sour face. The by - standers look askance on him in the public street or in the friend's parlor. In case this aversion originates from contempt and resistance similar to his own, it might result in a sad countenance; but the sour faces of the multitude, like their sweet faces, have no deep cause, but are caused by reasons as diverse as the direction of the wind and what he reads in the newspapers. Yet is the discontent of the multitude more formidable than that of the senate and the collage.

Another factor, which frightens us from self - trust in our consistency; a reverence for our past act or word, because the eyes of others have no other data for computing our orbit than our past acts, and we are loath to disappoint them.

But why should you keep your head over your shoulder? Why drag about this corpse of your memory, lest you contradict somewhat you have stated in this or that public place? Suppose you should contradict yourself; what then?

This is a rather silly consistency in our minds, which is adored by little statesmen and philosophers and divines. Uniformly a great soul has almost nothing to do, he could just occupy himself with his shadow on the wall. Speak what you think now in hard words; and to-morrow speak what tomorrow thinks in hard words again, though it contradict everything you said to-day. - ''Ah, so you shall be sure to be misunderstood.'' - Is it so bad, then, to be misunderstood? Pythagoras was misunderstood, and Socrates, and Jesus, and Luther, and Copernicus, and Galileo, and Newton, and every pure and wise spirit that ever took flesh. What can be considered to be truly great is to be misunderstood.

According to Albert Einstein the non mathematician, is seized by a mysterious shuddering when he hears of 'four-dimensional' things, he is seized by a feeling, which is very similar to the thoughts awakened by the occult. And at the same time the statement that the world in which we live is a four-dimensional space - time continuum is quite a common place statement.

This might lead to an argument regarding the use of the term ''commonplace'' by Einstein. Yet the difficulty lies more in the wording than the ideas. Einstein's concept of the universe as a four-dimensional space-time continuum becomes plain and clear, when what he means by ''continuum'' becomes clear. A continuum is something that is continuous, A ruler, for example, is a one-dimensional space continuum. Most rulers are divided into inches and fractions, scaled down to one-sixteenth of an inch.

Will it be possible to conceive a ruler, which is calibrated to a millionth or billionth of an inch. In theory there is no reason why the steps from point to point should not be even smaller. What distinguishes a continuum is the fact that the space between any two points can be sub-divided into an infinite number of smaller divisions.

A railroad track is a one-dimensional space continuum and on it the engineer of a train can describe his position at any time by citing a single co-ordinate point - i.e., a station or a milestone. A sea captain, however, has to worry about two dimensions. The surface of the sea is a two-dimensional continuum and the co-ordinate points by which sailor fixes his positions in his two dimensional continuum are latitude and longitude. An airplane pilot guides his plane through a three - dimensional continuum, hence he has to consider not only latitude and longitude, but also his height above the ground. The continuum of an airplane pilot constitutes space as we perceive it. In other words, the space of our world is a three-dimensional continuum.

Just indicating its position in space is not enough while describing any physical event, which involves motion. How position changes in time also needs to be mentioned. Thus to give an accurate picture of the operation of a New York - Chicago express, one must mention not only that it goes from New - York to Albany to Syracuse to Cleveland to Toledo to Chicago, but also the times at which it touches each of those points. This can be done either by means of a timetable or a visual chart. If the miles between New York and Chicago are plotted horizontally on a piece of ruled paper and the hours and minutes are plotted vertically, then a diagonal line properly drawn across the page illustrates the progress of the train in two - dimensional space - time continuum. This type of graphic representation is familiar to most newspaper readers; a stock market chart, for example, pictures financial events in a two - dimensional dollar - time continuum. Similarly for the best picturization of the flight of an airplane from New York to Los Angeles a four - dimensional space - time continuum is essential. The latitude, longitude and altitude will only make sense to the traffic manager of the airline if the time co - ordinate is also mentioned. Therefore time is the fourth dimension. If a flight has to be looked at, perceived as a whole, it wouldn't work if it is broken down into a series of disconnected take - offs, climbs, glides, and landing, it needs to be looked at and perceived as a continuous four - dimensional space - time continuum curve.

The establishment of the third Reich influenced events in American history by starting a chain of events which culminated in war between Germany and the United States. The complete destruction of democracy, the persecution of laws, the war on religion, the cruelty and barrbarism of the Nazis and especially, the plans of Germany and her allies, Italy and Japan, for world conquest caused great indignation in this country and brought on fear of another world war. While speaking out against Hitler's atrocities, the American profile generally favored isolationist policies, and neutrality. The neutrality acts of 1935 and 1936 prohibited trade with any belligerents or loans to them. In 1937 the president was empowered to declare an arms embargo in wars between nations at his discretion

American opinion began to change somewhat after President Roosevelt's quarantine the aggvessor speech at Chicago (1937) in which he severely criticized Hitler's policies. Germany's seizure of Austria and Munich pact for the partition of Czechoslovakia (1938) also around the American people. The conquest of Czechoslovakia in March 1939 was another rude awakening to the menace of the third Reich. In August, 1939, came the shock of the Nazi - Soviet pact and in September the attack on Poland and the outbreak of European war. The United States attempt to maintain neutrality in spite of sympathy for the democracies arranged against the Third Reich. The Neutrality act of 1939 repeated the arms embargo and permitted 'cash' and 'carry' exports of arms to belligerent nations. A strong national defense program was begun. A draft act was passed (1940) to strengthen the military services. A Lend - Lease Act (1940) authorized the president to sell, exchange or lend materials to any county deemed necessary by him for the defense of the United States. Help was given to Britain territory in the western Hemisphere. In August 1941, President Roosevelt and prime minister Churchill met and issued the Atlantic Charter which proclaimed the kind of a world which should be established after the war. In December 1941, Japan launched the unprovoked attack on the United States at Pearl harbor, immediately thereafter Germany declared war on the united states.

The following sentence test correctness and effectiveness of expression. Part of each sentence or the entire sentence is underlined, Replace that with the suitable sentences given below:-

In each of the following questions, four different ways of phrasing a particular sentence are given. Choose the best alternative from among the four.

In each of the following sentences, replaces the underlined part with the most suitable sentences as given in the choices.

In each of the following sentences, replaces the underlined part with the most suitable sentences as given in the choices.

In each of the following questions, four different ways of phrasing a particular sentence are given. Choose the best alternative from among the four.

In the questions below the sentences have been given in Direct/Indirect speech. From the given alternatives, choose the one which best expresses the given sentence in Indirect/Direct speech

Directions to Solve

In each question, an incomplete statement (Stem) followed by fillers is given. Pick out the best one which can complete incomplete stem correctly and meaningfully.