Critism in Plato - 2608 Words

What is life? This is the one question that to this day still cannot be answered. Over the years millions of people have had there own interpretation of what is means to live. However the quest to answer this rhetorical question goes back to the golden days of Greek civilization when the worlds greatest philosophers first attempted to find the answers to this question. As his position takes form in the Republic, Plato claims that only a very few individuals are capable of understanding how human life is to be lived. If it could be done, the rest of us would be best off it we were to let out lives be controlled by such individuals. This position held by Plato has been one of much discussion and disagreement over the years. In this paper I†¦show more content†¦Also you can t blame him because as it is visible in the Republic, Thrasymachus says, I declare justice is nothing but the advantage of the stronger. All that this quote basically incorporates is that justice is nothing to normal people but in essence it s just an advantage to those people who are rulers and are stronger than the ordinary people. He brings up a great point stating that when robbery and violence are practiced by normal people its considered injustice, however when this is practiced by mass or most often by rulers or those in charge its considered justice. Since the rulers themselves do not obey the principles that they impose on the citizens, they are themselves unjust. Because of this the tyrant himself is happy because he breaks the rules of justice that he imposes on the weak people below him. When you are allowing yourself to be governed and controlled by someone else rather than yourself it is not justice it s basically considered slavery. These are all the ideas brought upon by Thrasymachus in the Republic. However on the other hand in Book I of the Republic Plato s mentor Socrates tries and contests Thrasymachus ideas. Socartes brings up a great point in saying that if the weak themselves were strong enough to prevent someone from becoming a tyrant then they themselves are strong meaning they don t need help. Socartes basically insists that a lot of the power of the man has to do with his

Why Token Reinforcement Can Increase The Rate Of Sight...

The study published by DeVries and Feldman in 1983, showed that token reinforcement can increase the rate of sight word acquisition within students with a learning disability in a resource room setting. The study was comprised of two participants, a nine year old boy with directionality and perceptual difficulties and an eleven year old boy with auditory figure ground discrimination. Both participants were two years below grade level in word recognition, had a diagnosis of a learning disability and average intellectual function level, and both were from southwestern USA. After a baseline of each student’s sight words recognition, multiple lists of different five unknown sight words were selected, to use during the intervention. The teacher explained the guidelines of the token system; if the student could remember a sight word 24 hours after the lesson, the teacher would get put a star next to the word. Once the student earned 5 stars (one for each word) they would a sticker on their goal sheet. DeVries and Feldman’s study used stickers as tokens. The children chose a prize of a pre determined list created by a survey they took. The students could then trade in their stickers for a tangible prize from their prize menu. The prize menu was derived from a survey the participants took during the baseline. The goal sheets were sent home to receive the award of parental praise. The study showed that both students increase their sight word vocabulary by 330 percent or moreShow MoreRelatedStrategic Human Resource Management72324 Words   |  290 PagesBenefits of Vertical Integration? How do we Promote the Vertical Integration of Our HR Strategy? What is Horizontal Integration? Bundling and Best Fit Resource Based View (RBV) What are the Benefits of Horizontal Integration? What Different Approaches Can Be Taken to Achieve Strategic Alignment? Putting Strategy into Practice Barriers to Implementation of HR Strategy The Alternatives to Strategic Human R esource Management Introduction What is High Performance Working? What is High Commitment ManagementRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesFeigenbaum−Feigenbaum International Management, Sixth Edition Hodgetts−Luthans−Doh Contemporary Management, Fourth Edition Jones−George Driving Shareholder Value Morin−Jarrell Leadership, Fifth Edition Hughes−Ginnett−Curphy The Art of M A: Merger/Acquisitions/Buyout Guide, Third Edition Reed−Lajoux and others . . . This book was printed on recycled paper. Management http://www.mhhe.com/primis/online/ Copyright  ©2005 by The McGraw−Hill Companies, Inc. All rights reserved. Printed in the UnitedRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesSaddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services: Ashley Santora Acquisitions Editor: Brian Mickelson Editorial Project Manager: Sarah Holle Editorial Assistant: Ashlee Bradbury VP Director of Marketing: Patrice Lumumba Jones Senior Marketing Manager: Nikki Ayana Jones Senior Managing Editor: Judy Leale Production ProjectRead MoreDeveloping Management Skills404131 Words   |  1617 PagesFrancisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Editor in Chief: Eric Svendsen Acquisitions Editor: Kim Norbuta Editorial Project Manager: Claudia Fernandes Director of Marketing: Patrice Lumumba Jones Marketing Manager: Nikki Ayana Jones Senior Marketing Assistant: Ian Gold Senior Managing Editor: Judy Leale Senior Production Project

Gender Project Free Essays

Today more than ever, toys are incredibly gendered, and send highly gendered messages to the children who play with them about what an ideal male or female looks like, acts like, and how he or she lives their life. This project aims to look at the ways in which toys are so gendered (based on one trip to a Toys R us store in Greensboro, North Carolina) and to describe the gendering of toys through three sociological perspectives. Section One- Observations In this particular Toys R us, Items were displayed In segregated zones; meaning that there were very clear areas that were for girls’ toys and separate, very clear areas that were for boys toys. We will write a custom essay sample on Gender Project or any similar topic only for you Order Now From far away, these sections could be easily distinguished from one another by the headings above each of the aisles that held the toys. On the left side of the store, the signs hanging above the aisles read- Star Wars, Action Figures, and Sports, respectively. On the right side of the store the aisles were marked- Dolls, Dolls, and Pretend Play. Clearly the toys on the right side of the store were meant for girls, and the left side toys were meant for boys. The segregated zones were also easily distinguishable at a glance by the packaging and presentation f the toys on their shelves. Boys toys were packaged In more stereotypical â€Å"masculine† colors- red, blue, grey, and black. Further, all the boxes containing boys’ toys portrayed some sort of motion or action on the boxes. The action portrayed was almost always violent In one way or another; a tank moving, a fist or bullet flying through the air, etc. Girls’ toys, by contrast, were packaged completely differently. The boxes for girls’ toys were pink. Purple, covered in glitter and sparkles, and almost all had light, feminine language on them- words like â€Å"magical†, â€Å"sparkly’, and â€Å"princess†, o name a few. Toys R us’ selection of Nerd- brand toys are an excellent example of how using different packaging and presentation for essentially the same item can be heavily gendered. Being a toy whose concept is rooted in violence, Nerd toys are typically for boys. However, Nerd recently released a line of toy weapons for girls called Rebelled. All the Rebelled toys are pink or purple with flowers and glitter on them to make them appear more feminine’, and they also have very girl names, such as ‘Heartbreak Bow’, ‘Diamonds’, ‘Dart Diva’, ‘Femme Fire’, ‘Angel Aim’, ‘Pink Crush’, etc. Even If two Nerd guns of the same make and model were presented side-by side, no shopper would have any trouble knowing which one was being marketed to girls and which to boys. This loaded difference in packaging and presentation was also present everything in the store, whether it could carry a perceived gender role or not, was gendered. Instruments, pens and pencils, notebooks, walked-talkies, playing balls, and several other kinds of toys were packaged in ways in which two items that were essentially the same would be obviously be marketed to one gender or another. Toys hat recreate stereotypical home life are essentially having children play out their societal predetermined future roles. This is seen specifically in the ‘pretend play genre of toys. These are model replicas of the realms that children ‘should’ grow up to occupy. What this means for girls is child-size kitchens and child-size cleaning toys, and baby-dolls. Girls grow up learning through these toys that their place in society is in house and home, cooking, cleaning, and caring for children. The boy versions of these toys are child-size model grills, toolkits, and car-building toys. The brands Home Depot and John Deere both have lines of toys for boys, depicting specifically male things for them to do. Many girl toys also demonstrate that a girl should be heavily focused on keeping herself beautiful. There are a huge amount of toys dedicated to teaching girls how to do the hair, nails, and makeup on their dolls, and most of the dolls marketed to girls all are sold with makeup painted onto their faces. Going even further, the toys also include makeup for the girl to use on herself, teaching girls at an early age that wearing makeup is preferable for women in this society, and generally necessary for them to be considered beautiful. Additionally, dolls marketed to girls all wear makeup and have the societal accepted standard of ‘beauty. Their bodies are skinny, tall, big-breasted, and completely disconnected with what any real human woman’s actual body might look like. They give girls an image to look up to that they will never attain. Boys also face unrealistic representations of the human physique in their toys. Action figures marketed to them all have huge muscles, square Jaws, and other features that conform to the societal idea of the deal male body. Toy companies go even further than giving girls unrealistic body expectations in terms of not working to connect their toys to reality. They girls’ toys section had absolutely no toys that were designed to be replicas of real people from the real world. Girls had no role models foam reality represented in toys. Boys’ toys, on the other hand, had several role models represented in their action figures. These men were almost entirely athletes; baseball or basketball players, wrestlers or MASCARA drivers (another male-dominated field). These toys teach boys to idealize throng, wealthy, masculine, sometimes violent men, without giving them any more realistic images to aspire to. Section Two- Perspectives Looking at the issue of highly gendered toys through various sociological lenses can provide us with several insights on why the toys children play with carry such thinly veiled and heavily stereotyped messages. Through a Symbolic Internationalist lens, toys themselves are symbols used to convey meaning. This paradigm focuses on the role of symbols in colonization and social interaction, and argues that society is formed when groups of people all give the same meaning to the same symbols and Greer on how these symbols play into their colonization. Using this paradigm, toys can be regarded as symbols in that in many cases they are child versions of adult things, meaning the toy replicas of kitchens, babies, tools, cars, grills, etc. They symbolize the appropriate material symbols in the life that the child will grow in to. Stages of their development, is directing them to live and act in a certain way that society considers ideal. Structural Functionalism dictates that society is a functionally integrated, problem- solving entity. Through this lens, the subject of gendered colonization through toys loud be seen as a developed response to a certain problem. Hypothetically, using toys to teach children how they ought to behave could be a carefully constructed response on behalf of toy manufacturers to the problem of children not being socialized ‘properly. If children were not being socialized to behave in their predetermined manners, this ‘deviance’ could pose a threat to traditional gender roles in the United States and to keeping things functioning the way they ‘should’. The function of the gendered toys could be to keep society working ‘properly in whatever way they could. One last way of looking at the gendering of toys is through a Social Conflict perspective. This perspective conceives the emergence and persistence of social institutions and practices as the consequence of the exercise of power and explains their transformation as the result of conflict between different groups contending for power. In terms of toys and their messages, the two groups contending for power are less groups than they are ideas. One idea would be that people and the gender roles they should occupy should remain the same as they’ve been for generations, with omen occupying domestic spheres of society and men occupying public ones. The idea that battles this one would be a more modern idea that men and women can and should hold the same positions in society. The fact that toys are generally more in line with the former idea shows that that is the side of the battle that is currently Winning, making it the societal norm, at least in the realm of children’s toys. Toys are a constant in the development of children and thus play a large role in their colonization. While some toys teach children positive messages about caring for ACH other, sharing, and other healthy traits, the majority of the child-play market is saturated with heavily gendered and extremely antiquated messages about children’s bodies and looks, traits, roles, behavior, and almost all aspects of their lives. The result of this is generation after generation of children who subconsciously take in false information about what it means to be a boy or a girl, a man or a woman. Social behavior is learned at a young age, and to teach children these outdated gender roles is to freeze our society in an era gone by when we should be advancing toward a more equal world instead. How to cite Gender Project, Papers

Significance of death and sex to shakepeare Essay Example For Students

Significance of death and sex to shakepeare Essay What is the significance of two of the following to Shakespearean Drama: Death, Sin, and Sex? Refer to three plays. In this essay, I will consider Death and Sin in Shakespearean drama and I would like to look at three of Shakespeare’s tragic plays: â€Å"Hamlet†, â€Å"Othello† and â€Å"King Lear†. Shakespeare uses many themes in all his play that attract audiences throughout history. The things he wrote about are as relevant now as they were in his time. Death and Sin were issues that are always around. In his plays, Shakespeare could comment on these things and make audiences see things that they could not before. In Hamlet, we can see clear examples of Death and Sin as significant to Shakespearean drama. The first thing that points to both death and sin is the inclusion of a ghost in the play. The presence of a ghost became a conventional element to revenge tragedy, wherein the ghost would reveal why it was in purgatory and therefore haunting whomever it was haunting. The haunting was usually of someone in the same family who would then feel forced into revenging th e ghosts death, such as Hamlet was haunted by his father and subsequently killed Claudius, the murderer. Death in the form of a ghost was popular to revenge tragedy and was easily recognised by an audience. Shakespeare was aware of what his audience were looking for in a play and what would hold their interest and the supernatural seemed to hold great importance and interest in Elizabethan times. A recognised signal of something unnatural, the introduction of the ghost so early on in the play signifies straight away that something bad has happened and that a sin has been committed. Hamlet himself describes in Act Once scene one that Referring to the ghost of his father as being â€Å"in Arms†, his own first sighting of the Ghost sums up his moral dilemma in the play:â€Å"Be thou a spirit of health or goblin damn’d,Bring with thee airs from heaven or blasts from hell,Be thy intents wicked or charitable,†He casts doubt on the true intentions of the ghost, giving the audience the thought that perhaps the ghost is of ambiguous nature rather than just trapped in purgatory and seeking revenge. Hamlet fears this as he is by nature, a good tempered, philosophical character who, I believe, would be incapable of committing sin but knowing that the ghost is of his father, who Hamlet held up to be a God, if his father asked him to commit as sin, he would have no choice but to do so. This is ultimately his downfall. The ghost terrifies Hamlet with the thought of eternally haunting him if Hamlet does not obey the ghosts orders. The ghost then goes on to describe his murder in detail but we are never sure if the description is true or not. One of the lines that suggests the nature of the ghost is not just of revenge is line 3:â€Å"When I to sulph’rous and tormenting flamesThe description is reminiscent of a description of hell, where it is suggested the ghost must â€Å"live†. When the word â€Å"murder† is directly used, we are alerted to a sin having been committed. The description that follows is of how Claudius killed his brother by pouring poison into his ear. Whether this is metaphorical or actual is never disclosed. Claudius later admits to killing King Hamlet but does not say HOW he killed him. The Ghost also brings to our attention that Claudius is an â€Å"incestuous, adulterate beast,† (I.V.42) and that he seduced â€Å"my most seeming-virtuous queen.† (I.V.45) In basic terms, King Hamlet was killed by his brother, Claudius, to seduce the queen, then marry her and then take the throne. Incest, Murder and deceit; all sinful things. However, Hamlet is told not to take revenge on his mother, just his uncle. The Ghost is playing God with other peoples lives, which Hamlet questions. Why should Claudius face torture in this world and his mother face it in heaven? The ghost is strange and potentially sinful itself. Life Experiences in Farewell to Manzanar Essayâ€Å"King Lear† shows us a complicated line of events leading up to the death of the majority of the main characters. To put it in terms of sin and death, Lear sins against Cordelia who refuses to play Lears game in Act One Scene One. She says According to my bond, no more nor less.†He then banishes her, the truest daughter, from his kingdom and gives her nothing. Goneril, having been given half Lears land, turns on him, annoyed by his behaviour in her house and Lear then curses her. He goes to Regan, who turns against him and sides with her sister, and he calls her â€Å"unnatural†. Goneril and Regan have sinned against their father by not honouring him but Lear has sinned against them by choosing who loves him the most and then cursing them. In the sub-plot, Edmund has convinced his father that Edgar is evil (A lie, so therefore a sin) and Edgar has taken on the role of a beggar after being banished by his father. As a result of all the sin, Lear goes mad. Cordelia returns and proves to be the honest creature Lear banished her for and she protects him from her sisters. Ultimately, Cornwall is killed after plucking out Gloucester’s eyes, Cordelia is hung on the command of her sisters and Lear dies from a broken heart on realising that she is the most loving daughter he has. Regan poisons Goneril, Edgar kills Edmund and Regan kills herself on hearing of Edmunds death. Cordelia is the only one to have not been sinful, but truthful in her actions but all the other characters that die have committed a sin and been punished for it. In â€Å"King Lear†, the dramatic chain of events resulting in so many sinners’ deaths shows that cause and effect really does exist and that the two work together. Shakespeare was clever in the way he wove both elements into his plays. One didn’t seem to be able to exist without the other. I am not sure what audiences expected in Elizabethan times, but I am sure that entertainment was a vital element of expectation. Shakespeare wrote plays that reflected real life situations, such as that of Iagos jealousy, and showed what he believed would happen as his course of action continued. The anticipation of a play depends on its genre: tragedy, historical, comedy and so on. I believe death and sin are expectations for a tragic play, such as the ones I have looked at in this essay and I think that without them, the audience would be disappointed in the play. Bibliography: