Analysis Of Mary Shelley s Frankenstein - 1037 Words

When certain people feel lonely with no support system around them,they often do everything in their power to seek revenge against the person who put them in their lonely state without thinking about the repercussion .In Mary Shelley’s novel, Frankenstein,Victor’s creature is treated with no dignity because of his ugly physical appearance. Since he has not receive any dignity,equity or respect the creature decides to seek revenge. It was common in the eighteenth century for people to be treated unfairly than other people because of their different physical appearance. This basic idea of inequality is shown through the text Frankenstein. Frankenstein maintains its relevancy to a modern audience through its powerful themes.These themes include the need of companionship, appearances vs reality and the consequences of revenge. Mary Shelley explores the theme of the need for companionship, no matter what one’s physical appearance. She does this through the creature. Victor’s creature is abandoned by his own creator because of his ugly and dreadful physical appearance. Despite his hideous features, the creature still wants to receive love from humans. He even states,â€Å"My heart yearned to be known and loved by these amiable creatures†(120). The creature has a strong desire to be loved but because of his disturbing physical appearance, he is abandoned.Victor states, â€Å" I beheld the wretch - the miserable monster whom I created†¦but I escaped and rushed down the stairs†(44) .Show MoreRelatedAnalysis Of Mary Shelley s Frankenstein1411 Words   |  6 PagesIn the early 1800s Mary Shelley set pen to a paper and started to develop a novel that little to her knowledge would become world renowned. In 1818 she finished and published the novel to sell to the European pub lic. The novel caught the world off guard in the way that a female was able to write about such harsh, dark, and evil things in a European society whose authors like John Locke and Charles Montesquieu preached enlightenment, self exploration, and individualism all in an optimistic enablingRead MoreAnalysis Of Mary Shelley s Frankenstein1615 Words   |  7 Pagesa whole and how accurate a depiction they might think it to be, they will miss out on many of the qualities of the painting that reside below the immediately apparent surface level. Mary Shelley’s Frankenstein is a text dedicated to expounding upon the dangers of such superficial analysis. In Frankenstein, Mary Shelley openly condemns the surface level and appearance oriented methodology under which the human mind operates. The very protagonist of the novel is inspired solely by reputation and howRead MoreAnalysis Of Mary Shelley s Frankenstein 1758 Words   |  8 PagesFrankenstein was published over 200 years ago. Ever since it was published, it has been one of the most famous books known to literature. History.com Staff states that this book, by 21-year-old Mary Wollstonecraft Shelley, is frequently called the world’s first science fiction novel (History.com Staff). According to Wikipedia, Shelley was an English novelist. She was born August 30th, 1797. She died on February 1st, 1951 (Wikipedia). Shelley came up with the idea of Frankenstein as she andRead MoreBiblical Analysis Of Mary Shelley s Frankenstein 1376 Words   |  6 PagesLiterature 16 November 2015 Biblical Analysis: Frankenstein Frankenstein by Mary Shelley often refers to the bible on a number of occasions. However, it is worth noting that many references used by Mary Shelley in Frankenstein can often be identified in Genesis. Much like Genesis, the story of Frankenstein is a viable creation story. The book of Genesis first explains the creation of man and woman, and also recounts the fall of humanity. Unlike Genesis, Frankenstein begins with the fall of humanityRead MoreAnalysis Of Mary Shelley s Frankenstein And Frankenstein1410 Words   |  6 Pagescompassion and sympathy through the love of a person whom cares very deeply about them. In Frankenstein by Mary Shelley, the three main characters Robert Walton, Victor Frankenstein and Frankenstein (The Monster) are shown throughout the story, longing and in search for a companion. Throughout the story, the characters struggle with the battle of wanting either sympathy or compassion from a person or both. Mary Shelley shows the true indication of Human Nature by showing the importance of sympathy andRead MoreAnalysis of Mary Shelley ´s Frankenstein991 Words   |  4 Pagesalive. If it can learn, eventually speak, or came about because of another, it’s a person. The Creature of Mary Shelley’s Frankenstein is no exception. Victor’s creation needs nourishment, education, and morals, which should be provided by it’s creator, it’s parent, just like any other child. The way that needs of an individual are met shapes the outcome of their life. In her novel, Shelley demonstrates this impact that parents have on their child’s life through the contrasting upbringing of VictorRead MoreAnalysis Of Mary Shelley s Frankenstein 1701 Words   |  7 Pages Frankenstein is a novel that is practically devoid of any female presence, yet author Mary Shelley pens a story that is lush with portrayals of feminine ideology. Throughout the course of this novel, the audience is introduced to three different female characters. The first is Elizabeth Lavenza— Victor Frankenstein’s wife. She is presented as a passive and weak woman who embodies the traditional role of women in the 19th century. Caroline Beaufort is present in the novel, but her role is limitedRead MoreAnalysis Of Mary Shelley s Frankenstein 1038 Words   |  5 PagesAlexi Torres English III Dr. W.W. Allman December 1, 2015 Frankenstein In Mary Shelley’s, Frankenstein, she shows that good people can turn evil, but are not born this way. Humans being rude and isolating someone can make a person go insane and do things they are not proud of. Shelley shows this through the creature that Frankenstein creates and gives examples showing his evilness, but also shows that the creature tries to explain many times that he wants a friend and cannot find one becauseRead MoreAnalysis Of Mary Shelley s Frankenstein 1088 Words   |  5 PagesCreature’s Argument In the novel, Frankenstein, by Mary Shelley, the Creature s only need is for a female companion, which he asks Victor Frankenstein his maker to create. Shelley shows the argument between the creature and Frankenstein. The creature says: I demand a creature of another sex, but as hideous as myself (Shelley 139). Shelley shows what the creature wants from Frankenstein and what his needs are. Shelley gives us an idea of the sympathy that Frankenstein might feel for the creature evenRead MoreAnalysis Of Mary Shelley s Frankenstein 843 Words   |  4 PagesThe Wretch Frankenstein is a novel written by English author Mary Shelley about a peculiar scientist named Victor Frankenstein. Victor, who is a scientist endeavoring to make history, engenders a monstrous but attentive creature in an eccentric scientific experiment. The monster that he engenders faces abnegation and fear from his creator and society. The monster is the worst kind of scientific experiment gone awry. The creature has compassion for society but additionally wants to take revenge on

Vark Learning Styles - 807 Words

Learning strategies and VARK analysis Dictionary.com defines a student as â€Å"a person formally engaged in learning† (Student, 2012). Students of any age know that comprehending and retaining information is essential to educational success. Just as every student had unique physical attributes, they also have unique learning styles in which they best retain new and important information. The VARK (Visual, Aural, Read/Write, and Kinesthetic) is a questionnaire that is given to help individual find their unique learning style. This allows students and non students alike to explore the way in which the not only retain information, but the best way to present information. Each type of learning style is broken down with ways in which to†¦show more content†¦After watching such a presentation writing notes and revisiting the key points of the presentation are study tools used to help this author acquire new information. Furthermore, participating in group discussions which provided question and answer times provided this other with another learning style that facilitated successful retention of information. Contrast of styles Multimodal learners areShow MoreRelatedVark Learning Styles899 Words   |  4 PagesVARK Analysis Every one has a mix of learning styles; some people may find that they have a dominant style of learning, with far less use of other styles in different circumstances. There is neither right or wrong style nor your style is fixed, you can develop your less dominant style and make improvement in your dominant ones. Your learning styles have more influence on your learning than you know it, they guide the way you learn. They also change the way you retain information and perceive experiencesRead MoreEssay Vark Learning Styles1105 Words   |  5 PagesVARK Analysis Learning Style Scott T. Holman Grand Canyon University: NRS-429 June 17, 2014 VARK Analysis Learning Style Learning style is defined as an individual’s natural or habitual pattern of acquiring and processing information in learning situations (James, 1995). Most educational researchers and theorists generally agree that students learn in different ways (Tzu-Chien, 2009). There are many models that address learning styles including Davis A. Kolbs model based on ExperientialRead MoreVark Learning Styles: Read/Write Learning Style1031 Words   |  5 Pages VARK Learning styles: Read/write learning style Name: Institution: VARK Learning styles: Read/write learning style Overview of the read/write learning style The read/write learning style mainly makes the use of printed words to receive and convey learning information. Using the style enables one skill to become the input of another through the transfer of the ability to read to that of writing. The skills transfer is integral in raising the awareness of how the structural components involved inRead MoreVark Learning Styles: Read/Write Learning Style1002 Words   |  5 Pages VARK Learning styles: Read/write learning style Name: Institution: VARK Learning styles: Read/write learning style Overview of the read/write learning style The read/write learning style mainly makes the use of printed words to receive and convey learning information. Using the style enables one skill to become the input of another through the transfer of the ability to read to that of writing. The skills transfer is integral in raising the awareness of how the structural components involved inRead MoreEssay about Vark Learning Style Analysis1006 Words   |  5 PagesRunning head: VARK LEARNING STYLE ANALYSIS VARK Learning Style Analysis Kathleen Nash Grand Canyon University NRS-429V, Family Centered Health Promotion July 22, 2012 VARK Learning Style Analysis The VARK learning preference tool provides individuals with information that they can utilize to enhance their learning process by helping them to study more effectively and efficiently. The VARK tool consists of a questionnaire that the learner takes to identify which senses the individualRead MoreEssay about Vark Learning Style Analysis806 Words   |  4 PagesRunning head: V.A.R.K. LEARNING STYLE ANALYSIS V.A.R.K. Learning Style Analysis Grand Canyon University Family-Centered Health Promotion: NRS 429v Melanie Escobar, RN MSN March 11, 2012 V.A.R.K. Learning Style Analysis Introduction From the time of birth, individuals are constantly learning. Individual learning styles vary from person to person. It is essential to the education of the individual to learn the particular style of learning that best serves them. One particular analysisRead MoreEssay on Vark Learning Styles963 Words   |  4 PagesStudents Learning StylesLearning is a complex process of acquiring knowledge or skills involving a learners biological characteristics/senses (physiological dimension); personality characteristics such as attention, emotion, motivation, and curiosity (affective dimension); information processing styles such as logical analysis or gut feelings (cognitive dimension); and psychological/individual differences (psychological dimension) (Dunn, Beaudry, amp; Klavas, 1989). Due to the multiples dimensionsRead MoreVark Questionnaire Paper860 Words   |  4 Pagesâ€Å"VARK† is a questionnaire of about 16 questions that provides people with their preference of learning sty le. The learning styles that VARK offers can help people develop additional and effective strategies for learning and for making your communication skills better. The styles that this questionnaire determines are Visual, Aural, Read/Write, Kinesthetic, or you can be multimodal which means you have a multiple learning preference. In this paper I will summarize the results received after takingRead MoreVark Analysis Essay1033 Words   |  5 PagesVARK Analysis VARK Analysis Family Health Promotion August 12, 2010 VARK Analysis There are several methods used to determine learning styles. â€Å"A learning style is, rather, a description of a process, or of preferences. Any inventory that encourages a learner to think about the way that he or she learns is a useful step towards understanding, and hence improving, learning† (Fleming, N., Baume, D., 2006, p.4). . One of the most commonly used learning styles is the Fleming VARK modelRead MoreAnalysis Paper : Learning Styles786 Words   |  4 PagesVARK Analysis Paper VARK Learning Styles refer to a learning theory that differentiates individuals into learning groups. This theory became well known in the 1970s. It is used in identifying individual students learning capabilities. Each learning styles depends on cognitive, emotional, environmental factors and previous experience. Educators use the different learning style in classroom activities, curriculum, and assessments. The acronym for VARK stands for the following learning style: visual

Plato And Conservative Christians Essay Example For Students

Plato And Conservative Christians Essay Plato And Conservative Christians Plato And Conservative Christians The views of Plato back in Ancient Greece and that of conservative Christians today about education for children have surprisingly similar views. Plato thought it to be most beneficial for children, if their learning consisted of music and poetry to shape the soul, and of physical training to shape the body. However, only stories that were fine and beautiful should be selected. Stories that co ained falsehoods should be banned along with passages that teach fear of death. The teaching should be done in moderation, only the good endings should be taught and only good deeds of heroes should be told. Conservative Christians today believe in many of the same ideas as Plato. Instead of music and poetry to shape the soul, the Bible should be the primary learning tool. Only shows that are non-secular and do not contain references to evolution should be allowed for children to watch. Shows that portray death to children shou ld be monitored by parents. At the heart of these ideas, is the concern with cartoons and the effect they have on young children. This way of thinking does more harm to children then it does to protect them. By shielding them from what actually goes on in this world, i.e. death, sex and non religious views, you are setting them up for a harder time of understanding these concept when they are faced with them in real life. Cartoons can be a wonderful way of exposing children to the evils of this world in a less harmful way. Children are able to relate to cartoons in a special way that we as adults are unable to do. Because of the young age of the children in question, eir innocence is not lost and cartoons have a magical way of relating issues on a program to those that are prevalent in real life. Take for instance the idea of death that is seen in The Lion King or Bambi. This is the perfect segway for parents to start to teach their children about death. This allows children to see death in a non-realistic way and also gives them the curi ity to ask their parents about it. Parents should not shy away from a subject like this. Death is such a part of life that it needs to be explained to children at the earliest possible time that they are able to comprehend it in just the least. Just ink how much more difficult it would be trying to explain to a five year old that his mother has died, if you as a parent have never even mentioned the notion of death and what it entails to that child. That child would have such more difficulty unders nding that his mother is never coming back if he had been shielded from ever seeing death. There is the argument that you should protect a childs innocence for as long as possible because once its gone it will never return. There is merit in this argument. However, you have to make the decision on whether you want protect a child for a couple of more years, or explain to them the trials of life and in doing so, making it easier for them to comprehend this world when they are older. A child that never learns about death, will never be able to embrace it and to realize that death is not an ending but a new beginning. Everyone is going to experience death at some point in there life and by learning at a young age what death actuall entails will make it easier for that child when faced with the situation. Cartoons are given too much credit for shaping the way that young children think and behave. Adults are giving cartoons this credit because they can look at them and see subtleties because they are older and have so much more education. Children on the other hand are watching these cartoons solely as entertainment. They are not comprehending any underlining political or social message these cartoons may be conveying. If there are any political or social messages contained in cartoons, then they e intended for adults and will only be understood by adults. This also can be applied to the issues regarding death, sex , and violence in cartoons. A good majority of children dont watch cartoons to learn, but rather as a form of entertainment. Violence that is seen in cartoons by children is very rarely, if er emulated by them. If it is in fact emulated by children, it is the fault of the parents and not the cartoons themselves. Parents are responsible for teaching their children what is real and what is fiction. Parents that rely heavily on cartoons as babysitter for their children and do not take the time to talk and educate their children are why children sometimes mimic what is seen in cartoons. Adults, and in particular conservative Christians are the ones to blame for the beliefs that cartoons are harmful and inappropriate for young children. Take for instance the controversy surrounding Disney cartoons. Conservatives have said that the proportion between the breast size and waist size of Disneys female characters is too out of proportion and that Disney is deliberately creating these characte rs to be sexy. Because of this, conservatives have called for a boycott of Disney cartoons cause they portray the wrong message to our children. Children are not worried about trivialities like this. They are watching these cartoons purely for entertainment. Adults read too far into situations like this. The children do not even notice th gs like that. And if they dont even notice it, then these adults are using the excuse that it is harmful to our children to benefit their own position. There is a growing debate on whether certain cartoons are appropriate for young children. Not all cartoons are acceptable for children. However, not all cartoons are intended for children and are geared more for adolescents. These cartoons, such as, South Park and The Simpsons, should not be condemned because their target audience is not young children but rather young adults. These shows should be treated like other shows which are intended for young adults. Just because they are in anim ed format, does not necessarily mean that they are intended for children. Adults need to realize this and to stop unnecesaringly branding these cartoons. As for the fact that some cartoons are inappropriate for young children and yet the children are still being exposed to them is not the fault of the cartoons directly but that of their parents. If the parents deem certain cartoons to be inappropriate r their children then it is their responsibility to make sure their children do not watch those shows. If parents are around early in their childrens life to educate them about what is real and what is entailed in life, then the problems with cartoons is virtually eliminated. The reason that parents have a problem with what is depicted in cartoons, i because they are too busy to deal with the issues that are portrayed in cartoons and they feel that cartoons is not the place for their children to learn about the perils of life. If parents would just take to initiative to explain to their children ab t what they are watching in these cartoons, then parents would be a lot more comfortable in allowing their children to watch them. Cartoons can not be expected to eliminate every subject that certain adults or organizations deem to be offensive or controversial. If this was to happen, then children would receive a diluted and false sense of what this world is actually about. By xposing them to nothing offensive or controversial by way of cartoons would be detrimental to childrens growth and development. By shielding children of the ways of the world, which includes death and violence, they will be ill-prepared to face the ac alities of our world when they need to. The violence that is seen in cartoons can be a good learning tool to show children on how they are not supposed to behave. The violence that is portrayed in cartoons in purely fiction and even the youngest of children can separate the fact that what they are watching in these cartoons is pretend. No child is ever going to believe that he can freeze someone with an ice gun like some cartoon character did. Adults in todays world grew up with violence in cartoons and it is doubtful that any adult could honestly say that the violence they saw in cartoons as a child geared them to violent adults. An if the biggest argument against violence in cartoons is that it give children nightmares then you have to realize that nightmares are a part of growing up and will happen with or without the effect of cartoons. Cartoons should not be the primary form in educating children. It should be used as a supplement. It is a supplement that children can easily relate issues in cartoons to those of the real world. Parents and teachers need to educate children. If a c ld is learning too much from what he/she sees in cartoons, then it is the fault of the parents for not spending the time needed to insure that their child knows what is actually being said and depicted in the cartoons. By trying to shield children from t he death and violence that is seen on cartoons is not going to stop them from experiencing death or from being violent. Those two things are a part of life. If this is the objective behind the argument that cartoons e detrimental to our childrens development then you have to ask yourself how people became violent or learned about death before cartoons were around to help in the explanation. .uf8a86207fbeb4d878deec71aac1809dd , .uf8a86207fbeb4d878deec71aac1809dd .postImageUrl , .uf8a86207fbeb4d878deec71aac1809dd .centered-text-area { min-height: 80px; position: relative; } .uf8a86207fbeb4d878deec71aac1809dd , .uf8a86207fbeb4d878deec71aac1809dd:hover , .uf8a86207fbeb4d878deec71aac1809dd:visited , .uf8a86207fbeb4d878deec71aac1809dd:active { border:0!important; } .uf8a86207fbeb4d878deec71aac1809dd .clearfix:after { content: ""; display: table; clear: both; } .uf8a86207fbeb4d878deec71aac1809dd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf8a86207fbeb4d878deec71aac1809dd:active , .uf8a86207fbeb4d878deec71aac1809dd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf8a86207fbeb4d878deec71aac1809dd .centered-text-area { width: 100%; position: relative ; } .uf8a86207fbeb4d878deec71aac1809dd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf8a86207fbeb4d878deec71aac1809dd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf8a86207fbeb4d878deec71aac1809dd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf8a86207fbeb4d878deec71aac1809dd:hover .ctaButton { background-color: #34495E!important; } .uf8a86207fbeb4d878deec71aac1809dd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf8a86207fbeb4d878deec71aac1809dd .uf8a86207fbeb4d878deec71aac1809dd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf8a86207fbeb4d878deec71aac1809dd:after { content: ""; display: block; clear: both; } READ: The Movie Food Inc. 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Metabolism Lab Report Sample

Metabolism Lab Report Paper The purpose of this lab was to see how the changes in exercise intensity affect the rate of metabolism within the body. Methods: In this lab, indirect calorimeter was used to measure metabolic rate by calculating caloric expenditure by the measurements of oxygen consumption. The variables measured were the fraction of oxygen expired, the fraction of carbon dioxide expired, and the total volume of air inspired. This experiment required the participation of two volunteers. First, the variables were measured variables while the two subjects were in a resting state. Readings were taken over a period of three minutes and averaged so that it could be assumed that the subjects were in a steady physiological state. After taking readings at a resting metabolic state, these variables were measured again while the subjects were performing light exercises: on a cycling bike and on a treadmill. The first exercise was on a cycle with 1 kip of resistance at 50 RPM. Data was measured in the third minute and recorded. This was followed by another three minutes on the cycle with 2 kip of resistance at 50 RPM. Again data was measured in the third minute and recorded. The second exercise was on a treadmill at 3. MPH with no grade, followed by 4. 0 MPH at a 7. 5% grade. Each session on the treadmill lasted three minutes and the data was measured and recorded in the third minute during both cases on the treadmill. Once all of these measurements were collected and recorded for both subjects, the absolute oxygen consumption, relative oxygen consumption, absolute ca rbon dioxide production, the respiratory exchange ratio (R), and ultimately Caloric expenditure were all measured. Studying these calculations provide some insight into how much energy the body is using as well s what sources the energy is coming from. We will write a custom essay sample on Metabolism Lab Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Metabolism Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Metabolism Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer For both subjects, the amount of air inspired increased with the intensity of exercise, along with the total volume of oxygen consumed. This directly correlates with METS, which increase with more vigorous exercise. In addition to this the volume of carbon dioxide produced, also increases with exercise. These correlations allow us to make predictions on R. We expect the weight bearing activity to produce values higher than rest and the non-weight bearing activity because you intake the most oxygen. At rest, you would expect to see a little over 1 MET, since these objects were in a resting metabolic state, not a basal metabolic state. This is equivalent to slightly over 3. 5 ml 02/keg/min. At rest and in a post-absorptive, you would expect to see R near . 7 since the body would be burning fats. As the intensity of exercise is increased, you expect for R to increase towards 1. 0 because it is easier for the body to obtain TAP quickly from burning glucose than from burning fat. B. There would definitely be a different caloric expenditure between a large person and a small person based on whether or not the activity is weight bearing or non-weight bearing. On a treadmill, you should expect to see different caloric expenditures for people of different sizes. Since this is a weight bearing exercise, a person that is heavier will burn more calories on a treadmill at a given speed and incline than a smaller person. This difference is not really seen in non-weight exercise. In contrast, using the cycle regretted, a non-weight bearing exercise, you would not expect to see as much of a difference in calories burned based on size. C. The advantage of expressing oxygen consumption relative to body weight (VEERED in ml/keg/min) versus absolute oxygen consumption (BASS in L/min) is that it takes into account other factors including body weight rather than just oxygen consumption. Using absolute oxygen consumption as a method of comparing people would not be accurate. By expressing oxygen consumption on a per kilogram basis, we can accurately compare people that are of different sizes. D. I weigh approximately 53 keg, so multiplying 3. 5 ml 02/min by 53 keg gives 0. 1855 L 02 consumed per minute. To determine how many liters of oxygen are consumed in a day we must multiply by 60 for the 60 minutes that are in an hour and then by 24 for the number of ours in a day. That gives me a total of 267. 12 liters of oxygen per day. Finally multiply the 267. 12 liters of oxygen per day by 5 kcal per liter to get a daily caloric expenditure of 1335. 6 kcal. E. Some factors that we can control that affect basal metabolic rate and resting metabolic rate are body surface area, body composition, caloric intake, and physical activity. An increase in any of these factors will also lead to an increase in ARM. There are also factors that we have no control of. These factors include age, genetics, and gender. With age n mind, as people get older resting metabolic rate decreases.