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Values and Erudition in Leo Tolstoy’s “The Three Questions” Given that Leo Tolstoy is held in high regard as the world's peerless writer by influential literary figures from all walks of life, \"The Three Questions\" is expected to be a must-read for many. It's only natural that it must instill a sense of morality and the importance of human values in life. As humans, it's inevitable for us to doubt the values that we hold and to wonder if we're living our lives right. Similarly, the King from the story suddenly wanted to seek answers to three questions and obtain wisdom to become a better ruler. Tolstoy began the story by asking the king three questions: when was the best time to act, who were the most important people, and how could he tell the most important thing to do. Because he desires answers, he made it known to the kingdom, and as a result, many learned men came to his service. Despite the fact that the learned men provided numerous and varied responses, the King agreed with no one. Tolstoy (1885) stated in the story, \"But still wishing to find the right answers to his questions,\" implying to the readers that the King already had answers in his mind but still wished for someone to answer the questions. Tolstoy used the phrase \"right answers\" rather than \"answers\" alone. How can the king tell that the learned men's answers aren't correct if he doesn't have answers to his own questions? Furthermore, Dermot (2017) stated that in reality, the king has answered the questions himself. Continuing the story, the king went to the hermit and chose to stay even though the sun had already set to seek answers. In that scene, the king came across a wounded man, who was later revealed to be the man who was supposed to ambush and kill him. The king demonstrated empathy and forgiveness throughout the encounter, from the hermit to the wounded man. Until the end, the hermit never answered the questions because the hermit's only purpose was to make the king realize and confirm the answers. According to Dermot (2017), everyone, just like the king, possesses the answer. To put it another way, Tolstoy may be implying that we already have answers in our lives, but we are unaware of them. And, in order to get specific answers, we may need to reach out to other people who can help us. But, aside from teaching readers how to seek answers, Tolstoy left the most important moral for the end. According to Ardhendu De (2016), the current reality is the most important time because it is the only time we have ownership. The person with whom we are currently conversing is the most valuable. The most important thing is to be kind to those who are with us. And one day, we'll realize that the small things we've had before were, in fact, the big things.

Review of Related Literature (Draft) Many studies have already focused on various coping strategies and mechanisms that students may exhibit within their learning environment. Few researchers, however, have taken online classes in relevance with coping mechanisms as new variables in the equation and how the COVID-19 affects them as well. This chapter represents the conceptual literature and studies, both foreign and local, that are relevant to the current study concerns by incorporating these important variables in studying student coping mechanisms in the midst of the pandemic and with the implementation of online classes. Factors of stress and coping mechanisms used by distance education students at the University of Cape Coast's College of Distance Education were described in a study conducted by Kwaah and Essilfie (2017). In the 2014/2015 academic year, 332 diploma and post-diploma final year students were randomly selected from two study centers to complete a self-administered questionnaire. The questionnaire was pre-tested to ensure that it elicited valid responses after being adapted to the study context. The study's findings revealed that \"academic workload,\" \"high frequency of exams,\" \"financial problems,\" and \"family/marriage problems\" were the most common sources of stress among students. To cope with tension, students used a variety of techniques, including praying/meditating, as well as self- distracting habits including watching TV and listening to music. Emotional and instrumental support from relatives, colleagues, and lecturers were also effective stress coping strategies. Moving on, another study conducted by Osagie (2018) looked at stressors, consequences, and coping strategies among secondary school teachers in Nigeria's Esan Central Senatorial District. The research was conducted using a descriptive survey design. The proportionate random sampling technique was used to pick a total of 308 students, representing 50% of the total population of 616 public senior secondary school teachers in Esan Central Senatorial Edo State. The findings revealed that stress is a cankerworm that arises from a variety of sources, including job overload, overcrowding in classes, inadequate working conditions, a lack of social support, and a lack of teaching materials, among others. According to the results, stress reduces the standard of instruction delivered by teachers, decreases their morale, job satisfaction, and efficiency, and increases teacher attrition. Still in the foreign spectrum, Al-Sowygh (2013) assessed academic distress, perceived tension, and coping strategies among Saudi Arabian dental... ...more (only a sample; thus, incomplete)

Functions of Communication (Based on Guided Questions) The communication function describes how people use language for various purposes and how time, location, and situation affect speech. The communication function determines how information should be shared or transmitted. To ensure that appropriate feedback is provided, it is critical to use the correct function in every communication situation. The speakers in the Virtual Reader's Theater used all five functions. Regulation, social interaction, motivation, information, and emotional expression are among these functions. Emotional expression was prevalent throughout the play, and it was used to enhance messages to convey validity and establish confidence. It includes the speakers' facial expressions, such as smiling or scowling, and behaviors such as crying and laughing. On the one hand, through the function of social interaction, the speakers were able to create social relationships and develop ties, affection, exchanges, and connections with other people. Some lines appeared to monitor and control the behavior of other characters, indicating that the function of regulation was used. Meanwhile, motivation and information functions appear to be used equally to express the speakers' desires and disseminate facts. Through an actual and verbal exchange of lines, the speakers intend to create a storyline. Paying awareness to body language and voice tone was the most apparent strategy used. Having said that, there is compelling evidence that nonverbal cues aided in the effective transmission of the video's content and context. While many of the speakers emerged to have excellent timing, tone of voice, and speech, others lacked expression and gesture variety, which must improve.

H. G. Wells’s “The Magic Shop”: The Frames of Mind As a young individual, imagination stimulates the mind to unique ideas and dreams that most children cannot have. On the other hand, when faced with the circumstances of life on a regular basis, it becomes simpler to suppress the imagination as an adult. \"The Magic Shop\" by H. G. Wells takes us on a journey through a tale told from the viewpoint of two characters: Gip, a young boy who is enthralled by the magician's many feats, and his father, who is becoming increasingly uneasy. Wells' story is strongly suggestive of the fact that people were not trying to live their lives; they were merely existing. As a well-known science fiction and fantasy author, Wells did not disappoint in bringing his readers once again to a new world and experience. As cited by Boris (2017), they [stories] foster familiarity and trust, allowing the audience to enter the story where they are, attempting to make them more receptive to learning. “The Magic Shop” by H. G. Wells effectively allows readers to see how adults and children view the world differently which basically makes this story an instrument of gaining knowledge and new perspective. This aspect can be proven by examining how Wells successfully described and defined the characters, setting, and plot in the narrative. Gip's father begins the story by stating that he had indeed seen through the magic shop window many times, but that he still assumed it was elsewhere and not where he had last seen it. This is a touch of a trickster factor that Gip's father is already thinking about before the story begins. The tale is fantastical in nature, but it has a modernist feel to it in terms of form and structure (Fizapathan, 2020). Nearing toward the end, Gip was ecstatic with the shopkeeper's tricks and magic items, while his father was terrified that his son would be in threat. As narrated by the father, “You know it takes your common self away and leaves you tense and deliberate, neither slow nor hasty, neither angry nor afraid. So it was with me.”, (H. G. Wells, 1903). Through his plot, narration, explanation, and actions, Wells managed to reform the story into a very unsettling experience. The author's text will enthrall and worry readers in the same way as the father does about the enigmatic magician and his stuff. It's an engrossing look at the dynamics of our worry about our children, which is often and deeply unfounded. The tale has an effect on the readers' perceptions of magic and how surreal the universe seems when true magic is seen. This short story also contains recurring motifs about man's presence in this world and the responsibilities or constraints he bears with him all his life. More importantly, Wells demonstrates in this... ...more (only a sample; thus, incomplete)

Hedonism: What Makes a Human Life Go Well? Hedonism can be traced all the way back to Epicurus, an ancient Greek philosopher who was about as far from the decadent hedonist as you can get. Epicurus believed that pleasure could be divided into two categories: kinetic and katastematic. The pleasure you get from scratching an itch, eating, drinking, or having sex is referred to as kinetic pleasure. Katastematic pleasure, on the other hand, is the feeling of fulfillment or contentment that comes from not wanting something more or having no more desires that can be fulfilled. Epicurus put a high value on katastematic pleasure. If you spend your time pursuing kinetic pleasures, you'll just become uncertain about whether or not you'll be successful. And because their pleasure disappears with time, you'll end up with a big hole where all your pleasures used to be. Alternatively, once all of your wishes have been fulfilled, you cannot be happier because you have nothing else that you want, no more desires that can be fulfilled. Years forward, Bentham believed that all pleasures were approximately parallel. They only differed in terms of severity and length, which aggravated Victorian writer Thomas Carlyle, who claimed that it was swine philosophy. If pleasure is the only intrinsic good, Carlyle claims that the life of a well-kept pig is as good as, if not better than, that of the average human, and that everyone should choose to be a pig. And keep in mind that we only got this far because we embraced hedonism's central idea: pleasure is the only intrinsic good. This central concept of hedonism was famously challenged by Robert Nozick. The good life, according to Nozick, is about more than just pleasure. As a result, Derek Parfit introduces preference hedonism, in which pleasure just refers to any mental condition that you want to be in, allowing us to broaden it as much as we want. Until today, there are still few other cases which challenge the core idea of hedonism that pleasure is the only intrinsic good. Hedonism remains debatable in the present. Is it really true that pleasure is what makes life worthwhile? Where do you stand? I can apply my knowledge of hedonism by assessing my own life. The arguments presented are truly strong and valid, and it was difficult for me to decide where I should stand. Nonetheless, since I am already aware of numerous perspectives on hedonism, it is entirely up to me whether I will choose to live my life based on pleasure only or whether I will choose to consider other things or factors as well. It's too early to tell, but the ideas that hedonism provides will undoubtedly influence my future decisions. After watching the video about hedonism, it made me think of what ... ...more (only a sample; thus, incomplete)

Research Introduction (Topic: Coping Mechanisms) Face-to-face classes allow teachers to monitor the students’ actions within the classroom during the entire learning duration. But with the outright shift of the learning method, there had also been changes in the capacity and ability of the teachers to keep track of the students’ academic experiences. The use of both synchronous and asynchronous learning during online classes establishes difficulty for educational institutions to assess the struggles faced by the students. Because of this, student behaviors can result in various and more complex difficulties in the learning experience of the learners. Thus, they are subjected to formulating their own coping strategies and mechanisms. However, not everyone can keep up to the progress that transcends day by day. School education is a crucial part of a person's life as well as a turning point in their academic career. At this point, a student's academic success is critical in determining the next step of their education, which shapes their future. An excessive amount of academic stress at this point can have far-reaching and long-term consequences. Students face a variety of academic issues in today's highly competitive world, including exam stress, disinterest in attending classes, and inability to understand a topic, all of which are exacerbated by the current COVID-19 pandemic. Academic stress is described as mental distress related to upcoming academic challenges or failure, or even the fear of academic failure. Academic stressors can be found in many places in a student's life, including school, home, peer relationships, and even their neighborhood. Excessive academic stress can lead to an increase in the incidence of psychological and physical issues such as depression, anxiety, nervousness, and stress-related disorders, which can negatively impact their academic performance. Anxiety disorders affect about 8% of teenagers and children around the world. Anxiety and depression have a significant negative impact on their ability to succeed socially, emotionally, and academically. Various studies have shown that this stage of schooling is associated with a high level of psychological symptoms (Blanco et al., 2008; Kim et al., 2015), with stress being one of the psychosocial issues that has become prevalent (Deasy et al., 2014; American College Health Association, 2018; Gustems-Carnicer et al., 2019). Stress, according to Lazarus and Folkman (1984), is an interpersonal process between an individual and their environment, in which coping determines the impact of stressful events on physical and psychological well-being. Coping can come to be characterized by cognitive and behavioral efforts made in response to external or internal demands that the person perceives as threats to their ... ...more (only a sample; thus, incomplete)

Phases of the Moon (Poem) Sylphlike argent, to domical lucent orb, With leaden steps, waning back again to void, Run-of-the-mill cycle like all in Gaia, Illusive vignette by the grandeur, Luna. With no refulgence from the Sol Invictus, Myriad holy grails whirl to conspectus, It is emblematic of serenity, Antecedent of a soul’s fruiting body. With Luna’s all-out lucency forthcoming, Wells up metamorphosis and burgeoning, Conjuncture to set in potent catalyst, And be an unwavering romanticist. With full refulgence from the Sol Invictus, Apex of finesse waxes conspicuous, A holy grail’s swan song and its gable stone, Perusal and read-through of expedition. With Luna’s Cimmerian shade recrudescing, A patch of meditation—unburdening, Hyacinth coming into bud and blossom, Whilom of the Phoenix on the horizon. Illusive vignette by the grandeur, Luna, Run-of-the-mill cycle like all in Gaia, With leaden steps, waning back again to void, Sylphlike argent, to domical lucent orb.

The Great Unknown (Free Verse) To the great unknown that I have never been, will I see the stars and the light that comes from nothing? To the infinite world of the unseen, can I ever love with my whole being? The path of insurmountable obstacles, causes me to question my existence. As I reminisce about my life in this empty space, it has evoked my mind from the memories of pitiful choices. Living in ageless hours of sad experiences is like a mind full of strange voices. And, in the time of dead stars, I am haunted by my guilty conscience. These are the thoughts that keep on lingering in my mind, “When will this pain ever fade?” The fragments of my life start to fall in place. I can see the way through the moonlit night. In the process of self-exploration, I have learned to love myself anew In this route, I have to grasp new lessons in every suffering. As I truly understand my purpose in overcoming new obstacles, it has rekindled my heart to become the better version of yesterday. Now I can see the light. And, in a time full of bright stars, I am haunted by my curiosity. These are the thoughts that keep repeating endlessly in my head. “Can I ever dwell again in an unfamiliar trouble?”



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