Cat in the Rain Ernest Miller Hemingway Essay Example for Free

Cat in the Rain Ernest Miller Hemingway Essay Hemingway was an American author and journalist. His distinctive writing style, characterized by economy and understatement, influenced 20th-century fiction, as did his life of adventure and public image. He produced most of his work between the mid-1920s and the mid-1950s. He won the Nobel Prize in Literature in 1954. Hemingways fiction was successful because the characters he presented exhibited authenticity that resonated with his audience. Many of his works are classics of American literature. He published seven novels, six short story collections, and two non-fiction works during his lifetime; a further three novels, four collections of short stories, and three non-fiction works were published posthumously. â€Å"Cat in the rain† is a piece of fiction referring to the literature of interpretation. This story is also a psychological one because the author investigates human characters and their relationships. The story is told in the 3rd person narrative. The title of the story admits the fact that the cat’s image makes great play in the story. We can say that it is symbolic title. The characters presented Directly. The text of the story is not homogeneous: it is interrupted with the elements of description and the characters’ dialogues. The plot of the story is meant to begin before the narration itself starts. There isnt any preface to the story, the reader knows nothing about the couple’s past. Author shows his characters in a certain period of their lives. â€Å"Cat in the rain† is about an American couple on vacation in Italy. While at their hotel the woman saw a cat and the story progresses from there. During the story it is made obvious that the couples relationship wasn’t good. Author uses the cat stuck in the rain with nobody to care for it to symbolize the wife wasn’t loved by her husbund. So, the story begins with the description of the hotel where two Americans stopped: â€Å"Palms grew and the bright colors of the hotels facing the gardens and the sea†. We can say that this place is very beautiful. But only one thing breaks the idyll the rain, that’s why the couple stays in and just a cat in the rain attracted the young woman’s attention. She wanted to get the cat inside. At first sight everything seems to be ideal: a cozy room on the second floor, lovely view from the window. And only the description of the rain evokes the mood of sadness in the reader. To bring home this air of melancholy which is felt when it is raining, the author uses such stylistic device as parallel constructions: The rain dripped from the palm trees. The water stood in pools on the gravel paths. The sea broke in a long line in the rain and slipped back down the beach to come up and break again in a long line in the rain . We can notice that nouns rain, pools, sea belong to one sphere the water. This stylistic device is employed by the author to create the atmosphere of inevitability. People can not hide from the rain. Water is everywhere: it is on the ground, it is pouring from the heavens as though the nature weeps for something. Here author uses alliteration of sounds [r], [l]: Rain dripped from the palm trees, the sea broke in a long line in the rain, it brings the rhythm to the description of the weather. Complication starts when the American young lady saw a cat in the rain. The cat sat under the table and tried to make herself so compact that she wouldnt be dripped on†. Suddenly the girl felt strong desire to get this cat. It must have been a miserable spectacle: wet, homeless cat crouching under the table in the empty square. The girl decided to go down and get this cat. Here we get acquainted with her husband. He is lying on the bed and reading and he has no desire to go out in such weather for the cat his wife wants so much. Although he proposed it but sooner out of politeness and he did not insist. â€Å"Don’t get wet†- he said, but it wasnt a care he said it just to say something. Later we can see that the hotel-keeper gives to her more attention than her own husband. Thats why she liked the owner of the hotel so much. Emphasizing the girls attitude to the hotel-keeper the author resorts to repetition: She liked the deadly serious way he received any complains. She liked his dignity. She liked the way he wanted to serve her. She liked the way he felt about being a hotel-keeper. She liked his old, heavy face and big hands . Unconsciously comparing him with her indifferent husband she liked him because he displayed a kind of attention to her. He always bowed seeing her. His attention can be explained by the fact that he was the owner of the hotel and it was his due to take care of his clients, especially if they were foreigners. He just wanted them to feel comfortable and convenient. He displayed paternal care and attention to her. May be the girl was disposed to the hotel-keeper because he reminded her of her own father who was always kind to her. Anyway, it was so pleasant for the girl to feel sympathy and care. The author says: The pardons made her feel very small and at the same time really important. She had a momentary feeling of being of supreme importance. That is the reason she liked him. He made her feel important. He listened to her every word and request, and she knew that her every little whim will be fulfilled, and that can not be said about her husband who never worried about her feelings. The climax starts when the young lady went upstairs in her room. The only reaction of her husband was the question if she got the cat. He did not notice her disappointment. Suddenly the girl felt unhappy. Through her sad monologue the writer shows all her dissatisfaction with the life, beginning with the absence of the cat and ending with her short clipped hair. I get so tired of itâ€Å"- she says about her hair, but it is not just looking like a boy that she is tired of. She is tired of a boring life, of her indifferent and selfish husband who remains deaf to her despair. She does not say directly that she is not satisfied with her family life. But the reader can see it in the context. She says: I want to pull my hair back tight and smooth and make a big knot at the back that I feel. I want to have a kitty to sit on my lap and purr when I stroke her. She wants to have long hair to look solid and respectable. She wants to have children and her own house which she associates with silver and candles. And the cat in her dreams is a symbol of refuge, something that she corresponds with such notions as home and cosiness. The author underlines the idea of dissatisfaction using repetition. In importunate repetition of the construction I want the reader can see the girls emotional state. This stylistic device discloses her excitement. The emotional tension increases. And I want to eat at a table with my own silver, and I want candles. And I want it to be spring and I want to brush up my hair out in front of the mirror and I want the kitty and I want some new clothes . Here is an example of polysyndeton. The abundant use of the conjunction and makes the members of enumeration more conspicuous and also serves to emphasize the girls state of confusion. The syntax also contributes to the effect of extreme agitation of the girl. The writer deliberately avoids the use of commas in the girls speech to show uninterrupted, without any pauses flow of speech which testifies to her emotional excitement. This abstract may be regarded as the climax of the story. Here the emotional tension reaches its highest degree. The girl throws out all her discontent, all her negative emotions which she accumulated during her joint life with her husband. Then the peak of the climax comes: Oh, shut up and get something to read says her husband. Estrangement grows between two people. The girl feels insulted and stays looking out of the window. It is still raining. The rain is present during the whole narration. The moment when hotel-keeper passed her a cat is outcome. Probably pardrone didn’t understand the melancholy of the girl. However human advantage, a kindness are opposed egoism of her husband. In this story, cat is the symbol of woman. Woman feels lonely, dependent, and unhappy. She is just like a cat in the rain wet, alone. She is neglected like a poor kitty. She needs to be loved (by her husband) and need interest, security, and comfort. Her husband doesnt attach importance her ideas, feelings. He doesnt behave her like his wife, so the woman doesnt like her life, her clothes, and her hair. She wants to have a kitty because she wants give her love to this poor kitty. In ‘Cat in the rain† we can see a hidden idea between the lines, author doesn’t say it directly. Hemingways talent lies in deep psychological insight into human nature.

Transportation In Houston Essay Example for Free

Transportation In Houston Essay The problems of transportation in our city have a series of branches that all affect us. We, as Houstonians have the duty to contain our city as beautiful and healthy as we can. This is part of our past, present, and our feature, not only for us but also of our love ones that are yet to come. It is very important that we as human being that live in this community do something to protect our environment and reduce risks for further generations. Do you think that there something we can do to stop this shortage of transportation? There are many different problems in our environment that affect everyone around the community. Transportation in Houston is a severe problem that we have now in days. This is a problem in our community that divides into a series of arguments that we are trying to fix. It does not necessarily have to fit in our lifestyles, as long as we set time out in our busy life to take care of the environment. It does not have to be something that relates to your career as long as it is something that you like to do. I am very interested in setting sometime out of my job, to take care of my community. Even if they do not relate, I understand that in doing so it can help provide a better feature for the next generation. As a Houstonian, it is very important for me to try to find a way to expand the transportation in Houston. By decreasing the transportation, the pollution produced daily will also decrease as well as the traffic. Increasing public transportation is a good way to reduce all these risks. In my own experience, I have seen how public transportation is very efficient. In my Colombia, we use public transportation as a way to get around to many different places in the city. It reduces traffic, and accidents that may occur because of careless drivers. The state officials encourage public transportation because it reduces risks and it is also economic. They also encourage bike riding and walking. They build a lot of trails so that people that decide to walk do not have to worry about having to walk on the street where they can be put into any danger. Here in Houston, the state does not provide those types of options to people. You have pedestrians that walk in the streets putting their lives at risk, and then you have those that decide not to walk so they will not have to worry about putting themselves or their loved ones at risk. That is why most people decide that it is better to drive themselves somewhere, even if it is close, then to walk there. I would like to be encouraged into walking to different places, or to ride a bike around. It would be better for people to take that decision if there were sidewalks available all over the city, so that people could move around easier. This would be helpful in many different levels because it would create a better feature by, reducing the accidents that occur on a daily basis. It could also help the economy, because people would start saving more money. They would have more money to spend on other things needed, if they are saving gas money. They would not have to worry about having to earn a little more money to have to waste on other important things they might need. It can be improving for everyone. The bad thing is that not everyone feels the same way about using public transportation. Some rather save a little more money rather then having to depend on someone to drive them around. They never stop to think about the resources they are saving. I was researching the internet, trying to find articles that explored the subject about public transportation. It was very interesting to find different points of view over this topic. They were not really reliable resources, they were more like different opinions. I would like to explore this topic more reading different databases so that the information I may inquire can be precise. I would also like to read more about this subject in different newspapers like Houston Chronicle, to see what they think about this subject. When I was researching this newspaper online I realized that they don’t have any titles that cover this subject. I found it to be really upsetting to know that they do not cover important subjects like this in their news. It is very important for people to be able to get informed about things that are becoming a problem in their city. This way they will have a way to not only get informed but try to look for options to try and solve this error. Other resources would also help so that they can better inform themselves such as TV Shows, and other programs. This is a very important problem that does not get talked bout to much, so people do not really realize the problem we are facing. They do not try and do something about it because they probably think that it is something very insignificant, that other public organizations have not worried about advertising it as much. It is hard for me to assimilate the fact that we are missing out on a lot of information that can help us make a better our city an even more beautiful one.

Roland barthes and his semiotic theory

Roland barthes and his semiotic theory Abstract Roland Barthes (1915 – 1980) is one of the most recognised names in the field of Semiotics. His Semiotic Theory has been the inspiration behind many aspiring students and teachers alike. His rise to fame coincided with the release of his 1957 book Mythologies, which was a collection of essays he had authored. The public was so fascinated by his ideas that his opinion was often sort in the public arena. Signs range from speech, body language and symbols to paintings, music and Morse code. Barthes Semiotic Theory broke down the process of reading signs and focused on their interpretation by different cultures or societies. According to Barthes, signs had both a signifier, being the physical form of the sign as we perceive it through our senses and the signified, or meaning that is interpreted. Barthes also believed that every ideological sign is either a Denotative sign system or a Connotative sign system. A Denotative sign, which is a strictly descriptive system, is the result of the signifier image and the signified concept combining. A Connotative sign is one that has lost its historical meaning. This could be due to a number of things including: changes in culture or terminology, an event, or even just evolution. Semiotic Theory is an ‘Interpretive theory that can be applied to most aspects of everyday life although most people would not realise it. Introduction Purpose The purpose of this report is to gain insight into the world of Roland Barthes in terms of a brief timeline of his life. Also of particular focus will be to gain a basic outline and understanding of his Semiotic Theory. This will include the key issues involved in the theory, along with its application in everyday life and an evaluation of the theory. A few of my own views on this theory will also be included. Scope This report will focus on the basic concepts of Barthes Semiotic Theory. It will only look into the most basic concepts as going into great detail would involve a much more involved and lengthy research process given its complexity. An attempt to gain an understanding of the theory will be sort in order to assess it relevance in todays society. Limitations In the process of researching this topic it quickly became apparent that it would be difficult to gain a clear and concise understanding of it. The availability of ‘easy to read information sources seemed few and far between, with the majority of available material worded in a nature that was at times impossible to decipher. It was also found that many of Barthes work is not freely available, access to it was more than once accompanied with a monetary contribution of some sort. Research Methods A number of different research methods were used in the acquirement of information for this report, all with varying success. The primary source was the internet because of its easily accessible pool of information. Using this method it was possible to gain immediate information on most topics, although it did occasionally have its limitations. The use of books was also another primary information source. Finding books that were easy to read was difficult but a number of them were of great aid. Periodicals were also used to acquire information although the available articles were of little use due to the nature of the language and terminology used. Structure of the Report This report will first outline the life and times of Roland Barthes including his upbringing and education. It will then go on to outline his Semiotic Theory and describe some of its most basic concepts. This will flow on into how the theory can be applied to everyday life as well as an evaluation. Literature Review Book Reference One Hall, S. (2007). This Means This, This Means That. A Users Guide to Semiotics. London: Laurence King Publishing Ltd. Summary Although this book uses fairly basic language to describe the concepts it is trying to portray, it does not ‘water down the text so much as to make you feel stupid. Given that semiotics can be quite a difficult subject to explain, this book does a decent job of explaining a number of different concepts with graphical examples. The graphical examples it supplies helps to give a greater understanding of the idea/s that is being put across, and gives readers the opportunity to first interpret what they are viewing from their own perspective, before reading the explanation describing the theory behind the graphic, or sign. This interaction gets the reader involved in a lot of creative thinking which is a great way to re-enforce the points and concepts being laid out by the text. Given its graphical nature, this book will also be extremely useful for presentation purposes. Accuracy and Validity The author of this book, Sean Hall, is the Leader in Contextual Studies at Goldsmiths, University of London. Although not a ‘big name in semiotics, his previous studies, academic status, and proven track record in research goes a long way to proving the accuracy and validity of his work. The extensive bibliography provided in this book shows that he has sourced many areas for his research and consulted many different individuals. Semiotics is a subject that has no body of knowledge to fall back on. For this reason it is difficult to determine whether or not any information is accurate as everything about semiotics is subjective and open to scrutiny. Book Reference Two Cobley, P., Jansz, L. (2004). Introducing Semiotics. (2nd ed.). Singapore: Tien Wah Press Ltd. Summary I found this book to be rather difficult to follow due to the nature of the layout. It is set out in almost a comic style, or storyboard type approach, which can be a little difficult to follow at times. This is also not helped by the absence of a contents page, forcing the investigation of particular ‘ideas to be located through the index at the back of the book, or else recalling exactly where in the book that it was originally read. It is difficult to determine exactly what information will be useful from this book. Some information, such as that about particular theorists, will be somewhat helpful; however, many of the other concepts covered may not be of any use due to the difficulty of finding it again – and the comic book type nature. One topic, which is covered at the beginning of the book, is a pre-history of semiotics. This information is extremely helpful as information of this nature has been difficult to locate. As previously stated, this book opens up with a brief history and a little about the very first researchers in the area of semiotics. It then goes on to outline how some of the earlier historical figures contributed to the early understanding and significance of signs. This is followed by an attempt to give an understanding of the concepts involved with semiotics and also includes reference to some of the more recent researchers of this field, including Roland Barthes. Accuracy and Validity Dr Paul Cobley, the man responsible for the text in this book, is a Senior Lecturer in Communication at London Guildhall University. He has authored as number of books in the area of Semiotics as well as Communication Theory, and his record in these areas is exceptional. I have found that a lot of his work has been used as reference by many of the other information sources I have used. This shows that his work is highly regarded by many in the field, and that the accuracy and validity of his work is widely recognised. Library Database Reference One Petrilli,S.(2008). On Communication: Contributions to the Human Sciences and to Humanism from Semiotics Understood as Semioethics.The American Journal of Semiotics,24(4),193-236.Retrieved August 7, 2009 from Research Library. (Document ID:1608836621). Summary This article was extremely difficult to decipher and not very helpful. For this reason I find it particularly challenging to review it as it made little to no sense to me. This article was chosen more out of necessity than anything else as finding useful database articles proofed to be difficult. Accuracy and Validity Susan Petrilli teaches Semiotics and Philosophy of Language at the Department of Linguistic Practices and Text Analysis at Bari University, Italy. Her list of studies and publications is extensive, as is her work in the translation of research done by Charles Morris and Thomas A. Sebeok from English to Italian. There is little doubt that information sourced from Susan Petrilli is viable, it is just a shame that in this case it was of little use as it was not valid. Library Database Reference Two Petrilli,S.(2008). The Relation with Morris in Rossi-Landis and Sebeoks Approach to Signs1.The American Journal of Semiotics,24(4),89-121.Retrieved August 7, 2009 from Research Library. (Document ID:1608836581). Summary This article authored by Susan Petrilli and featured in The American Journal of Semiotics, outlines the work done by Ferruccio Rossi-Landi and Thomas Sebeok, which in turn was based on the work of Charles Morris. Charles Morris (1901 – 1979), is quite a controversial character in the world of Semiotics. Some credit him with the recognition of Semiotics as a science field, and others accuse him of copying the work of another theorist, Charles Peirce. Either way, the work he did or didnt do was influential in the works of other theorists. It gave new direction and recognition to semiotics and helped pave the way for future study and research. Both Ferruccio Rossi-Landi and Thomas Sebeok have helped to advance the science of semiotics but it is important to highlight that the work they have done was in most cases an extension of Morriss research. This article highlights that fact and expands on it in much greater detail. Whether or not this article will directly influence my studies is debatable, it does however, give a greater understanding about the evolution of semiotics and how it came to be recognised. Accuracy and Validity Susan Petrilli teaches Semiotics and Philosophy of Language at the Department of Linguistic Practices and Text Analysis at Bari University, Italy. Her list of studies and publications is extensive, as is her work in the translation of research done by Charles Morris and Thomas A. Sebeok from English to Italian. Web Article Reference One Barthes, R (1957). Mythologies: The World of Wrestling. Retrieved 1 September, 2009 from http://www9.georgetown.edu/faculty/irvinem/theory/Barthes-Mythologies-Wrestling-1957.pdf Summary Having access to an actual essay by Roland Barthes proved to be a great help in the research process. This essay picked apart a wrestling event by applying his theories to it. It was an excellent way to explain certain aspects of the theory. This ranged from the physical appearance of the competitors and their general mannerisms, to the cultural or public interpretation of what was unfolding before them. It explained the theatrical side of wrestling and how it is catered to the needs of its audience. Everybody at the event knows what is going on because of the different signs expresses by the ‘actors. Accuracy and Validity Given that this report is based on Roland Barthes theory, the accuracy and validity of the information needs little clarification. Everything in this report is based on his ideas and concepts so the accuracy needs not be questioned. Web Article Reference Two Wikipedia.(2009). Roland Barthes. Retrieved July 22, 2009 from http://en.wikipedia.org/wiki/Roland_Barthes Summary This article on Roland Barthes was a great starting point in the research process. Without being too technical it gave a nice brief outline about Roland Barthes including a little about his works and theory. Accuracy and Validity Not always an accurate source of information, I was initially reluctant to take any information from Wikipedia at face value. However, this did slowly change as my research went on and verification of the content was discovered. The great thing about Wikipedia is that it has its own references meaning that it paves the way for more in depth research. Findings Roland Barthes Roland Barthes is considered to be one of the biggest names in Semiotics and much of his work has been the primary inspiration and information source for many aspiring students, as well as teachers, in the field of Semiotics. Born in Cherbough, France, on the 12th of November 1915, Roland Barthes had what he called â€Å"Not an unhappy youth†. Less than a year after his birth his father was killed in a naval accident forcing his mother to move with him to Bayonne. Here he spent the early part of his childhood before moving again in 1924, this time to Paris. It was in Paris that he attended school at Lycà ©e Louis-le-Grand and Lycà ©e Montaigne, both being well renowned secondary schools in France. In 1934 he contracted Tuberculosis and spent a number of years in Sanatoriums. Although this often meant he was unable to undertake his doctorate studies, it did give him the time to pursue other interests, the most dominant being reading, â€Å"What else did you ha ve to do except read?† He also started to do a little writing and cofounded the magazine Thà ©Ãƒ ¢tre populaire. There was one positive to come out of his ill health – it kept him out of military service during World War II. Barthes went on to study at the Historic University of Paris, or Sorbonne, where he received a degree in Classical literature, as well as in grammar and philology. This was followed by various teaching positions including appointments in France, Romania and Egypt. He had made an intentional avoidance of major degree awarding universities throughout his career which lead to these ‘unusual posts. In 1957, Barthes had a book called Mythologies released. In this publication Barthes used the concepts of semiotics to analyse myths and signs in contemporary culture. The release of this book coincided with the rapid rise of fame for Barthes. The ideas and concepts within the book seemed to strike a chord with scholars and the general public. This pop ularity lead to material from the book being referred to in newspapers, films, shows, and exhibitions. Auto manufacturer Renault found his work so compelling that they temporarily hired him as an advertising consultant. During the early 1960s, Barthes spent much of his time exploring the fields of semiology and structuralism. This was accompanied by various faculty positions around France and a continuation in the production of his more full length studies. During his career, Roland Barthes published more essays than substantial studies. He often presented his views in a concise, subjective way that differed from the theoretical approach used by the majority of scholars. It was this approach that not only made him a standout in various fields but also a somewhat controversial character. Many other academics and theorists had a love hate relationship with him. Roland Barthes died on the 25th of March 1980 from injuries succumbed from being hit by a van a month earlier. Outline Of Roland Barthes Semiotic Theory Among other fields studied by Roland Barthes, his Semiotic Theory is one of the most famous and well renowned. Although he changed his mind about the way signs work more than once over his career, most practitioners follow the concepts of his original theory. Semiotics, or Semiology as it is often referred to, is concerned with anything that can stand for something else. It is the study of sign processes, meaning what signs signify and how, what signs are communicating, as well as how meaning is constructed and understood. In short it is the study of everything to do with signs. Although arguably not a recognised field until the work of Charles Morris, Semiotics can be applied to almost every aspect of life because it is an interpretation of everything around us. Signs are not only the visual aspect that we all immediately think of but also extends to include areas such as gestures or body language, music, clothes, poetry, paintings, Morse code, food, and graffiti. These are all cons idered to be signs that fall into the category of Semiotics because they can all mean something other than the obvious. For example, an apple can mean healthy and a crown can mean king. These meaning are however, very dependent on the context in which they are referred too. Spots on your chest need to be deciphered in a medical context and road signs will be judged in a transport context. According to Barthes theory, every ideological sign is either a Denotative sign system or a Connotative sign system. A Denotative sign, which is a strictly descriptive system, is the result of the signifier image and the signified concept combining. In other words the apple is the signifier and healthy is the signified. A Connotative sign is one that has lost its historical meaning. This could be due to a number of things including: changes in culture or terminology, an event, or even just evolution. It is important to note that Barthes description of a sign as the correlation between the signifier and the signified came directly from the Swiss linguist Ferdinand de Saussure. The best way to describe the difference between the signifier and signified may be to refer to Barthes essay ‘The World of Wrestling which was published in his 1957 book Mythologies. In this essay he describes the image portrayed by the wrestlers and the resulting portrayal by the fans resulting from the wrestlers image. As Barthes (1957) states: As soon as the adversaries are in the ring, the public is overwhelmed with the obviousness of the roles. As in the theatre, each physical type expresses to excess the part which has been assigned to the contestant. Thauvin, a fifty-year-old with an obese and sagging body The nausea voluntarily provoked by Thauvin shows therefore a very extended use of signs: not only is ugliness used here in order to signify baseness, but in addition ugliness is wholly gathered into a particularly repulsive quality of matter I know from the start that all of Thauvins actions, his treacheries, cruelties and acts of cowardice, will not fail to measure up to the first image of ignobility he gave me; I can trust him to carry out intelligently and to the last detail all the gestures of a kind of amorphous baseness, and thus fill to the brim the image of the most repugnant bastard there is: the bastard-octopus (p.2). This description of the wrestler Thauvin contains a number of signifiers. His physical image: â€Å"fifty-year-old with an obese and sagging body† accompanied by his general mannerisms, are all signifiers. The immediate impression gained by these signifiers lead us to the signified â€Å" all of Thauvins actions, his treacheries, cruelties and acts of cowardice, will not fail to measure up to the first image of ignobility he gave me†. The impression we gain of ugliness and evil by way of the signifier and signified form an image of a villain – which is the sign. This example of a Denotative Sign System is easily dissected because of its theatrical nature. The ability to clearly define the signifier and signified, and therefore the sign, is not always so easily achieved. Application of Theory Semiotic Theory can be applied to many aspects of everyday life and includes activities carried out by most people. Signs have become a part of everyday living and are everywhere. In many societies they are essential, for without them there would be chaos. A simple task such as driving from A to B could become a real nightmare without knowing where you are going, what the road rules are, or how fast your car is travelling. The application of signs in society gives us rules and order. But signs are not always so clearly displayed, read, or interpreted. A married couple can tell each others sad state of mind whereas anyone else may not realise that anything is wrong or out of place. A farmer can tell a sick animal from a healthy one, others will see absolutely no difference. A systems analyst will interpret the clients needs better than a programmer (in most cases). More often than not experience in reading or interpreting a sign is essential in gaining meaning to it and a better understanding of what it is trying to get across. If signs were always clearly interpreted, the number of system projects failing wouldnt be so great; a clear thorough understanding of what is needed would be more easily obtained. Evaluation of Theory Semiotic Theory seems to be based on a mainly Interpretive Approach but does include a small number of Scientific or Objective Approach qualities. The process of deciphering a sign involves many interpretive aspects. While a particular symbol may mean something in one culture, it may mean something different in another. It is how that culture interprets that symbol which determines its meaning. An example can be taken from ‘The World of Wrestling essay by Barthes, â€Å"As soon as the adversaries are in the ring, the public is overwhelmed with the obviousness of the roles.† (p.2). That particular culture (public) has a clear interpretation of what they think the wrestlers are portraying. This is clarified further on in the essay: â€Å"It has already been noted that in America wrestling represents a sort of mythological fight between Good and Evil (of a quasi-political nature, the bad wrestler always being supposed to be a Red [Communist]).† ( Barthes, 1957, p.3). This tells us clearly that it is the American publics interpretation of events which gives the desired meaning or effect. The same ‘show being played out in another culture will likely have very different results. This clearly shows an example of ‘Clarification of Values. Over the course of his career, Barthes reviewed his theory and even changed his mind about certain aspects. This ‘evolution as it has been referred to, shows that it was very much under scrutiny and social reform. Given that it in no way could be ‘scientifically tested, many other scholars or likewise had their own opinion on Semiotic Theory – some for and other against. Either way, it was all very much how it was interpreted. Conclusion Summary of Points Roland Barthes (1915 – 1980) is one of the most recognised names in the field of Semiotics. His Semiotic Theory has been the inspiration behind many aspiring students and teachers alike. His rise to fame coincided with the release of his 1957 book Mythologies, which was a collection of essays he had authored. The public was so fascinated by his ideas that his opinion was often sort in the public arena. Signs range from speech, body language and symbols to paintings, music and Morse code. Barthes Semiotic Theory broke down the process of reading signs and focused on their interpretation by different cultures or societies. According to Barthes, signs had both a signifier, being the physical form of the sign as we perceive it through our senses and the signified, or meaning that is interpreted. Barthes also believed that every ideological sign is either a Denotative sign system or a Connotative sign system. A Denotative sign, which is a strictly descriptive system, is the result of the signifier image and the signified concept combining. A Connotative sign is one that has lost its historical meaning. This could be due to a number of things including: changes in culture or terminology, an event, or even just evolution. Semiotic Theory is an ‘Interpretive theory that can be applied to most aspects of everyday life although most people would not realise it. A Critique of the Theory Roland Barthes often caused controversy because of his often non-scholarly point of view, and the subjective nature of his essays. Barthes 1963 study ‘Sur Racine was one such series of works that caused such controversy. Another ‘Racine scholar name Raymond Picard, took particular exception to this work and criticised Barthes approach in some of his work. In turn, Barthes responded by writing an essay which implied that criticism should become a ‘science. Generally such criticism of Barthes work was rare, and his approach often had fellow scholars intrigued. It is my opinion that this theory is an over-analysis of what should be a simple act of reading a sign. Constantly analysing every aspect of life would easily become very painstaking and I can imagine some ‘enjoyment of life would be lost due to this. The concept of the signifier and signified forming the sign seems relatively simple in theory and if left at that would be. The constant in-depth analysis of even the simplest of tasks seems to be rather pedantic and unnecessary – hence the reason I am not a Semiotic Theorist. Glossary Of Terms Amorphous – Having no definite form. Baseness – Despicable, Untrustworthy, Treacherous. Connotative – In Semiotics connotation arises when the denotative relationship between a signifier and its signified is inadequate to serve the needs of the community. Connotative Sign System – A mythic sign that has lost its historical referent; form without substance. Denotative In semiotics, denotation is the surface or literal meaning encoded to a signifier. Denotative Sign System A descriptive sign without ideological content. Ideology – Knowledge presented as common sense or natural, especially when its social construction is ignored or suppressed. Ignobility – Not noble in quality, character or purpose. Myth – The connotative meaning that signs carry wherever they go; myth makes what is cultural seem natural. Philology the study of literature and of disciplines relevant to literature or to language as used in literature. Sanatorium – an institution for treating chronic diseases, typically tuberculosis. Sign – The inseparable combination of the signifier and the signified. Signified – The meaning we associate with the sign. The idea or thing that that the Signifier represents. Signifier – The physical form of the sign as we perceive it through our senses; an image, object or word being referred too. References / Bibliography Amazon.com. (2009). Universe of the Mind: A Semiotic Theory of Culture. Retrieved July 22, 2009 from http://www.amazon.com/Universe-Mind-Semiotic-Theory-Culture/dp/025321405X Australia Donna. (2009). Susan Petrilli. Retrieved August 7, 2009 from http://www.australiadonna.on.net/english/prof/petrilli.htm Barthes, R (1957). Mythologies: The World of Wrestling. Retrieved 1 September, 2009 from http://www9.georgetown.edu/faculty/irvinem/theory/Barthes-Mythologies-Wrestling-1957.pdf Chandler, D. (2002). Semiotics: The Basics. Great Britain: Routledge. Chandler, D. (2005). Semiotics for Beginners. Retrieved July 22, 2009 from http://www.aber.ac.uk/media/Documents/S4B/sem01.html Cobley, P., Jansz, L. (2004). Introducing Semiotics. (2nd ed.). Singapore: Tien Wah Press Ltd. Goldsmiths, University of London. (2008). Hall, Sean. Retrieved August 10, 2009 from http://www.gold.ac.uk/design/staff/hall/ Griffin, E. (2009). A First Look at Communication Theory. (7th ed.). New York: McGraw-Hill. Hall, S. (2007). This Means This, This Means That. A Users Guide to Semiotics. London: Laurence King Publishing Ltd. Halton, E. (1992). Charles Morris A Brief Outline of His Philosophy with relations to semiotics, pragmatics, and linguistics. Retrieved August 7, 2009 from http://www.nd.edu/~ehalton/Morrisbio.htm Liukkonen, P. (2008). Roland Barthes (1915 – 1980). Retrieved September 1, 2009 from http://www.kirjasto.sci.fi/rbarthes.htm London Metropolitan University. (2009). Sir John Cass Department of Art, Media and Design. Staff Research: Media and Communication. Retrieved August 10, 2009 from http://www.londonmet.ac.uk/jcamd/research/staff-research/mc/paul-cobley.cfm No Author. (1992). Websters Dictionary. (1992 ed.) United States of America: Leisure Entertainment Service Co Inc. Petrilli,S.(2008). On Communication: Contributions to the Human Sciences and to Humanism from Semiotics Understood as Semioethics.The American Journal of Semiotics,24(4),193-236.Retrieved August 7, 2009 from Research Library. (Document ID:1608836621). Petrilli,S.(2008). The Relation with Morris in Rossi-Landis and Sebeoks Approach to Signs1.The American Journal of Semiotics,24(4),89-121.Retrieved August 7, 2009 from Research Library. (Document ID:1608836581). The Stewardship. (n.d.). Semiotic Theory. Retrieved July 22, 2009 from http://the-stewardship.org/research/semiotics.htm Wikipedia.(2009). Roland Barthes. Retrieved July 22, 2009 from http://en.wikipedia.org/wiki/Roland_Barthes Wikipedia.(2009). Semiotics. Retrieved July 22, 2009 from (http://en.wikipedia.org/wiki/Semiotics Wikipedia.(2009). Semiotic Information Theory. Retrieved July 22, 2009 from http://en.wikipedia.org/wiki/Semiotic_information_theory

Vicky Green Case Essay example -- Ethics Theory

The Vicky Green Case Right to be Informed:   Ã‚  Ã‚  Ã‚  Ã‚  Since key personnel of other companies are certainly going to face the risk of losing their jobs if they decide to accept the K.I., Koke International, 50 percent raise, then Vicky must consider the key personnel’s right to be informed about the aftermath of such a decision. Wendy McGee, Vicky’s boss, has made it clear to her senior staff members that key personnel of the other five player companies will be fired once they finish training K.I. employees. Vicky must consider the fact that those key personnel have the right to be informed about K.I.’s future plan, which will affect their careers.   Ã‚  Ã‚  Ã‚  Ã‚  It was not clear whether the orders that Wendy passed to her senior staff members will be mentioned to the top corporate people or not. Vicky must acknowledge the right of those top people to be informed of what Wendy has in mind. It is her job to make sure that these corporate people are aware of all consequences since K.I. could face antitrust issues by going forward with such a plan. Vicky must not let such orders pass without informing these corporate people. Do No Harm   Ã‚  Ã‚  Ã‚  Ã‚  Vicky must avoid harming the powerless versus harming the powerful. The powerless in this case are the other stores that are going to compete with K.I. in the New England states region. Vicky is in charge of coming up with a unique pricing strategy that will run the competitors out of business within an 18-month period. The other competitors’ stores are considered powerless when compared to the gigantic and powerful Koke International. Vicky must consider the harm that is going to affect the powerless stores, which will lead them to bankruptcy according to Wendy’s plan.  Ã‚  Ã‚  Ã‚  Ã‚  Vicky must also consider harming many versus harming few. The many in this case would be employees of the other five major players in the region and the few are K.I.’s employees. If the plan is successful then K.I. becomes a monopoly in the region while the competitors go out of business leaving their staff unemployed. Therefore Vicky must be concerned about the harm that is going to affect the many left unemployed versus the harm that is going to affect the few at K.I. Duty:   Ã‚  Ã‚  Ã‚  Ã‚  Even though Vicky is considered a new employee at K.I., that should not stop her from striving to amend the company whenever there is an opportunity. Vicky must acknowledge the du... ...fusal to continue on with the plan will cost the company extra time and effort. The company will be required to come up with a new pricing analysis, which might discourage the company from continuing with the plan since it will cost them time and effort. Therefore K.I. might lose its share from New England’s market. However, K.I.’s loss is a gain to the other stores in the New England states region. With K.I. out of the way the stores in the region will continue to operate in a healthy competitive market. If K.I. chooses not to dominate the New England market, which will eventually lead to dismissing Wendy’s plan, then such a decision would be beneficial because K.I. will avoid antitrust issues. However, Vicky’s reaction may vary. Vicky may oppose the plan and challenge her boss right after the meeting by persuasion and convincing. If this action doesn’t work, then Vicky may take it to the next level, which is to inform the top corporate people of what unpleasant consequence might they face from the federal government if they accept the Wendy’s plan. If this action also doesn’t work, then finally Vicky must report the plan to the federal government, so the law will take action.

Problems with Voting :: essays research papers

Why Voting is never Completely Accurate!! Statement of the Problem   Ã‚  Ã‚  Ã‚  Ã‚  There are several problems when it comes to elections. One of the problems is whether the candidates played fairly throughout the election. Another problem is whether the votes that are being cast are being counted correctly or even being counted at all. The main reason this topic has become such an important issue is because of the last two elections. The first election had a problem in the state of Florida, and the 2004 elections had problems in the state of Ohio. Evidence Used in Reaching my Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  One of the things I would worry about in voting is how and who is counting my votes. For instance, a type of voting I would not be satisfied with is the paper ballot way of voting. The modern system of election using paper ballots was first used in 1858 in Australia. The great Australian innovation was to print standardized ballots at government expense, distribute them to the voters at the polling places, and require that the voters vote and return the ballots immediately. Today, the security against election fraud this provides seems obvious, but in the 19th century, it was not obvious to most observers, and it was not until 1888 that this ballot was used in the United States.   Ã‚  Ã‚  Ã‚  Ã‚  Another type of voting that is a problem to me is the lever voting machine. Lever voting machines offer excellent voter privacy, and the feel of a lever voting machine is immensely reassuring to voters! Unfortunately, they are immense machines, expensive to move and store, difficult to test, complex to maintain, and far from secure against vote fraud. Furthermore, a lever voting machine maintains no audit trail. With paper ballots, an it is possible to recount the votes if there is an allegation of fraud. With lever voting machines, there is nothing to recount! This could be a problem also because if someone votes incorrectly and pushes the lever down at the wrong time he or she can not go back and fix that vote.   Ã‚  Ã‚  Ã‚  Ã‚  I know that this doesn’t look like a single vote would sway an election that much but you figure that 1,000 people across the nation vote incorrectly for the same person. That could sway an election, probably not a presidential election but it might sway an election for senate or the house. I believe that a unified way of voting should be made, whether it is any type of voting. Problems with Voting :: essays research papers Why Voting is never Completely Accurate!! Statement of the Problem   Ã‚  Ã‚  Ã‚  Ã‚  There are several problems when it comes to elections. One of the problems is whether the candidates played fairly throughout the election. Another problem is whether the votes that are being cast are being counted correctly or even being counted at all. The main reason this topic has become such an important issue is because of the last two elections. The first election had a problem in the state of Florida, and the 2004 elections had problems in the state of Ohio. Evidence Used in Reaching my Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  One of the things I would worry about in voting is how and who is counting my votes. For instance, a type of voting I would not be satisfied with is the paper ballot way of voting. The modern system of election using paper ballots was first used in 1858 in Australia. The great Australian innovation was to print standardized ballots at government expense, distribute them to the voters at the polling places, and require that the voters vote and return the ballots immediately. Today, the security against election fraud this provides seems obvious, but in the 19th century, it was not obvious to most observers, and it was not until 1888 that this ballot was used in the United States.   Ã‚  Ã‚  Ã‚  Ã‚  Another type of voting that is a problem to me is the lever voting machine. Lever voting machines offer excellent voter privacy, and the feel of a lever voting machine is immensely reassuring to voters! Unfortunately, they are immense machines, expensive to move and store, difficult to test, complex to maintain, and far from secure against vote fraud. Furthermore, a lever voting machine maintains no audit trail. With paper ballots, an it is possible to recount the votes if there is an allegation of fraud. With lever voting machines, there is nothing to recount! This could be a problem also because if someone votes incorrectly and pushes the lever down at the wrong time he or she can not go back and fix that vote.   Ã‚  Ã‚  Ã‚  Ã‚  I know that this doesn’t look like a single vote would sway an election that much but you figure that 1,000 people across the nation vote incorrectly for the same person. That could sway an election, probably not a presidential election but it might sway an election for senate or the house. I believe that a unified way of voting should be made, whether it is any type of voting.

Guerilla Warfare Essay -- essays research papers

Guerrilla Warfare The term guerrilla (Spanish, â€Å"little war†) originated in the early 19th century during the Peninsular war when, after the defeat of Spain’s regular forces, Spanish irregulars and civilians rose up against the French occupying forces. The practice of guerrilla warfare, however, dates from antiquity; for example, the Bible tells of the Israelite conquest of Canaan, led by Joshua, involving harassment and ambush of the enemy. Later Jewish resistance to foreign rule was expressed in the series of fierce guerrilla operations against the Romans in the 1st century AD; led by the Zealot sect, this revolt was climaxed by the seizure of Masada and the massacre of the Roman garrison there in AD66. Lacking the numerical strength and weapons to oppose a regular army in the field, guerrillas avoid pitched battles. Instead, they operate from bases established in remote and inaccessible terrain, such as forests, mountains, and jungles, and depend on the support of the local inhabitants for recruits, food, shelter, and information. The guerrillas may also receive assistance in forms of arms, medical supplies, and military advisers from their own or allied regular armies. The tactics of guerillas are those of harassment. Striking swiftly and unexpectedly, they raid enemy supply depots and installations, ambush patrols and supply convoys, and cut communication lines, hoping thereby to disrupt enemy activities and to capture equipment and supplies for their own use. Because ...

Discerning Contemporary Approaches towards Effective Education

The pursuit of learning, it must be argued, is an activity that brings into perfection the finest essence of human persons. And the reason for this, as I have mentioned in my previous paper, is quite self-evident: to engage in learning – or any activity analogous to the purposeful acquisition of knowledge – is to nurture the gifts which, at best, summarily render humanity as creatures cut above the rest – i. e. , freewill and rationality (Moore and Bruder 67). Thus, the supreme importance of creating welcome avenues for learning needs to be considered as a task second to none.At the very least, all human persons are, by virtue of their innate superiority, necessitated to constantly strive to create windows of opportunities for higher learning, as well as address ebbs of challenges which, if left unchecked, may end up frustrating the correct methodologies to progressive learning. In view of such felt need, this paper argues for the necessity of framing forward-loo king goals that can best address the contemporary challenges, which otherwise can pose serious threats to the attainment of quality education.To this end, this study deems it appropriate to limit the discussion into unraveling three concrete goals that may be adopted, in the hope of addressing contemporary concerns to education: first, to rethink the model of educational Psychology operative on most learning institution; second, to revolutionize classroom management towards greater inclusion and participation; and third, to re-conceptualize the appreciation of education as that which prepares students for a greater role in the society later on in their otherwise brief lives.It needs to be firstly pointed out however that in itself, education cannot be reduced into these three goals. The human mind, it needs to be argued, is capable of learning many facets of knowledge; and as a consequence, the goals with which each learning facet takes can be taken distinctly from others. For insta nce, if one were to pursue an education in Engineering, the specific goals with which his or her learning process takes must see through the need to develop one’s knowledge of precise mathematical theories on the one hand, and skills relative to concrete application of calculated findings on the other hand.The goal of a person studying Engineering therefore falls more into the acquisition of a knowledge that integrates abstract mathematical theories with concrete skills in fine arts and drawing. One does not compare such goal with, say educating someone who, while mentally impaired, manifests strains of learning nevertheless. The point in contention here lies in the plain recognition that learning can and must always be construed with its varying goals, â€Å"depending on the learner’s frame and chosen field of competence† (Ten Dam and Volman 282).Three Forward-Looking Goals It merits firstly arguing that there is a need to rethink the model of Educational Psych ology operative on many learning institutions nowadays. Herein it would be necessary to cite that there appears to be two major schools of thought being adopted into the conduct of present-day education: the behaviorist and cognitive paradigms. On the one hand, the behaviorist model of education is most often gleaned on learning strategies that take students as ‘passive learners’ – i. e. , as mere reactors to learning stimuli.The stance, as it were, takes on a highly stereotyped understanding of human behavior; it â€Å"takes the mind of a child as a tabula rasa upon which the message of experience is to be written† (Wartofsky 113). On the other hand, the cognitive model of education adopts a paradigm which is exactly the opposite of the behaviorist model. It believes that learning instruction has to promote the mental abilities already intrinsic to human persons, even before they enter their respective learning places – they are mere mental process es that need to be unraveled.When a learner is therefore taken under the acute lenses of cognitive philosophy, the process of developing the unique abilities of abstraction, analysis, cognition, deconstruction, problem solving and self-reflection are the aspects that act as the crux of one’s learning. There is, however, a danger in choosing only one paradigm to adopt. On the one hand, it is certainly unwise to take learners as though they were programmed to uncritically absorb everything that they are being taught.Learning is not entirely about external influences. On the other hand, it is equally self-defeating to regard students as process-induced organisms, without recourse to appreciating their concrete situations. Learning is not completely about internal processes. This is why, it is imperative to rethink the psychological model of Educational. At best, what appears to be a more promising model to adopt is that which seeks to integrate these twin paradigms into a compre hensive model for education.Concretely, this can be achieved by taking learners as â€Å"highly structured organisms, who in their own unique ways, do try to ‘make sense’ of their life experiences in a manner that is not only active but also constructive† (Wartofsky 113). In other words, what Wartofsky correctly notes stems from a keen, if not correct observation that learning is much more than the acquisition of knowledge and the development of innate skills. Learning, instead, brings into fruition one’s knowledge and skills, by charting how one is able to successfully apply these concepts into prolific results.Secondly, the telling need to revolutionize the pedagogies and strategies pertinent to effective classroom instruction represents an unmistakably rapidly-growing concern for most educational institutions. At the very least, the old model of traditional instruction needs to be supplanted with better strategies which are now available in the field. L earning, it needs to be noted, is a delicate process; it must be attended to only by acceptable approaches and inviting programs. For such reason, Kounin believes that classroom management is of the essence in the entire learning process – i.e. , â€Å"good classroom management† must be considered as an indispensable requisite to student’s learning† (qtd. in Emmer and Stough 104). And there are reasons to think the manner by which educators create and design appropriate classroom management styles spells the difference between the welcome promotion of learning and the unfortunate frustration of the same. On the one hand, revolutionizing the contemporary approach to learning necessitates a thorough re-evaluation of the technical aspects of classroom management.This re-evaluation process entails, still according to the suggestions of Kounin, putting a fair amount of effort and energy to apply all the three aspects of classroom management into the learning en vironment: first, to ensure that â€Å"preparations† relative to academic programs and campus regulations are properly articulated and clearly outlined so as to facilitate their effective implementation; second, to determine head-on whether or not the interaction transpiring between the educator and learners during the â€Å"actual† learning process are marked by appropriateness and facility; and third, to determine a program that assesses and monitors how educators are able to â€Å"control† the environment for learning (Vasa 64-66).One may correctly notice that this specific program seeks to guide the learning process before it is undertaken, during its implementation and after the process has been completed. Simply put, the process is comprehensive. And it is with good reasons that a learning institution must adopt such a revolutionary program to guide their respective educational goals and visions into welcome fruition. On the other hand, it has to be likewi se appreciated that any effort to revolutionize classroom management cannot stop at ensuring that the aforesaid technical aspects work effectively in the service of efficiency and facility. With equal or more emphasis, there is a need to revolutionize, in a manner being drastic but progressive, the fundamental concept of the learning process itself.Herein, it is wise to reminded what P. Freire has to say about the matter – i. e. , learning cannot be seen as an asymmetrical process, where teachers dole out incremental nuggets of knowledge and students receive them uncritically as though they were nothing but repositories of data and information. When a learning institution engages in this type of one-way instruction, Freire believes that it adopts an unmistakably restrictive â€Å"banking concept of education†. He believes that under this model, â€Å"knowledge is (considered as) a gift bestowed by those who consider themselves knowledgeable upon those whom they consid er to know nothing† (Friere).Instead, Freire maintains that classroom instructions, as indeed the entire process of education, have to revolutionized so as to cater to the need to â€Å"strive for the emergence of consciousness and critical intervention in reality† (Freire). For only when educators see the supreme importance of promoting the learner’s concrete appropriation of his or her learning can learning environments break free from the traditional spoon-feeding model of instruction that has long plagued the many educational systems. Thirdly, there is a certainly a need to re-orient the goal of education in respect to its duty to prepare the learners in discerning their chosen vocations relative the needs of the society later on. Nowadays, education is often seen as a personal ticket to success; an instrument which yields a higher rate of success to the top.More and more therefore, the call to recover the thrust of education from this highly individualistic frame becomes even more relevant. As indeed, the need to underscore the intricate relations between the goals of education and the needs of the society cannot be under-appreciated. In ways of more than one, learning is really about participating in the network of relationships latched in humanity’s basic sociality. Learning is indeed about â€Å"the increasing ability to participate in the social and culture practices which are considered important in the society† (Ten Dam and Volman 285). And this does not entail seeing the education of students as a precursor their filling up certain stereotyped roles which a society demands.Ten Dam and Volman believes that â€Å"adequate participation† in the society â€Å"does not mean behaving according to a fixed set of norms, but being able to deal flexibly with the differences and other choices and possibilities† (284). Thus, learning is about empowering the students to discover their inner gifts while they are at school so that they can use them for the sake of society’s wellbeing later. In the ultimate analysis, it must be recognized that â€Å"the content of education has† indeed something â€Å"to do with society’s need for people who are prepared for the conditions of life in a civil society† (Daniliuk 13). To briefly conclude, this paper ends with a thought that affirms the abiding necessity of conceiving forward-looking goals to help address the contemporary conduct of education.Time is indeed changing fast; and so is the manner by which the world understands education and human learning. In order to adapt, challenges must be met with equivalent responses and adequate solutions. Three concrete suggestions have been raised in this paper: to re-conceptualize the model of educational Psychology, to revolutionize classroom management approaches, and to recover the role of education in respect to the needs of the society. Surely, there are still a lot more chall enges to hurdle; a lot more Goliaths to slay. For the time being, the world can rest assured that for as long as concrete steps are being framed to address educational issues, there can be little doubt that humanity’s can always strive for constant learning. References Daniliuk, A. â€Å"The Role of Education in the Formation of a Civil Society†. Russian Education   Ã‚   and Society, 50, 5, 2008. Emmer, E. & Stough, L. â€Å"Classroom Management: A Critical Part of Educational   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Psychology,   Ã‚   with Implications for Teacher Education†. Educational Psychologist, 32, 2, 2001. Freire, P. â€Å"The ‘Banking’ Concept of Education†. Ten Dam, G. & Volman M. â€Å"Educating for Adulthood or for Citizenship: Social Competence as   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   an Educational Goal†. European Journal of Education, 42, 2, 2007. Vasa, S. (1984). â€Å"Classroom Management: Selected Overview of Literature†. Teacher Education   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Monograph, 1, pp. 64-74. Wartofsky, M. â€Å"On the Creation and Transformation of Norms of Human Development†.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Leonard Cirillo & Seymour Wapner, editors. Value Presuppositions in Theories of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Human Development. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1986.