The Rebirth of Ignatius in The Confederacy of Dunces Essay examples --

The Rebirth of Ignatius in The Confederacy of Dunces      Ã‚  Ã‚   "You learnt everything, Ignatius, except how to be a human being" (375).   Ã‚  Ã‚  Ã‚  Chained to a dominant character who is so vast and yet so embryonic that he is not only protagonist but also, in many ways, his own antagonist, The Confederacy of Dunces, by John Kennedy Toole, has been called "a broad satirical view of the modern world" (Holditch "Introduction" The Neon Bible xi). Since this short definition fails to explain that the view presented is primarily that of the slug-like character of Ignatius Jacques Reilly, it also fails to take into account that one's view from the womb is, of necessity, somewhat limited. Although Ignatius is thirty years old and has a Master's Degree, he is so emotionally unprepared for life that he hides in the safety and sanctuary of his womb-like bedroom, anxiously peers out at the world around him, and condemns all that he sees. As observed from this view, the world does, indeed, appear to be a fearful place.    Having lost faith in modern religion at a young age, Ignatius claims to embrace a medieval worldview in which fate rather than free will is mandated. Like Oedipus, Ignatius attempts to evade his destiny, but rather than trying to run from it, and thus, running right into it as did Oedipus, Ignatius attempts to hide from his fate by refusing life, itself. Afraid of both life and death, Ignatius lives in a Limbo of his own devising. In his writings, Ignatius declares, "'I have always been forced to exist on the fringes of society, consigned to the Limbo reserved for those who do know reality when they see it'" (30). Of course, in rejecting his own possibilities to participate actively in determining the outcome of events in... ...res a jump-start--a massive jolt of terror-inspired impulses. Ignatius now reaches such a moment when his life is charged by this powerful psychological and physiological impetus.       In spite of the fear which propels him, there is finally hope for Ignatius. Waddling fearfully into the world, he can now learn to accept his common fate with the rest of humanity--his own humanness and inherent vulnerability in a world over which he has no control. In her frustration and resignation, Ignatius' little mother, an unusual Earth Mother at best, once sadly and plaintively tells her son, "You learnt everything, Ignatius, except how to be a human being" (375). Therein lies a lesson for us all.      Works Cited Holditch, W. Kenneth. The Neon Bible. Grove Press: New York, 1989. Toole, John Kennedy. A Confederacy of Dunces. Grove Weidenfeld: New York, 1980. The Rebirth of Ignatius in The Confederacy of Dunces Essay examples -- The Rebirth of Ignatius in The Confederacy of Dunces      Ã‚  Ã‚   "You learnt everything, Ignatius, except how to be a human being" (375).   Ã‚  Ã‚  Ã‚  Chained to a dominant character who is so vast and yet so embryonic that he is not only protagonist but also, in many ways, his own antagonist, The Confederacy of Dunces, by John Kennedy Toole, has been called "a broad satirical view of the modern world" (Holditch "Introduction" The Neon Bible xi). Since this short definition fails to explain that the view presented is primarily that of the slug-like character of Ignatius Jacques Reilly, it also fails to take into account that one's view from the womb is, of necessity, somewhat limited. Although Ignatius is thirty years old and has a Master's Degree, he is so emotionally unprepared for life that he hides in the safety and sanctuary of his womb-like bedroom, anxiously peers out at the world around him, and condemns all that he sees. As observed from this view, the world does, indeed, appear to be a fearful place.    Having lost faith in modern religion at a young age, Ignatius claims to embrace a medieval worldview in which fate rather than free will is mandated. Like Oedipus, Ignatius attempts to evade his destiny, but rather than trying to run from it, and thus, running right into it as did Oedipus, Ignatius attempts to hide from his fate by refusing life, itself. Afraid of both life and death, Ignatius lives in a Limbo of his own devising. In his writings, Ignatius declares, "'I have always been forced to exist on the fringes of society, consigned to the Limbo reserved for those who do know reality when they see it'" (30). Of course, in rejecting his own possibilities to participate actively in determining the outcome of events in... ...res a jump-start--a massive jolt of terror-inspired impulses. Ignatius now reaches such a moment when his life is charged by this powerful psychological and physiological impetus.       In spite of the fear which propels him, there is finally hope for Ignatius. Waddling fearfully into the world, he can now learn to accept his common fate with the rest of humanity--his own humanness and inherent vulnerability in a world over which he has no control. In her frustration and resignation, Ignatius' little mother, an unusual Earth Mother at best, once sadly and plaintively tells her son, "You learnt everything, Ignatius, except how to be a human being" (375). Therein lies a lesson for us all.      Works Cited Holditch, W. Kenneth. The Neon Bible. Grove Press: New York, 1989. Toole, John Kennedy. A Confederacy of Dunces. Grove Weidenfeld: New York, 1980.

Effect of video games on children Essay

Technology had evolved very fast from generation to generation. Young and adults are both into what we call video games and techie gadgets. Nowadays, we can normally see computers, gaming consoles and etc. at home and in schools. Video games are entertaining and effective motivation for children. They engage them to skillful play depending on the game design. There have even been studies with adults showing that experience with video games is related to better surgical skills. Research also suggests that people can learn iconic, spatial, and visual attention skills from video games. Although this fad benefits to all but on the other hand, it also give negative effects especially to those children who are getting addicted to it. Studies show that children’s video game habits are contributing to the risk factors for health, behavior and poor academic performance. It was also reported that girls and boys play for an average of about 5-13 hrs/ week. Some children spend more hours that what is reported. There were negative effects of video games on children’s physical health, including obesity, video-induced seizures. and postural, muscular and skeletal disorders, such as nerve compression, and carpal tunnel syndrome that were documented by the research. However, these effects are not likely to occur for most children. Parents should be most concerned about two things: the amount of time that children play, and the content of the games that they play. The amount of time that the children play lessens the amount of time and focus allotted for his academics. The content of the games that he/she plays leads to increased physiological arousal, increased aggressive thoughts, increased aggressive feelings, increased aggressive behaviors, and decreased pro-social helping. Children must not spend more than one to two hours per day in front of all electronic screens, including TV, DVDs, videos, video games, and computers (The American Academy of Pediatrics, 2004). Regarding content, educational games are likely to have positive effects and violent games are likely to have negative effects. We must limit them from violent games and introduce to them educational games, consoles and etc. The conclusion that Gentile (2004) drew from the accumulated research is that the question of whether video games are â€Å"good† or â€Å"bad† for children is oversimplified. Playing a violent game for hours every day could decrease school performance, increase aggressive behaviors, and improve visual attention skills. Instead, parents should recognize that video games can have powerful effects on children, and should therefore set limits on the amount and content of games their children play. In this way, we can realize the potential benefits while minimizing the potential harms. Source: http://findarticles. com/p/articles/mi_m0816/is_6_21/ai_n9772319/ Article by: Dr. Douglas Gentile is a developmental psychologist, and is assistant professor of psychology at Iowa State University and the director of research for the National Institute on Media and the Family where he conducts research with children and adults. COPYRIGHT 2004 Pediatrics for Parents, Inc. COPYRIGHT 2005 Gale Group.

The Characteristics And Psychological Processes Of...

The Characteristics and Psychological Processes of Genocide and Its Perpetrators Claudio Viganà ³ 1330330 Integrative Project 300-301-MS 00007 David O’Keefe Research Proposal Monday March 23, 2015 Topic Summary The topic of this research proposal is genocide: more precisely the origins of the Rwanda and Cambodia genocide killings, with a focus on the characteristics and psychological processes of the individuals and societies that promote this extreme violence: the motivations and how they intensify so quickly. The topic of genocide is important because it has extreme consequences. Exactly fifty years after Nazi Germany, the world experiences the Rwanda Genocide. The article â€Å"How many Perpetrators were there in the Rwanda Genocide,† estimates that there were approximately 200,000 perpetrators in the 1994 genocide in Rwanda, while in the Cambodia Genocide; the Khamer Rouge tried to exterminate Buddhism from Cambodia. Out of 70,000 monks, the Pol Pot government in the Cambodia genocide left fewer than 2,000 of them alive (Kiernan, 79). Similarly to the Jews in Nazi Germany, the Tutsi’s and Buddhist monks were dead to society because each death became more justified, as they were killed more and more (Hintjens, 241). Consequently, these genocides have raised the following research question: By focusing on psychology and sociology at an individual and societal level prior to the Rwanda and Cambodia Genocide, we can explain the behavior of their perpetrators.Show MoreRelatedHistory, Gender, Racial, And Cultural Heritage Of The American Nation State During The Holocaust1332 Words   |  6 Pagesmeaning of reification through dehumanization and demonization. On April 6, 1994, Hutus began a mass slaughtering of the Tutsis in the African country of Rwanda. This mass slaughtering was labeled as genocide: the deliberate obliteration of an ethnic, racial, religious, or political group. The Rwandan genocide lasted 100 days while other countries stood idly by and watched the brutal killings continue. Accusations from editorials and radio broadcasts claimed the Tutsis wanted to establish a monarchy withRead MoreEssay Creating Terrorists Using Social Psychological Conditioning2256 Words   |  10 PagesCreating Terrorists Using Social Psychological Conditioning Terrorism has been significantly on the rise over the past several years, making it one of the major concerns for governments and security organizations. The identity of terrorists and the activities perpetrated by them have been associated with certain races, religious affiliations and other geographical parameters, with little concern to understand the development of these characteristics among humanity. Most individuals have classifiedRead MoreThreats of Terror Essay5144 Words   |  21 PagesThreats of Terror This article analyses the intellectual, religious, national and moral processes through which a democratic society has had to confront in its day-to-day routines under the ever-present threat of terror. It discusses the effects of the terror over the character of Israeli society and the critical debates in its system of education. As far as it can be ascertained through the observations in this study, the general publics’ attitude couldRead MoreOrganisational Theory230255 Words   |  922 Pagesneo-modernist organization theory challenges understandings of organization culture Creating a culture that gives meaning to work Developing understanding of culture Developing a ‘practical theory’ of organizational culture The vehicles of culture The processes of the communication of culture The ‘heart of culture’ A tale of two cultures How neo-modernist organization theory develops challenges in the design of organizations The processual perspective Design and development Conclusions: does neo-modernist