Dead Poet Society free essay sample

From the moment we first start watching a film, we begin to get involved. The first few minutes of a film (the opening sequence) are very important to us as they give us lots of clues about the film: 1) what will the film be about (conflicts/themes); 2) who are the most important characters (hero, villain, love interest); 3); what is the setting of the film (time and place); 4) the genre; and finally, 5) what sort of film language characterizes the film? We look at all these elements and begin to put them into context. Based on their environment, how they look, what they say and what we see them do, we make assumptions about the characters, their roles in the film and their relationship to each other. We also recognize so-called genre markers (things we associate with one particular genre) which tell us if we are watching a Western or a Sc-Fi film and, thus, form specific expectations about what is going to happen during the rest of the film. We will write a custom essay sample on Dead Poet Society or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page At the same time, we listen to the sounds and the music of the film and establish its general mood. Without realizing it, we have actually begun to decode the film language; to create meaning from the films audio-visual elements: the images we see and the sounds we hear. What we often do not realize, however, is that these audio-visual elements are never chosen randomly. From the first until the last moment of a film, the filmmakers define and control our experience of a movie, all the way down to the last detail. In the words of famous director, Martin Scorsese: †Making films is about making the audience see what you want them to see. † Assignments a. What does Martin Scorsese mean by this statement? How can the filmmakers control the audience, and make them see things in a particular way (name as many examples as possible)? c. Look at the opening sequence. Characterize conflict/theme, main characters, time and place and genre. (You must give examples of ways in which the audio-visual elements of the opening sequence help you characterize these elements.Make a note of scenes it would be interesting to analyze in detail (do this individually). Pick a scene a. Each study group must pick a scene to analyze (2-3 minutes). b. Only one group per scene (first come, first serve) – if the scene you have chosen has already been picked by another group, you must choose another. c. An audio-visual analysis of the scene must be presented to the rest of the class by two members of the group. Presentation (5-10 minutes) Your presentation must include the following elements (in any order you see fit): a. Introductory remarks about the structure of your presentation b. Comments on your scene in relation to The Hollywood Model c. A detailed audio-visual analysis of the scene (use your analysis sheet for guidance) d. Comments on the scene in relation to the rest of the film, including the opening sequence. e. Each of these elements must be followed by partial conclusions and you must also include a final, overall conclusion to you presentation. You will be able to show your audience the movie while doing the presentation, stopping the images when you find it necessary. Alternatively you may use a PowerPoint with stills from your scene. Handouts 1) FILM ANALYSIS 2) The Hollywood Model (Berettermodellen) Bilag 2 Uddrag fra Engelsk A STX 2010 – Vejledning/Rad og vink, s. 13 + en del tilfojelser FILM ANALYSIS Storytelling (Plot) Cinematic technique (Shot) Theatrical elements (Set) Characterization Point-of-view Narrative technique Distrubution of Knowledge Who knows what, when (audience, characters, narrator) Time aspect Symbols Theme Message Framing †¢ Close-up: captures the emotions of the character or draws attention to a specific thing †¢ Long shot: the whole setting, may be used to make characters appear small. Also often used as establishing shot. Medium shot: often used in dialogue so that you can see the body language of the characters Set design (da. scenografi) Most times, the surroundings say a lot about the characters’ inner emotions (how is the character placed in his or her surroundings) Costumes Give us a clear image of what type of person we are looking at Props May have specific relevance in a particular film or clear-cut cultural connotations, helping us to decode their meaning as symbols and the character’s relation to them Acting style The ways the actor captures the essence of a character Angles Low-angle: makes a person seem big and powerful †¢ High-angle: makes a person seem small and weak †¢ Eye-level: makes us feel on the same level as a character Lines †¢ Horizontal lines: calm †¢ Vertical lines: power, grandiosity †¢ Diagonal lines: disorder, action Composition †¢ Foreground, Middle-ground, Background: the relation between these three levels is often important in a shot †¢ Position of characters: says something about their relation to each other (e. g. two shot, triangular comp. ) Camera movement †¢ Pan (-) or Tilt ( ¦) †¢ Steady-cam: calm, dreamy camera movement †¢ Hand-held: chaotic, disorderly, subjective Editing †¢ Parallel editing (=)vs. cross-cutting (X) †¢ Point of View (+ subjective use of camera): what we see seems as if we are seeing it through the eyes of a specific character †¢ Long takes: slow-paced editing signaling calm †¢ Short takes : fast-paced editing in intense and/or hectic sequences †¢ Transistions: dissolve (da. overbl? nding), fade to black Sound †¢ Diegetic sound (from the film’s location): dialogue, real sound and music that the characters can hear †¢ Non-diegetic sound (not from the film’s location): voice over, sound effect/music that the characters cannot hear †¢ No sound Contrapuntal sound: stands in direct opposition to the images of the film (a happy tune while watching a murder) Lighting, Color and Filters †¢ Low-key lighting: dark, contrast-filled (negative mood) †¢ High-key lighting: brightly lit sets (light, positive mood) †¢ Color symbolism: all colors have both positive and negative symbolic meanings, it all depends on how they are used in a particular film Bilag 3a Short film: †Happy Now† (Frederikke Aspock, DK/USA, 2004) – 18 min. 1. Give a brief summary of the film. Then use The Plot Point Model to illustrate the narrative structure of the film: Where are the two plot points? Give a characterization of the woman and the way she develops through the film. Use examples from the film to support your characterization. 3. Describe the relationship between husband and wife. How does the music support the action that takes place? 4. Analyse the significance of the storm. 5. The parasol is present in many of the scenes – what does it symbolise? 6. Discuss the ending: is it a happy ending? Why/why not? 7. What are the main themes of the short film? Written work: 8. In many of the scenes the woman doesn’t speak but her expression tells us a lot about her thoughts and feelings. What is the film about? Give a brief summary and state the main theme of the film 2 What genre is the film? 3 Structure: Important turning points in the film The Hollywood Model, http://notatwiki. dk/images/0/0e/Berettermodel. gif i WORD LIST: (For the Hollywood model) DANISH TERM ENGLISH TERM Anslag Opening Sequence (Prelude) Pr? sentation Presentation Uddybning Clarification Point of no return Point of no return Konfliktoptrapning Escalation Konfliktlosning Climax Udtoning Resolution The Plot Point Model, http://www. cod. edu/people/faculty/pruter/film/threeact. The roles of the characters in the film and the way they interact: i Actantial Model: http://1menga. wikispaces. com/The+Actantial+Model 4 Characters and Setting characterize the setting and the central characters of the film 5 What is the main conflict and theme of the film? 6 Choose one significant scene that shows us what the film is all about. Present an analysis of this scene and link it to the over-all message of the film Your analysis must include observations about editing, sound, composition, light/shadow, perspective etc. TOOL BOX: Search for information, reviews and articles: http://www. imdb. Take notes while you watch the film: 1. Structure: (Use a separate piece of paper): Give every scene a headline and/or write a few words to help you remember what it was about. 2. Characters: Take notes 1. John Keating 2. Neil 3. Neil’s parents 4. Todd 5. Knox Neil’s relationship to: Take notes 6. his father 7. his teacher John Keating 8. Todd POINTS FOR DISCUSSION: Who is guilty of Neil’s death? (His father, his mother, the school, Mr. Keating, others? ) Cameron: â€Å"You can’t save Keating, but you can save yourselves† What would you have done? The ending – what are they reading? Why do the students stand on the tables? Dead Poet Society free essay sample Supporting Transcendentalism In the movie Dead Poet Society the high school students at Welton Academy have a teacher named Mr. Keating. Mr. Keating teaches the boys in his class how to live a life with transcendental values. By doing this, he teaches the boys how to be self-reliant on themselves and how to show individuality. He doesn’t teach his class like other teachers. He doesn’t go straight from the book like every other teacher, instead he actively teaches them how to write poetry and be themselves. Having transcendental values has both good and bad effects on people. Yes, transcendentalism values give people a sense of individualism, but maybe those people need the input from others. Transcendentalism is a good thing because it gives a person a feel for what they want, and not what other people want; that’s true happiness. Mr. Keating exemplified Ralph Waldo Emerson and Henry David Thoreau very well with his transcendental teachings. We will write a custom essay sample on Dead Poet Society or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He teaches his English class, which includes Neil Perry, Todd Anderson, Knox Overstreet, Charlie Dalton, Richard Cameron, Steve Meeks, etc. , important lessons not for English class, but for life itself. One day, Mr. Keating brought the boys outside into the courtyard and made them walk in circles. This was to let the boys see who they really were by seeing that they all had different ways of stepping. The boys thought this lesson was silly but it really helped all of them see that they shouldn’t live life the way other people want them to, but instead, how they want to live themselves. The way Mr. Keating taught, brought the fun out in the boys. He said in class on day â€Å"To be great, is to be misunderstood†(Emerson186) which a quote by Ralph Emerson. The boys took this quote to heart. The boys needed someone at Welton Academy that wasn’t so strict and harsh and Mr. Keating was exactly that. The latin teacher McAllister was someone who opposed to Mr. Keating’s teachings. The first day of class for the boys in Mr. Keating’s class, they were ripping out the first section in the book that they had. McAllister saw this from the hallway and intruded into the classroom yelling at the boys to stop the nonsense. Mr. Keating said that he had it under control and McAllister stormed out in shock. The boys thought that there was something weird about Mr. Keating. They knew he had went to Welton Academy as a child and hated it. The main character, Neil Perry, did some research in the library on Mr. Keating and found something very interesting. He was in a club called The Dead Poet Society. The boys were confused about what they had learned, so they asked him about it. Mr. Keating told them that it was a club that some of his classmates and he started. This club was hidden in the woods where nobody could find them. Mr. Keating and his buddies sat and read poems from all of the famous poets in history such as Emerson, Whitman, and Thoreau. This is a huge sign of individualism in Mr. Keating’s life. Neil Perry thought of the idea and shared with his friends that he wanted to start the poetry club back up. Mr. Keating gave Neil the book that his group used to read. The opening quote that was to be read before every meeting was â€Å"I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived† (Thoreau 196). The boys sat there and read poems and talked about life in general. This Dead Poet Society Club brought them closer not just as classmates, but as friends. Todd and Neil started to become a lot closer as friends and roommates. They talked about what they really wanted to do with their lives and how they thought they were going to do it. For Todd’s birthday, his parents got him the same wooden desk that they had got him last year. He hated it the last year and he hated it when he got it. Neil made him feel better and said that the desk had wings and could fly. They threw the desk over the ledge of the school and watched it fall to the ground chuckling. This was an act of nonconformity on Todds part because he refused to take the desk. Neil wanted to be an actor when he got older. He knew that his father would approve. He talked with Todd about what he should do. Todd, with his new attitude towards the transcendentalist value of individualism, said that he should go for it. Neil went out for a part in the school play and got the lead role in it. Two days before the play, Neil’s dad showed up in his dorm room. He told Neil to quit the school play or he will have serious consequences. Neil didn’t drop out of the play because it was very important to him. This was the first act of â€Å"disrespect† and â€Å"breaking away† from his father that he had ever done. Going against his father like this shows nonconformity because he refused to obey his father’s laws. Also, this act shows a big step in individualism because Neil wants to do things in his own way. He loves acting and wants to be in the play. Neil’s performance was amazing. The entire student body and a public school near Welton Academy went to the play. His teacher Mr. Keating and Neil’s friends started a standing ovation for Neil when the cast came back on stage. Neil noticed during the play that his father was there. Neil was scared at first but once the play ended he was glad that he could show his father that he was good at acting. He thought that maybe his dad would let him stay with acting if he thought he was good. After the play Neil packed his stuff up from behind the scenes and went to go see his father. His father wasn’t pleased with him. He told Neil to get in the car. When they got home, Neil’s father told him that he was a disgrace to the family. He told Neil that he was moving Neil out of Welton Academy and to a military academy. Neil was very unhappy not being able to do what he liked. Though before, Neil had no say in anything, he was unhappy. He remembered a quote from Dead Poet Society meeting that read â€Å"We need to be men first, subjects after† (Thoreau 213). Neil knew that life wasn’t worth living if you couldn’t live the life that you want. That night, Neil snuck downstairs to find his father’s gun, and he killed himself. He followed a very famous quote by Emerson that states â€Å"If i can not live to how I please, I don’t want to live at all† (Emerson 183). The news that Neil shot himself devastated his friend Todd and his other friends at school. Mr. Perry and Mr. Nolin talked and immediately blamed Mr. Keating for the death. They brought Neil’s friends in the office and forced them to sign a piece of paper that said Mr. Keating was responsible for the death of Neil because of his transcendentalist teachings. In the last scene of the movie, Mr. Keating comes back into his classroom as Mr. Nolin is teaching and asks to get the rest of his stuff. Mr. Nolin doesn’t mind. While on his way out, Todd Anderson yelps â€Å"Mr. Keating wait, they made me sign it, you gotta believe me†(Weir)! Mr. Keating acknowledged it and shook his head saying that he knows. As Mr. Keating was stepping outside the door, the used to be shy kid, Todd steps on top of his desk and says â€Å"O’Captain, My Captain†(Weir). This was the biggest feel for transcendentalist themes that Todd showed. Mr. Nolin was yelling at Todd to sit down but Todd refused. Other boys in the classroom gradually started to stand saying â€Å"O’Captain, My Captain†(Weir). Mr. Keating looks up at the boys on the desks and says â€Å"Thank you boys†(Weir) and exits the room. By saying thank you to the boys, Mr. Keating realizes that his teachings of transcendentalist values in life came off on the boys in his class in a positive way. The boys learned a lot from Mr. Keating; Todd learned to stand up for what he believed in, Knox fell in love, and Charlie, well Charlie learned to go against what he didn’t believe in in a rather funny way. All of those shows that transcentdentalism isn’t a bad thing necessarily. Having transcendentalist values is a good thing in life because it helps people realize that to be someone happy, is to not be someone else.

John Lennons Imagine and Marxism

Table of Contents Lennon’s Imagine Karl Marx Conclusion Works Cited The power of music is not fully appreciated. For hundreds of years, the art of music has evolved from modest one note beats to complex layers of multiple notes. Music might have started simply as a form of audible entertainment. But, since then, it has also become a tool for propaganda and a powerful instrument to influence people. Advertising We will write a custom research paper sample on John Lennon’s Imagine and Marxism specifically for you for only $16.05 $11/page Learn More Music has inspired great artists and philosophers and, in some cases, the great artists and philosophers have served as the muses for some of the rich, multisensory music we know and admire today. This is true when one compares and analyzes the philosophy of Karl Marx to musician John Lennon’s composition entitled Imagine. In 1971, John Lennon released his popular single Imagine. At pres ent, Imagine is still very popular. The lyrics provide topics for discussion that are still relevant today. The song Imagine is a dream. It is an idea that living in a utopian world is possible. It can be argued that Karl Marx’s ideas influenced the creation of the said song. The proponent of this paper will defend this assertion by analyzing both the lyrics to the song and the idea of Karl Marx. At the same time, the following question will be answered: 1) Why has this song become so popular and why does it have a great appeal on listeners?; 2) Is it possible to build and live in a utopian world based on the ideas of Karl Marx?; and 3) With regards to the interpretation of the lyrics and the interpretation of Marx’s ideas, how was it applied in a real world setting? Lennon’s Imagine The popularity of John Lennon’s Imagine never waned from its release in 1971 to the present day. There are only a few songs that endured the test of time. Songs that remaine d relevant are not ordinary songs but works of art that are meaningful and evoke a great deal of emotions from its listeners. It is important to determine the popularity of the song before it can be connected to Karl Marx. The simplest explanation with regards to its popularity is the Beatles phenomenon of the 1960s. If John Lennon’s band, the Beatles, was very popular in the 1960s, then, the name Lennon is easily recognizable a decade later. It can be argued that there were numerous fans of the Beatles that were still interested in the lives of the former band members. Therefore, when it was announced that John Lennon’s produced a new album and that one of the songs in that album is a composition entitled Imagine, it was easy to understand why a horde of loyal fans will buy the album. However, to attribute the popularity of the song to the Beatles phenomenon is not entirely correct because many year later, people continue to listen to the said composition.Advertising Looking for research paper on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another possible explanation is the charisma and talent of John Lennon himself. It is important to point out that even without the Beatles, Lennon can easily become an influential and popular artist. According to one historian, â€Å"he was a mass-mediated star, a creation of his time, a construction who was discussed and debated in public and given meanings by other people† (Makela 236). Lennon’s legendary status in the music industry is a valid explanation for the popularity of the song. But there were other artists who were accorded the same status as Lennon and yet some of their songs are not as popular anymore. Therefore, the popularity of the song Imagine must also be attributed to the song itself. A very good explanation can be seen through the following commentary: The genius of this composition is the marriage of Lennon’s controversial lyrics, that is, imagination of a world without religion or civil states among other things, with instrumental music that could very well have accompanied the sentimental, melodramatic compositions of the pre-rock era. The tension in this song is created by the juxtapositions of a pretty and understated melody with a radical message (Bielen 90). In other words, this song is well-crafted work of art. It was not done haphazardly. There was a clear purpose in the mind of the composer and lyricist. There was a reason why a particular melody was used. More importantly, the words were not chosen in random. This particular song is an anthem. It is a declaration that emanated from the heart of Lennon. Thus, this song was not created for entertainment purposes only. It was created to influence people. The popularity of the song is not just due to the appeal of Lennon and the beauty of the melody. The song continues to be popular because of the radical message it contains. Consi der the first few lines of the song. It provides a suggestion to the listener and invites him to imagine that there is no heaven. The impact of the first salvo was cushioned by the assuring words that it is not difficult. It went on to suggest that there is no hell and ends with an equally radical assertion that there is nothing above but only sky. If taken together the song challenges the normal conventions of society. Lennon made the declaration that there is no God. The end result, according to Lennon, is a mindset that is only preoccupied with the present (Wesson 21). One can just imagine the impact of these lyrics to those who were brought up in a religious manner. Consider the reaction of church leaders who can easily characterize the song as sacrilegious. But Lennon was just warming up.Advertising We will write a custom research paper sample on John Lennon’s Imagine and Marxism specifically for you for only $16.05 $11/page Learn More Lenn on did not spare the politicians and the leaders of civil society. The song’s second stanza provided another set of radical messages. The composer suggested that there is no such thing as a geopolitical state. Lennon believed that politics and obsession with nationalities and ethnicities are the major causes of conflict. Lennon made the declaration that if nations eradicate the concept of a national state, then, those who believe will experience life in peace ( In the first three stanzas, Lennon made the suggestion to eradicate the concept of religion and nationality in order to live in the moment and to live a life of peace. But, in the process, Lennon did not only suggest the destruction of social institutions. Lennon also challenged the root cause of inequality. In his mind, poverty is the result of greed. If people learn how to live every moment as if it was there last, then, they have understood the essence of the song. However, it is imperative that Lennon must provide an alternative scenario if national governments are no longer functional. In the latter part of the song, Lennon offered a solution. He said that people should have no possession. It must be clarified that the alternative solution to the problem is to establish a utopian society wherein the citizens are prevent from acquiring non-essentials. In other words, Lennon wanted to remove these vices because these are not pre-requisites. These factors continue to influence thinkers and philosophers alike. Karl Marx It can be argued that John Lennon was influenced by the writings of Karl Marx (Elster 12). The lyrics found in the latter part of the song suggest a utopian world, a world that can be created using the ideas found in Karl Marx’s work. It was Marx who provided a clear understanding of social forces that shaped the modern world. He traced the root cause of the problem to conflict between different groups of people in a particular society. At the latter part of the discussi on, more people became aware of the futility of traditional social conventions. Marx was a German philosopher who lived in London. He was convinced that at the core of the problem is the struggle between social classes (Williams 25). Marx philosophy was a byproduct of his time. He was deeply affected by the circumstances that surrounded him. For example, he saw the impact of urban sprawl as well as the contentious relationships between an employer and employee (Popkin Stroll 16). Marx said that social stratification is not practical and effective. Marx also suggested that it in order to experience a radical transformation it is important to remove all social institutions that are supposed to help people but in reality caused them pain.Advertising Looking for research paper on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More The primary goal, therefore, is to eradicate these social institutions and replace it with a utopian community based on the ideas of Karl Marx (Gillham 34). A Marxist form of utopia was expected because of the removal of social norms that was believed to be the root cause of the problem. But when applied in a real world setting, the experiment in the former Soviet Union and Cambodia failed. Consider, for instance, the impact of Marxism in the former Soviet Union and their failed attempt to develop a utopian society: Seven decades have passed since the Bolsheviks came to power, but Soviet society is still poorer than the capitalist West and not very egalitarian, either. Alas, much of the history of the USSR may be thought of in terms of social catastrophe – war, famine, poverty, heartless administration, and militaristic expansion. Only after the death of Stalin in 1953 did a more humanitarian spirit prevail and the well-being of the people received due attention (Matthews, 1 989). In the case of Cambodia, the revolution was led by a mad man called Pol Pot. He too wanted to build a utopian society. Pol Pot believed that it is only possible to build a Marxist utopian world through the total eradication of social classes. He incorporated Marxism into his mental framework. But Pol Pot went further and did not only develop a political party to support his views; he also initiated the mass murder of intellectuals, the professionals and the middle-class of Cambodia. During that time period Pol Pot was responsible for the deaths of thousands of innocent civilians and their bodies were dumped in what will be known all over the world as the killing fields (Pouvatchy 440). When Pol Pot secured his political and military power, he went on to build a utopian society free from the social stratification found in most countries. He envisioned a society without professional titles and without a hierarchy (Zacek 21). Everyone was supposed to have equal stats. More impor tantly, he abhorred technology and ostentatious display of wealth. Pol Pot did not succeed in the creation of a utopian society. In fact, he subjected Cambodia to terror. There was no happiness and there was no peace. When social conventions were removed a utopian society was not immediately created afterwards. But instead of creating a blissful community, the absence of social conventions resulted in chaos, poverty and violence (Gamble 1993). In the case of the former Soviet Union and Pol Pot’s Cambodia, there were deliberate steps made to ensure that there should be no dominant social class. The Soviets boasted of a centralized government because they believed that a government must serve its people and not the other way around. But, instead of the creation of a utopian society, the centralized governance of the Soviet Union created problems for the people. In the struggle for equality, the Soviets inadvertently proved that there is no such a thing as a utopian society that can be built on the basis of principles gleaned from the study of Marxism. But it was able to prove that coercion and manipulation cannot be sustained in the long run. It is much better to govern people without the need to intimidate and coerce. Another major realization is that it is impossible to build a utopian society where people do not work. The dreamy existence that Lennon envisioned is impossible to accomplish. It is interesting to note that although Pol Pot did not hear the song composed by John Lennon, Pol Pot successfully developed a way to apply the principles seen in the song. Pol Pot did not believe in God as well as heaven and hell but Pol Pot made the attempt to personally apply ideas that he believed will lead to the creation of a utopian society. But he was wrong and as a result, the whole nation suffered due to various unintended consequences. It can be argued that in order to establish a utopian society, the primary requirement is revolution. In the case of Pol Pot realized that a utopian society is only possible if he can turn Cambodia upside-down. But Pol Pot’s major miscalculation is the need for many people to die. Lennon’s goal was three-fold. He wanted people to live in the moment. Lennon dreamed of a society where people are not forced to work like those workers in the factory. But, in the case of Cambodia and Pol Pot, the people had to work as farmers. They had to perform back-breaking labor in order to support the community. The same thing can be said about the inefficient production models of the former Soviet Union. John Lennon had another dream. He wanted people to live in peace. But the application of Marxism in countries like Cambodia, China, Russia and North Korea produced a great deal of conflict within their respective societies. In a godless state like North Korea and the former Soviet Union, it required heavy military presence in order for people to behave in a certain way. John Lennon had another dream. H e wanted a brotherhood of man. But, so far, there was no evidence that the application of Marxism had created such a community. Conclusion John Lennon’s song entitled Imagine is very popular because of its radical message. Lennon wanted to apply Marxism in order to develop a utopian society. But it can be easily ascertained that there was no successful experiment that was reported in history. Tyrants like Pol Pot saw an opportunity to build a utopian society but failed. The absence of religion and other social conventions can cause confusion, panic and great harm to society. Works Cited Bielen, Kenneth. The Lyrics of Civility. New York: Routledge. Elster, John. Karl Marx. New York: Cambridge University Press, 1986. Print. Gamble, Andrew. Marxism and Social Science. Illinois: University of Illinois Press, 1993. Print. Gillham, Oliver. The Limitless City. Washington, D.C.: New Jersey: Island Press, 2002. Print. Makela, Janne. John Lennon Imagined. New York: Peter Lang Publishin g, 2004. Print. Matthews, Mervyn. Patterns of Deprivation in the Soviet Union under Brezhnev and Gorbachev. CA: Hoover Press, 1989. Popkin, Richard and Avrum Stroll. Philosophy Made Simple. New York: Doubleday, 1993. Print. Pouvatchy, Joseph. â€Å"Cambodian-Vietnamese Relations.† Asian Survey 26.4 (1986): 440-451. Print. Wesson, Robert. Lenin’s Legacy: The Story of the CPSU. CA: Hoover Press, 1978. Print. Williams, Andre. Marxism and Social Science. IL: University of Illinois Press, 1999. Print. This research paper on John Lennon’s Imagine and Marxism was written and submitted by user Delaney Griffin to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Writing Essay For Sample Formats

Writing Essay For Sample FormatsWriting an essay is a skill that you must learn to be able to write a properly formatted sample essay. Though some degree of writing sample from spm is inevitable, it is wise to know how to write the spm for best results. This article will explain some of the best practice techniques to help you compose an effective sample essay.It is imperative that you learn the format used in the different level and grades of college. Students taking higher levels tend to work more on their knowledge and assignments, so they use a format that is much more formal. Thus, if you are writing a first-year college essay, it is important that you write in a format more in line with first year college courses. You can change the format according to your own preference.To give a clear idea of the format you want to use for your sample essay, make a list of the topics you want to cover in the essay. Put the topics in alphabetical order. The topics are required, as a sample fo rmat, so that the essay writer knows what is expected to be covered in the essay.To help with your sample essay writing, you should also make note of the format you prefer to use. When reading a sample format, remember that most writers will have already researched their topic and material prior to putting it in a form for submission. The more research they have done, the more prepared they will be for the submission.It is a good idea to not only prepare for your sample essay, but also be prepared to revise it should there be any problems with the paper. Many people simply start writing without really thinking about the format they will use. However, when writing for a test or an essay, the last thing you want to do is end up reworking a sample because of formatting issues.In addition to giving your sample essay a good start by learning the format of the level you plan to write the essay, make sure that you research your topic well. By researching your topic, you will be able to bet ter express your thoughts and ideas, which will aid in your preparation and success in the form.Remember, writing sample essays for spm should be fun. However, you do not want to turn your hobby into a bore, so make sure you choose a subject and format that are at least somewhat enjoyable. As long as you are confident in the topics you write, you will most likely come out with an acceptable essay.

The Debt essays

The Debt essays Review of The Debt (by Randall Robinson) Randall Robinson, author of the Debt, over-reaches his duty as an African-American in what most would call a long overdue appeal for justice. It would seem at first that Robinsons petition for reparations was a plight for the welfare of his bank account. However, Robinsons well structured thesis and supporting arguments more than adequately justify and make clear what is actually a plea for the repair of damage to the black class. Robinsons call for reparations is a perfect expository to the problem that has for so long been in need of just that - repair. It is apparent in reading that Robinson used his time as the founder and president of TransAfrica, a lobbying organization dedicated to influencing U.S. policy toward Africa and the Caribbean, effectively. There are traces of realism and personal recounting that are noticeably a part of the authors construction. There is a struggle of the past that is revisited in the words and pages of the writers book. Although the work closes as a liquid proposal for reparations, it definitely develops as a solid-based triumph to the fight to overcome racism. That is, Robinson is so clear and concise with his evidences to the point that there is nothing to be refuted. The writer extends the invitation for reparations on behalf of blacks from years and years past and years and years to come. That is the power of his message. Robinson even details the racisms of present day, a subject often left uncharted for fear of being labeled a fanatic. Among Robinsons statements for support of the blacks is a direct reference to other groups receiving compensation for what he would consider nominal acts of intolerance, compared to the long span of unfair and inhumane treatment to blacks. Robinson stated that No race, ethnic or religious group has suffered as much over so long a span as blacks have and do still...

paralogism - definition and examples

paralogism - definition and examples Definition Paralogism is a term in logic and rhetoric for a fallacious or defective argument or conclusion.In the field of rhetoric, in particular, paralogism is generally regarded as a type of sophism or pseudo-syllogism.In the  Critique of Pure Reason  (1781/1787), German philosopher  Immanuel Kant identified  four paralogisms corresponding to the four fundamental knowledge claims of rational psychology: substantiality, simplicity, personality, and ideality. Philosopher  James Luchte points out that the section on the Paralogisms was . . . subject to differing accounts in the First and Second Editions of the First Critique (Kants Critique of Pure Reason: A Readers Guide, 2007). See Examples and Observations below. Also see: FallacyInformal LogicLogicSophistry EtymologyFrom the Greek, beyond reason   Examples and Observations [Paralogism is illogical] reasoning, particularly of which the reasoner is unconscious. . . .Ex: I asked him [Salvatore, a simpleton] whether it was not also true that lords and bishops accumulated possessions through tithes, so that the Shepherds were not fighting their true enemies. He replied that when your true enemies are too strong, you have to choose weaker enemies (Umberto Eco, The Name of the Rose, p. 192).(Bernard Marie Dupriez and Albert W. Halsall, A Dictionary of Literary Devices. University of Toronto Press, 1991)Paralogism is either Fallacy, if unintentional, or Sophism, if intended to deceive. It is under the latter aspect particularly that Aristotle considers false reasoning.(Charles S. Peirce, Qualitative Logic, 1886) Aristotle on Paralogism and PersuasionThe use of psychological and aesthetic strategies is based, first, on the fallacy of the linguistic sign, for not being the same thing as the reality it names, and, secondly, on the fallacy of what follows somethin g is the effect of this. Indeed,  Aristotle says that the reason why persuasion derives from psychological and stylistic strategies is a paralogism or fallacy in both cases. We instinctively think that the orator that shows us a certain emotion or trait of character through his speech, when he employs the appropriate style, well adapted to the emotion of the audience or the character of the speaker, can make a fact credible. The hearer, indeed, will be under the impression that the orator is speaking the truth, when his linguistic signs correspond exactly with the facts they describe. Hence the hearer thinks, consequently, that in such circumstances his own feelings or reactions would be the same (Aristotle, Rhetoric  1408a16).(A. Là ³pez Eire, Rhetoric and Language.  A Companion to Greek Rhetoric, ed. by  Ian Worthington. Blackwell, 2007) Paralogism as Self-DeceptionThe word paralogism is taken from formal logic, in which it is used to designate a specific type of formally fallacious syllogism: Such a syllogism is a paralogism insofar as one deceives oneself by it. [Immanuel] Kant distinguishes a paralogism, thus defined, from what he calls a sophism; the latter is a formally fallacious syllogism with which one deliberately tries to deceive others. So, even in its more logical sense, paralogism is more radical than that mere sophistry which, directing others into error, still reserves the truth for itself. It is rather self-deception, inevitable illusion without reserve of truth. . . . Reason entangles itself in paralogism in that sphere in which self-deception can assume its most radical form, the sphere of rational psychology; reason involves itself in self-deception regarding itself.(John Sallis, The  Gathering of Reason, 2nd ed. State University of New York Press, 2005) Kant on ParalogismToday the term [paralog ism] is associated almost entirely with Immanuel Kant who, in a section of his first Critique on Transcendental Dialectic, distinguished between Formal and Transcendental Paralogisms. By the latter he understood the Fallacies of Rational Psychology which began with the I think experience as premise, and concluded that man possesses a substantial, continuous, and separable soul. Kant also termed this the Psychological Paralogism, and the Paralogisms of Pure Reasoning.(William L. Reese, Dictionary of Philosophy and Religion. Humanities Press, 1980) Also Known As: fallacy, false reasoning

Research methods Assignment Example | Topics and Well Written Essays - 4000 words - 1

Research methods - Assignment Example In addition, this project will generate both employment and wealth. On behalf of the Ministry of transport and the sponsor Ministry of finance, the project will be implemented in two phases with various contracts, under the supervision of the Saudi railways organisation. The civil works in charge of the construction of civil works for the route such as earth work and bridges has been awarded to one Consortium of four contractors, three Saudi companies and one Chinese company. The work started in April 2009 for a total period of three years and total value of 6.5 billion Saudi Riyal. The construction of four passenger stations was awarded to one Saudi-Turkish Consortium of two companies, Jeddah central and King Abdullah Economic City awarded to Saudi consortium of two companies. The trains and railway infrastructure and systems that encompasses all civil and infrastructure work that was not included in phase one, procurement of rolling stock, tracks and systems, in addition to operation and maintenance of the transportation system for a period of 12 years after commissioning. This contract was awarded to Saudi-Spanish Consortium in January 2012 for a total of 34 months. The Operation Control Centre (OCC) located in the area of the Jeddah Station will ensure and control a high level of safety and security through monitoring by several integrated systems, the automatic train traffic control and security functions, telecommunications network in order to provide radio contact between train and ground, providing on board and on ground security systems with many functions and services. The Supervisory Control and Data Control that will monitor the power supply systems , a Closed Circuit Television system that will be used to monitor the whole railway line and building security systems. The minimum spacing between the trains is set at four minutes and according to

The Role of Health Information Technology in (which evert area you Research Paper - 1

The Role of Health Information Technology in (which evert area you choose from below) - Research Paper Example or electronic health information implementation to prompt innovation in Healthcare Delivery by health service providers (Buntin, Burke, Hoaglin, & Blumenthal, 2011). The Health Information Technology has been used in a number of health areas, where its role is worth highlighting, such as ACO’s, PCMHs (Patient Centered Medical Homes), and HIEs or RHIOs etc. This paper is aimed at evaluating the role of the Health Information Technology in its one of important areas of Health Information Exchange. The health information exchange is quite a recent technology that is developed and implemented as a result of Federal efforts in order to employ the innovative technology for more advantages regarding health and providers. Within the United States, the utilization of health information exchange systems was profoundly established by the management through the channel of the American Recovery as well as Investment Act of 2009. Especially, the American and Recovery Investment Act integrated the Health Information Technology for Economic and Clinical Health Act (HITECH) that encouraged associations to implement EHRs and health information exchanges by means of optimistic and pessimistic rationales. Additional countries have as well approved rules and regulations encompassing the extensive implementation of EHRs, together with Canada, England and Australia (Blumenthal, 2009). On the whole, electronic health information exchange is analyzed like a healthy and needed aspect for health areas across the globe. In this scenario, latest innovative technology facilitates bulks of medical data and information to be processed as well as exchanged very quickly and resourcefully as compared to the obsolete paper-based manual structures (Brady, 2011; Buntin, Jain, & Blumenthal, 2010) Health information exchange or HIE can be defined as, â€Å"the exchange of clinical data such as problem lists, clinicians’ notes, or other critical medical information from one provider organization