Friday, January 31, 2020

The Intersection of Nature and Culture Essay Example for Free

The Intersection of Nature and Culture Essay Semiotics is a discipline which stems from the work and theories of American logician C. S. Peirce and the French linguist Ferdinand de Saussure. The idiom originates from the Greek word seemeiootikee, which denotes the study of signs, what they represent and signify, and how human beings act, interact and think in their universe. This branch of learning and understanding can be best described as a system of many communication theories and techniques which can be viewed as pieces of a puzzle. When these fragments are connected and pieced together, they make visible, the intricate design of human interaction and interpersonal communication. Semiotics lies intermediary between philosophy and philology and is nothing less than an objectification, or self-expression, or interpretation and the formation and comprehension of meaning. This area of study is a combination between scientific discipline and a world-view. Semiotics is an enormously broad approach to understanding such matters as meaning, cognition, culture, behavior, even life itself. At the heart of this discipline lies the notion of sign. A sign, according to Charles S. Peirce, widely acknowledged to be one of the seminal thinkers about semiotics, is something which stands to somebody for something in some respect or capacity. It is the study of signs and symbols as elements of communicative behavior and the analysis of systems of communication. These signs take the form of words, images, sounds, acts or objects, but have no genuine meaning and become signs only when we invest them with meaning- nothing is a sign unless it is interpreted and brings about some form of meaning. Understanding semiology assists in the true understanding of ones self, others, and how we view the world around us. Inherently, humans are reactors. Because it is human nature to act, or react toward people, items, and instances on the basis of preconceived meanings that have been assigned, it is beneficial to understand that each sign or symbol will have a different meaning to each individual it is presented to. Because of communication filters and barriers (which can also be signs and symbols) no message is ever received the exact way it is sent. (See Appendix A)  Similarly, every sign encountered can be decoded and interpreted differently depending on preconceived notions, culture and personal experience. A signifier may induce many different interpretations of the signified (See Appendix B and D). This theory of signs and symbolism is divided into branches including pragmatics, semantics, and syntactics. Pragmatics is the branch of semiotics which deals with the causal and other relations between words, expressions, or symbols and their users. It can be an analysis of language in terms of the situational context within which utterances are made, including the knowledge and beliefs of the speaker and the relation between speaker and listener. Semantics is the study of the relationship between words and meanings. The field of semantics has three fundamental concerns: the relations of words to the objects denoted by them, the relations of words to the interpreters of them, and, in symbolic logic, the formal relations of signs to one another semantics is concerned with such issues as meaning and truth, meaning and thought, and the relation between signs and what they mean. Syntactics is the branch of semiotics dealing with the formal properties of language and systems of symbols. Innis proposes that, fundamentally these areas of thought deal with meanings and messages in all their forms and in all their contexts. There are three ways in which the sign can stand for its object: as icon, index or symbol. An icon is a sign that stands for an object by resembling it, not merely visually, but by any means. An icon makes a connection by similitude. Included in this category of sign are obvious examples like pictures, maps and diagrams and some not so obvious ones like algebraic expressions and metaphors. Indexes refer to their objects, not by virtue of any similarity relation, but by an actual causal link between the sign and its object: smoke is an index of fire. The relation between the sign and its object is substantial in that the sign and object have something in common; that is, the object affects the sign. It is physically connected to the object. Symbols refer to their objects by virtue of a law, rule or convention. Words, propositions and texts are obvious examples in that no similarity or causal link is suggested in the relation between, for example,  the word horse and the object to which it refers. In this category especially the potential arbitrary character of signs comes to the foreground. If symbols need bear no similarity or causal link to their object, then the signs can be considered by the sign user in unlimited ways, independent of any physical relationship to the sign user. The convention between recognizing a sign and the meaning which is provoked is affected by perception and experience. What appears to be a complex ideology is really very simple. Semiotics is everywhere, in every part of daily life. Humans recognize patterns of information and organize them to generate meaning. The sign is the signifier, and what speaks to us is the signified. We see a sign, internalize it, and create meaning. The Semantic Triangle, (Appendix E) shows the indirect relationship between symbols and their referents. Some signs are culturally universal and convey similar meaning in individuals (Appendix F). Some signs act as instructions or directions, and guide or restrict behaviors. For instance, if a sign with a cigarette encompassed by a red circle and a bar through the middle is on display in a business it is understood that there is no smoking on the premises. This image has predetermined meaning. Some signs act as reminders. An image in of a young child in a magazine may serve as a sign for an aging mother and the signified may be a sense of sadness as her children have grown and moved on. The perception of meaning and the ability making sense out of the information that is being transmitted by these signs is an essential element of human communication. The study and application of semiotics is the frame work for representing meaning. Reality is encoded with signs and symbols and life is but to decode and find meaning. We seem to be a species driven by a desire to make meaning: above all, we are surely homo-significans meaning-makers within which signs are meaningful units taking the form of words, images, sounds, acts or objects. Such things have no intrinsic meaning and become signs only when we invest them with meaning. And it is this meaning-making which is at the heart of the concerns of semiotics. The fact that humans can consume and interpret signs which are arbitrary and have no tangible existence in their immediate experience is what makes thought possible and is distinctly human. Ideas can be brought to mind and manipulated without being directly experienced. Meanings can be expressed in various ways, through a variety of sign systems: language, music, gesture and by many other vehicles. The meaning that is found within these signs creates the psychological and emotional environment we live in. Signs can also communicate ideological or connotative meaning, and perpetuate the dominant values of society. Aristotle claimed that a thing either is or it isnt. Semiotics is the arbitrator of this existence and because things can be decoded and deciphered differently by each individual, there is much grey area between the is and the isnt. By being aware of the way we use and interpret signs and symbols, and understanding the effects of these things on communication and interaction we are increasing and recognizing cognitive complexity so as to better approximate the halftones of this symbolically mediated real world. The meanings of signs and symbols are mediated by our experience and understanding of the world can never be the same for each person. Thomas Sebeok proposes that semiotics lies at the intersection of nature and culture. It is human nature to see and interpret signs but many of the signs we see are culturally adopted. However, we create our world of meaning by interpreting signs as we interact with objects in our environment and by personal experience. Having an understanding of Semiotics and its branches can help one to better understand their own psyche, as interpreting and finding meaning has much to do with self-disclosure. It also brings an understanding of others into the framework. The concept of semiotics and the ability to comprehend the notions can become a fortunate thing and be advantageous to the ability to communicate interpersonally, connect on a deeper level, and interact with other people and the world around References Barthes, Elements of Semiology (1967); A. A. Berger, Signs in Contemporary Culture: An Introduction to Semiotics (1988). Buchler, J. (Ed.). (1955). Philosophical Writings of Peirce. New York: Dover Innis, R. (Ed.). Semiotics: An Introductory Anthology. Bloomington, IN: Indiana University Press.1983 Sebeok, T. Contributions to the Doctrine of Signs.Lisse: Peter de Ridder Press.1976. Unknown, Steps towards Evolutionary Semiotics. Semiotica 132, 3/4 (317-342).2000

Thursday, January 23, 2020

Confusion and Personal Identity in Rip Van Winkle Essay -- Rip Van Win

   Rip Van Winkle tells the story of a man who, on a trek into the Kaatskill mountains, mysteriously sleeps away twenty years of his life during the Revolutionary War. When he returns home, he finds that things have dramatically changed; King George no longer has control over the colonies, and many of his friends have either died or left town. At this point, the story reaches its climax, where Van Winkle realizes that his life may be forever changed. To this point, Rip Van Winkle has had only to deal with the change in his surroundings. Having no doubts about his personal character, his fears remain singular only briefly, for when the crowd points to a man whom they call Rip Van Winkle, he begins to question his being as well. "I'm not myself-I'm somebody else-that's me yonder-no-that's somebody else, got into my shoes..." Frustration has set in by this point, as our hero Rip cannot explain the events that have happened to him. In one night, his world had drastically changed, and no logical explanation can be found. The larger issue at hand, though, is the identity crisis that Van Winkle is suffering. Upon a detailed analysis of this climactic section, two dominating themes are found: confusion and the issue of personal identity. There are constant references to these ideas throughout the selection. That Van Winkle is confused seems obvious and is quite understandable, but this confusion extends beyond the bizarre sequence of events encountered. When Rip notices the person that the township refers to as Rip Van Winkle, it is as though he is looking into a mirror, for this person portrays a "precise counterpoint of himself." Although Rip visually sees this other person, his examination becomes a personal reflect... ...oncerns over which groups would provide leadership for the masses, and how those masses were to be represented. Men like Thomas Jefferson and Benjamin, who had provided great leadership for this fledgling nation, were leaving the fate of America in new hands. The pessimists voiced their opinions, but there was a great feeling off optimism as the Industrial Revolution began to harbor its effects throughout the United States and the world. The issue of identity seemed a pertinent issue at the time. In this story, Rip Van Winkle's search for identity provides, perhaps, the most stimulating aspect of the story. In the selected passage, we see his character go through tremendous emotional changes. In only one paragraph, we watch his life unfold as he searches for the inner truth that he had been denying. In one paragraph, we watched a man find himself.   

Wednesday, January 15, 2020

4-MAT Book Review Essay

Abstract Wheelan (2013) identifies the four stages of team development and provides detailed explanation of how a group transforms itself from a stage one group of uncertainty into a successful, highly productive stage four team. This requires work and a thorough understanding of the many internal/external influences that can occur during each stage. A team member or leader who is well versed in these stages and who can evolve with each stage will be better equipped to deal with possible obstacles that can hinder group progress and implement practices to help the group successfully work through a particular stage. The goal is for the group to become a team that will value the importance of everyone’s contribution within the group and how it relates to the overall ability of the group to successfully accomplish the mission. As this is achieved, the work will no longer feel like a chore as team members encourage, inspire, and have fun completing tasks and achieving the desired outcome (W heelan, 2013). In the first stage of group development, termed dependency and inclusion, team members are dependent upon the designated leader to provide a sense of belonging and to create an environment where members feel safe enough to suggest new ideas (Wheelan, 2013). The overall goal of stage one group development is the ability to create a safe and inclusive environment for all members as some may experience certain behavioral characteristics associated with feelings of insecurity and a need to feel included in the group. Stage one members may feel apprehensive about sharing their ideas until they feel that the environment is safe to share and that their input is valued (Wheelan, 2013). As members work through the group one stage, they will become more confident in their role and begin to rely less on the team leader for input. In addition, group members will begin to openly share their ideas, which in turn may create conflict within the group as different views and values will begin to be challenged among group members. Although uncomfortable, this potentially volatile but necessary part of stage two group development will lead to an increased trust among group members. Wheelan (2013) explains, â€Å"Only through conflict resolution and the development of a unified view of the group’s purpose and processes can true collaboration be achieved† (p. 28). During stage two group development, the team leader and team members’ ability to manage conflict resolution will determine whether the group succeeds or fails. During stage three, members of the group roll up their sleeves and begin to focus on the task at hand. Egos are checked at the door as team members begin to sense a clearer picture of individual and team goals and communication becomes more task-oriented (Wheelan, 2013). As stage three groups develop, productivity is increased and relationships are strengthened as the group can now move to stage four successfully if they continue to manage and adjust team roles and responsibilities, resolve conflict, and receive constructive criticism with an open mind. Concrete Response As a youth leader, I was tasked with forming a ministry team to work with school-aged children ranging in ages from 8 to 19 years of age. As a District Fire Chief for a large fire department, I assumed that this task would be similar to forming a team that responds to emergency calls; however, there were several items that I would overlook initially that would prove to be painful learning opportunities as I progressed through my ministry team building experience. First, and probably most important, was the fact that I assumed that everyone serving with me had a clear picture of what our goal was as youth leaders; to share the gospel of Christ through grace-filled passion demonstrated by love, compassion, understanding and encouragement. I still remember our first meeting as I handed out information regarding the bible study material we would be using. As I explained the syllabus and the details of the study itself, Joey, one of the volunteers, asked, â€Å"What is it that we are trying to accomplish through this study?† I explained that the objectives were listed in the packet and that  everyone should familiarize themselves thoroughly with the material provided. As Wheelan (2013) explains, it is the team leader’s responsibility during stage one to establish defined goals and to identify specific team member roles and how they will contribute to the overall plan. This error on my part led to confusion, frustration, and unfortunately the departure of some of the youth volunteers, as they did not feel that the value of their input was considered nor was a clear picture of what our purpose was explained. Critique Wheelan (2013) provides many good examples of what to do in certain circumstances that deal with safety and inclusion, conflict resolution, identifying roles and responsibilities, and fostering esprit de corps during group development. In addition, she identifies the positive traits that should be displayed by both team members and team leaders alike such as involving other members in the leadership of the group and actively participating in achieving objectives. While the strength of this book is displayed in the many examples provided by the author of what to do if a certain situation arises, this author was curious as to what a team leader or member would do if a team member must be dismissed for poor performance? While this is something that this author would not want to ever experience, I am curious as to whether or not Wheelan has ever experienced this in her studies and how might a leader or team member deal with this issue? Another consideration that this author believes infl uences group dynamics is socioeconomic and cultural diversity. While the above-mentioned positive character traits for leaders and team members are just a few of the many provided in this text, Creating Effective Teams does not address the internal and external influences that are ever-present in groups through socioeconomic and cultural diversity. This author believes that these two influences alone should be strongly considered, as group cohesiveness will depend largely upon a thorough understanding of how an individual’s worldview influences his or her perception of other group members and their individual role within the group. Action Clear concise communicated goals that explain the purpose, the mission, and how each member will contribute to the overall plan is the first action that  this author wishes to accomplish. Establishing a safe inclusive environment at the outset of group development is vital to member participation as this author plans to meet with both the youth ministry and worship ministry team in the upcoming week to encourage team member input and to identify roles, responsibilities, and a unified mission statement. Training team members in both my ministry and the fire department I work for in how to effectively manage group conflict is an additional action plan that this author hopes to achieve. Understanding that conflict is not necessarily a bad thing and that good can come from disagreements is important for everyone to consider when building our team. This author feels that this action will open up a new line of communication for individuals within my team to voice their concerns and contribute successfully to the group with sincere honesty. The third action that this author would like to achieve is to become a leader who evolves with the group as it develops through each stage. The beginning stages of the group’s development will require me to be more assertive; however, the ability to evolve as a leader to a more consultant role is where this author plans to take action. According to Wheelan (2013) as I allow members to share in the leadership function of the group, the likelihood that the group will succeed is increased. Reference Wheelan, S. A. (2013) Creating effective teams: A guide for members and leaders. Thousand Oaks: CA. Sage Publications, Inc.

Tuesday, January 7, 2020

The Impact of the Scientific Revolution on Society and...

Over the course of the years, society has been reformed by new ideas of science. We learn more and more about global warming, outer space, and technology. However, this pattern of gaining knowledge did not pick up significantly until the Scientific Revolution. In the sixteenth and seventeenth century, the Scientific Revolution started, which concerned the fields of astronomy, mechanics, and medicine. These new scientists used math and observations strongly contradicting religious thought at the time, which was dependent on the Aristotelian-Ptolemy theory. However, astronomers like Copernicus, Kepler, Galileo, and Newton accepted the heliocentric theory. Astronomical findings of the Scientific Revolution disproved the fact that humans were†¦show more content†¦Everything on earth was imperfect while all that in space was perfect because God’s kingdom was outside of the earth. A popular idea was that heavy things fall faster while lighter things sink to the ground slowl y. This idea was adapted by the Church to explain the admission into heaven. Those who are an overall better person will â€Å"rise† up to heaven while those who are not-so-good will â€Å"sink† into the center of the earth into hell. As a result, everything was related and backed up by theology. These concepts would later be weakened by scientists of the Scientific Revolution. Johannes Kepler (1571-1630) was a German astronomer who believed in the heliocentric theory. Kepler is a clear example of the narrow line that separated science and religion. Nonetheless, his ideas would show that things could be solved through reason alone. He believed that the harmony of the human soul could be found through numerical relationships that existed between planets. He found that the planets: Mercury, Venus, Earth, Mars, Uranus, Jupiter, and Saturn all revolved at different times. For example, the earth revolved around the sun in a year while Saturn revolved around the sun in fifty years. 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