The stories success Essay Example for Free

The stories success Essay Technology would have the greatest overall effect on the stories success. To keep up with the competition constant training and flow of inventory has to be maintained drawing heavily on capitol resources. Also the skill level of employee’s would dictate a higher pay structure then required by regular toy stores. Rapid changes in technology would require a very liquid inventory. Items could quickly become antiquated, decreasing there value possible beyond original cost; at the very least putting pressure on the companies profit margin. This also means stock must be replaced whether old stock has been sold or not. This puts pressure on devaluing old stock even further to make space for incoming new stock. People already skilled in the industry need to be acquired. This will require offering more competitive salaries and benefit incentives to gather and retain these individuals. As these individuals are trained in new technology and gain more experience the company will have to aggressively instigate programs to retain these individuals with rich compensation raises and other more costly incentives such as stock options or profit sharing. Finding such rarified individuals might prove difficult causing the involvement of staff agencies, again increasing overhead costs. Also people might not like the idea of a toy store, filled with children, right next to where they will eat. Meal time is considered by most as a time to relax and unwind, which might not be done as easily in a restaurant attached to a congregation point for children with buzzing and flashing toys. A quieter establishment across the way might look more appealing.

The Portrait Of Dorian Grey | Analysis

The Portrait Of Dorian Grey | Analysis Dorian is soon to recognize of his deviance from social norms and decides to indulge himself in everlasting pleasure. Eternal youth, infinite passion, pleasures subtle or secret, wild joys and wilder sins he was to have all these things (Wilde, page 106). Seeing as age will not have any toll on his appearance, Dorian is able to pamper himself with pleasures of the flesh perpetually. As Dorian Grays soul grows ugly, the world will never view him as ugly because his portrait will not allow it; hence the addition this creates to Dorian Grays Hedonism. Awareness/Soul It held the secret of his life, and told his story (Wilde, page 92). Dorian, now in addition to Basil, both claim that the portrait of Dorian Gray is a portal and reflection of both of their souls, and because of this they wish upon no one to have any sort of viewing access to the picture. The mistake Dorian makes with Sibyl is the first sign of the ugliness of his soul; the lad cannot bare to lay eyes on the portrait for it will judge him as a person and he just does not want to view that much of reality. The picture, changed or unchanged, would be to him the visible emblem of conscience (Wilde, page 92). Dorian allows his portrait to act as his conscience; in view of the fact that it tells him if his soul if good or bad, looking at this piece of art works as constant reminder of the should bring goodness and not evil. The decision of returning to his love Sibyl Vane would probably not be made without the paintings reminder of his wrongdoing. He was hasty to do the right thing and return to Sibyl the proposal of marriage regardless of the pain she has brought upon him; he had no tolerance for the thought of his soul decaying with ugliness. In Dorians attempt at goodness, he had failed; Sibyls death brought death upon possible marriage between the two, and if Dorian played on his wisdom, he would realize the portrait realized this before he did. Despite the tragedy of this death, Dorian took this as a blessed opportunity to explore and unleash his youth and beauty that he has been privileged to. The lad grasps the fact that he can please his wants and remain beautiful regardless; the corruption of his soul has a direct correlation to the ignorance of his conscience. Dorians realization of the fact that old age will affect everyone except him, as well as the reality that the suffering of his soul will not be apparent in his outer appearance rewards him with a sense of blissful delight. Beauty There is a direct correlation of character and beauty when the two are intertwined to show the changes in the picture; The quivering, ardent sunlight showed him the lines of cruelty round the mouth as clearly as if he had been looking into a mirror after he had done some dreadful thing (Wilde, page 91), we see that cruelty and diminishing beauty have been a result of Dorians careless actions. Dorians character and actions are shown in the face of the portrait, hence Wildes reference to the portrait as a mirror. This portrait would be to him the most magical of mirrors. As it had revealed to him his own body, so it would reveal to him his own soul (Wilde, pg. 107). The driving force behind Dorians want to be good is merely the conserve of his beauty. A feeling of pain crept over him as he thought of the desecration that was in store for the fair face on the canvas (Wilde, page 106). Dorian Gray is very cautious with his choice of words; he never stated that he did not want his soul to corrupt, rather be is more concerned with his looks so he states he does not want to be hideous. The biggest fright imposed on this character is that he is terrified that people will soon see his evil. Applicable Connections Taking an inside look at Freuds psychoanalytic theories containing the id, ego and superego, allow us as the reader to better understand and interpret the protagonists three elements of the psyche. Superego (Conscience) According to Freud, the superego is guided by the sense of right and wrong; failure to accordingly directly results in a feeling of remorse or guilt. The superego acts like a communication device to the conscious part of ones mind, sharing its intentions with the ego. Dorian Grays conscience served as a reminder that from a moral standpoint, his living was bad. Wilde creates an emphasis on bad living and how it correlates negatively with the physical appearance of ones face. It is apparent that Dorian shows constant disregard to the indicators of his conscience. By choosing to ignore them, Dorian Gray flips Freuds concept of the superego by a full 180 degrees. Mr. Grays conscience is indeed present and well, but its customary impulses in relation to the conscious mind have been transmitted to the portrait that Bail painted. This is exactly what permits Dorian to plunge into his corrupt immorality. Id (Unconscious) Although the id acts behinds the scenes of the conscious mind, the influence it carries is just as great. This is the part of the human psyche that stores ones desires and acts on the pleasure seeking principle. The sense of his own beauty came to him like a revelation. He had never felt it before (Wilde, page 27). Dorian Gray recognizes his beauty but it was only through the compliments and flattery of Basil Hallward that he was able to do so. His narcissism led him to the master-puppet relationship with Lord Henry. This hunt for pleasure would never have existed without Lord Henry who is the controlled of Dorian Grays strings. The portrait of Dorian Gray itself takes on all the sins of the protagonist, leaving no reason for him to regard his conscience and therefore resulting in no need for the repression of the unconscious. The pleasure seeking urge is left freely for Dorian to spoil his hedonistic self with. Ego (Consciousness) The ego loves to be in the spotlight of both the superego and the id seeing as the two are constantly fighting which intuition should be followed by the ego. The ego is also considered to be an innate knowledge of the state of ones soul. It is evident that Dorians conscious plays a larger than normal role on his mind. It is because of Basils portrait of Dorian that the young lad is able to act upon each and every single notion that travels through his mind. What the worm was to the corpse his sins would be to the painted image on the canvas. They mar its beauty, and eat away its grace. They would defile it, and make it shameful (138). The existence of this portrait calls for no need of a filter when gazing at his soul and eavesdropping on his unconscious. There is no longer a duty of ignorance by Dorians consciousness in terms of his hedonistic id. The only communication Dorians conscience has with his soul is through the painting therefore this does not phase him. The combat between the superego and id over the ego is not presence when it comes to Dorian. Not only is Dorian mindful of the shady and dusty corners of his soul, as well as all parts of his psyche, he seems to also find ecstasy in it all. The need of the consciousness to communicate with the conscience is no longer essential since his painting does so for him; all that is left for him to do is absorb it as another perk of his life. Due to the fact that the relation between the conscience, the unconscious, and the consciousness is lead astray, Dorian is given all the more reason to treat his soul in the same way as Lord Henry regards him, a manipulative study.

The Dead Poets Society By Peter Weir

The Dead Poets Society By Peter Weir Neil Perry is a confident and popular student who excels in his studies. He is well-liked by both his peers and teachers and is a natural leader. Inspired by his passionate English teacher, Mr Keating, he re-establishes the Dead Poets Society. This shows that he is prepared to challenge the schools authority. Neils aspirations to become an actor are snuffed by his controlling father who refuses to give Neil any choice about his future. As a result, Neil commits suicide at the end of the film. à ¢-  Todd Anderson Todd is a shy and introverted student who is new to Welton Academy. Todds older brother was a previous valedictorian of Welton and both the school and his parents clearly have high expectations of him. An obedient and studious young man, Todd tries hard to please his teachers but lacks confidence at the beginning of the film and this prevents him from reaching his potential. However, both Neil and Mr Keating support and encourage him and he consequently develops considerably as a character. At the end of the film, he is the first student to stand on his desk in support of Mr Keating. à ¢-  Knox Overstreet Though shy and academically focussed at the beginning of the film, Knox develops considerably as a result of his inchoate relationship with Chris. Romantic and idealistic, he pursues Chris relentlessly, applying Mr Keatings philosophies to his circumstance. By seizing the day and taking risks, he ultimately wins Chris, in spite of the fact that she is practically married to Chet Danberry, the son of a family friend. Knoxs character is evidence of the positive effect of Mr Keatings teachings. à ¢-  Charlie Dalton or Nuwanda Rebellious, recalcitrant and reckless, Charlie Dalton is the most extraverted and daring of Weltons students. He resists the authority of the school and is ultimately expelled for refusing to sign the document condemning Mr Keating. Attention-seeking and chauvinistic, he also invites two girls to the Dead Poets Society meetings. Though he admires and respects Mr Keating, he takes Keatings principles too far and takes several imprudent risks. à ¢-  Richard Cameron Cameron is an assiduous and ambitious student who conforms totally to both the schools and his parents expectations. Keen to succeed academically and win the favour of his teachers, he is very compliant and is prepared to betray his friends in order to further his own interests. Cameron is ultimately responsible for the dismissal of Mr Keating as he selfishly accuses Keating of encouraging Neil to commit suicide; he is complicit with the schools administrators. à ¢-  Steven Meeks Meeks is the most academically gifted of the boys and; this is certainly his reputation amongst his peers. Though studious and compliant, he is well-liked by the others and is a strong supporter of Mr Keating. Like others, he reluctantly joins the Dead Poets Society but ultimately embraces all that it stands for. à ¢-  Mr. Perry Mr Perry is Neils paternalistic and dominating father. He is determined that Neil will finish school at Welton and study medicine. To this end, he ensures that Neil is focussed and not distracted by unnecessary extra-curricular activities such as the school magazine. Neil rebels against this but unable to confront his father, ultimately decides that he is trapped. Mr Perrys refusal to support Neils acting aspirations ultimately lead to Neils death. à ¢-  Mr. Nolan He is the director of Welton School illustrating the four pillars of the institution tradition, honour, discipline, excellence. He is the opposite character of Mr Keating and represents the conformism of the high class society at this time. He assures to send his students in elitist colleges and possesses the complete trust of their parents. à ¢-  Gerard Pitts Pitts is an insignificant character but is part of the core group of boys who form the Dead Poets Society. Tall and lanky, he is socially awkward and somewhat withdrawn. Though he is introverted and does not seem to take risks, he rises from his seat at the end of the movie, demonstrating that he clearly respects Mr Keating. Different styles of Leadership Charismatic leadership vs. Authoritarian leadership In this part, we are going to focus on two characters and their difference of personality and behaviours through their leadership styles: Mr Keating and Mr Nolan. à ¢-  Mr Keating: a charismatic leader Charisma is linked to a number of criteria that we will develop. During the entire movie, Mr Keating seems to be someone who pays much attention to the person he is talking to. Hes making that person (the students) feel free to be who they are and feel like the most important person in the world. Hes able to create a climate of intimacy which is linked to the trust. For example, during his first class, hes talking to the students as individuals. He wants to make them realize that they all have their own desires and he wants them to follow their own path. Mr Keating pays a great deal of attention in scanning and reading his environment, and is good at picking up the moods and concerns of both individuals and larger audiences. In this way, he knows how to answer to the students needs and to adapt himself to these others. A good example is when he teaches in class: he knows hes subject to a number of interrogations but he adapts his exercises to the concerns of the students. He also uses a wide range of methods to manage his image. He engenders trust through visible self-sacrifice and takes personal risks in the name of his beliefs. He shows great confidence in his followers (the students). He is very persuasive and makes very effective use of body language as well as verbal language. Mr Keating has a deliberate charisma in a theatrical sense: he makes effective use of storytelling, including the use of symbolism and metaphor. Especially when he talked about The Dead Poets Society for the first time, he described the world of poetry which is linked to passion and aim of life. In the same time, we have the impression that all along the movie he tries to build a group, his group of students, by making it very clear and distinct, separating it from the other classes. No other group has classes outside or on a football field. In this way, he is building the image of the group, in particular in the minds of his students, as being different to all others, so superior in a way. Also, he attached himself firmly to the identification of the group, such that to join the group is to become one with the leader. In doing so, he creates an unchallengeable position for himself. Furthermore, Mr Keating appears as a Charismatic Leader because he may not want to force anything. His beliefs are by themselves highly valuable. As we saw, Mr Keating tends to be a charismatic leader. A number of criteria are relevant to emphasize this theory as his vision, his sensitivity to the environment, to students need, his personal risk taking and his unconventional behaviour. Besides, according to Emily Spencer charismatic leaders are the product of follower perceptions and attributions that are influenced by actual leader traits and behaviour, the context of the situation, and the individual and collective needs of the followers, we will study later how Mr Keating influenced his students and answers to their fundamental needs. A charismatic leader uses his personality and charms rather any form of external power or authority this characterizes Mr Keatings behaviour compared to Mr Nolans one. He never forced the students to do anything and he encourages them to find their freedom. Also, charisma is linked to a unique vision, which we will develop below. Mr Keating has his own vision and uses unconventional ways to express it. But because of his confidence in his own beliefs, he thought they were infallible, he didnt think about the impact of his changes even when he received adequate warning from others. Although he meant well, it was the cause of a lot of problems. à ¢-  Mr Nolan: an authoritarian leader A leader is a person whose charisma helps them to guide a group of people in a direction they believe is desirable. Someone with authority uses their power to guide a group of people in a direction they believe is desirable. Mr Nolan is the director of the School. Tradition, honour, discipline, excellence is his key words and his power is based on it. He is from the aristocratic and traditional society; his role is to preserve the integrity of the school and to prepare his students to get into the high society and to be their new models. If a person has the ability force a person to perform a certain act, or the ability to otherwise coerce them, than that person is an authoritarian. Mr Nolan can be recognized by how he makes his decision. There is no discussion or the discussion begins with a foregone conclusion. Also, he guides the students with negative motivation that leave them in a bad position. They feel that they are the only ones who disagree and that is why they have to be exiled. Ultimately, this means that the only way to really oppose Mr Nolan was with the support of a sizable percentage of the group. Mr Nolan will speak of betrayal in this case. Mr Keating would not, as a disagreement is never a betrayal unless there is an expectation of being followed and obeyed. In comparison, Mr Keating guided students by the infectious nature of his vision. They wanted to follow him, but they were free not to. à ¢-  The relationship between Neil and his father Neils aspirations are to become an actor but they are snuffed by his controlling father who refuses to give Neil any choice about his future. Mr Perry is a paternalistic and dominating father. He is determined that Neil will finish school at Welton and study medicine. In this part, we are going to show that Neils character has a charismatic behaviour and his father an authoritarian one. Thus, we will try to establish a comparison between the Mr Keating and Mr Nolan relationship and the Neil and Mr Perry relationship. From the beginning, Neil appears as a bright student, he is engaged in a lot of activities within school and he is recognized as the leader of the group of students. But this character feels a deep contradiction between his own dreams and the ones his father has for him. He is going to fight again the morality of his parents following Mr Keating beliefs. We notice that Neil has a charismatic attitude towards the other students at the beginning of the movie You say things and people listen. He is the one who decided to re create the Dead Poets Society and used of his power to convince the other. He became more and more attracted to Keatings philosophy and acted as if it was a revelation for him. He is discovering a new state of mind through Keatings words and poetry and he is ready to listen to his feelings. The scene when Mr Perry enters in Neils room is quite relevant concerning the relationship between the two characters. Neil had decided to follow theater courses but he didnt advise his father. When Mr Perry find out, he orders his son to quit. At this instant, the illusions of Neil are falling apart and he cant express his feelings. He feels trapped and he acts as a child who did a mistake. Mr Perry uses the expression absurd acting business and refers to the deception he might have feel. He gives orders and Neil has no other choice than answering Yes Sir and crying. Mr Perry concludes with You will not let me down. We observe that the relationship is based on authority. The two characters are quite different: Mr Perry is cold, quiet and he hides his feelings and Neil is full of hopes and dreams with a deep emotional sensitivity. Mr Perry character refers to Mr Nolan one. He thinks that his way of thinking is the best for his son; he doesnt consider creativity, pleasure and feelings. Both characters express their power in the same way: they order, people have to follow. They dont let the opportunity to other to discuss and they are acting as if they were carrying the weight of the world on their shoulders. We also can say that this kind of character is complex because in away they are following their own beliefs, as Mr Keating does, and are convince its the right one. We have no doubts concerning the good intentions of Mr Perry to encourage his son to follow a medicine career. He thinks it is the best for his son to succeed. This kind of character has difficulty to open up the box and to extend the horizons. Two values can be differentiated concerning these characters that we will describe later: realism versus creativity. We also notice that after his conversation with his father, Neil goes to Keatings office to ask him for advice. Neil realized that the teacher always had a dream and that he is actually living for it. He expresses his feelings concerning his father hes planning the rest of my life, he never asked me what I want. Neil decides to not quit his role in the play and invites his friends and Mr Keating to watch him. Unfortunately, his father heard about it and comes to the theater. On stage, Neil talks to his father through the character he is playing and his last sentence in the play is I have a dream. The last interaction between Neil and his father takes place at home. Mr Perry is desolated, he accuses Neil to have defying him and to have run his life. At this time, we know that Mr Perry would never change his state of mind and will never allow his son to follow his own way. Mr Perrys refusal to support Neils acting aspirations ultimately lead to Neils death. Other personality and behavioural differences: the followers The movie is based on different characters and we will focus on this part on the evolution of the group of students through the leadership of others. Even if we saw that Neil for example was considered as a leader within the group, all the students are characterized as followers concerning or the leadership of Mr Keating or the authority power of Mr Nolan. The movie shows a lot of personality and behavioural differences concerning the characters. We can analyze the evolution of the characters in three times which correspond with the three classes of Mr Keating and we can focus especially on the influence of Mr Keating in their interactions. First of all, we have to remind that they all are part of the tradition, honour, discipline, excellence system. They grew up in this environment and their life has been predicted depending on these criteria. Their model is obviously Mr Nolan who is trusted by the entire community and also the teachers of the school. When Mr Keating introduced himself at the first class, they are all already prepared to receive a poetry class as they have been taught last years. Keating starts by asking them to open their book and to read the preface which sum up the poetry as a mathematical figure. Then he asked them to rip out the entire page. They are all shocked and dont know what to do because they know it goes against the system they are used to live in. Then, Keating asked them to get out of the class room and to look at the important figures of the school in the hall way. They are not either used to be taught outside of a class room. Most of them are wondering if its not a trap, no one is moving until one decides to do it. The rest follows. This attitude towards this new teacher is going to last during three classes. They dont dare to do something different, something which goes against their principles, to open up their perspectives and thats exactly what Keating tries to emphasize. But we notice that no one will directly be opposed to Keatings methods. They will all follow. They wait for someone to take the initiative, most of the time Neil. Someone who is recognized as their leader, they trust him. There is only one scene during the classes which shows that one student is opposed. At the third class, when Mr Keating asks his students to walk through the garden and to find their own way of walking, one student told Keating you invite us to find our own freedom, Ive the freedom to not do it. But the others continue because they found their new leader, Mr Keating. Thus, we notice that the characters of the movie can be considered as a group: they are re creating the Dead Poet Society under Neils recommendation, they are united by a group, a secret society which they are all members ofà ¢Ã¢â€š ¬Ã‚ ¦ But in the same time, they are becoming less dependant on each other because they are all trying to find their own way. Their independence within the school is significant during the scene which shows two of them dancing on the sound of Radio Free America or when one of them declares For the first time of my life, I know what I wanna do. As we talked about in the characters description, all the students are differentiated by their own actions in the movie. At the beginning they are characterized by being students from the same school then they can be perceived as different individuals. Through Todd Anderson and Knox Overstreet characters, we can analyse the evolution of the characters. Todd Anderson is really shy and seems a bit younger than the others but he likes writing except that he doesnt have enough self confidence to do it. At the beginning, he is not able to stand up in front of the class and is always trying to hold Neil back from his desires. But at the end, he appears as the first one to show his opposition to Mr Nolan and to stand up on his table to show that he is grateful to Mr Keating. Knox Overstreet is a shy and academically focussed student at the beginning of the movie but influenced by Mr Keating he is going to listen to his feelings and to believe in himself. He will fall in love with a girl who is actually engaged and is decided to conquer her. Before kissing her for the fist time, he repeats to himself carpe diem and after telling his friends that he wrote her a poem, he says She didnt say anything but at least I did it. Besides, when the school is trying to accuse Mr Keating for being responsible for Neils death, we can note some different attitudes and behaviours. As we analysed before, their behaviours are linked to the notion of dependence or independence and its relevant to notice their different attitudes towards the institution at the end of the movie. All along the movie, these students formed a group. They have been influenced by Mr Keating, he was defined as their mentor and for some of them, their life changed considerably. As we saw, they were united by the Dead Poets Society and the beliefs of Mr Keating were ingraved in their mind. But at the end, under the pressure of Mr Nolan and their parents, they all betray their new principles and sign a paper which attests that Mr Keating had a bad influence on them and that he is the direct responsible of Neils death. Ironically, the only one who refuses it is Charlie Dalton, the only one who was opposed to Keatings exerciseà ¢Ã¢â€š ¬Ã‚ ¦ Their dependence to Welton academy is stronger that their dependence to Mr Keating and in this case, we can say that the Mr Nolans authoritarian model wins. The direct consequence on this is the break of their friendship. The group doesnt exist anymore because of the different attitudes they have towards Mr Keating or Mr Nolans influence. Different thematic The power of a myth : a necessity to unit Welton Academy versus the Dead Poets Society Even if Welton School and the Dead Poets Society are perceived as two different institutions and are opposite by their beliefs; nevertheless they have a similarity: they both are based on strong values established a long time ago constituting a model for students. In this part, we will focus on the power of myths and we will establish a comparison between tradition, honor, discipline, excellence referring to Welton and carpe diem referring to the Dead Poets Society. Besides, we will see that in both cases, the myth is a necessity to unit. à ¢-  Welton Academy tradition, honor, discipline, excellence The story of the movie is set in Welton Academy in Vermont in 1959, a conservative and aristocratic preparatory school where education is understood to be a rigorous academic learning program combined with the shaping of the students characters according to explicitly traditionalist ideals. The movie begins with a processional march of the students into the main auditorium of the school, where teachers and parents are awaiting the address of Mr. Nolan, who inaugurates the new school year by reminding everyone of the high standards of the institution, and the schools high success rate in sending its graduates to Ivy League universities. Students carry banners on which are embroidered the four pillars of Weltons pedagogical program: Tradition, Honour, Discipline, and Excellence. The key to your success rests on our four pillars. These are the bywords of this school, and they will become the cornerstones of your lives. Most of the students at Welton are from respectable families; most are destined to follow in the footsteps of their fathers and become doctors, corporate lawyers, or bankers. Also it is really clear that Welton has a conservative spirit and is dedicated to give to the students its traditionalist way of thinking. The school represents tradition and the teaching methods are very established, which is opposed to the innovative and creative way of teaching of Mr Keating. Honor represents the renown that the school receives by placing a lot of students in elite universities. The institution is well known and prestigious; Mr Nolan has for role to maintain the reputation of the school and to keep high standards. He is only here to watch that the students are taught in a traditional way. Discipline means repression in Welton. Its goal is to establish a framework for the students by controlling them. In the movie, the respect of discipline is really important to insure uniform behaviour and the repression of the students individuality and creativity. Their personal desires cant exist without discipline. Welton has a lot of rules. Fist of all, the school is only for boys and girls are not allowed in the institution. The students have to wear a uniform and have to spend their free time to study. Some extra activities are planned but even being part of the redaction of the school newspaper is a lost of time for Neils father. The code is really strict and can be perceived as old school concerning the punishments. Concerning the excellence, it refers to not simply succeed in what you are doing but being the best and get the approbation of the institution. In the movie, we notice that it is more important to get good grades than understanding what the subject is about. The school is a preparatory school to get into prestigious universities and all parents are counting on Welton to make their child succeed. It doesnt matter how they are treated and if they are happy or not, they just have to be excellent and behave the way the institution is expected them to. As we saw in the movie, with Mr Keatings influence, most of them realize that they have desires but the school will not allow them to develop their instincts. The authority of Mr Nolan and the pressure of their parents emphasize the importance of academic studies to get a successful career and also to answer to their parents dreams. Also, they cant recognize excellence if it is out of the frame. Neil could be really good at acting but his father doesnt even take that into consideration. Welton is an institution based on a philosophy where tradition, honour, discipline and excellence are the key words. It is also a school where the self reflection, the personal development, the creativity, the non conformityà ¢Ã¢â€š ¬Ã‚ ¦ are not recognized and not tolerated. Students nickname the school Hellton. Mr Nolan, model of authority and obedience, represents the traditionalism and the conservatism of Welton: an institution opposed to the individualism of Mr Keating and the Dead Poets Society philosophy. à ¢-  The Dead Poets Society Carpe Diem One day, Neil finds an old yearbook with Mr. Keating in it. After seeing that Mr. Keating listed Dead Poets Society as one of his activities, the boys ask Mr. Keating what this was. He replies that the Dead Poets Society was dedicated to taking the meaning out of life. To do so, the members would sit in an old Indian cave near a certain pond and in the enchantment of the moment . . . let poetry work its magic. When Knox has doubts about a bunch of guys just sitting around reading poetry, Keating claims that they were not just a Geek organization, that they were romantics, that they didnt just read poetry. Spirits soared, women swooned and gods were created, gentlemen That evening, under Neils leadership, the boys reconvene the Dead Poets Society. Neil honors tradition by opening the new chapter of the society the way Keating and his classmates used to open it, by reading the passage from Henry David Thoreau. I went to the woods because I wanted to live deliberately I wanted to live deep and suck out all the narrow of life To put to rout all that was not life And not when I had come to die Discover that I had not lived This first meeting of the renewed society is a tremendous success. The boys really get into reading poetry, including the concluding lines from Tennysons Ulysses, which Neil reads and which, in the context of the movie as a special significance. Come my friends, its not too late to seek a newer world We can notice at this time that Neil is completely influenced by Mr Keating character and curious about The Dead Poets Society. When he starts reciting poetry, he seems to have discovered a new way of thinking, it is a revelation for him. The words that he pronounces have an echo in himself. The Dead Poets Society is also the link between the past and the present which makes the students think about their future. It is also a way for them to avoid their parents values that are really heavy: it gives them the opportunity to have a special time to avoid constraints which create a strong link between all of them. Now the group of students is united by this secret. This intimacy allows them to act on their own, they are using it as a way to know all the things which are forbidden inside the school. They are smoking, drinking, playing music or bringing girls. We can say that they are experimenting the pleasures of life which give a real sense for Keating and which represent the devil for Mr Nolan. Also, we observe that tradition, honor, discipline, and excellence are represented in having taken the initiative to reconvene the Dead Poets Society, despite the fact that the school would not look too favourably upon it. Furthermore, The Dead Poets Society which could represent a place of decadence for Welton Academy is illustrating the values that Mr Keating is believing in. It refers to one of the first sentence he pronounces in class Life exists and identity. We see all along the movie that the Dead Poets Society will take more and more importance in the students life and that it will become their creed. I promise. The Dead Poets Society is my word Mr Keatings vision Carpe Diem, seize the day is the phrase that the movie is focusing on and is reflecting the vision of Mr Keating, an English teacher who has just been hired, and who displays ideas and a spirit that deviate sharply from the established Welton practices and norms. Keating propagates an anti-authoritarian philosophy of life and he will soon profile himself as the provocative and inspiring educator of the students of whom he is in charge. During his very first class session Keating demonstrates that he is not just there to convey academic information, but also to show what students can do with such knowledge in their everyday lives. The first class session is, indeed, not so much a lesson in English literature, but a dramatic philosophical wake-up call. Word and images can change the world The human race is filled with passion Examining some poetry lines, Mr Keating interpolates his students Why does the poet write these lines?. He answers Because we are food for worms, lads! Because were only going to experience a limited number of springs, summers, and falls. One day, hard as it is to believe, each and every one of us is going to stop breathing, turn cold, and die! To drive home this point Keating makes the students look at the old photographs of former Welton students that decorate the hallways. They are not that different than any of you, are they? Theres hope in their eyes, just like in yours. They believe themselves destined for wonderful things, just like many of you. Well, where are those smiles now, boys? What of that hope? The students are sobered by what Keating is saying. Then his vision is directly highlighted after pronouncing But only in their dreams can men be truly free. The students thought it was another quoting from famous poets but Keating revealed them it was from him. Here, we see that Mr Keating really want to express his vision and to change the way of thinking of Welton Academy. When the students leave the building after class, most of them are in thought. Keatings words are having an effect on their feelings, and Carpe Diem is becoming a firm reference point in their reflections and activities. Some of them will have occasion to quote the maxim while they are pursuing their various goals during the fall term. Then, we will see that Keating will manage to underline his conception of the liberal arts. He told them to not focus only on academic fields but to be interested in what seems at first only secondary importance. The human race is filled with passion! Medicines, law, bankingà ¢Ã¢â€š ¬Ã‚ ¦ these are necessary to sustain life. But poetry, romance, love, beautyà ¢Ã¢â€š ¬Ã‚ ¦ these are what we stay alive for. Mr Keating wants to make them think about their own life, about what makes them happy and what their absolute needs are. Passion is the word for him. He knows that these students have been sent in this school to succeed in their career but he wants them to understand that they only have one life and that the human race is filled with passion. Consider what you think Its not too late to sick a newer world Boys, you must strive to find your own voice We will see through this part that the vision of Mr Keating is underlining some values, opposed to the traditional Welton values. In this way, his teaching methods appear as unusual (by the standards of the 1950s). During the whole movie, he is attached to tell the students to keep an open and flexible mind and to and to look at things from different and changing points of view. We must constantly look at things in a different way even though it may seem silly or wrong, you must try! To illustrate his point, h

Auschwitz Essay -- essays research papers

Imagine leaving your family, your house, your possessions, and your life behind. You do not know where you’re going, or how long it will take to get there. You are cramped into a small space with around a hundred other people; some dead, some dying, some hoping for death to come. It’s hard to stay positive in a situation like this. You are on your way to the most famous – and most deadly – Nazi concentration camp. Its name is Auschwitz, and you are a Jew in Nazi Germany during World War II. Your future is beginning to look bleak. The thought of ever leaving this place is the only hope that you and those around you really have, and the chance of that is slim. As you finally arrive at your destination after two full days of travelling without food or water, you and the other people in the car are herded into two lines. One line consists of women and children, while the other is for the men. Women and men cry and take their last embraces, never knowing when they will see one another again. Mothers clutch their children close to them, whispering to them to behave, and trying to no avail to shield them from this place. Everyone is thirsty, hungry and tired, but most of all, afraid. A deep seeded fear begins to plant itself inside of everyone present at the sight of tall smokestacks billowing a putrid, indescribable smoke that seems to hang over everything around you. Upon walking a short distance, you are confronted by a large iron gate, with the words â€Å"Arbeit macht frei† or â€Å"Work makes you free† on it. Little does anyone know, what awaits them here will do anything but that. Auschwitz, or Auschwitz-Birkenau, is the best known of all Nazi death camps, though Auschwitz was just one of six extermination camps. It was also a labor camp, extracting prisoners’ value from them in the form of hard labor. This camp was the end of the line for millions of Jews, gypsies, Jehovah’s witnesses, homosexuals, and other innocents. Since I was young, World War II, and the stories surrounding it have fascinated me. I have read innumerable books on the subject, including fiction, non-fiction, and poetry. Although, throughout all my research and broad understanding I have gained from this reading, I am still interested to know more about Auschwitz and the people that were imprisoned there. For example, what was daily life like for the prisoners? How d... ...e size of the bodies, up to three corpses could be put into one oven at the same time. The time required for cremation...took twenty minutes" (Freidman, 32). Zyklon B became a favorite of the Nazis because of its potential to kill so many in so little time. It was an efficient mechanism for murder, and thus became the most famous method of concentration camp extermination. Writing this paper has really taught me a lot about Auschwitz (and World War II in general) that I did not already know. I got some valuable information that I had never even thought of beforehand. Although this is a very sobering and even depressing subject, I have always found it very interesting. A few questions that I have though, will never be answered. Like, How? and Why? The entire Holocaust is often something that people don’t want to think about, because of its depressing nature, but I believe that it is important to be educated on this subject to avoid something like this ever happening again. As Yoda says in Episode One of â€Å"Star Wars†, â€Å"Fear leads to anger, anger leads to hate, and hate leads to death.† I hope that the fear that the Nazis felt never returns. Auschwitz Essay -- essays research papers Imagine leaving your family, your house, your possessions, and your life behind. You do not know where you’re going, or how long it will take to get there. You are cramped into a small space with around a hundred other people; some dead, some dying, some hoping for death to come. It’s hard to stay positive in a situation like this. You are on your way to the most famous – and most deadly – Nazi concentration camp. Its name is Auschwitz, and you are a Jew in Nazi Germany during World War II. Your future is beginning to look bleak. The thought of ever leaving this place is the only hope that you and those around you really have, and the chance of that is slim. As you finally arrive at your destination after two full days of travelling without food or water, you and the other people in the car are herded into two lines. One line consists of women and children, while the other is for the men. Women and men cry and take their last embraces, never knowing when they will see one another again. Mothers clutch their children close to them, whispering to them to behave, and trying to no avail to shield them from this place. Everyone is thirsty, hungry and tired, but most of all, afraid. A deep seeded fear begins to plant itself inside of everyone present at the sight of tall smokestacks billowing a putrid, indescribable smoke that seems to hang over everything around you. Upon walking a short distance, you are confronted by a large iron gate, with the words â€Å"Arbeit macht frei† or â€Å"Work makes you free† on it. Little does anyone know, what awaits them here will do anything but that. Auschwitz, or Auschwitz-Birkenau, is the best known of all Nazi death camps, though Auschwitz was just one of six extermination camps. It was also a labor camp, extracting prisoners’ value from them in the form of hard labor. This camp was the end of the line for millions of Jews, gypsies, Jehovah’s witnesses, homosexuals, and other innocents. Since I was young, World War II, and the stories surrounding it have fascinated me. I have read innumerable books on the subject, including fiction, non-fiction, and poetry. Although, throughout all my research and broad understanding I have gained from this reading, I am still interested to know more about Auschwitz and the people that were imprisoned there. For example, what was daily life like for the prisoners? How d... ...e size of the bodies, up to three corpses could be put into one oven at the same time. The time required for cremation...took twenty minutes" (Freidman, 32). Zyklon B became a favorite of the Nazis because of its potential to kill so many in so little time. It was an efficient mechanism for murder, and thus became the most famous method of concentration camp extermination. Writing this paper has really taught me a lot about Auschwitz (and World War II in general) that I did not already know. I got some valuable information that I had never even thought of beforehand. Although this is a very sobering and even depressing subject, I have always found it very interesting. A few questions that I have though, will never be answered. Like, How? and Why? The entire Holocaust is often something that people don’t want to think about, because of its depressing nature, but I believe that it is important to be educated on this subject to avoid something like this ever happening again. As Yoda says in Episode One of â€Å"Star Wars†, â€Å"Fear leads to anger, anger leads to hate, and hate leads to death.† I hope that the fear that the Nazis felt never returns.

Use of Disquietude and Pleasure in Oedipus the King :: Oedipus the King Oedipus Rex

Use of Disquietude and Pleasure in Oedipus the King      Ã‚  Ã‚   At the very core of   Sophocles' tragedy, Oedipus the King, lies emotional confusion. Sophocles purposely creates within his readers this sense of emotional confusion and self-awareness through his use of both disquietude and pleasure.      When he grows up, unknowing of his adoption, he discovers his doomed fate from an Oracle.   Seeking to escape it, he flees from Colonus.   Once upon the road, Oedipus discovers his path blocked by a man, whom he perceives to be a robber.   He kills this man, who turns out to be his father, and unknowingly fulfills the first part of the prophecy.   Soon, he comes to Thebes, which is being terrorized by a terrible monster, the Sphinx.   The Sphinx wanders the streets surrounding the city, asking travelers an unanswered riddle.   Oedipus encounters the Sphinx, and answers its riddle, causing the Sphinx to kill herself in disbelief.   The citizens of Thebes, who have recently found themselves kingless, appoint Oedipus king and give him Queen Iocast? for his wife as a reward.   The couple lives together happily and produces four children.   Some years later, the city is beset by a terrible plague.   It is prophesied that the only way to cure the city is to find the kil ler of the previous king, and bring him to justice.   Oedipus, who wishes to solve the city's peril, relentlessly seeks out the answer to the problem.   He soon discovers the hideous truth; he has killed his father, married his mother, and fathered her children.   He returns home to find that his wife/mother has committed suicide, and, unable to deal with the reality of this wretched reality, he takes the broaches from her gown and gouges his eyes out.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The gruesome details of this story make for several examples of disquietude.   The most obvious example occurs when Oedipus gouges his eyes out with Iocaste's broaches.   This scene is vividly described by the Chorus of Theban Elders, "Deep, how deep you drew it then, hard archer, At a dim fearful range, and brought dear glory down" (name of author and page #).   Not only is this scene physically disturbing, but it is emotionally disturbing due to the dramatic irony.   Oedipus, before this, was blinded by his intellectual arrogance.   Now, he has been humbled by fate and sees his mistakes, but is physically blind.   Along with this example, there are two other examples of disturbing physical events.

Outline + Evaluate Different Types of Attachment

‘Outline and evaluate different types of attachment’ Ainsworths ‘strange situation’ was developed as a tool to measure types of attachment in infants. The experiment was carried out in a purpose build playroom and children were observed with cameras. It consisted of several situations, standardised for all those who took part. Each condition involved variation of the presence of the mother and/or a stranger, over 3 minute intervals. During these different conditions, the child’s behaviour was monitored, assessing their exploratory behaviour, stranger anxiety, separation protest and reunion behaviour.From her study, Ainsworth identified three types of attachment, these were: secure, insecure- avoidant and insecure-resistant, she believes all infants can fit into these categories. A child with a secure attachment to the mother has high exploratory behaviour; they would explore happily when the mother is present and use her as a safe base. Stranger anxie ty would be seen, they would be wary and treat the stranger differently. There is a high level of separation protest, distress and crying was shown when the mother left, but they would easily be soothed when the mother was welcomed back on her return.On the other hand, a child with an insecure-avoidant attachment would be happy to explore, and there would be low stranger anxiety, the child would treat the stranger indifferently to the mother. Some separation protest can be shown, and the child may become distressed. However, when the mother returns they will carry on doing what they were before her return as they do not use the caregiver to provide comfort. Finally, those with an insecure-resistant attachment are less likely to show exploratory behaviour as they want attention from the caregiver.Intense stranger anxiety would be shown, as well as an intense separation protest, they would not be easily comforted by the mother on return, they would be angry and reject her. With this a ttachment, the child alternates between seeking closeness and wanting distance. Ainsworth suggested differences in attachment types are caused by the sensitivity of the mother, this is known as the ‘caregiver sensitivity hypothesis’. According to Ainsworth, a mother who is sensitive to the babies needs and correctly reads their social releasers, moods and feelings is likely to form a secure attachment with her child.An insecure- avoidant attachment would form if he mother is less sensitive and responsive, she may even ignore the baby, and be impatient with them. Finally, she believes that an insecure-resistant attachment would form if the mother is less sensitive and her response to her child is inconsistent, some days she may ignore the baby but the next day she may give the baby a lot of attention. However, Kagan argues that this theory puts too much emphasis on the role of the mother; he suggested attachments formed were due to the babies temperament, this is known a s the ‘temperament hypothesis’.Infact, in 1991, Fox found there was a strong relationship between attachment types towards both parents, supporting the claim that attachments relate to inbuilt temperament. Furthermore, a study carried out using meta-analysis in 1997 found a weak correlation of 0. 24 between type of attachment formed and sensitivity of the mother, showing Ainsworths theory of the development of attachment is weaker compared to Kagans. According to Kagan, a secure attachment between mother and child may be due to the baby having an ‘easy’ temperament, meaning they will have high activity and sociability.Furthermore, a baby with a ‘slow to warm up’ temperament is likely to form an insecure-avoidant attachment, and those with a ‘difficult’ temperament will have high emotionality, meaning an insecure-resistant attachment is most likely to form. However, Belsky and Rovin argued that individual differences in attachment r elate to both theories because different temperaments will present different challenges to the caregiver, a ‘slow to warm up’ baby would need more encouragement, which may influence the formation of a secure attachment.In addition, the method used in the ‘strange situation’ has been a useful tool, giving a great deal of information about a baby’s attachment in little time. It is also easy to replicate and has led to a rapid increase in the amount of research carried out, many finding similar results, suggesting the experiment is a reliable method to study attachment behaviours. However, the research lacks validity because of the unfamiliar surroundings, these may cause demand characteristics as the baby may be intimidated and act differently as a result.However, some say it may still be valid because children experience this on a regular basis when being left with a babysitter or at a nursery. Furthermore, there are ethical issues because the unfamil iar environment, separation from the mother and interaction with the stranger can cause mental distress for the baby. Finally, there is also the concern that not all babies can fit into the categories of attachment created, which is why a fourth one was added in 1986 called ‘disorganised attachment’ where babies behaviour was inconsistent.

Life Payments Essay

It is 10:33 AM. You are awaken abruptly from your alarm. You prepare yourself for the day ahead. The day has been going well so far. It is now 12:25 PM. You step into your vehicle hoping to stop at the best burger place in town for lunch. The preceding are the last thing you remember when you wake up cold, sweaty, and drowsy from your coma. Changing perspectives, you are a family member now. Your brother has been in a horrific car accident and is in a coma for thirteen days now. How will you communicate with him? How will you tell him that you love him and are here for him? Most importantly, how do you know that he is still alive? For those who don’t know, a coma is a persistent vegetative state, also known as PVS. Coma is also defined as a state of almost total unresponsiveness to external stimulation in which the patient lies with his eyes closed. It is a condition in which the normal cognitive and communicative functioning of the patient is hampered. A coma may occur for various reasons, such as intoxication, CNS (central nervous system) diseases, a serious injury, and hypoxia (oxygen deprivation). But there have been a number of cases across the world like the example mentioned above. A 26-year-old patient named Kate Bainbridge had a viral infection which had put her in a coma — a condition that generally persists for two to four weeks, after which patients die, recover fully or, in rare cases, slip into a vegetative or a minimally conscious state. (Tutton) And there is most notably Rom Houben, also known as Patient 23. Allan Hall reports â€Å"Alive but unresponsive, he has been in a coma for 23 years since he has been 24 years old. Ongoing research in the field of comatose communication has found out that there may be small â€Å"islands† of consciousness, even in persistent vegetative states, like such in Houben’s case. And this is how, through comatose communication and other methods such as fMRIs, they were able to conclude that Houben was still alive in his body. This could be another example of how the conscious is separate from the physical body. So why should you care? How can coma work help patients, families, and caregivers? Coma work furthers the internal and external ommunication of patients in altered consciousness. This can aid patients to complete inner work and spontaneously come closer to the surface, and at times even all the way out of coma or other altered consciousness. With metabolic comas emergence can be quick and dramatic. Mark Tutton, an author at CNN. com, reports â€Å"a study carried out last year on 103 patients by Laureys and his colleagues at Liege’s Coma Science Group found that 41 percent of patients in a Minimally Conscious State (MCS) were misdiagnosed as being in the much more serious Vegetative State (VS). Dr. Daniel Hanley, professor of neurology at Johns Hopkins Medicine, in Maryland, told CNN that VS is a coma-like state in which patients have a sleep and wake cycle, and can show reflex chewing, swallowing and blinking, but don’t respond to language or stimulation. † With coma from traumatic brain injury and other causes, progress is usually slow, but measurable. Progress can be accelerated if the awareness for coma communication is heightened. Families and caregivers are often relieved to find ways to communicate with loved ones and clients about treatment options, life and death decisions, and love and personal connection. Family and caregivers often feel validated about their perceptions of subtle cues they have noticed. Now put the shoe on the other foot and imagine if you yourself were to be in a coma today. Wouldn’t you like a way to tell your family that you are alive, are ready to fight through it and come out of your PVS state? Surely yes.