Modern Art Performance Art

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What is meant by the term 'Modern Art'

The term 'Modern Art' applies to the forward thinking architects, designers and artisans who from the 1880s onwards created new and diverse ideas, particularly to escape the oppression of stark representation. Artists became frustrated with the inability to convey emotion and real meaning. Modern artists saw that representationalism had all been done many times over. Perhaps the introduction of photography added to this mood, was there still a need for realism? Modernists broke with tradition and a progression of many new art movements was developed.

It began with Impressionism. Artists created works that depicted the effects that light has when it falls on objects. This gave a new found freedom to art. Soon after, the Expressionists became interested in the depiction of emotions and the types of responses those same emotions evoke. Artists worked with a freely expressive use of colour and form. A fine example of this is Gauguins 'Woman with Flower'. Next a fascination with primitive art became very influential. We can see this influence in Cubism; a good example is Picassos 'Les Demoiselles d'Avignon'. Picasso deliberately moved away from realism as he realised that is was inadequate when it came to expressing emotion. Artists believed art was for art's sake, a famous example of this was when Marcel DuChamp took a urinal and signed it R. Mutt. He believed that because he was an artist it was art. The freedom to express was evident. This period was known as Dada. In the 10s-140s the Bauhaus was introduced, applying some of the concepts of Cubism to architecture and art. During 14-10s dreamlike states made way for Surrealism as artists shared a fascination with the strange. Watches melted, apples replaced heads and fun was introduced to art. In the 160s artists expressed images of popular culture. Pop Art brought art to the material realities of everyday life, to popular culture, in which ordinary people derived most of their visual pleasure from television, magazines, or comics. During the 170s Minimalism was the way to go. Art was reduced to the simplest of elements and what you see is what you get.

Modern art may not need the hand eye co-ordination that realist art has, but it is still a result of a thoughtful and deliberate choice of the artist.

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Bob Dylan

Bob Dylan, performance artist, folk singer or poet? Dylan's response when asked replied 'just a guitar player' (Pennebaker's. D.A, Video). Bob Dylan created music that purposely set out to challenge, provoke and create a response within society and his audience. Therefore I feel he can be classed, among other things, as a performance artist. Born Robert Zimmerman in the USA 141 Dylan has been 'on the road' since the death of his hero Woody Guthrie who's hobo folk music carrying news to poor folk across the USA proved inspirational to Dylan. Some say Dylan is the voice of the oppressed, the champion of the small man. His career started in the early nineteen sixties and he remains in the highest esteem of the cream of modern day musicians.

'Protest singer' was an early tag put on Dylan perhaps because of his arrival on the 'scene' coinciding with the underlying dis - ease in the USA with the intensity of the Vietnam war in which they were entrenched. During this period he spent three years supplying marching songs for the campus protests against the war, hypocrisy and discrimination. This created a reaction with the right wing press who Dylan referred to as 'the idiot wind'. However Dylan has never been an artist to rest on his success and he has written and performed songs constantly over the past forty years. These include comments and insights into politics, life's injustices, and rights of the poor man, social issues, love and its reflections and the liberation of the mind. This he has done successfully. Dylan's artistic style challenges people to think about where they are and what they and others are up to in life. Many of Dylan's song have the status of anthems such as Mr Tambourine Man, All along the Watch Tower, I Shall be Released, but arguably the man in the street will remember 'Blowin' in the Wind', a song to the human race asking when will they get there act together, featuring lines such as 'Yes,n how many ears must one man have Before he can hear people cry?' (Cape.J 187 Pg. 77)

As a performance Artist Dylan has been and continues to be a thought provoking inspiration throughout the world. However Dylan's reaction to such labelling is 'I am not a preacher or travelling salesman. I do what I do. There was a time I cared if anyone understood. Not anymore…(Shelton.R 186 Pg. ).

Vanessa Beecroft

Vanessa Beecroft was born in Genoa, Italy in 16 and now lives and works in Brooklyn, New York. She studied architecture, painting and stage design and now concentrates on performance art. Her work features the installation of groups of young women creating performances about the union of high fashion and art history. She has become known for pieces involving up to twenty similar women wearing underwear, high heels (or trainers), maybe tights or wigs, and not much else. Her work is done with the professionalism of a commercial art director. She uses make up artists and lighting designers to achieve this standard.

The performances consist of the groups of women positioned for up to two hours in the same position with the occasional movement. Critics have said the work is 'Fascist and incorrect' others have said 'it's art, its fashion. Its good, its bad. Its sexist, its not'. (Smith.R The New York Times, 18). One of her performances titled Show featured twenty tall gorgeous women, mostly professional models, standing in a museum. Fifteen wore elegant red bikinis and matching four-inch spike heels; the others just wore the shoes. The wardrobe was designed by Tom Ford of Gucci and the makeup by Pat Mc Grath. It included light body-makeup and powdered hair that contributed to the walking-mannequin effect. The women stared into space, aloof and indifferent. Occasionally the models would stretch, crouched or walked slowly around. Vanessa said ' I want women on heels because that's powerful, that's not natural nudity or pureness,' 'When men see these woman standing on heels as if she were dressed, and facing the audience, well, if that's what they like to see, then here it is, so what. I don't know if that will create more respect or go somewhere beyond that. Maybe after they see it twenty times they'll start not to think of it the same way, I'm not sure. It's an experiment'

Vanessa Beecroft calls them an army that empowers women and refers to her instructions to them as rules. She also claims an indifference to the presence of men in the audience. She said, 'the true beauty of women has never been reflected in art or fashion' (Smith.R The New York Times, 18). I feel this statement is very untrue. She is implying that she aims for greater accuracy by presenting the real thing in this highly artificialized structured form. Is she not just exposing women? Does she have to use models to express the female form, is it not just a pretentious show of glamour and high fashion. Or is she relating to girl-power and feminism? When studying her work these are questions that come to my mind. But, she is after all a performance artist and is it not her job to shock and question our confusion within her subject and the way she exhibits?

So what is all the fuss surrounding good-looking female models taking off their clothes and standing around in galleries and museums? Of course people are going to want to have a look! Could it be that contemporary art is in such danger of becoming insignificant that any bit of scandal, which creates public interest, is desperately

embraced?

References

Smith.E.L

177

Artoday

London

Phaidon

Shelton.R

186

The Life and Music of Bob Dylan

London

Penguin Books

Heylin.C

11

Dylan The Biography

London

Penguin Books

Cape. J

188

Bob Dylan Lyrics 16 185

London

Paladin

Goldberg.R

188

Performance Art

London

Thames and Hudson

Internet Sources

http//arthistory.about.com/cs/referencelibrary/

www.vanessabeecroft.com/

http//www.assemblylanguage.com/reviews/Beecroft.html)

http//www.designboom.com/portrait/beecroft.html

http//www.salvadordalimuseum.org/cgi-bin/SoftCart.exe/collection/surreal/ghost.html?L+dali+yrkd1+10404885

Video Sources

Pennebaker's. D.A, Video

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Life,works and loves of John Keats

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(1)

When considering the volume, quality and maturity of his compositions, one could be forgiven for picturing John Keats as a figure of great stature striding across the pages of great English poetry of the romantic period. In truth, he was a sickly figure, barely five feet tall, who died prematurely at the age of twenty-six from tuberculosis. His work was not critically acclaimed, nor was he considered among the senior poets during his lifetime. However, his great self-confidence, evident from his letter to his brother George "I think I shall be among the English poets after my death"(October 1818), allied with his supreme talent and sensitivity, resulted, albeit posthumously, in his being included amongst the truly great in his field. This confidence is even more surprising as he wrote the aforementioned letter to inform his brother of some particularly hostile reviews of his work.

Keats was born in London in 175, the son of a livery stable manager and the eldest of four children. His father died when he was eight years old, and his mother, of Tuberculosis, when he was fourteen. After finishing school he was apprenticed to a surgeon-apothecary and then moved to Guys hospital in London as a student eventually being granted a licence to practice as a surgeon-apothecary. A year later he decided to dedicate the rest of his life to the writing of poetry. When his brother George emigrated to America Keats nursed his younger brother Tom, until he died of tuberculosis in 1818.

At the age of Keats met, fell in love with, and subsequently became engaged to eighteen year old Fanny Brawne, who was living in Wentworth palace at the time, where Keat's friends Charles and Maria Dilkes were also resident, but as his doctors had already diagnosed the Tuberculosis from which he would prematurely perish, and also his poor financial situation, they were destined never to marry. Some of his love letters to Fanny Brawne subsequently became as famous as his poems, not least, one written from Rome less than one year before his death. This particularly poignant and emotional letter diplays Keat,s intense and unwavering love for her.

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"……The last of your kisses was ever the sweetest; the last smile the brightest;

the last movement the gracefullest……even if you did not love me I could not

help an entire devotion to you how much more deeply then must I feel for you

knowing you love me……" (March 180).

Although it is known that Keats and Fanny often embraced and also exchanged verbal endearments it is not known if they ever enjoyed a sexual relationship. The fact that in one of his letters, written to Charles Brown, when he was dying he says "I should have had her when I was in health, and I should have remained well. I can bear to die-I cannot bear to leave her" would seem to suggest that their relationship was not consummated.

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In both his letters and poetry Keats had a great sensitivity towards, and obvious love of, the natural world in its entirety. This is evidenced by the vast amount of natural imagery and countless descriptions of animals and plants present in his work.his powers of observation in respect of this are remarkable, not only because of their intensity and accuracy, but the way in which the poet links human activity with the world of nature.

"The grass, the thicket, and the fruit tree wild;

White hawthorn, and the pastoral elegantine;

Fast adding violets cover'd up in leaves;

And mid-May's eldest child.

The coming Musk-Rose, full of dewy wine,

The murmerous haunt of flies on summer eves."

(Ode to a Nightingale)

"Then in a wailful choir the small gnats mourn

Among the river sallows, born aloft,

Or sinking as the light wind lives or dies….."

(To Autumn)

Quite obviously Keats was acutely aware of the forces within nature, the "otherness" of the world of nature and the links between the sensitivity of humankind and the sensations abounding in the natural world.

Images also played a large part in the works of keats,

"I never lik'd the stubble fields so much as now……Aye better than the chilly

Green of the Spring. Somehow a stubble plain looks warm……in the same way

As some pictures look warm……this struck me so much that I composed upon

It." (Letter to Reynolds September 181)

The above extract plainly shows the origins of "To Autumn"

Keat's letters are an illumination on his life as a whole, and in the vast majority of cases the background from which his poetry emerges. He immortalised the beauty he loved and his personal tragedy and suffering in his poems. These things are all echoed in his letters which are, ultimately a mirror image of himself.

()

John Keats was a master in the use of rhythm and rhyme, personal experience and tragedies, together with a good knowledge of historical events and mythology, and great use of imagery and emotion within his poetry. For instance, the opening line of "Ode to a Nightingale". In just three small words" My heart aches…." He managed to convey to the reader an image of utter desolation, immense pain and sorrow. Later on in the third stanza of the same piece of work, he drew on personal tragedy, the death of his younger brother Tom, five months earlier, from the same tuberculosis that killed his mother and afflicted him,

"Here, where men sit and here each other groan,

Where palsey shakes a few, sad, last gray hairs,

Where youth grows pale, and spectre thin, and dies……"

This is one of Keat's most highly emotive and deeply harrowing passages. It is achieved with stunning use of language and imagery. It is difficult to imagine someone writing such words without having experienced deeply emotional and personal tragedy.

Another side of keats is revealed in his letters, his political stance, his hatred of tyranny and his sympathy with those enduring great suffering and loss. He went so far as to outline his views on the French revolution and it's consequences for England in one of his letters to George and Georgina Keats.

Keats skilful use of imagery is once again in evidence in his poem "Hyperion",

"Deep in the shady sadness of a vale

Far sunken from the healthy breath of morn,

Far from the fiery noon, and eve's one star,

Sat gray-haired Saturn, quiet as stone,

Still as the silence round about his lair,

Forest on forest hung about his head,

Like cloud on cloud. No stir of air was there,

Not so much life as on a summers day

Robs not one light seed from the feather'd grass

But where the dead leaf fell, there did it rest.

A stream went voiceless bystill deadened more

By reason of his fallen divinity,

Spreading a shade, the naiad 'mid her reeds

Pressed her cold finger closer to her lips……"

(4)

where he creates an extremely oppressive scene of stillness and silencewhich conveys the loss of Saturn's power and creativity. As the dead leaf falls to rest and the stream goes by silently the sense of gloom and silence becomes tangible and the naiad who presses her cold finger to her lips gives rise, in the reader, to an overwhelming sense of numbness and cold. Imagery is further put to good use in "Ode to a Nightingale"

"Full of the true, the blushful Hippocrene,

With beaded bubbles winking at the brim,

And purple stainedmouth……"

One can almost see and touch the wine.

John Keats died a painful death from tuberculosis in Rome in 181, after doctors tried to starve the disease from him. He remembered words from a play "Philaster, or Love Lies-Ableeding, by Beaumont and Fletcher in 1611, "All your bitter deeds shall be in water writ" and told his friend Thomas Severn, that he wanted on his grave, as an epitaph, the one line "Here lies one whose name was writ in water", and it was so.

During his short, some might say tragic life, Keats developed a profound philosophy about his life and place within the universe and society, which he used extensively in his poetry, They were inseparable from his life.He devoted most of his life to the perfection of poetry marked by vivid imagery, great sensuous appeal and an attempt to express a philosophy through classical legend. He was not recognized during his lifetime as one of the senior poets, but has since been accorded that well earned accolade.He suffered great personal tragedy during his brief life, which, ironically, has contributed greatly to the brilliance of his works.

Please note that this sample paper on Life,works and loves of John Keats is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Life,works and loves of John Keats, we are here to assist you. Your persuasive essay on Life,works and loves of John Keats will be written from scratch, so you do not have to worry about its originality.

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Cliques

If you order your research paper from our custom writing service you will receive a perfectly written assignment on Cliques. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Cliques paper right on time.

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Social classes are everywhere in society. Upper class, middle class, and lower class have been around for a long time and probably always will be. If everyone belongs to a certain group does this mean we just fall into them or how do they form. Must people will tell you they don¡¯t like social classes and will probably tell you that they don¡¯t belong to one. Chances are they are lying to you and they do belong to one. Unless you are a loner, everyone belongs to some kind of clique, no matter what type it might be.

These social classes are a very big part of High School. There are a variety of social cliques like the jocks, the cheerleaders, the preppies, the nerds, the skateboarders, and etc. I think no matter where you go or what high school you are in all of them will have some type of social classification system. These social classes or cliques are judged and criticized for who they are and what they stand for. Being a new student walking down a hallway in an unfamiliar place with unfamiliar faces can be hard to deal with. Trying to make new friends and trying so hard to fit in somewhere. With schools having these social cliques it can be hard for the new student to find where they fit in. For example, a student wearing high-water pants, suspenders, glasses, and carrying a lot of books would not fit in with the jocks. If the student had any kind of interaction with the jocks it would probably consist of the jocks picking on him and giving him a swirly.

A clique can be good in some ways and bad in some ways also. I think they can be good when you share common interests and have similar characteristics as one another. I know in my ¡°clique¡± we all have common interests. We all like to go to sporting events, watch movies, play games, and just hangout together. We also share common characteristics; we are all outgoing, humorous, honest, trustworthy and easy-going. All of us just ¡°fit¡± together. We are always there for one another and are always willing to listen to one another when any of us have a problem or just need someone to talk to. I don¡¯t know what you would call us, most people would call us the preppies and say we are stuck up. In my opinion, I don¡¯t think our school is that bad when it comes to social cliques because our senior class all runs together, our group consists of a little of each class. If a new student came we would not prejudge them and would try to welcome them the best we could. Our group is our senior class so we¡¯ve all grown up together and just conformed to one another.

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Some students don¡¯t even realize they are in a clique. Most students take part in cliques to always have someone there and to do stuff with. Some join groups and depend on them because their home life isn¡¯t the best. These people don¡¯t get support at home and so they can get it from their group of friends, said Nancy Wride in her article ¡°A Vicious Circle.¡± She also thinks that student friendships are becoming as important as family relationships.

Cliques can also be negative. When a certain group picks on another one or judges them for who they are it can be very bad. For example, school shootings can be a result of cliques. The shooters in these cases have never fit in and have been judged by other groups, this could push them to the edge to do something as severe as shooting their fellow students. When two people within a certain group get in a fight, the other members will take sides and that might not be fair to one of the fighters. The people in these cliques should be your ¡°true¡± friends when you feel they are against you, you can become depressed and lonely. Another negative thing would be if the group was a violent clique. They could destruct things or property or they could bully other students just for their own pleasure. Around our area I haven¡¯t heard of that many negative cliques. The worst thing I¡¯ve known of is a certain clique making fun of another clique.

There have always been cliques or social classes and will continue to be in the years to come because you can¡¯t change society. It¡¯s sad that some people spend their whole lives trying to fit in and have people like them. The value of people and true friendships should come from our hearts.

Social classes are everywhere in society. Upper class, middle class, and lower class have been around for a long time and probably always will be. If everyone belongs to a certain group does this mean we just fall into them or how do they form. Must people will tell you they don¡¯t like social classes and will probably tell you that they don¡¯t belong to one. Chances are they are lying to you and they do belong to one. Unless you are a loner, everyone belongs to some kind of clique, no matter what type it might be.

These social classes are a very big part of High School. There are a variety of social cliques like the jocks, the cheerleaders, the preppies, the nerds, the skateboarders, and etc. I think no matter where you go or what high school you are in all of them will have some type of social classification system. These social classes or cliques are judged and criticized for who they are and what they stand for. Being a new student walking down a hallway in an unfamiliar place with unfamiliar faces can be hard to deal with. Trying to make new friends and trying so hard to fit in somewhere. With schools having these social cliques it can be hard for the new student to find where they fit in. For example, a student wearing high-water pants, suspenders, glasses, and carrying a lot of books would not fit in with the jocks. If the student had any kind of interaction with the jocks it would probably consist of the jocks picking on him and giving him a swirly.

A clique can be good in some ways and bad in some ways also. I think they can be good when you share common interests and have similar characteristics as one another. I know in my ¡°clique¡± we all have common interests. We all like to go to sporting events, watch movies, play games, and just hangout together. We also share common characteristics; we are all outgoing, humorous, honest, trustworthy and easy-going. All of us just ¡°fit¡± together. We are always there for one another and are always willing to listen to one another when any of us have a problem or just need someone to talk to. I don¡¯t know what you would call us, most people would call us the preppies and say we are stuck up. In my opinion, I don¡¯t think our school is that bad when it comes to social cliques because our senior class all runs together, our group consists of a little of each class. If a new student came we would not prejudge them and would try to welcome them the best we could. Our group is our senior class so we¡¯ve all grown up together and just conformed to one another.

Some students don¡¯t even realize they are in a clique. Most students take part in cliques to always have someone there and to do stuff with. Some join groups and depend on them because their home life isn¡¯t the best. These people don¡¯t get support at home and so they can get it from their group of friends, said Nancy Wride in her article ¡°A Vicious Circle.¡± She also thinks that student friendships are becoming as important as family relationships.

Cliques can also be negative. When a certain group picks on another one or judges them for who they are it can be very bad. For example, school shootings can be a result of cliques. The shooters in these cases have never fit in and have been judged by other groups, this could push them to the edge to do something as severe as shooting their fellow students. When two people within a certain group get in a fight, the other members will take sides and that might not be fair to one of the fighters. The people in these cliques should be your ¡°true¡± friends when you feel they are against you, you can become depressed and lonely. Another negative thing would be if the group was a violent clique. They could destruct things or property or they could bully other students just for their own pleasure. Around our area I haven¡¯t heard of that many negative cliques. The worst thing I¡¯ve known of is a certain clique making fun of another clique.

There have always been cliques or social classes and will continue to be in the years to come because you can¡¯t change society. It¡¯s sad that some people spend their whole lives trying to fit in and have people like them. The value of people and true friendships should come from our hearts.

Please note that this sample paper on Cliques is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Cliques, we are here to assist you. Your persuasive essay on Cliques will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

The Pain that fuels the fire

If you order your research paper from our custom writing service you will receive a perfectly written assignment on The Pain that fuels the fire. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality The Pain that fuels the fire paper right on time.

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The Pain that Fuels the Fire

Sometimes there is only a very slight thread morality, reason, or conscience keeping us from unleashing the dark desires within the depths of our thoughts. The wall which keeps such desires at bay can be very weak at times. Often, it only takes a small spark to burn the deepest inhibitions away. To Hamlet, there is a strong sense of inhibition when he first begins to suspect that his uncle, Claudius, may be responsible for his own father's death. As an educated youth in a time of general lawlessness, he has a sense of morality admirable even in modern times. Yet he has a hostility bordering on hate towards his mother for what he considers a grave injustice against his father. This is even before he suspects foul play at work in the royal court. Hamlet's hateful attitude towards women in general acts as fuel for the fire that eventually burns away his early hesitance against taking serious action towards his uncle. Characteristics he sees as weak and corrupting in women feeds his rage and sense of injustice. They are simply a disease-like influence to him. A little ghostly nudge in the general direction also keeps things moving. Finally, as Hamlet starts feeling the weight of what he considers his responsibility of retribution against his uncle, the prospect of killing what he considers a traitor to the crown and former king slowly becomes all consuming. This is all born from his feelings of misogyny, begun in his eyes by his mother.

In the early parts of the play, Hamlet is especially concerned with proving beyond all doubt that Claudius is guilty of murder. Considering the dark nature of the play and story itself, this can be considered rather commendable. He isn't about to run off and kill the new, if not suspect, king of Denmark. However, his inhibitions begin to burn, as he blames his mother for much of the predicament of the kingdom. A lustful woman, at least in her son's eyes, she married her husband's brother not two months after his death. For this, Hamlet has condemned the queen. From the day he found out that his mother and uncle would marry, she was the enemy. In the early part of the second scene of the first act, she questions the seriousness of Hamlet's grief towards his fathers passing, to which he replies angrily, "Seems, madam! Nay, it is; I know not 'seems'."(Act I, sc ii, 7) His resentment for what has happened feeds his other emotions. His feeling of helplessness, anger at events out of his control, everything has happened so fast, Hamlet has barely had time to catch up to his own emotions. He wants to reject all that is going on around him.

The Prince's grief for his father and his growing animosity towards the new crown seem to spur each other on churn together into one hate-seeped dangerous emotion. His love for the former king makes him hate Claudius and his mother, Gertrude, all the more, while his hate for the crown makes him idolize his father just that much more. After being "comforted" by his mother and new king, Hamlet speaks one of the most important soliloquies in the play. In it, he expresses his anger at the recent events, and vocally condemns Gertrude "Must I remember? Why, she would hang on him, as if increase of appetite had grown by what it fed on; and yet within a month, let me not think on't Frailty, thy name is woman! A little month; or ere those shoes were old with which she follow'd my poor father's body; like Niobe, all tears; why she, even she- O God! a beast, that wants discourse of reason, would have mourned longer," (Act I, sc ii, 147-155) Then he ends with the final accusation "Ere yet the salt of most unrighteous tears had left the flushing in her galled eyes, she married. O! most wicked speed, to post with such dexterity to incestuous sheets." (Act I, sc ii, 15-16) This is a fine example of his animosity to his remaining parent. He thinks she just jumped into Claudius' bed upon the death of her husband. There is also the possibility that Hamlet thinks Gertrude was having "incestuous" relations with his uncle before the death of his father.

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There is also a factor in Hamlets semi-misogyny which cements his attitude first towards his mother, and through her, all the women he comes in contact with. His father's ghost. This apparition plays an important part in Hamlet's justification of his actions from their conversation on. The spirit actually says of his former wife "From me, whose love was that of dignity that it went hand in hand even with the vow I made to her in marriage, and to decline upon a wretch whose natural gifts were poor to those of mine." (Act I, sc v, 55-5) The anger towards Gertrude's actions goes beyond a single generation.

Hamlet just so happens to have a little love interest at the opening of the play, the willowy Ophelia. However, due to her oddly overprotective father, she is forbidden to see Hamlet. Yet when he apparently goes mad, she is used as bait in order to discern what is going on with the prince. She is somewhat translucent when compared to the depth of Hamlet's character. She is also easily lead, best exemplified by her obedience to her father and king. One could also make a point that she is merely weakened by her position in society at the time, i.e. daughter and woman, but she best described as a victim. She is caught between Hamlet's conflicting emotions about what is going on around him and his hostile attitude towards his mother. In Act three, scene one, while Polonius and company are listening to Hamlet's conversation with Ophelia, Hamlet denies ever loving her "No, not I. I never gave you aught."(Act , sc I, 105) He could just as well be saying this to those secretly listening, but a second later when he says, "Get thee to a nunnery. Why wouldst thou be a breeder of sinners? I am myself indifferent honest, but yet I could accuse me of such things that it were better my mother had not borne me I am very proud, revengeful, ambitious, with more offenses at my beck than I have thoughts to put them in, imagination to give them shape, or time to act them in. What should such fellows as I do crawling between earth and heaven? We are arrant knaves, believe none of us. Go thy ways to a nunnery." (Act , sc i, 11-140) you can taste the venom in his words. Ophelia's rejection of him and her weak willed submission to the bidding of others only strengthens his resolve against what he sees as a lustful, corruptive, and ultimately flawed gender. His somewhat inappropriate innuendos towards Ophelia earlier in their conversation represent his disgust with her, or more specifically, all women at this point. To close the conversation he vocalizes his disgust "Or if thou needs marry, marry a fool, for wise men know well enough what monsters you make of them." (Act , sc I, 14-151) and also, "God hath given you one face, and you make yourselves another. You jig and amble, and you lisp; you nickname God's creatures and make your wantonness your ignorance." (Act , sc i, 155-158) Right there Hamlet says that women make excuses for their immorality. Unfortunately this is mostly directed towards his mother, but Ophelia bears the brunt of his anger. From this point on, Hamlet is more resolute in his actions, more set on his path, his first victim being Ophelia's own father.

Much of the tragedy of Hamlet is taken up by his hesitance to do anything rash, while the most important parts of the play are rash actions in themselves. His inhibitions against taking action towards his uncle eventually fall against the emotions he feels after speaking with his father's ghost and the anger over his mother's seemingly sexual attraction to positions of power, especially social ones. It is his feelings about Gertrude that leak over into his feelings about Claudius, and in condemning his mother he more importantly condemns he who killed the king of Denmark. This powerful action has its seed sown in Hamlet's misogyny. His feelings towards his mother are not much more than the grief for his father finding an outlet in an incestuous parent, at least in the beginning. Then as Hamlet suspects Claudius, those feelings spread to women in general, whom he sees as the enemy, against who he carries the torch of mixed revenge and supposed justice. Unfortunately, it will only be quenched with the blood of many. Too many.

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Begining Philosophy

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Beginning of Philosophy

The word philosophy comes from the two Greek words philein, which means "to love" and sophia, which means "knowledge" or "wisdom".

Thales One of the first known Greek philosophers, was doing speculative physics when he claimed that everything in the natural world was made of water.

Leucuppus and Democritus Arrived at the conclusion that all matter was made from tiny particles (atoms) that were similar except for their size and shape; differences in larger bodies were accounted for by means of their different arrangements.

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Early thinkers thought of physics as a part of philosophy, and this view persisted over 000 years. The full title of Isaac Newton's Principles, in which Newton set forth his famous theories of mechanics, mathematics, and stronomy, is Mathematical principles of Natural Philosophy.

Philosophy The definition of philosophy as the love or pursuit of wisdom, but this is too vague and general. What philosophy is it self a philosophical issue, and the issue has not yet been settled. Philosophy is not an empirical science. Facts are often relevant to a philosophical question, but they cannot by themselves provide us with an answer.

Many philosophical questions concern to norms.

Normative questions ask about the value of something. These sciences are interested in finding out what things are, but they cannot tell us how things ought to be.

Ethical or aesthetic norms are standards of one kind or another and we apply them when we decide for example what is right or wrong, good or bad…

When we voluntarily choose to do something, nothing makes us choose. Given the state of the world at the time you chose to extend a helping hand, you might have chosen not to do so. If this is tru- if nothing made you choose- then it follows that the choice cannot have been caused. If it had been caused, then given the state of the world at the time the cause happened, you could not have chosen not to make the choice. The problem is voluntary choices happen. They seem to be real things. So the theory that voluntary choices are not caused runs counter to another belief we have, that everything that happens was caused. Worse still, if your choice was not caused to happen, then you did not cause it to happen. That conflicts with yet another belief we have- namely, that for a choice like this we deserve praise. If you did not cause it to happen, what sense is there in praising you?

David Hume argued that really mean that cause C had effect E is that C made E happen. But Hume's view seemed paradoxical at the time he stated it, and many who read Hume are still far from conviced he was right.

The Divisions of Philosophy

Metaphysics Which studies the nature of being. What is being? What are its fundamental features and properties? These are two basic questions of metaphysics.

Epistemology The theory of knowledge. What is the nature of knowledge and what are its criteria, sources, and limits?

Ethics or moral philosophy The philosophical study of moral judgments, which includes, most importantly, the question Which moral judgments are correct?

Social Philosophy The philosophical study of society and its institutions. This branch of philosophy is concerned especially with determining the features of the ideal or best society.

Political philosophy Focuses on one social institution, the state, and seeks to determine its justification and ethically proper organization. Political philosophy is so closely related to social philosophy that it is common to treat them as a single area, social-political philosophy.

Aesthetics The philosophical study of art and of value judgments about art, and of beauty in general.

Logic The theory of correct reasoning, which seeks to investigate and establish the criteria of valid inference and demonstration.

So philosophy has seven major branches. However, the various main branches of philosophy do not each contain and equal number of theories or concepts or words.

Philosophy view Historically

Ancient philosophy Sixth century B.C through, approx, the third acentury A.D.

Medieval philosophy Third through sixteenth centuries, approx.

Modern philosophy Fifteenth through twentieth centuries.

Contemporary philosophy Twentieth century.

Philosophy can also be divided geographically, Eastern philosophy an d Western philosophy being the main divisions, with further subdivisions…

In the twentieth century the predominant interests and methods of philosophers in the West have tended to separate philosophy into two fairly distinct traditions

Analytic philosophy Analytic philosophers believe (or are the intellectual descendants of those who did believe) that the proper method of philosophy is what is called analysis. Generally (but with exceptions) this is the predominant tradition in English speaking countries.

Continental philosophy Several approaches to philosophy fit under this heading, including principally what are known as existentialism, phenomenology, hermeneutics. Generally but with important exceptions this is the predominant in Continental Europe.

Arguments

When someone supports a belief by giving a reason for accepting the belief, he or she has given an argument. Setting forth arguments is the most basic of philosophical activities and is one of the activities that distinguishes philosophy from merely having opinions.

The conclusion of a person's argument is the point he or she is trying to stablish; the reason the person gives for accepting the conclusion is stated in the premises of the argument.

There are just two ways in which an argument can fail or be incorrect. On one hand, one or more of the premises might be questionable. On the other hand, even if none of the premises are questionable, they might fail to stablish the conclusion. Logic, the theory of correct inherence, is concerned with the second type of failure.

Fallacies are common mistakes in reasoning of the second type, and one important contribution of logi has been identification, classification, and analysis of fallacies. Obviously, everyone concerned with sound reasoning, inclusding philosophers, tries to avoid fallacies, but even philosophers are not always successful in doing so. Some fallacies are frequently encountered in philosophical discussions.

Argumentum ad hominem (Argument to the person). Frequently people have the mistaken idea that they can successfully challenge a view by criticizing the person who holds that view. Ad hominem arguments are surprinsingly common, and it can take a special effort to remember to evaluate a person's views on their merits and not on the merits of the person whose views they are.

Appeals to emotion Arguments that try to stablish conclusions solely by attempting to arouse or play on the emotions of a listener or reader.

Straw man Sometimes people (even philosophers) will "refute" someone's view by refuting what is actually a mispresentation of that view. If we aren't carefull we may think the original view has been refuted rather than the "straw man" that actually has been attacked. When the Irish philosopher George Berkeley maintained that physical objects are really just clusters of sensations existing only in the mind, the English writer Samuel Johnson "refuted" Berkely by noting that some physical objects are so hard that things just bounce off them. Johnson then kicked a rock, trying to demonstrate that rocks are too hard to be mere sensations. But Johnson had in fact misrepresented Berkeley, for Berkeley had never maintained that rocks are not hard. Johnson had set up a straw man that was easy to knock over.

Red herring To address a point other than the one actually at issue; that is, to bring in something that is off the point. You chose to act is not equivalent to the fact that you could have acted differently.

Ad hominem arguments, appeals to emotion, and straw man arguments might all be said to be read herrings because they all seek to establish something that is not quite the issue.

Begging the question One premise rests on an assumption that is more or less identical to the very thing you are trying to prove as your conclusion. The argument begs on the question.

Black-or-white fallacy Arguments that limit us to two options when in fact more options exist commit the black-or-white fallacy.

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Socialism: How can it benefit the African Americans?

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Socialism How can it benefit the African Americans?

Could one ever imagine a world where a small percentage of people do not dominate in the cooperate world but every individual, even an African American, is practically equal? Could one imagine a world where Bill Gates' worth is as much as the poorest African American individual? Could one ever imagine a world where African Americans would benefit and be instrumental as much as other races in the economy? There would be no dominate individual or race, but the nation will be stronger and the economy would be stronger financially. This may only seem as a dream at first, but such a world is possible and closer than one may think. A world where no one person has more power than the next and money has virtually no value may seem as a ludicrous idea to some, but it is a great idea to others. This great idea is called Socialism.

Socialism is defined as the ownership of exploitable capital and means of production by the government, not by individuals or by private enterprise. This means that no one person could benefit personally within the economy. Common ownership will do away with the need for exchange, so that money will have no use. In the African American community, money is a major issue. Young African Americans often sale drugs for the need of money and other African Americans kill one another for the want of money. If the idea of socialism came into an existence, money would no longer be an issue and drugs and murder for money will decrease in the African American community.

People on the basis of social need, not profit, will determine the production of products in a socialist economy. At the moment people may need wealth but, unless they can afford to buy it, they must go without it. If money was no longer an issue in the economy, the poorer families could benefit more and could be provided with a lot more than what they are able to have now. African Americans who are poor are poor because of the lack of jobs, the minimum wage work and unequal opportunities. With socialism, the means of producing and distributing wealth - factories, farms, mines, docks, offices, transport - will belong to the whole community. This means that African Americans could benefit because everyone is equal and works for the needs of the community.

Work in a socialist society will depend on cooperation and the voluntary decisions of men and women to contribute to society in order to keep it going. This means that if the community as a whole does not work to keep the socialism alive within their community, everyone will suffer. Just as an individual could not survive if he or she did not eat, drink or take basic health care, so a socialist society would not survive unless the people in it acted cooperatively in a spirit of mutuality. This will encourage African Americans to work and be able to provide for themselves and their families. It will also encourage them to be cooperative within the community and work for a common goal. Today, many African Americans try to compete with each other, not realizing that this is harmful in the long run. Competitiveness causes jealously, greed and often leads to harm to those involved. With socialism, competition will not be an issue because everyone will be on an equal plane.

Currently, African Americans have a high rate of infant mortality. Every year, fifteen million children under five die of starvation. Many times in these cases, a family could not provide the proper necessities to support a healthy environment for their children. With socialism, a society based on production for use, would not tolerate such obscenity. Those families with infants and children too young to work will want to provide for their children and infants and therefore, will be motivated to do so. In some cases with child starvation, people are too lazy to provide for their families and rely on the aid of others. But, within a socialist community where everyone is offered an equal opportunity, those people will feel more instrumental in the economy and will be more willing to work and in turn, will be able to provide for their families.

Critics of the socialist proposition often tell us that socialism would be confronted with millions of men and women who would refuse to do their bit to make society run efficiently and, for some time, African Americans have carried the stereotype of being lazy. Unfortunately, in a socialist society, unpleasant work will still have to be done. Of course, much of the dirty work of the profit system, such as killing and conning and counting bank notes, will be dispensed with immediately in a socialist society. Other unappealing work can probably be taken care of by labor saving machines. Dirty work such as work in factories, farms, mines and docks, would have to be done, but in an organized fashion. The community, as a whole, would have to come to a consensus to provide a schedule of work so that the work would not have to be done by the same people all the time. This way, everyone would equally be able to contribute to the community and would not feel that they work unfairly within the community.

Critics who oppose socialism fear that human greed will lead people to consume all the wealth of society within one month. A problem within the African American community is the unemployment rate. If individuals did consume all the products within one month, the community would have to work to provide for their families. The unemployment rate will increase as a result of supply and demand. African Americans would become more instrumental in the economy than ever before. This is one way that African Americans could finally come together and make a difference within America. This, in turn, will encourage cooperation and inspire togetherness within the African American community.

Critics are also worried that in a society of free access, people will take more than they need. It is quite true that if the stores were opened tomorrow and workers were invited to go in and take as much as they want without having to pay, there would be a mad rush and the stores would be empty within a day. But why should this be the case if the stores are always open for free access? With socialism, African Americans would appreciate the necessities more and would adapt to using products sparingly and not over indulge in the luxury of such products. They will become more resourceful and responsible. Socialism will heighten and expand the morals instilled in African Americans.

Socialism is not difficult to understandit simply means directly producing what is needed, without the need for monetary exchange, as in capitalism. Throughout human history there has always been production solely for use, starting with food gathering and tool making in hunter-gatherer societies. Socialism will bring about and create a new form of unity within the nation and amongst the African American communities nationwide. This is one of the things that is lacking within the African American community. With socialism, everyone will have to work together to provide for his or her family. They will also be more motivated to work with each other because they are striving for the same, simple goal survival. To be unified for a cause is one thing that is dreamed and yearned for within the African American community; socialism has the potential to bring such unity about. Socialism will probably never exist anytime soon, if ever, but it should be understood that it could be have a very positive influence and change on the nation. African Americans are in a need for a more effective, positive change and socialism could definitely bring this about. It will encourage African Americans to work harder and in turn, will be able to provide more for their families. With socialism, African Americans will become more powerful and highly respected than ever before. Socialism should be supported more within the nation because with the support of socialism, there is the support of a united nation.

Please note that this sample paper on Socialism: How can it benefit the African Americans? is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Socialism: How can it benefit the African Americans?, we are here to assist you. Your cheap custom college paper on Socialism: How can it benefit the African Americans? will be written from scratch, so you do not have to worry about its originality.

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The Little Prince, Saint Exupery's Visionary Heart

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A Visionary Heart

.

In the story, The Little Prince, the author, Antoinne De Saint-Exupery, is the narrator who is ostensibly recounting what occurred when his plane put down in the Sahara Desert, six years earlier, due to engine trouble. The story is written in simple, short sentences, as would be suitable to use to tell a tale to a small child, making it sound deceptively similar to a Peter-Pan-like a fairy tale. Briefly, a young prince from a distant planet comes upon the stranded author, and tells him of his experiences, in the form of parables, as he wandered among the planets seeking wisdom. One of the characters encountered by the Little Prince, the fox, reveals a "secret" to the prince, "It is only with the heart that one can see rightly; what is essential is invisible to the eye." After a week, which turns out to be the Little Prince's last week on the earth having arrived exactly one year earlier on that spot, the little prince is bitten by a snake and "appears" to die, although his body disappears, in order to return to his planet. The author, with his repaired plane, is left sad but enlightened and relates the story, complete with child-like drawings which are accompanied by explanations that encourage the reader to see the meaning in the drawings, more than the literal sketches. By illustration and by words, Saint-Exupery draws the reader into his vision and subtly exhorts the reader to lift his focus from that of an adult, critical reader into the realm of fantasy and enlightenment.

One of the first stories, told in chapters related by the narrator, is a story about an occurrence before he, the narrator, landed in the desert and encounters the Little Prince. The narrator, while ostensibly pointing out the limitations of his artistry, encourages the reader to see more than is on the page, that is Saint Exupery exhorts the reader to see the sketches less literally, to "see" the meaning in the drawings. In order to achieved this, Saint-Exupery describes the callous, concrete minded adults who have been unable to understand that what appeared to them to be a drawing of a hat was actually a boa constrictor which had eaten an elephant. This drawing becomes a litmus test. The Little Prince, of course, can immediately see the elephant within the boa constrictor, which signals to the reader that the Little Prince and the Narrator are of the same understanding of the significance of things, and that the Little Prince is definitely not one of the literal-minded "grown-ups." Throughout the story, the narrator reminds the reader that his drawings, particularly that of the boa constrictor, have always been misperceived by "grown-ups," and includes many other examples of adult literal-mindedness, such as preoccupation with numbers. Ultimately, if the reader would prefer to not be classed with one of the philistine "grown-ups," he or she needs to be able to "see" what the author describes as being contained, but not seen by the eye, in his sketches.

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The Little Prince asks the narrator to draw a sheep for him and is rather specific about how the drawing should be not too big, not too old. Finally the Prince is surprisingly very pleased with the narrator's irritable production of a picture of a box with three holes, within which is the sheep. The Prince is delighted with the narrator's artistic production, seems to treasure the drawing and there is something of an implied therapeutic value as the narrator's relationship with the Prince goes on, since he seems to elaborate less about how bad his drawings are. In fact towards the end when the narrator is producing a drawing of a muzzle for the sheep for the Prince, the Prince reassures the narrator concerning his drawings that, "Oh that will be all right, the children will understand." It is implied that the children, not the adults are ultimately the more knowledgeable. Also as his relationship with the Little Prince grows, the life on the Prince's planet, the possible use of the sheep in eating the baobabs (which need to be cut back regularly to protect the planet) and the safety of the rose grow as matters of interest and concern to the narrator. In short, the narrator comes to share his friends concerns as if they were his own.

Another parable related by narrator about the Little Prince's planetary encounters involves a fox. The fox asks the Little Prince to "tame" him and goes on to describe in a very sagacious way, that taming means " to establish ties." The fox tells the Little Prince, ". . . if you tame me, then we shall need each other. To me, you will be unique in all the world. To you, I shall be unique in all the world." The fox outlines how "taming" is done by ritualistically spending time together, coming to be reminded of the other person by seemingly unrelated visual fragments, and developing expectations of being together, wordlessly ". . . words are the sources of misunderstanding." Finally, just before the Little Prince goes off the explain the rose bushes once he realizes that his one rose is more important to him because they have "tamed" each other, the fox offers the Little Prince a present of a secret. The secret is that, ". . . It is only with the heart that one can see rightly; what is essential is invisible to the eye," and that ". . you become responsible, forever, for what you have tamed."

Throughout the story, the Prince worries about his love object, a rose who has been left behind on his planet. The Prince has one rose on his planet and is in love with it. He describes his efforts to provide it protection from cold and predators, putting his rose under a glass bell jar for protection from drafts at night. Although the rose may have been responsible for the Prince's journey, throughout the book, while the Prince is telling of his travels and traveling with the narrator, the Prince worries about the welfare of his rose, his relationship to her, and the rose come to symbolize an abandoned, and longed-for love. "She cast her fragrance and her radiance over me. I ought never to have run away from her. . . I ought to have guessed all the affection that lay behind her poor little stratagems. Flowers are so inconsistent! I was too young to know how to love her." By the end, after the snake bites the Little Prince and he appears to "die" or is back to his planet unencumbered with his body, the narrator picks up the pieces of his friend's concerns and worries about whether or not the muzzle which he has drawn has a strap to secure it onto the sheep which presumably traveled with the Little Prince. It is significant of the growth of their friendship, that the narrator has also comes to worry about the rose ". . . and for me, nothing in the universe can be the same if somewhere, we do not know where, a sheep that we never saw has yes or not?-- eaten a rose. . . And no grown-up will ever understand that this is a matter of so much importance."

Towards the end of the book, "The Little Prince," Saint-Exupery has one of the characters encountered by the little prince, the fox, reveal a "secret" to the prince, "It is only with the heart that one can see rightly; what is essential is invisible to the eye." In order to understand the narrator's investment in the Little Prince's concern for his rose, the reader must suspend grown-up thinking. Indeed, throughout the entire book, in order to appreciate Saint-Exupery's fantasy, the reader is required to suspend critical, literal, left-brain, judgment about the implausibility of various occurrences in order to appreciate or "see" the impressive wisdom about life, love, friendship, responsibility, understanding, knowing the truth and death which is woven into the deceptively simple story.

THE THING THAT IS IMPORTANT

IS

THE THING THAT IS NOT SEEN

SHUT YOUR EYES AND SEE THE TRUTH;

YOU'LL GET THERE FASTER

BIBLIOGAPHY

Saint Exupery, Antoinne De. (14) The Little Prince. New York,

Harcourt, Brace & Company

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