...philosophers is Hannah Arendt. Most of Hannah Arendt’s thoughts apply to totalitarianism, revolution, the nature of freedom and the faculties of thought and judgement. The power and innovative thought process is noticeable in many of her works, for example The origins of Totalitarianism, The Human Condition, On Revolution, The Life of the Mind, and a variety of her other essays. The majority of these works focused on important political events and crisis which of the time, trying to identify the meaning, historical importance and affects on the moral and political judgement of people. (D’Entreves, M. 2006) Hannah Arendt, was born on October 14, 1906, in Hanover, Germany. Born to Paul and Martha (Cohn) Arendt, she was the only child. Arendt was raised in Konigsberg by her jewish father and mother, later moving to Berlin. At the age of seven, her father Paul died due to paresis. In 1920, her mother married Martin Beerwald, whom had two of his own children Eva and Clara Beerwald , into Hannah Arendt’s home. ( Hannah Arendt - Biography.(n.d.))...
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...Power. Authority. Violence A research paper highlighting the relation between the three terms: power, authority and violence, and the nature of violence and power in Hannah Hannah Arendt’s theory in her book ‘Crises of the Republic’. ------------------------------------------------- Sushrut S. Vaidya (20155042) Hannah Arendt (1906 – 1975) was a political theorist, who through her theories got the recognition of a philosopher and framed the thoughts of many political theorists to come through her topics on the nature of power, authority and totalitarianism. Through this paper, I shall be talking about my take on the relation between the three fundamentals of Hannah Arendt’s theory in her book ‘Crises of the Republic’. The relation that I will be deriving is between her theory of power, authority and violence. I hope to be, at the end of this paper, be able to provide an input as to where the ideal culminated theory lies and be able to put forward a few points on the continued flow of power. Power, according to the Merriam-Webster dictionary is defined as the ability to act or produce an effect or as the possession of control, authority or influence over others. Power, has evolved into its many forms as it was practiced through time. Turning back time to back when primordial man asserted his power over others to the beginning of civilized life to the time where empires began and required ruling to the creation of the ‘modern man’, power has been exercised multiple...
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...growth of the dairy and tourism sectors has produced dilemmas for families and communities as they attempt to adjust to the social consequences of rapid industry change. Drawing on a social capital perspective and a case study of 12 Westland families, this project examines how rural families bring balance to aspects of the three actions defined by Arendt as being essential to “the human condition”: family, work and community life. The findings reveal significant insights into how social capital is effectively reproduced in times of change. These insights are discussed in terms of their social policy implications. Fifty years ago Hannah Arendt (1958) published The Human Condition. In this work she contended that there are three types of action required to be “fully human”. The first two of these actions, engagement in family life and paid work, are necessary for human existence in contemporary society. The third action she called vita activa, or public life: a life that is actioned within jointly built civil spaces. Within these spaces we are capable of debate, we share actions and we resolve collective dilemmas (Arendt 1958). Arendt reminds us that the absence of, or over-attention to, any one aspect of the human condition is likely to be problematic. A half a century on from Arendt’s original thesis, public policy continues to debate aspects of vita activa and democratic governments still seek to engage vita activa in economically and socially productive ways. Working out...
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...expository prose. -Students will develop the skill of revising their writing, with specific feedback from instructor. -Students will critically engage with texts, not just as passive consumers of literature, but as active participants in an ongoing dialogue. O Credit Requirement: -Each student must give two twenty minute oral presentations. Required Work Load: -As this course is registered as a C, and O (oral) 300 level course, each student will be required to keep up with the workload of the course. Students will read 200-300 pages a week, complete weekly short reflection papers, give two twenty minute oral presentations, and complete a 20 page research paper over the course of the semester. Weekly Schedule (subject to change) Week 1 (Jan 27): The Great Dream: Anxiety and the Lure of Utopia in Fin de Siècle European Jewry -Theodor Herzl: Excerpts from Altneuland and Der Judenstaat -Hannah Arendt:...
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...Source BBC: Adolf Eichmann did not work hard or do well at school and left without any qualifications. His father, who had meanwhile started an oil-extraction business, gave him a job. Eichmann worked on the surface and in underground oil-shale tunnels before moving to an apprenticeship with an electrical engineering firm. In 1927 his father used family contacts to get him a job with another oil company. Little attention has been paid to Eichmann's work experience, but it had a significant bearing on his career in the SS. Eichmann was adept at learning practical skills on the job, under the tutelage of seniors he respected. While he continued to live at home, he ranged over Upper Austria selling oil products, locating sites for petrol stations, and setting them up. He also arranged kerosene deliveries. On Saturday he conscientiously completed his paperwork and reported to his superiors. Eichmann did well and was transferred to the Salzburg district. But by 1933 he had tired of the job and, anyway, was laid off. He had learned a lot, though: how to identify prime sites at communication junctions, how to timetable and organise deliveries, how to sell a product and persuade people to do your bidding. During his trial he pretended to be apolitical, but Eichmann came from a strongly German nationalist family. Like many Germans his father lost his wealth during the post-war economic crisis and had the embittering experience of starting all over again. He enrolled his son in the...
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...Nuyens GRIPh Working Papers No. 0901 This paper can be downloaded without charge from the GRIPh Working Paper Series website: http//www.rug.nl/filosofie/GRIPh/workingpapers What is love? A Conceptual Analysis of “Love”, focusing on the Love Theories of Plato, St. Augustine and Freud CONTENTS INTRODUCTION............................................................................................................. 1 1. FORMAL ANALYSIS OF LOVE............................................................................... 3 2. SEMANTIC ANALYSIS OF LOVE........................................................................... 6 3. HISTORICAL ANALYSIS OF LOVE....................................................................... 9 3.1 ANCIENT GREEK PHILOSOPHY: PLATO ..................................................................... 11 3.2 CHRISTIAN PHILOSOPHY: SAINT AUGUSTINE............................................................ 18 3.3 MODERN PHILOSOPHY: FREUD ................................................................................. 27 4. COMPARATIVE EVALUATION............................................................................ 37 CONCLUSIONS ............................................................................................................. 40 REFERENCES................................................................................................................ 43 Introduction The starting point of this paper is the question: “What...
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...HISTORY AND THEORY STUDIES FIRST YEAR Terms 1 and 2 Course Lecturers: CHRISTOPHER PIERCE / BRETT STEELE (Term 1) Course Lecturer: PIER VITTORIO AURELI (Term 2) Course Tutor: MOLLIE CLAYPOOL Teaching Assistants: FABRIZIO BALLABIO SHUMI BOSE POL ESTEVE Course Structure The course runs for 3 hours per week on Tuesday mornings in Terms 1 and 2. There are four parallel seminar sessions. Each seminar session is divided into parts, discussion and submission development. Seminar 10.00-12.00 Mollie Claypool, Fabrizio Ballabio, Shumi Bose and Pol Esteve Lecture 12.00-13.00 Christopher Pierce, Brett Steele and Pier Vittorio Aureli Attendance Attendance is mandatory to both seminars and lectures. We expect students to attend all lectures and seminars. Attendance is tracked to both seminars and lectures and repeated absence has the potential to affect your final mark and the course tutor and undergraduate coordinator will be notified. Marking Marking framework adheres to a High Pass with Distinction, High Pass, Pass, Low Pass, Complete-toPass system. Poor attendance can affect this final mark. Course Materials Readings for each week are provided both online on the course website at aafirstyearhts.wordpress.com and on the course library bookshelf. Students are expected to read each assigned reading every week to be discussed in seminar. The password to access the course readings is “readings”. TERM 1: CANONICAL BUILDINGS, PROJECTS, TEXTS In this first term of...
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...Paper to be presented at Oxford Internet Institute’s “A Decade in Internet Time: Symposium on the Dynamics of the Internet and Society” on September 22, 2011. Social Privacy in Networked Publics: Teens’ Attitudes, Practices, and Strategies danah boyd and Alice Marwick Microsoft Research dmb@microsoft.com and amarwick@microsoft.com Waffles, 17, NC1: Every teenager wants privacy. Every single last one of them, whether they tell you or not, wants privacy. Just because an adult thinks they know the person doesn’t mean they know the person. And just because teenagers use internet sites to connect to other people doesn’t mean they don’t care about their privacy. We don’t tell everybody every single thing about our lives. We tell them general information - names, places, what we like to do - but that’s general knowledge. That’s not something you like to keep private-- “Oh, I...
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...The Holocaust: Suggested Reading There is a wealth of information about the Holocaust. So much has been written, in fact, that it can be difficult to determine where to start. This reading list is collected from recommendations from other members of The Holocaust History Project. It is not a complete bibliography but represents our opinion as to what are the most useful starting places for research. Since this list concentrates on works that are easily available and useful to a person unacquainted with the history of the Holocaust, many excellent books which are rare or out of print are not listed. Another class of books that are not included is works that are controversial because of their contents or the unusual theories they propose. Some of these are excellent works, others are not. But we feel that the reader for whom this list was compiled would not have the knowledge needed to evaluate these discussions of the legitimate controversies about the Holocaust. Just as a medical student must learn anatomy before he or she is taught surgery, someone studying the Holocaust must know the factual background before some of the more technical studies can be understood. As well as general works we have included books of specialized interest concerning the matters about which we at The Holocaust History Project are most frequently asked. Many of these books deal with more than one subject, but in the interest of brevity we have not cited a book more than once. General history of the...
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...Core study 1 Asch 1955 : Aims and Context Summarise the aims and context of Asch’s 1955) research opinions and social pressure An individual is said to conform if they chose to study a course of action that is favoured by the majority or that is considered socially acceptable .When an individual is influenced by how the majority of people think this is considered socially acceptable Conformity is a form of social influence that results from exposure to the majority position , the tendency for people to adopt the behaviour, attitudes and values of other members of a reference groups, This was a study of conformity in an ambiguous situation ‘unclear’. Jenness asked students to guess how many beans there were in a jar,they were then asked to discuss in groups. Lastly they were asked to give their estimates again, individuals estimates tended to converge to the group norm.It seems reasonable that when in an ambiguous situation (were the answer isn't obvious ) we look to others to get some ideas about behaviour . Jenness's research is limited as he specifically asked participants to produce a group estimate rather than just observing if they would produce group estimates. Sherif conducted a similar investigation into responses to an ambiguous stimulus using the auto kinetic effect ( this is where a stationary spot of light projected on to a screen appears to move) Sherif told participants he was going to move the light , he asked the pp’s to estimate by how far the spotlight...
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...Trustees of Princeton University Now Out of Never: The Element of Surprise in the East European Revolution of 1989 Author(s): Timur Kuran Source: World Politics, Vol. 44, No. 1 (Oct., 1991), pp. 7-48 Published by: Cambridge University Press Stable URL: http://www.jstor.org/stable/2010422 . Accessed: 26/02/2011 05:24 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at . http://www.jstor.org/action/showPublisher?publisherCode=cup. . Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. Cambridge University Press and Trustees of Princeton University...
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...4 Main Idea • • • • • What is a main idea? What is a topic? How do you recognize the difference between general and specific ideas? What is a stated main idea? What is an unstated main idea? Everyday Reading Skills: Selecting a Book Copyright ©2010 by Pearson Education, Inc. 118 CHAPTER 4 Main Idea What Is a Main Idea? The main idea of a passage is the core of the material, the particular point the author is trying to convey. The main idea of a passage can be stated in one sentence that condenses specific ideas or details in the passage into a general, allinclusive statement of the author’s message. In classroom discussions, all of the following words are sometimes used to help students understand the meaning of the main idea. thesis main point central focus gist controlling idea central thought Whether you read a single paragraph, a chapter, or an entire book, many experts agree that your most important single task is to understand the main idea of what you read. Topic Main Idea Major Detail Major Detail Major Detail Minor Detail Minor Detail Minor Detail Minor Detail Minor Detail Recognize General and Specific Words The first step in determining the main idea of a selection is to look at the specific ideas presented in the sentences and try to decide on a general topic or subject under which you can group these ideas. Before tackling sentences, begin with words. Pretend that the sentence ideas in a selection have been reduced...
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...I-Introduction: The term "realism" was first used to formulate the philosophical doctrine that "universals exist outside of the mind" (Freyberg-Inan, 1). Yet, in political theory, "realism" represents a school of thought that analyzes the political process as it is or as it is disclosed by historical forces " ... that the able political practitioner takes into account ... and incorporates ... into his political conceptions and his political acts "(Ibid, 1-2). In the field of international relations, realism became the dominant analytical paradigm mostly after the start of the Second World War, when it displaced idealist doctrines, promising "to provide more accurate information, more powerful, and more relevant answers" to the roots or causes of peace and war (Brecher& Harvey, 54). At the same time, many features of the current realist paradigm can be traced back to the time of Thucydides, Niccolo Machiavelli and Thomas Hobbes. Among contemporary thinkers recognized as major writers and contributors to the realist tradition are Hans Morgenthau, Edward Carr and Kenneth Waltz (Freyberg-Inan, 8). What are then the basic tenets or common features of a realist thinker? Machiavelli would acknowledge that to be a realist one has to look at history as "a sequence of cause and effect whose course can be analysed and understood by intellectual effort, but not directed by imagination" (Carr, 64). Hobbes would persist in the same train of thought and insist that to be a realist thinker...
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...GLOBALIZATION BACKLASH AND THE RISE OF ANTI-HEGEMONIC PARTY STATES Diego Olstein Hebrew University of Jerusalem Contents Introduction: Globalization and Anti-Hegemonic Party State………………………………..5 Part I: Principle Chapter 1: Defining Anti-Hegemonic Party State………………………………………………….18 Chapter 2: Anti-Hegemonic Party State and Domestic Features of Political Regimes…………………………………………………………………………………………… 44 Chapter 3: Anti-Hegemonic Party State and Exogenous Perspective on Political Regimes……………………………………………………………………………………………75 Part II: History Chapter 4: The Global Rise of Anti-Hegemonic Party States and Globalization Backlash 1917-1945...…………………………………………………………….91 Chapter 5: The Big Leap of Anti-Hegemonic Party States: The Second Wave 1946-1975…………………………………………………………………………………………………………………111 Chapter 6: Globalization Anew and the Marginalization of Anti-Hegemonic Party States 1976-2010………………………………………………………142 Conclusions Introduction: Globalization and Anti-Hegemonic Party State In 1997 the European Commission defined Globalization “as the process by which markets and production in different countries are becoming increasingly interdependent due to the dynamics of trade in goods and services and flows of capital and technology. It is not a new phenomenon but the continuation...
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...POSTPARTUM DEPRESSION: LITERATURE REVIEW OF RISK FACTORS AND INTERVENTIONS Donna E. Stewart, MD, FRCPC E. Robertson, M.Phil, PhD Cindy-Lee Dennis, RN, PhD Sherry L. Grace, MA, PhD Tamara Wallington, MA, MD, FRCPC ©University Health Network Women’s Health Program 2003 Prepared for: Toronto Public Health October 2003 Women’s Health Program Financial assistance by Health Canada Toronto Public Health Advisory Committee: Jan Fordham, Manager, Planning & Policy – Family Health Juanita Hogg-Devine, Family Health Manager Tobie Mathew, Health Promotion Consultant – Early Child Development Project Karen Wade, Clinical Nurse Specialist, Planning & Policy – Family Health Mary Lou Walker, Family Health Manager Karen Whitworth, Mental Health Manager Copyright: Copyright of this document is owned by University Health Network Women’s Health Program. The document has been reproduced for purposes of disseminating information to health and social service providers, as well as for teaching purposes. Citation: The following citation should be used when referring to the entire document. Specific chapter citations are noted at the beginning of each chapter. Stewart, D.E., Robertson, E., Dennis, C-L., Grace, S.L., & Wallington, T. (2003). Postpartum depression: Literature review of risk factors and interventions. POSTPARTUM DEPRESSION: LITERATURE REVIEW OF RISK FACTORS AND INTERVENTIONS Table of Contents EXECUTIVE SUMMARY 2 OVERALL METHODOLOGICAL FRAMEWORK 5 CHAPTER 1: RISK FACTORS FOR...
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