The irrationality of human existence within the The Outsider by Albert Camus and A Dolls House by Henrik Ibsen Essay Example

The irrationality of human existence within the The Outsider by Albert Camus and A Dolls House by Henrik Ibsen Paper The Outsider reflects Camus philosophical theory, referred to as the theory of the absurd, that there is no rational meaning in human existence. He believes that humanity is unable to accept this truth and so search for meaning where, in actual fact, none exists. This idea is explored implicitly through the character of Meursault, the narrator and protagonist of the novel. Moreover, aspects of Camus theory can be identified within Ibsens play, A Dolls House. The play illustrates humanitys search for meaning of which Camus suggests, although Ibsens intention was merely to portray the oppression of nineteenth century marriages. In the novel The Outsider, the protagonist, Meursault, is depicted as a man who does not possess any rational meaning in his thoughts or actions. When put in a room with several other prisoners, most of them Arabs1 and is asked what he had done unlawful, Meursault simply replies that he killed an Arab1. Then, he carries on recounting other aspects of the occasion such as his sleeping mat and how he could just see the sea2 through the tiny window. This scene demonstrates how Meursault is not concerned with judgment as he does not ponder over what should or should not be said in order to conform to the accepted morals of society. His candid reply exhibits his irrational nature, both in thought and action, seeing as he does not think any further of the incident or have an explanation for what had happened. In addition, he carries on noticing the physical matters surrounding him despite their insignificance to the situation. We will write a custom essay sample on The irrationality of human existence within the The Outsider by Albert Camus and A Dolls House by Henrik Ibsen specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The irrationality of human existence within the The Outsider by Albert Camus and A Dolls House by Henrik Ibsen specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The irrationality of human existence within the The Outsider by Albert Camus and A Dolls House by Henrik Ibsen specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Camus creates such a character to exemplify the true nature of human beings, according to him. He does not make it so that Meursault is a supporter of societys customs in order to clarify the characters status as an outsider. Meursault is perceived as an outsider to society because of his acceptance that there is no rational meaning in human existence. Furthermore, his way of thinking and the way he acts show no basis on reason, but more so, on irrationality. This proves that, for Meursault, rational meaning is nonexistent. Camus emphasizes this through the simple language used throughout the novel. He writes in first person perspective and without the use of adjectives and metaphors to reflect Meursaults straightforward nature and how his interest lies in physical truth rather than interpretations. An illustration is when Meursault receives a telegram from the home. It announces: Mother passed away3. Meursault only states that it could have happened today or yesterday but that he do esnt know. This reveals his concern for the physical truth and his lack of response to the situation. He does not continue on to expressing his sentiment which also illustrates his indifference to humanity. In contrast to Meursaults character, Ibsen creates his protagonist as one who does base thoughts and actions on the basis of rationality. When asked if it ever occurred to Nora Helmer, the protagonist of Ibsens play A Dolls House, that she was committing fraud by forging a signature on an official paper, she replies that it didnt mean anything to her because, at the time, her husband was in a critical state4. She then reasons for the fraud by saying she couldnt stand4 the man she made the deal with as he went through all those cold-blooded formalities4 knowing the difficult situation she was in. Unlike Meursault, Nora seems to be concerned with judgment as she attempts to justify her misdeed with an explanation. This is a representation of what Camus mentions in his theory as Nora searches for a rational meaning in order to conform to the social and moral standards set by society. Initially, Nora is conveyed as a complete adherent to the conventions of society. She did not question nineteenth century marriage norms and accepted her status as a wife and mother. Her husband, Torvald, addressed her as a little sky-lark5, a little squirrel6 as well as a little singing bird7. The recurrence of the word little suggests Noras insignificance and expresses Torvalds condescending attitude towards her. Further, these pet names signify her as purely a plaything. Nora is also symbolized as a plaything by the Christmas tree mentioned at the beginning of the play. She is comparable to a Christmas tree as it possesses a physical beauty about it and can also evoke feelings of warmth as a mother does. However, both the tree and Nora seem to be simple household decorations to Torvald as opposed to anything with genuine worth. As the play progresses, Nora finds herself being more and more oppressed by her marriage and decides to leave behind her family in search of an identity independent from her own as a wife and mother. Her rebellion against her family, and especially her husband, is foreshadowed at the very start of the play as she takes a bag of macaroons out of her pocket and eats one or two5 against her husbands favor. When asked of the matter, she lies directly to him and states that she would never dream of doing anything8 that he didnt want her to. This remark contrasts to Meursaults frank nature as Noras deceitful personality is revealed. Additionally, Noras departure explores Camus theory in the way which she attempts to find meaning in her own existence. By leaving behind her family, she believes she will discover her true identity as somebody more than just a wife and mother. Ibsen uses irony to present this situation by symbolizing Nora as the singing bird which her husband regularly addressed her as. He tells her that she mustnt go dropping her wings7 but, in reality, she does quite the opposite she flies away. The bird is a symbol for her freedom as it is able to fly freely without the limitations of its cage, in Noras case, without the limitations of being a wife and mother. In The Outsider, humanitys search for meaning is also communicated, however, through the other characters rather than the protagonist. Camus uses the motif of observations to exemplify how endless this search for meaning is. In the courtroom of Meursaults trail, the judge observes a witness for a rational answer to either convict or discharge Meursault for the murder previously committed. In response, the witness again repeated9 a futile statement that results in him being asked to sit back down. This scene demonstrates how people attempt to give rational explanations to irrational actions. As the prosecutor is unable to find a rational meaning behind the murder, Meursault is condemned to death for being a menace, or merely an outsider, to the customs of society. His trail beforehand is incorporated to encapsulate humanitys attempt to find rational meaning. It is an illustration of the theory of the absurd because, in the end, there is no rational meaning, and so, this scene successf ully depicts Camus belief that to find rationality in an irrational world is prone to be a failure. This motif of observation also communicates Meursaults emotional detachment, mentioned earlier, as he describes things only as they are, without any interpretation or judgment of it. This detachment is significant as it verifies Meursaults status as an outsider to humanity. He does not do as the majority of people would: form opinions. An illustration of this is when Meursault observes the peculiar little woman10 dining at Celestes. He notices all the physical details such as how she took out a blue pencil11 to write with and the magazine which gave the radio programmes for the week11. He notices these details of color and subject without thinking any deeper about them and, within moments, he forgets about her. This is ironic as she is very similar to Meursault himself yet he regards her as peculiar. Both Camus and Ibsen also explore how appearances can disguise reality. Ibsen displays this through Noras drastic change in character from a seemingly unintelligent and simpleminded woman to someone of strong will and independence, whilst Camus shows that Meursaults appearance as a menacing person is all along masked by societys perception of him as an outsider. In conclusion, both protagonists accept their reality and experience what freedom is to them. For Meursault, he accepts the reality that he is truly an outsider to society whereas for Nora, she accepts the reality that she is not fitted as a wife or mother. For that reason, she decides leave, against the conventions of her time, in order to pursue her own aspirations. However, if Camus philosophy were to be applied to Ibsens play, then Noras search for meaning would ultimately be a failure as no meaning would exist in the first place.

Plessy Vs Ferguson

Plessy Vs Ferguson Free Online Research Papers Following the American Civil War, the Thirteenth Amendment to the Constitution abolished slavery and the 14th amendment defined citizenship, guaranteed the rights of citizens and equal protection under the law but racism was dominant in the south and social order was still to be determined. In an attempt to continue to limit the civil rights and liberties of African Americans and to ensure dominance of white supremacy, Jim Crow laws were put in place. It was the belief in the South that the requirement of equality of the Fourteenth Amendment could be met by keeping the races separate. These laws widened the racial gaps even further with the perception that the black race was inferior. The government left the racial segregation up to the individual states. Blacks were entitled to receive the same public services and accommodations as whites, but in different facilities such as schools, water fountains, restaurant seating and transportation. In 1890, Louisiana passed the Separate Car Act which required â€Å"separate but equal† railroad cars for blacks and whites. A group of black activist formed a Citizens Committee to Test the Constitutionality of the Separate Car Act along with the East Louisiana Railroad Company who wanted to terminate the Act because of the costs associated with providing â€Å"separate but equal† passenger coaches. They selected Homer Plessy for the challenge. Homer Plessy was considered an African American by the Louisiana law of 1890, since he was seven eighth white and one eighth black. Since he was considered black, he was naturally expected to sit in the designated black area on the train. On June 7, 1892, he boarded the East Louisiana Railroad and sat in the white designated area. He refused to move and was arrested. He was found guilty of violating the Separate Car Act and appealed the Supreme Court of Louisiana who upheld the previous decision. The case went to the US Supreme Court arguing that the Separate Car Act was in violation of the 13th and 14th Amendments but with an eight person majority, the US Supreme Court upheld the decision. Justice Henry Brown indicated that the Thirteenth Amendment was â€Å"too clear for argument† and the Fourteenth Amendment was â€Å"too enforce the absolute equality of the two races before the law, but in the nature of things it could not have been intended to abolish distinctions based upon color, or to enforce social, as distinguished from political equality, or a commingling of the two races upon terms unsatisfactory to either.† Justice John Harlan was opposed to the decision and was in the opinion that the Constitution was â€Å"color-blind and did not tolerate classes among citizens†. He believed the ruling would stimulate aggressions and encourage the belief that state enactments would defeat the purposes of the Thirteenth and Fourteenth Amendments. The decision of the US Supreme Court to uphold the separate but equal standard gave further support for segregation for years to come. The decision was guided by prejudice and not by legal theory. It took 50 years before the position of Justice John Harlan was recognized as what should have been the correct and legal ruling. 1954 the case of Brown vs. Board of Education eliminated â€Å"separate but equal† facilities and the racial separation would no longer be tolerated. Research Papers on Plessy Vs Ferguson19 Century Society: A Deeply Divided EraComparison: Letter from Birmingham and CritoCapital PunishmentQuebec and CanadaWhere Wild and West MeetUnreasonable Searches and SeizuresHip-Hop is ArtPETSTEL analysis of IndiaHonest Iagos Truth through DeceptionThe Hockey Game

Efficient Market Hypothesis Case Study Example | Topics and Well Written Essays - 2000 words

Efficient Market Hypothesis - Case Study Example In fact investors can predict the future stock prices, based on the past stock prices and even by analyzing financial information such as company earnings and asset values. This paper would examine the relationship between EMH and the future predictions of stock prices based on technical and fundamental analysis. When stocks rose by high percentages the analysts could say that it was due to the efficacy of stock markets and therefore the positive rally reflected the true performance of the company. Efficient markets do exist in theory (Dobbins, & Witt, 1979). For example according to financial theory there are efficient stock markets that especially don't permit market manipulation by investors. However the practical scenario negates this proposition very often. For instance the rally of the stock could be attributed partially to the equity issue and not to the efficiency of the markets. According to many financial economists that future stock/share prices are partially predictable on the basis of past stock price patterns as well as some fundamental valuation metrics. Further economists pointed that these predictable patterns lead investors to earn excess returns with reference to excess risk adjusted rates. The following three problems explain why excessive reliance on fundamental financial analysis isn't going to benefit the investor or shareholder. As(a). Asset substitution problem As and when debt to equity ratio increases investors tend to substitute new assets through new investment thus relatively increasing debt in place of equity. Assuming that investing is riskier, there is still a fairer chance of success against failure thus obliging both debt-holders and share holders to condone such risky investment decisions on the part of management (Campbell, 1987). Successful investments on shares lead to cumulative share holder benefits while unsuccessful ones lead to cumulative debt-holder woes.(b). Underinvestment problem Investors would not hesitate to reject investment in shares with positive Net Present Value (NPV) because they would not be bothered to increase the value of the firm any more than to allow the accrual of benefits associated with riskier debt to debt-holders themselves rather than to share holders.(c). Free cash flow problem Finally there is the problem of free cash flow. In the absence of free cash flow benefits accruing to investors, the management has a tendency to reduce the value of the firm through prodigal behavior, such as granting bonuses and higher salaries. Therefore higher levels of leverage would act as a preventive factor of such behavior and ensure discipline. 2. Overall analysisNext there is the problem of taxes. When corporate taxes are considered the firm is entitled to interest expense deduction which enables it to increase value of its assets. According to Modigliani and Miller (1963) the tax exemption allows the firm to reduce the leverage-based premium in the cost associated with raising the equity capital. Subsequently Miller added personal taxes to the equation.Some authors go a long way to discuss the most efficient ways in managing systematic risk, unsystematic risk and total

Defining Love in Today's World Article Example | Topics and Well Written Essays - 1000 words

Defining Love in Today's World - Article Example   Emotion is often considered to be the first language of human beings (Lewis & Lannon 13). Before they could converse with one another, humans reacted with expression and feeling. If an injury would cause them pain, they reacted to it; if a child’s laughter touched them, they would express it through emotion. Some emotions may not have been properly understood by those early human beings. Even now, many cultures may have different views on how these emotions should be expressed or what they mean. Love is no exception to this. Love comes in many forms, and therefore has many meanings, which can make it difficult for humans to fully understand. Despite this, it is one of the easiest emotions to display. There is no definitive beginning to the various meanings of love; in the attempt to â€Å"chart the ‘arc of love’ is that, like time, this is a subject resistant to analysis, because its existence is predicated on experience (Vickers 1).† People define love in their own terms and based on their own experiences, though most people can relate to the majority of these meanings. The history of love can only really be traced based on each individual and the love that they have felt for someone or something. This is one of the many characteristics of love that makes it a great and precious emotion - it is copious in its existence and it is steeped in everyone’s personal and unique history. Love is most thought of as the emotion felt between a couple in a serious and romantic relationship, whether they are married or are dating. In this case, love encompasses all the little aspects that keep the couple together. The smiles that are shared that are full of little secrets and that can convey thousands of messages without ever speaking; the experiences and memories that they have from the day they started dating to the present; even all of the little fights and hardships that they went through to get to where they provide evidence of lov e. The fact that they are in love is what enables them to get through hard times. This love can be increased from dating to marriage. Marriage in itself is a physical representation of romantic love between a couple. It is also a way that a couple can share and display their love for friends, family, and to the public. Teenagers and children claim to romantically love their significant other or their playground sweetheart.  Ã‚  

The Impact of Internships on Graduate Employability Literature review

The Impact of Internships on Graduate Employability - Literature review Example 1). This practice is institutionalized in modern times as part of the academic requirements to immerse students to the community, hospital, companies and in multinational organization to provide practical dimension of the theories learned from universities and colleges. Every year, thousands of youths and fresh graduates flock to companies in search for opportunities to hone their knowledge and to gain competitive leverage in the market with limited opportunities for millions of job seekers. This year, there are about 370,000 graduates who will be competing for limited jobs in the market (Grunwald, 2012, p. 1). The economic recession however, became an impetus for companies to accommodate interns to maintain its operation in a cost-effective measure. For the company, the jobless wanting to be registered under internship program is a remedial opportunity in response to economic depression. Recently, youths began complaining that their rights and welfares are abused as unpaid workers o f the company. Introduction Internship is an opportunity to gain empirical experiences in a specific career field. This could be an academic requirement, like those who are taking medicine, nursing, and in hotel or restaurant management (Loretto, 2012, p. 1). Others avail of this program to gain personal leverage for employment. Most of those who embarked on this system are fresh graduates of colleges and universities with capacity on communication, organizational management, and good interpersonal relations aside from good academic standing (Loretto, 2012, p. 1). These interns are generally held under a supervisor who would assign them on some tasks and monitor their progress. Those taking internship with credited hours for academic grade, the faculty closely relates with the company’s management to ascertain that the desired outcome of the training is achieved. Those interns with genuine interest to learn may find this experience as a relevant part of understanding the care er path they have chosen and hopefully develop a service-oriented culture based on excellence and professional relation with the management and clienteles (Beard, 2007, pp. 207-220). This review will critically discuss the correlation of internship with employability of graduates. Internship and Opportunities In this post-modern period, students and graduates are encouraged to take job placement role from workplaces to value knowledge earned from these on-job trainings that are either paid or unpaid. Experts believed that this is a valuable mechanism for those who are willing to undergo practical training and those who wanted to attain leverage to market’s economic opportunities. Human resource experts have already advised students to make their job portfolio and experiences earlier. They thought that learners shouldn’t be dissuaded from undertaking part-time jobs as an added value of work experience in their respective curriculum vitae. This adds to their credentials as potential employee. Nowadays, there are many universities and colleges that offer internship programs on placements to hone their skills and abilities. This promotes their employability after graduation as companies these days would prefer human resources that have attained positive record and recommendations from internship program (Kadlec, 2009, p. 1). Economically, internship has been adopted as socially acceptable

Narratives and Memory Work by Nick Rowe | Analysis

Narratives and Memory Work by Nick Rowe | Analysis Aengus Donald A 1000 word review of one of the recommended chapters or articles. Students will choose a chapter or article from one of the prescribed texts, and write a review of the content, as understood by the student in terms of: the writer’s intent, the psychodramatic theory, and its application to practise. Response: Review of Chapter 4: Narratives and Memory Work, by Nick Rowe (2007). Playing the Other: Dramatizing Personal Narratives in Playback Theatre Rowe explores the relationship between memory, narrative and the self and reminds the reader that the audience’s stories are what make up the curiosities that are enacted out in front of them. Rowe personally opens up by sharing a story about his father’s death. This vulnerable space that Rowe sits in allows for resonance and connection with the reader, whilst informing them that that the story is the basis of discussion in this chapter. His actual experience of physically writing the story down years after his father’s death is shared with the reader as a very balanced moment in his life. Drawing on research in the fields of psychology, philosophy and psychotherapy, Rowe intends to compare and contrast different aspects of memory, narrative and the self to show the breadth, depth and scope of the subjects. Rowe proposes that it is misleading to conceptualize playback theatre as a mirror of the essence of a protagonist’s subjective narrative. This is because it denies ‘the relational, negotiated and context-rich’ (Rowe) aspects of Playback theatre as well as negating the humanness of the performers, protagonist, and conductors. Actors may have different responses to the narrative than the protagonist. Actors may have incongruent obstacles of their own. Being present to the essence of the storyline and then responding on the stage set by the director, protagonist and audience members can occur on any range or scale of response. Rowe proposes to utilize a model of a ‘cumulative process of mediation’ in which each time a narrative is retold, the protagonist or client creates and refines the expression of the phenomenological and subjective content of the narrative. MacIntyre proposes that the most efficacious source of â€Å"intelligibility† for human beings is received through narrative, which he believes is the human identity’s organizing principle. If this were the case according to Rowe, every known thing would be spoken into existence, which I relate to the opening creation passage of the bible. I feel that if this was the case, we would be our own gods and all words would be the words of gods. Rowe would sooner agree not with MacIntyre’s notion, but with Griemas’ idea that â€Å"Narrative structures do not exist per se, but are a mere moment in the generation of signification†. Griemas’ school of thought leans more toward meaning making, than MacIntyre’s idea of instantaneously announcing manifestations of life experience. Barclay presents the idea that ‘autobiographical remembering is largely an improvisational act’, played out by ‘protoselves’. This makes me feel that there is simultaneously room for both meaning making and calling experience into existence, and perhaps one can’t exist without the other. Barclay’s work also makes me wonder if we completely embody these ‘protoselves’ when we are being truly spontaneous. Lyotard presents that the idea of self is not one of individual singularity in a world of increasing billions of other individuals, but more so of each human as a nodal point in an growing pool of specific communication circuits. Lyotard sees the self as ‘first and foremost, a practical project of everyday life’ (Holstein and Gubrium, 1995) and it is never a completed object. In Playback theatre people are invited to perform their stories and witness the enactment. This halters the teller’s self-creation process when the control of the protagonist’s enactment has been handed over to the actors. The conductors questioning in Playback allows the events to emerge. Rowe does not believe that this is â€Å"rewriting the self† (Freeman 1993). Vocal language is a primary technique of narrative in playback. Utilizing and encouraging other expressive methods such as â€Å"acoustic, visual, spatial and theatrical images can significantly extend the teller’s memory work† (Rowe). In the section â€Å"Poetry drugs the dragon of disbelief†, Rowe writes that subsequent re-telling of a narrative emphasises an aspect of the story that leads to the question: â€Å"Can we ever trust memory?† (Rowe). Re-enactments through Playback theatre may contribute to the fictionalization of actually false aspects of the memory; in Rowe’s case this is the Red Dress, which turned out to be pink. â€Å"On the borderline of life and death, the colour must be red – pink will just not do† (Rowe). Donald Spence writes of the therapist being engaged as rather â€Å"a pattern maker than a pattern finder in an artistic struggle† (Spence 1982). Enabling people to sit in acceptance of their narrative and themes explored through language and movement is the task of the therapist. I personally resonate a lot with Spence’s notion of making patterns as opposed to finding them. It is much more creative than reductionist in it’s approach. Vocal language has its limitations. As people’s traumas can lie buried within tissues and sinew (Rowe), they may need to be expressed through movement and dance. This may assist to bring traumas to vocalisation, or can be experienced or witnessed as pre-verbal expression. Rowe warns therapists to be as aware as possible of potential body, personal and cultural memories that may arise in sensitive group work. Rowe agrees with Kristeva in that a text can’t possibly be ‘a hermitically sealed unit existing independently on other texts’. This ‘intertextuality’ emphasises the significance of relationships between all aspects of inter-personal and intra-personal narrative. A field of open possibility allows for relationships between different texts and aspects of self to be connected through a paradox of self-definition on the one hand and re-negotiating relationships with both the audience and conductor on the other hand. This point of vulnerability allows the teller to be moulded and evaluated by the group or society at large. The stories that are enacted can have a transformative effect on the audience as well as the teller, creating a group felt shift. Annette Kuhn suggests that public and private memory show to be less separable than has been commonly believed. In this idea, what affects the protagonist is more than likely to affect the audience. Phillips presents the idea that ‘the only good translation is the one that invites retranslation; the one that doesn’t want to be verified so much as altered (Philips 2002).’ This philosophy reminds me of Nietzsche’s attempts at self criticisms. If a translation is hailed as the One True translation, narratives will never be able to be dynamic or interact without eventually going stagnant, but will exist as, as Rowe puts it, ‘a new, but never final, version’. ‘Perhaps call it play-forward theatre?’ asks Rowe, expanding on his theme of an ever-evolving reality of expressive experience.

steroids :: essays research papers

Q. I have patients previously diagnosed as Asthma who are now classified as COPD. Should I keep them on inhaled steroids? A. If you have a strong suspicion that your patient has COPD rather than asthma (smoking history, progressive shortness of breath), then you should slowly reduce the dose of inhaled steroids (over several months - e.g. 25% reduction every 2-3 months). In most patients with COPD you will be able to withdraw the inhaled steroid completely, without any increase in symptoms or change in lung function. Q. What is a recommended 'steroid trial' for COPD? A. The most frequently used regime for a steroid trial is to give oral prednisolone (40mg daily in a single morning dose) for 2 weeks. It is best to make measurements of peak expiratory flow (PEF) twice a day for 2 weeks before starting oral steroids in order to get a baseline value and then during the treatment period. FEV, should be measured at the beginning and end of the baseline period and after the inhaled steroids. A steroid trial is considered positive if FEV, or mean PEF increase by more than15%, when a diagnosis of asthma is made. It is important to remember that some patients will have asthma and COPD at the same time. Q. What is the role, if any, for oral steroids in COPD? A. Oral steroids are used in a formal trial of steroids and may be useful in acute exacerbations of COPD. They should not be used as a maintenance treatment because of the side effects of long-term steroid therapy. Q. With a newly diagnosed COPD patient should I initiate steroid therapy, if so how? A. If a patient has COPD with no evidence of response to oral steroids (negative steroid trial) then inhaled steroids should not be used. It is possible that inhaled steroids may alter the accelerated annual rate of decline in lung function with age. Q. How will I know if a COPD patient is benefiting from steroid therapy? A. The best way to determine whether inhaled steroids are beneficial is to slowly reduce the dose. If FEV, or mean PEF show no deterioration, the inhaled steroid can be completely withdrawn. Q. Will COPD patients need to be on long-term steroid therapy? If so, what about side effects? A. Only patients who have shown a positive response to oral steroids (steroid trial) should be on inhaled steroids.

The Gathering Essay

To an extent The Gathering portrays the dark side of human nature. A dark side of a human is the side that tells that human to do evil and bad things. The Gathering is a novel written by Isobelle Carmody. When the main character Nathanial and his mother move to a new town called Cheshunt he realises that something is terribly wrong. He soon finds himself in a group with four other people called the chain, fighting the dark, ancient evil that bruised Cheshunt a long time ago. A long time ago Cheshunt was bruised by an ancient evil which caused bad things to happen there. In Cheshunt, there were people with power over others and their power corrupted them. Mr Karle, a teacher and the leader of the school youth group tried to manipulate people by using their fears against them. Even though The Gathering shows the dark side of humans it also displays the good side of humans. An ancient evil bruised Cheshunt a long time ago and this caused bad things to happen there. When Nathaniel decided to walk his dog for the first time since he arrived at Cheshunt, he met a security guard who told him about Cheshunt. He said that â€Å"some places are made for trouble. Years ago some bad things happened here†. This shows that bad things happened at Cheshunt. An old lady; named Anna, who used to live in Cheshunt for a long time told Nathanial that Cheshunt â€Å"was a bad place†. This shows that Cheshunt was a bad place. The girl by the name of Lallie, who united the chain, told the group that â€Å"Long ago terrible things were done in Cheshunt. These deeds bruised the earth and a cycle of darkness has grown in Cheshunt†. This shows that terrible deeds bruised Cheshunt a long time ago. Cheshunt was bruised by ancient evil long ago and because of this many people displayed their dark side and committed evil deeds. In addition, the corrupting force of power exhibits the dark side of people. One of the members of the Chain named Danny was physically hurt by the police; who have power over the citizens of Cheshunt. He told Nathaniel that â€Å"power makes the police into Gorillas†. As Gorillas are stereotypically ferociously violent and are inhumane creatures, this shows that the police’s power corrupts them. When Nathanial and his mother were at the zoo Nathanial asked her if she thought that â€Å"a policeman could be evil†. She told him that anyone who has power over others can be evil. This shows that anyone who has power can be evil. She also quoted that power corrupts and absolute power corrupts absolutely. This shows that anyone who has power can be corrupted. People who have power over others can be corrupted and when they are corrupted the show their dark side. Furthermore, Mr Karle attempts to manipulate people by using their fears against them. Nissa Jerome was a member of the chain and her weakness was love. Nissa was scared of admitting or giving in to love. Mr Karle used her fear to his advantage and said to her that she was â€Å"unfeminine and unattractive† and that â€Å"no one could love such a creature except out of pity†. As love was Nissa’s fear this shows that Mr Karle was trying to manipulate Nissa by using her fear against her. Danny was scared of the police and the power of authority. Mr Karle used Danny’s fear against him when he said â€Å"I think you must truly have damaged your brain in that field. The dog must have bitten into it†. As on the night that the police hurt Danny, Danny was being hurt by the police’s dog, this shows that Mr Karle tried to manipulate Danny. Nathanial was scared of turning out like his father. Mr Karle used Nathanial’s fear against him when he told Nathanial that he â€Å"is going the way of his father†. This shows that Mr Karle tried to manipulate Nathaniel by using his fear against him. Mr Karle tried to manipulate many people and by doing this he is displaying his dark side. Although The Gathering exhibits the dark side of people it also displays the good side of people. Throughout The Gathering, Nissa and Nathanial build up their relationship. Eventually their relationship became so good that Nissa â€Å"leaned forward and pressed her lips on† his. This shows that The Gathering displays the good side of human nature. Seth was another member of the chain and when the group was at the beach; Seth nearly drowned. The reason he didn’t drown was that the group worked so hard to save him that â€Å"by the time they reached the sand none of them had the strength to walk†. As the group used all their strength to save Seth this shows how much the group cared about Seth. This also shows that The Gathering displays the good side of human nature. The Gathering displays both the good side and dark side of people. A long time ago Cheshunt was bruised by an ancient evil which caused bad things to happen there. In Cheshunt, there were people with power over others and their power corrupted them. Mr Karle, a teacher and the leader of the school youth group tried to manipulate people by using their fears against them. Even though The Gathering shows the dark side of humans it also displays the good side of humans. In the end the Chain stayed together, defeated Mr Karle and rid Cheshunt of the evil that bruised it a long time ago.

Vygotsky and Piaget Pedagogy Essays

Vygotsky and Piaget Pedagogy Essays Vygotsky and Piaget Pedagogy Essay Vygotsky and Piaget Pedagogy Essay Jean Piaget’s theory of cognitive development and Len Vygotsky’s sociocultural perspective have played critical roles in educational psychology. Both of these major frameworks will be analyzed and compared. From these two different standpoints, it will be illustated how a particular concept or cognitive skill can be taught. Russian psychologist Len Semenovich Vygotsky (1896-1934) was a fundamental figure in the exploration of â€Å"the sociocultural theory. † His ideas played crucial roles in the pedagogical framework of children and education. Thoroughly, he examined the sociocultural theory which emphasizes the role in development of cooperative dialogues between children and more knowledgeable members of society. Children learn their culture (ways of thinking and behaving) through these interactions (Berk Winsler 19). Vygotsky believed that our mental structures and processes can be traced back to our interactions with others (Berk Winsler 12-15). Social interactions not only have an influence on our cognitive development, they actually create our cognitive structures and thinking process (Woolfolk 39). During shared activities between the child and another person, higher mental processes are first co-constructed. This is a social process in which people interact and negotiate (usually verbally) to create an understanding or solve a problem (Woolfolk 39). The processes are then internalized by the child and become part of the child’s cognitive development. The final product is shaped by all participants (Berk Winsler 15). For example (Tharp Gallimore 14): A six-year-old has lost a toy and asks her father for help. The father asks her where she last saw the toy; the child says â€Å"I can’t remember. He asks a series of questions- did you have it in your room? Outside? Next door? To each question, the child answers, â€Å"no. † When he says â€Å"in the car? † She says â€Å"I think so† and goes to retrieve the toy. Vygotsky once stated that â€Å"ever function in a child’s development appears twice: first on the social level and then lat er on the individual level; first between people ‘interpsychological’ and then inside the child ‘intrapsychological’ (Berk Winsler 12. )† For instance, the strategy for finding the toy was initially co-constructed by both- the child and the adult. The next time that child loses a toy it is probable that he/she may have internalized a strategy on how to find the toy (by recalling all the previous places that the toy was last seen). This adult guidance provides early support while students build the understanding necessary to solve problems (Woolfolk 59). Eventually the child will be capable of functioning independently in the process of problem solving. In this scenario, perhaps the child may be capable of finding the toy with no help the next time this problem arises. Vygotsky emphasized the importance of cultural tools, which enables the transfer of cognition from the social to the individual plane (Berk Winsler 21). Cultural tools include material tools such as: computers, scales Internet, rulers, ect. On the other hand, psychological tools include: symbol systems, numbers, language, graphs, maps, codes, languages, ect. These tools allow people in society to communicate, think, solve problems, and create knowledge (Woolfolk 41). These tools are used in daily activities by the child in formal and informal settings, with the help from an adult. An example of using a psychological tool to aid in the advancement of development would be the construction of a map. In this scenario, collaboration would occur between the child and the teacher on how to represent the concepts of people and spaces. In return, these co-constructed ideas are internalized within the child and development occurs. â€Å"Learning leads development (Wood 101). † These tools are fundamental in development because they support thinking, which results in the construction of the child’s understanding of the social and physical world (Berk Winsler 23). Vygotsky emphasized the tool of language as a critical factor in development. Initially, speech serves as a regulative communication function (Wood 29). In time, children develop language as the build on other cognitive abilities by trying to make sense in what they hear. Self talk guides the child’s cognitive thinking. This external tool slows down the thought process, allowing concepts, thoughts, or ideas to be more comprehensible- resulting in problem solving. It transforms the way children, learn, think, and understand (Wood 29). Vygotsky believed that thinking is radically transformed when children become capable of linguistic communication. â€Å"At the least, sounds, meanings, words and sequence of words, volume, voice tone, inflection, and turn-taking rule must all be coordinated before a child can communicate effectively in conversation (Woolfield 51). † Because a child’s self-directed talk aids in the thinking and problem solving process, it helps develops child’s self regulation. (Berk Winsler106-108) This is the process of activating and sustaining thoughts, behaviors, and emotions in order to reach goals (Woolfield 621). An example would be the â€Å"taking turn rule,† during a conversation. The child must sustain the behavior of talking while another person is talking in order to have a successful conversation. On the other hand, Swiss psychologist Jean Piaget (1896-1980) developed the theory of cognitive development, which is based on the assumption that people try to make sense of the world and actively create knowledge through direct experience with objects, people, and ideas (Wood 22). Unlike Vygotsky, Piaget believed that the individual construct their own understanding of the work. The child’s development first occurs on the individual level then on the social level. Because we are constantly trying to make sense of the world in which we live, our thinking process change drastically from birth until maturity. Piaget thought that a major influence on the way we perceive and make sense of the world, is through the process of maturation, which is the genetically programmed, naturally occurring changes over time (Wood 21). More specifically, Piaget believed that young people go through four stages as they develop: sensorimotor, preoperational, concrete-operational, and formal operational (Woolfield 57). Conversely, Vygotsky did not believe there was a set stage for development. In the first stage through the exploration of motor activity, infants in the sesorimotor stage (approximately between the ages of 0-2 years) gradually work towards mastering object permanence as well as performing goal-directed activities. Object permanence is â€Å"the understanding that objects exist in an environment whether they perceive them or not (Woolfolk 30. )† For instance, if you take a certain toy away from away from a young infant, they will not acknowledge that that toy exists. Out of sight, out of mind (Woolfolk. )† On the other hand, if an older child sees a package of enticing cookies laying on the table and starts crying for one, even if the adult moves the cookies in the cabinet (clearly out of sight from the child) the child will still know that even though he physically cannot see the cookies- they still exist. The child will begin to make use of imitation, memory, and though t. An example of imitation would be a baby copying the gestures of â€Å"peek-a-boo† with an adult. The preoperational stage occurs between 2-7 years of age. Symbolic thinking gradually begins to develops. For instance, if there is not a toy phone, a child may pick up a block and pretend that that is the phone. During this stage, the child may have a difficult time seeing another person’s point of view. Their concept of space â€Å"is subjective and centered on their own body (Wood 67). † For example, during an experiment, three mountains were placed together. The children were supplied with pictures on how the mountains would look from different positions when observing. They then were asked how another person would view the model from different positions. In most cases, children in this stage are most likely to choose the mountain from the position in which they view the mountain (Wood 67). The concrete-operational stage occurs during the age of 7-11 years (Woolfield 32). The child achieves the principle of conservation during this time. A 5 year old is shown two identical glasses that are wide and short. Both are holding the same exact amount of water, and the child agrees with that notion. The experimenter then pours one of the cups of water into a taller, narrower glass. When the child is asked which glass has more water the second time around, the child declares the taller glass does, â€Å"because it goes up higher (Wood). † Piget believes the child at the concrete-operational stage would have the ability to acknowledge the difference. Also, the child at this stage developes reversible thinking, which is the ability to think from the end to the beginning (Woolfield 31). The last stage is the formal operation stage that occurs from 11 years of age to adulthood. Piaget believed that an individual during this time could become more scientific in thinking, had the ability to solve problems in a logical fashion, and developes concerns regarding social issues and identity (Woolfield 30). Piaget’s theory places action and self-directed problem solving at the heart of learning and development. Learning and development are separate entites. By acting on the world, the learner comes to discover how to control it. Development must be constructed on the basis of knowledge. On the opposite side of the spectrum, Vygotsky believe that they learning and behavior are not separate entities because learning leads development. * * * Piaget puts less emphasis on social experiences and inter-personal behavior as an crucial part of development opposed to Vygotsky. Piaget believed that since the individual construct their own understanding of the work, the child’s development first occurs on the individual level then on the social level. He believed that social facilitation may aid in development because the child is exposed to other points of views, which in return may cause him/her to re-think his individual ideas (Wood 17). However, social facilitation will only be benefital to the child if they are at the â€Å"appropriate state of readiness for change (Wood 17). † (The state of readiness is theâ€Å"stage of development† that was discussed in the previous section. ) Most likely Piaget would not pair two student together to work collaboratively if they were on different levels of development. On the contrary, Vygotsky would most likely pair two students together of different levels so that the students could co-constuct eachothers learning. In my classroom, I would adovate students of different abilities to work together. Both students would benefit in the exchange explanations and questions that each has to offer. In both perspectives, the role of the teacher is to facilitate and guide the students. Both psychologist placed a different emphasis on the importance of instruction. Vygotsky placed instruction in the heart of learning. Instruction is a mayor contribution to children’s growing consiousness and regulation of their own thought processm it prompts a shift to a higher level of cognitive activity (Berk Winsler 106). † The teacher would partake in guided participation, such as walking the students through a complicated problem. For example, if a student was still hesitant on how to solve a math problem, they may do part of the problem and remind the st udent of the proper steps to take to solve it. The teacher should allow revision from the student, offer the student feedback and ask questions. For example, if the students finishs a long division math problem- ask the student to explain what the remainder is. Vygotsky would also encourage a â€Å"think out loud† to assist in learning. For example, if I were teaching a class reading comprehension: first I would read a book aloud, then I would read the same book again only this time modeling my thought process out loud. I would elaborate on the connections I made to the text and to myself. This would demonstrate to the students the revisions and choices a learner undergoes. To scaffold learning in a classroom there are many different approaches such as clues, reminders, encouragements, and breaking down problems into steps and providing examples (Woolfield 49). On the other hand, Piaget believed that instruction can refine and improve structures that have already emerged, but it cannot lead to the development of concepts as Vygotsky believed (Berk Winsler 108). In this case, I would introduce a topic to a group of students together, then I would have them work on follow up activitites to match their learning needs. When devising lesson plans, the teacher would have to be conscious of restructing prior knowledge. To accomplish this, the teacher’s role would be to make connections to what the students already know. For instance, if I were to teach a lesson on the holocaust, if I had previously read â€Å"Number the Stars† by Louis Lowry (a journal of a girl hidden in a attic durning the holocaust), I would first discuss the book before introducing new ideas. In conclusion, Jean Piaget’s theory of cognitive development and Len Vygotsky’s sociocultural perspective have played critical roles in educational psychology. Their framework has provided us with insightful theories regarding learning and development and ways particular concepts or cognitives skill can be taught from these standpoints. Berk, Laura Winsler, Adam(1995). Scaffolding Children’s Learning: Vygotsky and Early Childhood Education. Tharp, R. G. , Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press. Pg 14. Wood, David. (1988). How Children Learn and Think: Second Edition. Blackwell Publishing. Woolfolk, Anita. (2007). Educational Psychology: Tenth Edition. Pearson Education. Boston.

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