Puritan society Essay

So far the audience is aware that Hale can be a pragmatic character because it is clear that he does not believe some of the accusations can be true, which is why he is on his rounds. The puritan theology that he relies on has brought him to be a stern character, believing that ‘theology†¦ is a fortress,’ that the audiences have to decide is congenial or disagreeable.  The arrival of Cheever causes a mass silence in the room. This is done to give the audience a chance to put events into perspective and allows the tension floating tirelessly around in the room to build up. Cheever approaches the household with bad news. The audience must be feeling sorry for him, as the men seem to be friends. Giles says to Cheever, † it’s a pity†¦ that such an honest tailor might have gone to Heaven must burn in Hell.† Cheever is sympathetic but he says that he is doing what he is told. This shows differences between some of Giles friends. Proctor is willing to ‘darken’ his name in order to revert the charges to Giles’s wife but Cheever is two faced, willing to throw away his friendship with Giles for money that he earns on his rounds. The suspense is built up even more as the audience is now eager to know what Cheever is doing in the house and what business of the court he is addressing. The audience is then stunned on the note that Cheever’s arrival is because he holds the warrant for the arrest of Elizabeth. Proctor, whom has had an overt hate for Hale since his entry, is enraged as he said that Elizabeth was not charged just, ‘somewhat mentioned.’ Hale, however, is just as shocked and proceeds by asking, â€Å"when were she charged.† The audience is really interested by this point; Miller has timed and written this section linking almost everything to a previous scene. We learn from Cheever that sixteen people had been charged that evening and all to be arrested. Cheever then begins to look around the room for any ‘poppets’. Miller has timed this to perfection as the audience is queued to remember the one that Mary Warren had given Elizabeth earlier that evening. Of course Elizabeth will not remember this after all the commotion. The audience are shown this when Elizabeth claims she ‘has kept poppets’ since she was a girl. Cheever persists in his search, as her word is not reliable in court. Cheever finds the one that Mary gave to Elizabeth earlier and refuses to believe that it is Mary’s. This adds to the tension and also is a ploy for an even more terrible consequence. Elizabeth then goes to get Mary Warren in an attempt to prove her innocence, whilst she is away a most unimaginable discovery is made. There is a needle stuck in the belly of the poppet. Miller makes Proctor struggle to find out the significance of the needle. Whereas the audience is well aware of the significance that the needle has as this will be misinterpreted for a link to Abigail Williams being stabbed and are eager as to what Proctor will say or do. Proctor claims that ‘she done it herself.’ But Cheever does not believe this statement because Abigail had accused Elizabeth’s ‘familiar spirit’ of doing the deed. In such a puritan, god-fearing biblically run society accusing somebody’s familiar spirit will mean they are telling the truth and the accused was a witch. The audience does not know this it what it means but they are able to catch on. At this point tension is at a titillating peak and the plot is steady. Hale is struck by the proof and is incapable of believing Proctor’s suggestion. Mary is brought down and is questioned consecutively. Her bewildered attitude as well as disagreeing opposition questioning her allows the questioners to manipulate her words and stutters to their own liking. After gathering the basic outline in all the conflicting opinions she clearly says, â€Å"†¦ I made it.†Ã‚  Her admittance to the ownership and the placing of the needle in the poppet but this does not dissuade Cheever. He is convinced †Tis hard proof!’ Miller has an excellent perception of the thoughts and moments that the audience are not anticipating, his pauses and hesitation in Mary’s dialogue give the audience an idea of how she is feeling and why she is stuttering so much. When Elizabeth finds out that Abigail is the one who has accused her, she loses her temper and says something that guaranteed her a one way ticket to jail. â€Å"She must be ripped out of the world.† Elizabeth, by saying this, has virtually condemned herself, and the chances of her leaving innocent get slimmer. Proctor then gets a chance to protect his wife; this appeals to the audience, as they know he is sincere and trying to forget Abigail. Proctor in a fit of rage tears Cheever’s warrant and attempts to get rid of the uninvited company. Miller has opted for Hale to stay quiet throughout this confrontation to show his cowardly characteristics to the audience, as he has not said anything that he had said to the Proctors to Cheever. Proctor also knows this and his hate for Hale is again shown when he himself calls him a ‘coward.’ This also shows how everyone who is a sceptic of the goings on in Salem does not want to publicise their queries in case the girls, for being too close to the truth, accuse them. Proctor keeps backing up his wife, whom knows there is no point because she will have to go whatever he does. Elizabeth is scared and the audience has now adopted a serious hate for Hale whose words are ineffective and does nothing to stop Giles, Francis’s and Proctor’s three wives from being arrested, he is frowned upon by everyone as a fake. Before she leaves Elizabeth tells Proctor to continue as normal. The audience may be sympathetic towards Hale because they know his religious status restricts his opinion. There are a few main points when hale enters that form the rest of the play; when Proctor claims that the goings on in Salem had naught to do with witchcraft and the arrest of Mrs. Proctor. This scene is flooded with instruments that create drama, suspense and emotion provoking feeling. The character description is appropriate and lets the audience differentiate good from evil. Miller employs splendid literary skills that keep the tempo and tension levels at unbearable highs. The language is elementary and a lot of it is biblically surrounded reflecting the puritan society. His repressed feelings about the freedom of thought and speech in 1956 are all expressed without regret in the story and gives the Crucible a tailor made, captivating essence for the reader and audience.

Politics/Amendment Essay

A written overview of the amendment in question. What does it say specifically?   Ã‚  Ã‚  Ã‚  Ã‚   The Sixth Amendment of the United States Constitution provides, â€Å"In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence† (Sixth Amendment, U.S. Constitution). The rights enumerated under this amendment refer to the codified rights of the accused in criminal prosecutions. Generally the Bill of Rights was incorporated in the Constitution on account of the belief that it was necessary to limit the investigatory and prosecutorial powers of the federal government (Oxford Companion, 2005).   Ã‚  Ã‚  Ã‚   The rights of the accused in criminal prosecution are: â€Å"1) right to a speedy trial; 2) right to a public trial; 3) right to a trial by jury; 4) notice of the accusation; (5) right to confront the opposing witnesses; 6) right to compulsory process for obtaining favorable witnesses; and (7) the assistance of counsel or right to counsel† (Oxford Companion, 2005). The right to a speedy trial prevents oppressive incarceration before trial and ensures defense by the accused of his cause. The right to a public trial acts as a safeguard against abuse of judicial power. Moreover, it also assures the accused that he is informed of the charges against him. This is part of due process (Oxford Companion, 2005). The right to confront opposing witnesses refers to the right of the accused to cross examine said witnesses. He is also entitled to subpoena witnesses in his behalf (Oxford Companion, 2005). Finally, the accused is also entitled to be represented by counsel or a lawyer. This shall be lengthily discussed in another section of this paper. When did it become part of the Constitution?   Ã‚  Ã‚  Ã‚  Ã‚   This amendment was ratified and adopted in the Bill of Rights of the U.S. Constitution in 1791 (Oxford Companion, 2005). It was part of the first ten amendments included in the Constitution. The Bill of Rights was actually proposed by James Madison. The group known as Anti-Federalists threatened that if these rights were not included in the Constitution, their states will not ratify the new Constitution. They needed clear safeguards against the vast powers of government. After a compromise was agreed upon, the Constitution was ratified in 1789 but the Bill of Rights was incorporated later and went into effect after it was ratified on December 15, 1791 (National Archives web site, n.d.). 3. What cases have come before the Supreme Court in which this particular amendment was applied?   Ã‚  Ã‚  Ã‚  Ã‚   Before the ratification of the Sixth Amendment, two statutes were enacted which in effect accorded the assistance of counsel to those accused (USGPO web site, 2005). The Judiciary Act of 1789 allowed the defendant to plead his case in a federal court either personally or by counsel. On the other hand, the Act of 1790 allowed the defendant charged with treason or other capital crime to be defended by counsel which the court will assign to him (USGPO web site, 2005). Even with the ratification of the Sixth Amendment, the right to counsel has limited application. It was only in the 1930s that the Supreme Court developed and enlarged the scope of the Sixth Amendment by virtue of jurisprudence.   Ã‚  Ã‚  Ã‚  Ã‚   In the case of Powell v. Alabama, the Court set aside the convictions of eight youthful offenders since the trial was conducted in a hasty manner and the defendants were not assisted by counsel. The Court further ruled that there was denial of due process considering that the right to be heard is meaningless if it did not entail the right to be heard by counsel [287 U.S. 45 (1932)]. The Court succinctly explained that even if a man is intelligent and learned he may not be skilled in the science of law and may be indicted on an erroneous charge or be convicted based on incompetent evidence. More so, the defendants who are young, indigents, illiterates and are faced with an atmosphere of hostility away from their relatives [287 U.S. 45 (1932)]. Thus, it was stressed that it is imperative to be represented by counsel and it imposes a duty upon the Court, whether requested or not to appoint and assign a counsel otherwise, it becomes tantamount to a denial of due process [287 U.S. 45 (1932)]. In the case of Johnson v. Zerbst, the Court enunciated the absolute rule of appointing counsel for all federal criminal defendants. Moreover, it ruled that a waiver of such right must be clear and cannot be presumed from silence of the defendant [304 U.S. 458 (1938)].   Ã‚  Ã‚  Ã‚  Ã‚   In the case of Betts v. Brady and Progeny, the Court ruled that â€Å"the appointment of counsel is not a fundamental right essential to a fair trial† [316 U.S. 455 (1942)]. It laid down the principle that the right to be represented by counsel is not necessary in state cases involving non capital offenses except in special circumstances. This ruling was held later on after criticisms, to apply only to the incompetents such as the illiterates and retardates or to grant relief in cases of judicial abuse of power [316 U.S. 455 (1942)].   Ã‚  Ã‚  Ã‚  Ã‚   In Hamilton v. Alabama, the rule was in capital cases, the Court must appoint a counsel for the defendant even without proof that defendant may be prejudiced without such appointment or even if the defendant failed to request that one be appointed as his counsel [368 U.S. 52 (1961)].The â€Å"special circumstances rule† was held to apply only in non capital offenses [368 U.S. 52 (1961)].   Ã‚  Ã‚  Ã‚  Ã‚   In the cases, Moore v. Michigan, 355 U.S. 155 (1957) and Gideon v. Wainwright, 372 U.S. 335, 350 (1963), the Court has laid down the three categories which may be deemed as prejudicial and thus, necessitating the appointment of counsel, namely: â€Å"(1) the personal characteristics of the defendant which made it unlikely he could obtain an adequate defense of his own, (2) the technical complexity of the charges or of possible defenses to the charges, and (3) events occurring at trial that raised problems of prejudice† (USGPO web site, 2005).   Ã‚  Ã‚  Ã‚  Ã‚   The ruling of the Court in the Betts case was overturned in the landmark case of Gideon v. Wainwright.   The Court in abandoning the Betts reasoning held that the right to assistance of counsel is imperative, basic and fundamental and that the Fourteenth Amendment requires that the same be available and applicable in state courts. In 1972 this ruling was held to apply to misdemeanor and serious misdemeanor cases provided that it carried a penalty of imprisonment [Argersinger v. Hamlin, 407 U.S. 25 (1972)]. Additionally, the Gideon ruling was also held to apply to youthful offenders in juvenile delinquency litigation in the case of   In re Gault, 387 U.S. 1 (1967). What, if any connection is there between this constitutional issue and education?   Ã‚  Ã‚  Ã‚  Ã‚   The constitutional issue of the right to assistance of counsel is related to education. The study of law requires knowledge, skill and experience in trial proceedings. Even an educated and intelligent man who is not properly educated and trained in law is considered incompetent and unable to defend himself. Courts are created to punish and deprive the guilty of their liberties through imprisonment and other imposable penalties. Thus, it is imperative that if a person is charged with an offense in court he must be able to put a defense and be heard by a properly trained counsel. To deprive him of this would be tantamount to depriving him of due process and would render nugatory the basic tenets of the Bill of Rights. A person charged of an offense would need the expertise of a counsel so that he does not risk himself of being convicted even if he be innocent simply because he does not know how to establish his innocence. More so an uneducated man, a feeble minded person or an indigent. Consequently, it becomes the duty of the court to appoint counsel so that such person may not be denied due process.   References    Argersinger v. Hamlin, 407 U.S. 25 (1972) Betts v. Brady and Progeny, 316 U.S. 455 (1942) Gideon v. Wainwright, 372 U.S. 335, 350 (1963) Hamilton v. Alabama, 368 U.S. 52 (1961) In re Gault, 387 U.S. 1 (1967). Johnson v. Zerbst, 304 U.S. 458 (1938) Moore v. Michigan, 355 U.S. 155 (1957) National Archives and Records Administration web site. ‘Bill of rights.’ Retrieved on November 16, 2007, from http://www.archives.gov/national-archives-experience/charters/bill_of_rights.html Oxford Companion to the Supreme Court of the United States. Oxford University Press, 2005. Powell v. Alabama, 287 U.S. 45 (1932) U.S. Government Printing Office web site. ‘Sixth amendment: Rights of the accused in criminal prosecutions† 2002. Retrieved on November 16, 2007, from http://www.gpoaccess.gov/constitution/pdf2002/024.pdf

Hod 1000 Mid-Term Study Guide

HOD 1000 Midterm Study Guide 2. 28. 12 Tips: 1 Know Lecture 2 Know how they are applicable 3 Know Lemme 4 Take the test carefully †¦50 multiple choice questions a. Underline the important words like: i. â€Å"All,† â€Å"Nothing† or â€Å"None†Lemme * Look for models on development * Models for Understanding Development * Trait Model * Be aware of what the 5 traits mean * â€Å"Openness† and â€Å"Agreeableness† Self & Identity 3 things determine importance of Memories: 1 Frequency a How often something occurs 2 Duration 3 Intensity Internal Working Model:The internal working model is how we view/what we believe about ourselves, others and the world. It influences what we expect of and from ourselves, others and the world in general and directs how we respond. It begins to form as soon as we are born and is based on experiences with others and the outcomes of our efforts. An infant that experiences frequent abuse or neglect can develop a negat ive internal working model that â€Å"says† no one cares about me, I am unlovable, people who are suppose to love me only hurt or reject me, it doesn't matter what I do or say it is ineffective or not good enough, I an't trust people as one time they are nice and the next time they are mean. etc. If this â€Å"model† of self, others and the world and how things work is not corrected the result may be a child or adult that has low self-esteem, is overly dependent or independent, overreacts to situations, sabotages relationships, jobs and/successes, gives up easily, etc. Or an infant that receives consistent, responsive, attuned nurturing from his/her caregivers is most likely to develop a positive internal working model. SocioCultural Current ———— Beliefs ——– Goals ——— Strategies Life Experience (affects them all)Beliefs In: I. Self * Concepts * What you think of yourself as a whole * Efficacy * Confi dence in what you do * Esteem * How you feel about yourself, as in self-worth * The more esteem you have, the more efficacy you have * Not true, typically in the African-American population; based on discrimination * Strong in-group/out-group bias can contribute to low self-efficacy II. Others 3 Domains: 1 All People 2 Groups of People 3 Specific Individuals III. World 1 Overall Views 2 Explanation of outcomes 3 Making sense of the world, making cause and effect relationships Goals 4 Domains: Physical Well-Being a Desire for safety, comfort and pleasure 2 Personal Competence b Desire for significance and success 3 Relational Closeness c Desire for friendship, love, and acceptance 4 Self-Transcendence d Desire for meaning and a lasting contribution to the world, or whatever you deem necessary e [Mitch Albom (Tuesdays with Morrie) is missing the Self-Transcendence] Strategies 4 domains: 1 Affect Regulation a Coping with anxiety, emotions 2 Interpersonal Skills b Active listening, etc 3 Problem Solving 4 Task Management Schema * This is how you organize data in the world 2 ways of using that information: 1 Assimilation a Putting the new information into already-existing categories b Always try to assimilate over accommodate 2 Accommodation c When you have to change your schema to fit the new information * Equilibration is * A sense of cognitive harmony or balance * People desire this, to bring (or keep) their system in order. If not: * Disequilibration results * The major impetus for cognitive development; info inconsistent with our existing worldview disrupts equilibration, placing us in an unpleasant cognitive state (conflict, dissonance, inconsistency)Cognitive Functioning Self-Concepts: * Closure * Permanence * Once you figure something out, you stay that way. * Urgency (associated with Permanence) Bio-Psycho-Social-Spiritual Dimensions of Goals MEMORIZE IT | Needs| Desires| Fears| Physical Well-Being| Safety & Security| Health, comfort, pleasure| Death, pain , suffering| Personal Competence| Esteem| Power, success, accomplishments| Helplessness, inadequacy, failure| Relational Closeness| Belonging| Friendship, love, intimacy| Rejection, engulfment| Self-Transcendence| Purpose| Generativity, service, God| Hopelessness, meaninglessness|From Lemme Equation for Self-Esteem: Self-Esteem = Self Concept / Ideal Self Difference between Reliability and validity (pg. 13) Reliablity * Consistency or stability over time * Will the results obtained be consistent if the study is done again, or are they influence by some fluctuating factor, such that we cannot arrive at the same findings in all similar situations? * Problems with reliability must be resolved in order to have confidence in findings Validity * The degree to which your experimental results can be applied to external population Terms that connect directly to things in lecture: * Looking Glass Self * Take others’ perceptions of you to formulate your own self concept Generalized Othe r (p 78) * We begin to take the perspective of society and its values and expectations in judging ourselves; * Basically, incorporating societal standards into our sense of self Erikson’s 8 Stages of Development 1 Trust vs. Mistrust (0-1) 2 Autonomy vs. Doubt (1-3) 3 Initiative vs. Guilt (3-6) 4 Industry vs. Inferiority (6-11) 5 Identity vs. Role Confusion (12-20) Related to one’s commitment to occupation, religious beliefs and political ideology and whether or not those commitments have been made after a period of exploration or crisis b James Marcia added the domains of gender-role attitudes and beliefs about sexual expression 6 Intimacy vs. Isolation (20-40) c Developing capacity for close intimate relationships without losing one’s sense of self d Dependent on the existence of a solid identity (previous stage) e In not resolved, leads to loneliness and isolation 7 Generativity vs. Self-Absorption (40-65) A concern for future generations and society as a whol e g Midlife transition h Psychological origins are in adolescence and young adulthood i Periodic longing for meaning and purpose that is outward focused and which occurs throughout adolescence and adulthood 8 Integrity vs. Despair (65+) j Integrity refers to the ability to look back over life with satisfaction and little or no regrets i Acceptance of death ii Saying goodbye to loved ones iii Finishing the â€Å"race† with dignity k Despair include bitterness and regret over life There is a sense of fear and despair as one approaches m 4 types of Generativity: Articles * Why the Self is Empty * What does Media/Advertising suggest people use to fill up their empty self? – Consumption of material goods – Psychotherapy * Emerging Adulthood * Extending Education * Marriage Late * Increased Life Expectancy The Forgotten Half  · Who comprises the Forgotten Half? Coherent Life 1. Meaningful a. Goal domain: Self Transcendence b. Strategies: Increase Generativity (from Erikson’s 8 stages) 2. Comprehensible 3. Manageable I. Identity Development LectureCritical Models to Understand Alternatives 1. Bronfenbrenner’s Systems Theory a. In the Middle you have you, then the MicroSystem (tend to be Dyadic); next Meso, interaction between the domains (the way work environment affects your home environment, visa versa); then, EXOsystem (things that influence your microsystems; might not have direct influence though); Lastly, MACROsystem: Society, how it has scripts, norms, blueprints for how things should go 2. Levinson b. Know what the major stages are and their ORDER c. Although, exact age questions will probably not be in the exam d.Don’t spend too much time, initially, on this 3. Marsha e. Diffusion—no commitment, no crisis, not acknowledging a problem f. Fore closure—comittment, but not crisis—you’ve taken a value someplace else. This is the way things are. An uncritical acceptance of a value or belief. g . Moratorium—crisis, no commitment. You’re evaluating beliefs and values you have. If you want to keep them or find others. Achievement—commitment and crisis. You can be critical of beliefs goals and values without it affecting your identity h. 2 Forces acting on you are: i. Crisis ii. Commitment . Understand the characteristics of people in each of those stages; be able to place a described person into one of those stages and know how you can move them 4. Erikson’s 8 Stages of Development i. Throughout a lifetime, each person moves through the 8 stages j. Movement from one to another is based on a crisis or a conflict; k. If not, you get stuck in that stage and can’t move on l. Arguments against it: iii. It’s generalized m. Attachment Styles iv. n.Stress brings out one of these two undesirable qualities v. Securely Attached-Healthy relationships, trust people but not naive about it vi. Differentiated 5. TRAIT Model p 67 o. Know what traits are generally about p. Collectivism v. Individualism vii. Collectivism-Little individual thought, for the good of the group and not necessarily for the good of the person. Chinese Society viii. Individualism-Individualist Society. American Society ix. Fits into the MACROsystem section of Systems Theory Emerging AdulthoodDetached/Avoidant——Differentiated/Secure—–Diffused/Anxious-Ambiv. Family Systems Lecture 1. Life Forces: a. Differentiation: Begin independent, making yourself different from people around you b. Togetherness: Fitting in v. Standing Out c. Pseudo Self-Extremes: Detached, Diffused d. A lot of significance of close and family relationships 2. Family Roles (Chart with lecture notes is great! ): e. Hero, First-Born: Fear of failure; over-controlled f. Scapegoat, 2nd Born: Fear of rejection, shame, Wants to stand out from oldest, Tend to lean to the avoidant side of the scale g.Lost Child-Middle child syndrome, Unable to express feelings, Witn ess the battle between siblings and parents, Introverted h. Mascot: Youngest, Hides pain with humor, immature, feels inadequate, Instead of withdrawing from tension, they try to ease it with humor, More anxious ambivalent 3. Influences on Family System i. Direct: Parents yell at you j. Indirect: Watching parents yell at sibling k. Reciprocal: The way you affect your parents; influence never goes one way i. As you’re being yelled at by your parents, the way you respond impacts your parents 2 Types of Anxiety . Chronic: Ongoing, Nagging feeling that something will go wrong or that you’re just wrong in general, Produced in family systems with a lot of conflict, Pushes you to either be fused or avoidant 2. Acute: Limited; normal, Will disappear with the not-so-serious situation, Ways to Bind Anxiety 1. Healthy: Exercising, talking to someone, using reflective skills 2. Unhealthy: Eating disorders, physical manifestations of symptoms (headaches, stomach aches) Highly Differ entiated People: Secure, self-directed, Responsible for selfWhat is a Triangle: Basic way to look at a relationship is a dyad; but when instability occurs, there’s a tendency to bring in a 3rd party. Using them, directly, to diffuse the problem is a bad thing Ways to De-Triangle 1. Emotionally Neutral, Supportive, Active Listening, Facilitating Problem Solving, Encouragement a. Worse thing to do: â€Å"Oh, let me talk to them FOR you. † 2. Active Listening, Paraphrasing, Repeat some of their claims back to them to help them understand, Probing, Asking questions to do a bit more door opening Cognitive DistortionsCheck Bainey for:  · Listening Skill Clusters  · Barriers to Active Listening HOD 1000 Review Session * Memorization and application * Achieved in their identity vs. centrally attached * How to apply the lecture material * Don’t spend too much time on ageism * Model for understanding development is more important—trait model! * 50 MCQ * Look ou t for â€Å"not† * Underline important words: all, nothing, not * If talking about mom, maybe it has to do with attachment * Memorize 5 traits: what they refer to. What does openness mean?Don’t need to know all 7 measurements of openness. What’s the difference between agreeable and openness? First 3 lectures, questions * Self and Identity * The Internal Working Model!!! * Socio-cultural * Current beliefs, goals, strategiesactions=Life Experience * Past experiences-3 things determine importance * Frequency * Duration * Intensity * They determine how much previous experiences have a bearing on goals, beliefs, strategies. Beliefs=self, others and the world * Self: concept, efficacy, esteem Concept what you think of yourself as a whole, esteem how you feel about yourself/self-worth, efficacy is confidence in what you can do * More esteem, more efficacy you have except in the African-American population—due to discrimination * Strong in group-out group bias, y ou can develop high self-worth within group, but negative stereotypes in environment and their impact on opportunities affects efficacy * Others: people in general, groups of people, individuals * World: overall view, explanation of outcomes (making sense of the world, cause and effect relationships, predicting/avoiding events) * Goals=physical well-being, personal competence, relational closeness, self-transcendence. Mitch is missing self-transcendence * Strategies=affect regulations (dealing with emotions), interpersonal skills, problem-solving, task management * Schema * That’s how you organize knowledge about the world. You have to put all the knowledge you’ve taken in * Assimilation and accommodation Assimilation—Putting new info into existing categories * People prefer this/to keep things way they are. Equilibrium * Cognitive dissonance—things don’t fit together—desire equilibration and order * Accom—change your schema * Self-Co ncept page 82 Out of cognitive function people seek closure, permanence, and urgency * Know the 4 goal domains—needs, desires, fears related to them (physical well-being, bio, pscyho something) * Equation for self-esteem=self-concept/ideal self * Difference between reliability and validity p. 13 * Looking glass self and generalized other –they connect directly to stuff in the lecture * Re-read the empty self People use media, advertising, etc to fill up the empty self, psychotherapy, goods * A coherent life: meaningful, comprehensible, and manageable * Strategies to conduct a meaningful life: generativty vs. self-absorption (Erikson) * Reflection, comprehensible (can you understand world around you in a way there’s peace) Lecture 2 Identity Development * Bronfrenbrenner * You in the middle surrounded by microsystem of didactic relationships (any people you interact with on a day-to-day level directly) * Outside of this is meso—interaction between differen t domains. Way you work environment affects home environment. Microsystems are interacting.Noisy roommate>cranky in class * Exo system—things that influence your microsystems—might not have direct interaction with. CEO and mail room person. * Macro system—society has blueprints * Levinson—know the major stages and its order * Unlikely it’ll be age, but who knows * Marsha 2 forces acting on you are crisis and commitment * Understand the characteristics of people here—if you were given a person as example know how to place them * Foreclosuremoratorium. A big event could challenge their beliefs and they haven’t resolved it yet * Need to be able to move between models * Erikson’s 8 stages of development p. 48 Lemme Throughout life, each person moves through stages * Movement from one to another is based on a crisis or conflict * If you don’t, you get stuck and can’t move on * Critiques: it’s generalized, thereà ¢â‚¬â„¢s no general frame for development * Attachment styles The strange situation experiment * Avoidant—secure—-anxious ambivalent * Stress brings out one of these two undesirable characteristics * Securely attached—healthy relationships/balance, differentiated * Avoidant=detached, secure=differentiated, anxious ambivalent=fused * P. 67 trait model—know what traits are generally about * Collectivism vs. individualism * Operates in the macro system Emerging adulthood—why is adulthood emerging later in people now? * Extended education, marriage later, increased life expectancy, etc. * The forgotten half—who are they? Why are they left, what are the implications * No trigger word for his mom—always been that way means it’s probably a trait Lecture 3 Family Systems * What are the two life forces operating? Differentiation and togetherness * Differentiation—being independent, making yourself different from people around you * Togetherness—fitting in vs. standing out * Pseudo self=extremes. Detached, fused * A lot of significance of close and family relationships * 4 family roles—hero, scape goat, lost child, mascot Lost child—quiet, observant, inwardly focused, sees battle between hero and scapegoat. Goes into it but doesn’t get involved. * Mascot—instead of withdrawing, they try to ease it with humor—probs more anxious * See lecture notes * 3 kinds of influence—direct, indirect, and reciprocal * Parents yell at you, watching them yell at your siblings, as you’re being yelled at the way you respond impacts your parents * 2 types of anxiety—chronic and acute * Chronic anxiety produced in systems with a lot of conflict and that pushes you to be fused or detached * Cognitive distortions! Over gen, mind reading, all or nothing * Binding techniques for anxiety Unhealthy—alcohol, drugs, cutting, eating disorders, headaches/stomach aches, ways you respond to anxiety * Healthy—exercising, talking about it, reflecting, taking a nap, * List of things that highly differentiated people are in the lecture notes * Need to know them! * Triangle * Two people have a conflict and go to a third person to diffuse tension * Instability in that relationbringing someone else in to use them directly is unhealthy * 5 components of DE triangulating * Emotional neutrality—don’t take sides * Being supportive * Active listening * Facilitating problem-solving * Encouragement—resolve within the dyad * â€Å"let me talk to them for you† NO wrong meh * Paraphrasing and probing—repeating back what was said and asking questions * Baney listening skill clusters and barriers to active listeningJesse never calls home doesn’t want to explain grade afraid of disappointing them * Both chronic and acute * Which of these is not a way ppl try to bind anxiety—using drugs, over studying, hanging out with friends, alcohol,, none of the above, b and c * Answer was none of the above– Ladder of inference Race and ethnicity—difference in way Martia’s identity status is organized Healthy outcome for achievement of minority—bicultural achievement—learning to adapt to different situations as a protective measure. Others should embrace equality and differences. Diffusion and foreclosuremoratoriumachievement Categorization and identification * Automatic, based on stereotypes, includes a prototype

Gender Inequality Essay Example | Topics and Well Written Essays - 1500 words

Gender Inequality - Essay Example According to my analysis, Women are more affected by the Gender Inequality in work places, Families, Politics, National and International affairs. While in some Institutions religion and tradition are the main factors leading to discrimination against Women to a lower status. My analysis has shows that in some society's women begin to experience discrimination right from Homes, sometimes from childhood up to the maturity stage. However, history has noted that Gender Inequality has its roots dated back to over one thousand year within Arabian Peninsula. During that period, the Arab's were in the habit of burying their female children alive, soon after they were born. They had a tradition that portrayed females as unwanted creatures. But with the advent of Islam the dirty tradition was wiped away. What I also learnt explains how in some societies women are not allowed to attain any position like men. Unfortunately, women are denied the right for Education because of Gender Inequality. Though they are allowed to attend schools, their chances of attaining the highest level usually restricted by the norms of religion and tradition. In such societies, only men get the privilege of reaching the highest level of education. I observed that Gender Inequality is on the increase in many parts of the world, especially in the African Continent. In northern part of Nigeria for example, Gender Inequality is on the highest rates, reaching to about 55%. Females are denied the right for education, especially in the rural areas. They have a traditional belief which says: "Females are born to grow and produce children's, cook foods for their husbands, and children's. According to another analysis that I made, I found that in some Institutions if a certain family allows women to attend the highest level of education, such family will be discriminated from others with a negative perception. They will be regarded as the "devils that betrays the tradition of their forefathers. In some societies, despite awareness and education, Gender Inequality is practicing by discriminating against women in work places. Some employers do not offer jobs to female, preparing to offer the vacancies to their counterpart. Even in places where the employers agreed to employ females, they offer them lower salaries, because in such places women are regarded as unproductive element. In chapter 10, from a book Introduction of Sociology written by three authors, under a subject "Gender Inequality" I came across an analysis made, on hoe women hold occupation of the lower rank. The authors have this to say: "The increase of women in the work places in the twentieth Century has influenced many aspects of social life. Though high proportions of women are in labor force around the world, they are concentrated in low paying routine occupation" In another paragraph, they also have this to say: "Despite more women moving into higher ranking position, pay between the sexes remains unequal". (Introduction to Sociology)". I have learnt that the Gender Inequality does not exist only in African continent, but it is a Global problem that affected the entire races. It is a natural phenomenon that causes greatest challenges

USA Patriot Act 2001 Research Paper Example | Topics and Well Written Essays - 750 words

USA Patriot Act 2001 - Research Paper Example Jim Sensenbrenner brought H.R. 3162 to the floor. The bill was passed on October 24, 2001 with the overwhelming support of both the Democrat and Republican parties. The nation's security enforcers such as the FBI and CIA seemed to be powerless to stop such a strong opponent from attacking America because, as then senator Joe Biden explained it (â€Å"The USA PATRIOT Act: Preserving Life and Liberty â€Å", n.d.): â€Å"Many of the tools the Act provides to law enforcement to fight terrorism have been used for decades to fight organized crime and drug dealers, and have been reviewed and approved by the courts. As Sen. Joe Biden (D-DE) explained during the floor debate about the Act, "the FBI could get a wiretap to investigate the mafia, but they could not get one to investigate terrorists. To put it bluntly, that was crazy! What's good for the mob should be good for terrorists." (Cong. Rec., 10/25/01)† At the time that the bill was passed into law, everything that it contained in terms of investigating and going after terrorists on American soil seemed to make sense. The country finally had a law that would force the law enforcement agencies to work as a team rather than independently of each other in an effort to bring terrorist activities to the front lines (Fritscher, 2007). It gave them a legal method through which they could investigate and surveille suspected terrorists. It was actually because of the difficulties that the various government agencies experienced in investigating possible terrorist acts that this law came into being. By allowing the law to give our law enforcement officials the power and tools with which to conduct their investigations pertaining to perceived terrorist threats within the country, our lawmakers have made the country a safer p lace for all concerned to live in (Mathewson, 2009). Under the law, the legal barriers that existed previously which prevented the government agencies from sharing intelligence with one another was removed. Thus allowing for a more collective effort in the fight against terrorist. This was because they now had the ability to see the over all picture of a terrorist plot using bits and pieces of collated information from various sources. To quote Sen. John Edwards (â€Å"The USA PATRIOT Act: Preserving Life and Liberty â€Å", n.d.) : "we simply cannot prevail in the battle against terrorism if the right hand of our government has no idea what the left hand is doing". The U.S.A. Patriot Act of 2001 has the country's best interests at heart. However, there are sectors of society that view the law as one that was haphazardly put together due to the jittery nerves that existed at the time. The law was passed with little to no debate in both legislative houses, and the more than three h undred and forty page document was passed with majority of congress never even having read a single page. All because of a perceived enemy that was little understood in the annals of American history (Point, n.d.). The problem with the law, is that it inadvertently approved investigatory tools that used to be denied by congress on the basis of domestic privacy issues (Point, n.d.). While our constitution guarantees certain rights to privacy in Constitutional Amendments four to eight, the Patriot Act repeals such privacy assurances for its citizens in the name of national security. Instead, the act opens up the citizens of the land to various possible abuses in authority that did not exist before the passing of the US Patriot Act of 200

Will GM's Strategic Plan Lead to Future Success Case Study

Will GM's Strategic Plan Lead to Future Success - Case Study Example The third strategy that GM has implemented is the premium pricing strategy that has led to higher margins and prices thus ultimately leading to higher profits per unit sales. GM has cut the incentives for the dealers in order to attain higher margins. The fourth strategy linking the executive compensation to company performance through ensuring the executive bonuses are dependent on the margins posted by the company. The company has also carried out staff rationalization in order to reduce the boated wage bill. Based on the case study, GM’s vision is to become the most profitable automaker in the world. The company is not interested in expanding its market share, but its strategies aim at reducing the operating costs and increasing the unit margins in order to improve the profitability of the company (Daft 183). The vision is realistic since it managed to regain from Toyota as the largest automaker in term of sales figures and has increased its profit margins. The company has also controlled costs. In this case, higher margins and sales volumes will make GM the most profitable automaker if the measures implemented in controlling costs are successful. The first SMART goal is to raise profit margins by 10 percent. This goal is specific and measureable since the current profit margin is 6 percent and this could go up to 10 percent after restructuring the company and improving operational efficiency. The reduction in engineering and manufacturing costs through downsizing the auto platforms will significantly reduce the manufacturing costs. Use of standardized plants and assembling will also improve efficiency of operations and lower costs. Other companies that have few auto platforms have managed to attain a return of 10 percent of sales and this goal is realistic and time-bound since GM will have only 14 auto ‘platforms’ by 2018. The second SMART goal of GM is to make more than $ 10

Pulmonary Rehabilitation Essay Example | Topics and Well Written Essays - 250 words

Pulmonary Rehabilitation - Essay Example To achieve this objective, Rochester (2008) analyzes various relevant secondary sources. The researcher finds the need for preoperative pulmonary rehabilitation for patients preparing for lung transplantation or LVRS because such patients are medically complex and have exercise limitations and that these surgical procedures present substantial preoperative complications and risk of mortality. Despite its ventilating limitation, it was found that this procedure improves peak work rate, walk distance, muscle strength, maximum oxygen consumption and quality of life. However, the researcher could not determine whether it increases surgery survival, surgery tolerance and adherence to medication. The research documents postoperative benefits of pulmonary rehabilitation including hastening recovery and optimizing functional status. There are no formal guidelines for pulmonary rehabilitation but the research suggests strength exercise training, alternating high and low intensity training and stretching and chest mobility exercises among others. The findings give scientific evidence of effectiveness, safety and feasibility of pulmonary rehabilitation for patients seeking to undergo or recovering from lung transplantation or LVRS. However, the patients should be monitored to ensure that they do not show any signs of undesirable events. Appropriate safety precautions should be taught during training. Rochester (2008) proposes the need for future investigation of whether lung transplantation and LVRS outcome could be improved by improving symptom management and exercise

Strategic Assets Case Study Example | Topics and Well Written Essays - 1000 words

Strategic Assets - Case Study Example According to Rupert Murdoch News Corporation are blessed with many things: dedicated employees; a consistent vision; compelling products and services; loyal customers throughout the world; and boundless opportunity as the global thirst for entertainment and news explodes. It is true there are all kinds f opportunities for News Corporation. However in the unstable world environment we probably will experience economic downturn for a period f time. I would say that there are risk and threats in every aspect. The news media is very sensitive to most countries in the world. It is even worse in this moment when America is attacking Afghanistan. The economy is suffering a downturn as a whole. Technology is growing very fast. The cross-border globalization f communication still remains a difficult issue for news companies. Local government plays n very important role in the industry. Country like China they control news media tightly and there are heaps f regulations and restriction in the country. Never before has this industry seen such turmoil both in terms f changes in technology and challenges posed us and our competitors by regulatory authorities around the world. Global competition is becoming more and more intense. There are high development costs for news companies. The industry is in a mature stage f PLC. News companies are fighting hard to maintain market share. It is time to emphasis efficiency and low cost. As for the five forces, it is difficult for new entrants to come. However the buyers have stronger bargaining power as they have more choice and better knowledge about the industry. There are no specific substitutes for News Coporation as they cover almost all aspects f news media. The competitive rivalry is very strong in the news industry. The News Corporation has a vast range f products like * filmed entertainment; * television; * cable network programming; * magazines and inserts; * newspapers; and * book publishing. The principal activities f associated entities include: * satellite, television and cable broadcasting; * newspaper publishing; and * print and electronic television guidance applications. It covers all over the world and products serves every segment f market. It is said to be the most integrated news company at the moment. The Resource. News Corporation had total assets as f June 30, 2001 f approximately US$43 billion and total annual revenues f approximately US$14 billion. News Corporation's diversified global operations in the United States, Canada, continental Europe, the United Kingdom, Australia, Latin America and the Pacific Basin include the production f motion pictures and television programming; television, satellite and cable broadcasting; the publication f newspapers, magazines and books; the production and distribution f promotional and advertising products and services; the development f digital broadcasting; the development f conditional access and subscriber management systems, and

Closing the Gap Article Example | Topics and Well Written Essays - 750 words

Closing the Gap - Article Example The management process entails the channel that duties, orders and chores pass from the highest individual in the company’s hierarchy to the junior staff in the organization (Saxena, 2009). According to economists, good management skills and ethics complete the production cycle. However, this only happens if there is an excellent open door communication channel between the superiors, seniors and juniors. Most of the successful giant businesses corporate have acquired their large market shares through formulation and implementation of competitive management strategies. According to the article, ‘good communication’ is a vital factor ensuring the success of a business. Communication is employed through vertical and horizontal communication. Channels of communication have played a big role in the formulation of strategic decisions. For a firm to implement its strategies there should be effective and efficient relay of information from the managers to the subordinate staff. Management should achieve this through suggestion boxes, memos and the open door communication. Teamwork is a very important principle of management that starts from leadership skills. It ensures division of labor that helps in inventory and bookkeeping. They help in the follow up of business transaction which in turn helps ensures the success of the business. Organization score also influences a business’ success. ... Critique According to most economists, employment of principles of management leads the achievement of the set firm’s goals and objectives (Saxena, 2009). However, critics have come up with their theories explains reasons as to why firms fail irrespective of the implementation of the principles of management. These critic theories include the following: According to the article, communication strategy is the most important strategy to the success of a business. However, communication is not always the answer. While done at some inappropriate levels, it may lead to the business failure. For example, when a manager relays critical information to the worker, if they are not specialized in their departments, the messages may be interpreted in the wrong manner. Language barriers may also pose a threat to the communication process. The junior staff may fall prey to altered or faulty information due to the hierarchy of bureaucracy in the organization. Firms need to employ competent a nd professional workers who will help in the communication, implementation and performance of the business. Teamwork is also a principle of management but due to various factors brought up by critics, it poses a threat to the business. This evident where bad leadership and management skills are present in a business’ operations. The senior leaders should set examples to their junior staff by being key team players and not joy riders whose main objective is to command and get a monthly pay. Greedy seniors who become traitors by providing competitors with sensitive information have been a threat to the success of most international firms. Remarkably, team involves both internal and external emotions of the employees. Differentiation in most business entities

Quit Smoking Research Paper Example | Topics and Well Written Essays - 1000 words

Quit Smoking - Research Paper Example Experimentation with smoking, which can be unpleasant at first for some, is followed by adaptation to the taste and to the pleasurable and rewarding sensations, as well as by behavioral associations experienced by the novice beginner in nicotine dependence, in the later age. Smoking experimentation is often associated with the search for one’s personality and place in the adult world, which occurs just before puberty hits in (NIDA, pp 27-28). Smoking gradually becomes habit and the habit becomes addiction. It also starts as a peer pressure, or having friends who smoke or just liking the second hand smoke. â€Å"In a sense, then, parts of our brains are working against us when we try to overcome bad habits. These routines can become hardwired in our brains,† says Dr. Nora Volkow, director of NIH’s National Institute on Drug Abuse. â€Å"And the brain’s reward centers keep us craving the things we’re trying so hard to resist†, adds Dr Volkov (NIH). Smoking tobacco is both a psychological habit and a physical addiction. The psychological factors associated with smoking are that cigarettes relieve a smoker from stress, depression, loneliness, or anxiety. It becomes physically addicted to the smoker because you need it after every meal or coffee, at party, along with alcohol or gambling or just because your friends are smoking at an outing. Hence, physical habit and psychological addiction, a deadly combination stops you from quitting. Several diseases have been liked to smoking; coronary heart disease, stroke, lung cancer and chronic obstructive lung disease are just to name a few. Needless to say, they all bring you closer to death. So the next best thing is to quit, and quit for good. Whether you are a teen smoker or a lifetime pack-a-day smoker, quitting can be tough. There are many things that can assist you in quitting which money can buy, but there is one thing Master Card ® cannot buy: it’s your will

Community College Essay Example for Free

Community College Essay Community college is made up of an atmosphere of many di? erent categories. We have your tradi? onal, untradi? onal, veterans, and single parents. Some are there to transfer and some to get an associate’s degree while one of the biggest reasons is because they simply cannot a? ord the university price. â€Å"John Holt† (Three Kinds of Discipline) is very compliable with the categories in a community college. You need a great deal of discipline to succeed here reality sets in and if you are not disciplined then you will fail out and waste a lot of money. You  will always make mistakes while being here but learning from those mistakes is what will make you a be*er student. While you a*end you will create a lot of friendships and several kinds of them. â€Å"Judith Viorst† (Friends, Good Friends, and Such Good Friends) you will have your convenience friends, your historical friends, opposite sex friends, and in? mate friends. Your tradi? onal students are the students that a*end college right a/er they get out of high school or are under the age of 25. untradi? onal students are your students that are above the age of 25 and are a*ending college to move up in their job or just wan? ng a career the  needs a type of degree so they go to school. Veterans are a*ending the school to become a higher rank in the military or because they are searching for a new career a/er they 3nish there term. There are also single parents that work a full ? me who a*end the school at night while there kids are at a babysi*ers house or with a friend they go to be promoted in their job the job sends them to get a degree or they could be a young parent who needs to get credits so that they can get a good job to provide for their family. To be disciplined at college could poten? ally be the most important aspect to be a successful student. The reality sets in and students quickly realize they need to discipline themselves to study, do homework, and write essays. Discipline of a superior force is another way students can succeed as well. This may help because fear of disappoin? ng an instructor or a parent. A lot of friends will be made as you a*end college you will have di? erent groups of friends as well. You will have your convenience friends who you see as you are wai? ng in between classes and small talk about li*le things some of them you get along with and talk every day and others you’ll talk with once a week and possibly never even get their name. You  have your historical friends who you have grown up with since elementary school and can talk about anything with these are the friends you hand out with out of school with you go out to par? es with, watch spor? ng events and 7at out just hang out with. You meet some friends that are the opposite sex as you these are the ones who you may try a li*le too hard to impress or you might get along great with them great you may even become in? mate friends which is being in a rela? onship with them you could even possibly marry them. These are the categories that make up the atmosphere of community college and the kinds of students that make it up.

Stop Playing the Blame Game Essay Example for Free

Stop Playing the Blame Game Essay Growing up children love to eat at McDonalds, Burger King, or their local pizza place. The fast food industry offers prepackaged, unhealthy foods that are marketed through advertisements and media as a kid friendly quick breakfast, lunch or dinner. Many blame obesity in children and young adults in the easy access to fast food. Is it fair to suggest that the numerous fast food places that are available are the leading factor in the increase of obesity amongst children? There are other factors that should be considered such as parents, lack of exercise, numerous amounts of hours spent in front of the television. David Zinczenko’s article â€Å"Don’t Blame the Eater† supports the hypothesis that the increase in obesity is caused by the easy access, affordable, numerous fast food restaurants that are available. He argues the availability of healthier food options by writing, â€Å"drive down any thoroughfare in America, and I guarantee you’ll see one of our country’s more than 13,000 McDonald’s restaurants. Now, drive back up the block and try to find someplace to buy a grapefruit† (Zinczenko 392). He utilizes his own personal story being raised by a single mother who worked two jobs and did not have a large amount of income coming in. Zinczenko notes, â€Å"By age 15, I had packed 212 pounds of torpid teenage tallow on my once lanky 5-foot-10 frame† (Zinczenko 392). He listed choices such as, Taco Bell and McDonalds as his daily meal choices due to the lack of healthy choices and alternatives that aligned with his situation as a child. Is extra weight he gained as a child Taco Bell’s fault? To some, this claim could be seen as ridiculous and lacks personal responsibility. Helen Lee reports on a study she performed to argue the hypothesis that local food availability such as fast food, and convenience stores explain the obesity increase and risk among school aged children. Helen Lee performed a study on school aged in children in low income and high income households. Lee utilized different tools and resources to report on children’s BMI and how it changes over time. The study brought attention to some astonishing results. Contrary to Zinczenko’s claim that grocery stores and healthier food choices are limited, Lee’s study finds that, â€Å"poor and minority neighborhoods not only have greater access to fast-food restaurants and convenience stores; they also have access to large-scale grocery stores and full service restaurant’s† (Lee). She also confirms from her research study that, â€Å"food outlet exposure holds no independent relationship to child weight gain† (Lee). Obesity in Children cannot solely be blamed on fast food services. Parents play a leading role in what their children consume. Lee provides relevant factors explaining obesity risk among young children: â€Å"For example, poor self-reported parental health is significantly associated with higher risk of weight gain, suggesting a relationship between parental health and child health. Television viewing is a highly significant predictor of BMI gains over time. For every additional hour per day of television viewing, there is a predicted 1. 5 percentile gain in BMI ranking by the end of fifth grade. Physical activity level is also important: increases in the number of days per week the child engaged in exercise significantly reduced their BMI gains†. (Lee) With this information it is safe to conclude that it is time to stop playing the blame game with your children’s health as well as your own. Take responsibility of your actions and live responsibly so that you may teach others to do the same. Works Cited Lee, Helen. The Role of Local Food Availability in Explaining Obesity Risk Among Young School-Aged Children. Social Science Medicine 74. 8 (2012): 1193-1203. Social Sciences Full Text (H. W. Wilson). Web. 24 Feb. 2013. Zinczenko, David. Don’t Blame the Eater. They Say, I Say: The Moves That Matter in Academic Writing with Readings. Graff, Gerald. Cathy Birkenstein. Russel Durst. New York: Norton, 2012. 391-394. Print.

Are Genocidal Perpetrators Ordinary Men or Ideological Monsters

Are Genocidal Perpetrators Ordinary Men or Ideological Monsters The term genocide was coined by Raphael Lemkin as a response to the mass murder of Jews, Jehovahs Witnesses, Romani, homosexuals and other minority demographics discriminated against and ultimately murdered on a mass scale in Nazi occupied Europe in the 1930s and 1940s. Prior to Lemkins definition, the Holocaust was, as Churchill described it, a crime without a name (Jones, 2006:8). Lemkins definition described the crime as the destruction of a nation or an ethnic group (Jones, 2006:10) and was later adopted by the newly formed United Nations in the Convention on the Prevention and Punishment of the Crime of Genocide (1948) which in Article 2 defined the crime as acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group including murder; causing serious bodily or mental harm to members of the group; deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; imposing measures intended to prevent births within the group; or forcibly transferring children from the group to another. The question arises however, as to how individual perpetrators of genocide could be considered normal or ordinary and not the evil of their actions; a debate summarised by Matthà ¤us as ordinary men vs. natural born killers (1996:134). We label the perpetrators of crimes we deem particularly heinous because, as Waller argues a world in which ordinary people would be capable of extraordinary evil is simply too psychologically threatening (1996:12) and incomprehensible because we fail to comprehend something about them (Dudai 2006:699). Following the Holocaust, much academic research was conducted across multiple disciplines in an attempt to explain how an otherwise outwardly normal person could be, or become, a perpetrator of genocide. Goldhagen explained the actions of perpetrators of the Holocaust as based entirely on the entrenched historical anti-Semitism within Germany and such a monocausal explanation is sufficient (1997:416); however his thesis assumes that the majority of German citizens believed in this ideology and focuses only on the genocide of European Jews. Conversely, Browning (2001), Bauman (2009) and others have argued that the actions of individuals are a response to their immediate social surroundings and that their role in the social structure of hierarchy has a far greater impact on complicity. Mann, however, bridges these two central reasons as to why perpetrators commit their crimes. Firstly, the individuals were peculiar people, either ideologically motivated or disturbed perhaps by mental ill-health or as a result of their upbringing, career path or marginalised lifestyle. Secondly, the individuals were largely ordinary but bigoted, trapped in a coercive and comradely organization, trapped within a bureaucracy or pursuing material goals (2000:232-3). Utilising social-psychological studies, sociological and historical research, it will be shown that where genocide occurs, the individual perpetrators who actively participate in acts of violence or murder are largely normal, healthy human beings who respond to the micro social situations and organizations in which they find themselves. Although the research focuses primarily on the Jewish Holocaust of Nazi Europe, other twentieth century genocides will be considered to assess whether ideology was the primary factor across the spectrum. A critique of Goldhagens thesis of eliminationist anti-Semitism will be presented to discuss that this was the wider, macro social environment of genocide but was not the sole reason why individuals were complicit. The Macro, Ideological Approach Dudai argued that the ideology of genocide is the macro social environment in which perpetrators act (2006). Accordingly, ideology was central to genocidal policies of the twentieth century; racial as in the case of the Turkish genocide in Armenia or the Serbian genocide of Muslims; against a class for example in the Communist genocides in Russia, Cambodia and during Maos Great Leap Forward in China; or an intertwining of both as with the Holocaust (2003:176-177). Societies in which violence is idealised and an acceptable form of achieving goals are more likely to utilise violence by the state as a means of social control (Staub, 2002: 55) for example, Germany had a strong use of violence to manage the unruly during the Weimar republic (Rafter, 2008) and Russian Communists found violence to be valuable and necessary (Staub, 2002:54) and were therefore more likely to be violent and aggressive in order to achieve their ideological goals. William Gladstone claimed The very worst things that men have ever done, have been done when they were performing acts of violence in the name of religion (Jones, 2006:400). Staub argues that pluralistic societies are less likely to be susceptible to narrow ideology as individuals are offered a more independent perspective without fear of ostracism or physical danger (2002:235) therefore suggesting that without the rigorous hierarchy and oppression of genocidal states, individuals may have the ability to choose not to participate. Where genocide takes place, a process of othering takes place whereby the persecutors believe themselves to be superior and their enemies, the others, inferior. Howard Becker defined the outsider as the individual or group who fail to abide by the rules of his wider social group, imposed by the insiders. To be an outsider does not require a specific act but is a consequence of the application by others of rules and sanctions (Becker, 1968:11). Anti-Semitism had existed for centuries in Germany and across Europe prior to the Holocaust however, the concept that eliminationist anti-Semitism (Goldhagen, 1997:71) was a standard belief is highly discredited. Goldhagen infamously argued that the Germans had for centuries harboured homicidal animosity towards Jews which lead to 80-90 percent of the German population under Nazi rule wanting to murder them (1997:541) although he presents no evidence for this assumption. European anti-Semitism was partly a result of Christian dogma regarding Jews as the killers of Christ and unbelievers early in the middle ages, perpetuated by the education of Christian children in the criminality and inferiority of Jews (Staub, 2002:101). Although the Christian Church had never outwardly called for the destruction of the Jewish faith, the Church had made the Jewish people a symbol of unredeemed humanity; it painted a picture of the Jews as a blind, stubborn, carnal, and perverse people (Blass, 1993: 44). Mann studied fifteen hundred biographies of perpetrators of the Holocaust in an attempt to explain who these people were, finding an unexpected correlation between Christianity and Nazism whereby those who identified with the Catholic Church were disproportionately represented as perpetrators (2000:347). Similarly, the Christian Armenians had, for centuries lived under oppressive Ottoman rule and under aspects of Islamic law. Under Islamic civil law, Muslims enjoyed the full rights and duties of citizenship whereas dhimmà ®, non-Muslims, were to be endured with great inequality between the two groups (Akcam, 2007:7). Edicts dating back to the sixteenth century declared that the dhimmà ® were unable to testify against Muslims in court or marry Muslims and they were unable to observe their religious practices if it would disturb Muslims, therefore building new churches or ringing bells was forbidden and repairs to existing churches required official permission from the state. P hysical othering also took place to identify non-Muslims as socially lower than their Muslim counterparts where houses were not to be built higher than Muslims, valuable materials such as silk were not to be worn and head and footwear were to be coloured red (Akcam, 2007:9).In Rwanda, Jones argues that the high rates of conversion in religion to Islam from Catholicism was a result of Islamic rejection of participation in the genocide and the rescuing of Tutsi (2006:400). However, secular ideology can be as destructive as fundamentalist, extremist religious ideology in the instigation of genocide (Jones, 2006:400). Indeed, secular ideologies have underpinned twentieth century genocides (Jones, 2006:400). If Goldhagen is considered to be incorrect in his assertion that traditional and historical eliminationist anti-Semitism was the sole reason behind the Holocaust, new ideologies must also be considered as to the macro social background behind genocides in the twentieth century. Stalins Russia, Maos China and the Khmer Rouges Cambodia were based on Marxist Communist theory which, although written decades prior to the genocide, caused new political revolutions in which individuals fought for a new role in society. Maslow identified cultural differences in synergy, the extent to which individuals forfeit their own gains and fulfil themselves by contributing to a common good (Staub, 2002:51). As one Stalinist perpetrator argued, with the rest of my genera tion I firmly believed that the ends justified the means. Our great goal was the universal triumph of Communism, and for the sake of that goal everything was permissible to lie, to steal, to destroy hundreds of thousands and even millions of people (Jones, 2006:401). However, universality of acceptance of the new regimes was not the case. Davis argues that Stalins terror famine and the famine of Maos Great Leap Forward were the culmination of violence and killing of the peasantry, designed to break independent spirits and force subordination (Shaw, 2003:39). Furthermore, resistance to the movements became common with some families choosing suicide over living under Communist rule and subsequent starvation, by choosing to kill livestock rather than hand it over to the Communist party or being part of violent uprisings (Shaw, 2003:55). If one considers the role of capitalist, democratic ideology in recent warfare, enforcing this ideology in other countries has, in some instances been very unpopular. The anti-Vietnam movement, for example, demonstrated against the United States bombing of Cambodia as part of the war on Communism in Vietnam (Shaw, 2003:202) and there were similar demonstrations against the early twenty-first centurys war in Iraq which held the intention of restoring democracy to the Iraqi people but was highly unpopular with British citizens. Goldhagen argues, with no supporting evidence, that the bystanders of Kristallnacht, the infamous pogrom in 1938, believed this would serve the Jews right because the absence of evidence is evidence itself (Augstein, 1998:157) however if anti-Semitic ideology was as traditional and prolific in other European countries as Goldhagen argues, the thesis neglects to reason why for the majority of Europe, it took Nazi invasion or annexation to give rise to such eliminationist attitudes. In Italy where anti-Semitism was rife, it was only when the country attempted to further their allegiance to Germany that anti-Semitic policy increased (Rafter, 2008:302). Conversely, Czechoslovakia for example had a long history of anti-Semitism with pogroms and the forced removal of Jews into a ghetto in the Josefov district of Prague dating back to the thirteenth century but had made no outward attempts to deliberately exterminate the Jewish population. Moreover, if the eliminationist anti-Semitic ideolo gy was so powerful in Germany, Goldhagen, in acknowledging that without the economic depression the Nazis would have never come to power, fails to consider why the overwhelming desire to eliminate the Jews was not acted upon sooner (Finkelstein, 1997:42). Responses to Nazi occupation varied greatly both within occupied areas and globally for example, Jan Karski infiltrated the Warsaw ghetto and Belzec concentration camp, escaping to London with hundreds of documents detailing the genocide taking place but many, Jews included, found the actions unbelievable (Jones, 2006:399) and early reports following the liberation of Auschwitz were disbelieved by the British media who only reported their findings after other global media had verified and reported. Furthermore, if the ideology was so entrenched in society and traditionally perceived as a threat, Goldhagen fails to acknowledge why many Jewish citizens of occupied Europe did not attempt to emigrate sooner, believed the Nazi propagand a detailing their resettlement at work camps and that the gas chambers in extermination camps were shower facilities as testimony from those survived the concentration camps and particularly those who worked in the Sonderkommando (special units of concentration camp prisoners who worked in the gas chambers and crematoria) describes (for example Venezia, 2009; Mà ¼ller, 1999; Haas, 1984). Moreover, Goldhagen fails to explain why the eliminationist ideology rapidly dissipated (Goldhagen, 1997:593-4) following the fall of Berlin and Nazi rule. Propaganda and indoctrination are highly used in genocide to spread the state ideology across the masses. For example, propaganda in Nazi Europe and indoctrination of Argentinean soldiers to promote character, honour and pride (Staub 2002:214). Coupled with the perceived threat of Communism, propaganda was highly used against the Jews, portraying them as not only racial inferiors but as assisting in Bolshevism (Jones, 2006:267). Indeed, perpetrators were more likely to have originated from the threatened borders of the Reich where anti-Bolshevism and anti-Semitism were great (Mann, 2000:348). Similarly, the Hutu portrayed the Tutsi as bloodthirsty foreigners intent on exterminating the Hutu (Valentino, 2005:35) by means such as the radio and the extremist Hutu newspaper, the Radio-Tà ©là ©vision Libre des Mille Collines and Kangura respectively, and calling on Hutu to follow the infamous Hutu Ten Commandments calling for vigilance against the Tutsi enemy (Jones, 2006:237). The 1972 genocide in Burundi of Hutus was a theme of Hutu political discourse and used in an attempt to invoke fear in the Hutu population, that if the Tutsi were not destroyed, the Tutsi would destroy the Hutu (Valentino, 2005:183) for although there was little evidence of fear and hostility between the two groups prior to the 1994 genocide, the conflict was engineered (Valentino, 2005:57). Ideological propaganda can be received by individuals differently however. Franz Stangl, commandant of Treblinka believed propaganda was used by the Nazis to condition those who actually had to carry out these policies to make it possible for them to do what they did, further arguing that the primary motive for genocide was for Nazi control of Jewish money and property (Semelin, 2003:270). Self-concept is a large factor in the ideology of genocide. Germany had lost a large proportion of their territory following their defeat in World War I, a war fought to gain the power and advantages Germany felt were owed to them, and the subsequent Treaty of Versailles. Hitler subsequently blamed the Jews for the loss of the war and, owing to the Sonderweg (special status of the country) (Elias, 1996:438) declared that Germany needed more Lebensraum (living space) resulting in the invasion of many countries across Europe to regain land which was seen as belonging to Germany. Moreover, individuals may have a strong sense of belonging to a group, identified for or against by visible symbols, education and other means (Staub, 2002:253). Self image is reinforced by the relationship to the others, the outsiders who have been deemed a threat by the social group. For example we may consider the attitude of the British in their war efforts in World War II or the social responses to terrori sm in comparison with genocidal action; where a threat (whether real or imaginary) is posed by one social group against another a unity of identity forms. Racially unclean social groups in Nazi occupied Europe, including the mentally and physically ill, were deemed inferior and inherently criminal based on biological criminology and alterations to Lombrosos Born Criminal thesis (Rafter, 2008). Where the Weimar Republic had been a series of turbulent governments and viewed as soft on crime, a more authoritarian policy on crime and criminals was called for by conservatives. Hitler was, Goldhagen argues, not seen as a madman but a politician to be taken seriously (Augstein 1998:157). With biological evidence collected by the Criminal-Biological Service in Bavaria that these groups were the cause of crime within the state, the ideological policies became incorporated into the criminal justice system, further perpetuating the image of the Jew as inferior and a potential threat to the German way of life. The Micro, Bureaucratic and Hierarchical Approach An acknowledgement of ideology must therefore be considered to underpin the rationale of genocide. Browning, in arguing a multi-causal rationale of the Holocaust acknowledges the deluge of racist and anti-Semitic propaganda (Jones, 2006:270), however he also questions the role of obedience, peer pressure and obligation. Arendts Report on the Banality of Evil impacted greatly on the impression we have of perpetrators of genocide, drawing focus away from the pathological and towards more social explanations of their actions (Dudai, 2006:700), followed by Bauman who argued that cruelty is social in its origin much more than it is characterological (Bauman, 1989:116). Prior to multi-disciplined research into the psychology of perpetrators, individual participants were believed to be mentally ill. Goldhagen reinstates this claim, arguing that the anti-Semitic ideology made the Germans pathologically ill, struck with illness of sadism diseased, tyrannical and sadistic (Goldhagen, 1997:397). Blass discusses a dispositional approach to the individual pathologies of the perpetrators in that they may be in some way mentally unhealthy (Blass, 1993:37). Rorschach ink-blot tests were conducted on Nazi leaders prior to the Nuremberg trials in 1945 to conclude that they were of a distinct group and were not psychologically normal or healthy individuals (Blass, 1993:37). However, the findings have largely been discredited with Kelley arguing that the personalities displayed were not unique or insane and could be duplicated in any country of the world today; the tests were not blind and the researchers could therefore have been biased in their analyses and whe re blind analyses were conducted there was individuality of results that contradicted the conclusion of a uniform distinction setting apart the perpetrators (Blass, 1993:37). Where Eichmann had been perceived by Arendt and Wiesenthal to be normal and acting under orders, blind analyses of personality tests revealed him to be sadistic and violent in his hostility, quite paranoid and a criminal with an insatiable killing intention (Blass, 1993:37). Finkelstein rebuts this claim, arguing that a homogeneously sick society would act as an alibi for the perpetrators for who can condemn a crazy people (Finkelstein, 1997:44). Arendt, who was present at the trial of Eichmann found him to be normal and there to be potentially an Eichmann in every one of us (2005:113). Nazi ideology and German culture in the 1930s and 1940s were strongly affiliated with the concept of obedience, indeed as Berger notes, the first commandment in indoctrinating Nazi youth was the leader is always right (Blass, 1993:33).The Holocaust in Nazi Europe took place under a strict bureaucratic regime with a meticulous division of labour and linear graduation of power (Bauman, 2009:98). Those faced with the task of directly murdering enemies were the subordinates at the end of a long bureaucratic chain leading to Himmler, the head of the SS and Heydrich, the head of the Einsatzgruppen. The practical and mental distance afforded to those at higher levels of the bureaucracy who may have had little experience or knowledge of the true nature of the delegated orders was not the case for those whose responsibility it was to shoot at point-blank range in the Einsatzgruppen or pour in the poison Zyklon B pellets into the gas chambers (Bauman, 2009:99). The obedience that allows the subordinates of a hierarchy to commit murder is therefore of critical importance. A psychological explanation offered by Blass is that of a situational perspective, whereby forces outside of the individual, largely from the social environment such as the position in a hierarchy and subordination can explain seemingly deviant or counter normative behaviour as a result of the immediate situation (Blass, 1993:31). Blass argues that the results of Milgrams obedience experiments are representative of the causal relationship between the immediate situation and the reactions of individuals. Milgrams experiment consisted of asking the subject to apply increasing voltages of electric shock to the learner should they answer a question incorrectly in 15 volt increments up to 450 volts, ominously marked XXX. 65% of subjects subjected the learner to the highest levels of voltage and he concluded that individuals could become agents in a terrible destructive process o ut of a sense of obligation, through the course of their jobs and without any hostility towards their victim (Blass, 1993:33). Responsibility for any harm caused was relinquished to the legitimate authority, the examiner, and the subordinate subject was no longer guided by conscience but the extent to which they obey the orders of authority (Blass, 1993:33). Similar experiments were carried out throughout the 1970s including that of Ring, Wallston and Corey who found a 91% obedience rate in applying painful sound to a learner, even when the experiment appeared to go awry and surprise even the experimenter (Blass, 1993:34). In the well-documented experiments conducted by Zimbardo, individuals were randomly labelled as prisoner or guard and were to carry out these roles in a controlled environment for a period of time. Those labelled as guards, knowing they were overseeing individuals who were had in no way been labelled as inferior prior to the experiment, became overly zealous in their positions and when physical violence and humiliation was utilised against the prisoners, the experiment was halted on ethical grounds. Zimbardo concluded that the dominant positioning within the hierarchy allowed sadistic behaviour to be elicited from non-sadistic, normal people who would exert violence on their equals because their social positioning allowed them to (Valentino, 2005:44-46) Two social-psychological theories attempt to explain the actions of genocide perpetrators whilst obediently following orders. The concept of the divided-self considers that the self, our personality and behaviour remains intact but a second self is created or activated in a new situation. Conversely, unitary-self theories argue that there is a single self which becomes altered as a result of the societal forces, situations and organisations (Waller, 1996:12). Lifton uses examples of The Strange Case of Dr Jekyll and Mr Hyde or the comic, Superman in his analogy of the divided self in that when presented with a situation of distress, a character such as Clark Kent changes into his alter-ego of Superman to save the world (Waller, 1996:13). Clark Kent remains the primary self but Superman, the secondary self, becomes activated and controls the behaviour of the body and mind. A variation of this dissociation may be doubling where the two selves are separate with no conflicts and where mo ral standards are annulled (Waller, 1996:14-15). Auschwitz survivors have described some of the doctors as two different people (Waller, 1996:26) For example, The Nazi doctor, Mengele who performed pseudo-medical experiments on Auschwitz inmates asked children to call him uncle and would appear to behave with kindness, playing with them and giving them luxuries of sweets and chocolate only to continue to perform his experiments and murder (Nomberg-Przytyk, 1985:104). Steiner also noted differing psychosocial types which only present under certain conditions for example the sleeper will not be apparent until an environment allows for or causes the release (Blass, 1993:43). Bauman similarly notes a difference in personalities dependent upon the extraordinary situations in which one finds oneself. Recounting the studies of Le Monde, survivors of a hijacking had a high incidence of divorce owing to individuals seeing their partners in a different light; good husband were selfish, the br ave business man displayed cowardice and the resourceful fell to pieces'(Bauman, 2009:6). The journalist questioned which face of the survivors was their true self; the original or their selves during the hijacking and concluded that neither was more true than the other. The normal good face was apparent in ordinary settings and, but for the extraordinary circumstance of the hijacking, the other self would have remained dormant (Bauman, 2009:6). Milgram contended that in conforming to the orders of a superior, an agentic state is created where the individual operates on the behalf of their superior and thus becomes an agent of their will. Similar to Steiners psychosocial types and Baumans analogy of the hijack victims, Milgram argues that this state lies dormant until it is required that one will act under orders. However, unlike Liftons doubling, the agentic state avoids an inner moral conflict by toggling between the autonomous and agentic states (Waller, 1996:16). More contemporary social psychology has adopted a strategy of the unitary self. When an individual is faced with actions which are inconsistent with their morality, they must either alter their behaviour or their personality as inconsistencies between the two cause individuals to feel troubled (Waller, 1996:16). In certain situations, including the rigid hierarchy of the SS where each individual was accountable to an immediate supervisor (Bauman, 2009:100), changing ones behaviour may not be possible or desired as individuals who hid or aided a Jew were punishable by death (Staub, 2002:165) as were moderate-Hutu in Rwanda (Jones, 2006:238). Fear is arguably a motivation for compliance. As Augstein criticised Goldhagen, he had grown up in an American democracy and could not imaging the conformist pressure and moral cowardice which took place under Hitlers dictatorship (Augstein, 1998:153). In Cambodia, one survivor talked of his complicity in the violence saying Collaborate? Everyone do what Khmer Rouge say no one want to be killed (Baum, 2008:158). Therefore in order to remain consistent, the manifest conformity to rules and orders may lead to a change in the self (Waller 1996:16). Waller furthers this argument by stating that there are three catalysts to the internal changes in the selves of direct perpetrators of genocide; devaluing and dehumanising the victim and blaming them for their own suffering; the escalating of commitments to a cause; and learning by doing. The process of dehumanization was raised in the Rwandan context by Hatzfeld as one perpetrator felt they no longer regarded the Tutsi as people as the killing escalated (2005:47). While Goldhagens answer to the Germans murder of the Jews was because they wanted to, Foster, Haupt and de Beers answer to the political violence in South Africa was because they felt entitled to (Dudai, 2005:703). Entitlement would imply an option of redeeming behaviour by the victims however victims of genocide are not persecuted because of what they do rather, who they are. Routinisation of actions are argued to facilitate genocide, for example Hatzfeld quotes one Rwandan informant who claimed I struck a first blow. When I saw the blood bubble up, I jumped back a step later on we go used to killing without so much dodging around (Hatzfeld,2005:23)and repetition caused the perpetrators to become more and more cruel, more and more calm, more and more bloody (2005:50). Furthermore, Waller argues that coerced behaviour is rarely internalised however when our initial attitudes are weak, the initial act may result in a change of attitude (1996:22). The attitude of ones superiors could directly influence the behaviour of the subordinates. For example the police sergeant, Hein, was never seen to hit or humiliate a Jew, participate in mass-killings of Jews, or be unfair in his treatment of Jews. Furthermore, those under his command could abstain from the mass-shootings. However, self presentation theorists seek to explain Heins following of official requirements for Jews to stand whilst he was sitting as an attempt to maintain an appearance of conforming whilst inwardly rejecting the ideology (Matthaus, 1996:141). Goldhagen argued that the cruelty of the perpetrators of the Holocaust was nearly universal (Valentino, 2005:52) however a surprising number of the Einsazgruppen refused to participate, perhaps twenty to thirty percent in comparison to the less than thirty percent who presented themselves as enthusiastic and the remaining members who dutifully adopted their roles within the system (Valentino, 2005:54). During their first mass killing in Lithuania, the Schutzpolizei (urban police) members of one Einsatzgruppen (mobile killing unit) dropped out of the act because they knew some of the victims or could not stand the mental pressure. Furthermore, doubts were raised regarding the legality of the killings and justifications were made amongst themselves that one generation has to go through this so that our children will have a better life (Matthaus 1996:136). However, obedience need not be in a downward, linear direction but obedience to ones peers. Browning argues that for some members of a police battalion faced with the mass-shooting of Jews, comrades not participating would be seen to leave the dirty work to their comrades, risking isolation, rejection and ostracism which, in the tightly knit regiments, would have been an uncomfortable prospect (Valentino, 2005:46). Similarly, a unity existed between the Hutu, using lexis as comrades and patriotic brothers (Hatzfeld, 2005:12). Where Browning argued members of the Einsatzgruppen existed in a reverse morality; where those who avoided killings were regarded, by themselves included, as cowards, in Rwanda, a supportive comrade would assist when one perpetrator felt unable to participate that day whilst the individual would contribute with other useful tasks (Hatzfeld, 2005:74). Hilberg argued that the methods for genocide of European Jews in the 1930s and 1940s were not suggested entirely by those further up the hierarchy; major ideas could be produced by those at a lower level of responsibility and approved by superiors to become policy (Blass, 1993:37). Manns biographical study of perpetrators included an examination of the previous job positions held by individuals prior to Nazi rule and found correlations between Nazi policy, related institutions and individuals within them. For example, a key Nazi policy was racial purity, ensuring the Aryan race was free of those considered undesirable, beginning early in the rule with the T4 experiments to euthanize those with mental or physical health problems. Correlating with this policy, Mann found 13.53% of his sample to have been previously employed as healthcare workers. Rafters assertions of Nazi racial policy impacting on German criminology and policy within the Criminal Justice System correlate with 22.29% of Manns sampled perpetrators holding previous employment in the military, police or prison system, 12.92% having held employment in civil administration and 3.38% having worked in the legal field (2000:350). Individuals may therefore have acted in an agentic state towards the Nazi ideology because this was their profession and they were caught up in the hierarchy and bureaucracy. In instances of revolution and rapid-paced political change, however, an anomic theory where a lack of social position and role in a hierarchy, as a

If Only They?d Listened To Pig :: essays research papers

If Only They’d Listened to Piggy   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the novel Piggy’s character is used to represent the intellectual side of man and act almost like an adult figure to the boys. There are many things that he does and that Golding says to support this. Three things come to mind that represent his place in the novel; he is a clear thinker, his appearance, and his symbolic losses throughout the book.   Ã‚  Ã‚  Ã‚  Ã‚  Right off the beginning we see evidence of Piggy’s thinking ability. He realizes the boys’ situation and is thinking about how they are going to survive. He says â€Å"We got to find the others, we got to do something.† We then see indication of his intelligence, he says, â€Å"A conch†¦he used to blow it†¦ he kind of spat†¦ you blew from down here.† Only a bright person would know the name of a rare shell and how to blow it to make a noise. Further on at the end of chapter two Piggy compares the fire on the mountain to the fires of hell. It almost like he can â€Å"see† what is going to happen to the kids. Also he says â€Å"acting like a crowd of kids† as if was the adult on the island trying to help the â€Å"kids†. More proof of his clear thinking is the fact that Ralph relies on Piggy’s good advice to succeed. Without Piggy, Ralph would be lost. As the story progresses we see the boys drif t apart however we see Piggy try to retain order as an adult might. When there is going to be a fight he says, â€Å"Come away. There’s going to be trouble. And we’ve had our meat.† He realizes the intensity of the situation and tries to stop any altercation. The boys continue to drift apart but Ralph and Piggy continue to be friends. In particularly, after the killing of Simon, Piggy tries as best as he can to support Ralph although he realizes they were a party to the violent death. He says, â€Å"You stop it. What good are you doing talking like that.† Although his is wise no one seems to listen to him except for Ralph, those who didn’t respect him may wish they had.   Ã‚  Ã‚  Ã‚  Ã‚  Piggy’s role as a grown-up mainly backed up by what he says and his actions, however his appearance is symbolic of his role in the novel. He is fat, â€Å"bad-looking†; it is this which leads to the boys lack of respect for him.

A Comparison of The Matrix and Platos The Allegory of the Cave Essay

A Comparison of The Matrix and Plato's The Allegory of the Cave In the movie The Matrix we find a character by the name of Neo and his struggle adapting to the truth...to reality. This story is closely similar to an ancient Greek text written by Plato called "The Allegory of the Cave." Now both stories are different but the ideas are basically the same. Both Stories have key points that can be analyzed and related to one another almost exactly. There is no doubt that The Matrix was based off Greek philosophy. The idea of freeing your mind or soul as even stated in "The Allegory of the Cave" is a well known idea connecting to Greek philosophy. The Matrix is more futuristic and scientific than "The Cave" but it's the same Idea. Neo is trapped in a false reality created by a computer program that was created by machines that took over the planet. Now the story of course has many themes such as Man vs. Machine, Good vs. Evil, and our favorite Reality vs. Illusion. Neo is unplugged from the matrix and learns the truth and becomes "the one" who is to s ave the humans from their machine oppressors. "The Cave" is similar in that it has humans trapped in a cave and chained up to only face one direction. The "puppeteers" then make shadows against the wall the humans face using the fire from the outside as a light source. One big difference is that "The Cave" is about two philosophers conversing about the cave as one explains what needs to happen and that the prisoners must free their souls to find truth. The Matrix is the actions of what the philosopher describes actually happening. The comparing of the two stories will show how things said in "The Cave" are the same as in The Matrix, of course with the exception that one is futuristic ... ...nplugged and becomes "The One." He is freed so he can bring freedom to the humans in the "visible world" or real world. In conclusion both stories are similar in their ideas. The stories are about people searching for the truth so they can be free. At the end of Neos phone call is something that could have been said to the "puppeteers" in "The Cave." That he's going to show the people what they don't want them to see, A world without rules or control, a world without borders or boundaries and most importantly a world without them. There were many key points that I was able to relate and analyze in this story. I still have no doubt that this movie was based off Greek Philosophy and a great piece to choose. In the end both "The Allegory of the Cave" and The Matrix were both great stories or truth and freedom and what a person will do to find the truth and be free.

Complete Communities and Indulgent Diversities Essays -- Campus Life

Rebekah Nathan’s â€Å"Community and Diversity† focuses on the changing definition of the word community on college campuses and how that change affects the way students spend their free time and interact with other students. While campus directors set up and promote campus life community with good intentions of providing every student with interesting activities and helping first-time students make the jump from home-life to college-life, big communities usually only take away from the little free time left in the day and make students feel more isolated and alone. The demand on students to participate in every campus activity in order to form a healthy campus life community pushes students further away from organized groups and makes forming small, exclusive social networks even more desirable. At the beginning of her essay â€Å"Community and Diversity,† Nathan notes most students only feel a sense of togetherness in three areas: â€Å"age, pop culture, and a handful of (recent) historical events† (Nathan 101)—areas that do not exactly function as ties that bind. Even as campuses pour more resources and energy into trying to involve students and to create a functioning community, many students instead opt to reserve time for themselves and small groups of friends, forsaking the large, time-restrictive group for networks of â€Å"individualism, spontaneity, freedom, and choice† (Nathan 105). While these egocentric groups often overlap, they rarely have identical matches, as each student creates his or her own network on a basis of proximity and similar interests. Many of the groups are also either entirely comprised of a single ethnicity or include only one or two persons of different races. Although the large, organized form of campus... ...s purpose and motivation—to provide social structure, to educate, or to merely retain the majority of the freshman class? While a large-scale community can provide students with multiple activities with which to fill their days, it simply cannot offer each student much needed personal care and attention. Although Nathan conducts brilliant observational research in her essay, â€Å"Community and Diversity,† she merely scratches the surface of the situation, reporting on the evidence around her, but not reaching the heart of problem. Students today require a deeper understanding from other students—an understanding they cannot have in a large community. Instead of waiting for small-scale university programming to come along, students have to take matters, and their best interests, into their own hands and create small, private networks that cater to their individual needs.