BOOKX
"And, indeed, " I said, "I also recognize in many other aspects of 595 a
this city that we were entirely right in the way we founded it, but I say
this particularly when reflecting on poetry."
"What about it?" he said.
"In not admitting at all any part of it that is imitative. For that the
imitative, more than anything, must not be admitted looks, in my opin-
ion, even more manifest now that the soul's forms have each been
separated out." b
"How do you mean?"
"Between us—and you all won't denounce me to the tragic poets and
all the other imitators—all such things seem to maim the thought of
those who hear them and do not as a remedy have the knowledge of how
they really are."
"What are you thinking about in saying that?" he said.
"It must be told," I said. "And yet, a certain friendship for
Homer, and shame before him, which has possessed me since child-
hood, prevents me from speaking. For he seems to have been the first
teacher and leader of all these fine tragic things. Still and all, a man c
must not be honored before the truth, but, as I say, it must be told."
"Most certainly," he said.
"Then listen, or rather, answer.
"
"Ask."
[ 277 ]
socrates/glaucon the republic
595 c "Could you tell me what imitation in general is? For I myself
scarcely comprehend what it wants to be."
"Then it follows," he said, "that I, of course, will comprehend it."
"That wouldn't be anything strange," I said, "since men with
596 a duller vision have often, you know, seen things before those who see
more sharply."
"That's so," he said. "But vdth you present I couldn't be very
eager to say whatever might occur to me, so look yourself.
"
"Do you want us to make our consideration according to our
customary procedure, beginning from the following point? For we are,
presumably, accustomed to set down some one particular form for each
of the particular 'manys' to which we apply the same name. Or don't
you understand?"
"I do."
"Then let's now set down any one of the 'manys' you please; for
b example, if you wish, there are surely many couches and tables."
"Of course:"
"But as for ideas for these furnishings, there are presumably two,
one of couch, one of table."
"Yes."
"Aren't we also accustomed to say that it is in looking to the idea
of each implement that one craftsman makes the couches and another
the chairs we use, and similarly for other things? For presumably none
of the craftsmen fabricates the idea itself. How could he?"
"In no way."
"Well, now, see what you call this craftsman here."
c "Which one?"
"He who makes everything that each one of the manual artisans
makes separately.
"
"That's a clever and wonderful man you speak of.
"
"Not yet. In an instant you'll say that even more. For this same
manual artisan is not only able to make all implements but also makes
everything that grows naturally from the earth, and he produces all
animals—the others and himself too—and, in addition to that, pro-
duces earth and heaven ...
Ethics in Cinema and Computer Games Ethics 228Rubric for Plato .docxhumphrieskalyn
Ethics in Cinema and Computer Games: Ethics 228
Rubric for Plato and Aristotle Papers
1. Section on Plato: (15 points)
Full and Accurate Explanation of Plato’s ViewTotal Possible Points: 10
0= None 4 = Poor 7 = Okay 10 = Good
_____________________________________________________________________________________
Textually Based (Interacts with the Reading) Total Possible Points: 5
0= None 2 = Poor 3 = Okay 5 = Good
_____________________________________________________________________________________
2. Section on Aristotle: (20 points)
Full and Accurate Explanation of Aristotle’s ViewTotal Possible Points: 10
0= None 4 = Poor 7 = Okay 10 = Good
_____________________________________________________________________________________
Relationship between Plato and Aristotle Total Possible Points: 5
0= None 2 = Poor 3 = Okay 5 = Good
_____________________________________________________________________________________
Textually Based (Interacts with the Reading) Total Possible Points: 5
0= None 2 = Poor 3 = Okay 5 = Good
_____________________________________________________________________________________
3. Personal Analysis (5 points)
Thoughtful Explanation of Your ViewTotal Possible Points: 5
0= None 2 = Poor 3 = Okay 5 = Good
_____________________________________________________________________________________
4. Writing Quality Total Possible Points: 5
0= Below Average 3 = Okay 5 = Good
_____________________________________________________________________________________
(Extremely poor writing quality can also result in further deductions of points.)
Joel Carini
Begin Section 1
Joel Carini
End Section 1
Joel Carini
Begin Section 2
Joel Carini
End Section 2
Joel Carini
Begin Section 3
Joel Carini
End Section 3
Joel Carini
Section 4
Joel Carini
End Section 4
Joel Carini
Section 5
Joel Carini
End Section 5
THE REPUBLIC
m OF
Tj PLATO
SECOND EDITION
TRANSLATED WITH NOTES AND
AN INTERPRETIVE ESSAY BY
ALLAN BLOOM
BasicBooks
A Division of HarperCoWmsPublishers
glaucon/sochates/adeimantus the republic
376 c "That's entirely certain," he said.
"Then he would be of this sort to begin with. But how, exactly,
will they be reared and educated by us? And does our considering this
contribute anything to our goal of discerning that for the sake of which
d we are considering all these things—^in what way justice and injustice
come into being in a city? We don't want to scant the argument, but we
don't want an overlong one either."
And Glaucon's brother said, "I most certainly expect that this
present consideration will contribute to that goal."
"By Zevis," I said, "then, my dear Adeimantus, it mustn't be given
up even if it turns out to be quite long."
"No, it mustn't."
"Come, then, like men telling tales in a tale and at their leisure,
let's educate.
Plato (427-347 b.c.) lived and taught philosophy in ancient At.docxrowthechang
Plato (427-347
b.c.
) lived and taught philosophy in ancient Athens. In the following viewpoint, Plato asks his audience to imagine prisoners living in a cave. The people face a wall where shadows of various objects dance back and forth. The prisoners cannot turn their heads to discover the true nature of the shadows. Further, the prisoners cannot leave the cave to discover what the
reality
creating the shadows is like. Plato uses this story to illustrate his belief that we are trapped by our imperfect, subjective impressions of the world. Plato believes that people too quickly accept the first appearance of things. What people experience as reality is really a distorted reflection, or shadow, of the true reality. Plato believed that humans (in the present
life
) will never completely understand the world. Thus, Plato challenges his listeners to carefully use reason as a tool to examine all their beliefs.
As you read, consider the following questions:
According to Plato, humans sometimes find it hard to face reality. Why is this?
What is the nature of personal growth and education? Is Plato correct in suggesting that teachers often need to push students in order for them to face the truth?
What does Plato tell us about first impressions and prejudice?
"Next, then," I said, "take the following parable of education and
ignorance
as a picture of the condition of our nature. Imagine mankind as dwelling in an underground cave with a long entrance open to the light across the whole width of the cave; in this they have been from childhood, with necks and legs fettered, so they have to stay where they are. They cannot move their heads round because of the fetters, and they can only look forward, but light comes to them from fire burning behind them higher up at a distance. Between the fire and the prisoners is a road above their level, and along it imagine a low wall has been built, as puppet showmen have screens in front of their people over which they work their puppets." "I see," he said.
The Bearers and Things Carried
"See, then, bearers carrying along this wall all sorts of articles which they hold projecting above the wall, statues of men and other living things,
1
made of stone or wood and all kinds of stuff, some of the bearers speaking and some silent, as you might expect."
"What a remarkable, image," he said, "and what remarkable prisoners!"
"Just like ourselves," I said. "For, first of all, tell me this: What do you think such people would have seen of themselves and each other except their shadows, which the fire cast on the opposite wall of the cave?"
"I don't see how they could see anything else," said he, "if they were compelled to keep their heads unmoving all their lives!"
"Very well, what of the things being carried along? Would not this be the same?"
"Of course it would."
"Suppose the prisoners were able to talk together, don't you think that when they named the shadows which they saw passing they would believe they were nam.
Describe the movement of the person in Plato’s allegory of the cave..docxmeghanthrelkeld256
Describe the movement of the person in Plato’s allegory of the cave. Be very specific about the various stages in this movement, and then please explain how this allegory relates to our own lives. What is Plato’s idea about the best type of life?
Your response should be at least 500 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Plato (427-347
b.c.
) lived and taught philosophy in ancient Athens. In the following viewpoint, Plato asks his audience to imagine prisoners living in a cave. The people face a wall where shadows of various objects dance back and forth. The prisoners cannot turn their heads to discover the true nature of the shadows. Further, the prisoners cannot leave the cave to discover what the
reality
creating the shadows is like. Plato uses this story to illustrate his belief that we are trapped by our imperfect, subjective impressions of the world. Plato believes that people too quickly accept the first appearance of things. What people experience as reality is really a distorted reflection, or shadow, of the true reality. Plato believed that humans (in the present
life
) will never completely understand the world. Thus, Plato challenges his listeners to carefully use reason as a tool to examine all their beliefs.
As you read, consider the following questions:
According to Plato, humans sometimes find it hard to face reality. Why is this?
What is the nature of personal growth and education? Is Plato correct in suggesting that teachers often need to push students in order for them to face the truth?
What does Plato tell us about first impressions and prejudice?
"Next, then," I said, "take the following parable of education and
ignorance
as a picture of the condition of our nature. Imagine mankind as dwelling in an underground cave with a long entrance open to the light across the whole width of the cave; in this they have been from childhood, with necks and legs fettered, so they have to stay where they are. They cannot move their heads round because of the fetters, and they can only look forward, but light comes to them from fire burning behind them higher up at a distance. Between the fire and the prisoners is a road above their level, and along it imagine a low wall has been built, as puppet showmen have screens in front of their people over which they work their puppets." "I see," he said.
The Bearers and Things Carried
"See, then, bearers carrying along this wall all sorts of articles which they hold projecting above the wall, statues of men and other living things,
1
made of stone or wood and all kinds of stuff, some of the bearers speaking and some silent, as you might expect."
"What a remarkable, image," he said, "and what remarkable prisoners!"
"Just like ourselves," I said. "For, first of all, tell me this: What do you think .
PlatoBook VII of The RepublicThe Allegory of the CaveHeres.docxinfantsuk
Plato
Book VII of The Republic
The Allegory of the Cave
Here's a little story from Plato's most famous book, The Republic. Socrates is talking to a young follower of his named Glaucon, and is telling him this fable to illustrate what it's like to be a philosopher -- a lover of wisdom: Most people, including ourselves, live in a world of relative ignorance. We are even comfortable with that ignorance, because it is all we know. When we first start facing truth, the process may be frightening, and many people run back to their old lives. But if you continue to seek truth, you will eventually be able to handle it better. In fact, you want more! It's true that many people around you now may think you are weird or even a danger to society, but you don't care. Once you've tasted the truth, you won't ever want to go back to being ignorant!
[Socrates is speaking with Glaucon]
[Socrates:] And now, I said, let me show in a figure how far our nature is enlightened or unenlightened: --Behold! human beings living in a underground den, which has a mouth open towards the light and reaching all along the den; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets.
[Glaucon:] I see.
And do you see, I said, men passing along the wall carrying all sorts of vessels, and statues and figures of animals made of wood and stone and various materials, which appear over the wall? Some of them are talking, others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the shadows of one another, which the fire throws on the opposite wall of the cave?
True, he said; how could they see anything but the shadows if they were never allowed to move their heads?
And of the objects which are being carried in like manner they would only see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not suppose that they were naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the other side, would they not be sure to fancy when one of the passers-by spoke that the voice which they heard came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the images.
That is certain.
And now look again, and see what will naturally follow if the prisoners are released and disabused of their error. At first, when any of them is liberated and compelled suddenly to stand up and turn his neck round and walk and look towards th.
The Republic Book VIIThe Allegory of the Cave”By Plato .docxssusera34210
The Republic Book VII:
“The Allegory of the Cave”
By Plato
Written 360 B.C.E
Translated by Benjamin Jowett
NOTE: Plato, the most creative and influential of Socrates' disciples, wrote dialogues, in which he frequently used the figure of Socrates to espouse his own (Plato's) full-fledged philosophy. In "The Republic," Plato sums up his views in an image of ignorant humanity, trapped in the depths and not even aware of its own limited perspective. If he were living today, Plato might replace his rather awkward cave metaphor with a movie theater, with the projector replacing the fire, the film replacing the objects which cast shadows, the shadows on the cave wall with the projected movie on the screen, and the echo with the loudspeakers behind the screen. The essential point is that the prisoners in the cave are not seeing reality, but only a shadowy representation of it. The importance of the allegory lies in Plato's belief that there are invisible truths lying under the apparent surface of things which only the most enlightened can grasp
SOCRATES - GLAUCON
And now Glaucon, I said, let me show in a figure how far our nature is enlightened or unenlightened: --Behold! human beings living in a underground den, which has a mouth open towards the light and reaching all along the den; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets.
I see.
And do you see, I said, men passing along the wall carrying all sorts of vessels, and statues and figures of animals made of wood and stone and various materials, which appear over the wall? Some of them are talking, others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the shadows of one another, which the fire throws on the opposite wall of the cave?
True, he said; how could they see anything but the shadows if they were never allowed to move their heads?
And of the objects which are being carried in like manner, they would only see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not suppose that they were naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the other side, would they not be sure to fancy when one of the passers-by spoke that the voice which they heard came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the images.
That is certain.
And now look aga ...
And now, I said, let me show in a figure how far our nature is enl.docxjustine1simpson78276
And now, I said, let me show in a figure how far our nature is enlightened or unenlightened:—Behold! human beings living in a underground den, which has a mouth open towards the light and reaching all along the den; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets.
I see.
And do you see, I said, men passing along the wall carrying all sorts of vessels, and statues and figures of animals made of wood and stone and various materials, which appear over the wall? Some of them are talking, others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the shadows of one another, which the fire throws on the opposite wall of the cave?
True, he said; how could they see anything but the shadows if they were never allowed to move their heads?
And of the objects which are being carried in like manner they would only see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not suppose that they were naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the other side, would they not be sure to fancy when one of the passers-by spoke that the voice which they heard came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the images.
That is certain.
And now look again, and see what will naturally follow if the prisoners are released and disabused of their error. At first, when any of them is liberated and compelled suddenly to stand up and turn his neck round and walk and look towards the light, he will suffer sharp pains; the glare will distress him, and he will be unable to see the realities of which in his former state he had seen the shadows; and then conceive some one saying to him, that what he saw before was an illusion, but that now, when he is approaching nearer to being and his eye is turned towards more real existence, he has a clearer vision,—what will be his reply? And you may further imagine that his instructor is pointing to the objects as they pass and requiring him to name them,—will he not be perplexed? Will he not fancy that the shadows which he formerly saw are truer than the objects which are now shown to him?
Far truer.
And if he is compelled to look straight at the light, will he not have a pain in his eyes which will make him turn away to take refuge in the objects of vision which he can see, and which he will conceive to be in reality clearer than the things which .
Ethics in Cinema and Computer Games Ethics 228Rubric for Plato .docxhumphrieskalyn
Ethics in Cinema and Computer Games: Ethics 228
Rubric for Plato and Aristotle Papers
1. Section on Plato: (15 points)
Full and Accurate Explanation of Plato’s ViewTotal Possible Points: 10
0= None 4 = Poor 7 = Okay 10 = Good
_____________________________________________________________________________________
Textually Based (Interacts with the Reading) Total Possible Points: 5
0= None 2 = Poor 3 = Okay 5 = Good
_____________________________________________________________________________________
2. Section on Aristotle: (20 points)
Full and Accurate Explanation of Aristotle’s ViewTotal Possible Points: 10
0= None 4 = Poor 7 = Okay 10 = Good
_____________________________________________________________________________________
Relationship between Plato and Aristotle Total Possible Points: 5
0= None 2 = Poor 3 = Okay 5 = Good
_____________________________________________________________________________________
Textually Based (Interacts with the Reading) Total Possible Points: 5
0= None 2 = Poor 3 = Okay 5 = Good
_____________________________________________________________________________________
3. Personal Analysis (5 points)
Thoughtful Explanation of Your ViewTotal Possible Points: 5
0= None 2 = Poor 3 = Okay 5 = Good
_____________________________________________________________________________________
4. Writing Quality Total Possible Points: 5
0= Below Average 3 = Okay 5 = Good
_____________________________________________________________________________________
(Extremely poor writing quality can also result in further deductions of points.)
Joel Carini
Begin Section 1
Joel Carini
End Section 1
Joel Carini
Begin Section 2
Joel Carini
End Section 2
Joel Carini
Begin Section 3
Joel Carini
End Section 3
Joel Carini
Section 4
Joel Carini
End Section 4
Joel Carini
Section 5
Joel Carini
End Section 5
THE REPUBLIC
m OF
Tj PLATO
SECOND EDITION
TRANSLATED WITH NOTES AND
AN INTERPRETIVE ESSAY BY
ALLAN BLOOM
BasicBooks
A Division of HarperCoWmsPublishers
glaucon/sochates/adeimantus the republic
376 c "That's entirely certain," he said.
"Then he would be of this sort to begin with. But how, exactly,
will they be reared and educated by us? And does our considering this
contribute anything to our goal of discerning that for the sake of which
d we are considering all these things—^in what way justice and injustice
come into being in a city? We don't want to scant the argument, but we
don't want an overlong one either."
And Glaucon's brother said, "I most certainly expect that this
present consideration will contribute to that goal."
"By Zevis," I said, "then, my dear Adeimantus, it mustn't be given
up even if it turns out to be quite long."
"No, it mustn't."
"Come, then, like men telling tales in a tale and at their leisure,
let's educate.
Plato (427-347 b.c.) lived and taught philosophy in ancient At.docxrowthechang
Plato (427-347
b.c.
) lived and taught philosophy in ancient Athens. In the following viewpoint, Plato asks his audience to imagine prisoners living in a cave. The people face a wall where shadows of various objects dance back and forth. The prisoners cannot turn their heads to discover the true nature of the shadows. Further, the prisoners cannot leave the cave to discover what the
reality
creating the shadows is like. Plato uses this story to illustrate his belief that we are trapped by our imperfect, subjective impressions of the world. Plato believes that people too quickly accept the first appearance of things. What people experience as reality is really a distorted reflection, or shadow, of the true reality. Plato believed that humans (in the present
life
) will never completely understand the world. Thus, Plato challenges his listeners to carefully use reason as a tool to examine all their beliefs.
As you read, consider the following questions:
According to Plato, humans sometimes find it hard to face reality. Why is this?
What is the nature of personal growth and education? Is Plato correct in suggesting that teachers often need to push students in order for them to face the truth?
What does Plato tell us about first impressions and prejudice?
"Next, then," I said, "take the following parable of education and
ignorance
as a picture of the condition of our nature. Imagine mankind as dwelling in an underground cave with a long entrance open to the light across the whole width of the cave; in this they have been from childhood, with necks and legs fettered, so they have to stay where they are. They cannot move their heads round because of the fetters, and they can only look forward, but light comes to them from fire burning behind them higher up at a distance. Between the fire and the prisoners is a road above their level, and along it imagine a low wall has been built, as puppet showmen have screens in front of their people over which they work their puppets." "I see," he said.
The Bearers and Things Carried
"See, then, bearers carrying along this wall all sorts of articles which they hold projecting above the wall, statues of men and other living things,
1
made of stone or wood and all kinds of stuff, some of the bearers speaking and some silent, as you might expect."
"What a remarkable, image," he said, "and what remarkable prisoners!"
"Just like ourselves," I said. "For, first of all, tell me this: What do you think such people would have seen of themselves and each other except their shadows, which the fire cast on the opposite wall of the cave?"
"I don't see how they could see anything else," said he, "if they were compelled to keep their heads unmoving all their lives!"
"Very well, what of the things being carried along? Would not this be the same?"
"Of course it would."
"Suppose the prisoners were able to talk together, don't you think that when they named the shadows which they saw passing they would believe they were nam.
Describe the movement of the person in Plato’s allegory of the cave..docxmeghanthrelkeld256
Describe the movement of the person in Plato’s allegory of the cave. Be very specific about the various stages in this movement, and then please explain how this allegory relates to our own lives. What is Plato’s idea about the best type of life?
Your response should be at least 500 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Plato (427-347
b.c.
) lived and taught philosophy in ancient Athens. In the following viewpoint, Plato asks his audience to imagine prisoners living in a cave. The people face a wall where shadows of various objects dance back and forth. The prisoners cannot turn their heads to discover the true nature of the shadows. Further, the prisoners cannot leave the cave to discover what the
reality
creating the shadows is like. Plato uses this story to illustrate his belief that we are trapped by our imperfect, subjective impressions of the world. Plato believes that people too quickly accept the first appearance of things. What people experience as reality is really a distorted reflection, or shadow, of the true reality. Plato believed that humans (in the present
life
) will never completely understand the world. Thus, Plato challenges his listeners to carefully use reason as a tool to examine all their beliefs.
As you read, consider the following questions:
According to Plato, humans sometimes find it hard to face reality. Why is this?
What is the nature of personal growth and education? Is Plato correct in suggesting that teachers often need to push students in order for them to face the truth?
What does Plato tell us about first impressions and prejudice?
"Next, then," I said, "take the following parable of education and
ignorance
as a picture of the condition of our nature. Imagine mankind as dwelling in an underground cave with a long entrance open to the light across the whole width of the cave; in this they have been from childhood, with necks and legs fettered, so they have to stay where they are. They cannot move their heads round because of the fetters, and they can only look forward, but light comes to them from fire burning behind them higher up at a distance. Between the fire and the prisoners is a road above their level, and along it imagine a low wall has been built, as puppet showmen have screens in front of their people over which they work their puppets." "I see," he said.
The Bearers and Things Carried
"See, then, bearers carrying along this wall all sorts of articles which they hold projecting above the wall, statues of men and other living things,
1
made of stone or wood and all kinds of stuff, some of the bearers speaking and some silent, as you might expect."
"What a remarkable, image," he said, "and what remarkable prisoners!"
"Just like ourselves," I said. "For, first of all, tell me this: What do you think .
PlatoBook VII of The RepublicThe Allegory of the CaveHeres.docxinfantsuk
Plato
Book VII of The Republic
The Allegory of the Cave
Here's a little story from Plato's most famous book, The Republic. Socrates is talking to a young follower of his named Glaucon, and is telling him this fable to illustrate what it's like to be a philosopher -- a lover of wisdom: Most people, including ourselves, live in a world of relative ignorance. We are even comfortable with that ignorance, because it is all we know. When we first start facing truth, the process may be frightening, and many people run back to their old lives. But if you continue to seek truth, you will eventually be able to handle it better. In fact, you want more! It's true that many people around you now may think you are weird or even a danger to society, but you don't care. Once you've tasted the truth, you won't ever want to go back to being ignorant!
[Socrates is speaking with Glaucon]
[Socrates:] And now, I said, let me show in a figure how far our nature is enlightened or unenlightened: --Behold! human beings living in a underground den, which has a mouth open towards the light and reaching all along the den; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets.
[Glaucon:] I see.
And do you see, I said, men passing along the wall carrying all sorts of vessels, and statues and figures of animals made of wood and stone and various materials, which appear over the wall? Some of them are talking, others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the shadows of one another, which the fire throws on the opposite wall of the cave?
True, he said; how could they see anything but the shadows if they were never allowed to move their heads?
And of the objects which are being carried in like manner they would only see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not suppose that they were naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the other side, would they not be sure to fancy when one of the passers-by spoke that the voice which they heard came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the images.
That is certain.
And now look again, and see what will naturally follow if the prisoners are released and disabused of their error. At first, when any of them is liberated and compelled suddenly to stand up and turn his neck round and walk and look towards th.
The Republic Book VIIThe Allegory of the Cave”By Plato .docxssusera34210
The Republic Book VII:
“The Allegory of the Cave”
By Plato
Written 360 B.C.E
Translated by Benjamin Jowett
NOTE: Plato, the most creative and influential of Socrates' disciples, wrote dialogues, in which he frequently used the figure of Socrates to espouse his own (Plato's) full-fledged philosophy. In "The Republic," Plato sums up his views in an image of ignorant humanity, trapped in the depths and not even aware of its own limited perspective. If he were living today, Plato might replace his rather awkward cave metaphor with a movie theater, with the projector replacing the fire, the film replacing the objects which cast shadows, the shadows on the cave wall with the projected movie on the screen, and the echo with the loudspeakers behind the screen. The essential point is that the prisoners in the cave are not seeing reality, but only a shadowy representation of it. The importance of the allegory lies in Plato's belief that there are invisible truths lying under the apparent surface of things which only the most enlightened can grasp
SOCRATES - GLAUCON
And now Glaucon, I said, let me show in a figure how far our nature is enlightened or unenlightened: --Behold! human beings living in a underground den, which has a mouth open towards the light and reaching all along the den; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets.
I see.
And do you see, I said, men passing along the wall carrying all sorts of vessels, and statues and figures of animals made of wood and stone and various materials, which appear over the wall? Some of them are talking, others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the shadows of one another, which the fire throws on the opposite wall of the cave?
True, he said; how could they see anything but the shadows if they were never allowed to move their heads?
And of the objects which are being carried in like manner, they would only see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not suppose that they were naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the other side, would they not be sure to fancy when one of the passers-by spoke that the voice which they heard came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the images.
That is certain.
And now look aga ...
And now, I said, let me show in a figure how far our nature is enl.docxjustine1simpson78276
And now, I said, let me show in a figure how far our nature is enlightened or unenlightened:—Behold! human beings living in a underground den, which has a mouth open towards the light and reaching all along the den; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets.
I see.
And do you see, I said, men passing along the wall carrying all sorts of vessels, and statues and figures of animals made of wood and stone and various materials, which appear over the wall? Some of them are talking, others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the shadows of one another, which the fire throws on the opposite wall of the cave?
True, he said; how could they see anything but the shadows if they were never allowed to move their heads?
And of the objects which are being carried in like manner they would only see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not suppose that they were naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the other side, would they not be sure to fancy when one of the passers-by spoke that the voice which they heard came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the images.
That is certain.
And now look again, and see what will naturally follow if the prisoners are released and disabused of their error. At first, when any of them is liberated and compelled suddenly to stand up and turn his neck round and walk and look towards the light, he will suffer sharp pains; the glare will distress him, and he will be unable to see the realities of which in his former state he had seen the shadows; and then conceive some one saying to him, that what he saw before was an illusion, but that now, when he is approaching nearer to being and his eye is turned towards more real existence, he has a clearer vision,—what will be his reply? And you may further imagine that his instructor is pointing to the objects as they pass and requiring him to name them,—will he not be perplexed? Will he not fancy that the shadows which he formerly saw are truer than the objects which are now shown to him?
Far truer.
And if he is compelled to look straight at the light, will he not have a pain in his eyes which will make him turn away to take refuge in the objects of vision which he can see, and which he will conceive to be in reality clearer than the things which .
1
The Republic
by Plato
Book VII.
And now, I said, let me show in a figure how far our nature is enlightened
or unenlightened:—Behold! human beings living in a underground den,
which has a mouth open towards the light and reaching all along the den;
here they have been from their childhood, and have their legs and necks
chained so that they cannot move, and can only see before them, being
prevented by the chains from turning round their heads. Above and
behind them a fire is blazing at a distance, and between the fire and the
prisoners there is a raised way; and you will see, if you look, a low wall
built along the way, like the screen which marionette players have in front
of them, over which they show the puppets.
I see.
And do you see, I said, men passing along the wall carrying all sorts of
vessels, and statues and figures of animals made of wood and stone and
various materials, which appear over the wall? Some of them are talking,
others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the
shadows of one another, which the fire throws on the opposite wall of the
2
cave?
True, he said; how could they see anything but the shadows if they were
never allowed to move their heads?
And of the objects which are being carried in like manner they would only
see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not
suppose that they were naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the
other side, would they not be sure to fancy when one of the passers-by
spoke that the voice which they heard came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the
images.
That is certain.
And now look again, and see what will naturally follow if the prisoners are
released and disabused of their error. At first, when any of them is
3
liberated and compelled suddenly to stand up and turn his neck round
and walk and look towards the light, he will suffer sharp pains; the glare
will distress him, and he will be unable to see the realities of which in his
former state he had seen the shadows; and then conceive some one
saying to him, that what he saw before was an illusion, but that now, when
he is approaching nearer to being and his eye is turned towards more real
existence, he has a clearer vision,—what will be his reply? And you may
further imagine that his instructor is pointing to the objects as they pass
and requiring him to name them,—will he not be perplexed? Will he not
fancy that the shadows which he formerly saw are truer than the objects
which are now shown to him?
Far truer.
And if he is compelled to look straight at the light, will he no.
1
The Republic
by Plato
Book VII.
And now, I said, let me show in a figure how far our nature is enlightened
or unenlightened:—Behold! human beings living in a underground den,
which has a mouth open towards the light and reaching all along the den;
here they have been from their childhood, and have their legs and necks
chained so that they cannot move, and can only see before them, being
prevented by the chains from turning round their heads. Above and
behind them a fire is blazing at a distance, and between the fire and the
prisoners there is a raised way; and you will see, if you look, a low wall
built along the way, like the screen which marionette players have in front
of them, over which they show the puppets.
I see.
And do you see, I said, men passing along the wall carrying all sorts of
vessels, and statues and figures of animals made of wood and stone and
various materials, which appear over the wall? Some of them are talking,
others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the
shadows of one another, which the fire throws on the opposite wall of the
2
cave?
True, he said; how could they see anything but the shadows if they were
never allowed to move their heads?
And of the objects which are being carried in like manner they would only
see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not
suppose that they were naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the
other side, would they not be sure to fancy when one of the passers-by
spoke that the voice which they heard came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the
images.
That is certain.
And now look again, and see what will naturally follow if the prisoners are
released and disabused of their error. At first, when any of them is
3
liberated and compelled suddenly to stand up and turn his neck round
and walk and look towards the light, he will suffer sharp pains; the glare
will distress him, and he will be unable to see the realities of which in his
former state he had seen the shadows; and then conceive some one
saying to him, that what he saw before was an illusion, but that now, when
he is approaching nearer to being and his eye is turned towards more real
existence, he has a clearer vision,—what will be his reply? And you may
further imagine that his instructor is pointing to the objects as they pass
and requiring him to name them,—will he not be perplexed? Will he not
fancy that the shadows which he formerly saw are truer than the objects
which are now shown to him?
Far truer.
And if he is compelled to look straight at the light, will he no ...
1. Your title (come up with this last, after youve written your pTatianaMajor22
1. Your title (come up with this last, after you've written your piece)
2. Your introduction of your issue/theme and a proper introduction of the play, No Exit by Jean Paul Sartre, and your thesis statement or an initial statement to begin your discussion of how the play addresses your chosen theme/issue.
3. Two or three body paragraphs where you use some combination of quotes, paraphrase, and summary to analyze the way you see the play addressing your chosen theme and why it's significant. Make sure you cite paraphrases and quotes with parenthetical citations.
4. A conclusion where you tie all of your points together and drive home the implications of your argument about how the play treats/addresses your chosen theme and why it's significant.
5. Your in-depth response to the above four elements in at least one of your classmates' posts.
NO EXIT
AND
THREE OTHER PLAYS
BY
JEAN PAUL SARTRE
NO EXIT (Huis Clos)
THE FLIES (Les Mouches) translated from the French by Stuart Gilbert DIRTY HANDS (Les Mains sales)
THE RESPECTFUL PROSTITUTE (La Putain respectueuse) translated from the French by Lionel Abel
NO EXIT (Huis Clos) – A PLAY IN ONE ACT
CHARACTERS IN THE PLAY
VALET
GARCIN
ESTELLE
INEZ
Huis Clos (No Exit) was presented for the first time at the Theatre du Vieux-Colombier, Paris, in May 1944.
SCENE
A drawing-room in Second Empire style. A massive bronze ornament stands on the mantelpiece.
GARCIN [enters, accompanied by the ROOM-VALET, and glances around him]: Hm! So here we are? Comment by Heather Waddle: In this first part of the play I start to get a feeling that the room isn't as it seems. Also, the main character Gracin seems to really make point to examine and judge the room within minutes of seeing it. Gracin even mentions that "he didn't expect this," which leads me to believe that he had some knowledge of this place and had his own idea of what it was going to be like. I believe this is where the play starts to show a theme of "you cant judge a book by its cover cause you never know what you are going to get." Comment by Cristina Dahl: Do you think this is the most important point of the play for you? Might there also be a theme here about the characters' expectations, and how those expectations are based on the ways they see themselves and others and how that then informs their behavior? I'm just wondering if you'd want to pursue a more substantial point made by the play--one that isn't already a cliche or common saying--since most people already accept that as a truism. Comment by Heather Waddle: Hello Professor,
Good point! I do feel like it is cliche however I also feel that its important because of the different perspectives it shows. For example, the perspective of the room form Gracin, then the analyizing of other characters in the room and then realization of the truth of oneself (judgement of self vs reality). Also I want to note the progression of the theme and how it starts with the b ...
Plato The Republic BOOK VII ON SHADOWS AND REALITIE.docxrandymartin91030
Plato
The Republic
BOOK VII: ON SHADOWS AND REALITIES IN EDUCATION
(SOCRATES, GLAUCON.)
AND now, I said, let me show in a figure how far our nature is enlightened or
unenlightened: Behold! human beings living in an underground den, which has a mouth
open toward the light and reaching all along the den; here they have been from their
childhood, and have their legs and necks chained so that they cannot move, and can only see
before them, being prevented by the chains from turning round their heads. Above and
behind them a fire is blazing at a distance, and between the fire and the prisoners there is a
raised way; and you will see, if you look, a low wall built along the way, like the screen
which marionette-players have in front of them, over which they show the puppets.
I see.
And do you see, I said, men passing along the wall carrying all sorts of vessels, and statues
and figures of animals made of wood and stone and various materials, which appear over
the wall? Some of them are talking, others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the shadows of one
another, which the fire throws on the opposite wall of the cave?
True, he said; how could they see anything but the shadows if they were never allowed to
move their heads?
And of the objects which are being carried in like manner they would only see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not suppose that they were
naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the other side, would
they not be sure to fancy when one of the passers-by spoke that the voice which they heard
came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the images.
That is certain.
And now look again, and see what will naturally follow if the prisoners are released and
disabused of their error. At first, when any of them is liberated and compelled suddenly to
stand up and turn his neck round and walk and look toward the light, he will suffer sharp
pains; the glare will distress him, and he will be unable to see the realities of which in his
former state he had seen the shadows; and then conceive someone saying to him, that what
he saw before was an illusion, but that now, when he is approaching nearer to being and his
eye is turned toward more real existence, he has a clearer vision—what will be his reply?
And you may further imagine that his instructor is pointing to the objects as they pass and
requiring him to name them—will he not be perplexed? Will he not fancy that the shadows
which he formerly saw are truer than the objects which are now shown to him?
Far truer.
And if he is compelled to look straight at the light, will he not have a pain in his eyes which
will m.
PHIL 201Synopsis The MatrixHave you ever had a dream, Neo, t.docxrandymartin91030
PHIL 201
Synopsis: The Matrix
“Have you ever had a dream, Neo, that you were so sure was real? What if you were unable to wake from that dream? How would you know the difference between the dream world and the real world?” -Morpheus
Have you ever had a dream that was so life-like that when you woke up you weren’t sure at first if the dream had ended? Mr. Anderson had such a dream. Mr. Anderson is a computer programmer. He works for a big software corporation, but he lives alone. He doesn’t sleep well, so he has a problem making it to work on time. In general, though, he is a decent guy: he is well educated, he pays his rent on time, and he helps his landlord take out the trash. But at night, he works on his computer. He is a hacker, and he goes by the hacker alias “Neo.”
Neo has been having a nagging concern, a niggling little sense in the back of his head that something isn’t right about his life. He hasn’t been able to figure out what exactly is wrong, but the feeling lingers there, like a splinter in his mind. And then he meets Morpheus….
Morpheus is a leader of a group of dissidents who are trying to help others see the true nature of their world. The truth, according to them, is that the world is an illusion, an elaborate system of deception perpetrated to keep people contentedly under control. Morpheus offers Neo a choice: he can forget that they ever met, go back to living his old life, and run the risk that he’s being conned, or he can “take the red pill,” follow Morpheus, and find out what’s really going on. Neo takes the pill.
What he discovers is mind-boggling. It turns out that almost the entire human race is lying unconscious in giant machines that are keeping their bodies alive. Their brains are all connected (via cables) to a powerful computer on which a programed simulation of the world is running, and they are all unconsciously living out virtual lives as individual players in this computer simulation. They experience being born, growing up, getting jobs, growing old, and dying through their virtual lives in a computer simulation called “the Matrix.” As Morpheus tells Neo, “The Matrix is everywhere. It is all around us. Even now, in this very room. You can see it when you look out your window or when you turn on your television. You can feel it when you go to work... when you go to church... when you pay your taxes. It is the world that has been pulled over your eyes to blind you from the truth.” It all seems so real that they have no idea that they are being duped.
All of this comes as a huge shock to Neo. It is almost too much for him to accept. He experiences fear, denial, and confusion, but eventually acceptance and then sadness. He realizes that all of his “life” had been a lie. Morpheus reminds him, “I didn’t say it would be easy, Neo. I only said it would be the truth.”
Neo joins Morpheus’ crew in helping other people to discover the truth about the Matrix. However, many are not ready to accept this truth. One such per.
20 I AND I D E O L O G YVNever noticed the difference! .docxeugeniadean34240
20 I AND I D E O L O G Y
'V
Never noticed the difference! No wonder! I hated the
Never gave it a glance, if I could avoid it. For years I held G
parents, especially my mother. Look at the gilded cage I liv J
whoever would listen. Look how my parents kept me from re r ̂ Sa'd
equivalent of the story of how Dickens was put to work in a bl v ^ ̂ as ui°
at the age of 12, deprived of his education, hopeless, abandoned b § fact°n
ents who had turned the world upside down and relied on him* ̂ par'
them. As I'd learned from reading Edmund Wilson, all of Dicke*0-51115^
had proceeded from this experience. Why didn't I have somethin"" $ $ n°Ve's
that in my past? Instead I had Goldie. No wonder I hadn't becom ^"^
novelist. My parents hadn't allowed me to suffer. kj a 8reat
I was a difficult, ungrateful child, and this lasted well into my 4^ u ̂
until I told this story to my psychiatrist, a wise man in New Haven, th IT""
a handle on it. I told it to him as an example of how I'd been coddled as a' h?'
trying to gain his sympathy. ("Poor little fly on the wall," I can hearmy moth
er say. "Nebbish!") Wasn't it at least partly my parents' fault if I hadn't yet writ-
ten what I wanted to write? Hadn't my parents deprived me of the pain I need-
ed to be nourished as an artist? My doctor said, with the insight and subtlen
achieved only after the most sophisticated theoretical and orthodox Freudian
training, "She sounds like a very good mother."
\w that you have read one conflict story in this chapter, you can begin
to think about it analytically by asking die six critical questions of it that VOL
will be asking about your own narrative later in the chapter. (See Figu:
Reading Analytically K
1. Focusing on specific passages from this text, describe how^he au
makes you feel about her parents, about Goldie, and about herse .
2. The last paragraph ends abruptly with the psychiatrist's wor | ̂
does not explicitly tell us what the effect of those words arej°;?n!i]vze ̂
are we to understand them and their effect on the author
tone of her description of the psychiatrist and look at the.
words in the context of the entire text. JP
3. Rose states at the beginning that she was a "spoiled middle
What assumptions does the author have about herself because^
class? What assumptions do you bring to the story knowing
a "privileged" upbringing? Explore whether you think the
parents' actions would have been felt differently—by the ,
you as a reader—if the author were from a poor backgrc
4. In exploring how Rose's feelings about the canary and a- g£ y,
resents to her evolve over time, discuss her feelings a 0$i&\: her response when she is six, her response to her <
tion about the bird, and your sense of her response to ne i
"'«**$*£ t'ltf
Locating Ourselves in History and Culture 21
the au
reader
uthor's conflict?
answer this, the essay must contain
For a reauti frsse^ This is also a 5/te of possible revision
• details and be.reaa ̂
k from draft l° u ô̂ perspective.
BOOK ISocrates I went down to the Piraeus^ yesterday withVannaSchrader3
BOOK I
Socrates: I went down to the Piraeus^ yesterday with Glaucon, son of
Ariston,^ to pray to the goddess; and, at the same time, I wanted to ob-
serve how they would put on the festival,^ since they were now hold-
ing it for the first time. Now, in my opinion, the procession of the native
inhabitants was fine; but the one the Thracians conducted was no less
fitting a show. After we had prayed and looked on, we went off toward
town.
Catching sight of us from afar as we were pressing homewards,
Polemarchus, son of Cephalus, ordered his slave boy to run after us and
order us to wait for him. The boy took hold of my cloak from behind
and said, "Polemarchus orders you to wait."
And I turned around and asked him where his master was. "He is
coming up behind," he said, "just wait."
"Of course we'll wait," said Glaucon.
A moment later Polemarchus came along with Adeimantus, Glau-
con's brother, Niceratus, son of Nicias, and some others—apparently
from the procession. Polemarchus said, "Socrates, I guess you two are
hurrying to get away to town."
"That's not a bad guess," I said.
"Well, " he said, "do you see how many of us there are?
"
"Of course."
"Well, then," he said, "either prove stronger than these men
or stay here."
[3]
socrates/polemarchus/glaucon/adeimantus/cephalus the RErUBLIC
227 c "Isn't there still one other possibility . . . ," I said, "our per-
suading you that you must let us go?"
"Could you really persuade," he said, "if we don't listen?"
"There's no way," said Glaucon.
"Well, then, think it over, bearing in mind we won't listen."
328 a Then Adeimantus said, "Is it possible you don't know that at sun-
set there will be a torch race on horseback for the goddess?"
"On horseback?" I said. "That is novel. Will they hold torches
and pass them to one another while racing the horses, or what do you
mean?"
"That's it," said Polemarchus, "and, besides, they'll put on an all-
night festival that will be worth seeing. We'll get up after dinner and go
to see it; there we'll be together with many of the young men and we'll
b talk. So stay and do as I tell you."
And Glaucon said, "It seems we must stay."
"Well, if it is so resolved,"^ I said, "that's how we must act."
Then we went to Polemarchus' home; there we found Lysias'^ and
Euthydemus, Polemarchus' brothers, and, in addition, Thrasymachus,^
the Chalcedonian and Charmantides, the Paeanian,^ and Cleito-
phonji** the son of Aristonymus.
Cephalus,!! Polemarchus' father, was also at home; and he
c seemed very old to me, for I had not seen him for some time. He was
seated on a sort of cushioned stool and was crowned with a wreath, for
he had just performed a sacrifice in the courtyard. We sat down beside
him, for some stools were arranged in a circle there. As soon as Ceph-
alus saw me, he greeted me warmly and said:
"Socrates, you don't come down to us in the Piraeus very often,
yet you ought to. Now if I still had the strength to make the trip to
town ea ...
The Republicby Plato translated by Benjamin JowettBook VII.docxoreo10
The Republic
by Plato
translated by Benjamin Jowett
Book VII - On Shadows and Realities in Education
SOCRATES - GLAUCON
AND now, I said, let me show in a figure how far our nature is enlightened or unenlightened: --Behold! human beings living in a underground den, which has a mouth open towards the light and reaching all along the den; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets.
I see.
And do you see, I said, men passing along the wall carrying all sorts of vessels, and statues and figures of animals made of wood and stone and various materials, which appear over the wall? Some of them are talking, others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the shadows of one another, which the fire throws on the opposite wall of the cave?
True, he said; how could they see anything but the shadows if they were never allowed to move their heads?
And of the objects which are being carried in like manner they would only see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not suppose that they were naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the other side, would they not be sure to fancy when one of the passers-by spoke that the voice which they heard came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the images.
That is certain.
And now look again, and see what will naturally follow it' the prisoners are released and disabused of their error. At first, when any of them is liberated and compelled suddenly to stand up and turn his neck round and walk and look towards the light, he will suffer sharp pains; the glare will distress him, and he will be unable to see the realities of which in his former state he had seen the shadows; and then conceive some one saying to him, that what he saw before was an illusion, but that now, when he is approaching nearer to being and his eye is turned towards more real existence, he has a clearer vision, -what will be his reply? And you may further imagine that his instructor is pointing to the objects as they pass and requiring him to name them, -will he not be perplexed? Will he not fancy that the shadows which he formerly saw are truer than the objects which are now shown to him?
Far truer.
And if he is compelled to look straight at the light, will he not have a pain in his eyes ...
20 I A N D I D E O L O G YVNever noticed the difference.docxeugeniadean34240
20 I A N D I D E O L O G Y
'V
Never noticed the difference! No wonder! I hated the
Never gave it a glance, if I could avoid it. For years I held G
parents, especially my mother. Look at the gilded cage I liv J
whoever would listen. Look how my parents kept me from re r ̂ Sa'd
equivalent of the story of how Dickens was put to work in a bl v ^ ̂ as ui°
at the age of 12, deprived of his education, hopeless, abandoned b § fact°n
ents who had turned the world upside down and relied on h i m * ̂ par'
them. As I'd learned from reading Edmund Wilson, all of Dicke*0-51115^
had proceeded from this experience. Why didn't I have somethin"" $ $ n°Ve's
that in my past? Instead I had Goldie. No wonder I hadn't becom ^"^
novelist. My parents hadn't allowed me to suffer. kj a 8reat
I was a difficult, ungrateful child, and this lasted well into my 4^ u ̂
until I told this story to my psychiatrist, a wise man in New Haven, th IT""
a handle on it. I told it to him as an example of how I'd been coddled as a' h?'
trying to gain his sympathy. ("Poor little fly on the wall," I can hearmy moth
er say. "Nebbish!") Wasn't it at least partly my parents' fault if I hadn't yet writ-
ten what I wanted to write? Hadn't my parents deprived me of the pain I need-
ed to be nourished as an artist? My doctor said, with the insight and subtlen
achieved only after the most sophisticated theoretical and orthodox Freudian
training, "She sounds like a very good mother."
\w that you have read one conflict story in this chapter, you can begin
to think about it analytically by asking die six critical questions of it that VOL
will be asking about your own narrative later in the chapter. (See Figu:
Reading Analytically K
1. Focusing on specific passages from this text, describe how^he au
makes you feel about her parents, about Goldie, and about herse .
2. The last paragraph ends abruptly with the psychiatrist's wor | ̂
does not explicitly tell us what the effect of those words arej°;?n!i]vze ̂
are we to understand them and their effect on the author
tone of her description of the psychiatrist and look at the.
words in the context of the entire text. JP
3. Rose states at the beginning that she was a "spoiled middle
What assumptions does the author have about herself because^
class? What assumptions do you bring to the story knowing
a "privileged" upbringing? Explore whether you think the
parents' actions would have been felt differently—by the ,
you as a reader—if the author were from a poor backgrc
4. In exploring how Rose's feelings about the canary and a- g£ y,
resents to her evolve over time, discuss her feelings a 0$i&\: her response when she is six, her response to her <
tion about the bird, and your sense of her response to ne i
"'«**$*£ t'ltf
Locating Ourselves in History and Culture 21
the au
reader
uthor's conflict?
answer this, the essay must contain
For a reauti frsse^ This is also a 5/te of possible revision
• details and be.reaa ̂
k from draft l° u ô̂ perspe.
Socrates - GLAUCON And now, I said, let me show in a figure how .docxsamuel699872
Socrates - GLAUCON
And now, I said, let me show in a figure how far our nature is enlightened or unenlightened: --Behold! human beings living in a underground den, which has a mouth open towards the light and reaching all along the den; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets.
I see.
And do you see, I said, men passing along the wall carrying all sorts of vessels, and statues and figures of animals made of wood and stone and various materials, which appear over the wall? Some of them are talking, others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the shadows of one another, which the fire throws on the opposite wall of the cave?
True, he said; how could they see anything but the shadows if they were never allowed to move their heads?
And of the objects which are being carried in like manner they would only see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not suppose that they were naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the other side, would they not be sure to fancy when one of the passers-by spoke that the voice which they heard came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the images.
That is certain.
And now look again, and see what will naturally follow it' the prisoners are released and disabused of their error. At first, when any of them is liberated and compelled suddenly to stand up and turn his neck round and walk and look towards the light, he will suffer sharp pains; the glare will distress him, and he will be unable to see the realities of which in his former state he had seen the shadows; and then conceive some one saying to him, that what he saw before was an illusion, but that now, when he is approaching nearer to being and his eye is turned towards more real existence, he has a clearer vision, -what will be his reply? And you may further imagine that his instructor is pointing to the objects as they pass and requiring him to name them, -will he not be perplexed? Will he not fancy that the shadows which he formerly saw are truer than the objects which are now shown to him?
Far truer.
And if he is compelled to look straight at the light, will he not have a pain in his eyes which will make him turn away to take and take in the objects of vision which he can see, and which he will con.
1 Borough of Manhattan Community College The Alleg.docxjoyjonna282
1
Borough of Manhattan Community College
The Allegory of the Cave
by
Plato
‘If we’re thinking about the effect of education—or the lack of it—on our nature, there’s
another comparison we can make. Picture human beings living in some sort of
underground cave dwelling, with an entrance which is long, as wide as the cave, and open
to the light. Here they live, from earliest childhood, with their legs and necks in chains,
so that they have to stay where they are, looking only ahead of them, prevented by the
chains from turning their heads. They have light from a distant fire, which is burning
behind them and above them. Between the fire and the prisoners, at a higher level than
them, is a path along which you must picture a low wall that has been built, like the
screen which hides people when they are giving a puppet show, and above which they
make the puppets appear.’
‘Yes, I can picture all that,’ he said.
‘Picture also, along the length of the wall, people carrying all sorts of implements
which project above it, and statues of people, and animals made of stone and wood and
all kinds of materials. As you’d expect, some of the people carrying the objects are
speaking, while others are silent.’
‘A strange picture. And strange prisoners.’
‘No more strange than us,’ I said. ‘Do you think that, for a start, that prisoners of
that sort have ever seen anything more of themselves and of one another than the
shadows cast by the fire on the wall of the cave in front of them?’
‘How could they, if they had been prevented from moving their heads all their
lives?’
‘What about the objects which are being carried? Wouldn’t they see only
shadows of these also?”
‘Yes, of course.’
‘So if they were able to talk to one another, don’t you think they’d believe that the
things they were giving names to were the things they could see passing?’
‘Yes, they’d be bound to.’
‘What if the prison had an echo from the wall in front of them? Every time one of
the people passing by spoke, do you suppose they’d believe the source of the sound to be
anything other than the passing shadow?’
‘No, that’s exactly what they would think.’
‘All in all, then, what people in this situation would take for truth would be
nothing more than the shadows of the manufactured objects.’
‘Necessarily.’
‘Suppose nature brought this state of affairs to an end,’ I said. ‘Think what their
release from their chains and the cure for their ignorance would be like. When one of
them was untied, and compelled suddenly to stand up, turn his head, start walking, and
look towards the light, he’d find all these things painful. Because of the glare he’d be
unable to see the things whose shadows he used to see before. What do you suppose he’d
2
say if he was told that what he used to see before was of no importance, whereas now his
eyesight was better, since he was closer to what is, and looking at things which more
truly are? ...
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
More Related Content
Similar to BOOKXAnd, indeed, I said, I also recognize in many oth.docx
1
The Republic
by Plato
Book VII.
And now, I said, let me show in a figure how far our nature is enlightened
or unenlightened:—Behold! human beings living in a underground den,
which has a mouth open towards the light and reaching all along the den;
here they have been from their childhood, and have their legs and necks
chained so that they cannot move, and can only see before them, being
prevented by the chains from turning round their heads. Above and
behind them a fire is blazing at a distance, and between the fire and the
prisoners there is a raised way; and you will see, if you look, a low wall
built along the way, like the screen which marionette players have in front
of them, over which they show the puppets.
I see.
And do you see, I said, men passing along the wall carrying all sorts of
vessels, and statues and figures of animals made of wood and stone and
various materials, which appear over the wall? Some of them are talking,
others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the
shadows of one another, which the fire throws on the opposite wall of the
2
cave?
True, he said; how could they see anything but the shadows if they were
never allowed to move their heads?
And of the objects which are being carried in like manner they would only
see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not
suppose that they were naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the
other side, would they not be sure to fancy when one of the passers-by
spoke that the voice which they heard came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the
images.
That is certain.
And now look again, and see what will naturally follow if the prisoners are
released and disabused of their error. At first, when any of them is
3
liberated and compelled suddenly to stand up and turn his neck round
and walk and look towards the light, he will suffer sharp pains; the glare
will distress him, and he will be unable to see the realities of which in his
former state he had seen the shadows; and then conceive some one
saying to him, that what he saw before was an illusion, but that now, when
he is approaching nearer to being and his eye is turned towards more real
existence, he has a clearer vision,—what will be his reply? And you may
further imagine that his instructor is pointing to the objects as they pass
and requiring him to name them,—will he not be perplexed? Will he not
fancy that the shadows which he formerly saw are truer than the objects
which are now shown to him?
Far truer.
And if he is compelled to look straight at the light, will he no.
1
The Republic
by Plato
Book VII.
And now, I said, let me show in a figure how far our nature is enlightened
or unenlightened:—Behold! human beings living in a underground den,
which has a mouth open towards the light and reaching all along the den;
here they have been from their childhood, and have their legs and necks
chained so that they cannot move, and can only see before them, being
prevented by the chains from turning round their heads. Above and
behind them a fire is blazing at a distance, and between the fire and the
prisoners there is a raised way; and you will see, if you look, a low wall
built along the way, like the screen which marionette players have in front
of them, over which they show the puppets.
I see.
And do you see, I said, men passing along the wall carrying all sorts of
vessels, and statues and figures of animals made of wood and stone and
various materials, which appear over the wall? Some of them are talking,
others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the
shadows of one another, which the fire throws on the opposite wall of the
2
cave?
True, he said; how could they see anything but the shadows if they were
never allowed to move their heads?
And of the objects which are being carried in like manner they would only
see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not
suppose that they were naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the
other side, would they not be sure to fancy when one of the passers-by
spoke that the voice which they heard came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the
images.
That is certain.
And now look again, and see what will naturally follow if the prisoners are
released and disabused of their error. At first, when any of them is
3
liberated and compelled suddenly to stand up and turn his neck round
and walk and look towards the light, he will suffer sharp pains; the glare
will distress him, and he will be unable to see the realities of which in his
former state he had seen the shadows; and then conceive some one
saying to him, that what he saw before was an illusion, but that now, when
he is approaching nearer to being and his eye is turned towards more real
existence, he has a clearer vision,—what will be his reply? And you may
further imagine that his instructor is pointing to the objects as they pass
and requiring him to name them,—will he not be perplexed? Will he not
fancy that the shadows which he formerly saw are truer than the objects
which are now shown to him?
Far truer.
And if he is compelled to look straight at the light, will he no ...
1. Your title (come up with this last, after youve written your pTatianaMajor22
1. Your title (come up with this last, after you've written your piece)
2. Your introduction of your issue/theme and a proper introduction of the play, No Exit by Jean Paul Sartre, and your thesis statement or an initial statement to begin your discussion of how the play addresses your chosen theme/issue.
3. Two or three body paragraphs where you use some combination of quotes, paraphrase, and summary to analyze the way you see the play addressing your chosen theme and why it's significant. Make sure you cite paraphrases and quotes with parenthetical citations.
4. A conclusion where you tie all of your points together and drive home the implications of your argument about how the play treats/addresses your chosen theme and why it's significant.
5. Your in-depth response to the above four elements in at least one of your classmates' posts.
NO EXIT
AND
THREE OTHER PLAYS
BY
JEAN PAUL SARTRE
NO EXIT (Huis Clos)
THE FLIES (Les Mouches) translated from the French by Stuart Gilbert DIRTY HANDS (Les Mains sales)
THE RESPECTFUL PROSTITUTE (La Putain respectueuse) translated from the French by Lionel Abel
NO EXIT (Huis Clos) – A PLAY IN ONE ACT
CHARACTERS IN THE PLAY
VALET
GARCIN
ESTELLE
INEZ
Huis Clos (No Exit) was presented for the first time at the Theatre du Vieux-Colombier, Paris, in May 1944.
SCENE
A drawing-room in Second Empire style. A massive bronze ornament stands on the mantelpiece.
GARCIN [enters, accompanied by the ROOM-VALET, and glances around him]: Hm! So here we are? Comment by Heather Waddle: In this first part of the play I start to get a feeling that the room isn't as it seems. Also, the main character Gracin seems to really make point to examine and judge the room within minutes of seeing it. Gracin even mentions that "he didn't expect this," which leads me to believe that he had some knowledge of this place and had his own idea of what it was going to be like. I believe this is where the play starts to show a theme of "you cant judge a book by its cover cause you never know what you are going to get." Comment by Cristina Dahl: Do you think this is the most important point of the play for you? Might there also be a theme here about the characters' expectations, and how those expectations are based on the ways they see themselves and others and how that then informs their behavior? I'm just wondering if you'd want to pursue a more substantial point made by the play--one that isn't already a cliche or common saying--since most people already accept that as a truism. Comment by Heather Waddle: Hello Professor,
Good point! I do feel like it is cliche however I also feel that its important because of the different perspectives it shows. For example, the perspective of the room form Gracin, then the analyizing of other characters in the room and then realization of the truth of oneself (judgement of self vs reality). Also I want to note the progression of the theme and how it starts with the b ...
Plato The Republic BOOK VII ON SHADOWS AND REALITIE.docxrandymartin91030
Plato
The Republic
BOOK VII: ON SHADOWS AND REALITIES IN EDUCATION
(SOCRATES, GLAUCON.)
AND now, I said, let me show in a figure how far our nature is enlightened or
unenlightened: Behold! human beings living in an underground den, which has a mouth
open toward the light and reaching all along the den; here they have been from their
childhood, and have their legs and necks chained so that they cannot move, and can only see
before them, being prevented by the chains from turning round their heads. Above and
behind them a fire is blazing at a distance, and between the fire and the prisoners there is a
raised way; and you will see, if you look, a low wall built along the way, like the screen
which marionette-players have in front of them, over which they show the puppets.
I see.
And do you see, I said, men passing along the wall carrying all sorts of vessels, and statues
and figures of animals made of wood and stone and various materials, which appear over
the wall? Some of them are talking, others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the shadows of one
another, which the fire throws on the opposite wall of the cave?
True, he said; how could they see anything but the shadows if they were never allowed to
move their heads?
And of the objects which are being carried in like manner they would only see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not suppose that they were
naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the other side, would
they not be sure to fancy when one of the passers-by spoke that the voice which they heard
came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the images.
That is certain.
And now look again, and see what will naturally follow if the prisoners are released and
disabused of their error. At first, when any of them is liberated and compelled suddenly to
stand up and turn his neck round and walk and look toward the light, he will suffer sharp
pains; the glare will distress him, and he will be unable to see the realities of which in his
former state he had seen the shadows; and then conceive someone saying to him, that what
he saw before was an illusion, but that now, when he is approaching nearer to being and his
eye is turned toward more real existence, he has a clearer vision—what will be his reply?
And you may further imagine that his instructor is pointing to the objects as they pass and
requiring him to name them—will he not be perplexed? Will he not fancy that the shadows
which he formerly saw are truer than the objects which are now shown to him?
Far truer.
And if he is compelled to look straight at the light, will he not have a pain in his eyes which
will m.
PHIL 201Synopsis The MatrixHave you ever had a dream, Neo, t.docxrandymartin91030
PHIL 201
Synopsis: The Matrix
“Have you ever had a dream, Neo, that you were so sure was real? What if you were unable to wake from that dream? How would you know the difference between the dream world and the real world?” -Morpheus
Have you ever had a dream that was so life-like that when you woke up you weren’t sure at first if the dream had ended? Mr. Anderson had such a dream. Mr. Anderson is a computer programmer. He works for a big software corporation, but he lives alone. He doesn’t sleep well, so he has a problem making it to work on time. In general, though, he is a decent guy: he is well educated, he pays his rent on time, and he helps his landlord take out the trash. But at night, he works on his computer. He is a hacker, and he goes by the hacker alias “Neo.”
Neo has been having a nagging concern, a niggling little sense in the back of his head that something isn’t right about his life. He hasn’t been able to figure out what exactly is wrong, but the feeling lingers there, like a splinter in his mind. And then he meets Morpheus….
Morpheus is a leader of a group of dissidents who are trying to help others see the true nature of their world. The truth, according to them, is that the world is an illusion, an elaborate system of deception perpetrated to keep people contentedly under control. Morpheus offers Neo a choice: he can forget that they ever met, go back to living his old life, and run the risk that he’s being conned, or he can “take the red pill,” follow Morpheus, and find out what’s really going on. Neo takes the pill.
What he discovers is mind-boggling. It turns out that almost the entire human race is lying unconscious in giant machines that are keeping their bodies alive. Their brains are all connected (via cables) to a powerful computer on which a programed simulation of the world is running, and they are all unconsciously living out virtual lives as individual players in this computer simulation. They experience being born, growing up, getting jobs, growing old, and dying through their virtual lives in a computer simulation called “the Matrix.” As Morpheus tells Neo, “The Matrix is everywhere. It is all around us. Even now, in this very room. You can see it when you look out your window or when you turn on your television. You can feel it when you go to work... when you go to church... when you pay your taxes. It is the world that has been pulled over your eyes to blind you from the truth.” It all seems so real that they have no idea that they are being duped.
All of this comes as a huge shock to Neo. It is almost too much for him to accept. He experiences fear, denial, and confusion, but eventually acceptance and then sadness. He realizes that all of his “life” had been a lie. Morpheus reminds him, “I didn’t say it would be easy, Neo. I only said it would be the truth.”
Neo joins Morpheus’ crew in helping other people to discover the truth about the Matrix. However, many are not ready to accept this truth. One such per.
20 I AND I D E O L O G YVNever noticed the difference! .docxeugeniadean34240
20 I AND I D E O L O G Y
'V
Never noticed the difference! No wonder! I hated the
Never gave it a glance, if I could avoid it. For years I held G
parents, especially my mother. Look at the gilded cage I liv J
whoever would listen. Look how my parents kept me from re r ̂ Sa'd
equivalent of the story of how Dickens was put to work in a bl v ^ ̂ as ui°
at the age of 12, deprived of his education, hopeless, abandoned b § fact°n
ents who had turned the world upside down and relied on him* ̂ par'
them. As I'd learned from reading Edmund Wilson, all of Dicke*0-51115^
had proceeded from this experience. Why didn't I have somethin"" $ $ n°Ve's
that in my past? Instead I had Goldie. No wonder I hadn't becom ^"^
novelist. My parents hadn't allowed me to suffer. kj a 8reat
I was a difficult, ungrateful child, and this lasted well into my 4^ u ̂
until I told this story to my psychiatrist, a wise man in New Haven, th IT""
a handle on it. I told it to him as an example of how I'd been coddled as a' h?'
trying to gain his sympathy. ("Poor little fly on the wall," I can hearmy moth
er say. "Nebbish!") Wasn't it at least partly my parents' fault if I hadn't yet writ-
ten what I wanted to write? Hadn't my parents deprived me of the pain I need-
ed to be nourished as an artist? My doctor said, with the insight and subtlen
achieved only after the most sophisticated theoretical and orthodox Freudian
training, "She sounds like a very good mother."
\w that you have read one conflict story in this chapter, you can begin
to think about it analytically by asking die six critical questions of it that VOL
will be asking about your own narrative later in the chapter. (See Figu:
Reading Analytically K
1. Focusing on specific passages from this text, describe how^he au
makes you feel about her parents, about Goldie, and about herse .
2. The last paragraph ends abruptly with the psychiatrist's wor | ̂
does not explicitly tell us what the effect of those words arej°;?n!i]vze ̂
are we to understand them and their effect on the author
tone of her description of the psychiatrist and look at the.
words in the context of the entire text. JP
3. Rose states at the beginning that she was a "spoiled middle
What assumptions does the author have about herself because^
class? What assumptions do you bring to the story knowing
a "privileged" upbringing? Explore whether you think the
parents' actions would have been felt differently—by the ,
you as a reader—if the author were from a poor backgrc
4. In exploring how Rose's feelings about the canary and a- g£ y,
resents to her evolve over time, discuss her feelings a 0$i&\: her response when she is six, her response to her <
tion about the bird, and your sense of her response to ne i
"'«**$*£ t'ltf
Locating Ourselves in History and Culture 21
the au
reader
uthor's conflict?
answer this, the essay must contain
For a reauti frsse^ This is also a 5/te of possible revision
• details and be.reaa ̂
k from draft l° u ô̂ perspective.
BOOK ISocrates I went down to the Piraeus^ yesterday withVannaSchrader3
BOOK I
Socrates: I went down to the Piraeus^ yesterday with Glaucon, son of
Ariston,^ to pray to the goddess; and, at the same time, I wanted to ob-
serve how they would put on the festival,^ since they were now hold-
ing it for the first time. Now, in my opinion, the procession of the native
inhabitants was fine; but the one the Thracians conducted was no less
fitting a show. After we had prayed and looked on, we went off toward
town.
Catching sight of us from afar as we were pressing homewards,
Polemarchus, son of Cephalus, ordered his slave boy to run after us and
order us to wait for him. The boy took hold of my cloak from behind
and said, "Polemarchus orders you to wait."
And I turned around and asked him where his master was. "He is
coming up behind," he said, "just wait."
"Of course we'll wait," said Glaucon.
A moment later Polemarchus came along with Adeimantus, Glau-
con's brother, Niceratus, son of Nicias, and some others—apparently
from the procession. Polemarchus said, "Socrates, I guess you two are
hurrying to get away to town."
"That's not a bad guess," I said.
"Well, " he said, "do you see how many of us there are?
"
"Of course."
"Well, then," he said, "either prove stronger than these men
or stay here."
[3]
socrates/polemarchus/glaucon/adeimantus/cephalus the RErUBLIC
227 c "Isn't there still one other possibility . . . ," I said, "our per-
suading you that you must let us go?"
"Could you really persuade," he said, "if we don't listen?"
"There's no way," said Glaucon.
"Well, then, think it over, bearing in mind we won't listen."
328 a Then Adeimantus said, "Is it possible you don't know that at sun-
set there will be a torch race on horseback for the goddess?"
"On horseback?" I said. "That is novel. Will they hold torches
and pass them to one another while racing the horses, or what do you
mean?"
"That's it," said Polemarchus, "and, besides, they'll put on an all-
night festival that will be worth seeing. We'll get up after dinner and go
to see it; there we'll be together with many of the young men and we'll
b talk. So stay and do as I tell you."
And Glaucon said, "It seems we must stay."
"Well, if it is so resolved,"^ I said, "that's how we must act."
Then we went to Polemarchus' home; there we found Lysias'^ and
Euthydemus, Polemarchus' brothers, and, in addition, Thrasymachus,^
the Chalcedonian and Charmantides, the Paeanian,^ and Cleito-
phonji** the son of Aristonymus.
Cephalus,!! Polemarchus' father, was also at home; and he
c seemed very old to me, for I had not seen him for some time. He was
seated on a sort of cushioned stool and was crowned with a wreath, for
he had just performed a sacrifice in the courtyard. We sat down beside
him, for some stools were arranged in a circle there. As soon as Ceph-
alus saw me, he greeted me warmly and said:
"Socrates, you don't come down to us in the Piraeus very often,
yet you ought to. Now if I still had the strength to make the trip to
town ea ...
The Republicby Plato translated by Benjamin JowettBook VII.docxoreo10
The Republic
by Plato
translated by Benjamin Jowett
Book VII - On Shadows and Realities in Education
SOCRATES - GLAUCON
AND now, I said, let me show in a figure how far our nature is enlightened or unenlightened: --Behold! human beings living in a underground den, which has a mouth open towards the light and reaching all along the den; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets.
I see.
And do you see, I said, men passing along the wall carrying all sorts of vessels, and statues and figures of animals made of wood and stone and various materials, which appear over the wall? Some of them are talking, others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the shadows of one another, which the fire throws on the opposite wall of the cave?
True, he said; how could they see anything but the shadows if they were never allowed to move their heads?
And of the objects which are being carried in like manner they would only see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not suppose that they were naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the other side, would they not be sure to fancy when one of the passers-by spoke that the voice which they heard came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the images.
That is certain.
And now look again, and see what will naturally follow it' the prisoners are released and disabused of their error. At first, when any of them is liberated and compelled suddenly to stand up and turn his neck round and walk and look towards the light, he will suffer sharp pains; the glare will distress him, and he will be unable to see the realities of which in his former state he had seen the shadows; and then conceive some one saying to him, that what he saw before was an illusion, but that now, when he is approaching nearer to being and his eye is turned towards more real existence, he has a clearer vision, -what will be his reply? And you may further imagine that his instructor is pointing to the objects as they pass and requiring him to name them, -will he not be perplexed? Will he not fancy that the shadows which he formerly saw are truer than the objects which are now shown to him?
Far truer.
And if he is compelled to look straight at the light, will he not have a pain in his eyes ...
20 I A N D I D E O L O G YVNever noticed the difference.docxeugeniadean34240
20 I A N D I D E O L O G Y
'V
Never noticed the difference! No wonder! I hated the
Never gave it a glance, if I could avoid it. For years I held G
parents, especially my mother. Look at the gilded cage I liv J
whoever would listen. Look how my parents kept me from re r ̂ Sa'd
equivalent of the story of how Dickens was put to work in a bl v ^ ̂ as ui°
at the age of 12, deprived of his education, hopeless, abandoned b § fact°n
ents who had turned the world upside down and relied on h i m * ̂ par'
them. As I'd learned from reading Edmund Wilson, all of Dicke*0-51115^
had proceeded from this experience. Why didn't I have somethin"" $ $ n°Ve's
that in my past? Instead I had Goldie. No wonder I hadn't becom ^"^
novelist. My parents hadn't allowed me to suffer. kj a 8reat
I was a difficult, ungrateful child, and this lasted well into my 4^ u ̂
until I told this story to my psychiatrist, a wise man in New Haven, th IT""
a handle on it. I told it to him as an example of how I'd been coddled as a' h?'
trying to gain his sympathy. ("Poor little fly on the wall," I can hearmy moth
er say. "Nebbish!") Wasn't it at least partly my parents' fault if I hadn't yet writ-
ten what I wanted to write? Hadn't my parents deprived me of the pain I need-
ed to be nourished as an artist? My doctor said, with the insight and subtlen
achieved only after the most sophisticated theoretical and orthodox Freudian
training, "She sounds like a very good mother."
\w that you have read one conflict story in this chapter, you can begin
to think about it analytically by asking die six critical questions of it that VOL
will be asking about your own narrative later in the chapter. (See Figu:
Reading Analytically K
1. Focusing on specific passages from this text, describe how^he au
makes you feel about her parents, about Goldie, and about herse .
2. The last paragraph ends abruptly with the psychiatrist's wor | ̂
does not explicitly tell us what the effect of those words arej°;?n!i]vze ̂
are we to understand them and their effect on the author
tone of her description of the psychiatrist and look at the.
words in the context of the entire text. JP
3. Rose states at the beginning that she was a "spoiled middle
What assumptions does the author have about herself because^
class? What assumptions do you bring to the story knowing
a "privileged" upbringing? Explore whether you think the
parents' actions would have been felt differently—by the ,
you as a reader—if the author were from a poor backgrc
4. In exploring how Rose's feelings about the canary and a- g£ y,
resents to her evolve over time, discuss her feelings a 0$i&\: her response when she is six, her response to her <
tion about the bird, and your sense of her response to ne i
"'«**$*£ t'ltf
Locating Ourselves in History and Culture 21
the au
reader
uthor's conflict?
answer this, the essay must contain
For a reauti frsse^ This is also a 5/te of possible revision
• details and be.reaa ̂
k from draft l° u ô̂ perspe.
Socrates - GLAUCON And now, I said, let me show in a figure how .docxsamuel699872
Socrates - GLAUCON
And now, I said, let me show in a figure how far our nature is enlightened or unenlightened: --Behold! human beings living in a underground den, which has a mouth open towards the light and reaching all along the den; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets.
I see.
And do you see, I said, men passing along the wall carrying all sorts of vessels, and statues and figures of animals made of wood and stone and various materials, which appear over the wall? Some of them are talking, others silent.
You have shown me a strange image, and they are strange prisoners.
Like ourselves, I replied; and they see only their own shadows, or the shadows of one another, which the fire throws on the opposite wall of the cave?
True, he said; how could they see anything but the shadows if they were never allowed to move their heads?
And of the objects which are being carried in like manner they would only see the shadows?
Yes, he said.
And if they were able to converse with one another, would they not suppose that they were naming what was actually before them?
Very true.
And suppose further that the prison had an echo which came from the other side, would they not be sure to fancy when one of the passers-by spoke that the voice which they heard came from the passing shadow?
No question, he replied.
To them, I said, the truth would be literally nothing but the shadows of the images.
That is certain.
And now look again, and see what will naturally follow it' the prisoners are released and disabused of their error. At first, when any of them is liberated and compelled suddenly to stand up and turn his neck round and walk and look towards the light, he will suffer sharp pains; the glare will distress him, and he will be unable to see the realities of which in his former state he had seen the shadows; and then conceive some one saying to him, that what he saw before was an illusion, but that now, when he is approaching nearer to being and his eye is turned towards more real existence, he has a clearer vision, -what will be his reply? And you may further imagine that his instructor is pointing to the objects as they pass and requiring him to name them, -will he not be perplexed? Will he not fancy that the shadows which he formerly saw are truer than the objects which are now shown to him?
Far truer.
And if he is compelled to look straight at the light, will he not have a pain in his eyes which will make him turn away to take and take in the objects of vision which he can see, and which he will con.
1 Borough of Manhattan Community College The Alleg.docxjoyjonna282
1
Borough of Manhattan Community College
The Allegory of the Cave
by
Plato
‘If we’re thinking about the effect of education—or the lack of it—on our nature, there’s
another comparison we can make. Picture human beings living in some sort of
underground cave dwelling, with an entrance which is long, as wide as the cave, and open
to the light. Here they live, from earliest childhood, with their legs and necks in chains,
so that they have to stay where they are, looking only ahead of them, prevented by the
chains from turning their heads. They have light from a distant fire, which is burning
behind them and above them. Between the fire and the prisoners, at a higher level than
them, is a path along which you must picture a low wall that has been built, like the
screen which hides people when they are giving a puppet show, and above which they
make the puppets appear.’
‘Yes, I can picture all that,’ he said.
‘Picture also, along the length of the wall, people carrying all sorts of implements
which project above it, and statues of people, and animals made of stone and wood and
all kinds of materials. As you’d expect, some of the people carrying the objects are
speaking, while others are silent.’
‘A strange picture. And strange prisoners.’
‘No more strange than us,’ I said. ‘Do you think that, for a start, that prisoners of
that sort have ever seen anything more of themselves and of one another than the
shadows cast by the fire on the wall of the cave in front of them?’
‘How could they, if they had been prevented from moving their heads all their
lives?’
‘What about the objects which are being carried? Wouldn’t they see only
shadows of these also?”
‘Yes, of course.’
‘So if they were able to talk to one another, don’t you think they’d believe that the
things they were giving names to were the things they could see passing?’
‘Yes, they’d be bound to.’
‘What if the prison had an echo from the wall in front of them? Every time one of
the people passing by spoke, do you suppose they’d believe the source of the sound to be
anything other than the passing shadow?’
‘No, that’s exactly what they would think.’
‘All in all, then, what people in this situation would take for truth would be
nothing more than the shadows of the manufactured objects.’
‘Necessarily.’
‘Suppose nature brought this state of affairs to an end,’ I said. ‘Think what their
release from their chains and the cure for their ignorance would be like. When one of
them was untied, and compelled suddenly to stand up, turn his head, start walking, and
look towards the light, he’d find all these things painful. Because of the glare he’d be
unable to see the things whose shadows he used to see before. What do you suppose he’d
2
say if he was told that what he used to see before was of no importance, whereas now his
eyesight was better, since he was closer to what is, and looking at things which more
truly are? ...
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
BOOKXAnd, indeed, I said, I also recognize in many oth.docx
1. BOOKX
"And, indeed, " I said, "I also recognize in many other aspects
of 595 a
this city that we were entirely right in the way we founded it,
but I say
this particularly when reflecting on poetry."
"What about it?" he said.
"In not admitting at all any part of it that is imitative. For that
the
imitative, more than anything, must not be admitted looks, in
my opin-
ion, even more manifest now that the soul's forms have each
been
separated out." b
"How do you mean?"
"Between us—and you all won't denounce me to the tragic poets
and
all the other imitators—all such things seem to maim the
thought of
those who hear them and do not as a remedy have the
knowledge of how
they really are."
"What are you thinking about in saying that?" he said.
"It must be told," I said. "And yet, a certain friendship for
2. Homer, and shame before him, which has possessed me since
child-
hood, prevents me from speaking. For he seems to have been the
first
teacher and leader of all these fine tragic things. Still and all, a
man c
must not be honored before the truth, but, as I say, it must be
told."
"Most certainly," he said.
"Then listen, or rather, answer.
"
"Ask."
[ 277 ]
socrates/glaucon the republic
595 c "Could you tell me what imitation in general is? For I
myself
scarcely comprehend what it wants to be."
"Then it follows," he said, "that I, of course, will comprehend
it."
"That wouldn't be anything strange," I said, "since men with
596 a duller vision have often, you know, seen things before
those who see
more sharply."
3. "That's so," he said. "But vdth you present I couldn't be very
eager to say whatever might occur to me, so look yourself.
"
"Do you want us to make our consideration according to our
customary procedure, beginning from the following point? For
we are,
presumably, accustomed to set down some one particular form
for each
of the particular 'manys' to which we apply the same name. Or
don't
you understand?"
"I do."
"Then let's now set down any one of the 'manys' you please; for
b example, if you wish, there are surely many couches and
tables."
"Of course:"
"But as for ideas for these furnishings, there are presumably
two,
one of couch, one of table."
"Yes."
"Aren't we also accustomed to say that it is in looking to the
idea
of each implement that one craftsman makes the couches and
another
the chairs we use, and similarly for other things? For
presumably none
4. of the craftsmen fabricates the idea itself. How could he?"
"In no way."
"Well, now, see what you call this craftsman here."
c "Which one?"
"He who makes everything that each one of the manual artisans
makes separately.
"
"That's a clever and wonderful man you speak of.
"
"Not yet. In an instant you'll say that even more. For this same
manual artisan is not only able to make all implements but also
makes
everything that grows naturally from the earth, and he produces
all
animals—the others and himself too—and, in addition to that,
pro-
duces earth and heaven and gods and everything in heaven and
every-
thing in Hades under the earth.
"
d "That's quite a wonderful sophist you speak of," he said.
"Are you distrustful?" I said. "And tell me, in your opinion
could
there be altogether no such craftsman; or in a certain way, could
5. a
maker of all these things come into being and in a certain way
not? Or
aren't you aware that you yourself could in a certain way make
all these
things?"
278 ]
Book X I 595c-597b glaucon/socrates
"And what," he said, "is that way?" 596 d
"It's not hard," I said. "You could fabricate them quickly in
many
ways and most quickly, of course, if you are willing to take a
mirror and
carry it around everywhere; quickly you will make the sun and
the e
things in the heaven; quickly, the earth; and quickly, yourself
and the
other animals and implements and plants and everything else
that was
just now mentioned."
"Yes," he said, "so that they look like they are; however, they
surely are not in truth."
"Fine," I said, "and you attack the argument at just the right
place. For I suppose the painter is also one of these craftsmen,
6. isn't
he?"
"Of course he is.
"
"But 1 suppose you'll say that he doesn't truly make what he
makes. And yet in a certain way the painter too does make a
couch,
doesn't he?"
"Yes," he said, "he too makes what looks like a couch."
"And what about the couchmaker? Weren't you just saying that
597 a
he doesn't make the form, which is what we, ofcourse, say is
just a couch,
but a certain couch?"
"Yes," he said, "I was saying that."
"Then, if he doesn't make what is, he wouldn't make the being
but
something that is like the being, but is not being. And if
someone were
to assert that the work of the producer of couches or of any
other
manual artisan is completely being, he would run the risk of
saying
what's not true."
"Yes," he said, "at least that would be the opinion of those who
7. spend their time in arguments of this kind."
"Therefore, let's not be surprised if this too turns out to be a
dim
thing compared to the truth.
"
"No, let's not." b
"Do you," I said, "want us on the basis of these very things to
investigate who this imitator is?"
"If you want to," he said.
"There turn out, then, to be these three kinds of couches: one
that
is in nature, which we would say, I suppose, a god produced. Or
who
else?"
"No one else, 1 suppose."
"And then one that the carpenter produced."
"Yes," he said.
"And one that the painter produced, isn't that so?"
"Let it be so."
[ 279 ]
8. socrates/glaucon the republic
597 h "Then painter, couchmaker, god—these three preside over
three
forms of couches
.
"
"Yes, three."
c "Now, the god, whether he didn't want to or whether some
necessity was laid upon him not to produce more than one couch
in
nature, made only one, that very one which is a couch. And two
or
more such weren't naturally engendered by the god nor will they
be
begotten."
"How's that?" he said.
"Because," I said, "if he should make only two, again one would
come to light the form of which they in turn would both
possess, and
that, and not the two, would be the couch that is.
"
"Right," he said.
d "Then, I suppose, the god, knowing this and wanting to be a
real
maker of a couch that really is and not a certain couchmaker of
a cer-
9. tain couch, begot it as one by nature."
"So it seems."
"Do you want us to address him as its nature-begetter or some-
thing of the kind?"
"That's just at any rate," he said, "since by nature he has made
both this and everything else."
"And what about the carpenter? Isn't he a craftsman of a
couch?"
"Yes."
"And is the painter also a craftsman and maker of such a thing?"
"Not at all."
"But what of a couch will you say he is?"
e "In my opinion," he said, "he would most sensibly be
addressed as
an imitator of that of which these others are craftsmen.
'
"All right," I said, "do you, then, call the man at the third
genera-
tion from nature an imitator?
"
"Most certainly," he said.
"Therefore this will also apply to the maker of tragedy, if he is
10. an imitator; he is naturally third from a king and the truth, as
are all the other imitators."
"Probably."
"Then we have agreed about the imitator. Now tell me this
598 a about the painter. In your opinion, does he in each case
attempt to
imitate the thing itself in nature, or the works of the
craftsmen?"
"The works of the craftsmen, " he said.
"Such as they are or such as they look? For you still have to
make
this further distinction."
"How do you mean?" he said.
[ 280 ]
Book X I 597b-599c sockates/glaucon
"Like this. Does a couch, if you observe it from the side, or 598
a
from the front, or from anywhere else, differ at all from itself?
Or
does it not differ at all but only look different, and similarly
with the
rest?"
11. "The latter is so," he said. "It looks different, but isn't."
"Now consider this very point. Toward which is painting
directed b
in each case—toward imitation of the being as it is or toward its
looking
as it looks? Is it imitation of looks or of truth?"
"Of looks," he said.
"Therefore, imitation is surely far from the truth; and, as it
seems, it is due to this that it produces everything—because it
lays
hold of a certain small part of each thing, and that part is itself
only a
phantom. For example, the painter, we say, will paint for us a
shoe-
maker, a carpenter, and the other craftsmen, although he doesn't
understand the arts of any one of them. But, nevertheless, if he
is a c
good painter, by painting a carpenter and displaying him from
far
off, he would deceive children and foolish human beings into
think-
ing that it is truly a carpenter."
"Of course."
"But, in any event, I suppose, my friend, that this is what
must be understood about all such things: when anyone reports
to
us about someone, saying that he has encountered a human
being
12. who knows all the crafts and everything else that single men
several-
ly know, and there is nothing that he does not know more
precisely
than anyone else, it would have to be replied to such a one that
he d
is an innocent human being and that, as it seems, he has
encountered
some wizard and imitator and been deceived. Because he
himself is
unable to put knowledge and lack of knowledge and imitation to
the
test, that man seemed all-wise to him."
"Very true," he said.
"Then, next," I said, "tragedy and its leader, Homer, must be
considered, since we hear from some that these men know all
arts e
and all things human that have to do with virtue and vice, and
the
divine things too. For it is necessary that the good poet, if he is
go-
ing to make fair poems about the things his poetry concerns, be
in
possession of knowledge when he makes his poems or not be
able
to make them. Hence, we must consider whether those who tell
us
this have encountered these imitators and been deceived; and
whether, therefore, seeing their works, they do not recognize
that
13. these works are third from what is and are easy to make for the
man 599 a
who doesn't know the truth—for such a man makes what look
like
beings but are not. Or, again, is there also something to what
they
[ 281 ]
socrates/gi^ucon the republic
599 a say, and do the good poets really know about the things
that, in the
opinion of the many, they say well?"
"Most certainly," he said, "that must be tested."
"Do you suppose that if a man were able to make both, the thing
to be imitated and the phantom, he would permit himself to be
serious
about the crafting of the phantoms and set this at the head of his
own
b life as the best thing he has?"
"No, I don't."
"But, I suppose, if he were in truth a knower of these things that
he also imitates, he would be far more serious about the deeds
than the
imitations and would try to leave many fair deeds behind as
memorials
of himself and would be more eager to be the one who is lauded
rather
14. than the one who lauds."
"I suppose so," he said. "For the honor and the benefit coming
from the two are hardly equal."
"Well, then, about the other things, let's not demand an account
c from Homer or any other of the poets by asking, if any one of
them was
a doctor and not only an imitator of medical speeches, who are
the men
whom any poet, old or new, is said to have made healthy, as
Asclepius
did; or what students of medicine he left behind as Asclepius
did his
ofiFspring.^ Nor, again, will we ask them about the other arts,
but
we'll let that go. But about the greatest and fairest things of
which
Homer attempts to speak—about wars and commands of armies
and
d governances of cities, and about the education of a human
being—it
is surely just to ask him and inquire, 'Dear Homer, if you are
not
third from the truth about virtue, a craftsman of a phantom, just
the
one we defined as an imitator, but are also second and able to
recog-
nize what sorts of practices make human beings better or worse
in
15. private and in public, tell us which of the cities was better
governed
thanks to you, as Lacedaemon was thanks to Lycurgus, and
many
e others, both great and small, were thanks to many others?
What
city gives you credit for having proved a good lawgiver and
ben-
efited them? Italy and Sicily do so for Charondas, and we for
So-
lon;2 now who does it for you?' Will he have any to mention?
'
"I don't suppose so," said Glaucon. "At least, the Homeridae
themselves do not tell of any."
"Well, is any war in Homer's time remembered that was well
600 a fought with his ruling or advice?"
"None."
"Well, then, as is appropriate to the deeds of a wise man, do
they
tell of many ingenious devices for the arts or any other
activities,
just as for Thales the Milesian or Anacharsis the Scythian?"^
"Not at all; there's nothing of the sort."
16. [ 282 ]
Book X I 599a-601a socrates/glaucon
"Well, then, if there is nothing in public, is it told that Homer,
600 a
while he was himself alive, was in private a leader in education
for
certain men who cherished him for his intercourse and handed
down
a certain Homeric way of life to those who came after, just as
Py- b
thagoras himself was particularly cherished for this reason, and
his
successors even now still give Pythagoras' name to a way of life
that
makes them seem somehow outstanding among men."
"Again," he said, "nothing of the sort is said. For Creophylos,
Homer's comrade, would, Socrates, perhaps turn out to be even
more ridiculous in his education than in his name,^ if the things
said about Homer are true. For it is told that Homer suffered
consid-
erable neglect in his own day, when he was alive." c
"Yes, that is told," I said. "But, Glaucon, if Homer were really
able to educate human beings and make them better because he
is in
these things capable not of imitating but of knowing, do you
suppose
that he wouldn't have made many comrades and been honored
and
17. cherished by them? But Protagoras, the Abderite, after all, and
Prot
dicus, the Cean,^ and very many others are able, by private in-
tercourse, to impress upon the men of their time the assurance
that they
will be able to govern neither home nor city unless they
themselves d
supervise their education, and they are so intensely loved for
this
wisdom that their comrades do everything but carry them about
on
their heads. Then do you suppose that if he were able to help
human
beings toward virtue, the men in Homer's time would have let
him or
Hesiod go around being rhapsodes and wouldn't have clung to
them
rather than to their gold? And wouldn't they have compelled
these
teachers to stay with them at home; or, if they weren't
persuaded, e
wouldn't they themselves have attended^ them wherever they
went,
until they had gained an adequate education?"
"In my opinion, Socrates," he said, "what you say is entirely
true."
"Shouldn't we set down all those skilled in making, beginning
with Homer, as imitators of phantoms of virtue and of the other
sub-
jects of their making? They don't lay hold of the truth; rather, as
we
were just now saying, the painter wdll make what seems to be a
18. shoemaker to those who understand as little about shoemaking
as he 601 a
understands, but who observe only colors and shapes."
"Most certainly.
"
"Then, in this way, I suppose we'll claim the poetic man also
uses names and phrases to color each of the arts. He himself
doesn't
understand; but he imitates in such a way as to seem, to men
whose
condition is like his own and who observe only speeches, to
speak
very well. He seems to do so when he speaks using meter,
rhythm.
[ 283 ]
socrates/glaucon the REPUBLIp
601 a and harmony, no matter whether the subject is
shoemaking, general-
b ship, or anything else. So great is the charm that these things
by na-
ture possess. For when the things of the poets are stripped of
the
colors of the music and are said alone, by themselves, I suppose
you
know how they look. For you, surely, have seen."
"I have indeed," he said.
19. "Don't they," I said, "resemble the faces of the boys who are
youthful but not fair in what happens to their looks when the
bloom
has forsaken them?"
"Exactly," he said.
"Come now, reflect on this. The maker of the phantom, the
imitator, we say, understands nothing of what is but rather of
what
c looks like it is. Isn't that so?"
"Yes."
"Well, then, let's not leave it half-said, but let's see it
adequately."
"Speak," he said.
"A painter, we say, will paint reins and a bit."
"Yes."
"But a shoemaker and a smith will make them."
"Certainly."
"Then does the painter understand how the reins and the bit
must
be? Or does even the maker not understand—the smith and the
leather-
cutter—^but only he who knows how to use them, the
horseman?"
"Very true."
20. "And won't we say that it is so for everything?"
"How?"
d "For each thing there are these three arts—one that will use,
one
that will make, one that will imitate."
"Yes."
"Aren't the virtue, beauty, and rightness of each implement,
animal, and action related to nothing but the use for which each
was
made, or grew naturally?"
"That's so."
"It's quite necessary, then, that the man who uses each thing be
most experienced and that he report to the maker what are the
good or
bad points, in actual use, of the instrument he uses. For
example, about
flutes, a flute player surely reports to the flute-maker which
ones would
e serve him in playing, and he will prescribe how they must be
made, and
the other will serve him."
"Of course."
"Doesn't the man who knows report about good and bad flutes,
and won't the other, trusting him, make them?"
21. "Yes."
[ 284 ]
f Book X / 601a-602d socrates/glaucon
r
? "Therefore the maker of the same implement will have right
trust 601 e
• concerning its beauty and its badness from being with the man
who
I knows and from being compelled to listen to the man who
knows, while
the user will have knowledge." 602 a
"Certainly."
"And will the imitator from using the things that he paints have
knowledge of whether they are fair and right or not, or right
opinion
due to the necessity of being with the man who knows and
receiving
prescriptions of how he must paint?"
"Neither."
"Therefore, with respect to beauty and badness, the imitator will
neither know nor opine rightly about what he imitates."
"It doesn't seem so."
"The imitator, in his making, would be a charming chap, so far
22. as
wisdom about what he makes goes."
"Hardly."
_
"But all the same, he will imitate, although he doesn't know in b
what way each thing is bad or good. But as it seems, whatever
looks to
be fair to the many who don't know anything—that he will
imitate."
"Of course he will."
"Then it looks like we are pretty well agreed on these things:
the
imitator knows nothing worth mentioning about what he
imitates;
imitation is a kind of play and not serious; and those who take
up tragic
poetry in iambics and in epics are all imitators in the highest
possible
degree."
"Most certainly."
"In the name of Zeus," I said, "then, isn't this imitating con- c
cerned with something that is third from the truth? Isn't that
so?"
"Yes."
"Now, then, on which one of the parts of the human being does
it
have the power it has?"
23. "What sort of part do you mean?"
"This sort. The same magnitude surely doesn't look equal to our
sight from near and from far."
"No, it doesn't."
"And the same things look bent and straight when seen in water
and out of it, and also both concave and convex, due to the
sight's
being misled by the colors, and every sort of confusion of this
kind is
plainly in our soul. And, then, it is because they take advantage
of this d
affection in our nature that shadow painting, and puppeteering,
and
many other tricks of the kind fall nothing short of wizardry."
True.
"And haven't measuring, counting, and weighing come to light
as
[ 2S5 ]
sockates/glaucon THEREPUBLI
602 d most charming helpers in these cases? As a result of
them, we are not
ruled by a thing's looking bigger or smaller or more or heavier;
rather
we are ruled by that which has calculated, measured, or, if you
24. please
weighed."
"Undeniably."
e "But this surely must be the work of the calculating part in a
soul."
"Yes, it is the work of that part."
"And to it, when it has measured and indicates that some things
are bigger or smaller than others, or equal, often contrary
appearances
are presented at the same time about the same things."
"Yes."
"Didn't we say that it is impossible for the same thing to opine
contraries at the same time about the same things?"
"And what we said is right."
603 a "Therefore, the part of the soul opining contrary to the
measures
would not be the same as the part that does so in accordance
with the
measures."
"No, it wouldn't."
"And, further, the part which trusts measure and calculation
would be the best part of the soul."
"Of course."
25. "Therefore, the part opposed to it would be one of the ordinary
things in us."
"Necessarily."
"Well, then, it was this I wanted agreed to when I said that
paint-
ing and imitation as a whole are far from the truth when they
produce
their work; and that, moreover, imitation keeps company with
the part
h in us that is far from prudence, and is not comrade and friend
for any
healthy or true purpose."
"Exactly," he said.
"Therefore, imitation, an ordinary thing having intercourse with
what is ordinary, produces ordinary offspring."
"It seems so."
"Does this," I said, "apply only to the imitation connected with
the sight or also to that connected with the hearing, which we
name
poetry?"
"It is likely," he said, "that it applies also to this."
"Well, then," I said, "let's not just trust the likelihood based on
26. painting; but let's now go directly to the very part of thought
with
^ which poetry's imitation keeps company and see whether it is
ordinary
or serious."
[ 286 ]
Book X / 602d-604b glaucon/socrates
"We must." 603 c
"Let's present it in this way. Imitation, we say, imitates human
beings performing forced or voluntary actions, and, as a result
of the
action, supposing themselves to have done well or badly, and in
all of
this experiencing pain or enjoyment. Was there anything else
beyond
this?"
"Nothing."
"Then, in all this, is a human being of one mind? Or, just as
with
respect to the sight there was faction and he had contrary
opinions in d
himself at the same time about the same things, is there also
faction in
him when it comes to deeds and does he do battle with himself?
But I
27. am reminded that there's no need for us to come to an agreement
about
this now. For in the previous arguments we came to sufficient
agree-
ment about all this, asserting that our soul teems with ten
thousand
such oppositions arising at the same time."
"Rightly," he said.
"Yes, it was right," I said. "But what we then left out, it is now
necessary to go through, in my opinion." e
"What was that?" he said.
"A decent man," I said, "who gets as his share some such chance
as losing a son or something else for which he cares
particularly, as we
were surely also saying then, will bear it more easily than other
men."
"Certainly."
"Now let's consider whether he won't be grieved at all, or
whether
this is impossible, but that he will somehow be sensible in the
face of
pain."
"The latter," he said, "is closer to the truth."
"Now tell me this about him. Do you suppose he'll fight the pain
604 a
and hold out against it more when he is seen by his peers, or
when he is
alone by himself in a deserted place?"
28. "Surely," he said, "he will fight it far more when seen."
"But when left alone, I suppose, he'll dare to utter many things
of
which he would be ashamed if someone were to hear, and will
do many
things he would not choose to have anyone see him do."
"That's so," he said.
"Isn't it argument and law that tell him to hold out, while the
suf-
fering itself is what draws him to the pain?" h
True.
"When a contradictory tendency arises in a human being about
the same thing at the same time, we say that there are
necessarily two
things in him."
"Undeniably."
[287 ]
socrates/gi^ucon the REPUBLIq
604 h "Isn't the one ready to be persuaded in whatever direction
the law
leads?"
"How so?"
"The law presumably says that it is finest to keep as quiet as
29. possi-
ble in misfortunes and not be irritated, since the good and bad
in such
things aren't plain, nor does taking it hard get one anywhere,
nor are
c any of the human things worthy of great seriousness; and
being in pain
is an impediment to the coming of that thing the support of
which we
need as quickly as possible in these cases."
"What do you mean?" he said.
"Deliberation," I said, "about what has happened. One must ac-
cept the fall of the dice and settle one's affairs accordingly~in
whatever way argument declares would be best. One must not
behave
like children who have stumbled and who hold on to the hurt
place and
spend their time in crying out; rather one must always habituate
the
d soul to turn as quickly as possible to curing and setting aright
what has
fallen and is sick, doing away with lament by medicine."
"That," he said, "at all events, would be the most correct way
for
a man to face what chance brings."
"And, we say, the best part is willing to follow this
calculation—"
"Plainly."
30. "—whereas the part that leads to reminiscences of the suffering
and to complaints and can't get enough of them, won't we say
that it is
irrational, idle, and a friend of cowardice?"
"Certainly we'll say that."
e "Now then, the irritable disposition affords much and varied
imitation, while the prudent and quiet character, which is
always
nearly equal to itself, is neither easily imitated nor, when
imitated,
easily understood, especially by a festive assembly where all
sorts of
human beings are gathered in a theater. For the imitation is of a
condi-
tion that is surely alien to them."
605 a "That's entirely certain."
"Then plainly the imitative poet isn't naturally directed toward
any such part of the soul, and his wisdom isn't framed for
satisfying
it—if he's going to get a good reputation among the many—but
rather
toward the irritable and various disposition, because it is easily
imitated."
"Plainly."
"Therefore it would at last be just for us to seize him and set
31. him
beside the painter as his antistrophe. For he is like the painter in
mak-
ing things that are ordinary by the standard of truth; and he is
also
b similar in keeping company with a part of the soul that is on
the same
[ 288 ]
^ook X I 604b-606b socrates/glaucon
ilevel and not with the best part. And thus we should at last be
justified 605 b
Ijn not admitting him into a city that is going to be under good
laws, be-
^cause he awakens this part of the soul and nourishes it, and, by
making
lit strong, destroys the calculating part, just as in a city when
someone,
|by making wicked men mighty, turns the city over to them and
cor-
Irupts the superior ones. Similarly, we shall say the imitative
poet pro-
Induces a bad regime in the soul of each private man by making
phan-
^toms that are very far removed from the truth and by gratifying
the c
soul's foolish part, which doesn't distinguish big from little, but
believes the same things are at one time big and at another
little."
32. "Most certainly."
"However, we haven't yet made the greatest accusation against
imitation. For the fact that it succeeds in maiming even the
decent
men, except for a certain rare few, is surely quite terrible."
"Certainly, if it does indeed do that."
"Listen and consider. When even the best of us hear Homer or
any other of the tragic poets imitating one of the heroes in
mourning
and making quite an extended speech with lamentation, or, if
you like, d
singing and beating his breast, you know that we enjoy it and
that we
give ourselves over to following the imitation; suffering along
with the
hero in all seriousness, we praise as a good poet the man who
most puts
us in this state."
"I know it, of course."
"But when personal sorrow comes to one of us, you are aware
that, on the contrary, we pride ourselves if we are able to keep
quiet
and bear up, taking this to be the part of a man and what we
then e
praised to be that of a woman."
33. "I do recognize it," he said.
"Is that a fine way to praise?" I said. "We see a man whom we
would not condescend, but would rather blush, to resemble, and,
instead of being disgusted, we enjoy it and praise it?"
"No, by Zeus," he said, "that doesn't seem reasonable."
"Yes, it is," I said, "if you consider it in this way." 606 a
"In what way?"
"If you are aware that what is then held down by force in our
own
misfortunes and has hungered for tears and sufficient lament
and
satisfaction, since it is by nature such as to desire these things,
is that
which now gets satisfaction and enjoyment from the poets. What
is by
nature best in us, because it hasn't been adequately educated by
argu-
ment of habit, relaxes its guard over this mournful part because
it sees
another's sufferings, and it isn't shameful for it, if some other
man who b
claims to be good laments out of season, to praise and pity him;
rather
[ 289 ]
34. socrates/glaucon the republic
606 b it believes that it gains the pleasure and wouldn't permit
itself to be
deprived of it by despising the whole poem. I suppose that only
a cer-
tain few men are capable of calculating that the enjoyment of
other
people's sufferings has a necessary effect on one's own. For the
pitying
part, fed strong on these examples, is not easily held down in
one's own
sufferings."
c "Very true," he said.
"Doesn't the same argument also apply to the laughing part? If
there are any jokes that you would be ashamed to make
yourself, but
that you enjoy very much hearing in comic imitation or in
private, and
you don't hate them as bad, you do the same as with things that
evoke
pity. For that in you which, wanting to make jokes, you then
held down
by argument, afraid of the reputation of buffoonery, you now
release,
and, having made it lusty there, have unawares been carried
away in
your own things so that you become a comic poet."
d "Quite so," he said.
"And as for sex, and spiritedness, too, and for all the desires,
pains, and pleasures in the soul that we say follow all our
action, poetic
35. imitation produces similar results in us. For it fosters and
waters them
when they ought to be dried up, and sets them up as rulers in us
when
they ought to be ruled so that we may become better and happier
in-
stead of worse and more wretched."
"I can't say otherwise," he said.
e "Then, Glaucon," I said, "when you meet praisers of Homer
who
say that this poet educated Greece, and that in the management
and
education of human affairs it is worthwhile to take him up for
study
and for living, by arranging one's whole life according to this
poet, you
607 a must love and embrace them as being men who are the
best they can
be, and agree that Homer is the most poetic and first of the
tragic poets;
but you must know that only so much of poetry as is hymns to
gods or
celebration of good men should be admitted into a city. And if
you ad-
mit the sweetened muse in lyrics or epics, pleasure and pain
will jointly
be kings in your city instead of law and that argument which in
each
instance is best in the opinion of the community."
36. "Very true," he said.
b "Well," I said, "since we brought up the subject of poetry
again,
let it be our apology that it was then fitting for us to send it
away from
the city on account of its character. The argument determined
us. Let
us further say to it, lest it convict us for a certain harshness and
rusticity, that there is an old quarrel between philosophy and
poetry.
For that 'yelping bitch shrieking at her master,' and 'great in the
empty
c eloquence of fools,' 'the mob of overwise men holding sway,'
and 'the
refined thinkers who are really poor'^ and countless others are
signs of
290 ]
Book X / 606b-608c socrates/glaucon
this old opposition. All the same, let it be said that, if poetry
directed 607 c
to pleasure and imitation have any argument to give showing
that they
should be in a city with good laws, we should be delighted to
37. receive
them back from exile, since we are aware that we ourselves are
channed by them. But it isn't holy to betray what seems to be
the truth.
Aren't you, too, my friend, channed by it, especially when you
con-
template it through the medium of Homer?" d
"Very much so."
"Isn't it just for it to come back in this way—when it has made
an
apology in lyrics or some other meter?"
"Most certainly."
"And surely we would also give its protectors, those who aren't
poets but lovers of poetry, occasion to speak an argument
without
meter on its behalf, showing that it's not only pleasant but also
benefi-
cial to regimes and human life. And we shall listen
benevolently. For
surely we shall gain if it should turn out to be not only pleasant
but also e
beneficial."
"We would," he said, "undeniably gain"
"But if not, my dear comrade, just like the men who have once
fallen in love with someone, and don't believe the love is
beneficial,
keep away from it even if they have to do violence to
38. themselves; so we
too—due to the inborn love of such poetry we owe to our
rearing in
these fine regimes—we'll be glad if it turns out that it is best
and truest. 608 a
But as long as it's not able to make its apology, when we listen
to it,
well chant this argument we are making to ourselves as a coun-
tercharm, taking care against falling back again into this love,
which is
childish and belongs to the many. We are, at all events, aware
that such
poetry mustn't be taken seriously as a serious thing laying hold
of truth,
but that the man who hears it must be careful, fearing for the
regime in b
himself, and must hold what we have said about poetry."
"Entirely," he said. "I join you in saying that."
"For the contest is great, my dear Glaucon," I said, "greater than
it seems—this contest that concerns becoming good or bad—so
we
mustn't be tempted by honor or money or any ruling office or,
for that
matter, poetry, into thinking that it's worthwhile to neglect
justice and
the rest of virtue."
"I join you in saying that," he said, "on the basis of what we
have
gone through. And I suppose anyone else would too."
"And, yet," I said, "we haven't gone through the greatest
rewards c
and prizes proposed for virtue."
39. "You are speaking of an inconceivable greatness," he said, "if
there are others greater than those mentioned."
"What that is great could come to pass in a short time?" I said.
[ 291 ]
socrates/glaucon the REPUBLIp
608 c "For surely, the whole of the time from childhood to old
age would h
short when compared with all time."
"Rather, it's nothing at all," he said.
"What then? Do you suppose that an immortal thing ought to be
d serious about so short a time and not about all time?"
"I do suppose so," he said. "But what do you mean by this?"
"Haven't you perceived," I said, "that our soul is immortal and
is
never destroyed?"
And he looked me in the face with wonder and said, "No, by
Zeus, I haven't. Can you say that?"
"If I am not to do an injustice," I said. "And I suppose you can
too, for it's nothing hard."
"It is for me," he said. "But I would gladly hear from you this
thing that isn't hard."
40. "You must hear it," I said.
"Just speak," he said.
"Do you," I said, "call something good and something bad?"
"I do."
e "Then do you have the same understanding of them as I do?"
"What's that?"
"What destroys and corrupts everything is the bad, and what
saves
and benefits is the good."
"I do," he said.
"And what about this? Do you say there is something bad and
something good for each thing—for example, ophthalmia for the
eyes,
609 a and sickness for the entire body, blight for grain, rot for
wood, rust for
iron and bronze, and, as I say, for nearly all things is there an
evil and
illness naturally connected with each?"
"I do," he said.
"When one of these attaches itself to something, doesn't it make
the thing to which it attaches itself bad and, in the end, wholly
dissolve
and destroy it?"
41. "Undeniably."
"Therefore the evil naturally connected with each thing and its
particular badness destroys it, or if this doesn't destroy it,
surely there
h is nothing else that could still corrupt it. For surely the good
would
never destroy anything, nor, again, would what is neither bad
nor
good."
"How could they?" he said.
"Therefore, if we find any existing thing that has an evil that
makes it bad but is, however, not able to dissolve and destroy it,
then
won't we know that for a thing that is naturally so there is no
destruc-
tion?"
[ 292 ]
Apple, Inc.
Headquartered in Cupertino, California, Apple’s best-known
products are the Mac line of computers, the iPod, iPhone, iPad,
iTunes, iLife, and iWork. Apple software includes the OS X and
iOS operating systems and the Safari web browser. Apple is the
world’s second-largest information technology company by
revenue after Samsung Electronics. Apple is also the world’s
third-largest mobile phone make after Samsung and Nokia. As
of November 2012, Apple has 394 retail stores in 14 countries
42. and an online Apple Store and iTunes Store. For its fiscal year
that ended in September 2012, Apple posted revenue of $22.5
billion in China, Taiwan, and Hong Kong, nearly double the
amount from the prior year. However, partly as a result of
Lenovo, Apple’s market share dropped to 4.2 percent of the
China smartphone market in the quarter ended September 2012,
from 5.8 percent the prior year. Another problem for Apple in
China is that the China’s largest mobile carrier, China Mobile
Ltd., does not sell the iPhone, although that company had 87.9
million subscribers to high-cost, third-generation mobile
services at year end 2012.EXHIBIT 4 Lenovo’s Sales and Profit
by Region (in U.S. dollars)
Including MIDH and non-PC revenue & results
Revenue US$ Million
Segment Operating Profit/(Loss) US$ Million
Segment Operating Profit Margin
FY13
Y/Y
FY13
FY12^
FY13
FY12^
China
14,539
17%
678
569
4.7%
4.6%
China - PC
11,751
6%
733
638
6.2%
44. 120 B
63 B
49 B
Income ($)
631 M
42 B
2.7B
−12.6 B
1.3 B
279 M
Profit Margin
1.86%
25.35%
4.44%
−10.5%
2.27%
0.55%
Market Capitalization ($)
11.07 B
424 B
24 B
32.5 B
18.5 B
8.5 B
Shares Outstanding
518 M
939 B
1.75 B
1.95 B
4.25 B
414 M
EPS ($)
1.10
44.10
1.47
−6.45
45. 0.30
0.64
Note: EPS, earnings per share.
Source: Developed in February 2013 from a variety of sources.
An increasing number of companies are interested in purchasing
Mac computers for all or part of their global operations. Apple
focuses its business toward consumers and does not
aggressively develop products and services for global enterprise
customers. Organizations that have multiple-country operations
oftentimes have to make separate arrangements in each region,
with local partners making global deployments more complex.
Apple has outstanding product design and innovation as well as
financial stability, but the company lacks consistent global
service and support. In September 2012, Apple unveiled the
iPhone5, featuring an enlarged screen, more powerful
processors, and running iOS6. The phone also includes a new
mapping application (replacing Google Maps) that has attracted
some criticism.Dell, Inc.
Headquartered in Round Rock, Texas, Dell is the third-largest
PC vendor in the world after HP and Lenovo. Dell employs
more than 103,300 people worldwide and is a strong corporate
PC supplier with good global coverage and capabilities. Dell is
positioning itself beyond its PC roots however and as such is
becoming less competitive on PC pricing. To diversify away
from PCs—although that product, like Lenovo, is still Dell’s
best seller—Dell in 2012 acquired Wyse Technology and Quest
Software and Gale Technologies and Credant Technologies.
These acquired firms produce and market other high-technology
products and services, but not PCs, smartphones, or
tablets.Fujitsu
Headquartered in Tokyo, Japan, Fujitsu is the world’s third-
largest IT services provider measured by revenues after IBM
and HP. Fujitsu executes on a global basis and provides a good
option for corporate purchasing for many organizations.
Although its U.S. operations are still weak, Fujitsu has added
desktops and bolstered its North American capabilities. Fujitsu
46. is also a strong supplier of pen tablet PCs, an important segment
with Windows 8. Fujitsu has a good desktop service portfolio
across Europe and is strong in the Middle East, Africa, and
Japan. In May 2011, Fujitsu entered the mobile phone market
again and released various Windows Phone devices. Fujitsu
offers a public cloud service delivered from data centers in
Japan, Australia, Singapore, the United States, the United
Kingdom, and Germany based on its Global Cloud Platform
strategy. The platform delivers Infrastructure-as-a-Service
(laaS) virtual information and communication technology (ICT)
infrastructure, such as servers and storage
functionality.Hewlett-Packard
Headquartered in Palo Alto, California, HP has a strong global
PC presence and portfolio of services and products and is a
viable supplier for global enterprise customers, regardless of
business size. In May 2012, HP announced plans to lay off
approximately 27,000 employees, after posting a profit decline
of 31 percent in the second quarter of 2012. The profit decline
is largely as a result of the growing popularity of smartphones,
tablets, and other mobile devices that have slowed the sale of
PCs. HP recently merged its printing and PC businesses under
one executive, Todd Bradley. In November 2012, HP recorded a
write down of around $8.8 billion related to its $11.3 billion
acquisition of the U.K.-based software maker Autonomy Corp.
HP accused Autonomy of deliberately inflating the value of the
company before its takeover, but Autonomy flatly rejected the
charge. The FBI is investigating but HP’s stock has fallen to a
decades’ low.Toshiba Corporation
Headquartered in Tokyo, Japan, Toshiba provides a wide range
of notebook computers targeted at businesses, but its global
focus has shifted increasingly toward the consumer and small-
business markets. Toshiba remains strong in Canada and
Australia in commercial sales, but a lack of desktop offerings
makes Toshiba inappropriate if a sole PC vendor is desired for a
company. Toshiba’s focus has shifted toward the nonenterprise
notebook market. Toshiba is no longer a major concern for
47. Lenovo because the two firms’ product lines overlap less and
less every day.Acer
Headquartered in Taiwan, Acer plans to build up its smartphone
business, raising sales from 500,000 units in 2012 to 1.5 million
in 2013, and 5 million in 2014. Acer is targeting specific
operators individually instead of trying to offer models across
entire markets. Acer has suffered two consecutive (2011 and
2012) annual losses, still struggling from its bad acquisitions of
Gateway, Packard Bell, and eMachines. Of late however, Acer
has posted strong sales of notebooks using Google’s Chrome
platform.Nokia Corporation
Nokia is a communications and IT corporation headquartered in
Keilaniemi, Espoo, Finland. Its principal products are mobile
phones and portable IT devices. Nokia was the world’s largest
vendor of mobile phones from 1998 to 2012 but over the past
five years, the company has suffered declining market share as a
result of the growing use of smartphones from other vendors,
principally the Apple iPhone and devices running on Google’s
Android operating system. As a result, its share price has fallen
from a high of U.S. $40 in 2007 to under U.S. $3 in 2012. Since
February 2011, Nokia has had a strategic partnership with
Microsoft whereby Nokia smartphones will incorporate
Microsoft’s Windows Phone operating system (replacing
Symbian). Nokia unveiled its first Windows Phone handsets, the
Lumia 710 and 800 in October 2011 but sales subsequently
dropped and Nokia made six consecutive loss-making quarters
from second quarter 2011 to third quarter 2012.. The fourth
quarter of 2012 saw Nokia return to profit after strong sales of
its new Windows Phone 8 handsets, particularly the high-end
Lumia 920. In October 2012, Nokia said its high-end Lumia 820
and 920 phones, which will run on Windows Phone 8 software,
will soon be available across Europe and in Russia. In
December 2012, Nokia introduced two new smartphones, the
Lumia 620 and 920T. In January 2013, Nokia reported 6.6
million smartphone sales for the fourth quarter in 2012,
consisting of 2.2 million Symbian and 4.4 million sales of
48. Lumia devices (Windows Phone 7 and 8). In North America,
only 700,000 mobile phones have been sold including
smartphones.Samsung Electronics
Based in Seoul, South Korea, Samsung makes the popular
Galaxy smartphone. Samsung also makes DVD players, digital
TVs, and digital still cameras; computers, color monitors, LCD
panels, and printers; semiconductors such as DRAMs, static
RAMs, flash memory, and display drivers; and communications
devices ranging from wireless handsets and smartphones to
networking gear; microwave ovens, refrigerators, air
conditioners, and washing machines. Galaxy runs on Google’s
android mobile-operating software.The Future
Lenovo’s diverse product brands overlap more and more, which
is becoming confusing to many customers. The company’s
current aggressive pricing may not be profitable in future years.
The differentiation provided by Lenovo’s ThinkVantage
software tools is eroding. Alternative offerings from Microsoft
and third parties are improving, and are often free, reducing the
value of Lenovo’s unique tools. Even for a strong firm such as
Lenovo, rivals await at every turn to seize market share and
customer loyalty. The global smartphone market increased by
39 percent in 2012 in terms of units shipped, according to
International Data Corporation.
In the summer of 2013, Lenovo introduced another new product,
a table PC that weighs 17 pounds and runs off Windows 8 and is
called the Lenovo Idea Centre Horizon Table PC. The new
product does everything and features a 27-inch high-definition
display panel. Hundreds of fun games and educational apps
come preloaded on the new product. Lenovo is engaged in
discussions to acquire the maker of the BlackBerry smartphone,
but a larger concern for the company perhaps is Xiaomi.
Develop a clear strategic plan for Lenovo that will enable the
company to continue its historical success.
Assignments:
49. A. Discussions
Discussion questions and responses will be due throughout the
semester. I like to think of the questions and responses as
providing the main locomotive and continuity for the course.
On designated days (see “Schedule/Assignments” below), you
will be asked to submit QUESTIONS of your own and
RESPONSES to other classmates pertaining to the assigned
course material.
Discussion questions and responses need not be intricate,
penetrating theses with ten different sub-queries, but they
should be a bit more profound in content than: Question:
“Uh…what was the point of this essay?” or Response: “Yeah,
I’m down with Kant, too.”
The goal of the discussion exchanges is to demonstrate an
engagement with and understanding of certain concepts and/or
themes addressed in the readings (or viewings or listenings), as
well as to engage with one another as fellow scholars.
In terms of your questions, one way to demonstrate your
engagement is by way of isolating select passages/quotes and
providing your potential respondent with a sense of why this
passage speaks to a specific concern you have about the
reading, or some clarification you are seeking, etc. (If you do
use quotes, don’t forget page numbers!)
In terms of your responses, the goal is to engage your
classmates’ questions in a meaningful way. Don’t just
agree/disagree/something in between…support your response. If
a quote/passage was provided in the question, try and “unpack”
it for us—in your own words, what do you think the author
meant? Target a paragraph, minimum.
50. Keep in mind that some questions are better than others (at least
in the sense where “better” means more critical, more thought-
provoking, more engaged)…and thus some questions tend to
inspire better responses than other questions.
I will endeavor to comment on each and every exchange that
takes place, and let you know after I have done so. I will send
grades for discussion board assignment to each student through
separate e-mail. Grades for discussion board assignment are a
combination of two grades—one for your question, one for your
response.
All discussion board submissions/exchanges should also:
· Be civil.
· Be engaged.
· Cite references and/or quoted sources, if applicable.
· Be well-written. In other words, resist the typical conventions
of electronic communication. Try to avoid being too informal,
too personal, too much like you’re talking casually to a friend
(even if you’re telling him or her how much you love
philosophy and your “Meaning of the Arts” class!). We’re not
tweeting here BTW LOL XOXO BFF.