"The Secret Life of Walter Mitty"

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"Fantasies are more than substitutes for unpleasant reality; they are also dress rehearsals, plans. All acts performed in the world begin in the imagination." American author and publicist Barbara Grizzuti Harrison explains the true meaning of fantasies. Harrison's statement also comes into play in James Thurber's short story, "The Secret Life of Walter Mitty." The main character in the story, Walter Mitty, lives a life in which he is totally controlled by his wife. She tells him what to do and what not to do, and is constantly reprimanding him for the littlest things. It is for these reasons that Walter Mitty feels the need to escape from reality and his the overbearingness of his wife. Because of her tendency to treat him as an incompetent child, he lives vicariously through fantasies in which he is a brilliant and skilled hero.

Mrs. Mitty is constantly belittling her husband and treating him like a helpless child. She is constantly nit-picking and criticizing everything he does, and he is almost a puppet in his wife's hands by the way she is always telling him what to and what not to do. " 'Not so fast! You're driving too fast!,' said Mrs. Mitty. 'What are you driving so fast for?' " (818). Mrs. Mitty also always manages to make it seem like her husband has done something wrong whenever he fails to please her. " 'You were up to fifty-five....You know I don't like to go more than forty.' " (81). As if he cannot handle it himself, she is constantly reminding him of tasks and chores. " 'Remember to get those overshoes while I'm getting my hair done,' she said"(81). Mrs. Mitty seems to think her husband a simple-minded fool, for she is repeatedly badgering and reminding him to do the littlest things. " 'Why don't you wear your gloves? Have you lost your gloves?' " (81). It is also rather ironic how Mrs. Mitty herself clearly states that her husband is "not a young man anymore" (81), yet she insists on treating him as one. This is where Mitty's awesome fantasies come into play. He uses them as an escape route from the intense burden of his wife.

Mitty uses his fantasies to portray himself as a heroic figure, to counteract, in a way, his wife's vision of him as an incompetent man. In his first fantasy, he envisions himself as an expert Naval commander, taking control and saving his crew from destruction. "The crew, bending to their various tasks in the huge, hurtling eight-engined Navy hydroplane, looked at each other and grinned. 'The Old Man'll get us through,' they said to one another. 'The Old Man ain't afraid of Hell!' " (818). Mitty also fantasizes about being a brilliant, renowned surgeon. "A door opened down a long, cool corridor and Dr. Renshaw came out. He looked distraught and haggard. 'Hello, Mitty,' he said. 'We're having the devil's own time with McMillan, the millionaire banker and close personal friend of Roosevelt. Obstreosis of the ductal tract. Tertiary. Wish you'd take a look at him.' 'Glad to,' said Mitty" (81). Not only is he being consulted to review a tough case, but he is also being asked to work on someone of very high social status, a "millionaire banker and close personal friend of Roosevelt" (81). In another one of Mitty's incredible fantasies, he is a fearless captain, about to go off on a dangerous mission all by himself. " 'The cannonading has got the wind up in young Raleigh, sir,' said the sergeant. Captain Mitty looked up at him through tousled hair. 'Get him to bed,' he said wearily. 'With the others. I'll fly alone.' 'But you can't, sir,' said the sergeant anxiously. 'It takes two men to handle that bomber and the Archies are pounding hell out of the air'.....He [Captain Mitty] turned and waved to the sergeant. 'Cheerio!' he said...." (81). Through his own eyes, Mitty is capable of anything.

Even through his awesome fantasies, Mitty is unable to fully escape reality, as objects that demonstrate the extreme authority that his wife has over him are always incorporated into his fantasies, and wake him from his daydreams. One of the major issues between Mitty and his wife was the dispute over the gloves. Mrs. Mitty scolded him for not wearing them and insisted that he put them on. To quiet her, "he put them on, but after she had turned and gone into the building and he had driven on to a red light, he took them off again" (81). In real life, the gloves represent the iron fist of Mrs. Mitty, however, in his fantasy, he uses them as a symbol of his own authority and intelligence. "They slipped a white gown on him; he adjusted a mask and drew on thin gloves" (80). With the mention of the gloves, the dream ends and Mitty is instantly back in the real world. Another example of this occurs in Mitty's courtroom fantasy. This fancy comes to a hasty close with the mention of the word "cur" (80), and instantly after, he is reminded of the puppy biscuits that his wife had admonished him not to forget. With every mention or

remembrance of his wife, Mitty's fantasies abruptly end and he is thrown back into the real

world.

Walter Mitty's grand fancies are a means of escape from his every-day life in which he is

not satisfied. However, in the words of Barbara Grizzuti Harrison, "Fantasies are more than

substitutes for unpleasant reality." This is another perspective of Mitty's dreams. Maybe he is

destined to do something great in his life and his fantasies are simply setting the stage for his

future. As Harrison says, "They are also dress rehearsals, plans. All acts performed in the world

begin in the imagination."

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Metaphysics

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Philosophy A Course, Mr.Toller

Written by Toni Donnelly

ESa

1/1/00Order Custom Essay on Metaphysics

Metaphysics

Metaphysics is a branch of philosophy and is believed to have coined in Rome by students of the Greek philosopher Aristotle (84 Ð BCE) whom were editing his writing after his death. The literal meaning of the wordMeta is after, so having said this the literal meaning of the wordmetaphysics unsurprisingly comes to meanafter the physics. However the interpretation of the wordmetaphyisics has gone beyond normal physics and has instead become a term used to question our own physics. Basicallymetaphysics has become a branch of philosophy that deals with the centre question, what is the ultimate nature of reality? Metaphysics claim that everything, regardless of form, is worth discussion in order to reach conclusions about itÕs basic nature. The attempt to remotely reach such conclusions is not an easy task and one is constantly challenged by various problems. It is therefore importance to recognize certain reoccuring problems and this essay will discuss two problems as such, concerning that of determinism and free-will.

Determinism

Determinists state that everything that happens is determined by prior causes. Furthermore they mean that the worddetermined represents the relationship between two seperate events, states, or affairs, and theyÕre dependence on one another. As a result of this every effect has a chain of causes leading of to it, meaning that the chain descends indefinetly into the past (e.g. like an eternal domino game). An example of this chain reaction is very appropriate when discussing my project work concerning the IRA and their role as freedom fighters during the Irish Revolution. There are several historical factors, such as the Scottish Plantations or the British empire which paved the way for opposition similair to that of the IRA. Furthermore there are factors which have contributed to the foriegn policy of the British Empire, such as lack of resouces, etc. This chain of causes, thence chain of effects continue to the beginning of our time supporting the one of the main arguement towards determinism.

Considering this chain of causes the universe given itÕs previous state could not be otherwise, implying that the universe only has one possible future, and can therefore in principle, be predicted. The principle that everything can be predicted is known as the causal principle and is often supported by science, with the exception of Quantum Physics. The most extreme variety of determinism in this context is fatalism.

Free-Will

When discussing Freedom one must be clear on the fact that there are two types of freedom, such as Practical Freedom which is the freedom to do as one desires, wants, and wishes. There are various levels of practical freedom and there are several physical hinderances towards such liberty. However, determinists do not disagree on this form of freedom but merely on the idea of Metaphysical freedom.

Those whom believe in metaphysical freedom or free-will, believe that freedom is only attained attained because we can be held responsible for our own choices and actions. Therefore, unlike determinists, they believe that events are caused by an individualÕs independent action and not by the previous state of the universe. A follower of free-will would argue that the British empire made an idependent disicion to colonize Ireland solely on their own will. Furthermore they would argue that the IRA acted on their own will and should be judged only on that notion and not due to prior events.

Free-will is usually not applied to the animal kingdom and is seen as something one either has or does not have, depending on oneÕs mental capabilities.

Immanuel Kant

Immanuel Kant was a philosophical pioneer, who for the first time began to explore the limits of human understanding. In his work Immanuel Kant made a thorough and groundbreaking analysis of the conditions for knowledge. His module for this project was physicist Isaac Newton, who Kant believed was a paragon of genuine knowledge. In Newtons case, reason seemed to have done an effective job of understanding the data provided by the senses and to have succeeded in concieving universal and necessary laws of nature, such as the law of gravitation and the laws of motion. Kant decided to explain how such knowledge is possible, he did this by asking one basic questionHow is our experience possible in the first place?. In addition to this he also concluded that everything we ever have encountered in our world is questionable unless based on immediate experience. KantÕs own answer towards such skepticism contained certian categories, such as space, time, substance, and causality. Kant believed that such categories, called transcendental were vital in our way of thinking and experience of the world. He concluded that in order for us to gain knowledge we must be able to conform it to our own minds, through the use of our transcendental categories. Kant believed that he had developed a revolutionary hypothesis concerning knowledge and reality he, himself compared itÕs importance to Coperinicus impact on science.

KantÕs claim that causality, substance, space, and time are forms imposed by the mind gave way for idealism. However, Kant was more critical in his ideas and granted the empiricist claim that things (in themselves) existing outside human experience are unknowable. With this statement Kant limited the theory of knowledge to thephenomenal world of experience yet preserving the metaphysical belief that the soul, cosmos, and God are matters of faith and not of scientific knowledge.

Kant believed that human beings should live their lives as members of an idealkingdom of ends where every person is treated as an end within themselves, and never as anyone elseÕs end. Furthermore, he believed that everyone should consider their actions as if they were to be law, a law equal to all without exception. By doing this Kant concieved a freedom of action based on moral order and equity. Since his death Kant has been a leading figure within politics and further development of philosopical ideas.

Kant, Determinism and Free-Will

Having set my mind to the task of figuring the basic nature of things there are three paths we can take when approaching the conflict.

Option 1 Accept determinism and reject the belief in free-will

Option Show how determinism and the idea of free-will are compatible.

Option Endorse the idea that we have free will and reject determinism (at least as far as human actions are concerned).

I personally lean towards Option yet I believe that there is one main problem when discussing free-will and that is that man has a notion of being able to do things freely despite the undiscribable form of controll which exisits upon us. Kant explains this by saying that we are slaves to our rationality, and in a sense we are, one could say that we are slaves to the self. However this self-slavery does not exclude freedom, in fact, I believe that human-beings are determined and are instead in possesion of a will that could very well be called free.

The key to understanding freedom of will is understanding that humans are only free when they are capable of accomplishing their desires/choices. I am not talking about average physical hinderance but instead of imposible things that man will never accomplish and never has, e.g. that of flying. This unattained talent does not suggest a hinderance of will but instead shows that the things one can do are merely things that one has potential to do. Furthermore if oneÕs will is to fly, and obviously we cannot, does that mean that one is somehow not free to fly. I believe that this means that one, as a human does not have potential to fly.

Things can never achieve a status for potentiality if it never existed before. Therefore man will never be capable of flying since the potentiality never existed within us. I believe that this is what Kant meant by saying that man is a slave to his reason and yet not a slave on face . Basically Kant was saying that by understanding our ability to reason we are merely taking a state of choice, which already exists in us, and are actualizing that state of choice . Furthermore, reason controls us and in this sense we are not free of reason and are determined to never escape the bounds of reason.

I believe that our freedom comes from our ability to fulfill the potentialities which we are predetermined with, e.g. I am sent to prison, I am not free and therefore my will would be hindered. The reason for this is that while I am in prison I am not able to actualize those states of choice that exist potentially in me and therefore I do not have free will.

A counter-argument to this would be that we cannot technically call ourselves free if we are living predetermined lives and are only capable of accomplishing previous potentials found within us. However I would say that this argument is an ignorant one because it arises from a lack of understanding the principle that when we are using our reason we are merely actualizing a determined state of choice. Kant understood the principle by realizing that we are determined to be reasonable and yet are not slaves to it since it is our essence and one does not usually call the essence of a thing a hindrance of that same thing, e.g. I am not hindered by my ability to talk despite that it is determined.

In conclusion freedom is an idea that serves a practical function within our minds. If we did not assume that we have a notion of freedom than we could not act, nor have reason to act. If we thought of ourselves as completely causally determined, and not as uncaused individuals, then any attempt to live oneÕs life assuming an end within oneself, like Kant believed, would seem pointless. I could personally not both, consider myself as entirely determined and at the same time act like I was free to make my own choices uneffectivly. Therefore we cannot help but to think of ourselves as a result of an uncaused cause, cause if we are to act at all and employ reason to accomplish theends and finally reach an understanding of the world we must believe in free-will and determinsim and free-will must work together just like Kant once had suggested.

Bibliography

Thinking Through Philosophy, An Introduction, school textbook

Bonnier Lexicon AB, Compact 8, Immanuel Kant, multimedia CD-Rom

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My Dragons

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My Dragons

The story, The Fifty First Dragon by Heywood Broun, was an interesting story. The main character was Gawain le Coeur-Hardy who was not a very good student. He was tall and sturdy but his instructors soon discovered that he lacked spirit. This story is an odd story because it is based on symbols. When the author says that Gawain is slaying dragons physically, he is also slaying ones mentally. "Dragons" are really things you have to stop doing or start doing. Gawains dragons are that he is lazy, and he is also scared to do things. He had a habit of forgetting things and also he had a habit of mumbling. He was then suddenly taught on how to kill dragons because the Assistant Headmaster said that the only choice to get rid of Gawain was to expel him. The Headmaster explained that they were responsible for this boy's character.

My dragons are that I don't do my homework, I am lazy, Out of shape physically, I fight with my sister all the time, and I argue about everything. I need to slay my "Homework Dragon" because I really need to do well in school so I can a good job and not worrying about if I will be able to feed myself. I need to slay my "Lazy Dragon" because I really need to get up and do things that my parents ask me to do. I also need to slay my "Out of shape dragon because I don't want to be fat and grow up out of shape. In order to play soccer you have to be in shape. My next and last dragon is "Fighting and Arguing Dragon" because I really need to stop making fun of my sister and I also have to stop arguing with my parents about things I need to do.

Gawains dragons and my dragons are similar because we both need to stop being lazy and we also need to stop arguing. His dragons are things that need to be corrected and mine need to be fixed. The story was wrote to make you think about what needed to be "slain" in your life, whether it is old habits or things you just need to stop, it doesn't matter.

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The boy who cried wolf

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Good evening staff, parents and students.

Often we are given our subject selection forms and have little idea of what we want to be and the subjects we need to take in order to study for that profession. That's why the Career Research Program is very much need.

The first lesson we were asked to take a career interest test and we found out what careers we might be interested in investigating. Then using the job guide the students read up a little on areas of interest. Once given our careers, taken from the preferences we handed in earlier, the difficult section of the program started. It was time to make a phone call and set up an interview. We were helped with making the phone call and after numerous attempts everyone had lined up an interview.

With the moral support of our partners we all completed our interviews with a sigh of relief. Some went so well that students have been given placements for work experience next year. Writing our speeches for tonight and making our posters came next. This part of the program let us be creative and most of the students enjoyed this thoroughly.

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At our age coming up on stage and talking in front of an audience is extremely nerve racking, but I would like to commend the girls on their efforts. They did very well when practicing in front of the class and took a lot of time preparing in order to reach perfection.

This night concludes our program, and before I introduce the first student, I would like to thank Mrs. Rawson and Miss Kalfas for guiding us through the Career Research Program from the word go. They have been a big help and their efforts are very much appreciated.

Now I will introduce Emma Angelone, who will talk about her interview with a sports person.

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Analysis of "To His Coy Mistress" by Andrew Marvell

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To His Coy Misstress by Andrew Marvell is an extremely interesting and seductive poem about love. Marvell does an excellent job of making his thougts unmatched and original. The poem divides up into three main parts, each with a slightly differnt main idea. The final part of the poem represents how the author and his mistress plan to spend this fleeting time.

In the first half of Marvells poem is that of imagery which sems to turn down time in favor of love. To walk, and pass our long loves day (66). To wall gives us the impression that they are calm and in no rush. Marvell gives us the felling that he is not in a hurry. This coyness, lady, were no crime (66). This line lets us know that he is talking maybe to a more or less young woman, the object of this older gentlemans eye. In the time the poem was written it was known that for a pretty woman, when found interacting with an available man, she is to despaly shyness or unwillingness at least for awhile. Marvell makes rference to past and future events on a grand scale. He starts with I would love yu en years before the Flood. This tells us that even before the flood he was already loving her. Another example is when he uses My vegetable love should grow. Here he is telling us that his love is slow growing. This is also an image of an all-conquering vine which words its way through a forest or fiels, overtaking large spaces until it becomes vaster than empores. In the first part of the poem he is calm and in no rush.

The second part of the poem takes a faster pace. A hundred years should to to praise / Thine eyes, and on thy foredead gaze; / Two hundred to adore each breast, / But thirty thousand to the rest; / An age at least to every part. These lines symbolizes the lkack of time the lover has to show on his mistress the love she is worthy of. Times winged chariot hyrrying near. This means that time is racing toward our end. Marvell also lets us know that if they do not hyrry all they will have is deserty of vast eternity. This means merely the emptiness of a desert. He also tells her that if she does not give up her long-preserved virginity it will turn to dust. In other words, she needs to give it up now before she gets old, and before all his lust turns to ashes or before he dies.

The last part of the poem talks about how they shall spend their time. Now let us sport us while we may, / And now, like amorous birds of prey. With this line he is telling his mistress lets make love now! Like wild anmials. In the lines Let us roll all our strength and / Our sweetness up into one ball, the author can not put it any more clear than that. This man wants to get it on until it is their time to go thorough the iron gates of life, or until we die. The author ends by writing we cannot make our sun / stand still, yet we will make him run, meaning we cannot stop the sun from coming but we can sure melt it with our passion.

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In the first part of the poem the author is in no hurry. In the second half he talks about how tine is catching up with them. And last but not least, the third part talks about what could happen if they were to make love. We all have the choice either to tade advantage of time or allow time to take advantage of us.

Please note that this sample paper on Analysis of "To His Coy Mistress" by Andrew Marvell is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Analysis of "To His Coy Mistress" by Andrew Marvell, we are here to assist you. Your cheap college papers on Analysis of "To His Coy Mistress" by Andrew Marvell will be written from scratch, so you do not have to worry about its originality.

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The helping behaviors of children

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The Helping Behaviors of Children

The children being observed arrived at this daycare between the hours of 8am and am. When they arrive there they are led into a room of bright colors. The walls are painted bright white with children art and posters plastered from floor to ceiling. There is a wall of portraits of the seven children and then a drawing that they did themselves of themselves. There is no TV in the room yet there is a shelf full of videos. There are three bookshelves full of children books. There are three art easels with poster paper draped over them. There are two tables that the children may sit at. The children decided that there would be one girl table and one boy table.

Around noon the observation began. The children were just finishing their paintings. The daycare provider asked them politely to finish up their last strokes and get ready to clean up. The daycare provider was the teacher, the baby-sitter and the person who handled discipline. During the observation she was the only adult in the room. On the board they had a schedule of symbols and times that they were to follow. The symbols allowed the kids to understand what was coming next, so that they would be prepared.

There were seven children in the room on that day; usually there are ten. The youngest who is not a part of the sample was six and one half months old, making the sample group a total of six. The others ranged from three to five years old. There were three boys and three girls who were observed. None of these children are related but they have been in the same daycare for a year. As the observation started the children were finishing up their art lesson and proceeding to snack time and playtime.

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When observing these children and their helping behaviors, there was an operational definition to follow. To classify a child as helping he or she must stop their own current operation, without hesitation, to assist a playmate or daycare provider with their current tasks. These children will be observed for approximately fifteen minutes. They will not speak to the observer and the observer will remain unnoticed.

The daycare provider expected the children to help with the clean up process before they went to snack and playtime. To my surprise, only three of the children were willing to help though all were expected to do so. The three children, two boys and one girl continued to paint and finally after being scolded put the paint away. The three children that were eager to help put their supplies away and cleaned their paint brushes. Then the helpful children offered help to the children whom hesitated, and washed their paintbrushes as well. When all of the art utensils were away, snack and playtime was called. The girls ran into the tiny kitchen nook and grabbed snacks for everybody and passed them out. The girls were commended for being so helpful. The positive reinforcement was the factor that kept them interested in passing out snacks. They smiled brightly when the teacher commended them.

During playtime they finished their snacks and had time to grab toys and assemble a play area. The children helped each other pick their toy of choice. This was an enjoyable task. The girls handed the boys some gender-related toys such as balls and cars. The girls also grabbed themselves some hand puppets and the puppet stage and performed a show for their teacher and playmates. The girls asked for everybody's attention and when the boys continued to play and ignore them they forced the boys over and sat them in a semi-circle around the puppet stage. When it was time to clean up the boys put their own toys away, while the girls helped each other. The boys finished first and then watched the girls carry over the toys from their seats. The little boys wanted to be finished first rather than everyone finish together. They were proud of their quickness while the girls continued to work together to get the room back in order. The girls looked as if they enjoyed helping each other out. The girls were again verbally reinforced about the great job that they were doing by helping each other.

About two minutes left in the observation the children were called back to order and were to begin a learning task. They seemed eager to do start this assignment. They were to learn the primary colors and then the mixture of colors. The girls were eager to help the teacher pass out materials; in fact they took the basket out of her hands to pass the markers out. The girls were interested in helping while the boys were interested in starting their project. This cooperative learning group did exactly what was intended they worked together. The group worked in gender teams. If one girl helped the others decided and persisted to do the same. The boys were uninterested in helping and continued to do their own thing together.

I predicted that all the children would be more than willing to help out. I also thought that as one offered to help the others would soon follow. This similar to what was predicted. The sex of the child predicted whether or not they would help. The girls had a ringleader that always volunteered and the boys followed the oldest boy who wanted to play and go about his day without helping. The fact that worked well in my observation was my operational definition. If I could observe again I would have a bigger sample in a different environment, maybe a better-structured classroom. I would have liked to observe for an entire day, to get a better feel for the helping behaviors.

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Analysis of the fountain by Duchamp

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In February of 117, The Society of Independent Artists in New York City, held an open exhibition. Marcel Duchamp's Fountain was one of the main pieces exhibited. This main piece of art presented was a urinal mounted on its side. Duchamp chose not to sign the piece with his real name. Instead he signed the piece under an alias or ficticious character, R. Mutt or Richard Mutt, said maybe to have been a cartoon strip of the time. Fountain was rejected from the open exhibition without anyone knowing that it was the work of Marcel Duchamp. Duchamp even commented on the piece stating, Whether Mr. Mutt with his own hands made the fountain or not has no importance, he chose it. Being received as an offensive joke at the exhibit, Duchamp took the piece back to the studio of Alfred Stieglitz, where it would be photographed. Duchamp later stated in an interview that, The only works of art America has given are her plumbing and her bridges. The original then disappeared as did almost all of the original readymades of Duchamp.

Duchamp's piece was not appreciated when first shown in that exhibit in 117. Part of me agrees that with that verdict for a number of reasons. The first being that these "fountains" or "urinals" as they seem were already created at this time and he did now more than slightly alter the shape and the position is which it is placed. No depth or creativity is really understood when first analyzing this piece and neither does it attract ones eye. However, the reason why I particularly am not jumping to this conclusion is because that is how much of art was first interpreted. It was not until later after understand the motives and ideas behind the artists work that one can truly appreciate it I would not be one to be able to fairy judge his work.

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