A Zipper For Pee-wee Herman :: essays research papers fc

A Zipper for Pee-Wee Herman Leaders in childrens television are and always have been concerned about what programs actually make it on the air. Most early programming for children of school age in the 1950's was the western program. Another type was the science-fiction thriller which tended to be based on hero's from the radio, comics, and films. However, a favorite of the youngest audience was the children's equivalent of the variety show. This usually contained circus, puppet, and/or animal segments. "Super Circus", which aired in 1949, consisted of music, circus acts, animals, and of course, clowns. In 1952, yet another type of program came about which reached a very similiar audience as the circus variety shows. It was called "The Ding Dong School". The Ding Dong School offered the conversation, low-key instruction, commercials, and entertainment of Miss. Frances, a professional teacher. With the help of these types of shows, a new genre was born. Children's television which was a mixture of songs, education, fun, and a whole lot more. In 1969, the first airing of "Sesame Street" took place. Sesame Street had programs which were sponsored by different letters of the alphabet or numbers each day, and relied on very short, animated cartoons with live and puppet segments which kept the interest of preschool children. The show was an instant outstanding success, and still broadcasts today. In 1970, "Mr. Roger's Neighborhood" was born. Mr. Fred Roger's used puppets and music to teach patience and cooperation, while providing guidance to help children cope with feelings and frustrations. Mr. Roger's land of makebelieve's handpuppet characters interacted with humans in the mythical kingdom of King Friday XIII. There, the puppets and humans would deal with their feelings and emotions as they solve typical, everyday problems. This new genre of programming was a sensation. The children loved it, and the parents approved of it. During the following years, many new shows came about which still fit this genre. In the year 1986, yet another show was born into childrens television. "Pee-Wee's Playhouse". This series, starring host Pee-Wee Herman (Paul Reubens) used animation, puppets, and vintage cartoons to entertain and educate its audience. Between Pee-Wee Herman and his extraordinary playhouse, children were given the opportunity to let their imaginations go crazy. The "playhouse" had no permanent residents, that is, besides the furnishings. Not ordinary furnishings, you see, Pee-Wee's furnishings could move, talk, dance, and sing. These "characters" could be seen at the playhouse on a regular basis. Some of the favorites were: Globey, a talking globe who would show Pee-Wee the countries that his pen-pal's letters came from; Magic Screen, a toy of Pee-Wee's that enabled him to actually get

FINDING THE CONCLUSION :: essays research papers

Background   Ã‚  Ã‚  Ã‚  Ã‚  Critical thinking can be used in certain aspects of problem solving and requires various types of skills. People must be motivated and not afraid to use their critical thinking skills to solve various troubles that can and will arise. Problem Statement What are the issues and the conclusion? We as readers and listeners in today’s society always seem to believe everything that we read and hear without digging a little deeper to actually find out if it is the truth. Analysis Critical thinking is a skill that we are not born with, but with some knowledge and practice it is a tool that can be used very effectively. Becoming a critical thinker takes time, practice and lots of thought. We as humans always try to force our view upon other people and of course we assume that we are always right. From the other perspective when we have an opinion forced upon us we naturally get defensive. We as critical thinkers need to be open to other people’s opinion but listen with caution to all of the facts before we make any assumptions or judgments. Recommendations 1.  Ã‚  Ã‚  Ã‚  Ã‚  Don’t always believe everything that you hear and always ask yourself what the issue is. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Always try to find the conclusion and look for indicator words. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Remember what the conclusion is not. Conclusions will not be any of the following: a.  Ã‚  Ã‚  Ã‚  Ã‚  Examples b.  Ã‚  Ã‚  Ã‚  Ã‚  Statistics c.  Ã‚  Ã‚  Ã‚  Ã‚  Definitions d.  Ã‚  Ã‚  Ã‚  Ã‚  Background Information e.  Ã‚  Ã‚  Ã‚  Ã‚  Evidence S.W.O.T My selected recommendation is: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Don’t always believe everything that you hear and always ask yourself what the issue is. Strengths †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Understanding and listening will make you more aware of the real issue and will help you become a better critical thinker. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Learning to listen will help you in many aspects of not only your personal life but it can be a very strong aide on your professional life. Weakness †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  We can become very skeptical about everything. Sometimes we need to sit back and ask ourselves when is critical thinking necessary. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Critical thinking is a very powerful tool and used for the wrong purpose you can damage ones character. Opportunity †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  We as critical thinkers have the opportunity to see things very clearly and realize when the wool is being pulled over our eyes.

My First College Class Experience Essay

The transition from high school to college in itself is a frightening experience in some way for everyone whether it be moving away from home or the vastness of a college campus others learn from these new experiences. Many very important lessons are learned outside the classroom in college but there is also so much to be learned about who you are in the classroom as well. When someone first sees Composition I on their schedule the first day of college they might think that this class is going to be tedious, boring, and nothing but writing essays, after a few class periods though they will begin to realize that this class is much more than that. Composition one from my perspective was like dipping your toes into water to test and see if you are ready to go in or not, the water may be too warm or cold at first but that is no reason to shy away from it, if they jump right in they will find that the positives far outweigh the negatives. My first semester of college was spent at The University of the Incarnate Word it was my first real taste of what college was going to be like and I very much enjoyed it but the class that was most surpirsing in how much that was learned to me was composition I. In the course catalog this class’s description was, â€Å" Part of the UIW Core Curriculum, this is a writing-intensive course focusing on numerous rhetorical modes to develop main ideas. This course introduces students to creative, academic and business writing and communication, emphasizing grammar and syntax, with a view to increasing expository skills and critical thinking ability†. Now to be terribly honest this description made this class seem extremely dull just based on the description but even so I was there on the first day ready to learn. The class was small and more relaxed than I thought it would be it turned out that this class was going to be the exact opposite of the description I had read. The assignments that were given in writing always forced the class to think not just about their own world but the bigger picture of how what they did affected the people around them and the world, for example they wrote about the short story by Ray Bradbury There Will Come Soft Rains and how they thought the world was becoming more and more like the story it gave a much greater sense of awareness of how change was needed in the community and to become more involved with each other and appreciate one another and not be so consumed  by technology. They were also given a project on conservation or countries that didn’t have clean sources of water and how they were affected by them It was an eye opening experience seeing how much others suffered and couldn’t have access to clean water in different places around the world. Such as in an article I read in The New York Times where it was said,† Three -fifths of all water supplies are â€Å"relatively bad† or wo rse. Roughly half of rural residents lack access to drinking water that meets international standards.† It gave a much greater sense of compassion for those who don’t have access to something so basic as clean drinking water. In the words of the Dalai Lama, â€Å"Love and compassion are necessities, not luxuries. Without them, humanity cannot survive.† This quote is the perfect representation of what I learned in that class. Compassion is probably the greatest quality you can bring to college with you and in outside of college as well because without compassion we’re not even human anymore. The greatest lessons you will learn in your life will be in your college years, you find who you are and who you want to become after you graduate. When you first get to college you’re just getting your feet wet and testing the water but once you start immersing yourself in your classes that’s when you really take the plunge into the pool. There are certain classes you will take that will help you to have that drive to be better and change the fear or hesitation yo u first had when you started college and those classes will better who you are as a person and make the whole college experience worth it.

Cider House Rules Review

The 1 999 film, â€Å"Cider House Rules†, directed by Lease Hailstorm and based on a novel written in 1985 by John Irving, portrays the respective of abortions back when women did not have the right to choose. The movie takes place during World War II in America, when the struggle between women and society over the laws of abortion was the most evident. It is with consideration of our history, and the examples depicted In the movie â€Å"Cider House Rules,† that I believe In each woman's right to choose whether or not abortion Is meant for their particular situation.There has always been a heated debate on human rights, and that of a woman and her fetus. The question to whom should have the right to choose and the right to life is where this argument has continued to go back and Roth. â€Å"Cider House Rules† gives a modern perspective on abortions during the past, and allows us to appreciate the rights we have now in a contemporary society. Unlike the present, d uring the sass's when the movies time frame was based, abortions were illegal and women did not have the right to choose.No matter what the circumstances, a woman had to carry the fetus to full term; her only options being to keep it or to give It up for adoption. At that time, there was no other legal choice. Without options, women during this era would set out to find a doctor who would illegally abort their fetus for them. Considering the national ban of contraceptives was not uplifted until 1965, the only legal way for a woman to avoid pregnancy was through abstinence (Impressionable). This does not account for the unavoidable impregnation from rape or incest.The uncertainty and inability to protect your body from having to bear an unwanted child is why each case should be determined separately. Women deserve the right to choose, because the law is unable to acknowledge and determine each case individually. â€Å"Cider House Rules† showcases many of these situations. The movie is a testament of a young man trying to find his lace in American society. Along the way, his morals and beliefs are tested. Homer Wells, who was twice adopted and returned, is raised by the orphanage doctor, Wilbur Larch.Larch quickly realizes Homer's potential and with his utilitarianism ethics In which he believed that, moot have to be of use,† began to teach Homer how to be an unlicensed doctor (Hailstorm, 1999). Being trained specifically In the field of genealogy, DRP. Larch performed Illegal abortions for women and believed In a woman's right to happiness and the ability to choose. Homer is an anti-abortionist mentor, DRP. Larch, with performing illegal abortions. Throughout the entirety of the movie, he is challenged by witnessing women wanting to terminate their pregnancies.The question that remains is whether Homer's values will stay true based on his views, or differ with each situation. The first scenario of abortion was presented in the beginning of the movi e. Homer found a twelve year old young girl exhibiting dangerous symptoms. She was quickly rushed to surgery, where DRP. Larch voiced to Homer, â€Å"If she'd come to you four months ago and asked you for a simple D and C, what would you have decided to do? Nothing? This is what doing nothing gets you, Homer.It means that someone else is going to do the Job-?some moron who doesn't know how! † (Hailstorm, 1999). The girl eventually died due to a botched abortion that left her uterus pierced by a knitting needle. One would first have to question if she was able to consent to sexual intercourse. In Kantian grounds, â€Å"any form of coercion would be morally object-able on Kantian grounds. This is one of the strongest reasons for prohibiting sex with children- namely, that they are not independent enough to resist pressure or coercion† (Ethics, 214).As a result, any pregnancy resulting with a child â€Å"consenting† to sexual intercourse could morally be aborted. F urthermore, if she is not mature enough to consent to sexual intercourse, then presumably, she should not be morally liable to birth or care for any offspring that happens as a result of this. From a Utilitarian point of view, one would have to consider the consequences of having a baby at such a young age. If the consequences of a young mother keeping her child overshadows the things that would make her happy in life, it would morally be tolerable for an abortion to transpire.Other consequences that would have to be evaluated are how one so young would be able to provide for an infant, along with the happiness of the young mother and child in effect. According to Pregnancy-Info. Net, â€Å"A child born to a teenage mother is also seen to be at a disadvantage in society. † Facts they base this statement on include â€Å"Newborns of teen mothers tend to have a lower birth weight. As they get older, they are more likely to do poorly in school and have a greater chance of exper iencing abuse and neglect.It has been found that sons of teenage mothers are more likely to wind up in prison. Daughters of teen mothers have an increased risk of experiencing a teenage pregnancy themselves. † With Utilitarian reasoning, ethically it would be permissible for this child to abort a pregnancy that would threaten the happiness of both mother and child. If abortions had not been illegal during the time that this movie takes place, and the girl was able to obtain an abortion in a sanitary and safe environment with a professional, then the girl would have survived.The second scenario, in which Young Homer's anti-abortionist morals are tested, is with his soon-to-be secret lover Candy Kendall. She and her boyfriend Let. Wally Worthington reach out to DRP. Larch for an abortion. There was never an explanation cited for the requirement of the abortion, leaving the audience to presume that they were not prepared to rear a child. DRP. Larch has always made it clear that, â€Å"If you expect people to be responsible for their children, you have to give them the right to decide whether or not to have children† (Hailstorm, 1999).However, Homer has always stood to his grounds that a child deserves to be alive under any circumstance. His naturalistic beliefs were that it is wrong to end a life Church are based on natural law. Thomas Aquinas was a Dominican friar who also seed natural law to argue ethically. In â€Å"On Natural LaW' Aquinas states, â€Å"In the first place, there is the inclination shared by all substances in as much as they naturally desire self-preservation† (Ethics, 105). Quinoa's argument further supports that abortion goes against the preservation of the human species, and it denies the fetus to live to its full potential.From this point of view, Candy is immoral for aborting because she is denying the fetus the right to its potential life. If we are depending on the status of the fetus, then some would argue that ther e should be criteria to what we consider to be a person. Others reject this position by drawing a distinction between human being and human person, arguing that while the fetus is innocent and biologically human, it is not a person with a right to life. In support of this distinction, some propose a list of criteria as markers of Persephone.For example, Mary Ann Warren suggests consciousness (at least the capacity to feel pain), reasoning, self motivation, the ability to communicate, and self- awareness† (Wisped). With this argument, Candy was morally correct to abort an unwanted child because people like Mary Ann Warren believe that a fetus does not exhibit all the criteria of Persephone, thus does not have the right to life. Candy utilized her options by choosing to abort the fetus because her bodily rights exceed that of the fetus. The law at the time would have prevented Candy from attaining an abortion, so she did so illegally because she felt it is what is best for her.P eople should have the option to decide whether or not they are ready to be a parent for themselves. Our final scenario presented in â€Å"Cider House Rules† is that of Rose. She is one of the migrant apple pickers who befriend Homer. Her father, Mr.. Rose, was the leader of their team. After their return from the prior season, it became evident that Rose was pregnant. What truly tested Homer's anti-abortionist ethics is when he became aware of who Rose was impregnated by†¦ Her father, Mr.. Rose. In this case, all of Homer's arguments of sexual restraint and pro life could not apply to her injustice.It seems that this was the only case that shook Homer into believing in a woman's right to choose. Some feel that it is an injustice for a women to carry a pregnancy resulting from a sexual assault. It is also said that a pregnancy caused by rape or incest is the result of a grave injustice. This would remind the woman for nine months of the violence committed against her and would increase her mental anguish. The victim should not be obliged to carry the fetus to viability because â€Å"The fetus is an aggressor against the woman's integrity and personal life† (Backbite).Rose had a major injustice inflicted on her and morally should not have to bear a child that was forced. Finally, we must consider the views of Judith Jarvis Thomson. She creates an imaginary scenario in which a famous violinist has kidnapped you in the middle of the night, and is hooked up to your kidneys to purify his blood. She then compares the violinist to a fetus, who is a living viable person, and asks if you should morally have to save his life. Comparable to a fetus, the violinist has not asked permission and has connected his existence to your body.Thomson argues that even though it would be charitable of you to save the life of the violinist, or fetus, you are not obligated to do so. â€Å"Such views are consistent with a position that stressed that women are persons and have the right to bodily integrity as do other people, and others, even the noble purposes such as the nurturing of children† (Ethics, 180). Applying Rose's pregnancy due to incest, and the examples by Thomson, Rose has the right to abort because the acts were committed against her will and the fetus will grow in her without permission.It is with this reasoning that Homer aborted Rose's pregnancy. Since society had deemed abortions illegal during this time, she would have had to birth a child that was born through incest. It would not be society, but Rose who would have to live with the ultimate reminder of her father's injustice. That is why Rose, rather than society, should have the right to choose what actions to take. The Journey of the character Homer Wells witnesses three scenarios in which women have aborted their fetus.He began with his findings of an anonymous young girl who died from her botched abortion, during which his anti-abortionist ethics were unchanging. He then met Candy, who received an abortion by his mentor, DRP. Larch. His argument on controlling your sexual urges was contradicted with his affair with Candy. Homer finally went against his pro- life ethics by personally aborting Rose's fetus that was conceived through an incestuous relationship with her father. By the ND of the film, Homer's ideals were not crushed, but were altered by the realism of the world.Realistically we must recognize that â€Å"Cider House Rules† is Just a fictional story that depicts real situations that do occur. Every year, millions of women have an abortion and every abortion is backed by different reasons. In the end, it is not up to society to Judge a woman for terminating her pregnancy. Debates and reasoning for or against abortion will always exist. However, history shows that even when illegal, abortions were executed and sought after. In the long run, either legally or illegally, omen will implement the use of abortions whether society h old them as legal or illegal.

Compare Ch 1 & 2 of Hard Times to Ch 6 of Jane Eyre

Both authors Charlotte Bronte and Charles Dickens give determined attention to the bleak and hard aspects of life and, specifically, to the life of children. In the Chapters 1 & 2 of Hard Times to Chapter 6 of Jane Eyre, they vividly portray difficulties and hardship faced by many poor children at school. Thesis The chapters under analysis are based on similar settings and themes portraying educational system of the Victorian era, attitude towards children and their role in society.In the chapters under analysis, the authors portray school life of the protagonists and their grievances. ‘Fact and Figures’ dominate in the chapters underlining the role of cramming in education. In Hard Times, in the opening scene in ‘a plain, bare, monotonous vault of a schoolroom', the dominant adjectives are ‘square, hard, dry’, and the first paragraph of Chapter 2 emphasizes this theme by using many of the declaratory titles which Dickens had contemplated giving to thi s novel. T.Gradgrind teaches children:‘A man who proceeds upon the principle that two and two are four, and nothing over, and who is not to be talked into allowing for anything over† (Dickens). In Jane Eyre, girls follow strict rules during classes: â€Å"there were sundry questions about tonnage and poundage and ship-money, which most of them appeared unable to answer† (Bronte). Another important detail is that girls should read the Bible every morning which dictated social norms and social order.In the chapters under analysis, the authors create a similar prototypes of teachers and educational systems typical for their times. As the first passage makes clear, the Gradgrind educational system and the ethos of the industrial town are at one in being designedly quite rightly if ‘The Gradgrind Philosophy' is accepted – monotonous, and in embodying an aridly limited sense of life's possibilities and priorities. But already one challenge to that ‘Ph ilo ¬sophy' has appeared the circus at which the Gradgrind children are caught peeping.The same philosophy is followed by Miss Scatcherd who supposes that a teacher should be severe and irreconcilable to pupils’ faults. Jane comments: â€Å"it seems disgraceful to be flogged, and to be sent to stand in the middle of a room full of people† (Bronte). A doctrine of Christian endurance is similar in the chapters. Both authors pay a special attention to the process itself and organization of education. They underline that educational process should be based on daily activities and planning process.The chapters though starting in a schoolroom are concerned with more than education but growing up and new perception of the world. Success for the protagonists means fight in whatever direc ¬tion. To the attainment of any end worth living for, a symmetrical sacrifice of their nature is compulsory upon children. Jane comments: â€Å"I could not comprehend this doctrine of end urance; and still less could I understand or sympathize with the forbearance she expressed for her chastiser† (Bronte).Pressure of schooling and severe attitude of their tutors forces the children to mature and understand the role of religion and schooling in their life. The children speak as mature adults which unveils their independent thinking and mature personalities. Readers quickly sense the inevitability of the children's movement towards savagery, though the authors relate the novels with such economy and intensity that its predictability does not become monotonous. In these chapters, both children assume leadership for their calm rationality.â€Å"Only a few feeble stragglers said Yes: among them Sissy Jupe† (Dickens). In the chapters, both authors use characters of children in opposition to the main characters. This technique helps them to underline the importance of liberation in the world of cruelty and misunderstanding. In sum, Charlotte Bronte and Charles Dickens portray that suffering is undergone in order to expand the human spirit, to delve into matters previously kept hidden, to grow through pain. They grow up into small adults emulating the ‘real' world they have left behind and to which eventually they return.

Not an Ayn Rand Essay

The fiction novel, The Fountainhead, by Ayn Rand is based off of her philosophy of Objectivism. Ayn Rand defines and separates her philosophy of Objectivism into four different and distinct parts. The first part Ayn Rand explains is Metaphysics. Metaphysics is an objective reality where you only accept facts as reality and not fantasies or desires. The next part of Objectivism is Epistemology, which is reasoning by perceiving reality by using knowledge or facts as your guide. The third part is Ethics and self-interest.The final part of Objectivism is laissez-faire capitalism, which is equal trade while the government acts as a police force only. The third part of Objectivism, Ethics and Self-Interest, is explained by Ayn Rand as â€Å"Man—every man—is an end in himself, not the means to the ends of others. He must exist for his own sake, neither sacrificing himself to others nor sacrificing others to himself. The pursuit of his own rational self-interest and of his own happiness is the highest moral purpose of his life. † – Ayn Rand.This quote is best represented as Individualism in Objectivism. Ayn Rand’s book, The Fountainhead, compares the ideals of individuals in society and shows how the individualists act differently and, by the end, become identified and looked upon as good when they stick to their own ideals. Howard Roark is created as the protagonist of The Fountainhead. Roark is also the best representation of Ayn Rand’s philosophy, Objectivism. Lois Cook is introduced into the book by asking Peter Keating to build an ugly house to her satisfaction, saying â€Å"Let’s be gods.Let’s be ugly† (Cook, 241) . Both Howard Roark and Lois Cook both make their own pursuit for self-interest and to their own happiness as the highest moral purpose of their lives. Even though Lois Cook can be seen as an individual, her self-interests can be seen as immoral, which can be concluded that Lois is not an In dividualist, while Howard Roark is best fit as an individualist in the eyes of Ayn Rand. When we look into the story The Fountainhead, we encounter the characteristics that both Howard Roark and Lois Cook portray.When Ayn Rand wrote The Fountainhead, she intended to keep the syntax simple so readers could get an understanding of Objectivism and individualism. We can clearly see that the protagonist, Howard Roark, is portrayed as an objectivist and individualist, who also rejects the worst of social standards, while Lois Cook is seen as a radical, who objects the best of social standards. When we go even further into The Fountainhead, we discover that Howard Roark loves his type of modernistic design in architecture rather than referring to the older and more identifiable types of architecture from history, such as Greek or Roman architecture.Because he prefers to modernize his own designs, he is suspended from Stanton’s institute of technology and has been removed from severa l jobs. Roark was offered a job to build a new bank, but he won’t change any of his own designs. The worst part about Howard Roark’s out of luck situation is that his designs are brilliant. Even Peter Keating refers to Howard Roark in needs of assistance, because Howard Roark’s designs are wonderful and unique to the eyes of people.Even then, when Howard Roark isn’t given credit for designing the buildings, credit was all given to Keating, who didn’t have enough faith for himself to, at the least, attempt to create his own architectural designs. While we continue to look at Howard Roark, we can see that while Ayn Rand created Howard Roark, he stays as his own without sacrificing or abandoning his own beliefs to gain himself a higher status in society, and Roark only pursues his own self-interests to bring himself to his highest moral purpose.Howard Roark has his own individual goals that others would see as foolish and stupid, while he stayed as an individual with his own ideals and succeeded. These are what Ayn Rand would consider individualized, because Howard Roark attempts to make a change within society and has his own values, while society wishes to remain the same and put down others who don’t follow what they believe in. Howard Roark seeks to create, not just his original designs and building, but also a sense of originality.Henry Cameron, Howard Roark’s inspiration, once told him that unless he changed his ideals of architecture, he would never make it big in the business. Howard Roark denied what he said anyways, saying that he wishes to continue with his own work. Even when he got hired by Francon & Heyer, Howard Roark continued to stick with his own modernistic designs over conforming on older architectural designs. Howard Roark even made his own architecture and building firm which was built on his own modern beliefs and ideals. Further on in the book, Howard Roark continued to stay with his own ide als and beliefs when he went to court twice.During the first trial, he was sued for the construction of a building, which was plotted by Ellsworth Toohey. Toohey did this so he could eliminate the innovative Howard Roark from the architect business, which was almost successful. Roark was found guilty and had to shut down his architect firm, but still had faith in his own ideals. The second trial was on the action of Howard Roark destroying the Cortlandt homes project, after his plans being changed. During the trial, Howard Roark made some statements about selfishness and about remaining individual with oneself.Howard Roark goes on about people who create and how they suffer from the corruptness of societies, which is in reference to Peter Keating when he asked Roark for help all of the times Keating asked Roark for help on certain designs, which made Keating famous. Howard Roark was later found not guilty and won the trial Howard Roark ended up marrying Dominique Francon after becau se he was confident with his own individual ideas while Peter Keating wasn’t able to be individual. Howard Roark is definitely created as an individualist by Ayn Rand, because he prevails through all of the situations he encounters with his own ideals with him.Whether or not the outcomes for Howard Roark were good or bad, he never changed his ideals or beliefs in every situation, making him an individualist. While Howard Roark is fully known to be an individualist, Lois Cook has a sense of individualism, but is too radical and immoral to be classified as an individualist. As we look into The Fountainhead, Cook has shown herself against most of the social norms. Even though Howard Roark doesn’t follow social standards, Lois Cook goes to the immoral extremes of denying good hygiene and conditions of living areas.She doesn’t think about the corrupt power of higher authorities or any of the other enormously poor social problems. The reason that Ayn Rand shows her re aders Lois Cook was to show a person who attempted individualism, but did not fully become individual. Lois Cook has characteristics like an individualist but isn’t exactly one. Lois Cook wants to be someone original, different, an individual, but her ideals are extreme and immoral. Is it not very easy to argue that poor hygiene is a good idea. It also isn’t easy to argue that anyone could enjoy poorly designed buildings.It is pointed out obviously that Lois Cook is radically immoral and isn’t an individual. Some might suggest that Lois Cook is a person who creates. Others might argue that her nonconformity makes her and individualist still. But, her ideals could be best organized as nihilistic. Nihilism is a want to destroy and rejection of morals. Lois Cook could be best compared with Ellsworth Toohey, who also wanted to destroy people’s reputations, people such as Howard Roark in the architectural business. Ayn Rand explained being individual also mean t to have morals.Lois Cook didn’t have many morals when she was introduced into the book for the short period of time, so she couldn’t be classified as an individualist under the ideals of objectivism and individualism. Ayn Rand intentionally placed Lois Cook in The Fountainhead in order for the readers to see a difference of characteristics between Individualism and Lois Cook. We can conclude from this that Lois Cook was merely an example of how Individualism is misinterpreted by the minds of people who haven’t really thought about the ideals of individualism or beliefs of objectivism.In conclusion, Howard Roark is indeed an individualist, while Lois Cook is not an individualist. Howard Roark shows the qualities and characteristics that Ayn Rand defines as an individualist. While Lois Cook shows some characteristics of being an individualist, her nihilistic and immoral ideals show that she cannot be an individualist and will never be with her ideals if she cont inues to not accept facts that there are some social norms that are needed for man’s survival and individualism.

Antigone

Evil not only fascinates people in general, but writers as well. In what ways and with what effect has â€Å"evil† been treated in Antigone? In the play of ‘Antigone’, evil appears in many forms. There is the soldier who is a traitor to his nation; the sister trying to prove her love for her family yet ends up breaking the law; the king who so eagerly tries to stop rule-breakers yet he himself neglects his flesh and blood. Here the difference of the two works is seen: The Earth of Mankind gives the impression that characters of power possess evil, whereas in Antigone, evil can be inside all of these opposing individuals. Polyneices, a soldier who fought against his own nation was to be punished as a traitor by not burying him after his death. When his sister, Antigone, goes against the King’s decree and burry Polyneices, she was also seen as a traitor to her country. However their other sibling, Ismene, who sits at home as Antigone fights for her brother’s right, is also said to have performed a crime of being a traitor to her family. Now something we can see from here is that each and every character involved in the story so far possesses evil. This message is summed up by Sophocles in page 204 of the book, in Ode 1, where it says, ‘O fate of man, working both good and evil! ’ What the writer is trying to convey here is more realistic than what is said in ‘The Earth of Mankind’; both evil and good is naturally inside everyone’s mind.It is one’s choice to do which, but performing a crime is inevitable. Everyone has his or her own ‘evil’ deeds, not only the powerful ones. As seen in my previous explanation on who performs evil deeds in the play of ‘Antigone’, we can see that one evil act leads to another, whereas the chain of good doings ends sooner. Eteocles, who was a soldier and a brother to Antigone, fought bravely for his nation and was buried with honor by the King. Although many respect him for his virtuosity, the play didn’t show that further kindness was done because of him.However, when Polyneices betrays his nation and fought against it, a number of people are forced to perform evil in his affect. Antigone had to break the law in order to give him his right of getting a burial. Ismene, who was too scared to go against the decree, was said to be a traitor to her family, as she didn’t come to assist Antigone in her mission. They then cause Creon to imprison the sisters, punish them, which then cause him to have a fight with his son. Creon then causes death of Haimon, and therefore leads to the suicide of the Queen.On page 243, the messenger says, ‘†¦and her last breath was a curse for their father, the murderer of her sons. ’ A number of misfortunes occur as being the result of one act of evil. The play now gives the effect that evil gives more negative outcomes in comparison to good giving positive results. Here, evil is powerful enough to make such a big impact on its surrounding; bigger than the good. Creon sees Antigone as a traitor to his rules, despite her reasons. Creon imprisoned both Antigone and Ismene for the burial of the nation’s traitor, Polyneices, who is their brother.It is true that Antigone has broken the law, but according to her logic, it is more important to follow the rules of the Gods than the King. She feels that the dead, no matter what they did in their lives, deserve respect and be buried, and that it was her duty to do so as Polyneices’ sister. She didn’t care that she is breaking the decree, and may be punished to die, as long as this task is done. Creon, being a non-believer of the Gods in the beginning, thinks that breaking the law is crime, no matter for what purpose.Polyneices was a traitor and he suffers because of himself, thus no one should help him. On page 211, Creon even said to Antigone, ‘An enemy is an enemy, even dead. ’ There is truth in both arguments, and no one can say what is right. Here, the play depicts that the existence of evil depends on how one views it. ‘Antigone’ treats evil as a subjective topic, where it may be seen as a crime from one point of view, but is actually a good deed from another. No evil deed is done without a reason, and the play shows that one should explore, not only what crime has been done, but also why it was done.