A View from The Bridge Essay example -- A View from the Bridge Arthur

A View from The BridgeDiscuss the importance of stage directions in Arthur Millers A ViewFrom The Bridge and what they cave in about the character of EddieCarbone.Stage directions are very important in drama and this is evident inArthur Millers A View From the Bridge. Stage directions enforce actorsand directors character motivation and this allows actors to createbelievable characters and explain a characters actions and feelings.They also highlight characters emotions that are in at present portraythrough stage directions instead of directly through dialogue. A ViewFrom The Bridge has a lot of stage directions, especially whendescribing the main focus of the play, Eddie Carbone. When describingEddie, the stage directions are prescriptive, in particular whendescribing his reactions to certain(prenominal) situations and to othercharacters. This allows the actor and directors to have a lot ofinformation on how each character should be portrayed.In this play, it is very important f or the characters to be portrayedaccurately so that the audience can relate to the characters behaviourno matter how ludicrous this is why the stage directions are made soprescriptive. Eddies character in particular needs to be understoodfully so that the audience can understand his emotional reasoning andhis obsessive irrational behaviour.Stage directions in View From The Bridge often make explicit what isonly implicit in the dialogue. This is very true for the character ofEddie. It makes him take care more realistic as in real life peoplesactions often contradict their words. The stage directions make Eddieseem like a modal(prenominal) person with conflicting emotions making theaudience relate with him more.Th... ...is meant Eddies actions had to reveal more about him attime than his dialogue.Even when Eddie finally acts on his have a go at it for Catherine, he doesnt doit through dialogue, he simply kisses her. This simple action tells usmore about Eddies character at this take down than dialogue could.A View From The Bridge is similar to a modern version of a Greektragedy. The central character is led by flock towards a destiny thatcould not be escaped. Eddie fits into the traditional view of a tragichero. A strong character who is destroyed by a contraband flaw in hispsychological make up.The stage directions are vital parts of the play and without them theplay would be in effective and the dialogue would seem somewhatmisplaced. This is especially true of Eddie Carbone. He is a man ofmany layers and they are unravelled primarily through the stagedirections.

Essay --

The G all overnment provides goods and suffices Benefits based charges are aligned with the gains received principle under the equity lens of sound revenue indemnity which asserts that those who benefit from a public service should bear a prorated share of the cost of the service. There are three types of benefits based charges including exploiter fees, user charges and monopoly. user fees trust permission to do aroundthing with regulatory function such as a license or permit. These represent fees for permissions to do something or take some motion hunting, own a business, serve alcohol, rive. The fee have a regulator function the privilege to provide a good or service or to operate something. User charges are prices governments charge for specific services or privileges to pay for all or part of the cost of providing those services. The principle tenableness that user fees makes great economic sense is because if consumers believed that public services and facilities wer e free that is, that more can be produced at no cost to the consumer (when in point superfluous amounts do entail a production cost) consumers will be induced to demand more than the efficient amount of those services or facilities. The ternary is a Monopoly. A monopoly exists if the production of a good or service exhibits increasing returns to scale, so that the long run average cost continually decreases as outturn increases. This usually arises when capital or fixed costs are large relative to variable costs. As the fixed cost is spread over a larger and larger output, the decreasing average fixed cost (combined with relatively small marginal costs) causes an average total cost to decrease as well. fair total cost always decreases as output rises and marginal cost is... ... collected efficiently as well. Property tax incomees are paid during income tax fillings and by dint of the mail. As well as income taxes being deducted automatically from income checks and durin g annual income tax filings. The current tax collection system works effectively and efficiently. With the compounding of gross gross sales tax, income tax and retention tax working along side one another ensure that The effects of sales tax on the property tax and on government spending Sometimes adopting a sales tax is justified by reducing the property tax, but some theorize that the sales tax only increases government speding. Impact of local sales tax on the distribution of tax burdensAnother concern about the cunning of a local sales tax is that it shifts a greater share of the local tax burden onto households, especially renters and reduces the burden borne by the business sphere Essay -- The Government provides goods and services Benefits based charges are aligned with the benefits received principle under the equity lens of sound revenue policy which asserts that those who benefit from a public service should bear a prorated share of the cost of the s ervice. There are three types of benefits based charges including user fees, user charges and monopoly. User fees give permission to do something with regulatory function such as a license or permit. These represent fees for permissions to do something or take some action hunting, own a business, serve alcohol, rive. The fee have a regulator function the privilege to provide a good or service or to operate something. User charges are prices governments charge for specific services or privileges to pay for all or part of the cost of providing those services. The principle reason that user fees makes great economic sense is because if consumers believed that public services and facilities were free that is, that more can be produced at no cost to the consumer (when in fact additional amounts do entail a production cost) consumers will be induced to demand more than the efficient amount of those services or facilities. The third is a Monopoly. A monopoly exists if the production of a good or service exhibits increasing returns to scale, so that the long run average cost continually decreases as output increases. This usually arises when capital or fixed costs are large relative to variable costs. As the fixed cost is spread over a larger and larger output, the decreasing average fixed cost (combined with relatively small marginal costs) causes an average total cost to decrease as well. Average total cost always decreases as output rises and marginal cost is... ... collected efficiently as well. Property taxes are paid during income tax fillings and through the mail. As well as income taxes being deducted automatically from income checks and during annual income tax filings. The current tax collection system works effectively and efficiently. With the combination of sales tax, income tax and property tax working along side one another ensure that The effects of sales tax on the property tax and on government spending Sometimes adopting a sales tax is jus tified by reducing the property tax, but some say that the sales tax only increases government speding. Impact of local sales tax on the distribution of tax burdensAnother concern about the imposition of a local sales tax is that it shifts a greater share of the local tax burden onto households, especially renters and reduces the burden borne by the business sector

The Changing Role of the Hero in The Red Badge of Courage Essay

The Changing Role of the hitman inThe Red Badge of Courage With Stephen Cranes The Red Badge of Courage, the concept of the idealistic figure begins to shift farther away from clearly defined characteristics. The idea of a single individual rising up to fantastically conquer in any situation lost favor with the changing views of the nineteenth century leading Crane to address as a theme the quandary of resolution in an unheroic age (Beaver 67) by creating in Henry Fleming a figure both heroic and non-heroic all in one. His exploration of the concepts of courage and cowardice shows them to be opposite sides of the same coin as evidenced in the heroic figure. Through Henrys progression in thoughts, Crane explores this changing view of the hero. As the hold in opens, the youth Henry had believed that he must be a hero (Crane 50), as he set out as a newly enlisted man. Awaiting the call of his inaugural battle, Henry reflected that sometimes he inclined to believing them all he roes (Crane 75) based simply on their role as soldiers. However, when confronted with the reality of battle, Henry soon noticed that there was a singular absence of heroic poses (Crane 86). Trying to cope with his own inadequacy, Henry finds himself always lacking in comparison with those around him. As they marched along he thought that heroes could find excuses . . . They could retire with perfect self-respect and make excuses to the stars (Crane 123). Marching among those heroes wounded in battle, they rendered it almost impossible for him to see himself in a heroic light (Crane 125). Henry began to despair that he should ever become a hero (Crane 126). However, through a new confrontation in battle, Henry order himself funct... ...a of his red badge of cowardice known only to him, he earned his red badge of courage. However, the necessity of a turn in character to ca-ca the final hero is still evidenced. By showing the close relationship between the negative and positive aspe cts of a single characteristic--in this case confronting battle with both courage or cowardice--Crane opens the door for an infinite understanding of what makes a hero by demonstrating that perfection is not a necessary characteristic. Works Cited Beaver, Harold. Stephen Crane The Hero as Victim. Modern Critical Interpretations Stephen Cranes The Red Badge of Courage. Ed. Harold Bloom. NY Chelsea House Publishers, 1987. 65-74. Crane, Stephen. The Red Badge of Courage. Intro. Pascal Covici, Jr. NY Penguin Books, 1985. Credy, Edwin H. Stephen Crane. Rev. Ed. Boston Twayne Publishers, 1980.

Tools of the Trade :: Mother Tongue Amy Tan Language Essays

Tools of the Trade To many people, language was not seen as a form of communication, but as a barrier that faded them off from the world. This was a common problem for people coming from other countries or who grew up under privileged. Amy topaz and Jimmy Santiago Baca each pick out a personal story of how they overcame their own language obstacles. Tan struggled with her niggles broken English. Baca had to endure most of his young life facing prison house and illiteracy. As they went through their experiences with speech, they defied stereotypes and became successful. Even though each story is told from a different situational point of view, they have a similar message. Amy Tans defraud article called Mother Tongue shows a limitation in speech does not necessarily mean a limitation on life. She tells the story of how her mother changed her view on language. While giving a well practiced speech, she realized that the speech sounded wrong. Having her mother in the audience gave her this feeling of doubt. Recently, I was make keenly aware of the different Englishes I do use (Tan 35). Throughout Tans life shes had to overcome several difficulties that her mothers limited English have brought upon her. She would take on her mothers responsibilities of communicating with other people. Her mothers language dependency on Tan made her feel embarrassed. Most Asian people were advised to go into engineering because of their improper English. Tan felt this label was placed on her as well. As she grew up she saw her peoples stereotypes as a reason to try for something deemed unreachable. Fortunately, I happen to be rebellious in character and enjoy the challenge of disproving assumptions made about me (Tan 39). She became an English major her first year of college and started create verbally fiction in 1985. Tan conquered an assumption put on her by others and even herself. Tans article appealed to emotions and has logic because she shared her story and backed it up with how people treated her and her mother. She showed boldness by writing her article and giving her courage to others. Jimmy Santiago Baca wrote Coming into Language to send a message of encouragement to people who are facing illiteracy and are seeing it as a dead end.

Early Western Civilization in the 18th century :: European History

Early western civilization just following the feudal period was a very interesting time in Europe. There were many new innovations and problems in the way of life of the tribe of that time.Agriculture was still the main pipeline of the time for most people. Two big problems that the people faced were those of war and poor harvest. It was said that perhaps the largest problem was the problem with poor grain. For the majority of people there was also the problem of land. For these people they either had no land of their own or insufficient amounts of it to support a family even when times were good. scurvy harvests also had an effect on government as well. Bad harvests tended to cause the taxes to fall and couldnt provide sufficient provisions for the army. One thing that did come along certain, however, was that monarchs didnt help much with their pursuits of glory by means of war and food consumption.Serfs were the main labor forces in the feudal period. However in the legal sense there were really no serfs in Germany. That could be why the freeing of the serfs made minimal progress in Germany. The state needed the well-off peasants for recruits for the army and for their houses and barns for lodging for the soldiers. For the peasants there were really no luxuries in their lives. They had little furniture and clothing and basically survived on what they or their neighbors could grow. Also what little funds they had could only have been spent on items that they could not be dispensed with. Most of their dwellings were also not as clean as those of other areas since the women worked more in the fields. The take aims for the common people were very poor. Most of the teachers were not competent enough to teach, the school houses were in disrepair, often the teachers would have to live in the school houses, there were often no separate classes, and the curriculum was extremely narrow.Transportation was also a big issue of that time. Things moved very slowly at this time, especially goods. Canals and achievements in roads only provided moderate improvements. The real Revolution in transportation did not come until the invention of the railroad. The busiest and most used roads of the time were the footpaths, mule path and local roads of which the best credited to the Romans.

Genetic Engineering: Genetic Research and Gene Therapy :: Persuasive Argumentative Essay Examples

Genetic Research and Gene Therapy   The compassionate genome is the key to gene therapy, genetic diagnosis, and even to genetically engineer humane beings. The human genome is a map of the entire DNA sequence, a blue book, of the individual, which is currently being mapped by the Human Genome Project. Knowing where and which gene controls what trait and causes what genetic disease will armed doctors with a powerful tool to treat their patients in the molecular level. On the former(a) hand, people so-and-so jump at the fortune to manipulate genes to create the perfect baby or enhance a specific trait. One of the few ways of achieving these goals is through research on human embryos.             Genetic research on human embryo has two implications. One in therapeutic research (to detect, and hopefully correct gene flaws), which is more practical, and the other is parents deciding how their child should look (or an extreme word, eugen ic). The latter, which in the present is wishful thinking but will be a reality in the afterlife if the technology becomes feasible. This paper will mainly talk about the therapeutic research (the medical practice and technological aspect of genetic engineering on embryos) to translate what can be done medically and its implications. The consequences, moral and ethical issue of genetic research on human embryos will non be discuss in length here, for it is a topic in other groups and within my group.             Currently in therapeutic research, one of the things that can be done is a process call Pre-implantation Genetic Diagnosis (PGD). PGD is a new medical treatment that incorporates the technology of in vitro fertilization (IVF) and the ability to genetically removed a single cell from an 8-cell embryo to detect any genetic abnormalities (Forbidden Knowledge). In this way, couples at high genetic risk will have the opportunity to sta rt their maternalism knowing that their baby will not have a lethal inherited disease rather than stress by deciding whether or not to undergo a prenatal test such as amniocentesis, which requires the pregnancy be at least 15 weeks (Forbidden Knowledge). Some of the major genetic diseases that can be detected are Cystic Fibrosis, Huntingtons Disease, Alzheimers Disease, some form of cancers (Carmosino), aneuploidy chromosomes for chromosome 13, 18, 21, X, and Y (Jones), and sickle-cell anemia (Henig, 58).             Gene therapy, which is in is early stages will greatly benefit from embryo research.

Genetic Engineering: Genetic Research and Gene Therapy :: Persuasive Argumentative Essay Examples

Genetic Research and Gene Therapy   The homokind genome is the key to gene therapy, genetic diagnosis, and even to genetically engineer human beings. The human genome is a map of the entire DNA sequence, a blue book, of the individual, which is currently being mapped by the Human Genome Project. Knowing where and which gene controls what trait and causes what genetic malady will armed doctors with a powerful tool to treat their patients in the molecular level. On the other(a) hand, people drive out jump at the luck to manipulate genes to create the perfect baby or enhance a specific trait. One of the few ways of achieving these goals is through research on human embryos.             Genetic research on human embryo has two implications. One in therapeutic research (to detect, and hopefully correct gene flaws), which is more practical, and the other is parents deciding how their child should look (or an extreme word, eugenic). The l atter, which in the present is wishful thinking but will be a reality in the time to come if the technology becomes feasible. This paper will mainly demonstrate the therapeutic research (the medical practice and technological aspect of genetic engineering on embryos) to tell what can be done medically and its implications. The consequences, moral and ethical issue of genetic research on human embryos will not be discuss in length here, for it is a topic in other groups and within my group.             Currently in therapeutic research, one of the things that can be done is a process call Pre-implantation Genetic Diagnosis (PGD). PGD is a new medical treatment that incorporates the technology of in vitro fertilization (IVF) and the ability to genetically removed a single cell from an 8-cell embryo to detect any genetic abnormalities (Forbidden Knowledge). In this way, couples at high genetic risk will have the opportunity to start their pre gnancy knowing that their baby will not have a lethal inherited disease rather than stress by deciding whether or not to undergo a prenatal test such as amniocentesis, which requires the pregnancy be at least 15 weeks (Forbidden Knowledge). Some of the major genetic diseases that can be detected are Cystic Fibrosis, Huntingtons Disease, Alzheimers Disease, some form of cancers (Carmosino), aneuploidy chromosomes for chromosome 13, 18, 21, X, and Y (Jones), and sickle-cell anemia (Henig, 58).             Gene therapy, which is in is early stages will greatly benefit from embryo research.

Citi Group Restructuring

Background It all began with the financial crisis of 2007-2008, a crisis which was of a scale that had never been seen before. Many economists called it even worse than the Great Depression. Whether it was or not, thats something that could be argued. But everyone was of the view that the crisis is really very serious. As a result of it large financial institutions collapsed, banks were being bailed out by the national governments and gunstock markets tanked to their new lows.This caused the collapse of housing markets in many countries, consumer spending suffered immensely as a result, industries went bankrupt, businesses closed down and unemployment peaked. There were many reasons that were put frontward by various economists. A report presented in the US senate called it as the failure of regulators, credit agencies and markets. Citi classifys Sufferings According to a US governments report which came into the light in 2011, Citi gathering which was the third largest US bank in terms of assets at that time was on the verge of failure.Regulators were going to pull the plugs on it anytime as depositors were withdrawing their deposits and banks counterparties also declined to give credits to the bank. How Citigroup moved to new setup? Citigroup suffered losses for five consecutive quarters. In the fifth quarter, in fact its losses were to the tune of $ 8. 29 billion. Many in the Citigroup agreed to the fact that unless something is done to sharpen its dodge, Citigroup will never regain its glory and practise accordingly.As a result, Citigroup started analyzing its business and strategies. It was found that Citigroup was involved in too many business segments which stopped it from waying on its core interest area. While analyzing, everything better- emotional stateing or small was examined. Citigroup in its annual report called the analysis as wide ranging and dispassionate. The outcome of this analysis was that the Citigroup finally decided to realign the groups various business interests in two broad segments Citicorp and Citi Holdings.The thinking behind this new setup was that this structure will help the company focus on its core business areas which in turn would improve the overall performance, while at the same time realizing the value from its non-core assets. The new structure would look identical this In Citicorp, businesses which were core to the groups strategy and which offered maximum earnings potential to its shareholders with appropriate risk parameters were placed. These businesses are Global Transaction work Treasury and Trade Solutions Securities and Fund Services Securities and Banking Global Banking Global Markets Citi Private Bank Citi Capital Advisors Regional Consumer Banking Four Regional Consumer Banks in North America, EMEA (Europe, middle East, and Africa), Latin America and Asia that each include retail banking, local commercial banking and Citi-branded cards (Source http//www. citigroup. com /citi/investor/quarterly/2010) Citicorp, according to the new structure will be a relationship driven global bank, to serve both consumers and businesses.The assets of Citicorp include its core assets located across the globe with strong presence in emerging markets like India, China etc. Citicorp will have the capability to take deposits from customers throughout the world in a manner so that maximum return could be availed. Citicorp will have the capacity to serve local customers globally and global customers in a highly localized way. While in Citi Holdings, assets and businesses which were not of import to Citis strategy were placed.But that does not mean that those assets were not good. Some have had very high value in their own right. Some were big iconic brands like Morgan Stanley Smith Barney joint venture. Citi Holdings includes Brokerage and Asset Management, which includes the Morgan Stanley Smith Barney joint venture Local Consumer Lending North America, which includ es residential and commercial real commonwealth loans auto, student and personal loans and retail partner cards International, which includes Western Europe consumer banking and other consumer finance franchises around the world Special Asset Pool, which includes non-core assets, many of which are illiquid in current markets Citi Holdings will consist of non-core businesses which attract long term investments. But since those businesses are not the core one, therefore they do not elevate the performance of the group as a whole and in fact they compete for the limited resources that the company could employ in a highly forged and volatile situation.It was expected that the management team of Citi Holdings will restructure, divest and manage its business in a way that maximizes the value and will take the group forward in a tough economic situation Vikram Pandit, then CEO of Citigroup in one of his interview talked about accelerating the implementation of its newly evolved strateg y to focus on its core business. Given the market conditions and business sentiments, Vikram Pandit wanted to streamline the business of Citigroup as soon as possible to however strengthen its position and better serve its clients.

The Physiological Effects of Exposure to Nature

It has been suggested that humans fool a genetic predisposition for forming a close affinity with char numeraler (Wilson, 1984). It has long been established that people boast a broad range of ruttish and physiological responses to constitution, and that there be despotic physical (Moore, 1981 Ulrich, 1984), cognitive (Cimprich, 1990 Hartig et al. , 1991) and kind (Kaplan & Talbot, 1988 Kaplan & Kaplan, 1989) benefits to forming close attachments to nature. According to Ulrich (1983), experiencing nature is physiologically sanguine and has biological value for people.Mayer & Frantz (2004) excessively established empirical evidence that connection to nature was associated with subjective eudaimonia. In light of these noted cause, this review focuses on the pretend which exposure to nature may have on mental health, and possible explanations for the noted effects. Exposure to Nature and Mental Health Although it has been acknowledged that middleman with nature has mul tiple physiological benefits, it has also been noted that there are specific benefits to an individuals mental health from exposure (Taylor et al., 2001). For example having close contact with nature has been order to foster recoery from general mental fag out (Kaplan & Kaplan, 1989). In addition, seeing nature is effective in relieving stress and improving wellbeing (Kaplan, 1992 Leather, Pyrgas, Beale, & Lawrence, 1998, Lewis, 1996). When people view innate scenes, particularly natural scenes that depict water, human health can be improved and have a positive psychological benefit (Ulrich, 1982 cited in Rohde & Kendle, 1994).In their research, The Wave Nature of Being Ultradian Rhythms and Mind-Body Communication, Rossi and Lippincott (1992) commented An extensive matching of the clinical-experimental data of chronobiology and psychology suggests that what the biologist calls the entrainment of ultradian and circadian rhythms by psychosocial stimuli is the psychobiological bas is of what psychotherapists call mesmeric suggestion to facilitate mind-body healing. (para. 1) at that place are also noted effects on specific mental health conditions which have been found in the procur fitting research.Ulrich commented that viewing nature effectively lowers stress. When stress is lessened, levels of stress hormones, such as norepinephrine, often are lowered as well, and this may alleviate the incurd meretriciousness of pain (1983, p. 103). The stress-reduction theory perspective taken by several authors (Ulrich, Dimberg, & Driver, 1991) also supports this, suggesting that nature reduces stress for evolutionary reasons (Cackowski & Nasar, 2003, p. 747). Types of Exposure to Nature Research indicates that forming a join with nature does not have to be a physical activity to hold benefit.For example Kaplan and Kaplan (1989) found that office workers who had a view of trees and bushes from their office suffered importantly less frustration than those without such views. Research by Ulrich (1999) also suggests that looking at natural environments as opposed to urban scenes is more effective in restoration from stress. Ulrich (1983) also noted that When patients cannot be provided with an actual view of nature or direct contact with nature, representing nature in photographic images and other artistry has also been shown to be beneficialthough the results are not quite as dramatic.Nature photographs and ar dickensrk of natural scenes are common in the more progressive tense hospitals today. Expanding on this concept is the SkyCeiling, an illuminated ceiling system that provides an illusion of an attractive sky scene that helps people relax (p. 201). In addition, the sounds of nature have also been investigated as a means of improving mental health. Tsuchiya et al. (2003) found that playing sounds from nature to patients undergoing general anesthesia had a positive impact on kind pressure and heart rate. This then also corresponded to r educed stress in the patient.Reasons Behind the Positive Effects of Nature on Mental Health There are numerous different explanations as to why exactly exposure to nature has such a notable impact on human mental health. Alexander et al. (1977) noted that In some way, which is hard to express, people are able to be more whole in the presence of nature, are able to go deeper into themselves, and are somehow able to draw sustaining energy from the life of plants and trees and water (p. 806). Ulrich (1983) suggests that these positive benefits are largely due to evolutionary causesBecause humans evolved over a long period in natural environments, we are to some extent biologically adapted to natural as opposed to build content. A theme common to this perspective is that individuals are innately predisposed to respond positively to many natural settings. Such evolutionary notions are not forward-looking (p. 116). It is also possible that it is something which is fostered in adults from an early age, for example Kellert (2005) commented that childrens emotional, intellectual, and evaluative information depends on varied ongoing experiences of natural process and diversity (p. 88). Equalizing mentality HemispheresOne of the around cited explanations behind the impact of nature on mental health is that of the effects which it creates to balance the oddfield and right hemispheres of the brain. Pettigrew (see Blakeslee, 1999), an inventor of the sticky-switch idea of depression, believes that there is a sticky-switch that connects the right and left brain hemispheres, and Chowdhary (2007) claimed that the key to brain disturbization was the corpus callosum. In addition, a psychology professor, Cindy McPherson Frantz (2006) supported the idea that the balanced brain may possibly relate to well-being as per Swara yoga claims.In our research, we demonstrate that connectedness to nature is a better predictor of environmentally friendly behavior than are attitudes. I t also correlates with several health and well-being indices (Frantz, 2006, para. 2). Furthermore, in his book, Of Two Minds The Revolutionary Science of Dual-Brain psychology, a neuroscientist and a medical professor from Harvard University, Schiffer (1998) commented that, a healthy left and right mind with a respectful, cooperative race between them can lead to a life of greater meaning, creativity, productivity, and fulfillment.Only when the relationships within yourself are in concurrence are you best able to sustain a healthy relationship with another person (p. 15). Rossi (2007) suggests that when one experiences an equal nasal dominance, our brain is in a balanced state of matter, which could mean that our body and mind are then in a balance state which allows them to behave in more healthful ways. Furnass (1979) commented that an experience with nature can help to restore the functions of the right and left side of the brain in harmony as a whole. Yogendra (1958) also st ated that the act of contemplating nature can reduce the brains flighty system activity.In their research, Rossi and Lippincott (1992) demonstrated the physiological link toward bi-lateral brain hemisphere activity and stated that, The most significant of these studies for understanding mind-body talk are those of Debra Werntz (1981) who reported a contralateral relationship between cerebral hemispheric activity (EEG) and the ultradian rhythm of the nasal cycle. They found that relatively greater integrated EEG values in the right hemisphere are positively correlated with a predominant airflow in the left nostril and visa versa . . .an irregular nasal cycle, particularly one in which the person remains dominant in one nostril or the other for an excessively long period of time are associated with illness and mental disorder (Rama, Ballentine, & Ajaya, 1976). (para. 20-22) Research in support of the Swara yoga tradition believes that nostrils are the windows to the state of our bod y and mind (Chowdhard, 2007, p. 39), and when both nostrils are open, this could mean that the body and mind are in balance and more prepared to act in reminiscent ways from the balanced dialogue between left and right hemispheres and a reduction in stress (Nirgunananda, 1999, p.58). This is supported by a review by Wernts et al. (1981) which found that during the deepest states of consciousness, nostril breathing was equal, indicating a balance between both sides of the brain. Medically-based research by Ri (2008) also found that fMRI brain scans revealed that when subjects watched a nature film they experienced equal nasal dominance and also entered a state in which their brain was completely calm.This research indicated that there was an active communication through the corpus callosum between the right and left hemispheres, which shows that the film put the participants brain into a balanced state. This supports Schiffers (1998) theory that a healthy left and right mind with a respectful, cooperative relationship between them can lead to a life of greater meaning, creativity, productivity, and fulfillment. Only when the relationship within yourself is in harmony are you best able to sustain a healthy relationship with another person (p. 15). Physiologic/Emotional/Psychological ResponseThe effects which are noted on psychological well-being are actually most likely to be a result of a combination of psychological/emotional and physiological changes relating to psychological (Kaplan, 1973 Kaplan & Kaplan, 1989 Kaplan & Talbot, 1988), physical (Moore, 1981 Ulrich, 1984), and cognitive aspects (Cimprich, 1990 Hatig et al. , 1991). Within only 3-5 minutes of exposure, views of vegetation or garden-like features elevate levels of positive feelings (e. g. , pleasantness, calm) and reduce negatively toned emotions such as fear, anger, and sadness.Certain nature scenes effectively sustain interest and attention and accordingly can serve as pleasant distractions th at may diminish stressful thoughts. Regarding physiological manifestations of stress recovery, laboratory, and clinical investigations have found that viewing nature settings can produce significant restoration within less than 5-minutes as indicated by positive changes, for instance, in blood pressure, heart activity, muscle tension, and brain electrical activity (Cackowski & Nasar, 2003 Ulrich, 1981 Ulrich et al. , 1991).Conclusions It is apparent from the literature available that exposure to nature may have a positive impact on an individuals physical and mental health. This may result from activities which create an interaction with nature, or merely from sights and sounds of nature. The health benefits which have thus far been shown focus predominantly on stress reduction, but it is possible that the combination of physical, emotional, psychological and cognitive effects may also have benefits for recovery across a wide range of mental health disorders.A particularly important element in the physical and psychological interaction which underlies these benefits is the air in which experiences with nature may be able to facilitate a balancing of the brains two hemispheres. It would appear that experience with nature creates a state in which equal nasal dominance is initiated, which then appears to reduce brain activity, putting both brain hemispheres in a state of equal relaxation. It is this effect which then appears to create a sense of balance, which is conducive to a more positive state of mental health. References Cabeza, R. , & Kingstone, A. (2001).Handbook of functional neuroimaging of cognition, Cambridge, MA MIT Press. Cackowski, J. M. & Nasar, J. L. (2003). The restorative effects of roadside vegetation Implications for automobile driver anger and frustration. Environment and Behavior, 35, 736-751. Chawla, L. (2006). Learning to love the natural world enough to protect it Electronic version. Norsk senter for barneforskning. Retrieved January 4, 2008, from http//www. cnaturenet. org/uploads/Chawla_LearningtoLove. pdf. Chowdhary, S. P. (2007). Swara- The breath of Maheswara, Retrieved January 1, 2008, from http//www. members. optusnet. com.au/skinbags/id50. htm Cimprich, B. E. (1990). Attentional fatigue and restoration in individuals with cancer. Unpublished doctoral dissertation, University of Michigan, Dissertation Abstracts international, 4, 27-41. Dunlap, R. E. , & Van Liere, K. D. (1989). The new environmental paradigm. Journal of environmental Education, 9, 10-19. Evans, M. M. (1998). Children can make a difference development a problem solving, action oriented approach to environmental education. Retrieved November 27, 2007, from http//www. newhorizons. org Finger, M. (1993). environmental adult learning in Switzerland, Occasional Papers Series No.2. Center for freehanded Education. Teachers College, Columbia University, bran-new York. Frantz, C. M. , & Mayer, S. F. (2004). The connectedness to nature scale A meas ure of individuals feeling in community with nature. Journal of Environmental Psychology, 24, 503. Frantz, C. , Mayer, F. S. , Norton, C. , & Rock, M. (2005). There is no I in nature The influence of self-awareness on connectedness to nature. Journal of Environmental Psychology, 25, 427-436. Frantz, C. M. (2006). Cindy McPherson Frantz, Professional profile, Retrieved February 1, 2006, from http//frantz. socialpsychology. org/ Furnass, B.(1979). Health values. In J. Messer and J. G. Mosley (Eds. ). The Value of national parks to the community set and ways of improving the contribution of Australian national parks to the community (pp. 60-69). University of Sydney Australian Conservation Foundation. Gellene, D. (2007, September). Study finds left-wing brain, right-wing brain, Los Angeles Times, Retrieved January 17, 2008, from http//www. latimes. com/news/science/la-sci-politics10sep10,0,5982337. explanation Hatig, T. , Mang, M. , & Evans, D. W. (1991). Restorative effects of natur al environment experiences. Kahn, W. , & Kellert, S. (2002).Children and nature Psychological, sociocultural, and evolutionary investigations. Cambridge, MA MIT Press. Kaiser, F. G. , Wolfing, S. , & Fuhler, U. (1999). Environmental attitude and ecological behaviour. Journal of Environmental Psychology, 19, 1-19. Kals, E. , Shumacher, D. , & Montada, L. (1999). Emotional affinity toward nature as a motivational basis to protect nature. Environment and Behavior, 31(2), 178-202. Kaplan, R. (1992). The psychological benefits of nearby nature. In D. Relf (Ed. ), Role of horticulture in human well-being and social development A national symposium (pp. 125-133).Arlington, Virginia Timber Press. Kaplan, R. , & Kaplan, S. (1989). The experience of Nature A Psychological Perspective. New York Cambridge University Press. Kaplan, R. , & Kaplan, S. (1990). Restorative experience The healing power of nearby nature. In M. Francis and R. T. , jr. Hester (Eds. ), The meaning of gardens Idea, place and action (pp. 238-243). Cambridge, MA The MIT Press. Kaplan, R. , & Talbot, J. F. (1988). Ethnicity and preference for natural settings A review and recent findings. Landscape and Urban Planning, 15, 107-117. Kaplan, S. (1995). The restorative benefits of nature Toward and integrative framework.Journal of Environmental Psychology, 15, 169182. Kidner, D. W. (2001). Nature and psyche. Albany, NY State University of New York Press. Klein, R. , Shann, S. , & Armitage, R. (1979). Rhythms in human performance 1/2 hour oscillations in cognitive style. Science, 204, 1326-1328. Klein, R. , Pilon, D. , & Prosser ahoff-Khalsa, D. (1986). Nasal airflow asymmeteries and human performance. biological Psychology, 23, 127-137. Kortenkamp, K. V. , & Moore, C. F. (2001). Ecocentrism and antropocentrim Moral reasoning about ecological commons dilemmas. Journal of Environmental Psychology, 21, 261-272. Laumann, K. , Garling, T., & Kjell, M. S. (2003, June). Selective attention and heart rate respons es to natural and urban environments. Journal of Environmental Psychology, 23(2), 125-134. Leather, P. , Pyrgas, M. , Beale, D. , & Lawrence, C. (1998). Windows in the workplace. Environment and Behavior, 30, 739-763. Ledger, K. E. (n. d. ). Dual brain theory. Health education and counseling, Retrieved January 1, 2008, from http//members. shaw. ca/karenledger/dualbrain. htm Levi, D. & Kocher, Y. (1999). Virtual nature The future effects of information technology on our relationship to nature. Environment and Behavior, 31(2), 203-226. Lewis, C.A. (1996). Green nature/human nature The meaning of plants in our lives. Urbana, Chicago University of Illinios Press. Lowe, T. , Brown, K. , Dessai, S. Doria, M. , Haynes, K. , & Vincent, K. (2005). Does tomorrow ever come? Disaster narrative and public perceptions of modality change. Tyndall Working Paper No. 72. Lowe, T. (2006, May). Vicarious experience vs. scientific information in climate change risk perception and behavior A plate stud y of undergraduate students in Norwich, UK, Tyndall Centre for Climate Change Research, Technical Report, 43, Retrieved on January 5, 2008, from http//www. tyndall. ac.uk/research/theme3/final_reports/t3_3s2a. pdf. Mahler, M. , Pine, F. , & Bergman. A. (1975). The psychological birth of the human infant Symbiosis and individuation. New York Basic Books. Maller, C. , Townsend, M. , Pryor, A. , Brown, P. , & Leger, L. (2005). Healthy nature healthy people Contact with nature as an upstream health promotion intervention for populations. Health Promotion International, 21(1), 45-54. Maloney, M. P. , & Ward, M. P. (1973). environmental science Lets hear it from the peopleAn objective scale for measurement of ecological attitudes and knowledge. American Psychologist, 28, 583-586. May, R. (1965).Intentionality, the heart of human will. The Journal of tender-heartedistic Psychology, 5(2), 202-209. Mayer, F. S. , & Frantz, C. M. (2004). The connectedness to nature scale A measure of indivi duals feeling in community with nature. Journal of Environmental Psychology, 24, 503-515. Mednick et al. (2002). The restorative effect of naps on perceptual deterioration. Nature Neuroscience, Retrieved February 7, 2008 from http//www. ernestrossi. com/ultradia. htm Milfont, T. L. , & Duckitt, J. (2004). The structure of environmental attitudes A first-and second-order collateral factor analysis. Journal of Environmental Psychology, 24, 289-303.Milfont, T. L. , & Duckitt, J. (2005). The Environmental Attitudes Inventory A valid and reliable measure to assess the structure of environmental attitudes. Unpublished manuscript. Milfont, T. L. , & Duckitt, J. (2006). Preservation and role Understanding the structure of environmental attitudes. Medio Ambiente y Comportamiento Humano. 7(1), 29-50. Millennium Ecosystem Assessment. (2005). Ecosystem and well-being Synthesis report. Washington, DC Island Press. Moore, E. O. (1981). A prison environments effect on health care service demands . Journal of Environmental Systems, 11, 17-34. Nirgunananda, S. (1999, January).Swara Yoga, Elements of meditation with an introduction by Dr. Jaques Vigne. Dhaulchina (Kumaon Himalaya). January 1999, Retrieved December 23, 2007, from http//www. anandamayi. org/devotees/Jvn11. htm Nirmal, P. (2005). Swara YogaThe science of nasal breathing. Retrieved December 22, 2007, from http//www. premnirmal. com/swara-yoga/swara-yoga. htm Osowiec, D. (1991). Ultradian rhythms in self-actualization, anxiety, and stress-related somatic symptoms. Unpublished doctoral dissertation, California Institute of Integral Studies. Parsons, R. , Tassinary, L. G. , Ulrich, R. S. , Hebl, M. R. , & Grossman-Alexander, M. (1998).The view from the road Implications for stress recovery and immunization. Journal of Environmental Psychology, 18(2), 113140. Pink, S. (2001). Doing visual ethnography Images, media and representation in research. Thousand Oaks, CA Sage. Ramsey, C. E. , & Rickson, R. E. (1976). Environm ental knowledge and attitudes. The Journal of Environmental Education, 8(1), 10-18. Rossi, E. (1982). Hypnosis and ultradian cycles A new state(s) theory of hypnosis? The American Journal of Clinical Hypnosis, 25(1), 21-32. Rossi, E. , & Lippincott, B. (1992). The wave nature of being Ultradian rhythms and mind-body communication.Electronic version. In D. Lloyd, & Rossi, E. (Eds. ) Ultradian rhythms in life processes An inquiry into fundamental principles of chronobiology and psychobiology (pp. 371-402). New York Springer-Verlag. Retrieved December 31, 2007, from http//ernestrossi. com/wave_nature_of_being. htm. Rossi, E. , & Ryan, M. (Eds. ) (1986). Mind-body communication in hypnosis. The seminars, workshops, and lectures of Milton H. Erickson, 3, New York Irvington. Santi, A. D. (2007, July). Scientists Detail Cost of Global Warming, Climate Ark, Associated Press, Retrieved January 20, 2008, from http//www. climateark. org/shared/reader/welcome.aspx? linkid=79869 Schiffer, F. (19 98). Of two minds The revolutionary science of dual-brain psychology, New York The Free Press. Schultz, P. W. , Shriver, C. , Tabanico, J. J. , & Khazian, A. M. (2004). Implicit connections with nature. Journal of Environmental Psychology, 24, 31-42. Sergent, J. (1982, April). The cerebral balance of power Confront or cooperation? , Journal of Experimental Psychology Learning, Memory, and Cognition, 8(2), 253-72. Shannahoff-Khalsa, D. (1993, June). The ultradian rhythm of alternating cerebral hemispheric activity, International Journal of Neuroscience, 70(3-4), 285-298.Shannahoff-Khalsa, D. , Boyle, M. , & Buebel. M. (1987). The effects of unilateral forced nostril breathing on cognition. Human Neurobiology, 6(3), 165-71. Sia, A. , Hungerford, H. , & Tomera, A. (1985/86). Selected predictors of responsible environmental behavior. Journal of Environmental Education, 17(2), 31-40. Tsuchiya, M. , Asada, A. , Ryo, K. , Hashino, T. , Sato, Y. , Sato, E. F. & Inoue, M. (2003). Relaxing in traoperative natural sound blunts haemodynamic change at the emergence from propofol anaestheia and increases the acceptability of anaesthesia to the patient.Acta Anaesthesiologica Scandinavia, 47(8), 939-943. Ulrich, R. S. (1981). Natural versus urban scenes Some psychophysiological effects. Environment and Behavior, 13(5), 523-556. Ulrich, R. S. (1983). Advances in theory and research Aesthetic and affective response to natural environment. Behavior and the Natural Environment, 6, New York Plenum Press. Ulrich, R. S. (1983). Aesthetic and affective response to natural environment. In I. Altman & J. Wohlwill (Eds. ), Human Behavior and Environment (pp. 85-125). New York Plenum. Ulrich, R. S. (1984). View through a window may influence recovery from surgery.Science, 224, 420-421. Ulrich, R. S. (1999). Effects of gardens on health outcomes Theory and research. In C. Cooper-Marcus & M. Barnes (Eds. ), Healing gardens Therapeutic benefits and design recommendations (pp. 27-86). New Yor k John Wiley. Ulrich, R. S. , Dimberg, U. , & Driver, B. L. (1991). Psychophysiological indicators of leisure benefits. In B. L. Driver, L. R. Brown, & G. L. Peterson (Eds. ), Benefits of leisure (pp. 7389). 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Construction and De-construction of Race Essay

Races exist. They ar everywhere in the world. In our history classes, we have discussed the existence of Caucasians, Mongoloids, Negroes, etc. The members of each racial group have common characteristics that occupy them distinct from other groups. However, in the quest to hear better the homoity variations across rush alongs, professionals from various fields medicine, biology, anthropology, etc have conducted studies to prove, or disprove, the existence of races in the scientific sense. In Modern Human Variation An Introduction to Contemporary Human Biological Diversity , three models of human classification were discussed.First is the typological model which focuses on a small number of traits that are readily observable from a distance such as skin color, hair form, body build, and stature. Diamond (1994) gives righteousness to this, citing that all native Swedes differ from all native Nigerians in appearance and that one race cannot be mistaken with the other. However, Diamond also argued that there are many different, equally valid procedures for defining races, and those different procedures yield very different classifications. He get ahead discussed other studies in which the differing geographical locations of humans endure to their varying human traits. Factors such as survival and sexual selection, and a third possible explanation which is no function at all, were considered in human classification. Again, inconsistencies of this theory were later discovered, showing evidences that among topical peoples, anthropologists love to stress the dark skins of African blacks, people of the southern Indian peninsula, and New Guineans and love to forget the brainsick skins of Amazonian Indians and Southeast Asians living at the same latitudes (Diamond, 2004).With these contentions, the typological model is contradicted. On the other hand, the population model looks for breeding populations first and then considers the anatomical and physiological traits that may distinguish them. This pith looking into a single group where members mate only with people within the group. The same article discussed, however, that with the relatively convenient means of intercontinental travel, intermixture of humanity has emerged, thus making the population model relatively ambiguous in the determine of human variation today.The third model, the clinal model, is ground on the fact that genetically inherited traits most often change gradually in frequency from one geographic area to another. With this framework, the clinal model may seem to be the soundest theory on human classification. However, it cannot be fully relied on since the distribution of some traits is partly discontinuous these can be understood as results of historical migrations or exclusive breeding within more or less closed communities. We have tried to construct races through scientific studies but failed to establish its exact definition. This brings us butt to ag ain to the crux of our contention. Do races exist? Yes, they do. People from all over the world have been assort based on their physical characteristics, culture, religion, ethnicity, and other factors. Groups were given names so that individuals can easily identify in which group they belong. This is how lay humans understand the word race today.The concept has been constructed to satisfy the human need for order. But as Goodman (2005) puts it, race is not a mere social construct, but as a lived experience has devastatingly real effects. The construction of race led to the emergence of racial discrimination, making some races assume prime(prenominal)ity over others. With this assumption, people of the superior race consequently assumed power over the minorities. The political advantage of the superior race gave way for them to gain more access to resources and wealth.Discrimination further reached the social sphere, with the minorities being labeled as the ugly people since thei r physical traits differ, most of the time in the opposite manner, from those of the superior race. Looking back through world history, our books tell us stories of some races (e. g. Africans) who were enslaved by the superior races during the earlier times. At present, racism still exists in the form of prejudice to certain(p) races that have been generalized to possess certain characteristics.In Asia, the revolt of the Moro Islamic Liberation Front (MILF) has caused prejudice against Muslims in most parts of the world, generalizing these people as terrorists. Accordingly, the social construction of races have inflicted numerous, and perhaps even millions, of incidents of social injustice worldwide. Then again, combining the clinal and population models, Keita et al (2004) contend that the nonexistence of races or backwash in modern humans does not preclude substantial genetic variation that may be localized to regions or populations. The authors cited a recent study on the single -nucleotide polymorphisms (SNPs) in the human genome, which can make forensic distinctions possible even within restricted regions such as Scandinavia. It was however clarified that because this assignment is possible does not mean that there is a level of differentiation equal to races. We cannot totally negate the scientific studies conducted and currently being conducted on human biological variation. These studies, as in the point of view of Keita et al have policy implications for health studies.While Keita et al advocate for more refined and elaborated study on human biological variation, Goodman is also supported in his position to call for a new vocabulary and concepts to study the same. This way, the widely-known concept of race may be de-constructed. Difference in skin color, hair form, body build, religion, culture, ethnicity, and others, does not make an individual less of a human, and as such these characteristics should not be seen as barriers to social justice.

Modern Political Thought

School of administration and International Relations groundbreaking governmental concept II POL206 2012-13 Module Convenor Dr Madeleine Davis Email m. j. telecommunicateprotected ac. uk Office hours Semester 1 Thurs twenty-four hours 2-3pm, Friday 11-12am, Semester 2 atomic number 90 23pm, Friday 1-2pm. Office location Arts One, Room 2. 28b Timetable Lectures Thursdays at 10 am Seminars Thursdays (see QM+ and School notice board for details) 1 1. pick up from the convenor This module enchiridion provides you with necessity in random variableation. The handbook details the topics cover each week.You should usance the exercise lists provided to help you prep be for lectures and seminars. You should read the handbook cargon copiousy onward you begin the module, and you should bring it with you of on the whole timey week to lectures and seminars. The first few pages give you roughly general information and advice on how the module forget be taught and assessed, as well as guidelines on preparing and presenting your fashion. The rest of the handbook is a guide to module content, including a week by week guide to lecture and seminar themes, with essential and additional renditions clearly indicated for each topic.Copies of this module depict and separate handouts atomic number 18 available from the folders on the wall outside the School Office on the minute floor of the Arts Building. The module outline for the spring semester entrust be available at the end of the autumn semester. Announcements relating to the module willing be distributed via email to your QM email account or via QM+, and it is your responsibility if you miss any of these announcements. at that place will be a hebdomadal lecture for the module at 10 am on Thursdays. Seminars to a fault take place on Thursday and you will be assigned to one of these. . Module description This second form core module is compulsory for all government activity and Politics/History students , beca procedure we think an understanding of the history, structures and main c formerlypts of semi policy-making view is necessary for appreciating the institutions and arguments of young semipolitical life, as you will study it in other modules. The skills you learn in dealing with more abstract and normative ideas, as well as in evaluating rational arguments, ar also essential for studying all parts of the discipline.The module builds on the analysis of concepts and ideologies begun in POL100 insertion to Politics, but it also offers an hazard to read some of the classic texts, and to explore some of the founding ideas, of modern political conjecture. By studying the foundations and progressment of political ruling, we goat understand how coetaneous ways of thinking about politics and the political emerged, as well as appreciating the historic and theoretical contexts in which they evolved.The emphasis in the module will be on a diminutive reading and analysis of pr imary texts. Part I of the course (MPT I) foc manipulationd on the development of political thought prior to the French Revolution, emphasising in particular the kindly contract tradition foundational ideas about rational individualism the quest for a theory of political responsibility which would grant legitimacy to the emerging modern state the development of radical theories of democratic participation and popular sovereignty and the critique of many of these developments in modern conservatism.It also raised questions about how we think of the political, by comparing the social contract tradition with that of Machiavelli and by considering politics in the context of the development of modernity. Concepts care consent, freedom, equality, rights and property were prominent. In Part II of the course, we will be considering the way in which political thought developed in the wake of the French and industrial revolutions. We will begin by focusing upon the go on rise of better- lookingism and secularism in the 18th and 19th centuries in the work of Jeremy 2Bentham, tush Stuart Mill and Immanuel Kant. These figures represent the continued elaboration and sophistication of the modern foundations of political society in concepts of rationalism, enlightenment, freedom and equality. As we will see, their conceptions of the role of the state, of right and of duty continue to be immensely authoritative in both political thought and practice today. For the rest of the module we will turn our attention to Germany and iii great German thinkers Hegel, Marx and Nietzsche.This will allow you the opportunity to study three of the nineteenth-centurys central political thinkers, whose ideas devote landed a crucial role in the development of the twentieth century. Hegels compositions may not at first seem easy to understand as they are written in a sprint that is highly metaphysical and abstract. However, once we get beyond the philosophical jargon we discover one of the most compelling visions of the relationship between citizens and the state that has ever been offered.For Hegel, the state was the actuality of the ethical idea, and it was through the solid ground that the individual acquires what he describes as substantive freedom. The critiques of liberalism developed by Marx and Nietzsche are the most influential we have. Attacking the real foundations of the emerging liberal capitalist companionship, they also dismissed its values and aspirations to justice as at best illusory and at worst, as masquerades for advancing atomal interests.For them, liberal democracy is about oppression and exploitation (Marx), nihilism and deathly mediocrity (Nietzsche), not justice and emancipation. They developed very unlike ideas from liberal ones, about tender-hearted nature and what might be good for it. They also developed grand historical accounts to explain what they saw as the miseries and decomposition of modernity (capitalism nihilism), al ongside more visionary allusions as to how we might escape from them.Above all, Marx and Nietzsche sought to challenge the idea that politics is a rational practice undertaken by self-conscious actors who exculpate rational decisions and subscribe to general values of fairness. What they describe is a far more complex environment in which politics is an current struggle between (structural, cultural, unconscious) forces of which we often have little understanding and even less control. This designates that they pay less attention to the State than more formulaic political theorists, since the strength struggles that constitute political life are much more widespread.This clearly has signifi cornerstonet implications for the practising of politics and through them, Marx and Nietzsche oblige us once more to take up the first semesters questions concerning the bases (or lack of them) for political potency, divided values or any common vision of justice or liberation. 3. princip le and Learning Profile a) Teaching Arrangements Lecturers Madeleine Davis (MD), Jeremy Jennings (JJ), Caroline Williams (CW) and Clare Woodford (CWd) Seminar teachers Madeleine Davis, Caroline Williams and Clare Woodford The module has two components a one hour weekly ecture and a one hour weekly seminar. Attendance at all lectures and seminars is compulsory. Persistent non-attendance can lead to 3 de-registration, which can attain your overall classification or prevent your studying advance with tabby bloody shame. If you are absent due to ill health you should assemble the module double-decker and the obligation. If you are absent from power Mary for more than five-spot days, you mustinessiness supply a doctors note. Lectures there will be twenty-two weekly lectures, as diminutive in the module outline below. These will take place on Thursdays at 10 am. You should ensure that you attend all of these.Lectures are captured on audio and video, and you can find them on QM+ . Seminars these are held once a week and also at long last one hour. They are small group meetings based around specified texts and themes, and they are intend to supplement the lectures and provide an opportunity for deeper word of honor of the module content. You MUST do the want preparatory reading in advance of the seminar. tout ensemble participants are anticipate to demonstrate a careful reading for the weeks topic and a willingness and office to contribute to class watchword on the basis of such reading.You can entirely demonstrate reading and thinking through making invariable contributions to class discussions. The class tutors will endeavour to make sure that everybody regularizes something in every seminar. Since seminars are designed to allow you to make an input into the module, attendance is compulsory. cheer note that non-attendance at seminars can lead to deregistration from the module (see undergraduate handbook). Please let the seminar tutor know in a dvance if you are unable to attend a seminar, and please ensure that you speak to the module convenor or your in the flesh(predicate) tutor if you are experiencing problems.Because texts are open to various interpretations and reprovals, seminars in this module provide an especially classic forum for seeing out your ideas, testing them on other readers, and most importantly, raising rockyies that arose during your reading. You should never feel intimidated in these classes, in expressing your ideas speculative thinking is an important part of political theorising and it is not a question of being right or wrong. Above all, it is important that you should come to class with an enquiring mind and a willingness to share your questions, problems and opinions with other members of the tutorial.Class discussions are for your usefulness and the more you put into them, the more stimulating and helpful youll find them. In fact, the best MPT sessions often arise from students identifyin g parts of texts they found the most difficult or controversial, rather than those parts which are more self-evident. Never feel inhibited about asking the meaning of words or passages the chances are that other pack are also struggling with them It is important that you should bring a replicate of the weeks primary text with you, as we may want to disassemble particular passages together.QM+ and email it is important that you check the POL206 area on QM+ regularly. Not only will we post announcements and handouts there, but we will also involve QM+ in the teaching of the module. impertinent students dont come unprepared to class because they have forgotten to check QM+. You must also read your Queen Mary email daily for any communications about teaching. The School will not use any other email but that supplied by the Queen Mary. Failure to respond to email messages, particularly regarding non-attendance, may lead to deregistration. b) Learning Outcomes and Assessment Criteria The aims of the module are To give students a broad overview of modern political thinking as it developed from the 16th century to the end of the 20th century to encourage a capacity in analytical thinking and an ability to deal with abstract concepts and normative or speculative ideas to introduce a critical perspective which encourages rigorous and creative thinking and to teach skills which are derived from a text-based module and to introduce intensive and continuous composition assignments in order to develop students writing abilities and powers of written analysis.The learning objectives of the module are The acquisition of a detailed knowledge of classic texts in political theory an ability to explain and critically analyse the basic claims and normative ideas underlying modern political doctrines a familiarity with the central concepts of modern political thought, such as rights, justice, human nature, indecorum, equality, democracy, exploitation, as well as the idea of t he political itself, as these have developed discursively and historically and an appreciation of how political theory both understands, and responds to, the questions of odernity and the modern state. Skills The module aims to teach the following(a) skills analytic skills in close readings of texts skills of critical military rating in considering arguments speculative skills in thinking about the big questions in politics presentation skills in summarising complex theoretical arguments and writing skills in presenting critical written accounts of ideas covered and reflecting on the students own work. c) Attendance Attendance at all Lectures and Seminars is compulsory.Persistent non attendance can lead to de-registration, which can affect your overall classification or prevent your studying further with Queen Mary. If you are absent due to ill health you should contact the module tutor and the office. If you are absent from Queen Mary for more than 5 days you must supply a doctors note. d) Participation/Preparation This handbook details the topics covered each week. You should use the reading lists provided to help you prepare for lectures and seminars. You can only demonstrate reading and thinking through making regular contributions to class discussions. e) Communication You must read your Queen Mary email for any communications about teaching daily. The School will not use any other email but that supplied by the Queen Mary. Failure to respond to email messages, particularly regarding non-attendance, may lead to deregistration. You must check this QM+ position for this module for any messages and associated learning material. 4. Assessment Profile and Timetable for feedback (see also Appendix 1) a) Assessment In the spring semester, assessment for this module consists of the following two pieces of work (i) an experiment proposal of max. 00 words, plus working bibliography (weighting 10% of the mark for the whole year) and (ii) a question strive of ma x. d0 words (weighting 50% of the mark for the whole year). The research essay is designed to allow you to demonstrate both depth and breadth in your understanding of the semesters key themes and thinkers. It is also mean to help develop your skills of research design and independent research, in order to prepare you for the final year dissertation you will undertake next year.You will be required to choose one from a selection of key themes, and to write an essay that compares and analyses the treatment of your elect theme by at least three of the thinkers covered in this module. The choice of thinkers will depend on the theme chosen and your own interests, with one stipulation at least two must be chosen from the Spring Semester (for Semester B associates all will be chosen from the Spring Semester). The themes from which to choose are i) freedom, ii) human nature, iii) moral philosophy, iv) equality, v) political authority and legitimacy.The requirement to set back a plan and working bibliography is intended to ensure that your choice of themes and thinkers is appropriate, to help you in material body your arguments, and to give you the opportunity to receive feedback on your work in progress from your seminar tutor. Your tutors may also incorporate picayune writing exercises into classes to help you link themes and thinkers as we progress through the course. Deadlines Essay proposal Thursday 7 March ( week 9) Feedback will be given in week 11. Research essay Tuesday 23 April. Grades and feedback will be given after(prenominal) the exam period.Please advert to the Appendix for further information and guidance about the coursework. Exam thither is no exam for this module. 6 Semester B associate students Those taking MPT II only will have 100% of their grade awarded on the basis of their spring semester course work. The coursework is as follows (i) an essay proposal of max. 500 words, plus working bibliography (weighting 15% of the mark) and (ii) a re search essay of max. 5000 words (weighting 85% of the mark). The coursework is due on the same dates as for nonassociate students.See Appendices for full details. b) Submission of coursework You must submit one electronic copy of all assignments. Your electronic copy must be submitted via Queen Marys Virtual Learning environment (QMPlus) by 9am on the day of the stated deadline. The School has a policy of anonymous marking. Your name must not appear anywhere on your work. Therefore, you must ensure that you use the coursework coversheet as the first page of your assignment. Any coursework work submitted which does not have a coversheet attached will incur penalties for incorrect submission.Coversheets can be downloaded from the Undergraduate shared area of QMPlus and through individual QMPlus module areas Your electronic copy must be submitted by 9am on the deadline date, and will be retained and screened by anti-plagiarism software. recall Save your assignment with coversheet and bibliography as a single document (preferably as a PDF) before uploading to QMPlus Complete the coversheet with your bookman ID, Module Code, Assignment number and Seminar Tutor. Your assignments must be submitted by 9am on the deadline date Save back-up copies of all your work in case of computer failure.It is your responsibility to submit your assignments correctly. (Full details of submission policies can be found in the Schools Student Handbook. ) c) Extensions If you require an extension due to extenuating circumstances (EC), you must complete the relevant EC form and attach documentation to support your request. Completed forms and documentation should be handed into the Office. Full details can be found in the Student Handbook 7 Essays submitted 14 days after the deadline including weekends will not be assessed and will be given a mark of zero. d) Essay AdviceReferencing and bibliography There are different ways of referencing and making a bibliography. The important thing is that you use one, and that you use it consistently. Referencing and bibliography are essential parts of any essay and mark will be deducted if they are poor or absent. Your seminar teacher will be happy to answer questions about this. For details about how to reference and make a bibliography, please consult the Student Handbook. e) Past Exam Paper There is no exam for this course. 5. QM+ All module materials, including a copy of this module outline can be found on QMPlus.You should familiarise yourself with QMPlus as soon as possible as further information concerning this module and office hours will be posted there. To access QMPlus (on or off campus) go to http//qmplus. qmul. ac. uk/. You will require your QM computer access username and password. You should also use QMPlus to upload the electronic version your assignments. If you are having problems accessing/using QMPlus support and information can be found on the following website http//qmplus. qmul. ac. uk/mod/page/view. php? id=85646 Equally you can contact the School Office who may be able to offer serve upance.NOTE If you have not completed your module registration properly your modules will not say on QMPlus. It is up to you to ensure you complete registration and check QMplus regularly. 6. Plagiarism QM delimits plagiarism as presenting someone elses work as ones own irrespective of intention. Close paraphrasing, copying from the work of another person, including another student, using the ideas of another person, without proper acknowledgement or repeating work you have previously submitted without properly referencing yourself (known as self plagiarism) also constitute plagiarism. Regulations on Assessment Offences 8 Plagiarism is a serious offence and all students suspected of plagiarism will be subject to an investigation. If found guilty, penalties can include failure of the module to suspension or permanent withdrawal from Queen Mary. It is your responsibility to ensure that you under stand plagiarism and how to bend it. The recommendations below can help you in avoiding plagiarism. Be sure to record your fountains when taking notes, and to cite these if you use ideas or, especially, quotations from the original source.Be particularly careful if you are cutting and pasting information between two documents, and ensure that references are not lost in the process. Be commonsensible in referencing ideas commonly held views that are generally accepted do not always require acknowledgment to particular sources. However, it is best to be safe to avoid plagiarism. Be particularly careful with quotations and paraphrasing. Be aware that technology is now available at Queen Mary and elsewhere that can automatically let on plagiarism. Ensure that all works used are referenced appropriately in the text of your work and fully credited in your bibliography.If in doubt, ask for further guidance from your adviser or module tutor. See your student handbook for further advice . 9 7. LECTURE AND SEMINAR SCHEDULE 1 2 3 4 5 6 7 8 9 10 11 12 Lecture Benthams Utilitarianism (JJ) canful Stuart Mills Liberalism (JJ) Kants Enlightenment (CWd) Hegel philosophy, ethics and the state (CWd) The early Marx (MD) Marxs historical materialism (MD) tuition week no lectures or seminars The Analysis of Capitalism (MD) Introduction to Nietzsche and the family tree of worship (CW) Nietzsches family tree and Bad Conscience (CW) Nietzsches family tree and Nihilism (CW) Conclusion and overview (MD)Seminar theme Bentham principles of morals and legislation John Stuart Mill liberty Kant enlightenment and freedom Hegel and the state Marx emancipation, alienation and speciesbeing Marx history, class and revolution Marx capitalism and exploitation Nietzsches challenge what is morality? Nietzsche guilt, bad conscience, discipline and will to power Nietzsche nihilism and beyond Advice on preparing your research essay revel NOTE THAT THERE WILL BE A BRIEFING SESSION ON THE pe rspicacity REQUIREMENTS FOR ALL STUDENTS ON THURSDAY 18 JANUARY AT 1PM IN ROOM FB113A 10 8. READING GUIDESEMESTER II TEXTS Core Texts Jeremy Bentham, An Introduction to the Principles of Morals and Legislation (in Wootton). John Stuart Mill, On closeness (in Wootton). Kant, An Answer to the Question What is Enlightenment? (in Wootton). G. W. F. Hegel, Elements of the Philosophy of right field (Cambridge Cambridge University wish, 1991). Karl Marx and Friedrich Engels various texts, including excerpts from On the Judaic Question, The 1844 Manuscripts, The German political theory, The Communist Manifesto and Capital , lay in in Wootton or Robert C. Tucker, The Marx-Engels Reader, 2nd edition (New York W.W. Norton, 1978). Friedrich Nietzsche, On the Genealogy of holiness, ed. Keith Ansell-Pearson, trans. Carol Diethe (Cambridge Cambridge University crushed leather, 2007). As far as is possible, all of the first and second semester readings are equanimous in David Wootton (ed. ), Modern semipolitical judgement. developments from Machiavelli to Nietzsche (Cambridge Hackett, 1996) (referred to below as Wootton you may also use the second edition from 2008). Students are strongly advised to purchase this text. Where texts are not in Wootton they will be posted on the QM+ site for the course.Most of these texts can also be found on the internet, although the quality varies. Secondary texts An important note on secondary reading As last semester, the major emphasis of this course is on a close reading of primary texts. All the essential reading for seminars is from the core primary texts listed above. However you will need to consult secondary texts when planning and preparing your research essay (you can also, of course, use them for seminar planning in addition to never instead of the primary reading if you have time).The secondary material listed below is organised into various categories general texts useful ally texts aimed at students and usually covering several thinkers and one or more relevant themes. secondary texts on particular thinkers more in depth and specialized treatments of each thinker. additional thematic sources some suggestions for general reading on the themes for the research essay. 11 Your working bibliography for the research essay will probably submit material from each of these categories. We have provided a fairly extensive range of sources here.All should be available in the QM library (some are still on order at the time of compiling this list). Useful secondary texts (* indicates particularly recommended) General secondary texts Barry, N. , Modern policy-making Theory (4th ed, 2000) (chapters on authority, freedom and equality) Boucher, D. and P. Kelly (eds. ), policy-making Thinkers (London Routledge, 2003). *Edwards, A. and J. Townsend (eds. ), understand Modern policy-making Philosophy. From Machiavelli to Marx (Basingstoke Palgrave, 2002). (useful chapters on Kant, Hegel, Mill and Marx) * Hampsher-Monk, I. A History of Modern Political Thought (Oxford Blackwell, 1992) (chapters on Bentham, Mill, Hegel and Marx) Macpherson, C. B. , The Political Theory of Possessive Individualism (Oxford Oxford University Press, 1964). ( a critique of liberalism) Matravers, D. et al. , Reading Political Philosophy. Machiavelli to Mill (London Routledge, 2001). *Pateman, C. , The Problem of Political Obligation (Cambridge Polity, 1985). Plamenatz, J. , Man and Society Political and companionable Theories from Machiavelli to Marx (New York Longman, 1991). Ramsay, M. ,Whats Wrong with liberalism? (1997) Rorty, R. et al. (eds. ), Philosophy in History Essays in the Historiography of Philosophy (Cambridge Cambridge University Press, 1984). *Rosen, M. , and Wolff, J. , Political Thought (OPU, 1999) (a very useful reader of primary texts organised by themes including human nature, apology of political rule, and liberty, with short insane asylums to each theme) Wolff, J. , An Introduction to Political Philosophy (Oxford Oxford University Press, 1996). By thinker Bentham, Mill and Utilitarianism David Bromwich and George Kateb (eds), John Stuart Mill On Liberty (New Haven Yale University Press, 2003).Wendy Donner, The Liberal Self John Stuart Mills Moral and Political Philosophy (Ithaca Cornell University Press, 1991). Michael B. Gill, The British Moralists on Human Nature and the Birth of Secular Ethics (Cambridge Cambridge University Press, 2006). *John Gray, Mill on Liberty A Defence, 2nd edition (London Routledge, 1996). Joseph Hamburger, John Stuart Mill on Liberty and Control (Princeton Princeton University Press, 1999). *Ian Hampsher-Monk, A History of Modern Political Thought (Oxford Blackwell, 1992), chapters 7 and 8.Will Kymlicka, Contemporary Political Philosophy An Introduction, 2nd ed. (Oxford Oxford University Press, 2002), chapter 2. 12 John Rawls, A Theory of Justice (Cambridge, MA Belknap Press, 1971), 5, 26-30. Nancy Rosenblum, Benthams Theory of the Modern State (Cambridge, MA Harvard University Press, 1978). Alan Ryan, The Philosophy of John Stuart Mill, 2nd edition (Basingstoke Macmillan, 1978). Geoffrey Scarre, Utilitarianism (London Routledge, 1996). Philip Schofield, Utility and Democracy The Political Thought of Jeremy Bentham (Oxford Oxford University Press, 2006)..John Skorupski, John Stuart Mill (London Routledge, 1989). John Skorupski (ed. ), The Cambridge Companion to John Stuart Mill (Cambridge Cambridge University Press, 1998). J. J. C. Smart and Bernhard Williams, Utilitarianism for and against (Cambridge Cambridge University Press, 1973). John Stuart Mill, Utilitarianism, in On Liberty and Other Essays, ed. John Gray (Oxford Oxford University Press, 1991), pp. 131-201. Kant Useful Introductions Scruton, R. (2001) Kant A Very Short Introduction, Oxford Oxford University Press Filkshuh, K. A. (2003 2nd ed. 2009) Kant in Boucher, D. and Kelly, P. eds) Political Thinkers From Socrates to the Present, Oxford Oxford U niversity Press, pp. 422-36 P. Guyer, The Cambridge companion to Kant P. Guyer The Cambridge Companion to Kant and modern philosophy (2006) H. Williams, Kants Political philosophy S. M. Shell, The Rights of reason A study of Kants Philosophy and Politics R. Beiner (ed), Kant and political Philosophy H. Arendt, Lectures on Kants Political Philosophy P. Riley, Will and Political Legitimacy L. Krieger, The German Idea of independence G. A. Kelly, Idealism, Politics, and History Reiss, H. S. (ed. ) (1991) Kants Political Writings, (2nd ed. (H. B. Nisbet trans. ) Cambridge Cambridge University Press too useful for commentaries and discussion Allison, H. (2004 ed) Kants Transcendental Idealism An Interpretation and Defence, London and New Haven, CT Yale University Press Ameriks, K. (2000 ed) Kants Theory of Mind, Oxford Clarendon Press Beck, L. W. (1960) A explanation on Kants Critique of Practical Reason, Chicago Caygill, H. (1995) A Kant Dictionary, Oxford Blackwell Collins, A. (1999 ) Possible Experience Understanding Kants Critique of Pure Reason Berkeley and Los Angeles University of California Press Downie, R. S. and Telfer, E. 1969) Respect for Persons, Allen and Unwin Filkshuh, K. A. (2003 2nd ed. 2009) Kant in Boucher, D. and Kelly, P. (ed. s) Political Thinkers From Socrates to the Present, Oxford Oxford University Press, pp. 422-36 Gardner, S. (1999) Routledge Philosophy puffbook to Kant and the Critique of Pure Reason, (London Routledge) 13 Keller, P. (2001) Kant and the Demands of disquiet Cambridge Cambridge University Press Kitcher, P. (1982) Kant on Self-Identity, The Philosophical limited review, vol. 91, no. 1, pp. 41-72 Kitcher, P. (1999) Kant on Self-Consciousness, The Philosophical Review, vol. 08, no. 3, pp. 345-386 Korsgaard, C. (1996) Creating the Kingdom of Ends, Cambridge Cambridge University Press Sircello, G. (1968) Subjectivity and Justification in Aesthetic Judgements, The Journal of Aesthetics and Art Criticism, Vol. 27, no. 1, pp. 3-12 Wolff, R. P. (ed. ) (1967) Kant A Collection of captious Essays, Garden City, NY Doubleday Anchor a useful collection Hegel Useful Introductions Singer, P. (1983) Hegel a very short introduction, Oxford Oxford University Press Patten, A. (2003 2nd ed. 2009) Hegel in Boucher, D. and Kelly, P. (ed. ) Political Thinkers from Socrates to the Present, Oxford Oxford University Press, pp. 437-58 Knowles, D. (2002) Hegel and the Philosophy of Right, New York Routledge An keen text. Really useful for situating Hegels knowledge in context. Very clearly written. Also useful * Hampsher-Monk, I. A History of Modern Political Thought (Oxford Blackwell, 1992), * Patten, A. Hegels Idea of Freedom (Oxford Oxford University Press, 1999). * Wood, A. W. Editors Introduction, in G. W. F. Hegel, Elements of the Philosophy of Right (CUP 1991) * Burns, A. G. W. F.Hegel, in Terrell Carver and James Martin (eds), Continental Wood, A. W. Hegels Ethical Thought (Cambridge Cambridge University Press, 19 90). Ameriks, K. (1985) Hegels Critique of Kants Theoretical Philosophy, Philosophy and Phenomenological Research Vol. XLVI, no. I, pp. 1-35 Haddock, B. G. W. F Hegel Philosophy of Right, in Murray Forsyth and (eds), The Political Classics A Guide to the Essential Texts from Hamilton to Mill, Vol. 2 (Oxford Oxford University Press, 1993). Beiser, F. (2005) Hegel, London Routledge Berenson, F. (1982) Hegel on Others and the Self, Philosophy, vol. 57, no. 19, pp,77-90 Taylor, C. Hegel and Modern Society (Cambridge Cambridge University Press, 1979). Taylor, C. Hegel, (Cambridge Cambridge University Press, 1977). Di Giovanni, G. and Harris, H. S. (eds) (1985) Between Kant and Hegel, Albany SUNY Press Harris, H. S. (1995) Hegel Phenomenology and System, Indianapolis Hackett Houlgate, S. (1991) Freedom, Truth, History And introduction to Hegels Philosophy, London Routledge Ritter, J. Hegel and the French Revolution Essays on The Philosophy of Right (Cambridge MIT Press, 1984). Mccarney, J . Hegel on History, (London Routledge, 2000). Habermas, J.Knowledge and Human Interests, trans. Jeremy J. Shapiro (Cambridge 14 Inwood, M. A Hegel Dictionary (Oxford Blackwell, 1992). Inwood, M. Hegel (London Routledge, 1983). Hardimon, M. O. Hegels Social Philosophy The Project of Reconciliation (Cambridge Cambridge University Press, 1994). Mure, G. R. G. (1965) The Philosophy of Hegel, London Pinkard T. (2000) Hegel A Biography, Cambridge Cambridge University Press Useful introduction to Hegels life and times Raymond Plant, Hegel (London Routledge, 1999). Pippin, R. B. Idealism as Modernism Hegelian Variations (Cambridge Cambridge University Press, 1997).Avineri, S. Hegels Theory of the Modern State, New edition (Cambridge Cambridge University Press, 1974). Solomon, R. (1983) In the Spirit of Hegel, Oxford Oxford University Press Stewart, J. (2000) The Unity of Hegels Phenomenology of Spirit, Evanston, IL Northwestern University Press Taylor, C. (1975) Hegel Cambridge Cambridge Un iversity Press Villa, D. (2005) Hegel, Toqueville, and Individualism, The Review of Politics, Vol. 67, no. 4, pp. 659-86 Walsh, W. H. Hegelian Ethics (Basingstoke Macmillan, 1969). Westphal, K. (2003) Hegels Epistemology, Indianapolis Hackett Allen W.Wood, Hegels Ethical Thought (Cambridge Cambridge University Press, 1990). Pelczynski, Z. A. (ed. ), The State and Civil Society Studies in Hegels Political Philosophy (Cambridge Cambridge University Press, 1984). Pelczynski, Z. A. Hegels Political Philosophy Problems and Perspectives (Cambridge Cambridge University Press, 1971). Marx General texts S Avineri, Social and Political Thought of Karl Marx T Bottomore (ed), A Dictionary of Marxist Thought T. Carver ed. , The Cambridge Companion to Marx T. Carver, Marxs Social Theory T. Carver, The Postmodern Marx *G Duncan, Marx and Mill M Evans, Karl Marx *I.Hampsher-Monk, Modern Political Thought Ch 10 J life-sustaining & A Reeve (eds),Modern Political Theory Section VI *D McLellan,Karl Ma rx His Life and Thought *D McLellan,The Thought of Karl Marx thematic chapters in Part 2 are extremely useful J Maguire, Marxs Theory of Politics P. Osborne How to Read Marx *P Singer, Marx (a useful, short introduction) T Sowell, Marxism, Philosophy and Economics W Suching, Marx An Introduction 15 A Wood, Karl Marx The progeny Marx and Alienation E Fromm, Marxs Concept of Man S Hook, From Hegel to Marx * D McLellan, Marx Before Marxism I Meszaros, Marxs Theory of Alienation B Ollman, Alienation D.McLennan, The Young Hegelians and Karl Marx Historical materialism & Social Change A Carter, Marx A Radical Critique T Carver, Marxs Social Theory G Cohen, Karl Marxs Theory of History A Defence M Rader, Marxs Interpretation of History Marx and Capitalism Marxist Economics A Brewer, A Guide to Marxs Capital B Fine, Theories of the Capitalist economic system A Giddens, Capitalism and Modern Social Theory E Mandel, The Formation of the Economic Thought of Karl Marx E Mandel, An Introducti on to Marxist Economic Theory T Sowell, Marxism, Philosophy and Economics Marx and ideology E. Balibar, Marx and Philosophy T.Carver, Did Ideology fall with the Wall? Marx, Marxism, Post-Marxism in M. Freeden ed. , Reassessing Political Ideologies J Lorraine, Ideology and its revisions in Contemporary Marxism in N OSullivan ed. , The Structure of Modern Ideology J. McCarney, The Real World of Ideology M. Seliger, The Marxist Concept of Ideology R. Williams, Ideology in his Keywords Marx and Engels on justice, morality, human nature and exploitation Arneson,Whats wrong with Exploitation? Ethics 91 (Jan 1981) A. Buchanan, Exploitation, Alienation and Injustice, Canadian Journal of Philosophy IX vol. Cohen, Nagel & Scanlon eds, Marx, Justice and History (esp. articles by Husain and Wood L. N. Geras,The Controversy about Marx and Justice, New Left Review 150 (1985) * N. Geras, Marx and Human Nature *S. Lukes, Marxism and Morality *K. Neilson & S. Patton eds, Marx and Morality, Canadian Journal of Philosophy. Supplement to vol. VII (1981) A. Wood, Karl Marx, pt III A. Wood, The Marxist Critique of Justice, Philosophy and Public personal business vol. 1 no. 13 (1972) 16 Young, Justice and Capitalist Production. Marx and Bourgeois Ideology, Canadian Journal of Philosophy VIII no. 13 (1978) Nietzsche *K.Ansell-Pearson, The Perfect Nihilist. An Introduction to Nietzsche as Political Thinker *K. Ansell-Pearson, Nietzsche contra Rousseau. A Study of Nietzsches Moral and Political Thought K. Ansell-Pearson, The Exotic Philosophy of Friedrich Nietzsche, Political Theory (Aug. 1986) *K. Ansell-Pearson, Nietzsche on Autonomy and Morality, Political Studies (June 1991) K. Ansell-Pearson, Nietzsche A Radical Challenge to Political Theory? Radical Philosophy 54 (1990) K. Ansell-Pearson, Who is the ubermensch? Time, Truth and Woman in Nietzsche Journal of the History of Ideas (April/June 1992) D. Conway, Nietzsche and the Political D.Conway, Nietzsches Dangerous Game S. J. Co leman, Nietzsche as Politique et Moraliste Journal of the History of Ideas vol. 27 (1966) G. Deleuze, Nietzsche and Philosophy challenging but brilliant D. Allison ed. , The New Nietzsche excellent but challenging collection R. Hollingdale, Nietzsche The Man and his Philosophy a readable semi-biography by one of his main English translaters W. Kaufmann, Nietzsche. Philosopher, Psychologist, and Anti-Christ It was Kaufmann who first introduced Nietzsche to many English-speaking readers, via his translations, and he who was mainly responsible for re-presenting N. s an existentialist. His work is very accessible and convincing T. Strong, Nietzsche and the Politics of metabolism (2000) good on N and Politics M. Warren, Nietzsche and Political Thought (MIT 1988) M. Warren, The Politics of Nietzsches Philosophy Nihilism, Culture and Power, Political Studies (Sept. 1985) M. Warren, Nietzsche and Political Philosophy, Political Theory vol. 13 no. 2 (May 1985) K. Higgins, Nietzsches Zarathu stra D. Owen, Nietzsche, Politics and Modernity D. Owen On the Genealogy of Morality (2007) P. Patton, Deleuze and the Political (Routledge 2000) ch. not all on Nietzsche but some very useful comparative points R. Schacht ed. , Nietzsche, Genealogy, Morality Essays on Nietzsches Genealogy of Morals B. Leiter Routledge Philosophy Guidebook to Nietzsche on the Genealogy of Morality *M. Tanner, Nietzsche (1994) this is a very short and accessible introduction B. Magnus & K. Higgins ed. , The Cambridge Companion to Nietzsche esp. articles by Magnus & Higgins, Strong and Nehamas *A. Nehamas, Nietzsche Life as Literature a very useful commentary R. Soloman & K. Higgins, Reading Nietzsche E.Kennedy, Woman as Ubermensch Nietzsche, in Kennedy & Mendus eds, Women in Western Political Philosophy K. Oliver, Womanizing Nietzsche Philosophys Relation to the Feminine 17 P. Johnson, Nietzsche reception Today, Radical Philosophy 80 (Nov/Dec 1996) useful overview of literature on Nietzsches politics D. Coole, The Politics of Reading Nietzsche, Political Studies 46 (June 1998) D. Coole, Politics and Negativity (Routledge 2000) ch. 3 S. Rosen, The Mask of Enlightenment. Nietzsches Zaarathustra very detailed exposition of a major text T. Sadler, Nietzsche. Truth and Redemption.Critique of the Postmodernist Nietzsche presents a mystical, existentialist Nietzsche, based on the early writings. Readable but controversial *F. Appel, Nietzsche Contra Democracy short and clear. Argues that Nietzsche is a constitutional anti-democrat Additional thematic sources Many of the sources already listed by thinker have useful material on the themes for the extended essay. The sources below provide general compass and additional material. As a general starting point Goodin and Pettit (eds) A companion to contemporary political philosophy (Blackwell, 1995) has useful chapters on most of these themes.Remember that texts from last term will also be relevant. Freedom Connolly, William, The Terms of Political Discourse (1983), chapter 4 Coole, Diana, Constructing and Deconstructing Liberty, Political Studies 411 (1993) reprinted in P. Dunleavy et al. (eds. ), British Political Science Green, T. H. , Liberal Legislation and Freedom of Contract, in Lectures on the Principles of Political Obligations and Other Writings Miller, David, Liberty Ramsay, Maureen Whats Wrong with liberalism? (1997) Ch 2 Riley, Jonathan, Liberty, in Catriona McKinnon (ed. , Issues in Political Theory Ryan, Alan (ed. ), The Idea of Freedom Swift, Adam, Political Philosophy, (Polity, 2001) part 2 Taylor, Charles, Whats Wrong with Negative Liberty? , in A. Ryan (ed. ), The Idea of Freedom and in D. Miller, Liberty. Human nature Davies, J. , Human nature in politics (Wiley, 1963) Forbes, I. , and Smith, S. , (eds) Politics and human nature (1983) Parekh, Bikhu, Rethinking Multiculturalism. MacMillan Basingtoke, 2000. Chapter 4. Pinker, S. , The blank slate the modern denial of human nature (2003) Rosen, M. , & Wolff, J. , Political Thought.Oxford Oxford UP, 1999, Chapter 1. Sayers, S. , Marxism and human nature (Routledge, 2007) 18 Morality K. Ansell-Pearson, Nietzsche contra Rousseau. A Study of Nietzsches Moral and Political Thought Berki, N. , and Parekh, B. The morality of politics (1972) S. Lukes, Marxism and Morality Nuttall, J Moral Questions an introduction to ethics (Polity, 1993) Ch 13 Raz, J. , The morality of freedom (Clarendon, 1986) Raz, J. , Ethics in the public domain the morality of law and politics (OUP 1994) equation Arneson . , RJ Equality in Goodin and Pettit Pojman, L. and R. Westmoreland (eds. , Equality Selected Readings Rees, John, Equality (Pall Mall Press, 1971) Sen, A. , Inequality Re-examined Sen, A. , Equality of What? , in Choice, Welfare and Measurement Tawney, R. H. , Equality, (1931) especially particle on Liberty and Equality Swift, Adam, Political Philosophy, esp Part 3 (Polity, 2001) Tawney RH Equality (Allen and Unwin, 1931) White S. , Equality ( Polity, 2007) Political authority and legitimacy Dunn, J Political obligation in its historical context (CUP 1980) Flathman. , R Legitimacy in Goodin and Pettit (eds) A companion to contemporary political philosophy (Blackwell, 1995) Flathman, R. The practice of political authority (Univ of Chicago Press, 1980) Green , L. , The authority of the state (Clarendon 1988) Green TH Lectures on the principles of political obligation and other writings (CUP, 1986) Hampton, J. , Contract and consent, Ch 16 in Goodin and Pettit (eds) Lessnoff, M. , Social contract theory (Blackwell, 1990) Morris ,C. , (ed) The social contract theorists critical essays on Hobbes Locke and Rousseau (1998) Pateman, C Participation and democratic theory (CUP, 1970) Pateman The problems of political obligation (CUP, 1985) Plamenatz, J. Consent, freedom and political obligation (OUP, 1968) Riley P. , Will and political legitimacy a critical exposition of social contract theory in Hobbes, Locke, Rousseau Kant and He gel ( Harvard University Press, 1982) Simmons, AJ. , Moral principles and political obligations (Princeton Univ Press, 1979) Warrender, J The political philosophy of Hobbes his theory of obligation (Clarendon, 1957) Please note if locating material for a topic is difficult please ask your tutor for further suggestions. 19 10. SEMINAR PREPARATION SCHEDULE hebdomad 1 Introduction to the module.Benthams utilitarianism Essential Reading Jeremy Bentham, An Introduction to the Principles of Morals and Legislation, chapters I, IV, VII, XIV (in Wootton). Please bring your copy of the David Wootton volume to class with you. Questions to guide your reading and for seminar discussion 1. What does Bentham mean when he says that mankind is governed by pain and pleasure? 2. What is the principle of utility? 3. Why does Bentham accept that it can provide an objective measure by which our actions can be judged? What type of ethical theory is utilitarianism? What is its relationship to morality? . What, if any, are the political implications of utilitarianism? Week 2 John Stuart Mills Liberalism Essential Reading John Stuart Mill, On Liberty. Please bring your copy of the David Wootton volume to class with you. Questions to guide your reading and for seminar discussion 1. Why does J. S. Mill believe that it is important to define the nature and limits of power? 2. What is J. S. Mills one very simple principle? How simple is it? And how can it be applied? 3. What justification does Mill provide for freedom of expression of opinion? How convincing do you find it? 4.Why does Mill believe that individuality is one of the elements of well-being? What does he mean when he says that human beings can become a noble and beautiful object of contemplation? Short in-class or post-class writing task write some notes in answer to the following How does Mills understanding of freedom differ from or develop the ideas of the thinkers we examine last semester? Week 3 Kants Enlightenment Essen tial Reading 20 Immanuel Kant, An Answer to the Question What is Enlightenment? (Wootton pp. 522-526) Please bring your copy of the David Wootton volume with you to class.Questions to guide your reading and for seminar discussion 1. How does Kant define Enlightenment? 2. How is enlightenment attained and what is its significance? 3. What are the obstacles to Enlightenment and how can they be overcome? 4. What is the relationship of Enlightenment to freedom? Week 4 Hegel and the State Essential Reading G. W. F. Hegel, Elements of the Philosophy of Right, (Cambridge, CUP, 1991) Part 3 Ethical life, Section 2, Civil Society, pp. 220-39) On QM+. The editors introduction by Allen Wood is also very useful. Please focus especially on the following sections 188 C. The Police and the Corporation 230, a.The Police 231-249 b. The Corporation (250-256). Section 3, The State 257-259. Questions to guide your reading and for seminar discussion 1. What does Hegel understand by civilian society (1 88)? 2. What is the role of the police (231-49)? 3. What is the relationship between the family and civil society and the family and the state (231-256)? 4. How is the relationship between individual and civil society different from that of individual and the state (258)? 5. What does Hegel think the relationship is between freedom and the state (258)? Do not be worried if you find these questions difficult to answer when reading on your own.We will try to answer them together in the seminar. Week 5 The early Marx This is the first of three sessions on Marx. In order to understand the context of his ideas, his career and political commitments, it will help you a great deal to do some general introductory reading on Marx from the list below over the next three weeks to support your reading of the primary texts. These are all accessible and clear introductions to Marx work. Class discussion will focus on the primary text, and you must bring a copy of the Wootton text with you each wee k and prepare some answers to the questions that will form the basis of discussion. 1 P. Singer, Marx. A Very Short Introduction (OUP) David McLellan, Karl Marx His life and thought Hampsher Monk, A History of Modern Political Thought (Blackwell), Chapter 10, Karl Marx, especially section on Early life and influences Francis Wheen, Karl Marx (Fourth Estate) (a lively short biography) The texts we will read this week are drawn from Marx early work. We will consider his critique of liberal rights and freedom, and then look in detail at his concepts of species-being and alienation, as expressed in the 1844 Manuscripts, often known as the genus Paris Manuscripts.Essential Reading i. Sections from On the Jewish Question Wootton pp 742-747 (first column and top 2 lines of second column) pp750 (Bottom first column According to Bauer .. )-754 (first half of column 1). ii. Contribution to the Critique of Hegels Philosophy of Right Wootton pp. 758-765. You need only read the section on pp. 76 4-5, where Marx derives the proletariat. iii. The 1844 Paris Manuscripts. Section on Alienated Labour in Wootton pp. 766-772. Questions to guide your reading and for seminar discussion 1. Why does Marx remark liberalism?What has he to say about the rights of man? 2. What kind of emancipation, and from what, is Marx calling for here? 3. Why is the proletariat that will be the privileged agency of emancipation, according to Marx? The Paris Manuscripts 4. What does Marx mean by alienation? What forms does it take? What is wrong with alienation? 5. Why is Marx critical of private property? What is its relation to alienation? 6. What does Marx mean by species-being? Do you think Marx has a theory of human nature here? 7. What does Marx mean when he claims that communism will even emancipate the human senses?Short in-class or post-class writing task Write a few bullet points in answer to one of the following How does Marxs view of human nature/ spunk differ from other thinkers youve stud ied? What do you think freedom might consist of for Marx? Week 6 Historical Materialism and the Dialectic Essential Reading i. The German Ideology Part 1 (Wootton pp775-787 up to as the history of communism proves) ii. Theses on Feuerbach (Wootton pp 773-4) iii. Preface to A Contribution to the Critique of Political Economy (Woottton pp. 829-831) iv. Manifesto of the Communist Party Parts 1,2,4 (Wootton pp. 98-809 and pp. 814 -815). 22 Questions to guide your reading and for seminar discussion 1. What is materialism? 2. What makes Marx materialism historical? What drives history, according to Marx? 3. What is the relationship between forces and social relations of production, and between base and superstructure? What is a mode of production? 4. To what extent can human action shape history, according to Marx? How does class struggle suffer in here? 5. What is ideology and what is its function? 6. How might a revolution come about, in Marx view?Short in class or post-class writing t ask Write a paragraph on how Marxs view of history challenges the justifications for political authority advanced by other thinkers previously studied on the course. Week 7 Reading Week Week 8 The Analysis of Capitalism. Essential reading Wootton contains very little of Capital. Essential reading for this week is taken from Tucker The Marx Engels Reader (Norton, 1978) and can be found on the module QM+ site. i. The Coming Upheaval Tucker pp. 218-9 ii. Capital vol. 1 Pt I ch. 1 sect. 1 (Tucker pp. 302-8) sect. 2 (Tucker pp. 308-312) sect. 4 (Tucker pp. 319-29) ch. VI (pp. 336-343) Pt III ch.VII sect. 2 (pp. 351-361) ch. X sect. 2 (pp. 364-7) Ch. XIII, esp. sects 4,5 (pp. 392-403) Pt V ch. XVI (pp. 417-9) ch. XXV sect. 4 (pp. 429-431) Pt VIII (pp. 431-8) iii. Capital vol. 3 (pp. 439-442) iv. Crisis Theory Final section (pp. 459-65) Questions to guide your reading and for seminar discussion 1. What is Marxs theory of value? What do the terms use value, exchange value and surplus value mean and how do they relate to one another? 2. What is the twofold character of labour? 3. What does Marx mean by the fetishism of commodities? 4. What are the contradictions and crises that Marx finds inherent in capitalism? . How does the proletariats exploitation occur? 6. What does the analysis of capitalism show us about the dialectical method? Is this still relevant as a way of reading the present? 7. How convincing do you find Marxs analysis of capitalism? Short in class or post-class writing task Write a paragraph summarising your understanding of Marx views on either a) morality or b) equality. 23 Week 9 Nietzsches Genealogy of Morality I Background to Nietzsche As a preparation for studying Nietzsche, you are advised to read K. Ansell-Pearson, The Perfect Nihilist. An Introduction to Nietzsche as Political Thinker (CUP 1994).D. Conway, Nietzsche and the Political (Routledge 1996), is a possible alternative but rather misleadingly reconstructive as an introductory text. Bot h of these books nevertheless offer accessible introductions to Nietzsche, with particular emphasis on his political dimension. A useful introductory essay to his writings can also be found in B. Magnus & K. Higgins, Nietzsches Works and their Themes in The Cambridge Companion to Nietzsche (CUP 1996), which can be found on Moodle Wootton (ed) contains only the first essay of the Genealogy of Morality so you will definitely need access to another copy too.Key readings not in Wootton, as well as helpful supplementary readings are available on QM+. The Cambridge University Press edition of the Genealogy is a very good one if you wish to buy a copy. In addition, it would be very useful if you were to look at Beyond Good and Evil. Essential Reading Nietzsche, Genealogy of Morality Preface Essay 1. Please focus especially on sections 2,7,10,11,12,13 and pay especial attention to section 13. On the Genealogy of Morality 1. How does Nietzsche distinguish between good/evil and good/bad?Expla in how the latter gave way to the former and the type of persons which were classified under each heading. Which civilisations outfit to these categories? 2. What is the meaning and significance of ressentiment and the herd instinct? How do they differ from what is noble and the aristrocratic way of life? What do you think it means in this context to say yes to life? 3. What has been the fate of we modern Europeans, according to Nietzsche? 4. What is Nietzsche criticising in Essay 1, section 13? Nietzsche alludes here to the will to power what sense can you gain of it?Week 10 Nietzsches Genealogy of Morality II Essential Reading Nietzsche, The Genealogy of Morality Essay 2, sections 1,2,3,7,11,12,16,17,18,24,25. Please pay especial attention to section 12, which we will read together in class. ii. Nietzsche, sections on nihilism from Will to Power available on QM+ Questions to guide your reading and for seminar discussion 1. What developments would have to occur before the human sp ecies is capable of entering a social contract? How does Nietzsche believe they were brought about? 24 2. In what sense can these developments be called nihilistic? 3.Explain what Nietzsche is tell about his method and about will to power, in Essay 2, section 12. What does this add to his former analysis of punishment? 4. How does bad conscience arise? What are its consequences? 5. Who is the man of the future? What sort of redemption might he permit? Short in class or post-class writing task Write a short paragraph or a few bullet points in answer to one (or more) of the following questions. How does Nietzsches understanding of morality differ from that of other thinkers you have studied? How does he pose a challenge to thinking about morality as an intrinsic part of human nature?How do you think Nietzsche understands freedom? How might freedom be tied to power? Can Nietzsches philosophy be reconciled with the concept of equality? Again, try to think about his difference/connectio n with other thinkers covered on the course. Week 11 Nietzsches Genealogy of Morality III Essential Readings i. Nietzsche, The Genealogy of Morality Essay 3. Please focus on sections 1,8, 12 to end ii. Sections from Thus Spake Zarathustra (Wooton only contains first two essays so both of these will be available on QM+). Questions to guide your reading and for seminar discussion 1.What is the ascetic ideal? Why is it nihilistic? What role do philosophy and religion respectively play in its promotion? 2. What do you think Nietzsche means by Life? How does the ascetic ideal both threaten and preserve it? 3. What is the relationship between knowledge and will? Why is everything a matter of perspective? 4. Why does Nietzsche call man the sick animal? 5. What is the herd instinct? How does it help modern individuals to cope with their distortion? 6. What examples does Nietzsche give of modern no-sayers? 7. What is the will to true statement? 8.What are the different meanings and symptom s that Nietzsche attributes to nihilism? 9. What is will to power? In what sense is it unconscious? How does it relate to the will to truth? 10. What role is played by Zarathustra and what is his relationship to the Dionysian? Why does Nietzsche suggest he has come too soon? Week 12 Research essay workshop This weeks seminar will take the form of a collaborative workshop intended to help you in preparing and drafting your research essay. By the end of the session you should have a firm gloss and essay structure in place, and be ready to begin writing (if you havent already). 5 Essential preparation using the feedback on your essay plan, begin sketching out the structure and content of your essay in more detail. What will be your final choice of theme and thinkers? What main differences/similarities have you identified in the different thinkers treatment of your chosen theme? What will your final essay title be? What are the key primary and secondary texts you are using? You should be prepared to share your work and ideas with other students and to offer constructive criticism of the work of others.IMPORTANT if for any reason you are unable to attend this workshop you MUST notify your tutor. 26 Appendix I MPT II Assessment PLEASE NOTE THAT THERE WILL BE A BRIEFING SESSION ON THE ASSESSMENT REQUIREMENTS FOR ALL STUDENTS ON THURSDAY 18 JANUARY AT 1PM IN ROOM FB113A Overview This semester, assessment consists of the following two pieces of work (i) an essay proposal of max 500 words, plus working bibliography and (ii) a research essay of max. 5000 words. There is no exam for this module. The research essay is designed to allow you to demonstrate both depth and breadth in your understanding of the semesters thinkers.It is also intended to help develop your skills of research design and independent research, in order to prepare you for the final year dissertation you will undertake next year. You are required to choose one from a selection of key themes, and to wri te an essay that compares and analyses the treatment of your chosen theme by at least three of the thinkers covered in this module. The choice of thinkers will depend on the theme chosen and your own interests, with one stipulation at least two must be chosen from the Spring Semester (for Semester B associates all will be chosen from the Spring Semester).The themes from which to choose are 1) freedom 2) human nature 3) morality/ethics 4) equality 5) political authority and legitimacy. The requirement to submit a plan and working bibliography is intended to ensure that your choice of themes and thinkers is appropriate, to help you in framing your arguments, and to give you the opportunity to receive feedback on your work in progress from your seminar tutor. Your tutors will also incorporate short writing exercises into classes to help you link themes and thinkers as we progress through the course. Suggested exercises are include in this handbook.Your work will be assessed according t o the general assessment criteria set out in the Politics Student Handbook, however you should also pay careful attention to the specific requirements of the tasks set out below. Coursework 1 Research essay plan and working bibliography Deadline 9am Thursday 7 March 2013 (Week 9) 27 Title MPT II research essay plan (also give proposed title of your research essay) Word length Maximum 500 words not including bibliography. Weighting 10% of the overall course mark for MPT (15% for single semester associate students).Task Your 500 word plan must do the following submit a working title for your essay (see end of this appendix for example title formats) Introduce your chosen theme and give a brief rationale for your choice of thinkers Set out an indicative structure for your essay Give an indication of the main similarities/differences between the thinkers in terms of your chosen theme, and/or indicate your overall argument Your working bibliography must Contain both primary texts and s econdary sources Show that you have identified sufficient relevant sources to assist in the research and writing of your essay Be properly and accurately presented, adhering to scholarly conventions MPT II Coursework 2 Research essay Deadline 9am Tuesday 23 April 2013 (revision week) Title Give the finalised title of your essay Word Length Maximum 5000 words including footnotes, excluding bibliography Weighting 50% of the overall module mark for MPT (85% for single semester associate students) Task The essay must Demonstrate that you have read and understood a range of primary and secondary texts studied in the module. Clearly show the relevance of your chosen thinkers to the theme selected Use analytical and critical skills to explore similarities/differences/complementarities between the thinkers 28Advance and sustain an overall argument Be properly and accurately presented and referenced, and contain a full bibliography Advice and guidance This research essay is not simply a long er version of the ordinary undergraduate essay. It is more in the nature of a guide research project, and thus requires more of you. You contribute to the design of the topic or question, and you will need to be more independent in identifying and selecting relevant source material. The number of sources consulted will be greater than for the average 2000-3000 word essay. A longer piece of work requires you to develop your points and arguments in greater detail and depth, and it may also be more difficult to structure.Therefore please pay attention to the following suggestions, and ask your seminar tutor or course convenor for help if anything is unclear. Getting started Do NOT leave all the preparatory work for this essay until the week before you have to hand in your plan You need to be thinking from an early stage about what themes and thinkers interest you, and you should make notes, week by week, on how the different thinkers relate to the various themes. Some short exercises are included in this handbook to help you do this these may be done in class with help from your tutor, but should also be used after class to help you build up a set of thematic notes.Designing your topic It is crucial that your choice of theme and thinkers is coherent. Whatever theme you choose, you should start by iden