Plato: Patriot Or Dissident :: essays research papers

Plato, the Greek philosopher is considered to be one of the greatest thinkers in history and is called by one scholar â€Å"the fountainhead through which all western thought flows.† In his book The Republic he outlines what the perfect city-state would look like and how it would operate. Along his path of reason he makes no attempt to hide his disdain for other political systems. That includes democracy, a system he does not seem to agree with. In fact, from what I read, Plato obviously disagrees with democracy and its principals. Plato ranks democracy fourth out of what he considers to be the five major constitutions. Just barely ahead of tyranny! He even ranks it behind oligarchy; a constitution that he himself states in 552a of The Republic is the first kind of city to admit the greatest of all evils! Why does he believe this? Are all the freedom loving Americans with red, white, and blue bumper stickers on their gas guzzling cars wrong? If so, what are they missing? To understand Plato’s claim that democracy is nothing but a stopgap on the way to tyranny one must first understand Plato’s viewpoint. Plato is credited with developing a school of thought called Platonic Idealism. Platonic Idealism is based upon the assumption that the essence of the qualities you predicate to things is eternal. Examples of that are ideas such as justice, piety or equality. While we may not be able to readily define them we all know what they are and can identify them when seen. Plato contends that only through philosophy can we express those essences in language. Plato translates his assumption to mean there is something inside each and every person that is the same, it comes inborn, and contains those eternal principals. That inborn intellectual part of every person is what Plato calls the soul. Souls are like those ideas or essences they are eternal. However, if everybody has this greatest truth that is called a soul inside them, why do people do stupid selfish things or even make mistakes at all? Plato’s explanation is that the material part of us, the body stops the intellectual part from exercising the knowledge it has. The analogy that Plato uses is that of a clouded eye. It goes that the soul is like an eye that can see those eternal ideas and truths but the body and its desires cloud the view.

Introduction to Consumer Behavior Essay

The totality of an individual’s thoughts and feelings about oneself Lifestyle How one lives, including the products one buys, how one uses them, what one thinks about them, and how one feels about them Situations and Consumer Decisions Consumer decisions result from perceived problems and opportunities. Consumer problems arise in specific situations and the nature of the situation influences the resulting consumer behavior Perception The nature of Perception- pg 278-279, Figure 8-1 Information Processing is a series of activities by which stimuli are perceived, transformed into information, and stored. Exposure- pg 279-283 Exposure Occurs when a stimulus is placed within a person’s relevant environment and comes within range of their sensory receptor nerves. Exposure provides consumers with the opportunity to pay attention to available information but in no way guarantees it. Types of Exposure 1) Selective Exposure The highly selective nature of consumer exposure is a major concern for marketers, since failure to gain exposure results in lost of communication and sales opportunities. Responses to Selective Exposure Product Placement: Branded goods or services are placed in a context usually devoid of ads, such as movies, music videos, the story line of television shows or new programs. Ex) Transformers’ and LFO’s Summer girls music video. Pop-up Ads Outdoor Display. Ex) M&M’ painted on concrete steps and money inside a security glass on the side of the street. 2) Voluntary Exposure Although consumers often avoid commercials and other marketing stimuli, sometimes they actively seek them out for various reasons including purchase goals, entertainment, and information. Responses to Voluntary Exposure Permission-Based Marketing The Privilege (not the right) of delivering anticipated, personal and relevant messages to people who actually want to get them. Banner Ads. Ex) ads that pop up on the side or top of a website Real-time Chat Service. Ex) J Crew has a chat service Providing Highly Entertaining Materials. Ex) guy doing flips into jeans Attention- pg 283-284 Attention Occurs when the stimulus activates one or more sensory receptor nerves, and is the resulting sensations go to the brain for processing Most consumers are bombarded by a large number of messages or stimuli Consumer attention is selective Attention is determined by three factors: Stimulus Factors- pg 284-290 Physical characteristics of the stimulus itself Size Intensity Attractive Visuals Color and Movement Position Isolation Format Contrast and Expectations Interestingness Information Quantity Color and Size Color and Size attract attention A brightly colored package or display is more likely to received attention Larger stimuli are more likely to be noticed than smaller ones Position Is the placement of an object in physical space or time In retail stores, items that are easy to find or stand out are more likely to attract attention, such as end-caps and kiosks High impact zones in print ads in the U.S. tend to be toward the top left portion of the ad. Contrast and Expectations Consumers pay more attention to stimuli that contrast with their background Expectations drive perceptions of contrast. Ads that differ from expectations for a product category often motivate more attention Adaption Level Theory Suggests that if a stimulus doesn’t change over time we habituate to it and begin to notice it less. Individual Factors- pg 290-291 Characteristics which distinguish one individual from another. Example: Heineken Ad Motivation: A drive state created by consumer interest and needs Ability: The capacity of individuals to attend to and process information Situational Factors- pg 291 Include stimuli in the environment other than the focal stimulus and temporary characteristics of the individual that are induced by the environment Clutter: the density of stimuli in the environment â€Å"Less is More† Program Involvement: Interest in the program or editorial content surrounding the ads. Subliminal Stimuli- pg 293 Non-focused Attention Subliminal Stimuli A message presented so fast, softly or masked by other messages that one is aware of hearing (Progressive Ad) A subliminal as â€Å"hides† key persuasive information within the ad by making it so weak that it is difficult or impossible for someone to physically detect. Subliminal advertising has been the focus of intense study and public concern Interpretation- pg 293-294 The assignment of meaning to sensations Three aspects of interpretation: 1) It is generally a relative process rather than absolute, referred to as perceptual relativity 2) It tends to be subjective and open to a host of psychological biases 3) It can be a cognitive â€Å"thinking† process or an affective â€Å"emotional† process. Ex) Bud light Ad Interpretation is determined by three factors: 1) Individual Characteristics Traits: inherent physiological and psychological traits Learning and Knowledge The meanings attached to such â€Å"natural† things as time, space, relationships, and colors are learned and vary widely across cultures. Expectations Expectation Bias: Interpretations tend to be consistent with expectations 2) Situational Characteristics The situation provides a context within which the focal stimulus is interpreted The context clues present in the situation play a role in the consumer interpretation independent of the actual stimulus 3) Stimulus Characteristics Traits: specific traits of the stimulus such as size, shape, color, etc. Organization Proximity Closure Figure-Ground Changes Sensory Discrimination The physiological ability of an individual to distinguish between similar stimuli JND (Just Noticeable Difference) The minimum amount that one brand can differ from another (or from its previous version) with the difference still being noticed. Figure-ground- pg 299 Involves presenting the stimulus in such a way that it is perceived as the focal object to be attended to and all other stimuli are perceived as the background. Consumer Inferences Inferences: Knowledge and belief that are not based on explicit information in the environment. Quality Signals- pg 300 Price-perceived quality, Advertising intensity, Warranties, Country of origin, Brand, etc. Interpreting Images Missing Information and Ethical Concerns Price-perceived Quality Bottled water vs. tap water Country of Origin Wine, cars, TV’s, rugs, cologne Perception and Marketing Strategy Retail Strategy Brand Name and Logo Development Linguistic Consideration Branding Strategies Logo Design and Typographics Media Strategy Advertisements Package Design and Labeling Learning and Memory Nature of Learning and Memory- pg 318-319 Learning Any change in the content or organization of long-term memory or behavior Memory The total accumulation of prior learning experiences Difference between short-term and long-term memory- pg 319-321 Short-term Memory (STM) or working memory Is that portion of total memory that is currently activated or in use Long-term memory (LTM) Is that portion of total memory devoted to permanent information storage STM is Short Lived Consumers must constantly refresh information through maintenance rehearsal or it will be lost STM has Limited Capacity Consumers can only hold so much information in current memory Elaborative Activities Occur in STM Elaborative activities serve to redefine or add new elements to memory and can involve both concepts and imagery LTM Semantic memory (AKA Schemas) Basic knowledge and feelings an individual has about a concept Episodic Memory The memory of a sequence of events in which a person participated Schematic Memory- pg 323 A pattern of such associations around a particular concept Retrieval from long-term memory- pg 324-325 The likelihood and ease with which information can be recalled from LTM is accessibility. Learning under high and low involvement – pg 324-326, Figure 9-3 Conditioning (mechanism, classical, and operant conditioning)- pg 326-330 Conditioning Theories Classical Conditioning The process of using an established relationship between one stimulus (music) and response (pleasant feelings) to bring about the learning of the same response (pleasant feelings) to a different stimulus (the brand) ex) LMFAO’s Sexy & I know it for M&M Chocolate Operant Conditioning (or instrumental learning) Rewarding desirable behaviors such as brand purchases with a positive outcome that serves to reinforce the behavior ex) free sampling, discount coupon, loyalty card Cognitive Learning (iconic rote learning, vicarious learning, and analytical reasoning)- pg 331-332 Ironic Rote Learning Learning a concept or the association between two or more concepts in the absence of conditioning ex) Head-on ad Vicarious Learning (aka Modeling) Observing the outcomes of others’ behaviors and adjust their own accordingly ex) Oral B Brush-ups Analytical Reasoning Individuals engage in creative thinking to restructure and recombine existing information as well as new information to form new associations and concepts Memory retrieval failure and influencing factors- pg 334-342 Brand Image- pg 342-343 Brand image Refers to the schematic memory of a brand Perceived Product Attributes Manufacturer Marketer Characteristics Users Usage Situations Benefits An important component of brand image is the appropriate usage situations for the product or brand Product Positioning- pg 344 Product Positioning Is a decision by a marketer to try to achieve a defined brand image relative to competition within a market segment Perceptual Mapping- pg 345 Perceptual Mapping Offers marketing managers a useful technique for measuring and developing a product’s position Brand Equity and brand leverage- pg 347 Brand Equity Is the value consumers assign to a brand above and beyond the functional characteristics of the product. Strong Brand Equity enables: 1) Brand Leverage Often termed family branding, brand extensions, or umbrella branding, refers to marketers capitalizing on brand equity by using existing brand name for new products 2) Sub-Branding Creating a secondary brand within a main brand that can help differentiate a product line to a desired target group Motivation, Personality, and Emotion Motivation- pg 360 Motivation Is the reason for behavior A motive is a construct representing an unobservable inner force that stimulates and compels a behavioral response and provides specific direction to that response Consumers buy motive satisfaction or problem resolution Maslow’s Hierarchy of Needs- pg 360-361, Table 10-1 Maslow’s Hierarchy of Needs A macro theory designed to account for most human behavior in general terms Maslow’s Hierarchy of Needs is based on four premises 1) All humans acquire a similar set of motives through genetic endowment and social interaction 2) Some motives are more basic or critical than others 3) The more basic motives must be satisfied to a minimum level before other motives are activated 4) As the basic motive becomes satisfied, more advanced motives come into play Need for expression (one of the McGuire’s Psychological Motives)-pg 365 McGuire’s Psychological Motives A fairly detailed set of motives used to account for specific aspects of consumer behavior Need for expression (active, external) This motive deals with the need to express one’s identity to others. Discovering purchase motives (Manifest and latent motive)- pg 367-369, Figure 10-1 Manifest Motives Consumers recognize and will share these motives Latent Motives Consumers are unaware of these motives, or reluctant to admit them Substantially more complex than manifest motives Techniques to uncover latent motives 1) Projective techniques 2) Laddering (= means-end or benefit chain) Regulatory focus theory (Promotion and prevention-focused motives)- pg 372, figure 10-2 Promotion-focused motives Revolve around a desire for growth and development and are related to consumers’ hopes and aspirations Prevention-focused motives Revolve around a desire for safety and security and are related to consumers’ sense of duties and obligations Regulatory Focus Theory Suggests that consumers will react differently depending on which broad set of motives is most salient Personality- pg 373-374 Personality An individual’s characteristic response tendencies across similar situations Consumer ethnocentrism Reflects an individual difference in consumers’ propensity to be biased against the purchase of foreign products Need for cognition Reflects an individual difference in consumers’ propensity to engage in and enjoy thinking Consumer’s need for uniqueness Reflects an individual difference in consumers’ propensity to pursue differentness relative to other through the acquisition, utilization, and disposition of consumer goods Dimensions of brand personality and communication strategies- pg 375-378 Emotion and typology of consumer coping strategies- pg 379, 381 Attitudes Attitude and attitude components –pg. 392-398, Figure 11-1 Attitude An enduring organization of motivational, emotional, perceptual, and cognitive processes with respect to some aspect of our environment Attitude Components Cognitive component Consists of a consumer’s beliefs about an object Affective component Feelings or emotional reactions to an object Behavioral component Is one’s tendency to respond in a certain manner toward an object or activity Attitude component consistency –pg. 398-399 All three attitude components tend to be consistent. This means that a change in one attitude component tends to produce related changes in the other components Attitude change strategy for affective component-pg. 402-403 ELM model –pg. 404, Figure 11-3 Elaboration likelihood model A theory about how attitudes are formed and changed under varying conditions of involvement The ELM suggests that involvement is a key determinant of how information is processed and attitudes are changed Communication strategy for attitude formation and change Celebrity sources –pg. 408-409, Figure 11-4 Celebrity sources can be effective in enhancing attention, attitude toward the ad, trustworthiness, expertise, aspirational aspects, and meaning transfer. Effectiveness of celebrity sources enhanced when Marketer Match Endorser with Product and Target Audience Ex) Tiger Woods Comparative ads –pg. 412-413 Directly compare the features or benefits of two or more brands Value-expressive vs. Utilitarian appeals appeal-pg. 414-415 Value-expressive appeals Attempt to build a personality for the product or create an image of the product user. Utilitarian appeals Involve informing the consumer of one or more functional benefits that are important to the target market. Positive vs. Negative Framing-p. 415 Message framing Refers to presenting one of two equivalent value outcomes either in positive or gain terms (positive framing) or in negative or loss terms (negative framing) Self-Concept and Lifestyle Self-concept Defined as the totality of the individual’s thoughts and feelings having reference to himself or herself as an object. Its an individual’s perception of and feelings towards him or herself Interdependent/Independent self-concepts – pg. 428-429 Independent self-concept Emphasizes personal goals, characteristics, achievements, and desires. Individuals with an independent self-concept tend to be individualistic, egocentric, autonomous, self-reliant, and self-contained They define themselves in terms of what they have done, what they have, and their personal characteristics Interdependent self-concept Emphasizes family, cultural, professional, and social relationships. Individuals with an interdependent self-concept tend to be obedient, sociocentric, holistic, connected, and relation oriented. They define themselves in terms of social roles, family relationships, and commonalities with other members of their groups. Possessions and the Extended Self – pg. 429-430 Extended self Consists of the self plus possessions; that is, people tend to define themselves in part by their possessions. Our possessions reflect our beliefs, wants, and inner desires. Extended self = Self + Possessions Tattoos can become a part of one’s extended self Mere ownership effect (AKA the Endowment effect) The tendency of an owner to evaluate an object more favorably than a non-owner Using Self-Concept to Position Products – pg. 432-433 Lifestyle – pg. 434-435, Figure 12-2 Lifestyle How a person lives. It is how one enacts his or her self-concept Influences all aspects of one’s consumption behavior Is determined by the person’s past experiences, innate characteristics, and current situation Ex) Brett Favre’s Wrangler commercial and Tom Brady’s Smart Water commercial Measurement of Lifestyle – pg. 435-436 Psychographics Attempts to develop quantitative measures of lifestyle Measures include: Attitudes- Evaluative statements about other people, places, ideas, products, etc. Values- Widely held beliefs about what is acceptable or desirable Activities and Interests- Non-occupational behaviors to which consumers devote time and effort, such as hobbies, sports, public service, and church Demographics- Age, education, income, occupation, family structure, ethnic background Media Patterns- The specific media the consumers utilize Usage Rates- Measurements of consumption within a specified product category; often consumers are categorized as heavy, medium, or light users or as nonusers. VALS– pg. 439, Figure 12-3 VALS (Social Value and Lifestyle) Provides a systematic classification of U.S. adults into 8 distinct consumer segments Core premise: an individual’s primary motivation determines what in particular about the self or the world is the meaningful core that governs his or her activities. Three Primary Consumer Motivations: 1) Ideals Motivation These consumers are guided in their choices by their beliefs and principles rather than by feelings or desire for social approval. They purchase functionality and reliability. 2) Achievement Motivation These consumers strive for a clear social position and are strongly influenced by the actions, approval, and opinions of others. They purchase status symbols. 3) Self-Expression Motivation These action-oriented consumers strive to express their individuality through their choices. They purchase experiences. PRIZM – pg. 444 Define every household in the U.S. by distinct lifestyle types, called â€Å"segments†, to provide you with a comprehensive picture of who lives where and what they are like. The underlying logic: Geo-Demographic Segmentation People with similar cultural backgrounds, means and perspectives naturally gravitate toward one another. They choose to live amongst their peers in neighborhoods offering †¦compatible lifestyles. They exhibit shared patterns of consumer behavior toward products, services, media and promotions. 4 major social groups of PRIZM: Urban- Major cities with high population density Suburban- Moderately dense â€Å"suburban† areas surrounding metropolitan areas Second City- Smaller, less densely populated cities or satellites to major cities Town and Country- Low-density towns and rural communities

Non-conformity in The Sailor Who Fell From Grace With the...

Non-conformity in The Sailor Who Fell From Grace With the Sea, Medea, and The Stranger We are constantly being affected our surroundings. As a result, our attitudes and personalities are a product of our experiences and the various environments in which they occurred . Furthermore, the society we live in presents to us a set of standards, values, and givens that we may or may not agree with. In literature, the society plays a major role in affecting the characters thoughts and actions. In The Sailor who Fell From Grace with the Sea, The Stranger, and Medea, the characters are affected by their society, and their actions reflect their conformity (or non-conformity) to it. Ultimately, non-conformity in these works create the†¦show more content†¦His character expressed an indifferent view of the universe, with a tasteless, emotionless approach to everyday tasks. Being indifferent, he cared for nothing and no one, thus being a potential threat to society, if anything. If anything is high on the list of criteria for being a non-conformist, its being a potential th reat to society! In Euripides Medea, the characters live in a mythological society, which for the most part reflected the ideas and values of ancient Greece, with the exceptions of Gods and Goddesses. Since witches have always been a symbol of evil and mischief, it is assumed that Medea, a witch, does not conform with the society she exists in. Besides that fact, Medea takes place in Greece while Medea herself comes from a distant land, considered savage by Greek standards. With that burden, she fills no other role than non-conformist, and the position inspires her actions which make Medea into a tragedy. The non-conformists in these works all seem to defy society to the point of a common act(murder), with the exception of Fusako, whose actions and lifestyle play a role of indirectly inspiring the act while not committing the act herself. In this perspective her function as non-conformist is less significant than the others. The widowed mother of Noboru, Fusako has adapted to many western ways. In her room are shiny brass beds from New Orleans and European perfumes like eau de Cologne(Mishima 4-5).

Applying for a Master in Mechanical Engineering - 600 Words

Statement of Purpose Name : Undergraduate Major : Mechanical Engineering Degree Seeking : Master of Science Graduate Major : Computer Science At times when I sit back and go down the memory lane, mixed thoughts flash past my mind. Those were the years when Engineering Degree seemed to be a dream and life passes on as usual. Now that dream has turned into a reality. I find myself at the threshold of a new life, at a point, which can make or break my future and in quest to actually make this future. I sit here penning out this application which contemplates my academic background and my goals. I grew up in a very competitive environment right through my childhood. I was one among the selected few to gain an admission in one of the most prestigious academic institutions in Hyderabad – â€Å"St. Paul’s High School†, which is well known for its quality education and discipline. This excellent Schooling, which I received during the formative years of my life, spurred me to excel at academics and other extra-curricular activities like debating, quiz, etc. Right from my High School days I have been fascinated by the constant innovations in the Engineering filed, which had influence on day-to-day life. In pursuit of a career in Engineering. I appeared for a state wide common entrance test for Engineering (EAMCET), in which I stood among the top 10% out of 145,000 students. This paved the way for my admission into Mechanical Undergraduate program at Vidya JyothiShow MoreRelatedDesign Engineering And Computer Engineering1082 Words   |  5 Pagescasino owner b ut now I work as a mechanical design engineer in a defense company. Within our business establishment we designs, develops and delivers sonar apparatus to the Royal Navy and exports apparatus to navies around the globe. 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E Commerce And Its Effect On Our Society - 1277 Words

E-commerce became very popular in this busy world. Our motto is to sell groceries and vegetables online. People are becoming very busy and there is necessary to have one shopping site with such facilities. It makes things easy for both sellers and customers. The main concept involved in this application is that customers can shop virtually using internet and allows them to buy them. Products like eggs, vegetables and other groceries are present in store. It makes more convenient to civilians and transparency is maintained throughout the system. If users are not existing members they can register into the website using their personal information. These credentials make them members and allows them to see various products available and their†¦show more content†¦Customer requests and feedbacks can be viewed by employee. Wholesaler should register into the website in order to sell their products to the store. When they have to sell their products wholesalers should sign in ever y time to sell their products and fix their prices. Process Flow Customer / Buyer A user who wants to purchase an item will register and become a member. If the user is registering, then capture the details – first name, last name, mailing address, mobile number and email id. User will be able to set up his own user id and password to create a login. After logging in, the user can directly start to browse the catalogue or look for a specific item using search functionality. There are two ways to look for a required item in the website. 1. Through the Search option 2. By browsing through the website 1. Through ‘Search’: The user can enter the name or part of the name in the Search field and click on Search button to look for the required item. If there are any matching items, then the search would return those items to display on the screen. If there are no matching items, then an appropriate message will be displayed stating that the searched item is not available. 2. Through ‘Browse’: The user can look for any item just by browsing through the pages until the item is found. By following either of the methods above, if the item is found, then a. The user will have the option to add the item

Violence in a Clockwork Orange free essay sample

Analysis using George Gerbner’s Philosophy of Violence A Clockwork Orange is a dystopian novel, describing a forthcoming future in a stately controlled country. The anti-hero Alex rebels against the state using violence and is consequently locked up. Later he is turned into a harmless subject without free will, powerless of perpetrating any crime. However, through the Ludovico Treatment, the method in which the state turns Alex into a harmless subject, violence is represented as two forms: A tool for control by the state or a perpetrator of pain for Alex. This representation of violence can be paralleled to George Gerbner’s, Global Media Mayhem, where a clear distinction between difference types of violence is made. Gerbner explains that â€Å"Happy Violence† is usually â€Å"cool, swift, painless, and often spectacular, even thrilling, but usually sanitized† (Gerbner 88). Examples of â€Å"Happy Violence† include animated cartoons where characters are usually hit, shot, or trampled over by other characters, but either the character â€Å"pops† back to life or dies while the show continues. We will write a custom essay sample on Violence in a Clockwork Orange or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Through this example the distinction that makes happy violence is that there is no repercussions of the violence that is committed. The character’s move on with their lives, not understanding the consequences of the violence that is committed. However, Meaningful Violence is â€Å"Individually crafted, historically inspired, sparingly and selectively used expressions of symbolic violence can indicate the tragic costs of deadly compulsions† (Gerbner 88). Examples of this type of violence can be found in Shakespearean novels, such as Hamlet. In Hamlet, the death of Polonius is a tragic event that affects the rest of his family. His son is convinced that he must kill the murderer of his father, while his daughter is driven to madness and eventually commits suicide. Unlike a cartoon, the violence that is committed towards Polonius by Hamlet has repercussions for the actions that Hamlet has committed. The same analysis can be applied to A Clockwork Orange. Throughout the novel, there are indication of both types of violence that can range from the private level to the social level. However, the determination for the classification between Happy and Meaningful Violence is dependent on the point of view of the character. In Part II of A Clockwork Orange, Alex is subjected to the Ludovico Treatment, an attempt to â€Å"teach† his body that â€Å"violence is a very horrible thing† (Burgess 97). However, violence is used in the treatment as a tool to teach obedience to the state and oppress his acts of â€Å"Ultra-Violence. † Under the influence of a drug that induces pain at the sight or thought of violence, Alex is exposed to intense videos that exhibit violence from the personal to the social level. As the treatments begin, the videos that are presented are â€Å"individually crafted,† to Alex because they are replicas of the violence that he performed in the first part of the novel. As the treatments progresses, the Doctors choose videos that are â€Å"historically inspired† from World War II depicting Japanese soldiers torturing their captives in elaborate ways. These videos parallel the definition of â€Å"Meaningful Violence† as they â€Å"indicate the tragic costs of deadly compulsions,† to Alex, effectively teaching him to stay away from violence. However, by torturing Alex through forcing him to watch these videos, the Doctors are performing an act of psychological violence (which by definition â€Å"impairs the victims psychological integrity†). Mentally, all the videos were â€Å"real, very real,† to him (Burgess 94). He experiences the pain and suffering of the victims that are presented in the video, and therefore is affected psychologically. Through this understanding, Alex has experienced â€Å"Meaningful Violence† because the repercussions of the psychological violence that has been presented to him has totally changed Alex leaving his old self â€Å"killed. By making the treatment meaningful experience, Burgess may be hinting that the experiences create the person that we become and that the environment that we live in defines how we act in the world. However, as much as Alex has been part of the treatments, the Doctors administered the treatments to Alex. The Doctors appear to have no remorse fo r when they administer the treatments. While Alex was begging the Doctor’s to discontinue the treatment, Dr. Brodsky exclaimed â€Å"‘Stop it? Stop it, did you say? Why, we’ve hardly started. ’ And he and the others smecked quite loud† (Burgess 95). Instead of being sympathetic towards the patient, the Doctors view the effects of the treatment as something that is â€Å"spectacular, even thrilling. † Throughout the treatments, the Doctors use dramatic videos to display the violence in a very thrilling way. However, the Doctors have â€Å"sanitized† the Ludovico Process because they have removed any physical trauma from the treatment. They only affect his mind by presenting the videos to him. The process is further induced by the use of classical music which enhances the feelings experienced by Alex. However, by using music in their treatment, they have made Alex have an aversion against music. The Doctors don’t understand how this affects Alex because he has lost something that he loves dearly. After this loss, he admits that violence is â€Å"a sin, that’s what it is, a filthy unforgivable sin, you bratchnies† (Burgess 102). From this statement it is understood that Alex has totally changed from when he entered treatment. But the Doctor’s view this outcome as a punishment that was needed for all the crimes that Alex has committed. They don’t understand the connection that Alex had to the music, and therefore don’t understand the repercussions of their actions against Alex. This disconnection between the Doctors and Alex is paralleled through the understanding of what â€Å"Happy Violence† creates because the Doctors move on with their work after Alex has completed his treatment. As Alex is â€Å"cured† from the Ludovico Treatment, he regains his lust for â€Å"Ultra-Violence† in the 21st chapter of the novel. However, in this part of the novel, Alex becomes weary to violence and wants something more to life then what he is getting now. This revelation that is experienced by Alex doesn’t come from his effects of the Ludovico treatment but by his self-realization that he must â€Å"grow-up† as everyone does. However, the repercussions, such as a job in the government, that he gained from the Ludovico Treatment was a catalyst that allowed him to understand that he must grow up. Without the job, he would have just beaten up people for their money in order to survive and would have continued with the havoc he creates. But by having the job, he understands the importance of money and decides to save his money then spend it on unnecessary items, which may be a sign of maturity in some cases. Therefore, Alex still has experienced â€Å"Meaningful Violence† because he lives with the repercussions of the treatment. This helps define Burgess’ view of the world because he maintains the belief that the environment and the experiences one lives with defines their future as well as behavior as they continue to grow.

Practical Life Essay free essay sample

Absorbent Mind writes that â€Å"the hands are instruments of man’s intelligence†. It is therefore critical that children develop the ability to control and coordinate their hand muscle so that these can come into contact with the environment in intelligent ways. Discuss the principles underlining the practical life exercises and how it fosters independence in children. Introduction A child in the first six years becomes a full member of her particular culture and family group absorbing language, attitudes, manners and values of those in which she comes in daily contact. A child develops properly if they are in an environment full of affection, love, caring and support. They feel comfortable and safe when they find a secure and lovable environment. Children learn according to their abilities. In the first six years of life they do this by imitating those around them. To support this we should provide them a physical and social environment suitable for them. We should provide the children with the tools they can create by themselves. Children are able to explore, investigate and fulfil the natural curiosity about the world around them. The childs purposes are not to complete the task as much as to construct the self. In addition, Dr Maria Montessori developed her philosophy of education based upon actual observations of children. She said children prefer work than play, and they can only be in their natural self, when their natural self is satisfied through work. It’s also through work they acquire independence, order, the power of concentration and be normalized. Exercises of Practical Life were introduced and were recognized at the very heart of Montessori Education for it provides the opportunity for the child’s development of physical co-ordination, social skills, emotional growth as well as cognitive preparation. Practical Life Activities are the first activities the child is introduced to within the Montessori environment. These exercises are prepared based on activities children witnesses in their day to day life. That is why children can immediately satisfy their inner needs and desires by mastering these exercises independently. Also Practical Life area allows children to do the things what adults do every day, for example cleaning, dressing or greeting people. As we know that children construct their knowledge by themselves through their life exercises. Motive of Practical Life Exercises Practical Life Curriculum area has four main direct aims; Order, Co-ordination, independence and Concentration. Dr Maria Montessori observed that children need order at a specific sensitive period in their development. I f not provided during this period the opportunity is foregone. A routine is very important as well as a place for everything and everything in its place. This offers the child for orderly self construction. Co-ordination refers to coordinating large and small muscle movements as well as eye-hand co-ordination that reflect the respective development of child’s mental life. In the practical life exercise of Montessori they learns to concentrate, to develop the fine-gross motor skills-i. e. controlling the muscle, to develop language, to develop the mathematical concepts, they will be good in care of environment, they will be good in logical steps and they are ready to complete the cycle of activity. This is will be the good basement for the children not only in the early childhood, but throughout in life. â€Å"If teaching  is to be effective with young children, it must assist them to advance on the way to independence. It must initiate them into those kinds of activities, which they can perform themselves. We must help them to learn how to walk without assistance, to run, to go up and down the stairs, to pick up fallen objects, to dress and undress, to wash themselves, to express their needs, and to attempt to satisfy their desires through their own efforts. All this is part of an education for independence. † The Discovery of the Child by Maria Montessori MM, pg. 56~57 By giving the exercise of practical life in his early years of the child, he goes through a period when he wants to or likes to learn to do all the work he sees the adult doing. At first, he likes to learn the works at home. This age will pass, but if it is used, the child will know how to do everything well in the home environment. He will grow intellectually. It requires real intelligence to run a modern home. The indirect aim of Practical life exercise is to meet the child’s needs, to encourage and facilitate development, and to facilitate the childs adaptation to the world. It is very important that the child is given freedom to do these exercises at a time the child pleases; he should be allowed to try, make mistakes and correct his mistakes by himself without any help. The satisfaction of completing an activity drives the child towards independence. Man achieves his independence by making efforts. To be able to do a thing without any help from others: this is independence. If it exists, the child can progress rapidly; if it does not, his progress will be slow The Absorbent Mind, chapter. XIV, pg 155 The power of Concentration is one of the most calming activities for a child. This is something which is controlled by the child and it challenges his body and his mind. With concentration the child is able to focus on purposeful work. I’ve witnessed to the concentration that my 3 and half year old niece had for folding her little brothers’ nappies. The pile of nappies was two times bigger than her, I thought, she would be bored and leave, but for my amazement after 45 minutes I could see that she has folded all nappies very neatly and have kept one on top of another and was ready to be placed in the drawers. Within the Montessori classroom deep concentration can be acquired through the ‘Silence Game†. To achieve silence requires effort and the attention of the will, and maximum control of self-consciousness of every movement. Montessori thought of the silence lesson as a means for bringing children to this higher level of spiritual awareness. Practical Life Exercises aid the child in his journey towards normalization As a result of learning Practical Life Exercises in the Montessori environment, the child starts to develop confidence, self-esteem, he grow towards independence, mutual aid and co-operation, profound spontaneous concentration, attachment to reality and most importantly childs joy of learning is supreme. All these help the child to lead towards normalization. The normalized children possess a unique character and personality not recognized in young children. Children needs a carefully prepared environment It is important to provide the child an environment to work on activities of their own choice at their own pace experiencing freedom and self discipline while developing towards independence. Even though materials in Practical Life area are the least standardized, exercises needs to be carefully thought and designed. A prepared environment should consist of purposeful and meaningful materials and properly trained instructors. When preparing materials the teacher needs to consider few principles of the Montessori Practical Life materials which satisfy Childs’ development needs. Firstly she needs to make sure that each material we give the child should have a definite purpose, for an example the mat is laid to mark the area of his workstation, handling the spoon develops child’s skill of spooning which leads to independence. Secondly materials should progress from simple to more complex design and usage. As a preliminary exercise for transferring solid objects we could give the child a spoon and later, it could progress to tweezers, chopsticks. Also it should be designed to prepare the child indirectly for future learning’s such as writing, mathematics and scientific concepts. We prepare the child for wiring by teaching them the pincer grip, using thumb, index and middle fingers to hold objects and by left to right and top to bottom concepts, so that these orders naturally incarnates in the child’s mind. The mathematical concepts such as judgement of capacity and volume, division, calculation and exactness includes in activities of spooning, pouring and sweeping. The activity, transferring water using a sponge gives the child the scientific concept of weight. The child could feel the weight of the sponge defers when the water is absorbed and when the water is released. Dr. Maria Montessori said, â€Å"Each individual should become aware of his own errors. Each should have a means of checking, so that he can tell if he is right or not. † Absorbent Mind, Chapter XXIV, pg 247 So she included the path to perfection, which she called â€Å"the Control of Error† within the materials itself so the child would be able to observe the activity he completes and understand his own mistakes. If a child has finished working on the dressing frame with large buttons, and he can see that buttons has gone through wrong buttonholes or buttoning halfway or seeing only half of the button come up the flap, these would be his control of errors. He has the opportunity to guide himself to correct his own mistakes. â€Å"Never help a child with a task at which he feels he can succeed. †-Maria Montessori. Furthermore when preparing the activity in the Montessori classroom the directress need to make sure that all materials are kept together in a basket or a tray and grouped accordingly to the level of development. The activity should have its unique location and be reachable to the child so that the child could use the materials of their own choice and return the exercise, leading to independence and self-discipline. Also it is important to be providing attractive and clean child friendly and child size materials. Each activity should be limited in quantity. In a Montessori classroom the directress plays a major role. She needs to be properly trained, be a good role model and she should be able to develop and maintain a happy and rewarding teacher-child relationship. The first essential is that the teacher should go thru an inner, spiritual preparation – cultivate certain aptitudes in the moral order. The teacher’s prime objectives are to maintain order in the prepared environment, facilitate the development of the child, and encourage independence and self-sufficiency. Practical life activities can be divided into the following 4 categories: Exercises in each of these categories provide the opportunity to do purposeful work and are designed to teach the child life skills, so that they may become confident to do their daily chores at home. Care of the self: includes activities such as hand washing, dressing, and personal hygiene. These activities embody the foundations of self-esteem. The exercises are designed to provide the child skills need for his sole independence. In order to gain independence, the child needs to establish will and discipline in order. The child needs to build himself and learn to take care of himself * Care of the environment: includes activities such as washing chairs, dusting, raking leaves, cooking, feeding animals, watering plants, composting, re cycling and job time at the end of the day. These activities promote the beginnings of community awareness and embody the foundations of an ecological ethic. They learn that they are a part of the environment and learn to respect and develop a sense of responsibility towards the environment. Also the child will gradually learn how to gain greater control of his gross motor movements so that he would be able perform more complex tasks later on. Some of the activities such as washing of a table can be carried out as a group task, which helps the child to be socialized. Social relations and courtesy: Maria Montessori called these exercises Grace and Courtesy. They include developing skills in greeting visitors, participating in a conversation, self-assertion, resolving conflicts, initiating and maintaining friendships. These exercises are focused on developing will power, establish a proper posture, greet people, excuse one and interrupt when necessary. Maria Montessori considers the Social Grace and Courtesy activities as the mo st important exercises in the practical life curriculum. She felt that when children are first brought into a Montessori classroom, emphasis must be placed on social grace exercises. * Development of Motor Skills: this includes many exercises involving hand/eye coordination, carrying objects, self-expression through movement as well as initiating and inhibiting actions and impulses. The Silence Game is an example of a group activity in which children have to restrain impulses to speak or move for a short period of time in order to report on what they may have experienced in the interim. The particular exercise will be appropriate for any particular child will depend on that child’s individual development and interest. ans it is only possible to give a very general indication as to whether an exercise is ‘early’, ‘immediate or ‘later’. So each and every activity indirectly helps them to develop the language, mathematics movements and social awareness. To give an opportunity to exercise and co-ordinate body movement is one of the aims of the exercises of Practical Life activity. Movement is so important for the young children; children need to move. Movement is very important to the child; because it contributes not only for the physical growth also intellectual and spiritual development of the child. Through Movement, he acts upon his external environment and thus carries out his own personal mission in the world. Movement is not only an impression of the ego but it is an indispensable factor in the development of consciousness, since it is the only real means which places the ego in a clearly defined relationship with external reality. The secret of childhood by Maria Montessori pg-97 Conclusion Practical Life exercises teach children to care for themselves, for others, and for the environment. They involve a wide variety of activities such as carrying objects, walking, polishing, sweeping, dusting, lacing, mainly activities that are done in day to day living. It is divided into four major areas namely: movement, care of self, care of environment, and grac e and courtesy. These activities are Montessori’s response to the child’s need for movement, order, independence, among many others; they are basic activities that enable the child to explore his environment and eventually make him one with it. Through practical life exercises, he learns to refine his movements, becomes conscious of his body and of what his body can do. He learns how to move and act in a socially accepted manner, thus helping him in his task of adaptation. He learns the ways of social living and becomes comfortable and confident in his society. These exercises also teach the child to complete a task following a step-by-step procedure. This sequential ordering of tasks prepares him for the logical task that awaits him in mathematics. Likewise, activities in these areas are presented in isolation in order to help the child focus his attention only on a particular task. Practical Life Exercises refines movement, providing a foundation in early learning, attitudes and dispositions. Practical life exercises also provide children a sense of accomplishment as they engage in real, meaningful work with tangible results.