Free Essays on Comparison With Iago And Cassio

In the play â€Å"Othello,† one of William Shakespeare’s six catastrophes, characters Iago and Cassio are comparable and diverse from various perspectives. One of the ways Iago and Cassio are comparable is through Othello himself. Both Iago and Cassio need to be on the acceptable side of companion Othello, yet both don’t have similar reasons. In Iago’s case with Othello, Iago needs to be on Othello’s acceptable side so Othello wouldn’t be dubious of what he was doing despite his good faith, such things as getting Cassio and Desdemona closer together so Othello would presume something. Presently in Cassio’s case, he simply needs to be on Othello’s acceptable side since he needs to be there. Cassio is Othello’s Lieutenant and he likes to remain as such, so after Cassio jumps on Othello’s terrible side, he attempts his hardest to attempt to get back on his great side to keep Othello’s regard for him and the Lieutenant position. The two men needed to be on Othello’s acceptable side. Iago and Cassio both feel that they can confide in each other. In the play, Iago trusts Cassio in his activities to do what he suggests Cassio what to do, for example, when Iago reveals to Cassio that he should converse with Desdemona to attempt to get in great terms with Othello. Iago additionally trusted Cassio’s activities when Othello caught the discussion among Cassio and Iago. Iago realized that Cassio would discuss something different, and realized that Othello would interoperate it in an unexpected way. Presently Cassio is an alternate story. Cassio trusts Iago’s counsel in attempting to get himself on Othello’s great side. Cassio trusted Iago’s guidance when Iago advised him to proceed to continue conversing with Desdemona about attempting to get himself in great terms with Othello. It was a terrible move in confiding in Iago, yet that’s what he did. Those two both confided in one another yet in various ways which makes them two some what c omparable. The distinction between these two is both have totally different characters. Iago’s character is beguiling however in a rough manner. He knows ... Free Essays on Comparison With Iago And Cassio Free Essays on Comparison With Iago And Cassio In the play â€Å"Othello,† one of William Shakespeare’s six disasters, characters Iago and Cassio are comparable and diverse from numerous points of view. One of the ways Iago and Cassio are comparable is through Othello himself. Both Iago and Cassio need to be on the acceptable side of companion Othello, yet both don’t have similar reasons. In Iago’s case with Othello, Iago needs to be on Othello’s acceptable side so Othello wouldn’t be dubious of what he was doing despite his good faith, such things as getting Cassio and Desdemona closer together so Othello would speculate something. Presently in Cassio’s case, he simply needs to be on Othello’s acceptable side since he needs to be there. Cassio is Othello’s Lieutenant and he likes to remain as such, so after Cassio jumps on Othello’s awful side, he attempts his hardest to attempt to get back on his great side to keep Othello’s regard for him and the Lieutenant position. The two men needed to be on Othello’s acceptable side. Iago and Cassio both feel that they can confide in each other. In the play, Iago trusts Cassio in his activities to do what he suggests Cassio what to do, for example, when Iago discloses to Cassio that he should converse with Desdemona to attempt to get in great terms with Othello. Iago additionally trusted Cassio’s activities when Othello caught the discussion among Cassio and Iago. Iago realized that Cassio would discuss something different, and realized that Othello would interoperate it in an unexpected way. Presently Cassio is an alternate story. Cassio trusts Iago’s guidance in attempting to get himself on Othello’s great side. Cassio trusted Iago’s guidance when Iago advised him to proceed to continue conversing with Desdemona about attempting to get himself in great terms with Othello. It was an awful move in confiding in Iago, yet that’s what he did. Those two both confided in one another however in various ways which makes them two some w hat comparable. The contrast between these two is both have totally different characters. Iago’s character is beguiling however in a rough manner. He knows ...

How does Stevenson play with the Concept of the Double in ‘Strange case of Dr. Jekyll and Mr. Hyde? Essay

The novella being referred to is ‘Strange Case of Dr. Jekyll and Mr. Hyde’ composed by Robert Louis Stevenson in 1885 at his habitation in Bournemouth after an awful bad dream. I will talk about the subject of duality in the novella. It is set in the nighttime boulevards of London in the Victorian time, a period where duplicates and contrary energies were visit. Inquisitively, this novella takes a gander at the life of a researcher called Henry Jekyll who figures an elixir empowering him to incidentally change the two his character and physical appearance. This new individual is Mr. Hyde, the ‘id’ or the simian who ‘hides’ inside Dr. Jekyll. From multiple points of view, this book reflects Stevenson himself and the Victorian time frame overall. I take a gander at this novella from a different various inceptions; the dad to child relationship as in Jekyll’s admission ‘Jekyll had more than a father’s intrigue; Hyde had more than a son’s indifference.’; the fraud in the Victorian age as Carew the MP gives the impression of being a gay lastly, the pre-adult kid inside the developed man which due to Hyde’s physical status, he looks and feels more youthful. Stevenson speaks to duality through the physical appearance of the individuals and places in the book. The first is the passage to the common living arrangement which, is both Jekyll’s and Hyde’s environment contemporaneously despite the fact that it isn't exceptionally self-evident. The entryway by which Hyde enters is depicted as being ‘blistered and distained’ while Dr. Jekyll’s entrance has an incredible fa㠯⠿â ½ade. The rankled entryway can be a reference of a specific explicitly transmitted malady, syphilis; Stevenson is attempting to code one of the issues that society had back then. These viewpoints were visit in Victorian houses seeing as the front would be rich while the back built of second rate yellow blocks which gives reality a distraction. Hyde’s entrance is depicted as ‘nothing yet an entryway †¦ a visually impaired temple †¦ stained wall†¦ delayed and ignoble negligence†¦ was rankled and distained.’ These elucidating terms suggest that the back of the structure was the ugly side, to be avoided the open eye. This citation additionally alludes to Mr. Hyde, as it says ‘a daze forehead†¦ stained wall.’ At the time, individuals with enormous temples were considered to have criminal propensities. The ‘discoloured wall’ can speak to the way that Hyde was a smothered piece of Jekyll and hence has no shade of its own. There is redundancy of two in depicting this entrance seeing as there are ‘two doors†¦ two storeys.’ which again gives us an away from of isolation between the two characters. Soho once had gained notoriety for prostitution and whorehouses and it would be the place the outsiders or outsiders would go in that period. This is likewise where Hyde lives; his home has two faces to it. The outside was shameful and abhorrent while the inside was sumptuous and expand with costly furnishings. We can without much of a stretch relate this with the characters in the story where the shabby outside speaks to Hyde however inside him is a noble Victorian man of honor. Stevenson alludes a great deal to insides and outsides, ‘pockets inside out†¦ lock quick drawers stood open.’ This is a composition of the inside, a perfect representation; Stevenson is attempting to uncover reality of society at the time by indicating what is inside. As the ‘pockets’ were ‘inside out’, or from an alternate point of view, reversed, which could allude to a reversal of sexuality which perhaps Hyde was driving at the time as he was an identical repres entation, therefore something contrary to Jekyll. Jekyll was the finished converse of the ‘id’ in physical viewpoints, for example, the height and the age yet in addition in an amusing way that Hyde executes people groups and Jekyll spares lives. The mist that encompasses Utterson as he goes to Soho can likewise be viewed as both a London specific and an impression of his perspective. His disarray as he attempts to discover associations among Jekyll and Hyde is continually ‘reinvaded by darkness’. This has a two sided connotation, it may be the case that Utterson is loosing center and afterward recapturing it or, it may be the case that Hyde being the haziness repetitively attacks Jekyll. In this climate, there is a reversal of day and night because of the haze, and there would be a ‘glow of rich, offensive brown’ because of the fecal waste and the lack of sanitization of Soho. The three principle characters of the book are Jekyll the ‘ego’, Hyde the ‘id’ and Utterson the ‘superego’. All through the entire section, there are no genuine female characters which, speaks to the sexism common at that point. Additionally there are assistant characters, for example, Enfield, Carew and Lanyon. Enfield is one of the first referenced in the book; he seems to have a twofold existence as he winds up in the avenues of London at three toward the beginning of the day which proposes that he may have been out in the whorehouses or perhaps driving a second, gay life. Sir Danvers Carew likewise gives a comparative impression of driving a two-timing life as he also ends up wandering the roads of London late around evening time. A clarification that we can offer for the reason for his demise was that he had confused Hyde with a gay whore and Hyde discharged the simian that he was, winding up with the MP’s passing. By indicating this, Stevenson is attempting to show the fraud in the public arena at the time as Carew was both a gay and a Member of Parliament that had prohibited such conduct. Mr Hyde is likely the most mind boggling and strange character in the novella. All the characters that see him, sense this unidentifiable distortion in him. This could be because of good corruption. At that point, deformation was not acknowledged and the individuals who were twisted were undesirable in the general public. Stevenson catches the manner in which individuals saw Hyde’s disfigurements in a single entry of the book ‘Snarled †¦ savage †¦ pale and small †¦ distortion †¦ imposing †¦ dangerous †¦ barely human †¦ troglodytic †¦ foul soul †¦ Satan’s signature on a face.’ We have the impression of a flippant, ‘ape-like’ being who is of an alternate request to the remainder of society. As Mr. Hyde assaults the young lady and stomps on over her he again gives this boorish picture of an untamed brute or a ‘masked thing like a monkey’ on the opposite side of this veil is something contrary to this monster. Something contrary to the brute; Jekyll is the ‘ego’ and the decent face in the public arena, a specialist and a well off moderately aged man. Jekyll and Hyde are one being and this is appeared in different occurrences, in the initial section, as Hyde has stomped on the young lady, he comments ‘No noble man however wishes to stay away from a scene’ implying that he trusts himself still a man of his word along these lines a piece of Jekyll is as yet present yet is covered up inside the double figure. Henry Jekyll’s reaction to Utterson ‘You don't comprehend my position †¦ I am agonizingly arranged, my position is an extremely weird †exceptionally abnormal one †¦ can't be repaired by talking†¦ it isn’t what you extravagant; it isn't so awful as that’ gives the impression of him being associated with an unlawful issue or coercion. Jekyll is consoling Utterson that it isn't the standard case a legal advisor was utilized to. Utterson gives a striking depiction of his opinion of the two characters Jekyll and Hyde, ‘turns me very virus to think about this animal taking like a hoodlum to Harry’s bedside.’ This statement plainly reveals to us that different characters don't know about Jekyll’s duality. What I trust Stevenson is attempting to get across is this message of ‘a beast close to his maker or his double’ the man that made the being that will prompt his devastation. Stevenson applies various layers to the structure of the book where nothing is very what it appears. The book opens with an edge account however closes suddenly with Jekyll’s admission. This can be deciphered as the nearness of Hyde; toward the starting it has a casing however toward the end this book closes without one as he is absent. The story comprises of various accounts which again exist in an account and this compares to Jekyll and the character inside him, Hyde. One model is in Dr. Lanyon’s story and in Dr. Jekyll’s letter to Lanyon. In the last part, Stevenson starts to write in the primary individual and out of nowhere there is a move of individual as he discusses Hyde, so as to put aside his subsequent self. ‘He, I state †I can't state, I.’ as Jekyll starts to lament his revelation and the difficulty of controlling his other self. Moreover, in the admission, this difference in person can be considered as a befuddled personality, Hyde easing back taking control and controlling Jekyll. All through the novella there are express references to the twofold that are utilized in either a numerical or a figurative way. In the last passage of the novella, Stevenson underlines the feeling of the twofold as he at last uncovers, to the stun of the Victorian peruser, the duality of Jekyll. The reoccurring references to the twofold in his admission appear to be an implies that Jekyll uses to promise himself that Hyde isn't taking over by isolating him. Stevenson is revealing to us this bizarre case begins with one individual and will get done with another, implying that before the finish of the procedure, Hyde dominates and Jekyll will lie torpid and stifled as once his twofold did. The fixation that Dr. Jekyll has with the twofold could likewise be a reference to the fixation he feels with the analysis; as Lanyon portrays the section book ‘ ‘double’ happening maybe multiple times in an aggregate

Arthur, Chester Alan

Arthur, Chester Alan Arthur, Chester Alan, 1829â€"86, 21st President of the United States (1881â€"85), b. Fairfield, Vt. He studied law and before the Civil War practiced in New York City. In the war he was (1861â€"63) quartermaster general of New York State. In 1871, President Grant appointed him collector of the port of New York. Although Arthur was a loyal party man and a believer in the spoils system, he administered this office honestly and efficiently. President Hayes, bent on civil service reform, displaced Arthur in 1878, thus defying Senator Conkling and the New York Republican machine. At the Republican national convention of 1880, Garfield was nominated for President, and the Conkling Stalwarts, who had supported Grant, were placated by the nomination of Arthur for Vice President. Garfield's assassination soon after his inauguration made Arthur President. He came into office handicapped by a record in machine politics and grave doubt as to his ability and integrity, but his administration proved honest, efficient, and dignified. He effectively supported the civil service reform act of 1883, vetoed a Chinese exclusion bill that violated a treaty with China, and vigorously prosecuted the Star Route trials, in which several prominent Republicans were found guilty of swindling the Post Office Department. Serious illness kept Arthur from actively seeking renomination in 1884. See biographies by T. C. Reeves (1975), Z. Karabell (2004), and S. S. Greenberger (2017). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. History: Biographies

How Service Learning Can Be Utilized Throughout Your...

Service Learning is defined as a type of teaching and learning strategy that combines community service with reflection and instruction to help enhance the learning experience and as well as strengthen communities. Some examples of service learning are; working with political organizations, neighborhood associations and a tutor elementary or secondary students are a variety of subjects. Service Learning can be implemented into many majors, such as psychology majors, nursing majors, and health and food science majors -- just to name a few. The benefits of service learning can be utilized throughout your lifetime time; some benefits include 21st century skills such as critical thinking, problem solving, communication, decision making, as well as leadership skills. Not only will you gain these helpful benefits, but also some real life experience in any internship or community service practices. An added benefit to your social being is also having a greater sense in learning. It can help improve one’s academic outcome. You will gain a better attention to learning and how service learning also helps the community and the students you interact with. Just like the intern, the students will also gain some helpful benefits as well as life experiences. Most importantly, service learning also helps students gain knowledgeable practices in real world scenarios. Service learning is important and beneficial for students because it provides them with opportunities to develop civicShow MoreRelatedThe Learning Approach For Lea rning1184 Words   |  5 Pagesi. At one time or another, in an individuals’ working life, they will be expected to learn about at least one aspect of operations the of the company in which they are employed with. 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Erp Project - 1032 Words

The project’s main characteristics and challenges identified by Jean Roberge are: Identify functionalities for all of ABS Business Systems and integrate for real time data exchange. Simplify system maintenance, achieving better management of ABS’ IT potential. With more and more ensuing â€Å"global businesses† ABS wants the conversion to improve their information exchanges to set them up as strong â€Å"global† contenders. Roberge also noted that â€Å"harmonization†, and consolidation of the three companies was top priority. In my opinion, I don’t think Jean Roberge took into consideration a â€Å"business as usual† rule. Managers in all of the departments will be concerned that â€Å"status quo† is maintained. For example, they will need to be†¦show more content†¦I think the PM failed to realize it was not necessarily the technical part of his resume he needed at the start, but his people skills before the lan dslide of managers topple the conversion with the negative results occurring. The second scenario at this point of no return would be to scrap the current plan of a single Project Manager and adopt a â€Å"team† of Project Managers. One that a â€Å"PM† would be sent to each location and analyze the needs of each newly acquired company and each newly acquired departments within the companies, and each newly acquired employee within those departments. A kind of â€Å"wine ‘em and dine ‘em† thought. Sometimes a â€Å"memo† or word of mouth doesn’t work on all people when the change is this drastic. I would have the â€Å"team† PM’s break down the timeline for each phase and travel to the specific location and present the timeline for the conversion reassuring the department heads status quo is understood, in other words there will be growing pains but not to interfere with business as usual. The â€Å"PM’s† would need to continue with this reassurance and measuring progress for each department head through to the end. 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Education and the Role of Philosophy Free Essays

string(160) " to distinguish among values because some values are a matter of personal preference while others are absolute regardless of time, place, and circumstance \(p\." Education and, the Role of Philosophy In The Journey through American Education â€Å"Curriculum as a field of study has been characterized as elusive, fragmentary and confusing† (Ornstein and Hunkins, 2009, p. 1). According to Wikipedia, education is any act or experience that has a formative effect on the mind, character, or physical ability of an individual and is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another. We will write a custom essay sample on Education and the Role of Philosophy or any similar topic only for you Order Now This report will journey through the history of education, its philosophies and the philosophers that helped shape and design it. Originally American schools were defined by religion. The foundation of education was based on religious study. The schools meaning in 1620 was to build a republic of God-fearing citizens. Women taught children to read the bible and to write the scriptures while the men and older boys were out in the fields working. With the women as nurturers teaching themselves to read and write and then assuming that responsibility to nurture their children’s moral through the teachings of the scriptures led to the establishment of women as the backbone of American education which appears to still be the case of present times (History of American Education Primer, p. 27). In the Massachusetts Bay Colony, Protestant ideological managers sought to create a moral and God-fearing society and their goals were: 1. Honor, fear, and obey God, 2. Honor, fear, and obey the father in the home and 3. Honor, fear, and obey the government.This philosophy of the Protestants was called Calvinism which is the belief that humans are born in sin and must purge this sin as children grow into adults (p. 10). The Massachusetts Law of 1642 which called for all parents to find someone to teach their children how to read the bible, write out scriptures, follow Protestant theology, and obey the laws of the land along with The Old Deluder Satan Law of 1647 which called for all towns of 50 households or more to appoint a teacher to teach reading and writing and all towns of 100 or more households to build a school and hire a schoolmaster were the first major laws of education (P. 0). As the colonies expanded, different forms of schooling philosophy developed but the Common Schools (schools that sought to bring together white children in a common school to perpetuate the goals of the dominant white culture) were still dominated by Protestant values of a moral, God-fearing society (p. 31). Over time the teaching of children began to include, along with reading, writing and ciphering, social skills such as knowledge, etiquette, and debate. Schools began to include topics to prepare children for employment and if one’s family could afford it, college (p. 16).As time passed, education grew to include many different instructions and philosophies to where we are today. With the extra teachings came many more philosophies. These different philosophies determine with teaching style, instruction, and school curriculum that will be used to include Axiology, Behaviorism, Epistemology, Existentialism, Ontology, Perennialism, Eclectic, Pragmatism and Reconstructionism. According to Pratt and Collins (2001), effective teaching may be classified as transmission, apprenticeship, developmental, nurturing, and social reform. To start, William Kritsonis (2005, p. 1) defines philosophy as the human being’s attempt to think most speculatively, reflectively, and systematically about the universe and the relationship to that universe. He writes that philosophy has no proof and is therefore without theorems and has not questions that can be answered with yes or no. The purpose of educational philosophy is to help develop the educator’s thinking capacity (p. 91). The three branches of philosophy are Metaphysics (Ontology) which deal with ultimate reality, Epistemology which deals with the nature of knowledge and Axiology which is the study of values.The major schools of philosophy are Idealism which are certain universal absolute concepts, Realism where work is governed by various laws, known or unknown, Pragmatism which is primarily an American philosophy of scientific analysis or learning through experience, and Existentialism which believes that students should control much of what goes on (p. 92). Philosophy has many definitions and is hard to define. The word itself comes from the Greek meaning â€Å"love of wisdom† and is the belief system that a person develops concerning existence, reality in the world, truth, ethics, honesty, thought processes, aesthetics, and logic (Kritsonis, p. 8). In regards to education, philosophy is a way of examining ideas, proposals, and recommendations for learning and how best to use them in the educational setting and it is therefore, the application of ideas or idea systems to educational problems (p. 97). Educators study philosophy to help them attain a better understanding of the best way to success. Educators use philosophy for the roles in which philosophy stands for which includes: to suggest alternative methods of thinking, to develop sensitivity to the logic and language we use in gathering solutions to problems (p. 97). Philosophy of education is the philosophical study of the purpose, nature, process and ideals of education (Siegel, 2003). As time has progressed so has the understanding of philosophy and its importance on education. The history of philosophy and education would not be complete without its â€Å"fore fathers† so to speak and the four primary philosophies of Idealism, Realism, Pragmatism and Existentialism. Idealism was the main philosophy of the thinkers of western civilizations during the last half of the 19th century and its believers believed that external reality must be understood through the medium of the human mind (Kritsonis, p. 03). They believed that when humans came into contact with whatever existed, the human mind functions to grasp the nature of reality and what is real.The three key words of idealism are growth, imitation, and maturity and by imitating a model of behavior, one matures and grows toward an ideal that contains the perfection of virtues (p. 103). It applies to any theory that views the world as being made up of mind, spirit, or reason. They believe that to learn is to distinguish among values because some values are a matter of personal preference while others are absolute regardless of time, place, and circumstance (p. You read "Education and the Role of Philosophy" in category "Papers" 03). Plato is a major contributor of Idealism and is considered to be the first and foremost Idealist. He believed that proper education comes before law and there would be no need to dictate laws to humans of good breeding, for they will find out for themselves what regulations would be needed (p. 104). He believed that good breeding developed through a sound educational system that produces reasonable humans. The impact that Idealism has on education is that its’ educational philosophy focus on who should be responsible for education, who should be taught, and what should be the curriculum (p. 109).To the Idealist, education is to assist in the development of the mind and self of the pupil and help in attaining the good life of the spirit. The curriculum must be based on the idea of the spiritual nature of humans and must draw on both sources of truth and right opinion for its subject matter. Its prime purpose is to teach student to think and to teach skills that develop conceptual ability (p. 109). The philosophy of Realism involves the act of truth being determined scientifically. It is based on absolute truth. It proclaims that objects of perception are objects and contain real existence outside the mind (Kritsonis, p. 12). Aristotle was a major contributor of Realism and he believed that a proper study of matter could lead to better and more distinct ideas. He felt that education was designed to preserve the stability of the state, to create good citizenship, and to prevent revolutions (p. 115). The impact Realism had on education was to present material to students so they could become acquainted with the subject matter as a pre-established block of material and the idea that successful learning consists of understanding that material (p. 118). The philosophy of Pragmatism is the result of action.Pragmatists believe that ideas become true in order to get into satisfactory relations with other parts of experience (kritsonis, p. 121). John Dewey was a major contributor of pragmatism. He was one of the most influential of all American philosophers and educators and was actively interested in the reform of education (p. 122). His philosophy of education emphasized many things including experiences, experimentation, and freedom. He believed the learner must interact with that which is learned if a productive educational experience was to be achieved (p. 122).Other pragmatic philosophers were Jean-Jacques Rousseau and Charles Darwin. The impact that pragmatism had on education is that the child’s own instincts and powers provide the material and starting point of all education and the educator’s knowledge of social conditions is necessary to interpret the child’s powers. The philosophy of Existentialism is a revolt against other traditional philosophies. Others attempt to grasp the ultimate nature of the world in abstract systems of thought; existentialists consider what it is like to be an individual human being living in the world (Kritsonis, p. 125).It is concerned with an individual’s willingness truly to commit to something with intensity (p. 127). A major contributor to Existentialism was Soren Kierkegaard who believed that a human’s essential self is developed in three stages: Aesthetic stage, ethical stage, and religious stage. He believed that individuals are confronted with choices in life that they alone can make and for which they must accept complete and full responsibility (p. 127). Existentialism impact on education was to stress unique experiences in the affective and what a student hears in class is more impressive than what the teachers say.The Philosophy of education in the United States has undergone a series of internal struggles over the past 25 years. Some of the struggle with philosophy in these modern times has been the issue of the curriculum of multicultural education. The multicultural movement defines the main purpose of curriculum as social improvement, particularly as it relates to peoples who have been marginalized on the bias of race, ethnicity, language, social class and other identities (English Teaching, page 122).Over time and through history philosophers have had to be adaptable to change and that change in American included a multicultural movement. This movement includes the philosophy of Reconstructionism which involves the attitude toward change and encourages individuals to try to make life better which ultimately means every indivi dual in all cultures (National Outlook, 2006). Philosophers of the future will have to find a way to inculcate mulitculturism into their ideas (Educational Administration Quarterly 1998, p. 236).Multiculturalism is described as focusing on how gender, race, sexual orientation, and class differences are inscribed in political and cultural practices (Community College Journal of Research and Practice, 2000). â€Å"Our schools are, in a sense, factories in which the raw products (children) are to be shaped and fashioned into products to meet the various demands of life. The specifications for manufacturing come from the demands of twentieth-century civilization and it is the business of the school to build its pupils according to the specifications laid down† (English Teaching, p. 25). We build our curriculum based off of past philosophers because of the beliefs our present curriculum decision makers may possess. Philosophy is concerned with questions about the analysis of concepts and with questions about the grounds of knowledge, belief, actions and activities. The philosophy of education is then occupied with the analysis of such educational concepts as teaching, child-centeredness, inculcation of belief and curriculum.The main point of contrast between philosophy and education is the role of value judgments; values and ideals are embodied and expressed in the purposes of imparting knowledge, skills and attitudes (Scandinavian Journal of Educational Research, 2001). In conclusion, the question remains unanswered, â€Å"Are our schools headed in the right direction with its curriculum? † From past philosophers to present we have had a continuous confusion take place which continues to make curriculum hard to define.References Adult Education Quarterly (1977). The Concept of Educational Need: An Analysis of Selected Literature. 16-127 American Education Through the Civil War (Chapter 2). Community College Journal of Research and Practice (2000). Student Experiences With Multicultural and Diversity Education. 531-546 English Teaching: Practice and Critique (2004). Critical Multicultural Curriculum and the Standards Movement. 122-138 Kritsonis, W (2005). Philosophies of Schooling. 82-159 Scandinavian Journal of Educational Research (2001). Some Notes on the Relevance of Philosophy to Education. 341-351 Siegel, H. (1988). Educating Reason: Rationality, Critical Thinking, and Education. 369-382 http://en. wikepedia. org How to cite Education and the Role of Philosophy, Papers

Kara Walker Essays (557 words) - Kara Walker, Guggenheim Fellows

Kara Walker [emailprotected][emailprotected][emailprotected][emailprotected][emailprotected] Walker produces mural-sized, paper cutout silhouettes to create a dense caustic narrative of nineteenth-century, antebellum slavery. She details the black-paper cutouts with stereotypical characters pickaninnies, sambos, mammies, slave mistresses, and masters. My first impression of her work is that she elegantly portrays scenes from African American?fs plantation life; however, I became aware that sexual, violent, and scatological images are represented repeatedly in her landscapes. She exaggerates the grotesque history of slavery and race relations in America. [emailprotected][emailprotected][emailprotected][emailprotected][emailprotected] of all, I agree with older Blacks?f feelings of fear regarding the inclusion of slavery as a part of their history, and the use of stereotypes to detonate ancient equations of racism. Older generations cannot explain stereotypical imagery except with malice and hate. Betye Saar?fs negative opinion of Walker convinced me; she believes that Walker stoops to accommodate the White art world to ensure her financial success (MacArthur Foundation Achievement Award). Saar has fought to suppress stereotypes through the empowerment of these icons, and her artwork arouses sympathy from black compatriots. This can be seen in her work, The Liberation of Aunt Jemima. It seems that Walker?fs illustration of contorting slave imagery resuscitates noxious racial perceptions which Saar and other social activists try to deny. [emailprotected][emailprotected][emailprotected][emailprotected][emailprotected] I had Ms. Cahan?fs lecture, and during the following class discussion, I clearly grasped the meaning of Walker?fs intention, ?gChange the Joke and Slip the Yoke,?h and the reasons for controversy surrounding her ambitious work. I am aware that Walker does not accommodate herself to the White society that once shared the belief that slavery was justifiable. Her use of stereotypical and devastating imagery becomes a weapon, and she seems to avenge the past sins of the society in which she creates her work. [emailprotected][emailprotected][emailprotected][emailprotected][emailprotected] African Americans, the pain of racism is everpresent, and Walker's world is devoid of the sinless and the passive black victim. Walker mines the source of this discomfort from submerged history and goes so deep that everyone is involved. She knows that stereotypes have not disappeared: they have only been hidden. [emailprotected][emailprotected][emailprotected][emailprotected][emailprotected] animated figures of her cut-paper wall murals attempt to change a painful past into satire. Consequently, African Americans can conquer a fear of racism in which the themes of power and exploitation continue to have deep meaning for them in contemporary American society. Using humor, they digest the indigestible agony. Furthermore, nothing can be eradicated, nor can their pain be suppressed by looking back tragic events. [emailprotected]?fs shocking narrative is a powerful heeling process of dealing with slavery. Younger generations who were born after the Civil Rights Movements may have instinct for destroy the fear because they are proud of themselves being black; they are brought up as ?gBlack is beautiful.?h [emailprotected][emailprotected][emailprotected][emailprotected][emailprotected] she has turned the art world upside down and involved the African American society with her work, I understand how art can lift people above the problem and change lives. I would like to say that artist must recognize this point and have responsibility to own artwork. Artist sometimes plays an important part in the social issue. Arts and Painting

Prosauropods - The Ancient Cousins of the Sauropods

Prosauropods - The Ancient Cousins of the Sauropods If theres one rule of evolution, its that all mighty creatures have smaller, less overwhelming ancestors lurking somewhere back in their family treesand nowhere is this rule more evident than in the relationship between the giant sauropods of the late Jurassic period and the smaller prosauropods that preceded them by tens of millions of years. Prosauropods (Greek for before the sauropods) werent simply scaled-down versions of Brachiosaurus or Apatosaurus; many of them walked on two legs, and theres some evidence that they may have pursued an omnivorous, rather than strictly herbivorous, diet. (See a gallery of prosauropod dinosaur pictures and profiles.) You might assume from their name that prosauropods eventually evolved into sauropods; this was once thought to be the case, but paleontologists now believe that most prosauropods were actually second cousins, once removed, of the sauropods (not a technical description, but you get the idea!) Rather, it appears that prosauropods evolved in parallel with the true ancestors of sauropods, which have yet to be definitively identified (though there are a number of likely candidates). Prosauropod Physiology and Evolution One of the reason prosauropods are fairly obscureat least compared to raptors, tyrannosaurs and sauropodsis that they didnt look all that distinctive, by dinosaur standards. As a general rule, prosauropods had long (but not very long) necks, long (but not very long) tails, and only attained median sizes of between 20 and 30 feet and a few tons, max (with the exception of odd genera like the giant Melanorosaurus). Like their distant cousins, the hadrosaurs, most prosauropods were capable of walking on two or four feet, and reconstructions tend to show them in a relatively clumsy, ungainly posture. The prosauropod family tree stretches back to the late Triassic period, about 220 million years ago, when the first dinosaurs were just beginning to establish their worldwide dominance. The earliest genera, like Efraasia and Camelotia, are wrapped in mystery, since their plain vanilla appearance and anatomy meant their ancestors could have evolved in any number of directions. Another early genus was the 20-pound Technosaurus, named after Texas Tech University, which many experts believe to have been an archosaur rather than a true dinosaur, much less a prosauropod. Other early prosauropods, like Plateosaurus and Sellosaurus (which may have been the same dinosaur), are much better established on the dinosaur evolutionary tree thanks to their numerous fossil remains; in fact, Plateosaurus appears to have been one of the most common dinosaurs of late Triassic Europe, and may have roamed the grasslands in giant herds like modern bison. A third famous prosauropod of this period was the hundred-pound Thecodontosaurus, which was named for its distinctive, monitor-lizard-type teeth. Massospondylus is the best-known of the early Jurassic prosauropods; this dinosaur did in fact look like a scaled-down sauropod, but it probably ran on two legs rather than four! What Did Prosauropods Eat? Over and above their evolutionary relationship (or lack of relationship) to the giant sauropods, the most controversial aspect of prosauropods concerns what they ate for lunch and dinner. Based on an analysis of the teeth and relatively lightweight skulls of certain prosauropod genera, some paleontologists have concluded that these dinosaurs werent very well equipped for digesting the tough vegetable matter of the late Triassic period, though there are no direct proof that they ate meat (in the form of fish, insects or smaller dinosaurs). On the whole, the preponderance of the evidence is that prosauropods were strictly herbivorous, though that what if still lingers in the minds of some experts.

Seasonal and Unseasonable

Seasonal and Unseasonable Seasonal and Unseasonable Seasonal and Unseasonable By Maeve Maddox With all the storms, flooding, and unusually low temperatures in the news, Ive been noticing a proliferation of the word unseasonal. Unseasonal rain may continue Southerners lamenting the loss of summer need to brace for more unsettled and unseasonal weather in the coming days Unseasonal weather and flower production will there be a shortage? Unseasonal spring storms are hitting the South In each of these examples, the weather being described is seen as not being usual for the time of year. The appropriate word in this context is the negative of seasonable, which is unseasonable. seasonable: Occurring at the right season, opportune. Of weather, etc.: Suitable to the time of year. The word seasonal differs in meaning from seasonable. seasonal: Pertaining to or characteristic of the seasons of the year, or some one of them. Things that change with the season are seasonal. One speaks of seasonal occupations, seasonal employment, and seasonal products. Strictly speaking, seasonal does not have a negative form. This unusually cold, wet weather were experiencing in the South this May is unseasonable. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund PhrasesOne Fell Swoop

Causes for the 2007-2008 Subprime Mortgage Crisis the role of Dissertation

Causes for the 2007-2008 Subprime Mortgage Crisis the role of mortgage-backed securities on the bank leverage - Dissertation Example Limitations of the study 25 5. Implication of the Discussion 26 References 28 1. RESEARCH METHODOLOGY 1.1 Chapter Introduction Research is not just the process of gathering information but it is answering the unanswered questions or creating something which is not currently existing (Goddard and Melville, 2004). In simple words research refers to the search of knowledge. Thus it can be defined as the systematic and scientific search for significant information on a definite topic. It involves defining and redefining a problem, preparing hypothesis or recommending solutions; collecting, analysing and evaluating the data; making inference and reaching conclusions and lastly the conclusions are to be judged properly to determine whether the conclusion fits to the hypothesis (Kothari, 2009). The present study deals with the factors that caused the Subprime Mortgage Crisis. The study focuses on the roles of the mortgage-backed securities on the bank leverage. In order to conduct this rese arch proper research method has been designed. This chapter introduces the background of the research, objectives of the study, problem and issues in the research and the theoretical framework used in the research. Apart from these the study also sheds light on the methodology used, justifies the methodology, research philosophies, sampling techniques and instruments used to collect data. Finally the study also explicates on the ethical side of the study. 1.2 Justification of Methodology The main objective of the study is to do an analysis on the causes of Subprime Mortgage Crisis and the effects it has caused on the global economy. In this context the study focuses on analysing the case studies on Lehman Brother and Northern Rock. At the same time it also focuses on the other cause like housing price index. In order to achieve the objectives, the study uses only qualitative research approach. The study heavily relies upon the secondary data and not on primary data. Primary data res ults from firsthand observation and experience whereas secondary data results from what others have observed or experienced. Secondary data are easily available and are cheap as compared to primary data (Guffey and Loewy, 2009). The secondary data are collected using newspaper, journals, electronic sources, books and magazines. Whereas primary data can be collected using the questionnaire. To meet these requirements, the study an extensive collection of only secondary data is required, which makes application of qualitative methodology obligatory. 1.3 Research objectives The primary objective of the research is to find the causes and effects of the subprime mortgage crisis that occurred in the year 2008. In order to successfully accomplish the study, an imperative understanding about the philosophical context of the research is necessary. Dainty (2007) emphasizes that while conducting research constructing an orientation and philosophical position towards the research is important. McCallin (2003) suggests that reviewing the philosophical background and considering the paradigm of inquiry should be done at an early stage of the research.

Logistics 490 - Mod 5 SLP - Logistics Planning and System Design Coursework

Logistics 490 - Mod 5 SLP - Logistics Planning and System Design - Coursework Example n already be combined into one or even abolished due to duties and responsibilities that I sense are already redundant in the function of the logistics group duties. Comprehensive logistics planning will remarkably improved within the organization of my choice by first establishing proper communication and operational frameworks. These can help to ensure effectiveness and efficiency within all of the logistic operations. Removal of redundant procedures will also be a great deal of help towards more comprehensively accomplishing logistics planning. It would be advisable for the organization to utilize modern technology by integrating all the functional units within an organization under the same department. The cross functioning teams will provide cohesiveness within the organization and ensure that somehow will be held accountable for the implementation of organization

Java and JavaScript :: essays research papers

Java and JavaScript are languages that evolved because of the Internet. From the evolution of mainframes, to stand-alone PCs, to networked communication, and lastly to the Internet, one thing has been a constant, different languages evolved based on a need. For these two languages, the Internet was a perfect fit, and without them the Internet would be a less dynamic and vibrant highway. As the Internet grew, more and more people found it a more viable place to do business. With that came a need for languages that were fairly easy to learn, dynamic, secure, portable, and maintainable. The industry answered that call with languages such as Java and JavaScript. This paper will perform an analysis of both Java and JavaScript. In order for the reader to gain a better understanding of these languages, the history of these languages with overviews will be presented along with a discussion of the benefits and drawbacks. The History of Java In the middle of May 1995 Java was introduced into the world, and along with Netscape it would be the new way for Internet users to access this new information superhighway. But before it got to this point, Java technology was developed almost by accident. Back in 1991, Sun Microsystems was looking into the future in anticipation of the future of computing, and they tasked a team that became know as the â€Å"Green Project†. Their main focus was to come up with a plan for the future of computing, but what they came out with was something quite unexpected. Under the guidance of James Gosling, a team was locked away in an external site to work on the project that would define Sun’s technology direction for the future. Their conclusions pointed toward a future that had computers and digitally controlled devices converging. What they came out with was a language called â€Å"Oak†, named for the type of tree outside their office window. After failed attempts at selling the technology to the cable industry, the team convened again to determine the future of this new language. With the realization that the Internet was becoming a good way to move media content, the team took that to heart. What they came out with was a language that would use existing the HTML language, and what it did was revolutionize the Internet, and increase its use dramatically. In 1993, after an easy-to-use front-end to the web called Mosaic showed many that the Internet had many possibilities, the team knew that Java was the right fit for the Industry.

By what methods does Fitzgerald present the Jazz Age Society’s preoccupation with wealth and materialism?

The â€Å"Great Gatsby† was published in 1925 and was set in the ‘Roaring Twenties’. This was a glamorous decade marked by cultural, artistic and social developments, but it was brought to an end by the Wall Street Crash of 1929, which triggered the Great Depression of the 1930s. In the 1920s, America became very prosperous as the country recovered from World War I. There was a policy of Prohibition. This meant that alcohol was illegal, but the continued demand meant there was a lot of money to be made from bootlegging. It was a time of social change; the younger generation started to rebel against tradition. For many people, and particularly women, the war provided new experiences and freedom. After the war, there was a strong desire to try new and exciting things and to break from tradition. Jazz music became popular because it was more energetic than earlier music styles. Fitzgerald coined the term ‘Jazz Age’. Flappers began to challenge traditional gender roles. Flappers were women who behaved in a way that was thought to be inappropriate by the older generation; they drank, smoked and wore revealing clothing. Fitzgerald sets â€Å"The Great Gatsby† in an altered version of Long Island and Manhattan. Great Neck and Manhasset Neck become East and West Eggs, and the large landfill site Flushing is renamed the ‘valley of ashes’. The main sites represent different elements of the 1920s east-American lifestyle; Manhattan’s skyscrapers and luxurious hotel suites but it is also filled with lonely clerks who spend all their time working, and gangsters who meet in seedy bars. The valley of ashes is a stretch of wasteland which sits between the other sites and connects them. The valley illustrates that the excesses of wealth can’t be achieved without exploiting another part of society. The wealthy upper classes who inherited their money live in East Egg, West Eggs hosts ‘new money’; people who have earned their money. The people who live in East Egg come from old, wealthy families and have inherited money. They see themselves as elegant and well-mannered. West Egg is the home of the ‘new money’; people who have recently made their money through business. The people of East Egg look down on the people who live in West Egg because they consider their family backgrounds to be ‘inferior’ and their ostentatious displays of wealth to be in bad taste. Gatsby realises that money isn’t enough to cross the social divide between himself and Daisy; he needs to be upper class to be seen as her equal. His affected speech and imported shirts are an attempt to imitate the upper classes. Religion has been replaced by consumerism and the pursuit of pleasure. The characters live aimless lives that revolve around pleasing themselves and acquiring new possessions. For example, the guests at Gatsby’s parties focus on drinking, looking for new lovers, and trying to make ‘easy money’. The conversation between Michaelis and Wilson in Chapter eight suggests that consumerism has replaced religion; ‘You may fool me, but you can’t fool God! ’†¦Michaelis saw with a shock that he was looking at the eyes of Doctor T. J. Eckleberg†¦Ã¢â‚¬â„¢ Wilson mistakes the eyes of the advertisement for God. This shows that the eyes actually have no meaning except for the meaning that the characters give them. This could reflect the feeling of the ‘lost generation’ that life is essentially meaningless and is defined only by the values the people give it. Consumerism promises that material objects will make you happy and give your life meaning. However, material possessions don’t make people happy; in the novel this is symbolised by the fact that cars, a desirable consumer item, cause death and destruction. The idea that consumerism has replaced religious value in reinforced throughout â€Å"The Great Gatsby†; Fitzgerald mentions the ‘Presbyterian nymphs’ in the speakeasy, a place where people could illegally buy and drink alcohol during prohibition, in Chapter 4. This use of religious language could suggest that religious symbols have lost their power, and are at home in places of corruption. Weddings are a religious and legal union of a couple, but Daisy’s wedding to Tom is used primarily to display their extravagant wealth. Tom brings ‘four private cars’ and hires ‘a whole floor’ of hotel. Gatsby’s car ‘scattered light’ across the landscape and has ‘fenders spread like wings’. These descriptions give the car qualities often associated with religion; it’s source of light and is winged like an angel. Most of the characters in the novel are very wealthy and live a life of luxury. The rich and glamorous atmosphere defines the noel’s tone; the focus on the upper-class lifestyle gives the novel a mood of lively extravagance. For example, Gatsby owns a beach, motor-boats and a Rolls-Royce and his parties are full of ‘faces and voices and colour’. However, this society is contrasted with the poverty of those living near to the valley of ashes. The location of the valley of ashes between the wealthy Egg communities and New York makes the contrast stronger. There is also a constant sense that the glamorous lives of the upper classes are essentially meaningless; beneath the surface, everyone is bored because they have no purpose; Daisy seems to realise this when she asks what they should do ‘this afternoon†¦and they day after that, and the next thirty years? . Many friendships appear superficial. For example, Gatsby’s parties are full of ‘enthusiastic meetings between women who never knew each other’s names’. This shows that the society is full of pretence and loneliness. Many of Gatsby’s guests had tragic fates. For example, ‘drowned’, â €˜strangled his wife’, ‘killed himself’. This reinforces the message that behind the light-hearted partying, much of society was deeply unhappy. Fitzgerald’s portrayal invites the reader to be critical of the character’s empty, materialistic lives while simultaneously making those lives seem exciting and beautiful. This reflects his own attitude towards wealth. The characters are defined by their relationship with money; it affects how they act, how they see themselves and how others see them; Nick is confused about how to respond to wealth and decadence. When he begins his banking career he suggests his role models are ‘Midas and Morgan and Maecenas’. At the same time Nick says that Gatsby’s empty display of wealthy ‘represented everything for which I have an unaffected scorn’. Daisy and Tom take their wealth for granted. Tom assumes it is his natural right to be at the top of society, and Daisy was ‘casual’ about the beautiful house she grew up in. this attitude makes them ‘careless people’; they never worry when they hurt other people, they can retreat ‘back into their money’. Gatsby used to be ‘extravagantly ambitious’ and focused on financial gain. However, the Gatsby that Nick meets doesn’t get involved in the decadence of his own parties. This suggests that he has grown to be indifferent to his wealth; he just sees it as a means towards winning Daisy. For Myrtle, money buys happiness; she gets pleasure from her cold cream, pet dog and magazines. Her opinion of her husband was damaged by the realisation that he couldn’t afford to buy a suit for their wedding. Money takes on a meaning beyond its financial wealth. For Gatsby, money is confused with love. He says Daisy’s voice is ‘full of money’, linking his longing for her with his longing for the wealth and status that she represents. Gatsby understands the relationship between love and money. Daisy’s voice, he says, is ‘full of money’; it is the seductive, thrilling aspect of her. What Gatsby, with surprising consciousness, states is that Daisy’s charm is allied to the attraction of wealth; money and love hold similar attractions. Gatsby, with his boundless capacity for love sees that the pursuit of money is tied to his love for Daisy; and he knows himself well enough to see this. That Daisy’s voice is ‘full of money’ is a remark only Gatsby could make. It is a statement of someone attune to the possibilities of love and money and sensitive to them; perhaps too much. Tom could never have provided this description of Daisy; his attraction to her has nothing to do with wealth. Tom is accustomed to having money; money holds no interest for him because it does have to be chased after; his is old money simply there to be used. Tom may buy anything he wishes; from polo ponies to cufflinks; but he understands that polo ponies or cufflinks are all he is buying. Myrtle only cares about appearance and material possessions. Myrtle claims not to care about clothes; ‘I just slip it on sometimes when I don’t care what I look like’, but actually she’s obsessed with her appearance; she changes clothes regularly and buys cold cream and perfume. She wears bold colours, in contrast to Daisy who wears white but when Myrtle changes into a cream dress, her ‘vitality’ changes to ‘hauteur’. This shows that she thinks breeding is all about appearance. She’s also concerned with other people’s appearances. She was seduced by Tom’s clothes the first time she met him, mentioning that he wore ‘a dress suit and patent leather shoes’ as well as a ‘white shirt-front’. It’s significant that Myrtle pretended to be ‘looking at the advertisement’ instead of looking at Tom, because both Tom and the advertised product represent Myrtle’s greed for material objects and wealth. Tom Buchanan represents the immorality and materialism of the ‘Jazz Age’. Fitzgerald thought that the ‘Jazz Age’ was hypocritical and this is reflected by Tom’s behaviour; he is appalled when he learns of Daisy’s affair with Gatsby, but he has lots of affairs himself. He criticises Gatsby for ‘sneering at family life’, but ‘was God knows where’ when his daughter was born. He also criticises Gatsby for knowing criminals and for being a bootlegger, but Tom also knows criminals and he likes to drink, which shows that he doesn’t follow the prohibition laws either. He sets a high moral standard for other people, such as Gatsby, but has no morals himself. Nick notes that he moves ‘from libertine to prig’ to suit his needs. Tom’s wealth and sense of superiority makes him ‘careless’ and uncaring. Nick summarises Tom and Daisy’s behaviour when he says ‘they smashed up things and creatures and then retreated back into their money†¦and let other people clean up the mess†¦Ã¢â‚¬â„¢. They run away from their problems and never face the consequences. He acts as a foil to Gatsby; Gatsby is loyal, sensitive and caring whilst Tom is more or less the opposite. For example, he only seems to start caring for Daisy when he sees he could lose her. This suggests his reaction is as much about pride and possessiveness as about actually caring for her. The fact that Daisy chooses Tom over Gatsby highlights the shallow and materialistic nature of the ‘Jazz Age’ society. Like Daisy, Tom is materialistic; he has to appear to have the best of everything. For example, he was married with ‘more pomp and circumstance than Louisville ever knew’.

Why Did Nietzsche Break With Wagner

Of all the people who Friedrich Nietzsche met, the composer Richard Wagner (1813-1883) was, without question, the one who made the deepest impression on him. As many have pointed out, Wagner was the same age as Nietzsche father, and thus could have offered the young scholar, who was 23 when they first met in 1868, some sort of father substitute. But what really mattered to Nietzsche was that Wagner was a creative genius of the first rank, the kind of individual who, in Nietzsche’s view, justified the world and all its sufferings. Nietzsche and Wagner From an early age Nietzsche was passionately fond of music, and by the time he was a student he was a highly competent pianist who impressed his peers by his ability to improvise.  In the 1860s Wagner’s star was rising. He began receiving the support of King Ludwig II of Bavaria in 1864; Tristan and Isolde had been given its premiere in 1865, The Meistersingers was premiered in 1868, Das Rheingold in 1869, and Die Walkà ¼re in 1870. Although opportunities to see operas performed were limited, both because of location and finances, Nietzsche and his student friends had obtained a piano score of Tristan and were great admirers of what they considered the â€Å"music of the future.† Nietzsche and Wagner became close after Nietzsche began visiting Wagner, his wife Cosima, and their children at Tribschen, a beautiful house beside Lake Lucerne, about a two-hour train ride from Basle where Nietzsche was a professor of classical philology.  In their outlook on life and music, they were both heavily influenced by Schopenhauer.  Schopenhauer viewed life as essentially tragic, stressed the value of the arts in helping human beings cope with the miseries of existence, and accorded pride of place to music as the purest expression of the ceaselessly striving Will that underlay the world of appearances and constituted the inner essence of the world. Wagner had written extensively about music and culture in general, and Nietzsche shared his enthusiasm for trying to revitalize culture through new forms of art. In his first published work, The Birth of Tragedy (1872), Nietzsche argued that Greek tragedy emerged â€Å"out of the spirit of music,† fueled by a dark, irrational â€Å"Dionysian† impulse which, when harnessed by â€Å"Apollonian† principles of order, eventually gave rise to the great tragedies of poets like Aeschylus and Sophocles.  But then the rationalist tendency evident in the plays Euripides, and most of all in the philosophical approach of Socrates, came to dominate, thereby killing the creative impulse behind Greek tragedy. What is now needed, Nietzsche concludes, is a new Dionysian art to combat the dominance of Socratic rationalism. The closing sections of the book identify and praise Wagner as the best hope for this sort of salvation. Needless to say, Richard and Cosima loved the book. At that time Wagner was working to complete his Ring cycle while also trying to raise money to build a new opera house at Bayreuth where his operas could be performed and where whole festivals devoted to his work could be held. While his enthusiasm for Nietzsche and his writings was no doubt sincere, he also saw him as someone who could be useful to him as an advocate for his causes among academics. Nietzsche had, most remarkably, been appointed to a professor’s chair at the age of 24, so having the backing of this apparently rising star would be a notable feather in Wagner’s cap.  Cosima, too, viewed Nietzsche, as she viewed everyone, primarily in terms of how they might help or harm her husband’s mission and reputation But Nietzsche, however much he revered Wagner and his music, and although he had quite possibly fallen in love with Cosima, had ambitions of his own.  Although he was willing to run errands for the Wagners for a time, he became increasingly critical of Wagner’s overbearing egoism. Soon these doubts and criticisms spread to take in Wagner’s ideas, music, and purposes. Wagner was an anti-Semite, nursed grievances against the French which fueled hostility to French culture, and was sympathetic to German nationalism.  In 1873 Nietzsche became friends with Paul Rà ©e, a philosopher of Jewish origin whose thinking was heavily influenced by Darwin, materialistic science, and French essayists like La Rochefoucauld.  Although Rà ©e lacked Nietzsche’s originality, he clearly influenced him.  From this time on, Nietzsche begins to view French philosophy, literature, and music more sympathetically.  Moreover, instead of continuing his critique of Socratic rationalism, he starts to praise the scientific outlook, a shift reinforced by his reading of Friedrich Lange’s History of Materialism. In 1876 the first Bayreuth festival took place.  Wagner was at the center of it, of course. Nietzsche originally intended to participate fully, but by the time the event was underway he found the cult of Wagner, the frenetic social scene swirling around the comings and goings of celebrities, and the shallowness of the surrounding festivities unpalatable.  Pleading ill health, he left the event for a time, returned to hear some performances, but left before the end. That same year Nietzsche published the fourth of his â€Å"Untimely Meditations†, Richard Wagner at Bayreuth.  Although it is, for the most part, enthusiastic, there is a noticeable ambivalence in the author’s attitude toward his subject.  The essay concludes, for instance, by saying that Wagner is â€Å"not the prophet of the future, as perhaps he would wish to appear to us, but the interpreter and clarifier of the past.†Ã‚  Hardly a ringing endorsement of Wagner as the savior of German culture. Later in 1876 Nietzsche and Rà ©e found themselves staying in Sorrento at the same time as the Wagners.  They spent quite a lot of time together, but there is some strain in the relationship.  Wagner warned Nietzsche to be wary of Rà ©e on account of his being Jewish.  He also discussed his next opera, Parsifal, which to Nietzsche’s surprise and disgust was to advance Christian themes. Nietzsche suspected that Wagner was motivated in this by a desire for success and popularity rather than by authentic artistic reasons. Wagner and Nietzsche saw each other for the last time on November 5th, 1876. In the years that followed, they became both personally and philosophically estranged, although his sister Elisabeth remained on friendly terms with the Wagners and their circle. Nietzsche pointedly dedicated his next work, Human, All Too Human, to Voltaire, an icon of French rationalism. He published two more works on Wagner, The Case of Wagner and Nietzsche Contra Wagner, the latter being mainly a collection of previous writings.  He also created a satirical portrait of Wagner in the person of an old sorcerer who appears in Part IV of Thus Spoke Zarathustra.  He never ceased to recognize the originality and greatness of Wagner’s music. But at the same time, he distrusted it for its intoxicating quality, and for its Romantic celebration of death. Ultimately, he came to see Wagner’s music as decadent and nihilistic, functioning as a kind of artistic drug that deadens the pain of existence i nstead of affirming life with all its sufferings.