Myth and Violence in The Waste Land Essay -- T.S. Eliot Waste Land Ess

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As evidenced by his writings, T.S. Eliot has a profound appreciation for the use of myth as a point of departure for maintaining a cultural or historical perspective. In "The Waste Land," his employment of myth is not simply an allusive and metaphorical tactic, but rather an attempt at relating his own ideas and tropes to universals in order to establish some external order for the chaos he is presenting: "The element of myth in his art is not so much a creative method, a resumption of the role of mythic poet, as it is an intellectual strategy, a device for gaining perspective on himself and on his myth-forsaken time" (Ellmann, 621). He draws from the ideas existing in the collective unconsciousness (which compose myth) and the differences in his representations present his own ideas about the human condition.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The fact that mythic structures are repeated cross-culturally evidences them as the outcome of primitive, common thought. These structures include concepts of life and death cycles; degeneration, death, and decay; purgation, purification, and rebirth; and creation and destruction. A common thread throughout the various mythic structures is that of violence. Violence is necessary for the completion of mythic processes. A simple example of this idea is the axiom that destruction (an intrinsically violent act) is a pre-requisite for creation. Furthermore, myth entails specific, violent acts against the human form as means for purgation and purification.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On another level, creation is a violent exploit not only through its relationship to destruction, but also through its relationship to sexuality. The sex act, the animal process of creation, is an act of violence against the female for... ...t regenerate, and his very use of structured myth conveys through contrast Eliot's concern with the utter chaos of modern life.       Works Cited Eliot, T. S. The Waste Land and Other Poems. Harcourt Brace & Company: New York, 1958. Ellmann, Richard "The First Waste Land." In Eliot in His Time: Essays on the Occasion of the Fiftieth Anniversary of The Waste Land." Princeton, Princeton UP, 1973. Vickery, John B. The Literary Impact of The Golden Bough. Princeton University Press, 1973.    Works Consulted Eliot, T. S. "Ulysses, Order, and Myth," from Selected Prose of T. S. Eliot. Frank Kermode, ed. London : Faber and Faber, 1975. 177. Ellmann, Richard and Charles Feidelson, Jr., ed. The Modern Tradition. New York: Oxford University Press, 1965. Girard, Rene. Violence and the Sacred. Johns Hopkins University Press, 1977.

Discuss one or more theories of Moral Understanding and evaluate its conclusions

The term morality, according to Shaffer (1993) means â€Å"a set of principles or ideals that help the individual to distinguish right from wrong and to act on this distinction. Morality is important to society, as it would not function effectively unless there is some agreement of what is right and wrong. There are many underlying processes and environmental factors, which limit or promote social, cognitive and moral development in children. In modern society, television could be considered to be one of the major influences on a child’s moral development. There are three approaches to moral development; the cognitive approach, the psychodynamic approach and the social learning theory. The Cognitive-Developmental approach of Piaget and Kohlberg studies how children become more able to reason morally and make moral judgements, whereas the Freud’s psychodynamic approach is more concerned with the development of the conscience and moral feelings such as guilt and anxiety. The social learning theory of Bandura and Mischel investigates the development of moral behaviour and how role models in the family, society and the media, influence it. The theory I am going to discuss is Piaget’s Cognitive-Developmental Approach. His theory of moral development is concerned with how the child’s moral knowledge and understanding change with age. Piaget saw morality as any system of rules, which governs interaction between people. The methods of investigation he used to develop his theories were, he looked at the way children imposed rules in their games. He used games to study the development of children’s moral development as he thought that by studying rules in the context of a game, he could study the child’s spontaneous though directly. He also, assessed changes in the child’s moral judgements by telling hypothetical stories about children who lied, stole or broke something. When using hypothetical stories, Piaget was generally more interested in the reasons why the children give the answers they did and not particularly the answers. Piaget identifies stages of moral development just as he identified stages with cognitive development. His theories of the way children think and their moral reasoning goes through a series of stages, as they are adapting to the world, these are also known as the processes of accommodation and assimilation. He believed that as children’s reasoning about the world changes when they grow older and gain more experience, so does their reasoning about morality. Their ability to think about the world in more complex ways is what causes them to move on from one stage to the next. This is known as cognitive development. Piaget stated that infants don’t understand much about morality until they are about three or four years of age. Their development divides into two main stages after infancy. His stages of moral development are: Pre Moral Stage (up to three or four years) Children don’t understand about rules, and so they don’t make moral judgements Stage of Heteronomous Morality (aged three – six years) Children at this stage think rules are absolute and unchangeable, and the goodness and badness of an action is judged largely on the basis of its consequences rather than by taking intent into account. Stage of Autonomous Morality (from around six or seven) Children at this stage now see rules as more changeable and intentions are taken into account. Children also start to believe that it is possible to break rules and get away with it, whereas earlier they tended to think they will always be found out and possibly punished. Researchers from Europe and America have tested some of Piaget’s theories and have concluded that distinct stages of development do seem to exist however, other research found that children do not see all rules as being equally important as Piaget thought they did. Heteronomous Morality, also known as moral realism, means when the child is subject to another’s laws or rules. Children think that rules must be obeyed no matter what the circumstances. A child at this stage will think that rules are only made by authority figures, such as, parents and teachers. Two other features that are displayed in moral reasoning at this stage are, first they expect bad behaviour to be punished in some way, they believe that the punishment should be expiatory – the wrongdoer must make amends for the crime by paying with some kind of suffering. They have the view that the amount of punishment should match the badness of the behaviour. Secondly, if the bad behaviour goes undetected then the child believes in immanent justice – where any misfortune occurring after the bad behaviour can be seen as a punishment. For example, if a child tells a lie and gets away with it, then later trips and falls, the younger child could consider this as a punis hment. In general, they believe punishment should be fair and that wrongdoing will always be punished in some way. Autonomous Morality, which means when the child is subject to one’s own laws and rules. It involves moral relativism whereby the child comes to realise that rules evolve from social relationships. Due to the child ‘decentring’ and their developed ability to think more flexibly about moral issues, they have began to realise it is important to take other people’s opinions into account. At this stage a child will have developed the understanding that sometimes rules of morality can be broken in certain reasonable circumstances. They believe in reciprocal punishment, whereby the punishment should fit the crime. For example, if a child takes another child’s sweets, the first child should be deprived of their sweets or should make it up to the victim in some other way. This is known as the principle of reciprocity. Children will also have learnt at this stage that wrongdoers often avoid punishment, diminishing any belief in immanent justice. They see punishment as a method of making the offender understand the nature of the crime and that punishment is also a deterrent. The move from heteronomous morality to autonomous morality is influenced by two factors. Children around the age of seven begin to move on from the pre operational stage of an illogical and an egocentric way of thinking to more logical and flexible way of thinking, in the operational stage. Their growing awareness that other people have different views allows them to develop more mature moral reasoning. However, moral development lags at least one to two years behind cognitive development because the whole process depends on the cognitive changes occurring first. Kohlberg expanded Piaget's theory to form a theory that also explained the development of moral reasoning. While Piaget described a two-stage process of moral development, Kohlberg’s theory outlined six stages within three different levels. Kohlberg extended Piaget’s theory, proposing that moral development is a continual process that occurs throughout the lifespan. A study by Colby et al (1983) criticised Piaget’s assumption that children of ten and eleven years old had reached an adult level of moral reasoning. Piaget was always focusing on what an average child was capable of achieving so he neglected the idea of great variations between the individual child’s ways of thinking. In general, Piaget’s cognitive theory has been criticised for the methods of investigation not being as precise as they could have been. Methods he used were seen as complicated, leading critics to think he under estimated younger children’s capabilities of what they could and could not do. This was because later research went on to conclude that children could actually take other motives into consideration, when they understood what motives were involved. Despite criticism, Piaget’s work is still regarded as a revolutionary step forward in the way we understand how children think. It has led to a much more realistic ways of understanding children’s moral development. Many attempts to test Piaget’s theories from researchers around the world have resulted in acceptance that some of his views and methods do appear to exist.

3 Types of Erroneously Located Modifiers

3 Types of Erroneously Located Modifiers 3 Types of Erroneously Located Modifiers 3 Types of Erroneously Located Modifiers By Mark Nichol The three sentences below demonstrate related syntactical errors: a misplaced adjective clause, a misplaced modifier, and a dangling participle, respectively. Discussion following each example explains the error, and a revision solves it. 1. Shortly after Smith spoke, Jones’s ruling was released, which was in favor of groups who say the state provides constitutionally inadequate mental health care for prison inmates. The parenthetical in this sentence, and adjective clause, must immediately follow not the phrase that includes the noun to which it pertains but the noun itself: â€Å"Shortly after Smith spoke, Jones’s ruling, which was in favor of groups who say the state provides constitutionally inadequate mental health care for prison inmates, was released.† 2. Even as he reassured them that their jobs were safe at the morning meeting, he told other advisers he knew he needed to make big changes. This sentence contains a misplaced modifier that suggests that the jobs were safe at the morning meeting, but they were safe in general, so the additional, nonessential information â€Å"at the morning meeting† should immediately follow the part of the sentence that it modifies: â€Å"Even as he reassured them at the morning meeting that their jobs were safe, he told other advisers he knew he needed to make big changes.† 3. After electing to take another flight, we are reaching out to the passenger to resolve this issue. The participial phrase (so called because it includes a participle- in this case, electing) features a dangling participle because the phrase refers to the passenger but immediately precedes the subject we. Often, a sentence that includes a dangling participle is easily revised by changing the subject so that it pertains to the participial phrase, but in this case, the result would be the awkwardly passive statement â€Å"After electing to take another flight, the passenger was contacted so that we could resolve this issue.† A better alternative is to convert the participial phrase to an independent clause: â€Å"The passenger elected to take another flight, and we are reaching out to her to resolve this issue.† 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 Grammar category, check our popular posts, or choose a related post below:7 English Grammar Rules You Should Know20 Rules About Subject-Verb AgreementNeither... or?

SubSaharan Africa essays

SubSaharan Africa essays Cultural determinants of fertility 5 Women's Time, and Their Role in Rural Production and Household Maintenance Systems 7 Promoting Environmentally Sustainable Agriculture 8 Infrastructure Development and Settlement Policy 10 Africa's hopes for a better future depend in large part on improving the health of its people. Sub-Saharan Africa is experiencing a period of extraordinary change. Across the continent, policy reforms are contributing to dynamic economic growth. Greater political openness has strengthened the commitment of African governments to meeting the basic needs of their people. Despite these positive trends, sub-Saharan Africa faces a development challenge greater than any other region. Much of the continent's population remains desperately poor. With record numbers of adolescents entering their childbearing years, in less than three decades Africa's population is projected to double again from the current level of 620 million. Meanwhile, many African nations are struggling to provide health and education services to populations expanding at a small percent a year. In many countries, rapid population growth is contributing to degradation of the environment and undermining prospects for prosperity. Africa's hopes for a better future depend in large part on improving the health of its people. Better access to good quality reproductive health services, particularly family planning, is key to improving health status - especially for women. The reality of reproductive health in Africa, however, is far from ideal. Women begin child-bearing in their teens an d have an average of six children. Meanwhile, AIDS has struck hard in Sub-Saharan Africa, where roughly 1 in 10 adults - both men and women - are infected with HIV. Yet traditional attitudes favoring large families are changing rapidly, owing to the growth of cities, the rising cost of living and lower child death rates, among other factors. De...

Some Useful Tips on How to Nail Your Interview

Some Useful Tips on How to Nail Your Interview Simple Tips to Nail Job Interviews Just imagine a situation when you are about to have an interview for a job you always wanted. You are prepared, your resume is perfect, and you seem to be ready for everything, but Suddenly you realize that your knees start shaking, you feel anxious and the stress, which are you experiencing, is about to ruin everything! Why do such things happen? What to do in case you feel too stressed out to take your interview? Well, we must admit that there is no universal formula for everyone. Every candidate uses his own techniques to handle stress. However, what we know for sure is that prior to taking an interview, you need to do some things, which will help you reduce your stress level and nail you job interview easily! Many people think that a perfect resume is a key to success. However, a resume makes only the first impression, which may not always be right. If your resume says that you can easily cope with stressful situations, but when it comes to the interview, you are so worried that you can hardly utter a word, interview managers can assume that the rest of the provided information is also false. Follow the tips below to show how good you really are: Plan Planning will reduce stress level before the interview. However, planning, in this case, does not only mean searching for the address of the office where the interview will take place and looking for the best route to get there. Planning begins with the smallest things, such as, for example, making a decision on what to wear. As a result, you will not have to waste time on things that can distract you from the most important event of the day, such as what to eat for breakfast, what to wear, what shoes match the suit best, etc. Practice The thing that is much better than imagining what can happen during an interview is actually to take an interview Mock an interview. Ask your friends or your mentor to run a mock interview in order to reveal your strong and weak sides. It will help you reduce stress level while performing under pressure during a real interview. Make a research It is always a good idea to learn as much as possible about the company you are applying for. It will give you many advantages during an interview and will show your interest in a company. Take your time Make a little schedule of things you have to do and give enough time for each of them. Avoid rushing. It will not make things any better. Develop breathing techniques Many people tend to underestimate the positive effect of correct breathing. Do not be lazy to take one or two yoga classes to practice breathing techniques and prepare your body not only to physical, but also for psychological stress. The given tips will be useful for dealing with the anxiety level and reaching the desired outcome!

Psychiatric Illness with Substance Misuse Essay

Psychiatric Illness with Substance Misuse - Essay Example Jenny is well known in psychiatric services, has a long history of substance misuse and 3 hospital admissions –the last being in October 2010. In this essay, I am going to focus on the last few years of my client journey and the period from her last admission to hospital to where she is now. I will explore how she came to this point from her perspective and analyze the information gathered in interviews. Due to illicit substance misuse and non-compliance with her treatment, Jenny's mental state deteriorated leading to a hospital admission. When discussing her drug addiction problem, Jenny talked about various stressors in her life prior to admission to hospital and using drugs to escape from problems and not being able to break the cycle of dependence. Jenny talked about her drug habit and how it affected her mental state and behavior. She acknowledged prior to her admission to hospital that she started to feel negative about herself, neglect her personal hygiene and increasin gly feel agitated and angry. At that time, she continued to drink alcohol and use crack cocaine and cannabis as she found it difficult to overcome her cravings and was not compliant with her treatment. She reported feeling threatened by fellow female occupants at her supported accommodation and felt they were trying to harm her. Her record showed that on admission she was aroused, agitated, talking to self, trying to kill some insect on her shoes and responding to unknown stimuli saying that there were spiders around her body. Substance misuse affects people’s mental health in relation to how they see themselves, their mood and behavior.  

Should the Electoral College still be in Place Research Paper

Should the Electoral College still be in Place - Research Paper Example Furthermore this particular thesis again would look back through history for examples where the electoral system on current values have failed to provide a decision based on the unanimous most popular votes achieved and hence appoint office a candidate who significantly does not hold the peoples ideology in running the country. Lastly we would succumb to the fact that prior to twentieth century the electoral system of electing the president was made by people who were the pioneers of their time and society while keeping in mind the common educational awareness in a single voter and how this method would cancel dysfunctional voting which may not be in the best interest of the United States. For matters concerning the voting system upheld by the Electoral College, there have been, for the past two centuries, excessive debates that primarily highlight the loop holes associated with this form of presidential selection. Firstly before jumping in to the jargon of as to why the Electoral Co llege of presidential elections deems a misfit in current society we would on first note take up to the fact that what practically is the Electoral system of voting that we all so often refer to. On theoretical counts the Electoral College system of voting to claim a new head of the state is a method in which electors from every state cast their votes on potential candidates that seek to become the next president so as such the electors hold the key of who becomes the new subsequent head of the state. The votes casted by the American citizens is only associated with the electors of their own state hence even though votes pertaining to a hundred percent favoring either the democrats or the republicans could only and fundamentally suffice for their own states electoral representatives (Glennon, Michael J. When Quarterly, 1992). The number of electoral reps that every state acquires is a directly proportional figure to the amount of people or residents residing in it and therefore the number of electoral reps in each state varies from one another. For instance Minnesota as being a relatively bigger state than Columbia has seven more electoral votes and hence stands to a 10 to 3 ratio in comparison. The total number of electoral votes situated is five hundred and thirty eight and hence to potentially win an election a candidate must receive more than or equal to two hundred and seventy uncontested votes and effectively claim a winning spot. The voting system in every state apart from Maine and Nebraska has a winner take all methodology on casting electoral votes as such if in any state the democratic or republic party get the majority votes then automatically the other residing votes which may not be in favor of the winning party would also be effectively transferred to the votes of the winning electoral reps. This particular policy has a major drawback concerning the fact that even though a candidate may win the most popular vote of the country it may eventually lose at the mercy of the Electoral college system. Again for instance the nominee from the democratic or republic party gets electoral votes from the majority of states but loses to small margins in larger ones