An Analysis Of Medea And Antigone Essay - 1419 Words

The Vileness of Revenge Death is a certainty for any living human being unless a person believes in preserving their brain cryogenically, but despite what you believe, death is going to come either tragically, horribly or peacefully. Now, imagine death coming at the hand of the one who held you close when you were born and shed uncontrollable tears, the one who promised never to let you go come what may, the one who swore to give their life for you if need be, or the one who feels every emotion that you go through even without being told. In Euripides Medea, the main character is a serial villain who commits a lot of atrocious acts to exert revenge on her ex-husband due to his humiliation and oppression of her. The villain in a play is described as â€Å"The chief evil character in a drama or story. Usually, the villain is the antagonist to the hero but sometimes is the protagonist or chief character† (Quinn, 2016). Medea, the main character of the drama Medea, is not your ty pical protagonist or hero. She is, in fact, the villain of the drama. Harry Keyishian’s â€Å"Shapes of Revenge† explains how vindictive trends can emerge in a character constitutionally devoted to affirmative goals (81). Medea’s vindictive trends emerge due to her desire for revenge on her husband for his humiliation and oppression of her. She was the children’s mother and one would think her maternal instincts would kick in and stop her on the part of the destruction. Due to the anger she felt over beingShow MoreRelatedThe Tragic Women Of Tragedy985 Words   |  4 Pagesfrequently characterize women as unstable and dangerous. Agave, Antigone, and Medea are all undoubtedly the driving force behind the tragic action in these plays. It is their choices that lead to the pain and death of the people around them. Through an examination of the evidence from three separate works, Antigone, The Bacchae, and The Medea, the role of women in ancient Greek tragedy becomes clear. The actions of Agave, Antigone, and Medea repeatedly prove their characters instability and danger. AgaveRead More Comedic Violence in The Medea, The Oresteia, and Antigone Essay2353 Words   |  10 PagesComedic Violence in The Medea, The Oresteia, and Antigone      Ã‚  Ã‚   Almost no Greek tragedy escapes the use of violence. The Medea, The Oresteia, Antigone, and other classic works of Grecian tragoidia all involve huge components of violence in many prominent places, and for all of these stories, violent action is an integral part of the play. Medea, especially, is a character worthy of note in this regard; her tumultuous life can be plotted accurately along a path of aggression and passionate fitsRead MoreHumanities Test4641 Words   |  19 PagesShakespeares Falstaff questions the value of: honor 1.   ( T or F ) Aristotle considered plot more important than character or thought. True 2.   ( T or F ) Aristotle was both a theater critic and a philosopher. True 3.   Aristotles famous analysis of tragedy is found in a work called: The Poetics 4.   Aristotles work on comedy is how long? 5 acts long 5. What did the Commedia dellearte specialize in? 6.   What is satire? a literary genre or form, although in practice it is also foundRead MoreAnalysis Of Snow s Midsummer By Guan Hanqing1629 Words   |  7 PagesMichel de Polignac ANALYSIS PAPER 1: Retributive justice is a very common element found not only in literature but in almost all text that tries to evoke moral values. A nemetic ending is often used to provide the reader or spectator the satisfaction of seeing the hero be rewarded for his or her virtuous actions. Alternatively, the evil or malicious characters are usually punished thanks to the hero s actions and thus brings a somewhat â€Å"happy ending† to the conflict. Many authors and playwrights

Newtown Sports Center Marketing Plan - 3132 Words

Introduction Background Information Newtown Sports Centre is a community Leisure facility located within the grounds of Newtown High School. You have been tasked with developing a strategic marketing plan for the centre for the next 3 years. The centre broadly comprises of the following facilities: - 6 badminton court sports hall Activity/party room Refreshment area (vending machines only) Health Suite Large fitness suite 2 floodlit outdoor multi-sports games courts The centre currently operates a varied programme of activities . In general, these include casual hire of facilities (badminton, netball, 5-a-side etc), instructed classes (aerobics, other fitness classes), fitness training, childrens parties, club hire, junior†¦show more content†¦Other public - including directly managed school provision, neighbouring local authority facilities and private contractors of local authority venues. Specifically for Newtown, four main competitors have been identified that are seen as having the greatest effect on income and usage. The competitors and the analysis of their market position tells us the following: - The Swimerama - Council owned with management contracted out to private operator. Fitness gym, but less well equipped than Newtown. Main draw to centre likely to be for swimming pool. Major investment required to centre as a whole. Fountain Health Club - Privately owned and managed. Part of a chain of clubs. Core activity is Fitness, with large range of equipment and classes. Exclusivity of a private club. No sports hall, more expensive. Also has draw of a swimming pool. Premier Soccer Centre - As name suggests, heavily geared towards football. Specialist facility in a niche market. Modern complex, also offers childrens parties. Little attraction for non-footballers. Bayhurst School Sports Hall - Managed directly by the neighbouring District Council, offers a range of instructed classes/ sports and court hire. No fitness gym. Strategic Necessities Strategic Necessities are the basic requirements that all providers will need fulfil to stay in business. These elements are therefore critical to the success of the centre and can be summarised as follows: - A safe environment Good standard ofShow MoreRelatedMock Business Plan - Crossfit5933 Words   |  24 Pages Chris Chapple Business Plan MG 530 4/30/2012 Table of Contents: 1. Executive Summary a. Mission Statement b. Company Information c. Service d. Financial Information e. Future Plans 2. Description of the Business f. Nature of the Business g. Target Market h. How Product/Services Meet Needs 3. Competitive Analysis i. CrossFit Gyms j. Other Gyms 4. Industry Description and Outlook 5. Marketing Plan k. Market PenetrationRead MoreProject Mgmt296381 Words   |  1186 Pages2.1 Time performance 7.2.3.1 Cost baseline development 7.3.2.1 Earned value system (F.4) 7.3.2.4 E.V., performance status report 7.3.2.2 E.V., forecasts 7.3.2.3 EV., to complete index (EAC) 7.3.2.5 Schedule and cost variance Developing a Project Plan 4.2.2 Planning tools 6.2 Sequence activities [1.2] 6.5.1 Bar and milestone charts 6.5.2 Critical path method (.2) 6.5.2.6 Lead and lag activities [6.2.3] F.3 Project duration Chapter 14 Project closure Closure report 4.5.1.4 OrganizationRead MoreCommunication Management Challenges in Construction Project Execution63139 Words   |  253 Pagestools for efficient implementation of construction projects. However, it is through the understanding of the entire process of project management that these specialists can respond more effectively to the owner s desires for their services, in marketing their specialties, and in improving the productivity and quality of their work. The introduction of innovative and more effective project management for construction is not an academic exercise. As reported by the Construction Industry Cost Effectiveness

10 Years Old Children Prefer to Watch Cartoons Rather Than Other Tv Shows Essay Example For Students

10 Years Old Children Prefer to Watch Cartoons Rather Than Other Tv Shows Essay 10 years old children prefer to watch cartoons rather than other TV shows Marcela Reyes Quintana Claudia Arteaga Gomez Jessica Morales Martinez Danaee Jimenez Guevara Sebastian Ortega Uribe Sebastian Diaz Carvalledo Universidad del Valle de Mexico Professor: Sergio Bautista 31 / 05 / 2010 Prologue: Since the last decades, mass media has taken a big role on any society that exists nowadays. It is of great importance because of many reasons. One of them being because thanks to them information can be spread throughout the world in a matter of seconds. In a way this type of media unites the world more than anything, especially when we talk about the TV. For sure in most houses of every country, there is a TV present. And as in most families, there are also children present. Now, what happens if you unite both, TV and children? Well what you get is an excellent way of distracting a kid. For some reason (or reasons) kids are always really curious about TV, you will always see a child watching it maybe even for hours. What interests us the most is to know the reasons why this little kids love to watch TV, but not any type of program, but particularly cartoons. For sure cartoons are really entertaining; many people (even adults) still enjoy watching a cartoon every now and then. By watching this type of shows that aren? t really complex to understand, full of colors, movements, and many other stimulus for the senses, it helps kids to relax, feel comfortable and even laugh. Thing which they can? t do when watching for example a novel, because they are more full of drama and real-cases type of stories which they are just too young to understand and since they are in contact with reality when they aren? t watching TV, what they less want to see on TV is what they see in their everyday lives. Index: Introduction 4 Body 6 Interviews with specialists - 13 Interviews with children 18 Interview with UVM population 21 Conclusion 24 Notes - 25 Bibliography - 26 Introduction: Small children prefer to watch cartoons instead of tv series, news or even movies because they find them more interesting in many aspects. First of all because they aren? as long as movies that have an approximate duration of about an hour and a half, while cartoons just last half an hour more less. Second because cartoons don? t have a really elaborated plot ; they are simple and easy to follow for kids, while combining the idea that cartoons have a lot of stimulus such as vibrant colors and different forms that keep those young minds really entertained. Children of around 10 years old start taking conscience about their age and that they are not longer little kids, but its real own mind its still of a kid. Like they still have a mind of a kid they are still more interested on cartoons because they find it mo re attractive to watch and understand. Also as they have more comprehension they can start analyzing the real meaning of the cartoons and all the values that it may transmit without taking it very serious or complicated as a movie. Some kids can start creating their own identity and since they don? t want it to be like the ones of grown-ups, they feel really attracted too cartoons because they are so unreal that they try to copy the attitudes seen in them. There are many reasons why this essay is important: First of all because it will help you understand a child? s mind, a thing that we humans have studied since long time ago, due to the fact that it will help us determine how the personality forms, develops and changes until it ends on how it is when we are adults . In this aspect, it? s important to mention that the development of a child? brain depending on what type of messages and stimulus he receives when he is small will strongly determine the way of thinking of that person when he grows up, so if we understand a little more about kids, it will be easier to comprehend the adult mind. Focusing also on the idea that stimulus for children are pretty important, specially in that stage that goes from the 8-10 years old, because it? s the time when they feel attracted to colorful themes, things that move, sounds, and many other things they can perceive with their senses. Second, still talking about senses, mass media plays a really important role in them, being the first one (specially talking about TV) to influence persons, particularly those in-development such as kids. This influence can be either good or bad depending on what they see, but that will affect their way of thinking nonetheless. As a third reason, and now referring to mass media economic business, it will help us realize and understand a little bit more why cartoons media and companies are so strong, and what type of stimulus they need to put and create in a cartoon in order to keep the attention of a children, in comparison to other type of shows, that even when they are really strong on TV, they don? t have a really major public in small children due to the long duration of them, and that maybe they don? t have the correct type of stimulus that will help them get that attention from kids, a thing that changes later when they grow a little bit older and enter in the adolescence, when now they have a more stable memory that allows them to get a like for movies, mentioning again that due to the development of the mind of a small child, that can? t happen. The method used in this investigation is inductive because we based our investigation from particular information to general one that we found in our sources. In particular the majority of the children interviewed like Spongebob Squarepants because it has a lot of bright colors, sounds music different kind of characters that talk in a language that kids understand and a very catchy theme song taking all that like particular data we realize that all cartoons have this characteristics and that those characteristics were the principal factors that influenced the decisions ions that kids made. Proving that from the particular that in this case were sounds, colors, characters, language etc†¦ kids prefer that all cartoons have at least 3 of them. Seeing that our particular subject to study are cartoons we notice that from all the different kind of programs and all the options that they have available to choose like series to name a few (two and a half man, cougar town, bones, friends, doctor house, the big bang theory) children prefer cartoons not only by their content but by the stimulation the have when they watch them, also they find themselves identified with less complex situations that ones that are presented in adult series that have a difficult language and wider themes to treat about themes that do not concern to children because of their age or protection of their innocence and childhood. Body: Issue: Why do children prefer movies or cartoons? In the childhood children are really influenced by media, one of the facts that make children prefer cartoons is that they are exposed most of the time in their homes to television in which cartoons are the ones that occupy more television time, children spend most of their day after school watching television Thanks to the great expansion of technology, most houses, if not all of them have at least one TV. The second factor is that children enjoy more diversity in the cartoons because they can reach this entertainment of the hand with a simple click of the remote control, while the movies are more difficult to obtain: for example play them in the DVD or have to go to cinema. Movies make a big stimulus to the imagination of children BECAUSE are transmitted in what we call big screen and they do have a better surround sound to make them enjoy a better experience another example are the movies in 3D companies are increasingly looking for ways to make young audience have an interest for their films and give them a different experience than they could be at home watching television. But even though children prefer television because they can see different cartoons only by changing channels without having to settle for a choice, and now with the sale of surround systems that are installed at home, they are able to feel, comfortable in the security of their homes without having to bother to go out and buy the movie or go to the cinema to see it. Cartoons have greater expansion in the world including some cartoons that may become a fashion among children even more than the movies as I mentioned earlier because they are more exposed to these. The television is part of the childs daily life and how that use is not necessarily used by their own television content, but for individual use and understanding of content. According to the book of Manuel Cebiran de la Serna, â€Å"The interpretation of television messages† for children it is necessary to differentiate between perceiving and imagining. In the case of certain ages, separating perception and imagination is almost impossible. At these stages the dreams and fantasy lives are difficult to perceive the real world, for this reason and depending on their evolutionary status; childhood has certain limitations for constructing reality. Some of these limitations will be affective and emotional aspects, so it is possible that these limitations can be saved by the strong emotional appeal of the image. The current child develops in a world saturated by images, which are present in their education, their distractions and most of its activities. The image has a value and an undeniable force. Although it is a truism that a picture is worth a thousand words, it is clear that iconic signs have a wealth of more than verbal communication and, therefore, can have great power in transmitting the knowledge and behavior patterns. According to the Secondy Vacum-Oil in relation to learning and image, we learn: -About 20% of what we hear -About 30% of what we see -About 50% of what we see and hear (the importance of audiovisual media) -About 90% of what they debate and make (the importance of iconic messages produced by a group of children). This is much more evident in the child, psychological characteristics and thinking perfectly identifies those submitted by the images, such as immediacy, precision and great symbolic and emotional value. Stock image It is suggestive and attractive, the image is a powerful tool to facilitate understanding of concepts, replacing this reality when we need and also simplified, complete and clear. In short, the image: -Get and attracts the attention. -It provides a concrete basis for concept formation. -It reinforces learning. -Expand and improve vocabulary. -Assist the temporal organization. -Expands knowledge of reality. -Develops perceptual abilities. -Its motivating for a strong emotional charge. Still in the field of perception there are elements of television language posed some difficulties in understanding for children, because they prefer cartoons that are easily understood, that gives them a bigger stimulus, so they can relate better with the program, so they like it more, than films that have a more complex issue. The author Tora Tortosa , demonstrated the close relationship between the individual cognitive development and understanding of film messages. In particular, proved how cinematic techniques of field and field against a film were not being well understood by those who had not even space centration. His thesis is summed up in: lt;The Understanding of an area-coded cinematic technique of the field and against campo, and reconstruction real, staged in a space follows a law similar to the genetics of the successive stages of development intellectual (E. Tora Tortosa, 1973) . P. 57). Consequently, those who do not have this spatial descentration not understand very clearly the positions of objects in a television space, because the shots are views from the childs perspective. In the same book, The interpretation of television messages for children by Manuel Cebiran de la Serna, it talks about how the children include everything that attracts them and watch on TV. As one would expect, small not like adults interpret messages from the TV, as shown by F. Sublet (1983) in a semiotic analysis of a sequence of Ulysses 31, any reading is conducted in a telefilm carries a complete communication and hard work, in dependently of the viewer. Even more so the smaller ones are in a different position compared to adults, in the readings of these television messages, however many televised code (mimetic, iconic, musical, etc. ). Are learned early, even before the speech, Above all, it is common for younger children, when they encounter problems of understanding, the message become insignificant audiovisual display and attention concentrated and directed towards more partial, playful, identifiable, and so on. Sometimes even that add to the message part of their personal harvest, unable to merge the different sequences in a meaningful whole or any scene for not understanding the various reasons that may occur. Television as a broker and mediator Television as an agent makes an important part of overall experience available to the child. You will see places that will not, contests in which no participate, experiences that expand the scope of his knowledge and that probably would not otherwise. But not only provides new experiences, but, as a mediator, organizes perception of reality in which we live. The real space and time are replaced by the presentation of them makes the small screen. It also modifies the perception psychic time (for example, suddenly, twenty years later. The ellipses, the flash back (Back to the past) take us to different temporal dimensions of the real. On the other hand, television provides models continually being to assess Indeed, replacing the personal value judgme nts. That is, it transmits normative standards that are accepted unconsciously. The child tends to imitate what they see, giving the TV a reality that does not possess. However, the potential impact will depend on the use or interpretation is made of medium. Specifically, the number of hours in front of the screen (since the excess will replace or eliminate other desirable activities such as gambling), the type of programs to look and what they look like and the individual characteristics of each child. Anthem: The Process of Liberation Anthems EssayDora Martinez Ortigoza| Alejandrina Navarro| Of course they are influenced, all the merchandising that are surrounding them, promoting TV shows, flooding the mind of the kid with messages that say you have to buy this, you need to dress like that, if you watch this series you will be happier and as we are living of course in a merchandising environment, there is always media of propaganda trying to influence every kind of target subject available, trying to fortify the consumistic way of living. | Nowadays, by both, since they are submerged in the culture of mass media through the television, the videos, the games by computers and the Internet. which one has become partly of the daily life of the majority of them. | 10. Do kids prefer visual stimulus rather than other types of them? Dora Martinez Ortigoza| Alejandrina Navarro| It is not that they necessarily prefer them, but are the most attractive for kids. As some studies say, the sight is the sense that the people value the most, so let me use an analogy to refer to this idea; the ideal women (as it is supposed to be) is defined not by the way she smells, or talks but she is based in the way she looks, that? s why recently more an more women try to look like the women that appear in magazines, or in TV shows, or movies. That? why a kid can be more influenced by visual stimulus, as the colors are so attractive and the design of the characters are the way the development of a kid’s brain would imagine. | Yes, since the visual stimuli help them to not need precisely the communication (verbal or gestures), only depending on the fixation of the glance for the presented/displayed image. | 11. What do you think is the principal factor that makes children prefer TV/movies instead of anything else? Dora Martinez Ortigoza| Alejandrina Navarro| In first place, the stimulus and basically the shows are so well designed to be attention catching, they can get the k ids just by 5 minutes of them watching the show, also, the new generations are becoming more technological and are leaving the outdoor games and socialization apart also that in hildren of the age that oscillates between 9 and 12 year, it has been more common in the society that the parents only mind on their own businesses and they do not share time with their offspring, so it is logical that the kids will try to find refugee, in some way of saying it so, in the television in order to try to feel a void. | The Television presents/displays audio-visual stimuli, which are more effective than both of them but presented in a separated way. The children watch the TV to satisfy their needs with distraction, to reduce the tensions and like means to obtain data In many cases he constitutes the unique company of the boy and sometimes one becomes a species of nursemaid. Seeing TV is a habit that is reinforced daily through gestures, smiles and verbal approvals of the adults. | 12. Do kids u nderstand the concepts they watch on TV? Dora Martinez Ortigoza| Alejandrina Navarro| Not always, there are cartoon or shows created to an specific rank of ages in the spectators, but there are also different kinds of shows, for instance the ones that are mostly educational are showing the exact concept that they are trying to inculcate in the kids, some other classes of the shows are the ones that can be consider as common that only show what happens in a kids every day life or in the life that a kid could describe as dreamed, or interesting,; this kinds of shows are based mostly in entertaining such young persons, but also have a moralistic background that help to develop a kids interaction with the society. And finally there are extremely â€Å"dumb†, if we can call them that way, shows that are completely nonsense and do not possess any kind of moral, or concept and are designed exclusively to make the kids laugh and forget about real life, which isn? t necessarily the best thing a kid could do, but nonetheless the most easy solution in order to entertain a small child. | I would say that not at all, rather are based on the imitation. Often they do not know how to differentiate between the fantasy presented/displayed in the television and the reality. They are under the influence of thousands of commercial announcements that they see each year, many of which they are of alcoholic beverages, fast foods and toys. One of the recommendations that it would give would be: 1. To watch the programs with the children. 2. To choose appropriate programs for the level of development of the boy. 2. 3. To avoid the programs that do not seem to them appropriate for the age of their son. 4. To teach to them to choose the programs with discernment. 5. To prohibit the violent programs. 5. To speak on the programming that sees, explaining the differences to them between the reality and the fiction| For the results of the interview with the specialists, it was really helpful because it gave us, as we previously mentioned, the bases we were searching for about children psychology. For instance, it is true that children are extremely susceptible to whatever they watch on the TV, and that this interaction affects them in a certain way for the formation of their personality and character. Because of that susceptibility, they are also more captivated by the different stimulus they find on the cartoons and which cannot be found in such great amounts in other shows. Interview with Children Kid 1| Kid 2| Kid 3| Kid 4| Kid 5| 1. Do you usually watch TV after you come from school to your house? (Yes/No)| Yes | Yes | yes| Yes| Yes| 2. Which type of TV programs do you prefer, series or cartoons? cartoons| cartoons| cartoons| cartoons| cartoons| 3. Why do you like them? You find them colorful, funny or interesting? | Funny iLike them| Colorfull love them! | Funny and too colorful| They are f unny I laugh a lot | colorful| 4. From all of them which is your favorite one? | SpongebobSquarepants| Fairy odd parents | Foster? s Mansion for Imaginary Friends| pokemon| Sponge bob| 5. Do you like to watch movies? (Yes/No)| yes| No | Yes | No | yes| 6. Why/Why not? You find them boring or really long? | . I like them when they are with cartoons, because there appear characters that I already know. | Because they are really long, and also boring, I prefer something that I can enjoy. I like them because they have bigger images and they last very long but I like that because I can enjoy them more time. | They are so long I don? t like them I prefer short episodes. | Because they are also very funny | 7. What interests you the most about cartoons, the characters, plot or background? | The characters and funny stuff they do| The characters thay are very funny | The characters like Spongebob, I like how he laughs! | The characters, they make very funny jokes. | Plots and adventures| 8. What type of shows do you consider boring: news, novels or both? | both| Both | Both | Both | Both | Kid 6 | | Kid 7| Kid 8| Kid 9 | Kid 10 | 1. Do you usually watch TV after you come from school to your house? (Yes/No)| Yes| Yes| Yes| Yes| yes| Yes | 2. Which type of TV programs do you prefer, series or cartoons? | cartoons| cartoons| both| cartoons| Both | Both | 3. Why do you like them? You find them colorful, funny or interesting? | Interesting and funny| Really funny | Because in both the characters make funny and stupid things| The colors and how everything moves and all. | 3. Because they are funny and it? s what I find on TV. | Because they are sooo funny! | 4. From all of them which is your favorite one? | Danny phantom| Power puff girls | Big Bang Theory and Ben 10| Sponge bob | Phineas ferb | Kimposible! | 5. Do you like to watch movies? (Yes/No)| No | yes| No | Sometims when they don? t show adults. | Not really | no| 6. Why/Why not? You find them boring or really long? | They take too long and I don? t understand them. | Because I like the action and story, specially if it is romantic| Yeah, I prefer to watch many short episodes than a whooole movie. | Because I don? t understand what? s happening and I get sleepy. | It seems like a really long time before they end, like in Titanic| | | | | | | | They last too much| 7. What interests you the most about cartoons, the characters, plot or background? | Well, I like that the backgrounds are colorful. The characters have cute costumes| The plot | The characters and how they make funny things| The plot and characters| The characters are very funny and colorful| 8. What type of shows do you consider boring: news, novels or both? | News more than novels. | News, novels aren? t that much. | Both | Both | Just news, novels sometimes. | News. They are sad | Interview with UVM population Number of surveyed persons: 19 in the age range of 15-17 and 1 in the age range older than 30 1. Favorite Program A) The Simpsons| 6| B) Hasta que el dinero nos separe| 0| C) Big Bang Theory| 13| D) Family Guy| 1| 2. Favorite Channel MTV| 13| Discovery Channel| 4| Channel 5| 3| Channel 2| 0| Channel 11| 0| 3. Hour of the day to see TV 3-6 p. m. | 1| 6-9 p. m. | 8| 9 p. and Further| 11| 4. Choose between How to train your dragon| 7| Iron Man 2| 11| La profecia de los justos| 2| 5. -Do you have brothers, of which age? 5-10 years old| 3| 10-15 years old| 5| 15 and further| 9| Dont have| 3| 6. -Which programs do they see? Cartoons| 3| MTV shows| 3| Series| 9| Movies| 5| 7. Do you like the shows they see? Barely| 11| Much| 8| Not at all| 1| 8. How much time do you see TV? -2 hours| 9| 2-4 hours| 9| 4 hours or more| 2| 9. -At what age did you stopped seeing cartoons? 10-12 years old| 8| 12-15 years old| 2| Sill watch them| 10| 10. -What do you think about new cartoons? Indiferent| 8| They improved| 1| The got worse| 11| Surveys showed us that our hypothesis was correct; that children prefer to watch cartoons and that 100% of children like cartoons more than anything else, this helped us substantially to base our research and we can say with 100% reliability that we are right. But surprisingly the survey also released results on something that was not expected, since it showed that not only kids like cartoons but also the teenagers and adults enjoy this type of program. As an important stimuli to capture the attention of children, we found out that the colors are a major one, followed by the characters and the plot of the cartoon watched, we also realized that one of the favorite cartoons for adults and children is Spongebob Squarepants, which tells us that the age difference has nothing to do with whether persons enjoy watching cartoons or not. Conclusion: In conclusion, and based on many works and interviews, we could confirm that our hypothesis was correct. Children prefer to watch cartoons instead of other TV programs because they are extremely full of stimulus for their senses, mentioning some like: the vibrant colors, movements, sounds, etc. And what makes them more receptive to this stimulus is the developmental stage they are facing, in which they want to learn from the world and anything they see helps as a base know about the world and form their personality. Though that doesn? t mean that other shows such as the news and novels don? t have stimulus, but that they aren? t as strongly present as in cartoons and deal with more complex topics from the real-life that kids find boring. Nevertheless, it was surprising to find out that not just children feel attracted to cartoons, but in general the population of any age enjoys watching them, probably for the same reason why children do; the high number of stimulus found in cartoons, and overall, in the mass media. Notes: Plot is -the story that is told in a novel or play or movie etc. ; the characters were well drawn but the plot was banal/it devises the sequence of events in (a literary work or a play, movie, or ballet); the writer is plotting a new novel internet article found on the following link: (http://www. wikilearning. com/monografia/cambios_biologicos_de_personalidad-los_periodos_de_la_vida_y_los_cambios_de_personalidad/1278-5) Liebert, R. M. y otros. â€Å"La television y los ninos† Barcelona, Fontanela, pp. 85 parrafo 2 E. Tora Tortosa, 1973) . P. 57 parrafo 1 5] from the: (Greek zoo animal and morph form) Anything that is or resembles the shape of an animal. Spelling of the Word: The script psychology is valid, although the recommended way is psychology. is not a spelling problem, but in essence, as Psycho, of psyche means soul ( mind, consciousness ), and therefore is named psychology as the science of these interrelated phenomena, making it the science of human behavior not only, but the workings of the mind and its development. Bibliography: Main Briceno Monzon, Claudio Alberto. La prensa y la caricatura como fuente de informacion en el proceso educativoRevista de Teoria y Didactica de las Ciencias Sociales 2005, (enero-diciembre) Disponible en:

Review of the article Book Real World Order

This is a review of the ‘Book Real World Order’, an article composed by Singer and Aoron Wildavsky and first published on November 1993.Advertising We will write a custom report sample on Review of the article ‘Book Real World Order’ specifically for you for only $16.05 $11/page Learn More It points out the issues that regard to international relations addressing the need to shift from the old ways of dealing with issues relating to international affairs whereby countries around the globe especially the most powerful ones should put together their efforts in order to enhance peace and democracy as well as ensuring developments as opposed to war. The authors maintain that the post-cold war times will see different approaches adapted to achieving peace and democracy on one hand. However, it also puts forth issues dealing with problems of conflicts and issues pertaining development. The key ideas postulated by the authors of this b ook are that the real world today is driven by or separated into to categories or zones. One of these zones features countries characterized by peace and democracy while the other contains those characterized with turmoil and development. The countries in the peace zone like Western Europe, US and Canada will have to witness total peace and enjoy freedom of peace and war whereby issues dealing with ethnicity will be forgotten. On the other hand, countries like China and Somali will mature and develop their political standings hence leading to development of democracy. There is need to help these nations towards good governance In analyzing the article, the authors explain how international relations need to be carried out putting in mind the rapid changes globally. To some extent, I disagree with the thinking of the authors that, these countries like Somali will soon come to be independent embracing democracy. This assumption does not hold water since it is not automatic building on the ever chaos the country experiences since time immemorial. Written by Yahya Sadowski ‘The Myth of Global Chaos’ article was published in the year 1998. The main idea about this article is about the Chaos Theory, as postulated by American well-known political scientists. The theory gives a variety of dimensions about the causes of conflicts.Advertising Looking for report on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More The article majors on bringing people to the end of the Cold World War whereby America assumed the role of a superpower after the disintegration of the Soviet Union. America was then in control of the global nationals issues involving security for instance in bringing sanity in the countries like Somalia and Bosnia. Conflicts that resulted from ethnicity were less chaotic as opposed to other types of conflicts. Furthermore, the authors argue that chaos in most cases is not a strategic threat, a case where most people will never come to terms. Break of cultural wars are attributed to lack of political stability and structural propensity in the various countries. Further more the author is concerned about the global complexity, which needs careful planning from the policy makers for them to engage in better planning to be abed to deal with various issues amicably. These arguments propounded by the authors holds some truth and this fact about conflicts is to some extend true. After assuming the role of super power, the US was supposed to engage in good policymaking strategies in order to face the problems, which the countries around the globe faced. For instance, the author has tried to explain the Chaos Theory in line with the cultural conflicts with an idea of how to solve them standing out clearly. I do therefore support the opinion of the author that even if it has achieved its mission in bringing peace to countries like Bosnia and Kuwait, there is much more sti ll needed to ensure the achievement of security and good governance. ‘Kant or Cant’, the myth of the democratic peace is the title of the article authored by Christopher Layne, and published in 1995. The main idea of the article is the theory of democratic peace, which stipulates that in international sense, democratic countries behave in a manner that is in opposition to those countries that are not democratic. There are two perspectives when it comes to the democratic sense whereby most countries, which do not engage in war, do so because of the already established structure and institutions that deter occurrence of conflict. In addition, because of the culture of democracy, norms and shared commitments, instances of conflict are avoided. The key ideas postulated by the author is that there are various dimensions which have been taken or adapted by various political scientists relating to democracy and the behavior of countries towards each other.Advertising We w ill write a custom report sample on Review of the article ‘Book Real World Order’ specifically for you for only $16.05 $11/page Learn More In democratic peace theory, an instance of war between democracies is constrained because of the fact that the government will be authoritative to its citizens. Furthermore, it is illegitimate under the law for such democracies to enter into war. Democratic norms and perceptions also play a role in ensuring that there is no war outbreak. On the other hand, the realism theory is opposed to the democratic theory whereby it postulates that it is difficult for one national to establish a political structure in all the states since each state has its own system of governance and political structures. Therefore, it is much difficult to ensure that every state adheres to the rules practiced or observed by another state. For instance, these two theories vary in that the democratic theory says that changes in a state are able to transform the nature of the international politics while realism is opposed to it by stating that the structure of the international politics will remain the same even if there are internal changes of a state. In the four cases presented, for instance the France war of 1923 used military since it believed that it had strategic interests. The war ended through withdrawal. In addition, though democratic reasons played a part, realism theory held a more vital position in the end of these conflicts. As these theories advance, it is advisable for policy makers to have a wide scope of thinking and reasoning rather than basing their reasons of any outbreak of conflicts on the democratic theory. Different states have their own structures and it may not be possible to base on the assumptions that democratic countries do not engage in conflict or war. The real situation on the ground is that international politics should put in mind the nitty-gritty issues and aspects of different states so us to be able to provide good governance. Therefore, I am in agreement with the fact that in most instances realism theory has been the core cause of conflicts because of the different structures and interests among different countries. Another article is ‘In Search of Democratic Peace; Problems and Promise’, which forms part of Steve Chan’s works, published in 1997. The main idea of the article is whether democracy exists in various states and on the global or foreign relations bases or stage.Advertising Looking for report on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More The main idea advanced by this author is about how peace can be forged out in various democracies or states and how the international politics influence peace. For instance, the author is of the view that democracies rarely engage in any form of war or conflicts. Various political specialists who attribute this to similar norms ideologies have supported this. The author has also tried to bring in his discussion the issue or realism, claiming that it is important for it to be considered especially in forging peace and security when it comes to international affairs. The author has also noted that democracy is in some occasions could hinder good governance for instance pubic influence on certain issues or abstract international agreements. This is illustrated with the example of Ukraine’s in its efforts of no proliferation efforts of its nuclear weapons. Furthermore, nations involved in trade ties may not engage in war as opposed to those with no ties. Therefore, in conclusion, I concur with the point of view of authors on the issue of democracy. He acknowledges the various factors that enhance peace and democracy some of which are structural resemblance, public influence, and trade ties among others. This report on Review of the article ‘Book Real World Order’ was written and submitted by user Cristina Wells to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Gender Acceptance Of Couples And Singles

If I turn on my television, or open up a magazine, or see a billboard on the highway, it becomes apparent to me that the â€Å"American Dream† is still alive and well in our country. With consumers buying fifty thousand dollar Hummers, trendy clothing taking cities by storm, and contestants winning hundreds of thousands of dollars on â€Å"reality† T.V. shows it’s more than apparent that our society is deeply in love with our â€Å"wants†. Everyone has them, but it seems as though in American today those wants are never ending. To have the perfect job, the perfect car (or more aptly these days truck/SUV), the perfect house is to have almost everything. I say almost with the deepest conviction as it is only almost that you have completed that â€Å"American Dream† that everyone longs for because you have yet to find the perfect mate. But do you really want that? Maybe you don’t. It seems as though there is an increasing contradiction in American society that almost pleads with people to create this faà §ade of an American dream with both the perfect mate, spouse, or lover and the need to be your own individual. But can you have both? Is it possible to be with someone and yet still be your own person? Can you be committed to someone and still be yourself? Or can you truly be yourself if you’re committed to someone? But what remains to be the spin, is that you don’t really â€Å"fit in† either way. If you’re single, you should be with someone. If your not, there must be something wrong with you. If you’re with someone, you should still be an individual, as if you weren’t with anyone. It’s not being true to yourself otherwise. Our wants are never satisfied. And Americans are searching for both the need to be with someone, and to be their own individual. You can only have one or the other, but it looks like ever yone wants both. To be with someone: The Taboo People feel a need to be with someone, to find a partner. This go... Free Essays on Gender Acceptance Of Couples And Singles Free Essays on Gender Acceptance Of Couples And Singles If I turn on my television, or open up a magazine, or see a billboard on the highway, it becomes apparent to me that the â€Å"American Dream† is still alive and well in our country. With consumers buying fifty thousand dollar Hummers, trendy clothing taking cities by storm, and contestants winning hundreds of thousands of dollars on â€Å"reality† T.V. shows it’s more than apparent that our society is deeply in love with our â€Å"wants†. Everyone has them, but it seems as though in American today those wants are never ending. To have the perfect job, the perfect car (or more aptly these days truck/SUV), the perfect house is to have almost everything. I say almost with the deepest conviction as it is only almost that you have completed that â€Å"American Dream† that everyone longs for because you have yet to find the perfect mate. But do you really want that? Maybe you don’t. It seems as though there is an increasing contradiction in American society that almost pleads with people to create this faà §ade of an American dream with both the perfect mate, spouse, or lover and the need to be your own individual. But can you have both? Is it possible to be with someone and yet still be your own person? Can you be committed to someone and still be yourself? Or can you truly be yourself if you’re committed to someone? But what remains to be the spin, is that you don’t really â€Å"fit in† either way. If you’re single, you should be with someone. If your not, there must be something wrong with you. If you’re with someone, you should still be an individual, as if you weren’t with anyone. It’s not being true to yourself otherwise. Our wants are never satisfied. And Americans are searching for both the need to be with someone, and to be their own individual. You can only have one or the other, but it looks like ever yone wants both. To be with someone: The Taboo People feel a need to be with someone, to find a partner. This go...

10 Magical Multiplication Tricks to Teach Kids to Multiply

10 Magical Multiplication Tricks to Teach Kids to Multiply Not all kids are able to learn  multiplication facts using rote memorization. Luckily, there are 10 multiplication magic tricks to teach kids to multiply and many multiplication card games to help. In fact, research has shown that rote memorization doesn’t help kids to learn the connections between numbers or understand the rules of multiplication. Practically-based math, or finding ways to help kids do math activities in real life, is more effective than just teaching the facts. 1. Represent multiplication Using things like blocks and small toys can help your child see that multiplication is really a way to add more than one group of the same number over and over again. For example, write the problem 6 x 3 on a piece of paper, and then ask your child  to create six groups of three blocks each. She will then see that what the problem is asking is to put together six groups of three. 2. Practice doubles facts The idea  of â€Å"doubles† is almost magical in itself. Once your child knows  the answers to her â€Å"doubles† addition facts (adding a number to itself) she magically knows the twos times table as well. Just  remind her that any number multiplied by two is the same as  adding that number to itself- the problem is asking how much are two groups of that number. 3. Skip-counting to five facts Your child may already know how to count by fives. What she may not know is that by counting by five, she’s actually reciting the fives times table. Demonstrate that if she uses her fingers to keep track of how many times she’s â€Å"counted† by five, she can find the answer to any fives problem. For instance, if he’s counted by five up to twenty, he’ll have four fingers held up. That’s actually the same as 5 x 4! Magical Multiplication Tricks There are other ways to get the answers that aren’t as easy to see through. Once your child knows how to do the tricks, she’ll be able to amaze her friends and teachers with her multiplication talent. 4. The Magically Appearing Zero Help your child write out the  10 times table and then ask if she notices a pattern. What she should be able to see is that when multiplied by the number 10, a number looks like itself with a zero on the end. Give her a calculator to try it out using large numbers. She’ll see that every time she multiplies by 10, that  zero â€Å"magically† appears on the end. 5. Multiplying by Zero Multiplying by zero doesn’t seem all that magical. It’s hard for kids to understand that when you multiply a number by zero the answer is zero, not the number you started with. Help your child understand that the question really is â€Å"How much is zero groups of something?† and she’ll realize the answer is â€Å"Nothing.† She’ll see how the other number disappeared. 6. Seeing Double The magic of the 11 times tables only works with single digits, but that’s okay. Show your child how multiplying by 11 always makes you see double of the number she’s multiplying. For instance, 11 x 8 88 and 11 x  6 66. 7. Doubling Down Once your child has figured out the trick to her twos table, then she’ll be able to make magic with fours. Show her how to fold a piece of paper in half lengthwise and unfold it to make two columns.  Ask her to  write her twos tables in one column and the fours table in the next column. The magic that she should see is that the answers are the doubles doubled. That is, if 3 x 2 6 (the double), then 3 x 4 12. The double is doubled! 8. Magic Fives This trick is a little odd, but only because it only works with odd numbers. Write down the fives multiplication facts that use an odd number and watch as your child finds the magical oddity. She may see that if she subtracts one from the multiplier, â€Å"cuts† it in half and puts a five after it, that’s the answer to the problem. Not following? Look at it like this:  5 x 7 35, which is actually 7 minus 1 (6), cut in half (3) with a 5 on the end (35). 9. Even More Magic Fives There’s another way to make the fives tables appear if you don’t want to use skip-counting. Write down all the fives facts that involve even numbers, and look for a pattern. What should appear before your eyes is that each answer is simply half of the number your child is multiplying by five, with a zero on the end. Not a believer? Check out these examples:  5 x 4 20, and 5 x 10 50. 10. Magical Finger Math Finally, the most magical trick of all- your child just needs her hands to learn the times tables. Ask her to put her  hands face down in front of her and explain that the fingers on the  left hand represent the numbers 1 through 5. The fingers on the right hand represent the numbers 6 through 10. And, for the  first trick, ask her to fold down the index  finger on his left hand, or finger number 4.Remind her that 9 x 4 36, and then have her look at her hands.  To the left of her bent finger there are 3 fingers. To the right are her remaining 6 fingers.The magic to this trick is that the number given to the finger that she folds down  x 9 is equal to the number of fingers to the left of the bent finger (in the tens place) and the fingers to the right (in the ones place.) Recalling the  answers to multiplication facts is a key skill your child will need to master in order to move on to more complicated types of math. That’s why schools spend so much time trying to make sure that kids can pull up the answers as quickly as possible.

MANAGING IN A MIXED ECONOMY Coursework Example | Topics and Well Written Essays - 2500 words

MANAGING IN A MIXED ECONOMY - Coursework Example Management in mixed economy in the current context has attained significant importance across the world (Reisman, 2005). Concerning with the factors of a mixed economy, this paper intends to focus on the management of such issues in the light of Network Rail Infrastructure Ltd. Overview of the Network Rail Railtrack was involved in performing various tasks of scheduling, delivering, managing, selling and consulting for rail transportation and operated as a group of companies that was engaged in maintaining all the aspects of the track as well as stations of the old British rail network. However, it was sold to Network Rail and later renamed as Network Rail Infrastructure Ltd. Network Rail was then charged with the responsibility of managing the entire rail infrastructure in Great Britain excluding the London underground service. Network Rail therefore aims at providing a safe, reliable and efficient railway service within the UK. Correspondingly, the organisation is committed towards improving the rail network by offering faster, and frequent as well as reliable journey within the towns and cities of the UK. With its rigorous effort, it aims at integrating people for making the UK more competitive in terms of railroad transportation. It also aims at bringing significant benefits to the national economy. Moreover, its endeavour towards private sector growth and workforce can also be seen with its radical investment in the sector (Network Rail, 2013). It is worth mentioning in this context that the organisation is committed towards introducing new technologies in order to offer greater ease and facilities to its wide-range of customers. The organisation proclaims to follow the best organisational practices of safety management wherein its initiatives have been committed towards promoting righteous attitude and continuous development within the workforce. It further tends to ensure that all the passengers as well as individuals dealing with fright are fairly treat ed when they choose to use railway. Currently, the company operates as a private company performing commercial businesses. It is categorised as company limited by guarantee and is directly accountable to its members being regulated by the Office of Retail Regulation (ORR). Moreover, the company is determined to deliver a safe, reliable and the most efficient railway for Britain. It is worth mentioning that its members are drawn from rail industry and the public. Moreover, it is funded through excess of revenue apart from the monetary assistance rendered by the government grants. Notably, the Scottish Government is a public member of Network Rail (Network Rail, 2013). Seminar Topic 1: Innovation and Service Transformation The notion of co-production is widely being discussed in relation to the public services across the world and in the UK as well when evaluating the innovation and service transformation strategies taken by organisations such as Network Rail in a mixed economy system . It is worth mentioning that co-production processes in a mixed economy have often been argued to be primarily based upon the apparent characteristics of services in both public and private sectors wherein the production and consumption of services are commonly noted as inseparable. In order to attain the broad benefits of the co-production, it is essential that the users of

Observation of Teaching English. Language Learning and Teaching Essay

Observation of Teaching English. Language Learning and Teaching Autobiography - Essay Example We have been categorized as a bilingual country, were residents speak both Arabic and English. However, majority of the people predominantly use Arabic in daily conversations, and see the need to speak in English only when communicating with non-Arabic citizens. I have dreamed of studying abroad, particularly in the United States, to pursue higher education. Early in life, therefore, I was already immensely interested in English, not only as a second language, but as a future career. I therefore pursued a Bachelor of Arts Degree in English from Jeddah Teachers' College in Jeddah, Saudi Arabia. I remembered vividly the courses taken during my bachelor degree that included: Applied Linguistics, Second Language Acquisition, General Teaching Methods, Trends in Language Teaching, Psychological Linguistics, Education Technology, Educational Psychology, Educational Evaluation, and School Management. I graduated in 2006 and became an enthusiastic English teacher for 3 years; all have been in middle school. I am currently on my Master’s Degree level in the USA; where I have taken the following courses so far in my first year in the program: Introduction to TESOL, TESL/TEFL Methodology, American English Grammar, Materials and Media, Cross-Cultural Communication, and Introduction to Research in TESOL. My goals in completing the program are as follows: To become an effective language learner and educator and thereby, enable me to share best teaching practices in teach ing English as a second language; To be a valuable contributor through communicating my knowledge, abilities, and skills gained through the course: either through verbal means or through writing; To discern particular factors in the learning environment that would facilitate exchange of knowledge between teachers and students and therefore enhance instructional approaches in TESOL; To leave a lasting contribution in the field of TESOL by sharing relevant experiences through the journey in language learning and teaching. I recognized, that as early as 2006, students in Saudi Arabia have increasingly acknowledged that speaking in English is trendy. Checking on this trend in the current papers, I found out from Al Arabiya News (2011) that â€Å"a new growing trend among Saudi youth is to speak English to one another, in aim to look trendy, modern and professional† (par. 1). I do not want my students to learn English only to be trendy. I want my students to realize that English, as a second language, is immensely beneficial due to learning the beauty of the language, per se; as well as the different literary elements and styles that make one an effective communicator, negotiator, educator, and also a continuous

Free

Free Will and Moral Responsibility Essay This collection of essays has its roots in a conference on free will and moral responsibility held at Monash University in November 2005, though only a few of the papers presented at the conference have made it into the current volume. We would like to thank both the participants at this conference and the contributors to this volume, as well as Cambridge Scholars Publishing for inviting us to put the collection together. Grateful acknowledgement is also made to the editor of the online journal, Sorites, where Nick Trakakis’ paper, â€Å"Whither Morality in a Hard Determinist World? †, was originally published (in vol. 19, December 2007). Finally, thanks to Shannon Weekes for her assistance in compiling the Index. INTRODUCTION NICK TRAKAKIS AND DANIEL COHEN Much of the interest of the free will debate depends on the assumption that free will is necessary for moral responsibility. In particular, it is because responsibility seems so important for our practical lives that debates about the compatibility of free will and determinism seem so urgent. However, much of the discussion in this volume bypasses this link. Instead, questions are raised that directly concern responsibility, such as whether it is compatible with determinism (see, for example, the essays by Fischer, Widerker, and Pereboom) and whether it is compatible with indeterminism (for example, the exchange between Levy and Kane). For the purposes of this introduction, we have not attempted to summarize the various ways in which the contributors construe the metaphysical foundations of moral responsibility. Instead, we wish to address a more preliminary matter. In the first part of this introduction, our aim is to say something about what we mean when we say that someone is morally responsible. It is surely important to clarify this before addressing any further substantive issues because, if we don’t clarify the meaning of this key term, there remains a significant danger that different participants in the debate about the possibility of moral responsibility will simply ‘talk past each other’. This suggests that in order to conduct a fruitful debate participants need firstly to agree on the nature of their subject-matter and, perhaps, to disambiguate different dimensions of the debate that arise if the term ‘moral responsibility’ has different connotations. In the second part of the introduction, we will discuss a neglected Wittgensteinian perspective on the notions of freedom and responsibility, a perspective that may help to clarify some of the confusion that arises when we ask what it means to say that a person is free or responsible. 1. The Meaning of Responsibility. Before proceeding to ask whether people are, in fact, ever morally responsible, it seems that an important preliminary matter needs to be settled. That is, we need to ask what we mean when we say that a person is x Introduction morally responsible. As will quickly become clear, settling this preliminary matter is, in fact, much harder than it first seems. Many of the controversies concerning the possibility of responsibility emerge even when we try to say just what ‘responsibility’ means. Let’s start with a claim that seems relatively uncontroversial. We will simply assume that ‘person A is responsible’ is a normative claim. That is to say, it is a claim to the effect that it is appropriate to hold A responsible in certain circumstances (circumstances, for example, where A has acted wrongly and where no mitigating, justifying, or excusing factors are present). However, this account of the meaning of ‘A is responsible’ raises at least two further issues. Firstly, we need to say more about what it means to hold someone responsible and, secondly, we need to say more about the nature and basis of the norms that govern appropriate responsibility attribution. It is important to keep in mind that our goal, in clarifying these two questions, should not be to settle any question regarding whether people are, in fact, ever morally responsible. Rather, we want to settle the terms of this debate before it begins. To this extent, we need sufficiently neutral accounts both of the nature of responsibility attribution and of its normative basis so that we don’t beg any substantive questions before debate has even begun. As we will try to show, however, this is a rather elusive goal. The only neutral account of the nature of responsibility attribution renders the normative question deeply controversial. And the only neutral account of the normative basis of responsibility attribution renders the nature of responsibility attribution deeply controversial. Holding Responsible There appear to be two plausible contending views regarding the nature of responsibility attribution. On cognitivist accounts, holding A responsible fundamentally involves believing something to be true of A, while on noncognitivist accounts, holding A responsible essentially involves holding some conative attitude towards A. (Cognitivists may, of course, argue that responsibility attribution is also usually associated with some conative attitude. However, they will maintain that it is possible to hold someone responsible without holding such conative attitudes. Similarly for noncognitivist accounts, mutatis mutandis. ) Non-cognitivism appears to provide the most successful neutral basis on which to premise the debate concerning the possibility of responsibility. This is because there seems little room for debate concerning the conative attitudes that characterize normal responsibility Nick Trakakis and Daniel Cohen xi attribution. In particular, few would disagree that responsibility attribution is strongly associated with the ‘reactive attitudes’ identified by P. F. Strawson, i. e. , resentment, indignation, anger and so on. 1 If one wishes to argue, however, that the reactive attitudes, while prevalent, are inessential to responsibility attribution, it is much harder to locate any common ground concerning the beliefs that are essential to responsibility attribution. One may suggest, for instance, that to hold A responsible is to believe that she is the source of some bad behaviour. Deep controversies quickly emerge on this view, however. One might take sourcehood to involve a psychological claim, for instance that A ‘really wanted’ to act wrongly. 2 However, others might object that any such glib psychological account fails to explain why it is fair to blame A for the wrongdoing (see Smilansky’s contribution). One might object, in this vein, that any such psychological story is unable to show that an agent really is the source of her having certain desires or values (see McKenna’s contribution), and that sourcehood thus requires some more obscure metaphysical basis (e. g. , agent-causation). Alternatively, one may suggest that sourcehood involves some impossible requirement such as that an agent was self-created. 3 On this view, holding someone responsible is essentially impossible. 4 Our goal is to account for the meaning of responsibility in neutral terms so as to provide a basis for constructive debate about the conditions (and the very possibility) of responsibility. It appears, however, that the cognitivist view of responsibility attribution quickly leads to debates that already beg these important questions before debate has even begun! This suggests that the best theory-neutral account of the meaning of responsibility must explain holding responsible in non-cognitivist terms. The Normative Basis of Responsibility Attribution Recall that, for the purposes of this discussion, we have assumed a normative account of responsibility according to which ‘A is responsible’ means ‘it is appropriate to hold A responsible in certain conditions’. Having addressed how best to interpret what ‘holding A responsible’ might mean, without begging any important questions, we need now to turn to a second question raised by the normative account: when exactly is it appropriate to hold someone responsible? In other words, what are the norms that govern appropriate responsibility attribution? Again, there are two plausible contending views: appropriateness may be explained either in terms of practical norms (taking ‘holding responsible’ to be analogous xii Introduction to the performance of an action) or by way of doxastic norms (taking ‘holding responsible’ to be analogous to the formation of a belief). Again, only on one of these accounts—the doxastic view—is it possible to offer an appropriately uncontroversial explanation of the norms implicit in responsibility attribution. On the doxastic view, one ought to hold A responsible if and only if it is true that A is responsible. On this view, the normative basis of responsibility attribution straightforwardly derives from the normativity of belief. It is clear that the doxastic account presupposes the cognitivist view discussed earlier, according to which holding A responsible involves believing something about her. Given this view of the nature of responsibility attribution, the normative question— concerning when responsibility attribution is appropriate—has a straightforward answer. Unfortunately, as we saw, there is no uncontroversial way to account for the truth-conditions of ‘A is responsible’, on the cognitivist assumption that it involves belief. So, despite the advantages of the doxastic view in providing a neutral account of the normative basis of responsibility attribution, this view at the same time precludes us from obtaining a neutral view regarding the nature of responsibility attribution (i. e. , the truth-conditions for the belief that A is responsible. ) Might we find an account of the normative basis of responsibility attribution that is consistent with the preferable non-cognitivist view outlined earlier? This would have to involve an alternative view, according to which responsibility attribution is justified in virtue of practical norms. However, if responsibility attribution is governed by practical norms, then things are much less straightforward. One may suggest that the relevant practical norms are just moral norms, so that ‘A is responsible’ states something like: ‘It is morally obligatory (or, perhaps, permissible) to hold A responsible’. This view may appear immediately problematic because the appropriateness of responsibility attribution will now depend on further questions that are deeply controversial (for instance, questions concerning the debate between consequentialism and nonconsequentialism; see Vargas’ contribution). A more fundamental worry arises concerning the methodological appropriateness of appealing to moral norms. One may argue, for instance, that the nature of moral obligation, itself, depends on the foundations of responsibility, which is, of course, the question at issue. Haji (in his contribution) argues that the best metaphysical basis of responsibility (i. e. , event-causal libertarianism) renders moral obligation essentially lucky. This suggests that there would be something viciously circular in explaining the meaning of responsibility Nick Trakakis and Daniel Cohen xiii in terms of some claim about our moral obligations. (See also Trakakis’ contribution. ) To avoid these worries, one may appeal to practical norms that appear to be more fundamental than any particular moral system. For instance, R. J. Wallace offers a normative account of responsibility that appeals to fairness. 5 This is meant to provide a normative basis for responsibility that remains neutral on more substantive moral issues. (See also Smilansky’s contribution. ) Clearly, however, appealing to practical norms launches us into further debates that already beg the question at issue. Again, such an account seems ill-suited for the purpose of setting up a neutral definitional framework on which to premise further debate. A Dilemma Our aim has been to find some neutral definition of responsibility to enable further non-question-begging debates about the possibility and conditions of responsibility. It seems that this goal gives rise to a tricky dilemma. The best theory-neutral account of holding responsible is the non-cognitivist account. However, this account appears incompatible with the best theory-neutral account of the norms that govern responsibility attribution—the doxastic account. The doxastic account, in turn, seems compatible only with the most problematic account of holding responsible—the cognitivist account. This is a puzzling result. Even though responsibility clearly gives rise to very complex issues, it is surprising that it is not possible even to define the terms of the debate without deep controversy. The worry thus remains that debates about the possibility and conditions of responsibility are essentially question-begging, insofar as different participants to the debate conceive of its key terms differently. Must we conclude, then, that different people and different theorists are indeed talking past each other when they debate about the possibility of responsible action? This, of course, would be a depressingly deflationist conclusion. There is a possible way out, however, that is rarely canvassed. If the question concerns the meaning of ‘responsibility’, one might suggest that there are, perhaps, other ways to settle things. In particular, isn’t the meaning of a term determined by our use of the term? (Or, at least, isn’t use a good guide to meaning?) Thus, appeal to real-world attributions of responsibility may illuminate the meaning of the term ‘responsible’. Such a methodology is sometimes rejected on the grounds that real-world attributions are rife with internal inconsistency (see, for example, Cohen xiv Introduction and Saling’s contribution). But perhaps a closer look at the Wittgensteinian ‘solution’ to the problem of freedom and responsibility will throw new light on the matter. 2. Making Sense of Free Will: A Wittgensteinian Account Wittgenstein published very little during his lifetime, and even less on the topic of free will. He does, however, make some pertinent remarks in his Tractatus Logico-Philosophicus that mirror in some respects the contemporary debates on free will. As is well known, the early Wittgenstein claims to have definitively solved the central problems of philosophy, and by implication this would include the perennial problem of free will. Wittgenstein’s strategy proceeds by separating sense from nonsense. The realm of sense is delimited in the light of his picture theory of meaning, according to which a proposition is meaningful (or capable of expressing a fact) only if it can represent or picture a contingent state of affairs. What cannot thus be represented is consigned to silence, or as Wittgenstein famously put it at the conclusion of his book, â€Å"What we cannot speak about we must pass over in silence† (proposition 7). 6 In the course of the book, however, it soon becomes clear that what can be meaningfully said are only the propositions of natural science, thereby leaving out of the realm of sense a daunting number of statements which are regularly made and used in language, including the propositions of logic, aesthetics, religion, and (most relevant for our purposes here) traditional metaphysics and ethics. But unlike the positivists, Wittgenstein does not assume that what is nonsensical is of no value. As he stated in a letter to a prospective publisher, Ludwig von Ficker: â€Å"My work consists of two parts: the one presented here plus all that I have not written. And it is precisely this second part that is the important one. †7 Further, ethical and metaphysical truths that cannot be ‘said’ or formulated in sayable (sensical) propositions can nonetheless be ‘shown’: â€Å"There are, indeed, things that cannot be put into words. They make themselves manifest. They are what is mystical† (6. 522). In line with this austere outlook, Wittgenstein hints in the Tractatus that the very concepts at issue in the free will debate—concepts such as ‘freedom’ and ‘responsibility’—cannot be meaningfully expressed. Although in propositions 5. 1361 (â€Å"We cannot infer the events of the future from those of the present†) and 5. 1362 (â€Å"The freedom of the will consists in the impossibility of knowing actions that still lie in the future†) he seems to reject determinism as false and to accept freedom of the will as true, rather than rejecting both as nonsensical, here we arguably have a Nick Trakakis and Daniel Cohen xv minimalist conception of free will as nothing more than ignorance or uncertainty regarding the future, as opposed to a substantive commitment to the metaphysical idea of a ‘will’ that could be free or unfree. This is confirmed in later passages where Wittgenstein takes the law of causality—the principle that every event has a cause—to be â€Å"not a law but the form of a law† (6. 32), adding a few propositions later that, â€Å"If there were a law of causality, it might be put in the following way: There are laws of nature. But of course that cannot be said: it makes itself manifest† (6. 36). The law of causality, in other words, is not itself a law of logic nor a law of nature (or an empirical generalization), nor a synthetic a priori proposition, but rather â€Å"something purely logical† (6. 3211), a vacuous principle that tells us, not something about the world, but only something about the form our thinking about the world must take. But what is formal, according to the Tractatus, can only be shown, not said. On this view, then, the law of causality, and by extension any substantial or metaphysical doctrine of determinism, cannot be affirmed or denied, but must be placed in the category of ineffability or nonsense. Similarly, the denial of determinism—viz. , indeterminism—is bound to result in nonsense. At one stroke, then, Wittgenstein seems to have dissolved the free will problem. Contemporary discussions of free will often take a similar turn. For example, concepts such as ‘free will’ and ‘moral responsibility’ are routinely rejected as internally incoherent or contradictory, or as incompatible with determinism or indeterminism (or both), and like the early Wittgenstein this result is achieved simply through a kind of armchair or a priori reflection on the conditions of possibility of free will and responsibility. A glaring instance of this is Galen Strawson’s ‘pessimist’ conclusion that free will, of the sort that is necessary for genuine moral responsibility, is impossible, for in order to have that kind of free will (according to Strawson) one would per impossible have to be the ultimate cause or origin of oneself, a sort of causa sui. But what is neglected in this procedure is attention to particulars, to the variety of ways in which concepts such as free will and responsibility function in different discourses and social practices. This, of course, is the message of the ‘later Wittgenstein’, the Wittgenstein of the Philosophical Investigations8, which effects a fundamental change of perspective: from the realm of an idealized logical language with rigorous definitions and analyses to the vagaries of everyday life and action out of which arise the multifarious ‘language games’. The earlier reduction of language to representation is now seen as incapable of doing justice to the rich fabric of human language, and so xvi Introduction Wittgenstein famously moves from a conception of meaning as representation to a view of meaning as use: language as a kind of doing rather than a kind of picturing. We are therefore exhorted to â€Å"look and see† (PI 66) whether there is anything in common in the variety of uses to which a word is put. We cannot simply assume that words like ‘freedom’ and ‘responsibility’ must have a hidden essence, or a universally applicable meaning that can be formulated in terms of necessary and sufficient conditions. Rather, we need to look to the complicated network of overlapping and criss-crossing similarities—what Wittgenstein calls ‘family resemblances’—between various words as these find expression in ordinary life and in various language games. Each language game, however, has its own unique ‘grammar’ (or network of rules which determine what linguistic or conceptual moves are allowed as making sense) and its own criteria of truth, rationality and intelligibility which may or may not be shared by other language games. What counts as freedom of the will may therefore differ widely depending on which language game is being played: freedom, for some religious believers, requires the extinction of one’s will, while for purposes of legislation freedom may be conceived of as requiring a significant degree of self-determination. Underlying this view is the rejection of the mathematical ideal of the Tractatus, typified by statements that are put forward as impersonal, unambiguous and impervious to context, and whose truth is intended to be timeless and without qualification. Language, for the later Wittgenstein, is a much more dynamic, diversified and activity-oriented phenomenon. And to be faithful to the richness and complexity of this phenomenon demands an appreciation of the bewildering and sometimes conflicting ways in which words and concepts—‘free will’ and ‘responsibility’ included—are used. It may be instructive to briefly compare (the later) Wittgenstein’s treatment of religious belief with his remarks on free will and voluntary action. Consider, for example, how Wittgenstein, in his â€Å"Remarks on Frazer’s Golden Bough†, responds to the phenomenon of religious diversity, to the fact that different religions seem to say different and incompatible things about (e. g. ) the nature of divine or ultimate reality and the nature and destiny of the human race: Was Augustine in error, then, when he called upon God on every page of the Confessions? But—one might say—if he was not in error, surely the Buddhist holy man was—or anyone else—whose religion gives expression to completely different views. But none of them was in error, except when he set forth a theory. 9 Nick Trakakis and Daniel Cohen xvii Against philosophers and anthropologists like James George Frazer, who construe religious doctrines as hypotheses or theories that can be confirmed or disconfirmed in light of empirical evidence, Wittgenstein views each religion as embodying a unique form of life that finds expression in language games whose ‘rules’ (relating to truth, rationality, intelligibility, and so on) may diverge quite dramatically from those of science. On this view, the various religions of the world are not in the business of constructing hypotheses and searching for evidence, and so they are not in competition with one another, at least in the way that scientific theories may vie for the mantle of verisimilitude. The problem of religious diversity is therefore dissolved. No language game, religious or otherwise, has a monopoly on truth and on the meaning of ‘truth’. Wittgenstein is thus opposed to both the religious exclusivist, who maintains that there is one religion which is privileged with respect to truth and soteriological effectiveness, and the scientistic philosopher who argues that the methods and techniques of science (perhaps construed broadly enough to include philosophy and logic) are our only reliable guide to truth. Instead, Wittgenstein places all language games on an equal footing, allowing a thousand flowers to bloom. Thus, as David Pears has perceptively pointed out, Wittgenstein’s later work has †¦an extraordinary levelling effect. It does not assimilate one kind of discourse to another: on the contrary, it is always the differences between them that are emphasized, and particularly the difference between factual discourse and the other kinds. But it does bring all the great philosophical questions which arise within them back to the same level, ordinary human life, from which philosophy started. Philosophy is the voyage out, and the voyage back, both of which are necessary if the logical space of our ordinary linguistic practices is to be understood. 10 One of these ‘great philosophical questions’ is, of course, the question of free will and moral responsibility. On this matter, as with questions to do with religious faith, Wittgenstein refused the dominance of science on modern thinking: rather than constructing systematic theories that dictate from ‘on high’—inevitably from a position that holds up science as the model for all other discourses—how the phenomena in question are to be understood, we are brought back time and again to particular facts and examples rooted in everyday language and practices. Taking such an approach to free will can produce startling results. For one thing, the belief in free will begins to look more like a religious commitment than a theoretical or scientific belief. Wittgenstein’s Kierkegaardian (or, more pejoratively, fideistic) account of religious belief is well known: xviii Introduction It strikes me that a religious belief could only be something like a passionate commitment to a system of reference. Hence, although it’s belief, it’s really a way of living, or a way of assessing life. It’s passionately seizing hold of this interpretation. 11 But his somewhat similar account of free will has received less attention, despite the ever-expanding publishing industry on free will: In the sense in which asking a question and insisting on an answer is expressive of a different attitude, a different mode of life, from not asking it, the same can be said of utterances like â€Å"It is God’s will† or â€Å"We are not masters of our fate†. The work done by this sentence, or at any rate something like it, could also be done by a command! Including one which you give yourself. 12 Life is like a path along a mountain ridge; to left and right are slippery slopes down which you slide without being able to stop yourself, in one direction or the other. I keep seeing people slip like this and I say â€Å"How could a man help himself in such a situation! † And that is what â€Å"denying free will† comes to. That is the attitude expressed in this ‘belief’. But it is not a scientific belief and has nothing to do with scientific convictions. 13 Thus, belief in free will, much like religious belief, does not purport to express an empirical fact, but is rather expressive of an attitude, a mode of life, an imperative to live in a certain way. In the two lectures he delivered at Cambridge on freedom of the will, Wittgenstein went on to characterize belief in free will as ‘groundless’, as not supported by evidence or arguments14, again indicating parallels with religious faith. To better appreciate this view of free will, one might introduce certain ideas from the Philosophical Investigations and, especially, On Certainty. 15 In the former work, Wittgenstein speaks of our beliefs as founded upon a ‘bedrock’ certainty: â€Å"If I have exhausted the justifications [for following a rule] I have reached bedrock, and my spade is turned. Then I am inclined to say: ‘This is simply what I do’† (PI 217). Similarly, in OC 341 Wittgenstein states, â€Å"the questions that we raise and our doubts depend on the fact that some propositions are exempt from doubt, are as it were like hinges on which those turn† (cf. OC 88). Although Wittgenstein refers here to propositions as acting as hinges, it is commonly thought that in the more mature phase of his epistemological work Wittgenstein thought of practices rather than propositions as primary. This, then, is no traditional foundationalism, where an inferential relationship is thought to obtain between the set of beliefs that comprise the foundations and the other beliefs we hold, with the former justifying the latter. Instead, for Wittgenstein what lies at the bottom or at the foundations of our language Nick Trakakis and Daniel Cohen xix games are not specific beliefs or propositions, but ‘ungrounded ways of acting’ (OC 110, 204), ‘communal practices’ (OC 128, 298), and ‘forms of life’ (OC 7, 358). It is in this spirit that Wittgenstein quotes from Goethe’s Faust: â€Å"In the beginning was the deed† (OC 402). Nonetheless, our practices and forms of life can be said to show or manifest the beliefs (or quasi-beliefs) and assumptions upon which we base our lives, including such beliefs as ‘I have two hands’ and ‘The world has existed for more than 10 minutes’. However, in opposition to G. E. Moore, Wittgenstein describes these as ‘certainties’ rather than ‘knowledge-claims’, for they are not grounded in evidence or open to verification, but express an attitude and a way of acting, and so are not true or false, reasonable or unreasonable, but simply â€Å"there—like our life† (OC 559, cf. 162, 205). It would be arguably in keeping with this epistemological account, in conjunction with the later Wittgenstein’s remarks on free will, to say that belief in free will (and moral responsibility) may also function, at least in some contexts, as one of the bedrock certainties, as one of the things that ‘stand fast for us’ in our actions and practices (cf. OC 116), or as the framework within which our ethical practices operate and are made intelligible. There are close parallels here with existentialist philosophy, where to exist as a human being and to be free (almost) come to the same thing. Jean-Paul Sartre, for example, famously stated that we are ‘condemned’ to freedom, not free not to be free. In a similar vein, the Russian religious existentialist Nikolai Berdiaev, dubbed ‘the philosopher of freedom’, eschewed traditional accounts of freedom, which treat free will as an object that could somehow be perceived, investigated and proved or disproved from the outside, and adopted instead the Kantian position that freedom is a postulate of action: it is something we must presuppose to even think of a world in which human life and human agency are possible. Wittgenstein would have been sympathetic to this outlook, for like the existentialists he is primarily concerned with concrete social and linguistic practices and seeks to provide a philosophical understanding of human existence that is not restricted to the explanatory framework of science (or even that of much traditional philosophy). For Wittgenstein, therefore, belief in free will, just as much as belief in God, is not threatened by scientific discoveries: â€Å"we couldn’t say now ‘If they discover so and so, then I’ll say I am free’. †16 In line with this view, Wittgenstein spends some time in his lectures on freedom of the will in attempting to show that even if a deterministic account of the world were demanded by our best scientific theories, belief in free will need not be affected at all. 17 But he is not thereby putting forward a case for compatibilism: â€Å"All these arguments xx Introduction might look as if I wanted to argue for the freedom of the will or against it. But I don’t want to. †18 Wittgenstein does not follow the traditional course of attempting to resolve the free will problem by proving one position or refuting another. His aim, as with other traditional philosophical problems, is to expose the problem as some kind of deep muddle or confusion arising largely from misunderstandings of the workings of language. One recurrent criticism of this view is that it appears to render the language games of science, religion, and ethics entirely self-contained and cut off from each other, if not also immune from criticism from ‘without’. This, indeed, is a common misconception of the Wittgensteinian account of religion, and in response Wittgensteinians such as D. Z. Phillips have emphasized the many important connections between religious and nonreligious forms of life which (it is held) must be recognized if religious belief is not to degenerate into superstition. Similarly, Wittgenstein points out that scientific discoveries may have a bearing on ascriptions of free will: â€Å"A discovery might influence what you say on the freedom of the will. If only by directing your attention in a particular way. †19 But despite these connections between the scientific and non-scientific domains, Wittgenstein insists that the distinctiveness of each language game must not be overlooked. In particular, the languages of ethics and religion must not be assimilated to the kind of fact-stating discourse and fact-finding activities that characterize the empirical sciences.

Furniture in Greenbelt :: Interior Design Furniture Essays

Furniture in Greenbelt A Sign of the Tough Times A view of the front of a typical housing project in the planned community of Greenbelt. The Greenbelt community was built beginning in 1937 as low income housing for people who were making between $1,200 and $2,000 dollars a year. The houses were built at minimum cost and this means that the rooms are small. Thus special furniture was designed in order to fit into these small houses and to provide sturdy, economical, and good looking furnishings for the new residents. "Instead of following the conventional pattern of designing the house from the outside in, Resettlement architects have built primarily from the inside out." (House Beautiful 1937) Miss Elizabeth Hofflin, the technical consultant for the Resettlement Administration, was quoted as saying "We made the furniture to fit the small rooms of these low-rent units. We found that ordinary living room furniture would overflow from wall space and block doorways and windows." (Daily News, April 20, 1937) "The furniture you see was built for these rooms and for these rooms alone."(House Beautiful, April 1937) The furniture that was designed for Greenbelt needed to be very affordable. "The idea was to provide essential items of furniture which will fit into a minimum amount of space and at the same time make them attractive, low-priced and extremely durable."(Daily News, April 20, 1937) Miss Hofflin explains, "we concentrated upon strong construction and simple design, which can be made with the least expense with factory machines. We used the three cheapest woods--maple, oak and gum; we have no acquaintances at all with mahogany and walnut." The government was able to furnish the Greenbelt community for very little money with careful planning and very frugal designers. And the furniture was affordable! In 1939 a resident of Greenbelt was able to furnish his entire household for $239.97. The full amount was paid off by the resident over a four year period at $5 a month. There was also a 3% interest charge payable in monthly installments of $2.50. This was an excellent deal for these New Deal residents. The federal government assisted the original Greenbelters, first, by building them an inexpensive home and, second, by enabling them to furnish their houses economically as well. In this way, the government provided many families with an opportunity to set up housekeeping on their own that they otherwise would not have had. Kimberly Myers expresses similar views on the government helping out the people in her exhibition on the construction of Greenbelt.

One Day in the Life of Ivan Denisovich

Novel Review1. PST-T chart PlotGot up to go to bucket Didn't get up at reveille Wondered which guard is on duty Decided he can lie in bed a little while longer Decided to report sick Got 3 days penalty with work for not getting up on time Got dressed Followed Tartar out of room Realised he wasnt being sent to the guardhouse Thanked the guard for letting him off and said he'll never get up late again Picked up pail and with bare hands (because he forgot his gloves) went to the well Put pail down, tucked hands into sleeves and watched some people in interest Ran to well Carried dripping bucket back to guardroom Took boots off and washed floor barefoot Wiped floor boards Eats soup Gets fever examined Returns to hut for body count Hides bread in mattress Thinks about wife's letter Marched off for work at Power Station Admires Alyoshka Tries to keep wind out with tar paper Sneaks an extra helping of food Sees scrap metal in snow and takes it Works and is late to lunch Wants to hide the trowel At body search he pani cs but the guard doesn't find the metal Makes way to hall for supper Awarded 400 grams of bread After body count he prepares to sleep Helps hide Tsezars parcel Gets awarded biscuits and a little bit of sausage Thanks god Alyoshka urges him to pray properly and to pursue the goods of the spirit not the flesh Reflects on this comment Gives him a biscuit MeditatesSubjects/SymbolsBread/foodParcelSpoonPrisoner #MoonColdTechniquesSimileMetaphorImageryPersonificationDiction (informal)ForeshadowingRepetitionTheme StatementsThe little things in life should be appreciated.You cannot understand someone if you are not them.Maintaining your dignity in tough life situations makes life more bearableMeaningful Quotationsâ€Å"Can a man who's warm understand one who's freezing?†Ã¢â‚¬Å"Writing letters was like throwing stones into a bottomless pool.†Ã¢â‚¬Å"Even a prisoners thoughts aren't free†¦Ã¢â‚¬ Ã¢â‚¬Å"Easy money doesn't weigh anything†¦Ã¢â‚¬ Ã¢â‚¬Å"Beat a dog once and y ou'll only have to show him the whip.†CharactersIvan – thin, weedy, darkeyed sergeantTyurin – the foreman of gang 104Tetyukor – begs for scrapsAlyoshka – devout baptistPavlo – the deputy of gang 104Kolya – a poetBuyhovsky – the captainGopchik – innocent sixteen year old boyEino – estonianKildigs – talented bricklayerSnub Nose – wardenTsezar – receives regular packagesSymbols/ MotifsBread/food – Is mentioned all throughout the text. The prisoners obsess over the amount of food they get so much, it's clear how mistreated they are. The bread represents survival and that the little things in life should be cherished.Cold – The cold not only represents the weather, but represents the abuse and mistreatment of the prisoners too. Also mentioned all throughout the text, usually along the lines of â€Å"Can a man who's warm understand one who's freezing.† Also representing the theme of: you cannot understand someone if you are not them.Parcel – The parcels represent survival; the inmates who keep them to themselves are healthier like Kildigs. They also represent corruption and bribery in Tsezars case; he bribes inmates to get his way. Which also ties into power because they have more power over the inmates and even some of the guards.Spoon – Shukhov's spoon represents individuality and a struggle to keep humanity and free will. It is his and only his; not controlled by the camp. It's his little secret and his way of trying to keep some freedom and privacy.Moon – The moon represents hope and reminds the inmates of the world beyond their confinement. It gives them something to hold on to and reminds them of home and the people they loved. Which I think ties into appreciation of the small things.SignificanceIvan – We spend the whole day through Ivan and experience what he does. He is vital because the story through his eyes is what mak es the story HIS story. Based on what the author has given us I think Ivan is a good man who just wants to be free.Tsezar – Represents the higher class people having a hard time getting used to the camp. I think he's vital to the story because he's the one who always gets the parcel's and he chooses to share. Based on him getting gifts all the time from his family and him focusing on movies and film making, rather than his own survival, I think he is wealthy and is having a rough time adjusting to the life at camp.Opening scene – The opening scene tells the ways of the camp. Shows that Ivan doesn't feel good and establishes the theme of injustice and oppression by authority with the unfair punishment should've received. Foreshadows to punishments that will be given later on.Closing scene – The closing scene shows how his point of view on happiness has changed; and that he is almost happy. Emphasises how much of a survivor he is by showing us how he always looks on the brightside. And really makes us think back at the end when Alexander tells us that this is only one of his 3,653 day sentence.Scenesâ€Å"Then he took out the piece of bread in the white rag and, holding it under his coat so that not a crumb would be lost, began nibbling and chewing it bit by bit. He'd carried the bread underneath two layers of clothing, warming it with his body, so it wasn't the least bit frozen.† Shows that even the slightest bit of food is treasured so much because they get so little. Ties into the themes of mistreatment and appreciation of what you have.â€Å"Shukhov licked his spoon clean and returned it to his boot, then put on his cap and made for sick bay.† and then â€Å"Shukhov licked his spoon and tucked it inside his boot, crammed his cap on his head, rose, picked up the bread- his own ration and Tsezar's – and left.† These scenes show him trying to gain some individuality and some humanity by having this spoon be his l ittle secret.† Shukhov went to sleep fully content. He'd had so many strokes of luck that day: they hadn't put him in the cells; they hadn't sent his squad to the settlement; he'd swiped a bowl of kasha dinner; the squad leader had fixed the rates well; he'd built a wall and enjoyed doing it; he'd smuggled that bit of the hacksaw blade and through; he'd earned a favor from Tsezar that evening; he'd bought that tobacco. And he hadn't fallen ill. He'd got over it. A day without a dark cloud. Almost a happy day.† Shows how drastically his idea of happiness changed. Ties into the theme of appreciation of the little things. One Day in the Life of Ivan Denisovich Novel Review1. PST-T chart PlotGot up to go to bucket Didn't get up at reveille Wondered which guard is on duty Decided he can lie in bed a little while longer Decided to report sick Got 3 days penalty with work for not getting up on time Got dressed Followed Tartar out of room Realised he wasnt being sent to the guardhouse Thanked the guard for letting him off and said he'll never get up late again Picked up pail and with bare hands (because he forgot his gloves) went to the well Put pail down, tucked hands into sleeves and watched some people in interest Ran to well Carried dripping bucket back to guardroom Took boots off and washed floor barefoot Wiped floor boards Eats soup Gets fever examined Returns to hut for body count Hides bread in mattress Thinks about wife's letter Marched off for work at Power Station Admires Alyoshka Tries to keep wind out with tar paper Sneaks an extra helping of food Sees scrap metal in snow and takes it Works and is late to lunch Wants to hide the trowel At body search he pani cs but the guard doesn't find the metal Makes way to hall for supper Awarded 400 grams of bread After body count he prepares to sleep Helps hide Tsezars parcel Gets awarded biscuits and a little bit of sausage Thanks god Alyoshka urges him to pray properly and to pursue the goods of the spirit not the flesh Reflects on this comment Gives him a biscuit MeditatesSubjects/SymbolsBread/foodParcelSpoonPrisoner #MoonColdTechniquesSimileMetaphorImageryPersonificationDiction (informal)ForeshadowingRepetitionTheme StatementsThe little things in life should be appreciated.You cannot understand someone if you are not them.Maintaining your dignity in tough life situations makes life more bearableMeaningful Quotationsâ€Å"Can a man who's warm understand one who's freezing?†Ã¢â‚¬Å"Writing letters was like throwing stones into a bottomless pool.†Ã¢â‚¬Å"Even a prisoners thoughts aren't free†¦Ã¢â‚¬ Ã¢â‚¬Å"Easy money doesn't weigh anything†¦Ã¢â‚¬ Ã¢â‚¬Å"Beat a dog once and y ou'll only have to show him the whip.†CharactersIvan – thin, weedy, darkeyed sergeantTyurin – the foreman of gang 104Tetyukor – begs for scrapsAlyoshka – devout baptistPavlo – the deputy of gang 104Kolya – a poetBuyhovsky – the captainGopchik – innocent sixteen year old boyEino – estonianKildigs – talented bricklayerSnub Nose – wardenTsezar – receives regular packagesSymbols/ MotifsBread/food – Is mentioned all throughout the text. The prisoners obsess over the amount of food they get so much, it's clear how mistreated they are. The bread represents survival and that the little things in life should be cherished.Cold – The cold not only represents the weather, but represents the abuse and mistreatment of the prisoners too. Also mentioned all throughout the text, usually along the lines of â€Å"Can a man who's warm understand one who's freezing.† Also representing the theme of: you cannot understand someone if you are not them.Parcel – The parcels represent survival; the inmates who keep them to themselves are healthier like Kildigs. They also represent corruption and bribery in Tsezars case; he bribes inmates to get his way. Which also ties into power because they have more power over the inmates and even some of the guards.Spoon – Shukhov's spoon represents individuality and a struggle to keep humanity and free will. It is his and only his; not controlled by the camp. It's his little secret and his way of trying to keep some freedom and privacy.Moon – The moon represents hope and reminds the inmates of the world beyond their confinement. It gives them something to hold on to and reminds them of home and the people they loved. Which I think ties into appreciation of the small things.SignificanceIvan – We spend the whole day through Ivan and experience what he does. He is vital because the story through his eyes is what mak es the story HIS story. Based on what the author has given us I think Ivan is a good man who just wants to be free.Tsezar – Represents the higher class people having a hard time getting used to the camp. I think he's vital to the story because he's the one who always gets the parcel's and he chooses to share. Based on him getting gifts all the time from his family and him focusing on movies and film making, rather than his own survival, I think he is wealthy and is having a rough time adjusting to the life at camp.Opening scene – The opening scene tells the ways of the camp. Shows that Ivan doesn't feel good and establishes the theme of injustice and oppression by authority with the unfair punishment should've received. Foreshadows to punishments that will be given later on.Closing scene – The closing scene shows how his point of view on happiness has changed; and that he is almost happy. Emphasises how much of a survivor he is by showing us how he always looks on the brightside. And really makes us think back at the end when Alexander tells us that this is only one of his 3,653 day sentence.Scenesâ€Å"Then he took out the piece of bread in the white rag and, holding it under his coat so that not a crumb would be lost, began nibbling and chewing it bit by bit. He'd carried the bread underneath two layers of clothing, warming it with his body, so it wasn't the least bit frozen.† Shows that even the slightest bit of food is treasured so much because they get so little. Ties into the themes of mistreatment and appreciation of what you have.â€Å"Shukhov licked his spoon clean and returned it to his boot, then put on his cap and made for sick bay.† and then â€Å"Shukhov licked his spoon and tucked it inside his boot, crammed his cap on his head, rose, picked up the bread- his own ration and Tsezar's – and left.† These scenes show him trying to gain some individuality and some humanity by having this spoon be his l ittle secret.† Shukhov went to sleep fully content. He'd had so many strokes of luck that day: they hadn't put him in the cells; they hadn't sent his squad to the settlement; he'd swiped a bowl of kasha dinner; the squad leader had fixed the rates well; he'd built a wall and enjoyed doing it; he'd smuggled that bit of the hacksaw blade and through; he'd earned a favor from Tsezar that evening; he'd bought that tobacco. And he hadn't fallen ill. He'd got over it. A day without a dark cloud. Almost a happy day.† Shows how drastically his idea of happiness changed. Ties into the theme of appreciation of the little things.