Analysis Of Frankenstein By Mary Shelley - 1372 Words

In today’s technological society, one is constantly being judged based on one’s features, character, actions, and words. We are constantly bombarded with visuals and soundbites whether on social media or TV, causing many to pass judgement based on what we hear and see. When exposed, those assessments can leave one feeling negative, depressed, and angry. This may lead to violent behavior or the isolation of the person being criticized. Furthermore, one’s drive for personal success can get in the way of making good decisions. Hubris takes over and the need for both public and personal gratification usurps one’s morals, further isolating one from humanity. Although not in the technological age, the characters in Frankenstein by Mary Shelley, experience isolation due to bad choices or the opinions of society. Yet, the true evil in Frankenstein is not the characters, but isolation itself. When one is disengaged from family and society, egotism, violence, and revenge occur. Victor Frankenstein decides to abandon his family for six years in order to focus on his quest for glory. Frankenstein became focused on creating a scientific miracle that he isolates himself from his family and the rest of the world. This decision sets Frankenstein on a path of immorality and egotism. When Frankenstein’s best friend, Henry, arrives at the University of Ingolstadt where Victor studied, Henry immediately acknowledges Frankenstein’s lack of communication with his family, as he encourages VictorShow MoreRelatedAnalysis Of Frankenstein By Mary Shelley Essay1231 Words   |  5 Pages2016 Frankenstein Literary Analysis Power is the ability to control something or someone into doing what is given. Knowledge is the understanding of an idea, but not yet following through with it. You can have knowledge without power but the two combined usually result in a better outcome. Victor creates a monster which goes on rampages after they go separate ways. Because Victor originally left it and never later took control of it, unfortunate consequences occurred. In Frankenstein, by Mary ShelleyRead MoreAnalysis Of Frankenstein By Mary Shelley1755 Words   |  8 PagesFrankenstein An Analysis of the use of knowledge In the novel Frankenstein by Marry Shelley, it is apparent that a lack of knowledge along with an abundance of knowledge can lead to the destruction of relationships that are ideal for a happy life. The theme of corruption through knowledge is a recurring literary device throughout the novel. This corruption compels the reader to question whether or not it is beneficial to have the vast amount of knowledge that Victor has. Knowledge is a powerfulRead MoreAnalysis Of Mary Shelley s Frankenstein1411 Words   |  6 PagesIn the early 1800s Mary Shelley set pen to a paper and started to develop a novel that little to her knowledge would become world renowned. In 1818 she finished and published the novel to sell to the European public. The novel caught the world off guard in the way that a female was able to write about such harsh, dark, and evil things in a European society whose authors like John Locke and Charles Montesquieu preached enlightenment, self exploration, and individualism all in an optimistic enablingRead MoreAnalysis Of Mary Shelley s Frankenstein 1948 Words   |  8 PagesThere are many critical analyses to Mary Shelley’s Frankenstein. Two of these analyses bring forth varied interpretations. Sandra M. Gilbert and Susan Gubar wrote â€Å"Mary Shelley’s Monstrous Eve.† Anne K. Mellor wrote â€Å"Possessing Nature: The Female in Frankenstein.† Gilbert and Gubar argue that Mary Shelley wrote Frankenstein from the influence of her family in order to represent her personal life and life events. Mellor argues that the author wrote Frankenstein in order to represent many themes uponRead MoreAnalysis Of Mary Shelley s Frankenstein1615 Words   |  7 Pagesa whole and how accurate a depiction they might think it to be, they will miss out on many of the qualities of the painting that reside below the immediately apparent surface level. Mary Shelley’s Frankenstein is a text dedicated to expounding upon the dangers of such superficial analysis. In Frankenstein, Mary Shelley openly condemns the surface level and appearance oriented methodology under which the human mind operates. The very protagonist of the novel is inspired solely by reputation and howRead MoreAnalysis Of Mary Shelley s Frankenstein 1758 Words   |  8 PagesFrankenstein was published over 200 years ago. Ever since it was published, it has been one of the most famous books known to literature. History.com Staff states that this book, by 21-year-old Mary Wollstonecraft Shelley, is frequently called the world’s first science fiction novel (History.com Staff). According to Wikipedia, Shelley was an English novelist. She was born August 30th, 1797. She died on February 1st, 1951 (Wikipedia). Shelley came up with the idea of Frankenstein as she andRead MoreAnalysis Of Prometheus And Frankenstein By Mary Shelley Essay1996 Words   |  8 PagesPrometheus and Frankenstein both written in two different centuries I will show that our mentality hasn’t changes much in regards to monsters. While Prometheus and Frankenstein are, both consider monsters, Prometheus deals with trying to help humanity and Frankenstein deals with trying to find an understanding of why he was created. Both are considered monsters because of their actions. In the book Frankenstein by Mary Shelley, there is an article entitled Psychoanalytic Criticism and Frankenstein. In thisRead MoreAnalysis Of Frankenstein By Mary Shelley1449 Words   |  6 PagesDuality Makes The Man: What It Takes to Be Human in Frankenstein In her nineteenth century novel Frankenstein, Mary Shelley explores the characteristics of humanity, illuminates societal influences on development, and challenges the traditional biological definition of human through character developments and interactions. Particularly, she focuses on the characterization of the creature and his creator, pitting an ugly, malformed giant against an educated, dedicated scientist to establish a surprisingRead MoreAnalysis Of Frankenstein By Mary Shelley1590 Words   |  7 PagesIn this sense, she was actually quite similar to Frankenstein’s monster from the novel, Frankenstein, by Mary Shelley. The monster is brought to life by Victor Frankenstein only to be abandoned moments after his creation. Desperate to find companionship and make sense of the world, the monster ventures off on his own, only to be shunned by society because of â€Å"hideous† appearance and â€Å"gigantic† stature (Shelley). Miserably alone in a cruel wor ld, the monster extracts his revenge on his creator by killingRead MoreAnalysis Of Mary Shelley s Frankenstein Essay2155 Words   |  9 Pagesmain agenda could orchestrate catastrophic repercussions to the human populations. Mary Shelley’s work â€Å"Frankenstein† although over two-hundred years old, remains at the pinnacle of irresponsible innovation that wreaks havoc to the human population. In the â€Å"Jurassic Park,† an aspect of mad science that deteriorates the stability of life is depicted. Both Michael Clinton’s â€Å"Jurassic Park† and Mary Shelley’s â€Å"Frankenstein† extensively explore the role of man in maintaining and sustaining life. The two

Critical Review of Articles Management Free-Sample for Students

Question: Write a Critique Based on the given two Articles. Answer: Article -1 :Challenges PreSchool Teachers face in the implementation of the Early Childhood Curriculum in the Cape Coast Metropoli There are a lot of challenges faced by the pre-school educators in proper implementation of the early childhood curriculum (Tsangaridou, 2016). The education system has become more complex and there is an expansion in the roles of the pre-school teachers. The young children are considered merely a political and social commodity (Jennings Niemi, 2014). The teachers are finding themselves in a social revolution for either winning votes or for other particular causes. The childhood educators are expected to perform greater roles than merely imparting education to the preschoolers (Tsangaridou, 2016). They are also expected to be health care providers, curriculum specialists, child advocates and others. The modern teaching systems are subjected to more stringent rules and new versions of pedagogy. The article by Simon Ntumi focused on the different challenges faced by the pre-school educators based in the Cape Coast Metropolis (Ntumi, 2016). There have been changes in the criteria of providing good education to the children. Hence, it has become important for the teachers to give premium quality of curriculum implementation (Ntumi, 2016). The early childhood educators have a great responsibility in shaping the minds of the small children (Ntumi, 2016). Hence, it is important to manage the challenges faced by them so that they can impart good quality of education. It is also important to seek data for the educational leaders as well as the policy makers so that there is clear representation of the actual problems (Ntumi, 2016). The study found that one of the main challenges of the pre-school teachers is central to the idea of lack of proper training of the teachers. The trainings are not appropriate and they do not address the needs of the teachers in addressing the questions related to the implementation of curriculum (Ntumi, 2016). The findings of the research show that the schools do not have sufficient learning as well as teaching materials so that the early childhood education can be implemented in a smooth manner. The teachers are also not aware of the proper curriculum that should be According to Noe (2015), there is reduction in the involvement of the parents in the education of their pre-school wards. This makes it difficult for the teachers to function alone. They are often unable to understand the requirements of the child and follow-up with the same. Ballantine and Hammack (2015) argued that the child care educators are offered low packages as compared to other fields of work (including service based roles). This often makes it difficult to find suitable qualified pre-school teachers. The childcare educators are also overburdened with lot of activities on a day to day basis such as keeping records of the childrens activities, daily attendance, meal planning, lesson planning and others (Ballantine Hammack, 2015). The pre-school teachers often face the fear of getting complaints from the parents. The family engagement becomes a major issue. The teachers also face that they do not get sufficient recognition while performing the job of a pre-school teacher. The y feel under-valued in their present job roles. Caruso and Fawcett (2015) opine that there is an increasing lag between the program implementation and the original policy made by the policy-makers towards the pre-school education. There is difficulty in the implementation of the course curriculum in a pre-school level. There are other concerns such as time constraints, stringent rules, funding issues, safety concerns, lack of appropriate curriculum content and others. This makes the teacher unable to meet the desired education criteria of the pre-school students. The school children especially in the pre-school are fresh minds whose knowledge needs to be enhanced from a nascent stage. This article focused on the different types of challenges faced by the pre-school teachers in the implementation of early child courses. The challenges include lack of proper training, not sufficient training materials for teachers, no infrastructure that facilitates the pre-school learners and others. The analysis of the literature shows that there are several challenges faced by pre-school teachers such as low packages, unable to understand the requirements of the child and others. It is important to manage the different types of challenges. The teachers should be exposed to wide spread training for the purpose of gaining more in-depth knowledge to the subject matter. There should be special training sessions, which focus on the training of the pre-school children. This would enable the pre-school teachers in becoming comfortable with the subject. Article -2:Teachers' Perspective towards Their Involvement in Selection and Organization of Learning Experiences and Implementation of Secondary School Curriculum in Kenya The role of teachers in education is providing skills and information to students to help them develop the powers of judgment and reasoning. The empowering process of education cannot overlook the contribution of teachers in effectively enhancing the learning of students. The responsibility of the teachers include developing their competence in taking charge of the growth of the organization they are employed in and their personal growth too. They participate in the curriculum development process to adequately respond to the critical demands of the education world and the growing concern of the educational community (Kimwarey, Chirure Omondi, 2014). According to this article by Dr. Lydia Kanake Kobiah the talents and experiences of teachers are untapped and less utilized at the time of curriculum development in the Kenyan education system (Kobiah, 2016). This is mainly because of the top-down model followed by the Kenya Institute of Curriculum Development (KICD) and the centrally-controlled processes for curriculum development. She has suggested that the teachers must partake in the steps of planning and development of the curriculum to ensure its effective implementation. This perspective of Kobiah is backed by the opinions of Alsubaie (2016) who also suggests that the involvement of teachers in the process of curriculum development is imperative. Alsubaie has further stated that the experience, knowledge and competencies that teachers possess ensures a successful learning process for the students (Alsubaie, 2016). In cases where the curriculum is already developed, it is the responsibility of the teachers to get involved in th at and understand it. It is also the responsibility of the curriculum development team to cooperate with the teachers and accept them as a deciding factor of the whole curriculum development process. Teachers who are involved in the process are found to have reported in favor of the involvement, with increase in their self confidence and morale, along with the oncoming of fresh ideas and remodeling of existing ideas of their own. Teachers regularly interact with students and their practical knowledge would be useful for the curriculum committees in assessing the developed ideas and their capacity. The curriculum developed by teachers can be used by other teachers as well throughout the system (Danielson, 2013). Along with the involvement of the teachers comes the creation of lesson plans and syllabi inside the structure of the curriculum to meet the needs of the students. Other studies support the view of Kobiah regarding the teacher empowerment by means of participation in curriculum development. However, several studies opine against the participation of teachers in curriculum development. The involvement of teachers in the curriculum development process has raised questions regarding their affiliation with their own classrooms. Teachers mostly get major satisfaction from completing their teaching, duties involving direct interactions with students, relationships with the learning and the instructional activities and outcomes. It has been found that teachers are more comfortable carrying on with their classroom tasks instead of the organizational responsibilities, with the classroom claiming more importance over organizational initiations (Thiessen, 2012). Another factor is the non-involv ement of teachers in the curriculum development process where teachers who are isolated from other teachers tend to concentrate wholly on the classroom. The basic conservatism that teachers possess, work against their involvement in the curriculum development committees. Teachers are more comfortable in their routine it is safe and a shelter for them. From this, it can be understood that if there is any vested interest from the teachers side regarding the maintenance of the status quo, they would have limited incentive in participating in curriculum development committees, since the development process tantamount to change (Moon, 2013). The situation ultimately comes down to being problematical. The arguments on behalf of the participation of teachers in curriculum development process are convincing, but the different factors that are working simultaneously to keep the attention of teachers on their own classrooms make the participation factor less convincing. In Kobiahs article recommendations have been put forward for The Kenya Institute of Curriculum Development (KICD) to widen the scope for the process by recruiting and developing more strategies for the involvement teachers in the curriculum development process. The redefining of the curriculum development process as an extension of the school system would provide more opportunities for the teachers to get involved in it. The decentralization of the development process would make the participation process easier at all levels. Additionally, more research, similar to this one must be conducted so that alternative models can be found to help the teachers and othe r related stakeholders participate completely in the development process (Kobiah, 2016). References Alsubaie, M. A. (2016). Curriculum Development: Teacher Involvement in Curriculum Development.Journal of Education and Practice,7(9), 106-107. Ballantine, J., Hammack, F. M. (2015).The sociology of education: A systematic analysis. Routledge. Caruso, J. J., Fawcett, M. T. (2015).Supervision in early childhood education. Teachers College Press. Danielson, C. (2013).The framework for teaching: Evaluation instrument. Princeton, NJ: Danielson Group. Jennings, M. K., Niemi, R. G. (2014).Generations and politics: A panel study of young adults and their parents. Princeton University Press. Kimwarey, M. C., Chirure, H. N., Omondi, M. (2014). Teacher empowerment in education practice: strategies, constraints and suggestions.IOSR Journal of Research Method in Education (IOSR-JRME),4(2), 51-56. Kobiah, L. K. (2016). Teachers' Perspective towards Their Involvement in Selection and Organization of Learning Experiences and Implementation of Secondary School Curriculum in Kenya.Journal of Education and Practice,7(28), 53-59. Moon, J. A. (2013).Reflection in learning and professional development: Theory and practice. Routledge. Noe, R. (2015). Accelerating the'Pace'Against Illiteracy: Parent and Child Education.Yale Law Policy Review,7(2), 6. Ntumi, S. (2016). Challenges Pre-School Teachers Face in the Implementation of the Early Childhood Curriculum in the Cape Coast Metropolis.Journal of Education and Practice,7(1), 54-62. Thiessen, D. (2012). Classroom-based teacher.Early professional development for teachers,317. Tsangaridou, N. (2016). Early childhood teachers views about teaching physical education: challenges and recommendations.Physical Education and Sport Pedagogy, 1-18.

The Social Impact of the Vietnam War Essay Example

The Social Impact of the Vietnam War Essay Social Impact of the Vietnam War Jess Carrignan December 10, 2010 A. P. U. S. History Changes in societies have occurred since the very first civilizations and continue to occur today. Each society is a reflection of the art and music, as well as the people and their values and beliefs of the people of the time. The social structure of the people is very much shaped by the events that occur during that particular generation. Often in history major events such as wars and natural disasters are the defining factors that influence and shape that particular society. Here in the United States our society is certainly no exception. It has been constantly changing since the very early days of the Pilgrims. One such event that shaped and defined the society of its time was the Vietnam War which brought about one of the greatest, massive and rapid changes to American society. The Vietnam War, fought between 1955 and 1975, was one of the most grueling and devastating wars America has ever fought. The death toll of American soldiers was greater than that of all other previous wars fought with other countries. Countless numbers of Americans were killed as they suffered dangerous and harsh condition. The home front during the war was just as chaotic and brutal. The war brought about drastic changes to all aspects of the United States, both political, economic, and most notably, social. The effects of the Vietnam War were seen throughout the country as Americans rose up in protest against the war. The social changes brought about by the Vietnam War forever shaped and defined American Society and culture by acting as a catalyst to the counterculture movement in the sixties and a shift in art, music and education. We will write a custom essay sample on The Social Impact of the Vietnam War specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Social Impact of the Vietnam War specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Social Impact of the Vietnam War specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The social impact of the Vietnam War was profound; its affects reverberated throughout the nation, instilling new values and beliefs, influencing music, art, and education and impacting family life, shaping the culture of American society far beyond that time period. One result of the Vietnam War was a radical change in American’s values and beliefs. This time period is often referred to as the â€Å"era of the hippies†. A hippy was the label given to those who rejected the traditional social values of the society and promoted the values of peace, love and unconditional freedoms. They were known for their unconventional living styles and dress, as well as their enthusiasm to partake in recreational activities such as sex and drugs. To the older generations who strongly held firm to their values of patriotism and conservatism, this movement was seen as offensive and vulgar. The war was the underlying cause for the hippie movement, as the very origins of the hippies came from those who actively opposed the war and believed in pacifism instead of violence. This antiwar atmosphere caught the attention of the younger generations and soon caught on, spreading throughout the country. The devastation occurring over in Vietnam only further provoked the antiwar activists and hippies who fueled the growing change in American society, bringing about the counterculture movement of the sixties. Americans began to distrust the United States government, believing the justifications behind the war were corrupt. This led to protest not only against the war, but against the government itself. â€Å"What it did was it gave people more of a thought that they could protest against the government and what it was doing. The various scandals exposed throughout the war further fueled the distrust and anger and led many to believe that change was necessary. The counterculture movement reflected the growing change in beliefs and values that were brought on by the war. The social conservatism and strong sense of patriotism and pride for America that was seen predominately throughout the forties and fifties was beginning to be replaced by the ideas of liberalism and freedom, shared by the younger generations. The younger generations began to see themselves as the new voice of society and freely expressed their hatred and disgust for the Vietnam War. They strongly emphasized individual rights and freedoms and felt that Americans needed to break free from the bonds of true self expression. This breaking away from the traditional American beliefs and values created a generation gap, between those in the younger generation who actively protested the war and those in the older generations whose conservative views held that Americans should support their troops regardless of their own political and moral feelings, and held fast to their conservative beliefs. The major rift in society was caused solely by the Vietnam War and the effects it had throughout the country. The Vietnam War brought about a gradual, yet defining, change in American values: from a sense of patriotism and pride in ones country, towards a heavy emphasis on pacifism, love and the unbounded freedoms and rights they believed Americans were entitled to. The Vietnam War also highly influenced education. Often during times of war, education was pushed aside and neglected since the majority of young men who would normally go to school were sent overseas to fight in the wars. The Vietnam War however played a major role in education and vice versa. The generation during this time period prided themselves on their education and grew to seek more and more knowledge despite the challenges they faced due to the war. The youth of this period were actually very well educated in comparison with previous generations. Education did not seem to be inhibited by the war but actually quite the opposite, as it flourished more during this period . The Vietnam War brought about a greater interest in political philosophy and the blossoming of ideas such as, liberalism, socialism, feminism and other philosophies. The growing interest in such concepts sparked a greater movement in education and a general search for new truths in order to break away from the previous social norms of society that existed in the forties and fifties. The war not only sparked new interest in education and learning but it also impacted and influenced the social structure of colleges as well. The Vietnam War had the largest impact on college students and the majority of the antiwar movement occurred on college campuses . The war created a new type of environment among college campuses which caused â€Å"a lot of riots and protesting. A lot of people in this county were opposed to the Vietnam war and young people especially revolted against the draft against the war. † Filled with anger and resentment towards the war, college campuses became the center point for protests and demonstrations in the antiwar movement. These protests often turned violent and destructive resulting in many college campuses being forced to temporarily close down . While it was not uncommon for riots to break out on campuses, in many ways the war united the students, bringing them together under a common goal. This union and bond formed further enhanced an environment prime for learning and new discoveries. It is in these ways, and many others, that the Vietnam War greatly impacted education in America. It sparked new interest in philosophies and an increased desire to learn and discover new ideas, as well as impacting and influencing the social structure of colleges and their students. One of the most visible impacts the Vietnam War had on American society was its’ influence on the arts. Throughout history the art work of an era reflected the events of the time as well as the beliefs and values of the society. Historical events are a large source of influence and inspiration for artists such as painters and sculptures. The Vietnam War proved to be no exception. The art work of the era often reflected the antiwar movement as well as the hippie movement of the time period. Artists played a large role in influencing the general public. They were able to accurately depict the events of Vietnam which in turn greatly impacted Americans and further fueled the antiwar protests and movements. Artists for example, portrayed the horrors of the war as they saw it. Duane Hanson, a famous sculptor of the era, created some gruesome and vivid images portraying dying soldiers such as his piece, the â€Å"Vietnam Scene. † Other artists including, Leon Golub, Antonio Frasconi and Jasper Johns also expressed their political and social views through their art. Scenes of soldiers being tortured, anti-Vietnam War posters and slogans and art promoting freedom and the general beliefs of the hippies covered America. â€Å"There was love painted on walls with LOV and E slanted down on the right in a 45degree angle. All kinds of symbols that came about because the generation then said make love not war, and they were expressing that. † The media was just beginning to flourish and the Vietnam War was its’ major topic of interest. The growth of the media gave artists a new and more efficient network to be able to get their art out to the general public which in turn inspired more and more artists. Due to this, and the Vietnam War, art was able to thrive during this time period. The impact the Vietnam War had on American society is most clearly seen through its heavy influence on the artists and their artwork during this time period. Just as Art was strongly influenced by the events of the Vietnam War, music was as well. The music during the era reflected the value and beliefs of the time period. Throughout each generation and decade, there is a new style of music. The music of this time period could be classified simply as antiwar and protest music. â€Å"There was a lot of what you would call the hippie type music that came out of that group of people, the flower children. â€Å" Artists expressed their discontent about the events surrounding the war through their lyrics and songs. The anti-Vietnam War movement, encouraged new artists to come forth and share their message, and brought about an overall open sense of expression through the arts. In many ways, the Vietnam War became a blessing to many artists. It opened up new doors and opportunities to market their music to a much broader and open minded generation. Young Americans listened to music more because it closely resembled the same opinions and beliefs they held. Some of the most famous and notable songs that arose from that era were influenced by the Vietnam War. Songs such as, â€Å"Paint it Black,†Ã¢â‚¬  Puff the Magic Dragon,† and â€Å"Leaving on a Jet Plane, â€Å"were all songs inspired by the events of the Vietnam War and the change it brought about to the American society . The music not only reflected the culture but helped shape it as well. It further spread the antiwar message throughout the country and inspired others to join in and protest. The Vietnam War allowed music to become a major factor in American society, shaping and defining the thoughts and beliefs of America throughout that time period. The Vietnam War also had a major impact on families. Many reports talk about the devastating toll the war took on families in Vietnam but fail to note the devastating impact it had on American families as well. Families were literally torn apart during the war. Sons, brothers, fathers, and uncles, all being forced to abandon their families and loved ones to fight in a war that many of them disagreed with. Fathers were torn from their children and families, often leaving them with financial troubles. The â€Å"lucky ones† who did not return back to America in body bags returned with other problems, including physical and mental disabilities. The majority of soldiers suffered from post traumatic stress disorder, an illness that many were not aware existed at that time. The crippling after affects of the war added additional stress on families and often broke them apart. Soldiers were not warmly welcomed back as they often were in previous wars. Instead they returned home to mass protests against their involvement as well as demonstrations and even some cases of physical assault. â€Å"People came back from Vietnam wounded, or otherwise mentally or physically wounded and it seemed like no one cared. Wives and family members of soldiers were forced to deal with the assaults while the soldiers were away and fighting for their lives in the war. The impact it had on families was often too great of a toll for many of them to handle. The generation gap which also occurred as a result of the war also broke apart many families as parents and children grew apart. The close, tight, knit family structure that was seen in the forties and fifties was slowly being broken apart during the Vietnam War. A lot of people in this county opposed to the Vietnam war and young people especially revolted against the draft against the war. â€Å" They were fleeing to Canada to avoid the draft and it became a process where it began the degeneration of family life in this country† Disagreements over the war and whether or not America should be involved divided many families. Overall the Vietnam War proved detrimental to society’s idea of the American family, altering its views and concepts of families. The Vietnam War forever left its’ mark on American society. It was one of the most devastating and crushing defeats this country has ever faced, and its impact was felt in throughout the entire country. It greatly impacted and influenced all aspects of American society including the values and beliefs, art, music, and family life. The Vietnam War brought about a change to a more liberal and free spirited general view on life with heavy emphasis on individual rights and freedoms. It was the inspiration behind a new wave of education and learning, creating a greater interest in philosophy and encouraging a new found freedom for thoughts and ideas. The war also greatly impacted the music and art of the era. It served as the major inspiration for artists who portrayed the Vietnam War throughout their artwork and music. Families also felt the impact of the war as it took its toll on family unites and the general family structure. The war divided and split many families, through loss of loved ones, divorce, and other troubles brought on by the war such as post traumatic stress disorder. Its social impact on America was immense; influencing and changing many of its aspects including, American values and beliefs, art music, education and family. Bibliography Primary Axelrod, Alan. Complete Idiots Guide to American History. 1998. Stiles, Laura. BAY SHORES FRANK ROMEO REVEALS HIS CLOSET ART. Long Island Press, 3 June 2004. Hughes, Toby. 1989. What The Captain Means: A Song of the In-Country Air War. Manuscript Treaster, Joseph B. 1966. G. I. View of Vietnam. New York Times Magazine, October 30, 1966:100 Schiraldi, Glenn. Post-Traumatic Stress Disorder Sourcebook. Lincolnwood, Ill. : Lowell House, 2000. Sitikoff, Harvard. The Postwar Impact of Vietnam. John Deming, Interviewed by Jessica Carrignan, December 16, 2010 Secondary Counterculture: Encyclopedia Counterculture. http://www. experiencefestival. com/a/Counterculture/id/2018546 (16 November 2010). Vietnam War: Encyclopedia Vietnam War. http://www. experiencefestival. com/a/Vietnam_War/id/1992281 (16 November 2010). Anderson, JW. Vietnam Era Anti War Music. http://www. jwsrockgarden. com/jw02vvaw. htm (16 November 2010). Vietnam War. http://www. spiritus-temporis. com/vietnam-war/overview. html (16 November 2010).

Free Essays on Book Of Job V. Aristotles Poetics

Book of Job vs Aristotle’s Poetics Aristotle was, arguably, the greatest single thinker that has ever walked the earth. His thoughts and writings covered all aspects of life. So important were his works that to not know them was, until not too long ago, considered uncivilized. He composed a set of standards which have been applied throughout the ages to determine, in a scholarly fashion, what indeed is and what is not true drama. Although Job was written many years before Aristotle laid his ideas to paper, it is an example of what drama should be, according to the regulations established in Poetics. One of the first standards that Aristotle set up was the idea of extremes. This idea, established in section II of Poetics, calls for the â€Å"good† characters to be overly good and â€Å"bad† characters exceedingly bad. Job is without peer in the land of men, being â€Å"perfect and upright.† (Job 93). Additionally, he is even given credit with being the â€Å"greatest of all men in the east.† (Job 93). Job is forced to deal with troubles created by Satan himself, the epitome of evil. The factions of absolute good and unqualified evil square off in this early drama. Aristotle was extremely adamant that the â€Å"change of fortune† must be from good to bad. However, the reduction in stature must not be caused by some debauchery of the character’s but rather by some â€Å"error or frailty† in order to elicit more of an emotional response. This allows the audience to empathize with the character rather than being shocked by the action. (Poetics 973). Job fits this prerequisite quite well. Events cannot get much worse than when a person loses all ten of his children, over ten thousand of his animals, his entire household, and his wealth to boot. Job is the archetype of the innocent victim. His fortune changes from the ultimate measure of wealth to the lowest measure of despair. Again, this action is not caused by any o... Free Essays on Book Of Job V. Aristotle's Poetics Free Essays on Book Of Job V. Aristotle's Poetics Book of Job vs Aristotle’s Poetics Aristotle was, arguably, the greatest single thinker that has ever walked the earth. His thoughts and writings covered all aspects of life. So important were his works that to not know them was, until not too long ago, considered uncivilized. He composed a set of standards which have been applied throughout the ages to determine, in a scholarly fashion, what indeed is and what is not true drama. Although Job was written many years before Aristotle laid his ideas to paper, it is an example of what drama should be, according to the regulations established in Poetics. One of the first standards that Aristotle set up was the idea of extremes. This idea, established in section II of Poetics, calls for the â€Å"good† characters to be overly good and â€Å"bad† characters exceedingly bad. Job is without peer in the land of men, being â€Å"perfect and upright.† (Job 93). Additionally, he is even given credit with being the â€Å"greatest of all men in the east.† (Job 93). Job is forced to deal with troubles created by Satan himself, the epitome of evil. The factions of absolute good and unqualified evil square off in this early drama. Aristotle was extremely adamant that the â€Å"change of fortune† must be from good to bad. However, the reduction in stature must not be caused by some debauchery of the character’s but rather by some â€Å"error or frailty† in order to elicit more of an emotional response. This allows the audience to empathize with the character rather than being shocked by the action. (Poetics 973). Job fits this prerequisite quite well. Events cannot get much worse than when a person loses all ten of his children, over ten thousand of his animals, his entire household, and his wealth to boot. Job is the archetype of the innocent victim. His fortune changes from the ultimate measure of wealth to the lowest measure of despair. Again, this action is not caused by any o...

Team Project Report Essay Example | Topics and Well Written Essays - 750 words

Team Project Report - Essay Example One very important reason why Mt.Gravatt Club provides various sports facilities is the recent change in Family Life System. People are now extremely concerned about health and the way it can be sustained with help of sporting and recreations as well as a way to entertainment. Sports means most to Australians than almost any other country’s people (Conway, 2009) and therefore sports always has greater business opportunities as well. Australian Bureau Of Statistics (2005, p. 403) reported that Australia is internationally recognized as a nation being very much involved in Sport. Most Australians believe in benefits associated with sports and recreation, including enjoyment, social interaction, health, personal achievement, national pride and community involvement etc. In Australia, Sports Industry’s revenue has been recorded as $5900.6 million, with 3.4 % revenue growth and this shows increasing trend towards sports in the country. According to the statistics, there are 6133 Sports Enterprises that provide 49,900 employment opportunities (ibisworld, 2011). Reports show that both males and females are increasingly attracted to various sports activities. Young and school children are major groups among Mt.Gravatt’s customers. in order them to get improved in sports and recreation activities and to make them more aware of various sports activities, Mt.Gravatt has planned and already started various programs including Grass Root Course, Junior Development Program, Sports Development, Sponsorship etc (mtgravatthawks.org, 2011). When it comes to the need for sports and recreation, it is basically a life need. By considering how people recently perceive the importance of sports, it can be perhaps reckoned to be a basic need in the ‘need hierarchy’ as detailed by Abraham Maslow. It can be understood from the total expenditure for the Sports equipment in Australia during 2003-2004, which was estimated as 357 617.4 million. Impacts of Spo rts Facility Development on Stakeholders When Mt.Gravatt Club designs and develops its facilities, sports arrangements and all other services to its people, it will consequently have many positive impacts on its major stakeholders- customers, employees and management, and relatively very few negative impacts on them like time consumption, spending, accident and injuries. As compared to vast opportunities and health and other benefits, these negative impacts are of meager significance to be debated on. The management of Mt.Gravatt can have greater influence and social reward from communities that it represents, and the employees and others who come to help sportsmen will be more likely to involved in a service job as well as good entertainment. The major stakeholders are no doubt its people or customers who come from around 5 kms from Mansfield, mainly from nearby areas like Wishart, Carindale, Burbank etc. For these customers, Mt.Gravatt Club will be an amazing experience for rejoic e, entertainment and more importantly for their long-term health benefits. As Waddington (2000, p. 34) argued, the widely accepted view that ‘sport is good for health’ might be the very basic reason why people extensively fund for sport. Perhaps, many people within

Ethical Challenges Essay Example | Topics and Well Written Essays - 1250 words

Ethical Challenges - Essay Example Section II. Background Information on Each of the Organizations II.1 The Society of Professional Journalists Background information gathered from the official website of the Society of Professional Journalists (SPJ) has identified its founding date in 1909 (Society of Professional Journalists, 2013). Its existence is embodied in the simple goal of working to â€Å"improve and protect journalism†¦ (and is) dedicated to encouraging the free practice of journalism and stimulating high standards of ethical behavior† (Society of Professional Journalists, 2013, par. 1). It reveals a total of about 9,000 members globally and reportedly operates with an annual budget of about $1.7 million (Society of Professional Journalists, 2013). II.2 The International Association of Business Communicators The International Association of Business Communicators (IABC) was noted to have been founded in 1970 and was designed to provide â€Å"a professional network of about 15,000 business commu nication professionals in over 80 countries† (International Association of Business Communicators, 2013, par. 1). The organization has boasted of having been able to establish 100 chapters globally and expects the number to continue manifesting an increasing trend. II.3 American Marketing Association The American Marketing Association (AMA) was reported to have been established in 1937 and has consistently grown â€Å"with over 30,000 members who work, teach and study in the field of marketing across the globe† (American Marketing Association, 2013, par. 1). The organization’s mission was explicitly stipulated towards â€Å"leading the practice, teaching and development of marketing knowledge worldwide† (American Marketing Association: Our Mission, 2013, par. 1). Section III. Tabular Listing of Ethical Issues Ethical Issues SPJ IABC AMA Preamble (purpose of the code) For public enlightenment Because professional communicators affect the lives of people To act as stewards in promoting highest standards of ethics Honesty Through seeking the truth and reporting it â€Å"fostering the free flow of essential information in accord with the public interest† (IABC, 2013, par. 7) â€Å"– to be forthright in dealings with customers and stakeholders† (AMA, 2009, p. 2) Do No Harm â€Å"Ethical journalists treat sources, subjects and colleagues as human beings deserving of respect† (SPJ, 1996, p. 1) â€Å"refrain from taking part in any undertaking which the communicator considers to be unethical† (IABC: Articles, 2013, par. 5) â€Å"avoiding harmful actions or omissions by embodying high ethical standards and adhering to all applicable laws and regulations in the choices we make† (AMA, 2009, p. 2) Acting Independently Avoiding conflicts of interest (SPJ, 1996) â€Å"do not accept undisclosed gifts or payments† (IABC: Articles, 2013, par. 10) Through ethical values of fairness and transparency (AMA , 2009) Be Accountable Provide accurate information and solicit public’s response (SPJ, 1996) â€Å"disseminate accurate information and promptly correct any erroneous communication† (IABC: Articles, 2013, par. 2) Through the ethical value of citizenship, responsibility, and transparency (AMA, 2009) Other Ethical Values Credibility, Freedom of Speech, Cultural Sensitivity, Conformity to Legal Laws, Acknowledging the words of others, Confidentiality (IABC, 2013)

Perceptions of Reality in the Matrix Essay Example for Free

Perceptions of Reality in the Matrix Essay The question of ‘reality’ has always intrigued people throughout the world. It has been perceived as tangible and exact but at the same time intensely vulnerable. The frailties of ‘reality’ have been exposed by the many differing ways in which it can be perceived. These differences of perception can be attributed to factors such as age, sex, nationality, religion, and political views, all of which alter the way we process what is presented to us as ‘facts’ by our senses. It has been reasoned, that every living person, or person that has ever lived must have a unique sense of reality, a point of perception so tailored to his or her own identity that it could never be shared exactly with anyone else. Having considered this idea, one may arrive at a primary solution that there was no such thing as a shared reality. Furthermore, the word ‘reality’ should only be used tentatively and only accurately in relation to a specific individual’s view of a subject. However, having arrived at this conclusion one may become aware that allowing individual realities is not a solution, it merely raises more questions. The brain is a complex organ relying on naturally produced endorphins and chemicals such as serotonin to maintain a state of perceptive normality, if this chemical balance is altered then the individuals perceptions of reality are also subject to change. How is the reality of the individual affected if they are suffering from depression? Is it the bleak or the hopeful that forms the reality for that individual? How are we to view the differences that occur in the mind when intoxicated through drugs or alcohol? These are complex factors that would need addressing in order to solve the question of ‘reality’. The release of the Wachowski Brothers’ film The Matrix is one of the reasons more and more people began to question what ‘reality’ really is. This science fiction film presents the idea that the world around us is an illusion. What we perceive to be reality is in fact a computer simulation called ‘The Matrix’, which is inputted directly into our brains making us believe that we are livingnormal lives when in fact our inert bodies are providing heat to power the machines which, after years of human service became intelligent enough to have taken over the world. In addition to the basic questioning of reality within the story line, The Matrix explores the importance of other areas concerned with perceptions of reality such as dreams and fate. Coming as it did at the very end of the 20th century, The Matrix deals with the ultra-modern and an apocalyptic view of the world. At a time when it was thought by many that the end of an era was approaching, with ‘The Millennium’, subconscious fears arose. While advances in technology have left us less to fear than ever before in terms of injury and disease, technology itself fills the void. In this case, The Matrix deals with the common fear of an over dependence on machines. At a time when the world at large was concerned about the effects of ‘The Millennium Bug’ machines turning on humans was, to some, a valid concern. While not concentrating on the likelihood of machines taking over, the growing part they play in constructing and maintaining our realities is important to consider. Where do we draw the line between what we perceive as ‘reality’ and a computer generated representation that may be more ‘real’ than the original? In answering this question one may refer to the work of Aldous Huxley, specifically The Doors of Perception, in order to provide a view into the significance of enhanced hallucinogenic realities. Building on the idea of chemically enhanced reality one can examine, using the writings of Jean Baudrillard, the extent to which artificially created reality, in terms of media presentation, has affected our perceptions of reality. One may also refer to Baudrillard’s work on simulacra to explore the significance of duplication and reproduction on commonly held ideas of reality. With this in mind the idea of ‘reality’ may be explored as being distilled into a Matrix of binary code and if so, what does that tell us about our supposedly organic realities? It is these questions, along with numerous others that one hopes to answer when studying the different perceptions of reality in the film The Matrix. Some may also examine in detail how the human mind has adapted to the outside world, how ‘reality’ has been constructed to provide an acceptable platform on which to live, how that reality may be maintained and ultimately the significance of how it may be undermined. The importance of a solid base on which to construct the events of everyday life is apparent throughout literature. The first lines of The Bible read: â€Å"In the beginning God created the heaven and the earth. And the earth was without form and void†. To have this statement at the very beginning of The Bible illustrates the human need to organize the world into a recognizable reality where the unknown can be explained. In early times the creation of the world was, from a scientific point of view, a mystery. In order to create a base on which to build their realities, mankind devised explanations for the creation of the world. Much as God moulded the shapeless earth into its current form, mankind fashioned a belief system as important to life as the world itself. Two thousand years later, the issues of reality are still unresolved and new questions are being raised. In biblical times, man was unique in his ability to reason and communicate thoughts and ideas. He was God’s chosen subject and the reason the world and all its ‘realities’ had been created. In this day and age, machines and computers form such a large part of our lives that mankind’s uniqueness is called into question. Computers now perform complex calculations millions of times faster than the human brain and are able to take actions based on those calculations with reaction times far in advance of human physiological attributes. In addition to areas where machines have been made superior to human capabilities, the distinction between man and machine has become blurred: â€Å"What is real? How do you define real? If you’re talking about what you can feel, what you can smell, what you can taste and see, then real is simply electrical signals interpreted by your brain. † Here the connection is made between the world of man and the world of machines. We are as dependent on electronic information as the computers and machines that we have created. More significantly, if external stimuli can be coded into electrical impulses that our brains decipher, can higher thought processes and emotions be similarly synthesised? It is here where we realize the similarities between the physiology and technology that the name ‘The Matrix’, ascribed in the film. As it is shown in the film, the virtual reality computer programme which was fed to the humans is extremely significant. The root of the word ‘matrix’ is the Latin word for ‘mater’ meaning mother, pluralized to ‘matris’ signifying at the basest level, a number of wombs or animals kept specifically for the purpose of breeding. Further definitions are listed as: 1) A mould in which a thing is cast or shaped. 2) An environment or substance in which a thing is developed, a womb. 3) In math it is a rectangular array of elements in rows and columns that is treated as a single element 4) In biology is it defined as the substance between cells or in which structures are embedded. 5) Computing a grid like array of interconnected circuit elements. It is interesting to note that the word can refer to both the organic nature of gestation and birth and also the electronic code used by a digital camera recording the process. Additionally, in its first definition, the word is used in relation to manufacture and duplication. The selection of the word ‘matrix’ for use in the film is therefore carefully chosen, and is accurate in describing the numerous functions that ‘The Matrix’ performs within the film aside from the main aspect of creating a living, ‘real’ world from electronic code. In suggesting a world that is entirely manufactured from a code, The Matrix questions that which we base our realities upon as well as the significance of the reality that is presented. The concept of one’s surroundings being constructed from computer code is difficult to grasp and according to the film, difficult to implement. According to Agent Smith, when the machines first enslaved humans, â€Å"The first Matrix was designed to be a perfect human world, where none suffered, where everyone would be happy. It was a disaster. No one would accept the program. Entire crops were lost. Some believed we lacked the programming language to describe your perfect world. But I believe that as a species, human beings define their reality through misery and suffering. The perfect world was a dream that your primitive cerebrum kept trying to wake up from. † Interestingly, this aspect of ‘The Matrix’ echoes The Bible in terms of The Garden of Eden. Just as Adam and Eve could not live in paradise, it is suggested that the human brain constructs its reality based upon curiosity, hierarchy and suffering. The human mind is inquisitive and the reward for success is advancement among one’s peers, the punishment for failure is suffering. In addition, this concept is also a base for the manner in which Buddhism constructs reality, the Four Noble Truths: 1) That existence is suffering. 2) That all suffering is caused by ignorance of the nature of reality and the greed that is created by ignorance. 3) That suffering can be overcome by mentally rejecting ignorance and attachment. 4 That overcoming suffering is achieved by following the eightfold path to enlightenment. The Buddhist view is also present in The Matrix. For Neo, existence is suffering. He is uneasy yet does not know why. Morpheus later tells him: â€Å"You don’t know what it is but it’s there, like a splinter in your mind. † Neo later discovers the true reality, first of the existence of The Matrix, then of his own power to change it and adapt the rules of the code. In the end he rejects what he believed to be the real world, repeating his mantra, â€Å"There is no spoon† in order to reject the ‘real’ world, to step away from his senses and concentrate on the code, the life blood of The Matrix. With these truths learnt he is enlightened and becomes ‘The One’ as Morpheus had predicted. In the film The Matrix the path to enlightenment is through the code that constructs reality. We must ask ourselves how similar is The Matrix code-based framework to our own organic reality? This is an issue that is tackled in modernist writing. With the rise of the importance of industry, many writers discussed the concept of ‘the new’, how to decipher the modern world and man’s place within it. In Soft City by Jonathan Raban, he discusses problems of individuality that occur in ‘the city’. He acknowledges the significance of the codes that shape an individual’s reality: â€Å"People often have to live by reading the signs and surfaces of their environment and interpreting them in terms of private, near magical codes. † Here Raban acknowledges a subconscious method of constructing reality. It is the ‘sign and surface’ of the environment that is perceived, the sheer quantity of information prohibiting anything more than a cursory examination. This basic image of reality is then encoded and compared to those codes that exist within our memory. In The Matrix this idea is applied literally. Neo becomes aware that when he is inside The Matrix his perceptions are purely a computer code, as are the objects around him. Through the course of the film he learns that through ‘freeing his mind’ from the code that interprets reality, reality itself can be altered. This bending of reality takes to an extreme the allegory of changing one’s point of view and seeing the world in a different way, a message found in myriad works from A Christmas Carol to Macbeth but the quantification of perception has frequently been questioned. Just as the establishment of Greenwich Mean Time contributed to the co modification of time, the modern mind, according to Simmel, â€Å"The modern mind has become more and more a calculating one. The calculating exactness of practical life which has resulted from a money economy corresponds to the ideal of natural science, namely that of transforming the world into an arithmetical problem and of fixing every one of its parts in a mathematical formula. † In a reality constructed around the importance of time and money, every aspect of that reality possesses an economic value. This quantification can also be seen as a code that makes up reality that man may decipher in purely numerical terms. In addition to these created codes of ethics and values it is important to consider factual, scientific codes that construct our world. A significant thinker in this field was the German mathematician and philosopher Gottfried Wilhelm Leibniz who, in 1714 in his book The Monadology, discussed the existence of countless conscious centres of spiritual force or energy which he names ‘monads’. Each monad represents a singular microcosm that reflects the universe in varying degrees of perfection and developing independently of all other monads. These inter-related microcosms that construct reality are, according to Leibniz the result of a divine plan that despite its disparate form makes up a harmonious reality. It is a failing of mankind that we cannot easily perceive factors such as disease and death as part of a universal harmony. Leibniz concludes that if our aversion to these evils can be overcome then harmony with the universe can exist and a reality can occur where: â€Å"Every body responds to all that happens in the universe, so that he who saw all could read in each one what is happening everywhere, and even what has happened and what will happen. † Here we find a further interpretation of reality that relates to The Matrix in terms of a unified system, not unlike a computer program, where all factors are not only comprised of the same code, but are all inter-related in a perfect harmony. However, this is where human reality and the reality of The Matrix diverge. As Leibniz points out, the necessity of death is an uncomfortable consideration within human construction of reality, which leads us to be out of touch with the rest of the universe. But it is the nature of death that also provides a key to another area where codes determine our realities, the code of DNA. DNA is the code that influences more than any other the conditions of our reality. It determines everything about us from height to lifespan. We are in a purely organic manner, programmed on how we will live. Of all the factors that DNA contains, it is lifespan that offers one of the most interesting possibilities. While humans can have some idea of their DNA in terms of skin colour and IQ, an aspect of the code that remains closed to us is that of our own lifespan. This aspect is explored in The Matrix where The Agents are created knowing that their purpose is to live within what they know to be a false world, eliminating those who threaten it. It becomes for them restrictive, as Agent Smith confesses: â€Å"I hate this place, this zoo, this prison, this reality; whatever you want to call it†¦I must get out of here. I must get free†. In the light of the concept of increasing knowledge and power through the study of the codes that construct reality we are presented with a quandary. Does absolute knowledge of the codes provide a more fulfilling life? Humans held within The Matrix are unaware of their fate. The Agents, although possessing complete knowledge of the code and its capabilities, enabling supreme strength, agility and knowledge, are the only ones aware that they are imprisoned. In this falsely constructed reality, only those with power are aware of the misery of their condition. While The Agents have supreme power over The Matrix code for most of the film, the crew of The Nebuchadnezzar, existing in the ‘real’, non computer generated world also are aware of the lack of comfort offered by their existence. They are able to define their existence through knowledge of The Matrix but also through their memory of life within The Matrix before they were ‘freed’. It is this condition of possessing memory, which forms a significant part of how we perceive reality. In the film, Cypher, the Judas figure that attempts to betray his colleagues asks for his reward to be completely ignorant of reality. He remembers life within The Matrix where pleasure was possible, not, â€Å"being cold, eating the same God-damn goop everyday†. He makes a deal with The Agents that he will be re-inserted into The Matrix where he will remember nothing of his past life apart from generated memories implanted in his brain by the machines. He sacrifices his unpleasant memories for a fool’s paradise. From this we can conclude that constructing reality in the present must involve an examination of the past. This idea is found in Freud’s belief that an individual’s psychological mechanism could be explained in relation to the individual’s past, childhood experiences and repressions leading to certain types of behaviour in adult life. This may help to explain the construction of our realities as individuals, but in order to follow the Leibniz model of harmonious reality that encompasses us all it is necessary to examine the writings of Carl Jung. While Freud believed that behaviour was based on the individual, Jung maintained that all humans share a collective unconscious, inherited feelings, thoughts and more significantly, memories, shared by the whole of mankind. Jung believed that this collective unconscious is made up of universally held images known as ‘archetypes’. These images, he believed, relate to experiences such as facing death, finding a lover, confronting a foe and so on. He states that the evidence for these binding archetypes are the common issues found in myths, legends, religions and folklore from around the globe. The realities considered in Leibniz’s theory have a definite mathematical and scientific base. He himself is described by McLuhan in the following terms: â€Å"Leibniz, that mathematical spirit, saw in the mystic elegance of the binary system that counts only the zero and the one, the very image of creation. The unity of the supreme being, operating by binary function in nothingness, would have sufficed to bring out of it all the beings. † Comparing this with the theory of archetypes, we realise that the Jungian view of reality construction is based much more in the world of art and literature and how these may be used to communicate ideas of reality. Myths, along with proverbs and fables are the encryption of archetypes. They are touchstones of reality, which can be applied to a multitude of situations, communicating a shared perception of reality. It is this communication of realities that exposes the limitations of a reality code. While the individual may use all manner of codes to decipher his surroundings, it is the communication of his findings and inspirations that cause problems. Communication primarily takes the form of language, but in this form the thought must be converted into a code of language that must then be interpreted by the listener. As Huxley says: â€Å"Every individual is at once the beneficiary and the victim of the linguistic tradition†¦the beneficiary inasmuch as language gives access to the accumulated records of other people’s experience, the victim in so far as it confirms him in the belief that reduced awareness is the only awareness and as it bedevils his sense of reality, so that he is all too apt to take his concepts for data, his words for actual things. † Many philosophers had various ideas and beliefs on the question of â€Å"reality†, one of the many philosophers who contributed to this question, was Plato. Despite his view that art can never achieve the accuracy of the thought in the artist’s mind, Plato failed too see the inadequacies of language which led mankind to use art as a method of communicating the individual’s perception of reality. John Berger discusses the significance of art in the development of human communication in detail in Ways of Seeing. Berger explains how art became a unique form of presentation and initially was used only for religious and spiritual purposes and was inseparable from the place and purpose for which it was created. At this stage, art was as far away from the code of communication as possible. Of course individuals could observe, and impose upon it their own reality defining codes, but art stood alone communicating as accurately as possible the realities of its creator. Later art was taken into the houses of the wealthy, partly to enhance the self image of the owner and also to confirm the role of ownership, owning the image of a thing translating to actual ownership. It is here that art entered the world of the code. It was used by the wealthy as a sign of their wealth part of their self-defined code by which they judged themselves and were perceived by others. Modern reproduction and distribution techniques have removed art from any preserve it once had. As Walter Benjamin, a Marxist philosopher-sociologist believed, when art is reproduced it loses its original ‘aura’ and enters a new role. It has become ubiquitous, part of the code and used with such regularity that we use it to define ourselves or present our ideas. It has been reduced to the level of the proverb in providing a template for our realities. We live our lives and form our realities based upon numerous codes. These may take the form of myths, religions and status symbols. Leibniz believed that the universe itself was an infinite code of interdependent microcosms and that that code, if completely comprehended could predict the future and know the past. The code can be liberating or restricting and how we perceive it goes a long way towards how we construct our realities. John Milton is right; â€Å"The mind can interpret the codes in many ways and form infinite conclusions. † The question is how accurate is the code that we receive? Everyday we are confronted with ‘the real’. In the film The Matrix the manner in which we construct our realities and the truths upon which we base the information that we are presented with is shown. The point that is raised in Morpheus saying â€Å"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†¦It is the world that has been pulled over your eyes to blind you from the truth† is that all that you take to be ‘real’ may not necessarily be so. Now, more than ever the amount of information that reaches us is so great that while not necessarily in a sinister sense, our lives are directly influenced by stimulating factors outside our control. The world of advertising for example, presents images, and projects thoughts. It convinces us that our lives would be richer if we purchased a certain item and while we know we are witnessing a sales pitch, we cannot help but be affected by it. Advertisements influence our decisions on what to eat and drink, where to go on holiday and how to live our lives. While it is true that we retain a choice over what we buy and where we go, but in order for that choice to be made it must have appeared within the initial stimulation. If a product is unknown it is unlikely to be bought. In Ways of Seeing, Berger suggests that advertising and publicity are processes of manufacturing glamour. Publicity creates an intangible element of desire, which is based on the human emotion of envy. The product is presented in a manner that promotes envy in the viewer, and by association will afford the purchaser the envy of others. It is in this way that glamour is sold. We are unconsciously informed of what it is we will envy in others and what it is about ourselves that others will envy. Berger concludes that this method succeeds because publicity does not speak to reality but to the fantasies of the individual. It could be reasoned that fantasies such as these enable mankind to maintain realities. This refers back to the idea in the film where the first ‘Matrix’ failed because everybody was created happy. Perhaps envy fulfils a vital role that presses us forward, that provides us with the will to live. But to look on envy as the only means of maintaining reality is rather simplistic. If we take this thought a step further and examine the message that is being projected rather than the emotions it creates it is possible to find a new method of maintaining reality. As John Jervis writes in Exploring the Modern: â€Å"The pleasure is in a vicarious sense of adventure, linked with a satisfaction gained through decoding, ‘reading’, the signs of the city. † He suggests we are to embrace the information we are presented with. To examine and appreciate its role in the reality in which we live; that ultimately pleasure lies in interpretation rather than direct experience, as Huxley put it: â€Å"The miracle, moment by moment, of naked existence. † But how, and to what extent, do ‘naked existence’ and the information we receive and analyse conform to reality? The evidence of reality that exists within our local environment we can interpret ourselves. In constructing our realities we create the codes in which realities communicate. Difficulties arise however, when in attempting to maintain our reality we are confronted with issues that we cannot directly perceive for ourselves. The most basic of images that we are unable to perceive directly is that of ourselves. â€Å"To see ourselves as others see us is a most salutary gift. Hardly less important is the capacity to see others as they see themselves. † It is here that we come across the importance of the mirror in maintaining reality. During the 1960s and 1970s Neo-Freudianism was a popular movement in France and with it the philosophies of Jacques Lacan became widely known. Among these was the ‘mirror-stage’. Lacan believed that: â€Å"The unified self posited by object relations theory is an illusion. The child begins as fragmented drives, precepts and attachments that eventually congeal into an imaginary identity at the ‘mirror stage’† It is at this stage, that the child perceives himself in the mirror and acknowledges himself as a single entity separate from his mother and surroundings. In a more abstract sense, this is the process that Neo himself goes through upon suspecting the existence of The Matrix. His suspicions and dissatisfaction with the world as it appears becomes apparent as he receives a reprimand from his employer, Mr Rheinheart: â€Å"You have a problem with authority, Mr Anderson. You believe that you are special, that somehow the rules do not apply to you. Obviously you are mistaken. This company is one of the top software companies in the world because every single employee understands that they are part of a whole. † As a function of The Matrix, Neo’s software company is attempting to restrict him. To place him in the ‘illusory’ world of object relations theory discussed by Lacan. At this point in the film, the office in which Neo is getting lectured by his boss is, at the same time, having its mirrored windows cleaned, perhaps echoing famous English poet, William Blake’s thought that: â€Å"If the doors of perception were cleansed everything would appear to man as it is, infinite. † This infinity described by Blake may be related to the infinite possibilities open to Neo if he rejects the restrictive world that contains him. Interestingly, the theme of mirrors as a symbol of release is common throughout the film. Indeed, Neo is released from The Matrix through a mirror, much like Alice going through the looking glass; a reference alluded to by Morpheus. Also, it seems that whenever Neo meets those who are entering The Matrix specifically to talk to him such as The Agents, Trinity and Morpheus, he is seen frequently as a mirror image, either in the rear view mirror of the motorcycle that Trinity is riding or in the mirrored sunglasses of Morpheus and The Agents. The mirror is used in this context as it presents an image of the world that appears accurate but is not. It presents a reversed and possibly distorted view of the world. Significantly in terms of the film, it also presents another world, similar to, but very different from, our own. As children, according to Lacan, we learn to identify ourselves in terms of the mirror. Our self-image, that with which we maintain our reality is based upon what we see there and yet the information we are receiving is inaccurate. Our self-image is in fact a reverse copy of the truth and an example of the flawed perceptions with which we maintain our realities. As technology has evolved, so too have our methods of maintaining reality. Television has provided us with intimate knowledge of the world outside our local environment. With television not only comes the persuasiveness of the advertisements shown but also the impact of the news reports upon which we depend for maintaining our realities. Nowadays, live communication in both sound and image is possible across the globe. Our horizons have been expanded to the maximum possible extent and we rely upon television to maintain those realities that we have never experienced for ourselves and it is here that we run into complex problems concerning reality. We assume that the images we are watching are an intrinsic part of the information being presented. This is not always the case as Jean Baudrillard explains in his book The Gulf War Did Not Take Place. In this book Baudrillard discusses how the media representation of the Gulf War was in no way an accurate description of the reality. In his introduction to the book, George S. Patton, a United States Army officer most famous for his leadership commanding corps and armies as general in World War II, and for his controversial outspokenness and strong opinions, comments that the first and most basic way in which the media can corrupt reality is in the confusion of past and present. He claims this was achieved unilaterally during the War, the present being portrayed as the past with the whole war as a John Wayne film complete with action-movie language. We also saw the past being represented as the present, video footage of a sea bird, covered in oil from the Exxon Valdez disaster of 1989 where used to illustrate the ecological problems in the Gulf. The problems presented by an image of reality is summed up by Baudrillard: â€Å"The same illusion of progress occurred with the appearance of speech and then colour on screen: at each stage of this progress we moved further away from the imaginary intensity of the image. The closer we supposedly approach the real, or the truth, the further we draw away from them both, since neither one nor the other exists. The closer we approach the real time of the event, the more we fall into the illusion of the virtual. † Once war or any other event is converted from a directly perceived reality to information, it enters the realm of communication. It becomes open to interpretation. Our failing lies with the fact that our technology has succeeded in creating information so apparently accurate we mistake it for reality. In The Gulf War Did Not Take Place Baudrillard updates Benjamin’s theory on reproducibility negotiating the aura of experience. Much of Baudrillard’s writing has commented on ‘simulacra’, a scenario in which reality and a simulation have been combined and become unidentifiable from each other. This third order of reality is referred to as ‘Hyper reality’. Through the media, simulacra of the real have been created and we ourselves enter a hyper reality where the boundaries between what is real and what is a representation of the real become blurred. This is an area explored almost constantly in The Matrix. In the film, The Matrix is the ultimate hyper reality. Inside The Matrix, reality is coded into information so effectively that those to whom it is fed cannot even perceive the reality on which their world is based. Neo acts as a disciple of Baudrillard, attempting to separate the information from the real. In real life, this is harder than it seems. A condition of the hyper reality is that the two contributing realities are so interdependent that a manipulation in one of the realities causes a reaction in the other which will in turn manipulate the first. It is inside a hyper reality that Neo himself resides.