National Socialism Essay -- essays research papers

The rise of National Socialism in post-WWI Germany is an understandable reaction to the problems of the Versailles Peace Treaty, considering the German attitudes and beliefs at the time. These attitudes and beliefs were the result of generations of Prussian militarism, extreme racist nationalism, and, most importantly, the failure of the Treaty of Versailles signed in June of 1919. The rise of the Nazi party, and their extremist National Socialist doctrine appealed directly to these attitudes and beliefs that permeated Germany society after the first World War. Since the unification of Germany in the late 19th century, attitudes of nationalism, Prussian militarism and expansionism saturated German society. As one can clearly see in the writings of the influential German historian, Heinrich von Treitschke, war and territorial expansion were seen as being necessary to the preservation and advancement of German society. He states that, â€Å"War is for an afflicted people the only remedy†¦ Those who preach the nonsense about everlasting peace do not understand the life of the Aryan race, the Aryans are before all brave.† The mobilization of the people and resources, for the purpose of making war, were believed to be the means of preservation and advancement of German society. These ultra-nationalistic attitudes and beliefs resulted in widespread German enthusiasm with the coming of war in 1914. As expressed in a German newspaper, The Post, â€Å"Another forty years of peace would be a national misfortune for Germany.† With the armistice that took effect November 11,1918, the Great War had come to an end, four long years after it had begun. The German military machine had lost the war, and with it, hopes of German dominance in European affairs. Utterly defeated, the new German government (the Kaiser had abdicated at the end of the war) had no choice but to comply with the conditions of the Treaty of Versailles, despite the fact that Germany was allowed no say in the terms of the treaty. As a result of this treaty, Germany was stripped of all her colonial possessions as well as valuable continental territories, most importantly, Alsace-Lorraine, the Saar, and the Polish Corridor. Her armed forces were restricted to 100,000 men, and restricted from occupying the Rhineland. Furthermore, Germany was held responsible for the war and therefore had to pay reparations for all d... ...ism is determined to make that authoritarianism absolute, all-surpassing, consolidating the state as the new steel-like instrument of power.† The German people tolerated these actions because they felt that Hitler and the Nazi party would bring Germany out of economic ruin and back to the forefront of European affairs. Nazi doctrine of militarism, expansionism, and ultra-nationalism appealed to the attitudes and beliefs inherent in the conscience of the German people at the time. The German people felt that with the Nazis in control they could overcome the problems caused by the Treaty of Versailles. Nazi militarism would restore the armed forces to their greatest capability. Nazi mobilization would create employment and new economic opportunities. Nazi expansionism would claim new territories for the German people to inhabit. Nazi racism would rid German society of those elements that weakened it. Nazi ultra-nationalism would restore a sense of identity and pride in a greater German nation. After great suffering as a result of the harsh terms of the Treaty of Versailles, a majority of Germans felt at the time that Nazi rule would bring them the most cherished thing of all, hope.

The change in enthalpy for the combustion of magnesium metal Essay exam

The change in enthalpy for the combustion of magnesium metal Abstract ======== Hess’s law of heat summation states that the value of DH for a reaction is the same whether it occurs directly or as a series of steps. This principle was used to determine the change in enthalpy for a highly exothermic reaction, the combustion of magnesium metal. Enthalpy changes for the reactions of Mg in HCl (aq) and MgO (s) in HCl (aq) were determined experimentally, then added to that for the combustion of hydrogen gas to arrive at a value of –587 kJ/mol Mg. Compared with the accepted value of –601.8 kJ/mol Mg, our experimental error was 2.46%. Introduction In this investigation the change in enthalpy will be determined from the following equation: 2Mg + O2  ® 2MgO, but in an indirect manner. Magnesium metal burns with a bright extremely hot flame to produce magnesium oxide. It would be difficult to measure the heat of the reaction since the reaction is rapid and occurs at a high temperature (LeMay et al, 1996). So, to determine the change in enthalpy we will employ Hess’s Law of heat summation: It states that the value of DH for a reaction is the same whether it occurs directly or as a series of steps (LeMay et al, 1996). We will perform the two following reactions: Mg + 2HCl  ® MgCl2 + H2 and MgO + 2HCl  ® MgCl2 + H2O, determine their enthalpy changes (DHs), and they will then be â€Å"added† to that of a given equation, the combustion of water, H2 + 1/2 O2  ® H2O DH=-285.5 kJ/mol. In this investigation we will be working with potentially dangerous chemicals and safety precautions must be made. Magnesium oxide is a respiratory and eye irritant, the dust must not be inhaled and all work with MgO should be conducted in the fume hood ( Cartwright,... ...te, only having a 2.46% error. These errors may be accounted for by inaccurate measurements, mathematical mistakes, incomplete reactions, poor heat collection, incorrect recording of data, and poorly calibrated tools. To avoid such error one should label all materials, check each tool before use, take extra care in reading and recording of measurements, double check all calculations, and most of all be patient, labs take time and a rushed procedure leads to inaccurate data and incorrect analysis. Sources Cited Cartwright, H.(last revised 2002, November 5). Chemical and other Safety Information. The Physical and Theoretical Chemistry Laboratory, Oxford University. [online]. (accessed 2002, December, 4) LeMay, H.E.,Beall, H., Roblee, K.M., and Brower, D.C. (1996).Chemistry: Connections to our changing world, Laboratory Manual. Upper Saddle River, NJ: Prentice Hall. The change in enthalpy for the combustion of magnesium metal Essay exam The change in enthalpy for the combustion of magnesium metal Abstract ======== Hess’s law of heat summation states that the value of DH for a reaction is the same whether it occurs directly or as a series of steps. This principle was used to determine the change in enthalpy for a highly exothermic reaction, the combustion of magnesium metal. Enthalpy changes for the reactions of Mg in HCl (aq) and MgO (s) in HCl (aq) were determined experimentally, then added to that for the combustion of hydrogen gas to arrive at a value of –587 kJ/mol Mg. Compared with the accepted value of –601.8 kJ/mol Mg, our experimental error was 2.46%. Introduction In this investigation the change in enthalpy will be determined from the following equation: 2Mg + O2  ® 2MgO, but in an indirect manner. Magnesium metal burns with a bright extremely hot flame to produce magnesium oxide. It would be difficult to measure the heat of the reaction since the reaction is rapid and occurs at a high temperature (LeMay et al, 1996). So, to determine the change in enthalpy we will employ Hess’s Law of heat summation: It states that the value of DH for a reaction is the same whether it occurs directly or as a series of steps (LeMay et al, 1996). We will perform the two following reactions: Mg + 2HCl  ® MgCl2 + H2 and MgO + 2HCl  ® MgCl2 + H2O, determine their enthalpy changes (DHs), and they will then be â€Å"added† to that of a given equation, the combustion of water, H2 + 1/2 O2  ® H2O DH=-285.5 kJ/mol. In this investigation we will be working with potentially dangerous chemicals and safety precautions must be made. Magnesium oxide is a respiratory and eye irritant, the dust must not be inhaled and all work with MgO should be conducted in the fume hood ( Cartwright,... ...te, only having a 2.46% error. These errors may be accounted for by inaccurate measurements, mathematical mistakes, incomplete reactions, poor heat collection, incorrect recording of data, and poorly calibrated tools. To avoid such error one should label all materials, check each tool before use, take extra care in reading and recording of measurements, double check all calculations, and most of all be patient, labs take time and a rushed procedure leads to inaccurate data and incorrect analysis. Sources Cited Cartwright, H.(last revised 2002, November 5). Chemical and other Safety Information. The Physical and Theoretical Chemistry Laboratory, Oxford University. [online]. (accessed 2002, December, 4) LeMay, H.E.,Beall, H., Roblee, K.M., and Brower, D.C. (1996).Chemistry: Connections to our changing world, Laboratory Manual. Upper Saddle River, NJ: Prentice Hall.

Inanimate Object

Nina Ferrer Professor Susan Chapman English 111 21 February 2013 The darkness is slowly scaring me making me feel overwhelmed. I can’t see anything. I feel suffocated and musty with all these boxes stocked next to me and on top of me. I’ve been here for so long and I feel so hopeless and useless. Then suddenly a bright light shines on me and I finally feel free from this very comfortless home. I wish someone would open this lid on top of me so I can breath in fresh air. But here I am staying strong and just patiently waiting.Then suddenly, I am lifted, opened, and place on top of a flat surface. I feel so nervous. I am hearing human voices. My wish is granted. It is my time, and I am free! My thoughts are running, I wonder if this little boy will pick me. My skin color is black with a shade of silver and red. I have thick bottoms and have plenty of grip. I was made from China but I was made to improve performances, protect ankles, and give extra comfort. I was created p repared. As my top is removed, the open air almost suffocated me. Just then I was lifted into the air and slammed onto he floor.Then suddenly for the first time, I feel human feet inside me. I am moving. He’s walking back and fourth with me and I can see my reflection through the mirror on the floor. I look handsome on his feet. Matching white socks would go so perfect with me. He took his feet off me, and before I can even prepare myself for what is about to happen, I am swung into the air, and slammed back inside the box. He still hasn’t closed the lid, I can see the little boy staring at me with such an unsure face. I was tossed inside the box and the lid of the box is slammed, I’ve been here before.As light shines on me, fresh air hits me again, and I’m home. I am inside the little boys room. He finally took me out the box and he tried me on once again. He’s running around with me, jumping up and down. Ouch! I am not used to all this impact and pressure, although the boy is little. He’s looking at me through the mirror, and I can see that he has bought white socks as well. I am ecstatic, I do not want bare, smelly feet inside me. My owner finally takes his feet out and puts me on the bed and walks away.Patiently waiting, the little boy comes in rushing, full of energy, and I can see him changing into basketball shorts and putting socks on. Then a sudden whip-lash, he grabs me and he slips his feet inside super fast. He’s running now, I can feel myself being stepped on, and I am also stepping on dirty floor. He runs outside, and this is my first time stepping on concrete, I hope I don’t get creased or stepped on by other shoes. I am so nervous I can barely catch my breath. I can feel sweat and moist already surround my soles. We finally arrive at the park.I see my fellow basketball shoes all looking very sharp, but I believe nothing can compare to me I am the best, and I am here to make sure I protect my owners ankles and feet and to help him play better, and give him extra boost to hop and jump. As my owner is running, I see the ball being dribbled in front of me. As scared as I am as of now, I have to face this. This is my job. My owner and I just jumped. And before I knew it I was back on the ground. Here I am still keeping up and running. I’ve gotten stepped on so many times. I am exhausted.I’m moving left to right, and running back and fourth a full court so fast. I just want. I have so many scratches and dirt on me from all the other shoes. I hope my owner finishes playing already. Before I can take one final breath, he suddenly stopped and we started walking. I’m guessing he’s tired. I wish we can head home already. Finally, we arrive home. I am extremely weary and depleted, but my spirit is still strong. I feel so accomplished that although I was beaten up and left like this, I’ve completed my main task to protect my owner, and at the sa me time make him look good and keep him safe.As my owner takes me off, I feel so much air coming inside, I can breath better, he picks me up and wipes me with a cold wet cloth. He puts me back in where I belong . The box is closed, and darkness once again overtakes me. Even though I am unaware of when the next time I will step on the ground, hopefully soon, what I do know is that, I’ve completed my main task. And instead of being in a dark room suffocated with other boxes, I am home, waiting for another adventure.

BE Reading

This involves creating the opportunity, space and time needed to think about practice and the appropriate action emerging from a reflective thinking process. We argue that being a ‘thoughtful agent' alls requires a deeper understanding of self and of the nature of personal engagement with ongoing reflective activity. This approach enables restrictions to question the ‘paradigms in which one is operating' (Peters and Vandenberg, 2011 : 63) and to be responsive to the need for change and quality improvement in relation to the specific needs of spellbinder, families and settings. Consequently, it requires an understanding of what we mean by being a reflective practitioner, including understanding the terminology we use and the interpretation we apply throughout this chapter.Table 4. 1 explains how we use the terminology that surrounds reflective practice in this chapter. Reflective practice has been identified by educators as beneficial for quality improvement (Arises and Ch on, 1978; Bout et al. , 1985; Brookfield, 1987; Broadband and McGill, 2007). It has been described as a generic term for ‘those intellectual and affective activities in which individuals engage to explore their experiences in order to lee ad to new understandings and appreciation' (Bout et al. , 1985: 19). In addition, reflection has the capacity to create ‘alternative and more productive ways of organizing the workplace' (Brookfield, 1987: 14).Together these two statements indicate that examining our actions and activities, both at a cognitive and an emotional level, can help restrictions to think and learn from experience in order to improve practice. Such reflective activity can also be creative, offering different, new and more effective ways of organizing things, whether applied when working with children or colleagues or to the way we organism the environment. Expressed simply, the core principles Of reflective practice involve reflective thinking and learning, whi ch are used to inform decisions and actions in practice, and by implication, improve quality. A number of ‘models' have evolved to support reflective thinking and practice. Many of these, such as Kola's (1984) model of experiential learning,Ghee and Ghee's (1998) ‘reflection-on-practice' and Brookfield (1995) ‘lenses', have the clear purpose of supporting critical thinking about experience and using what is learnt from this process 60 to inform future actions. In addition Ghee (2011: 28) draws on the work of Bandmaster (1991 ) and asks us to see reflection as a mainstreaming process that includes the satisfaction of four personal needs of purpose, value, efficacy and self-worth'. However, while many recognize the role of self- reflection and the influence of a range of personal ‘drivers', they do not serially encourage practitioners to understand, take ownership or utilities the unique nature Of their reflective activity.Ownership draws on a range Of personal factors, such as heritage, disposition, skills and understanding. A deeper level of engagement with reflective activity also requires understanding and appreciation of personal potential. Self-awareness can support reflective practice that is personally meaningful and therefore more likely TA produce the energy and drive necessary to make significant differences in terms of quality. This perspective includes recognition and acceptance of unique ways of being reflective and how this is supported by an individual's specific professional qualities. Such an approach values different ways of engaging with reflective activity and professes no single model or particular professional context.It also supports the development of reflexive practitioners who question ‘taken for granted beliefs' and develop an ‘understanding that knowledge is contestable' (Peters and Vanderbilt, 201 1: 63). Peters and Vanderbilt argue that such reflexivity supports a focus on ‘doing the right things rather than doing things right', a key principle hat we believe underpins the process of improving quality. An individual's reflective activity often takes place within dynamic and changeable socio- cultural context, which shapes the processes, responses and individuals involved. While the core values and principles of an individual al may remain constant and be articulated and understood as a basis for reflective activity, there are many ways of responding to issues according TA context.Developing as a reflective practitioner means being someone who is able to act in ways that make a qualitative difference and it requires an understanding of the current socio-cultural context and how this affects the nature Of professional responses. Brotherliness's (1986) ecological model may help us to explore this concept of socio-cultural influence on reflective identity and practice. According to Frontbencher an individual's development is affected by a series of environmental influence s: the ‘mortises' of family, school, or neighborhood; the ‘ecosystem' of a town, local policy, or economic influences; and the ‘Microsystems' of cultural influences, national policy, or pervading ideology.A practitioner's reflective reactive may likewise be influenced by colleagues, peers, managers and parents at a setting; who in turn may be influenced by local quality improvement policy, REFLECTIVE PRACTICE 15 THE KEY TO QUALITY IMPROVEMENT 61 risk awareness, and economic status; and overall this is influenced by central government policy and perhaps the perceived ‘culture' of the type of setting. Therefore practitioners may subtly shift in perceived identity and consequent reflective responses according to the social and environmental situation in which they find themselves. The ability to engage positively and constructively thin a changing professional landscape is supported by an individual's understanding of both that landscape and what is possible wit hin a particular situation in terms of their personal responses and qualities.Just as external socio-cultural spheres influence responses, the reflective activity by an individual may influence future qua a lit y improvement in others because the practitioner is an ‘active' agent within their professional context. Recognizing and valuing the impact of this agency may offer an opportunity for reflective practice to be a ‘means of empowerment, leading to change at the individual ND societal level' (Cable and Miller, 2008: 173). Developing a strong sense of one's own identity as a reflective practitioner can have a significant impact on both individual and collective confidence to engage in reflective activity as a means of improving quality.Reflective practice as a ‘way of being' Understanding reflective practice as a ;way of being' that is owned and experienced by a practitioner encourages the development of an individual as a ‘reflective professional practiti oner rather than as a technician' (Moss, 2008: xiii). This allows for the identification of different ways of engaging within a recess. A ‘technician' may go through' the motions of making changes in practice by following a prescribed model of reflective practice. However, it IS essential for a ‘reflective professional practitioner' to emotionally and intellectually ‘own' the process (Moss, 2008: xiii). Ownership means acknowledging that reflective practice can include the use of deeply embedded intuitive ‘reflex responses' and ‘ways Of knowing' (Atkinson and Clayton, 2000: 2).Atkinson and Clayton argue that we should value ‘other forms of reflection' that do not focus solely on reason and articulation; rather, unconscious insight draws on the whole of what has been known'; the enormity and complexity of which cannot always be articulated (2000: 5). Encouraging practitioners to use their full range of personal resources within reflective activity is essential. It is possible that compliance with a prescribed ‘model' limits reflective potential by indicating one preferred way of proceeding towards 62 reflection, or even towards quality improvement. We would suggest that without alternatives, such reliance on an external ‘expert' model may leave practitioners feeling De-skilled and disemboweled. Recognition of reflective practice as unique to individuals celebrates difference, recognizes personal development and is therefore inclusive.Enabling practitioners to utilities their full range of personal resources within reflective activity requires a critical view of what is involved. There is a view that intuitive forms of knowledge and ‘ways of knowing' have been unjustly ignored in our rational technical world (Atkinson and Clayton, 2000). For Atkinson and Clayton intuitive and ‘tacit' forms of knowledge in practice are of equal value and should be equally validated and respected. They even argue that the re are times when we can ‘think too much' in rationalizing processes when we should rely on a more instinctive way of being. This suggests that there is a form of professional reflection that is much more intuitive and instinctive and relies on the inner resources of a practitioner.We see this as important in the context of developing early years practice, which requires an understanding of many complex issues. Kernel and Sheep (2010) suggest that reflective intuition should be respected as a ‘way of knowing' that is particularly useful in dealing with complexity. Intuitive reflective practice respects and releases inner qualities and understandings, which inform actions taken to improve quality in practice. Many models of reflective practice represent what seems to be a relatively simple process. Investigation into the nature of a practitioner's ‘real life' participation in reflective practice reveals a complex array of professional qualities applied and synthesiz ed in different ways at different times according to the situation.Understanding the coming together of the individual al and context offers a way of understanding reflective activity from a deeply arsenal perspective. Through a process of making ‘human sense' (Donaldson, 1987) of one's own reflective activity, practitioners Gin evaluate the ways and extent to which they make changes for the better in all aspects of life. Personalized reflective activity that becomes a positive experience and rewards aspects of self is more likely to become a disposition or ‘habitat mind' (Arnold, 2003), owned by the individual. Practitioners who understand the nature of their own engagement in reflective practice are more likely to be . Emotionally as well as intellectually involved in the process.

Cultural Tourism Essay

This book seeks to provide the reader or tourist with insights on how the two worlds, tourism and cultural heritage management intersect, but also how they conflict in that they represent opposite sides of cultural tourism itself. The book outlines for the reader that while tourism professionals evaluate the potential for profit, cultural management professionals evaluate the same assets for their value. Tourism represents the consumption of experiences and products. Cultural tourists want to consume a variety of cultural experiences and assets must be converted into something that tourists can utilize and enjoy, which is important to developing a successful and sustainable management of the cultural tourism product itself. This book attempts to highlight the problems associated with the merging of both as well as offer suggestions or ways that the two can work together effectively and efficiently without causing damage to the asset itself due to environmental factors that tourism brings. Tourism has extensive sociological, economic and political aspects to it everywhere in the world. Greater attention is now being given to tourisms overall social impact, which depending on the circumstances can be positive or negative depending on how tourism is both planned and/or managed. Education and knowledge are tantamount to the approach in attempting to avoid the problems associated with the negative impacts of tourism. A long-term commitment to the planning and management of heritage assets should anticipate the adverse impacts of tourism and develops guidelines that minimize problems that can affect the host communities or can be offensive to the culture. Not all tourists are alike. Some seek very specific indulgences as it is not always about touring the local landmarks, or visiting attractions like theme parks. Some seek, sun, partying, relaxation or a combination of those activities. Depending on what the country or city offers in terms of enjoyment, to encourage tourism they must have the accommodations, amenities, transportation, knowledge based workers and effective cultural management that also preserves the ecological environments because without that, some of the world’s most ancient and precious relics, artwork, artifacts that are at risk and face possible extinction thus, robbing future generations of civilizations treasures. The challenges that tangible materials referred to in the book face should welcome the study by another generation which can offer new ways to present and preserve it without causing further damage. Respect for cultural heritages by tourists, are vitally important to the experience for other generations to come. The book lists five guidelines that the tourism products must provide for it to be successful: 1,A story must be told or associated with that product; 2.It must be able to be brought to life for the visitor; 3.Allow the visitor to participate in some way; 4.Relevant to the tourist; and 5.The product must be of quality and authentic. Overall, the book represents in a comprehensive way that tourism is a double-edged sword. Cultural tourism is the fastest growing segment of the industry and as more travelers can afford to visit global locales and seek to immerse themselves in many different cultures, the more problems it can bring. The tourism industry also attempts to foster increased awareness of other cultural differences by promoting greater understanding and cooperation amongst all cultures. Tourism can also act as a bridge for largely neglected developing countries to generate employment opportunities for the poor, growth and a more viable economy on terms that do not run counter to its long-term interests. The book illustrates the mutual dependence that exists between tourism and cultural heritage that has become more apparent. While cultural heritage creates a foundation for the growth of tourism, tourism itself has the power to generate funds that make the conservation efforts possible. Cultural heritage loses its meaning without an audience and a society participating in and benefitting from it. Ultimately, the success of how well the tourism and cultural heritage management work together is what will bring success to achieve the common goal of fostering better understanding and sustainable growth and the book has attempted to break down some barriers that have previously repressed partnership information. The authors note in the Epilogue that their hope is that by fostering a better understanding of the legitimate interests of cultural heritage management within the tourism industry and of the legitimate interests of tourism within the cultural management sector, more professionals from both sectors will begin to appreciate the benefits of partnership.

Discussion Topics Essay Example | Topics and Well Written Essays - 250 words - 7

Discussion Topics - Essay Example (The Gilder, 2009) The Civil Rights Movement is very important in American history because it consequently put a stop to obvious discrimination and abuse of people who helped America gain freedom and prosperity. Despite the optimism of the times, African Americans were still being looked down on in American society. I have chosen Rosa Parks as someone who played a very significant role in post-war America. Rosa Parks was just a civilian but what she did on the bus in Montgomery, not giving up her seat in the colored section of the bus for a white person, sparked much needed reform. Mrs. Sparks had paid the right fare and was seated in the right section of the bus. However, because preference was given to white people that time, Mrs. Sparks was ordered to move. The simple act of Mrs. Sparks, even if she got arrested for it, helped bring about tremendous change in the life of African Americans. Thanks to Mrs. Sparks and other like her who fought for the recognition of black people, the white people stopped treating African Americans as lesser individuals and instead, the â€Å"white† society started treating â€Å"black people† as equals. African Americans were given the rightful privileges due to them as citizens of the United States. The Gilder Lehrman Insitute of American History. (Producer). Anthony Badger on the Civil Rights Movement. Historians on Postwar America. Podcast retrieved from

Email to Mr.Hayward Essay Example | Topics and Well Written Essays - 750 words

Email to Mr.Hayward - Essay Example The study tries to find and analyze the factors of alternative monitors of potential romantic partners. With a small sample of 76 people who are in some committed romantic relationship, Niehuis draws on from the literature the most probable predictors that motivate infidelity in the partners. These predictors are categorized into three categories: qualities that partners bring into the relationship (e.g. permissive sexual values, low conscientiousness, low emotional stability etc.); inter-personal feelings and behavior towards each other in the relationship (e.g. lack of trust, lack of commitment and love etc.); and impact of social network (e.g. how the friends, relatives feel about the relationship and its impact). The sample comprised of equal numbers of male and female participants with an average age of 22 for men and 21 for women. The researcher used McCrae and Costas (1985) Big Five Fersonality measure to rate their own and perception of their partner’s personality. Braiker and Kelleys (1979) Love, Conflict, and Ambivalence scales were used for evaluating the strength of their love in varying situations. Felmlee, Sprecher, and Bassins (1990) 6-item Social Support Scale was used for looking at the extent to which others’ views influence the relationship. Stanley and Markmans (1992) Dedication Commitment, Availability of Fartners, Structural Investment, Social Fressure, and Altemative Monitoring scales were used to evaluate the degree of these characteristics within the partners. Use of Larzelere & Huston’s (1980) dyadic trust scale greatly facilitated to gauge the degree of influence of these predictors in infidelity. Hierarchical regression analysis was carried out wi th gender as control variable. The study found that interpersonal feelings and behavior was largely responsible for alternative monitoring and males are more prone to be unfaithful. I find the study particularly interesting because in the