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Plato s Allegory Of The Cave And The Gospel Of Matthew s...

Two distinct texts that may seem at odds when superficially compared, hinge on shared foundational values. Course study and personal analysis of Plato’s â€Å"Allegory of the Cave† and the Gospel of Matthew’s Sermon on the Mount indicate both appeal against ignorance and warn against egotistic behavior. Both texts take a tactful and thoughtful examination of man’s inability to comfortably, consistently, and effectively look beyond their individual selves as the key figures in a normalized and standardized society. Telling here is Plato scholar Allan Bloom and his belief that: â€Å"The modernist historical consciousness has engendered a general skepticism about the truth of all â€Å"world views† except for that one of which it is itself a product (Bloom†¦show more content†¦In fact, what Plato seems most settled upon is the notion that the sensory realm amounts to no more than an illusion of substance and definition—that instead wh at we see and feel only mimics reality. Plato is clear that not all men are prepared to decline the comfort provided by ignorance to invite the unknown. He does not â€Å"present a doctrine† as much as he â€Å"prepares the way for philosophizing† (Bloom XXI). It requires man to adopt an outlook perpetually critical of seemingly objective experiences and knowledge. Doing so, according to the â€Å"Allegory† means questioning your peers’ reality and willingly declining the comfort of simplicity and familiarly for the ability to experience reality through thought. It means ditching the safety of the cave’s darkness for the chance to experience the brilliance of the sun—Plato’s message is clear: reality and reason are most real when man is critical of what he’s established to be objective fact. One strong example from the text is when is when the prisoner’s eye witness freedom: â€Å"And if he compelled him to look at the light itself what his eyes hurt him but h e fully turning away to those things that

How Would You Direct Act 3 Scene 1 of Romeo and Juliet for a Contemporary Audience at the Globe Theatre Essay Example For Students

How Would You Direct Act 3 Scene 1 of Romeo and Juliet for a Contemporary Audience at the Globe Theatre? Essay Two star-crossd lovers, secretly married and so tragically separated in a vile forfeit of their young lives. The ill fated plot of Romeo and Juliet in which act 3 scene 1 plays an essential role in the structure of the play. Shakespeares decision to kill off Mercutio, a prominent character, not only gives Romeo the rage to kill Tybalt but also removes Mercutios wit and humour, which may have caused a distraction from the affliction of the play. The scene stimulates the tension seen throughout the play from this point. The scene is full of heat, passion and anger emphasising the turning point of the play. Romeos banishment and Tybalts death adds more pressure on his secret marriage to Juliet. The play was written between 1594 and 1596, when theatre and audiences were very different to what they are today. In the 1500s the theatre was one of the only places to socialize and people often visited the afternoon performances frequently. The audience would be rowdy, often drunk and loud throughout the performances, whereas nowadays, audiences are much more polite and respectful towards the actors and the play. A performance in the 1500s had to grab the audiences attention and get its message across; it took a fantastic playwright such as Shakespeare to do this. Romeo and Juliet begins, Two houses both alike in dignity, the first words of the play describe the two families, Montague and Capulet. Both families alike in nobility but the ancient grudge between them so strong it takes the death of Romeo, Juliet and their love, before settling the feud is even considered. The reason for the start of the feud is unknown but it affects everyone from the lords to the servants and often leads to public displays of violence. Today, if the play was performed for a modern audience the feud could be made relevant by making the families different races to introduce a modern issue in the play which would give the audience a better understanding and perhaps something they could relate too. The differences between the Montagues and Capulets could be shown on stage by the use of Costume. I would dress the Capulets as catholics, all wearing rosaries, for example and the Montagues would wear traditional Hindu costume. In this way, a religious aspect is brought to the play and new tensions between the families are automatically created. Stage properties are important for defining location and giving the audience visual understanding. During Act 3 scene 1 both Mercutio and Tybalt are killed. In the 1500s their deaths would have been illustrated by the use of prop swords but today guns would perhaps be a more realistic choice of prop. Nowadays, we also have the use of new technology to create realistic effects involving lighting and sound. Shakespeares audiences would have had to rely on the dramatists words to explain time of day, since all performances took place in the early afternoon. The use of lighting would be able to show the time passed between Mercutios death and Tybalts. Sound effects would make the scene more realistic and exciting. Actors of the sixteenth century very much relied on the words to convey the idea of time and realism. The roofed galleries of the globe seated the richest of the 16th century population, the poorer, groundlings, stood in a yard in which the stage projected into. Two doors at the back of the stage would make the entrances and exits of the scene. The scene begins, a hot Italian summer afternoon, peace keeping Benvolio recommends leaving to Mercutio; as he knows Capulets are around, And if we meet we shall not scape a brawl. Mercutio responds with his usual humour and we see the energy of his character when Tybalt arrives in search of Romeo. When Romeo will not fight, Tybalt does not understand and will not be satisfied. Like Mercutio, Tybalt is energetic but a major contrast between them is Tybalt has lacks a sense of fun. .u690763976772fee0fa0c9c88030eb755 , .u690763976772fee0fa0c9c88030eb755 .postImageUrl , .u690763976772fee0fa0c9c88030eb755 .centered-text-area { min-height: 80px; position: relative; } .u690763976772fee0fa0c9c88030eb755 , .u690763976772fee0fa0c9c88030eb755:hover , .u690763976772fee0fa0c9c88030eb755:visited , .u690763976772fee0fa0c9c88030eb755:active { border:0!important; } .u690763976772fee0fa0c9c88030eb755 .clearfix:after { content: ""; display: table; clear: both; } .u690763976772fee0fa0c9c88030eb755 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u690763976772fee0fa0c9c88030eb755:active , .u690763976772fee0fa0c9c88030eb755:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u690763976772fee0fa0c9c88030eb755 .centered-text-area { width: 100%; position: relative ; } .u690763976772fee0fa0c9c88030eb755 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u690763976772fee0fa0c9c88030eb755 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u690763976772fee0fa0c9c88030eb755 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u690763976772fee0fa0c9c88030eb755:hover .ctaButton { background-color: #34495E!important; } .u690763976772fee0fa0c9c88030eb755 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u690763976772fee0fa0c9c88030eb755 .u690763976772fee0fa0c9c88030eb755-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u690763976772fee0fa0c9c88030eb755:after { content: ""; display: block; clear: both; } READ: A Critique of Moulin Rouge and Romeo +Juliet   EssayThe audience are aware that Romeo is now married to Juliet and Tybalt being her cousin, he is un-willing to fight a member of his new family, but Mercutio is outraged that Romeo takes Tybalts abuse with such mildness and draws his own sword against the Capulet. Knowing the Prince Escaluss threats, Romeo tries to stop the fighting, Tybalt, Mercutio, the prince hath forbidden bandying in Verona streets. His interference confuses Mercutio and he is fatally wounded. Even as he lies, death almost upon him, Mercutios wit is still present, he comments that if Romeo asks for him tomorrow he shall find him, a grave man. His character is so vibrant and energetic. The audience are always waiting to see what he will do next, perhaps this is why Shakespeare decided to remove him from this point as there is no relaxing of speed or tension from now on. Romeo blames himself for Mercutios death and filled with, fiery-eyd fury, for a moment he forgets his new bride and seeked vengeance for his dead friend. This part of the scene is exciting and anxious, the audience feel for Romeo as they can see the helplessness of his situation. He is nothing more than, Fortunes fool. Loyal Benvolio is eager for Romeo to get away, for if he stays he faces the death penalty for brawling in the streets and killing Tybalt but Romeo knows if he leaves he risks losing his Juliet. Again the audience sympathise with Romeo, as he is a victim of fate. Lady Capulet remains a hard and vengeful woman in theme with the feud and insists Romeo be put to death as she wails, For blood of ours shed blood of Montague. Prince Escalus can do neither more nor less than banish Romeo because he has broken the law and must be duly punished. The action and apprehension of the scene can be brought to life on stage by the use of set, props, music and costume. The main frame of the scene is the deaths of both Mercutio and Tybalt. When the conflict begins at the opening of the scene, Benvolio states, We talk here in the public haunt of men: Either withdraw unto some private place, Or reason coldly of your grievances, Or else depart. Here all eyes gaze on us. This suggests that the scene is set in the eye of the public; so to constitute a relevance to a modern day audience I would set the scene in a pub. I would change the setting of Tybalts death so that I could show a passing of time. After a car chase, I would set Tybalts felony in a small country road because Romeo then has time to leave before the Prince arrives. The costumes worn during the scene would resemble the type of character being portrayed and help highlight key characteristics. Mercutio, for example, is loud and bubbly therefore his clothes would be vibrant and strong colours. Whereas in contradiction, Tybalt would wear clothes that would make him appear callous and malicious, probably black in colour. Romeo has just returned from his wedding, so he would be wearing smart clothes, most likely a suit. The use of music throughout the scene is important to add to the anxiety and concern of the audience. After Mercutios death, when Romeo is full of fury and the scene is very heated, I would use music that added to the passion and created an extra discomfort. When Mercutio and Tybalt, first begin to quarrel, Mercutios vitality comes across in his teasing manner. He deliberately mistakes Tybalts meanings on numerous occasions. For example, When Romeo arrives, Tybalts attention turns to him and he declares, Here comes my man. Mercutio deliberately misunderstands Tybalt and replies, .u98ad8a83071b8685c229874ab49941ab , .u98ad8a83071b8685c229874ab49941ab .postImageUrl , .u98ad8a83071b8685c229874ab49941ab .centered-text-area { min-height: 80px; position: relative; } .u98ad8a83071b8685c229874ab49941ab , .u98ad8a83071b8685c229874ab49941ab:hover , .u98ad8a83071b8685c229874ab49941ab:visited , .u98ad8a83071b8685c229874ab49941ab:active { border:0!important; } .u98ad8a83071b8685c229874ab49941ab .clearfix:after { content: ""; display: table; clear: both; } .u98ad8a83071b8685c229874ab49941ab { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u98ad8a83071b8685c229874ab49941ab:active , .u98ad8a83071b8685c229874ab49941ab:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u98ad8a83071b8685c229874ab49941ab .centered-text-area { width: 100%; position: relative ; } .u98ad8a83071b8685c229874ab49941ab .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u98ad8a83071b8685c229874ab49941ab .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u98ad8a83071b8685c229874ab49941ab .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u98ad8a83071b8685c229874ab49941ab:hover .ctaButton { background-color: #34495E!important; } .u98ad8a83071b8685c229874ab49941ab .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u98ad8a83071b8685c229874ab49941ab .u98ad8a83071b8685c229874ab49941ab-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u98ad8a83071b8685c229874ab49941ab:after { content: ""; display: block; clear: both; } READ: A Comparison of the ways the Poets in Nothings Changed and Vultures EssayBut Ill be hangd, sir, if he wear your livery. When it is clear that Tybalt meant the man he was looking for and not one of his associates. The difference in tones throughout the scene all clash. Tybalt comes across as fearless and he is desperately trying to provoke a fight in contrast with Romeo, who is trying to prevent any attack and even proclaiming his love for Tybalt, I do protest I never injurd thee, But love thee better than thou canst devise, Mercutios tone would be more lighthearted and teasing. Events move more quickly from this scene and with Romeos banishment still echoing in everyones minds, the play moves to Juliet, ignorant of the happenings on Verona streets and longing for her beloved Romeo. The two scenes create a powerful dramatic contrast. The audience are left with a longing to find out what happens next and if Romeo and Juliet will reclaim their love. By using visual aids. The play can be brought into the present and still keep its tragic plot but have more purpose and realism to a modern audience. By inserting racial and religious tensions into the play, todays issues are dealt with and the audience can relate to the story. Shakespeare was a fantastic playwright and his work is adaptable to any time period, which is why it is still so popular today.

Managing Human Resources free essay sample

Managing human resources in any organisation is both interesting and challenging. Humans are social beings, whether, consciously or unconsciously, we are always in interaction with one another rather than in completely isolation. However, dealing with people in the organisation is probably the most difficult thing we will ever encounter in life. Yet, people are the most important asset in any organisation. The success of an organisation depends on the management of its human resources. Managing human resources is all about getting the right people, giving them the right training and placing them in the right place at the right time. It is also about getting and retaining the best people so that the organisational objectives and goals are attained. Throughout the course, you will be introduced to various topics on managing human resources, from the coordination to the management of work in organisations. This course begins by outlining the various approaches to human resource management and the evolution of the discipline to its present orientation. The course will attempt to introduce a holistic approach to human resource management practices that includes: job analysis, recruitment and placement, training and development, compensation, labour relations and employee security. At the end of the course, some emerging contemporary issues in human resources and the use of various approaches to organisational development will be discussed. The course emphasises application in the actual working environment rather than a mere memorisation of presented facts. Throughout the course, you will be introduced to various self-assessment activities that enable you to apply the principles that you have learned. 2 WAWASAN OPEN UNIVERSITY BMG 511 Managing Human Resources UNIT 1 3 Human resource management in perspective Unit Overview Unit 1 consists of 4 sections: Section 1.1: Introduction to Human Resource Management (HRM) introduces you to human resource management (HRM)  describing its various functions as well as defining its nature and characteristics. Section 1.2: A Brief History of HRM and Its Origins presents a brief history of HRM  giving an account of the evolution of its roles and the changing perspectives on HRM jobs. In addition to having a clear understanding of the significance of HRM in both the industrial and commercial sectors, you will also learn the part played by personnel specialists in the management of HR. Section 1.3: Strategic HRM discusses what strategic HRM is and consequently why SHRM is needed to provide direction to organisations. You will also discover why managers want to integrate the three areas of strategic management, human resource management and organisational outcomes. Section 1.4: Malaysian Laws Related to HRM discusses Malaysian law as related to HRM practices in Malaysia. This section will facilitate in helping you to relate the contents of sections 1 – 3 in the Malaysian context. At the end of Unit 1 are appendices on various Acts, the Wages Council Act 1947 (The Labour Department) and the Code of Practice for the Prevention and Eradication of Sexual Harassment in the Workplace (1999). Unit Objectives By the end of Unit 1, you should be able to: 1. Using examples, describe the various functions of HRM and explain the vital role it plays in today’s highly competitive modern organisations. 2. Trace the evolution of HRM as a discipline and distinguish between personnel management, industrial relations (IR) and HRM practices. 3. Review and evaluate the main models, frameworks and theories of human resource management. 4. Amalgamate and make appropriate applications of the contributions of HRM to the total strategic management process of an organisation. 5. Interpret and apply various Malaysian laws related to HRM and comment on the philosophy for the formulation of these laws to protect the employer, the employee and the society at large. 4 WAWASAN OPEN UNIVERSITY BMG 511 Managing Human Resources UNIT 1 5 Human resource management in perspective 1.1 Introduction to Human Resource Management (HRM) Objectives By the end of this section, you should be able to: 1. Describe the various functions of HRM. 2. Differentiate HRM from existing personnel practice. 3. Deliberate on the nature and characteristics of HRM when viewed as  †¢ A restatement of existing personnel practice. †¢ A new managerial discipline. †¢ An individually-focused developmental model. †¢ A strategic and international function. 4. Discuss the main models, frameworks and theories of HRM. Introduction This section introduces the basic concepts of human resource management (HRM). Human resource management is an activity found in organisations, whether they are from production, business or service-oriented, large enterprise or small business. Refresh your memory on the concept of management, where management theory states that the manager working in an organisation deals with three basic components  the people, purpose and the structure. A simple definition of an organisation is â€Å"a group of people who work together to achieve common goals.† Another way of interpreting the definition of an organisation is that the concept of organisation cannot be separated from the need for people. Human resource management is the development and implementation of systems in an organisation designed to attract, developed and retain a high performance workforce. Hence, we can say that the existence of human resource management is to ensure that people employed by the organisation are being used efficiently and effectively and that they are able to contribute (either direct or indirect) to the success of the organisation and achieve the organisational goals. 6 WAWASAN OPEN UNIVERSITY BMG 511 Managing Human Resources For most of the 20th century, the specialists who developed and maintained staff were known as personnel manager (personnel management). By the late 20th century, the rapid pace of development and changes meant that they must be constantly alert to the environment outside their organisation if they want to survive and compete. It was clear that the personnel management of daily task was insufficient. Personnel managers needed to go beyond mere administration and find ways to help their organisations compete with other businesses. Thus, personnel management gave way to human resource management as their functions expanded. The following section describes the various functions and theories of human resource management.

An Age of Surfaces Deceptive Exteriors and Flawed Interiors in Oscar Wildes The Importance of Being Earnest

cultural slavery essays

cultural slavery essays Slave Culture Slavery in America thrived and continued to grow because there was a scarcity of labor. Cultivation of crops on plantations could be supervised while slaves used simple routines to harvest them, the low price at which slaves could be bought, and earning profits as a bonus for not having to pay hired work. But in the beginning half of the 19th century a strong push for slavery's final straw was coming. The people of the South tended to be more genteel, and seemed not quite adjusted to hard work, but more to giving orders. The idea of telling people how to do their work just seemed to fit all too well into this scenario. Slaves lived under virtually unsuitable conditions. Douglass' account of a slave's life told of the trying times on the plantation. An allowance was given to the workers. A monthly allowance consisted of mostly of pork and corn meal but also some money. Yearly slaves were given clothes, a couple shirts, and two pairs of pants-one pair of pants for winter and one pair for the other times of the year. They were not given beds to sleep on but rather a blanket for the floor. On top of lack of basic necessities slaves were forced to work around the clock. If they were not at their total output for the minute their owners they would be forced by the whip and "encouraged" to work harder, as an owner might feel. They were always subject to profanity from their masters and treated more like horses. Just like horses they were bred to be strong, in the mindset of outputSlave owners would also sexually take ...

The rise of Al Qaeda, religious militancy and terrorism Essay

The rise of Al Qaeda, religious militancy and terrorism - Essay Example According to Marshall McLuhan, one of the pillars of mass media theory, â€Å"without communication, terrorism would not exist.† Certainly, terrorism existed well before mass media; but the latter definitely gave the former a great advantage. Before, terrorism is limited to the area that goons, thugs or soldiers can reach. Today, one can just create a newsworthy event and the scope of exposure is limitless. This was what bin Laden and al-Qaeda exploited. He saw that mass media can be used â€Å"to get attention, to gain recognition, and even to obtain a certain degree of respect and legitimacy†. It can be said that al-Qaeda’s rise to power were determined by how bin Laden used the media to get his message across to the world. He knew that his organization needed an international audience to gain legitimacy; because without it, he would not be able to get funding and recruitment would be more difficult to accomplish. With malicious precision in manipulating the me dia, bin Laden was able to propel al-Qaeda as an organization that the world needs to take seriously. Hoffman states that terrorists, as exemplified by bin Laden, aims to dominate and control by sending a message of fear—and there is no better way to instill fear to the masses than through the media. Bin Laden recognized that when the masses are afraid for their lives, it propagates uncertainty and chaos, not only to a large population, but more importantly, to the nations’ democratic leaders.... 5). Hoffman (as cited in Fiore, 2011, p. 27) states that terrorists, as exemplified by bin Laden, aims to dominate and control by sending a message of fear—and there is no better way to instill fear to the masses than through the media. But why instill fear? Bin Laden recognized that when the masses are afraid for their lives, it propagates uncertainty and chaos, not only to a large population, but more importantly, to the nations’ democratic leaders (p. 27; Soriano, 2008, p. 2). â€Å"This instability can prompt people, and even governments, to think and react differently than they would have otherwise,† making them lean towards making decisions that would favor al-Qaeda (p. 27). Aside from exploiting this strategy, al-Qaeda also became infamous for making good on their threats and doing it in a visual manner that would gain the most attention and implant the most fear and hatred. The organization’s attacks were powerful in that it was grand yet personal, vast yet meaningful. This can perfectly be seen in the 9/11 attacks, in which the entire world was treated to a visual overload of exploding buildings—the World Trade Center and the Pentagon, no less—planes crashing, and hundreds of people dying or jumping to their deaths. Every channel for the next few days—and even years—broadcasted the attacks. The attacks were large-scale, in a country considered to be a world power, against a building that is a symbol of international collaboration, and they came at a time the world least expected them. The attention al-Qaeda got was monumental. If people were not aware of the existence of al-Qaeda, they sure were made aware on the morning of September 11, 2001. And the message was clear and powerful.