A Critique of Thank You for Smoking? Essay -- Smoking Argumentative Es

A Critique of â€Å"Thank You for Smoking†¦.?† Peter Brimelow’s article â€Å"Thank You for Smoking†¦.?† is an essay that looks at a rather extreme perspective on smoking. Brimelow starts off by describing the many actions that are taken against the tobacco industry; he writes that in some states, the government is trying to make the tobacco industry pay certain health care costs. However, he then goes on to state that smoking may actually be good for one’s health. He uses various sources to show that smoking has positive effects on our bodies; he states the decrease in risk in numerous diseases. Brimelow uses medical journals to show that smoking decreases the risk of diseases like Parkinson’s and Alzheimer’s. He also talks about some of the ways smoking enhances certain skills, â€Å"A battery of studies show that cigarettes really do stimulate alertness, dexterity and cognitive capacity† (Brimelow 141). Brimelow does pick a tough subject to talk about, but for the most part he does a good job writing his article and distributing information to the reader to support argument. In the beginning of Brimelow’s essay, he lists a number of organizations that are fighting against the tobacco industry, such as the Food & Drug Administration and the Environmental Protection Agency. Then out of nowhere he throws out his major claim, which is the thesis or the main point of the essay (McFadden 41). Every paper has a major claim; it is the central idea of the paper. The major claim says, â€Å"smoking might be, in some small ways, good for you† (Brimelow 141). This is a rather shocking thesis, due to the fact that generally when we think of smoking, we think of something very negative to a person’s health. Brimelow’s major claim is very difficu... ...own to be bad. However, even though the essay may not be persuasive in most cases, it is, for the most part, well written. Brimelow starts off the essay a little slow, he does not give the reader a sense of direction in the beginning, but the body definitely informs the reader. The body of the essay is filled with information supporting his thesis, and his values are very clear. His essay may not persuade many, but it is definitely informative and well written. Work Cited Brimelow, Peter. â€Å"Thank You for Smoking†¦.?† The Genre of Argument. Ed. Irene L. Clark. Boston: Thomson-Heinle, 1998. 141-142. Clark, Irene L. The Genre of Argument. Ed. Irene L. Clark. Boston: Thomson-Heinle, 1998. McFadden, James. The Toulmin Method: From Classical Logic to Modern Argumentation. [PowerPoint Slide.] 5 February, 2004. Buena Vista University. Storm Lake, IA.

Clarification Theory Essay

â€Å"Aristotle’s statement about the final end of tragedy— Purgation or Catharsis—has been so endlessly misunderstood, so uncritically assumed to be true.† Discuss. ‘Katharsis’ or ‘Catharsis’ is a word of Greek origin. In the Greek language it has three meanings—†Purgation,† â€Å"Purification,† â€Å"Clarifica ¬tion.† Aristotle uses this word in the Poetics only once. While dealing with the function of tragedy, Aristotle says only this much :— ‘’..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.through pity and fear effecting the proper Katharsis or purgation of these emotions.† But he himself does not give any meaning of the term ‘Catharsis.’ These are the later critics who have interpreted this word in various ways. And this has given birth to various theories. Let us, therefore, discuss some major theories of Catharsis. 1. The Pathological or Purgation Theory According to some Renaissance critics and later on critics like Twining and Barney, Catharsis is a medical metaphor, it denotes purgation, a pathological effect on the soul similar to the effect of medicine on the body. Just as the purgatives purge the body of the dirt and dross, similarly tragedy purges the mind of the unpleasant emotions of pity and fear by first exciting them and then providing them an emotional outlet. The result is a pleasurable relief. Milton also had explained this theory of Katharsis in his preface to Samson Agonistes. In the neo-classical era, Catharsis was taken to be an alopathic treatment with the unlike curing unlike. The arousing of pity and fear was supposed to bring about the purgation or evacuation of other emotions like anger, pride, etc. The spectacle of suffering arouses our pity and fear and we are ‘purged’ of the emotions that caused the suffering. If the suffering is caused by emotions like anger, hatred, or impiety towards the gods, we are ‘purged’ of such undesirable emotions, because we realise their evil consequences. â€Å"We learn from the terrible fates of evil men to avoid the vices they manifest.† Thomas Taylor in his introduction to the Poetics (1818) holds this view. Psychological Interpretation F.L. Lucas rejects the idea that Katharsis as used by Aristotle is a medical metaphor, and says : â€Å"theatre is not a hospital.† Both Lucas and Herbert Read regard it as a kind of safety valve. Pity and fear are aroused, we give free play to these emotions as we cannot do in real life, and this safe and free outlet of these emotions is followed by emotional relief. In real life they are repressed, and in the theatre the free indulgence in these emotions, aroused by the suffering of the hero, is safe and brings relief to our pent up souls. LA. Richards also approaches this issue from a psychological angle. Fear is the impulse to withdraw and pity is the impulse to approach. Both these impulses are harmonised and blended in tragedy, and this balance brings relief and repose. Ethical Interpretation The ethical interpretation is that the tragic process is a kind of elevation of the soul, an inner illumination resulting in a more balanced attitude to life and its suffering. Tragedy makes us realise that the divine law operates in the universe, shaping everything for the best. Purification Theory Humphrey House rejects the idea of purgation in the medical sense of the term, and is the most forceful advocate of the ‘purification’ theory, which involves the idea of moral instruction and moral learning. It is a kind of ‘moral conditioning’ which the spectators undergo. So to Humphrey House purgation means ‘cleansing’. This cleansing may be a ‘quantitative evacuation’ or a ‘qualitative change’ in the body brought about by a restoration of proper equilibrium; and a state of health depends on the maintenance of this equilibrium. Tragedy by arousing pity and fear, instead of suppressing them, trains them, and brings back the soul to a balanced state. So Humphrey House regards Katharsis as an educative, and controlling process. Thus according to the purification theory, Katharsis implies that our emotions are purified of excess and defect. Butcher, too, :grees with the advocates of the ‘purification theory1, when he writes, â€Å"the tragic Katharsis involves not only the idea of emotional relief, but the further idea of purifying the emotions so relieved.† Inadequacy of above Theories : Clarification However neither the purgation theory nor purification theory explains the whole thing. The basic defect of these theories is that they are too much occupied with the psychology of the audience, with speculation regarding the effect of tragedy on those who come to the theatre. It is forgotten that Aristotle was writing a treatise, not on psychology, but on the art of poetry. He is more â€Å"concerned with the technique, the way in which an ideal tragedy can be written, and its nature, than’ with its psychological effects. For this reason, eminent modern critics like Leon Golden, O.B. Hardison and G.E. Else advocate the ‘clarification theory.’ According to O.B. Hardison, Aristotle meant pleasure by Katharsis. In his opinion, tragic events are pitiable and fearful. They produce pleasure in the spectator. Hence Catharsis refers to the tragic variety of pleasure. In order to create a tragic pleasure, a tragic poet may begin by select ¬ing a series of incidents that are intrinsically pitiable and fearful. From history or legend, he may borrow material or invent events. â€Å"He then presents them in such a way as to bring out the probable or necessary principles that unite them in a single action and determine their relation to this action ‘Thus catharsis means clarification of the essential and universal significance of the incidents depicted, leading to an enhanced understanding of the universal law which governs human life and des ¬tiny. ‘Catharsis’ is a process of learning, and therefore, pleasurable.’ The Clarification theory has, in this way, various good points in it. (1) It interprets the Catharsis clause as a reference to the technique of the tragedy, and not to the psychology of the audience, and thus recognises the true nature of the Poetics as a technique treatise. (2) It truly interprets Aristotle’s view, contained in his Poetics. (3) It relates catharsis both to the theory of imitation and to the discussion of probability. (4) It is in perfect accordance with current aesthetic theories. Conclusion Purgation and Purification theories are merely incidental. They do not remain authentic and authoritative for long, because the basic tragic emotions are pity and fear. If tragedy is to give pleasure—pleasure that comes from learning—the pity and fear, or atleast the painful element, in them, must be removed. Though there may be purgation in the feelings of pity and fear, but â€Å"it is merely incidental, and secondary.† (O.B. Hardison). Thus Aristotle’s view of Catharsis is mainly intellectual. It is neither didactic nor theological. It is not a moral doctrine requiring the tragic poet to show that bad men come to bed ends, nor is it a kind of theological relief arising from the discovery that God’s laws operate invisibly to make all things work out for the best. POINTS TO REMEMBER 1. â€Å"Catharsis† means purgation, purification, or clarification. 2. Though Aristotle uses the term catharsis only once yet it has given currency to a number of theories. 3. The main theories of Catharsis are—the purgation, the psychological, the ethical, the purification and the clarification. 4. The purgation or pathological theory treats catharsis as something having a pathological effect—on the soul similar to the effect of medicine on the body. Tragedy purges the mind of the unpleasant emotions of pity and fear. 5. The psychological interpretation offered by Lucas, Read and Richards says that tragedy by arousing pity and fear provides emotional outlet to the audience. 6. The ethical interpretation says that the tragic process is a kind of elevation to soul. 7. The Purification Theory presented by Humphrey House says that catharsis means cleansing or purification of emotions of excess and defect. 8. All the above theories are inadequate. Hence the necessit y of Clarification Theory by Golden, Hardison and Else. Aristotle was writing about art and poetry. Hence by Catharsis he meant aesthetic pleasure.

How to Reduce Poverty Through Education Essay

There is no strict consensus on a standard definition of poverty that applies to all countries. Some define poverty through the inequality of income distribution, and some through the miserable human conditions associated with it. Irrespective of such differences, poverty is widespread and acute by all standards in sub-Saharan Africa, where gross domestic product (GDP) is below $1,500 per capita purchasing power parity, where more than 40 per cent of their people live on less than $1 a day, and poor health and schooling hold back productivity. According to the 2009 Human Development Report, sub-Saharan Africa’s Human Development Index, which measures development by combining indicators of life expectancy, educational attainment, and income lies in the range of 0.45–0.55, compared to 0.7 and above in other regions of the world. Poverty in sub-Saharan Africa will continue to rise unless the benefits of economic development reach the people. Some sub-Saharan countries have therefore formulated development visions and strategies, identifying respective sources of growth. Tanzania case study The Tanzania Development Vision 2025, for example, aims at transforming a low productivity agricultural economy into a semi-industrialized one through medium-term frameworks, the latest being the National Strategy for Growth and Reduction of Poverty (NSGRP). A review of NSGRP implementation, documented in Tanzania’s Poverty and Human Development Report 2009, attributed the falling GDP—from 7.8 per cent in 2004 to 6.7 per cent in 2006—to the prolonged drought during 2005/06. A further fall to 5 per cent was projected by 2009 due to the global financial crisis. While the proportion of households living below the poverty line reduced slightly from 35.7 per cent in 2000 to 33.6 per cent in 2007, the actual number of poor Tanzanians is increasing because the population is growing at a faster rate. The 2009 HDR showed a similar trend whereby the Human Development Index in Tanzania shot up from 0.436 to 0.53 between 1990 and 2007, and in the same year the GDP reached $1,208 per capita purchasing power parity. Again, the improvements, though commendable, are still modest when compared with the goal of NSGRP and Millennium Development Goal 1 to reduce by 50 per cent the number of people whose income is less than $1 a day by 2010 and 2015. More deliberate efforts are therefore required to redress the situation, with more emphasis placed particularly on education, as most poverty-reduction interventions depend on the availability of human capital for spearheading them. The envisaged economic growth depends on the quantity and quality of inputs, including land, natural resources, labour, and technology. Quality of inputs to a great extent relies on embodied knowledge and skills, which are the basis for innovation, technology development and transfer, and increased productivity and competitiveness. A quick assessment in June 2010 of education statistics in Tanzania indicated that primary school enrolment increased by 5.8 per cent, from 7,959,884 pupils in 2006 to 8,419,305 in 2010. The Gross Enrolment Ratio (GER) was 106.4 per cent. The transition rate from primary to secondary schools, however, decreased by 6.6 per cent from 49.3 per cent in 2005 to 43.9 per cent in 2009. On an annual average, out of 789,739 pupils who completed primary education, only 418,864 continued on to secondary education, notwithstanding the expansion of secondary school enrolment, from 675,672 students in 2006 to 1,638,699 in 2010, a GER increase from 14.8 to 34.0 percent. Moreover, the observed expansion in secondary school education mainly took place from grades one through four, where the number increased from 630,245 in 2006 to 1,566,685 students in 2010. As such, out of 141,527 students who on an annual average completed ordinary secondary education, only 36,014 proceeded to advanced secondary education. Some improvements have also been recorded at the tertiary level. While enrolment in universities was 37,667 students in 2004/05, there were 118,951 in 2009/10. Adding to this number the students in non-university tertiary institutions totalled 50,173 in 2009/10 and the overall tertiary enrolment reached 169,124 students, providing a GER of 5.3 percent, which is very low. The observed transition rates imply that, on average, 370,875 primary school children terminate their education journey every year at 13 to 14 years of age in Tanzania. The†¨17- to 19-year-old secondary school graduates, unable to obtain opportunities for further education, worsen the situation and the  overall negative impact on economic growth is very apparent, unless there are other opportunities to develop and empower the secondary school graduates. Vocational education and training could be one such opportunity, but the total current enrolment in vocational education in Tanzania is about 117,000 trainees, which is still far from actual needs. A long-term strategy is therefore critical to expand the capacity for vocational education and training so as to increase the employability of the rising numbers of out-of-school youths. This fact was also apparent in the 2006 Tanzania Integrated Labour Force Survey, which indicated that youth between 15 and 24 years were more likely to be unemployed compared to other age groups because they were entering the labour market for the first time without any skills or work experience. The NSGRP target was to reduce unemployment from 12.9 per cent in 2000/01 to 6.9 per cent by 2010; hence the unemployment rate of 11 per cent in 2006 was disheartening. One can easily notice that while enrolment in basic education is promising, the situation at other levels remains bleak in meeting poverty reduction targets. Moreover, apart from the noticeably low university enrolment in Tanzania, only 29 per cent of students are taking science and technology courses, probably due to the small catchment pool at lower levels. While this is so, sustainable and broad-based growth requires strengthening of the link between agriculture and industry. Agriculture needs to be modernized for increased productivity and profitability; small and medium enterprises, promoted, with particular emphasis on agro-processing, technology innovation, and upgrading the use of technologies for value addition; and all, with no or minimum negative impact on the environment. Increased investments in human and physical capital are also highly advocated, focusing on efficient and cost-effective provision of infrastructure for energy, information and communication technologies, and transport with special attention to opening up rural and other areas with economic potential. All these point to the promotion of education in science and technology. Special incentives for attracting investments towards accelerating growth are also emphasized. Experience from elsewhere indicates that foreign direct investment contributes effectively to economic growth when the country has a highly-educated workforce. Domestic firms also need  to be supported and encouraged to pay attention to product development and innovation for ensuring quality and appropriate marketing strategies that make them competitive and capable of responding to global market conditions.  It is therefore very apparent from the Tanzania example that most of the required interventions for growth and the reduction of poverty require a critical mass of high-quality educated people at different levels to effectively respond to the sustainable development challenges of nations.

Web Usability Revisited

Web Usability Revisited Web Usability Revisited Web Usability Revisited By Sharon If youre reading every word of this post, then youre in the minority. More than ten years ago, usability expert Jakob Neilsen published a paper called How Users Read On The Web. He began the paper by saying: They dont. Butterfly Readers Instead web users flit about like butterflies in a garden, pausing at anything that takes their interest. So what does that mean for people who are writing web content? It means that we have to write differently from the way we write for print. Heres a recap of Neilsens advice, which is still relevant, in my opinion. Keep It Short Since people arent going to read a large block of text, then theres no point in having one. A typical web page has more in common with a news story than a magazine article. Its short and to the point anywhere from 250 to 500 words, as a rough guide. Longer articles tend to be broken into several pages, and theres no guarantee that a reader will get past the first page. Inverted Pyramid That leads to the next point, structure. Use the inverted pyramid. That means putting the key information at the start so that readers will get the information you want them to have. If you were writing for print, this information might be your conclusion. For the web, you need to tell readers up front. One Point Per Paragraph If you manage to hook the reader, then theres plenty of time to expand and to tell them why you reached your conclusion. But you have to do it gradually, using a single point per paragraph. Within each paragraph, make the first sentence count if you want readers to get to the second. Use Signposts One way to slow readers down and make them look at your content is to use signposts, such as sub headings, bold text and bulleted lists. These make it easy for web readers to scan the text, but also make them stop and look further. Finally, Neilsen highlights the value of linking out. In part, this provides something else to make readers stop. Links also establish your credibility because they show that you have done some research. Neilsen went on to publish many more columns on web usability, which discuss other aspects such as using images, but I believe the basic advice is a good starting point for all web content writers. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Fly, Flew, (has) FlownFlied?5 Brainstorming Strategies for WritersInspiring vs. Inspirational

The Best Quotes From 19th Century Feminist Lucy Stone

The Best Quotes From 19th Century Feminist Lucy Stone Lucy Stone (1818-1893) was a 19th-century feminist and abolitionist who is known for keeping her own name after marriage. She married into the Blackwell family; her husbands sisters included pioneer physicians  Elizabeth Blackwell  and Emily Blackwell. Another Blackwell brother was married to Lucy Stones close confidant, pioneer woman minister  Antoinette Brown Blackwell. On Equal Rights The idea of equal rights was in the air. I think, with never-ending gratitude, that the young women of today do not and can never know at what price their right to free speech and to speak at all in public has been earned. (From her speech, The Progress of Fifty Years) We, the people of the United States. Which We, the people? The women were not included. We want rights. The flour-merchant, the house-builder, and the postman charge us no less on account of our sex; but when we endeavor to earn money to pay all these, then, indeed, we find the difference. I expect to plead not for the slave only, but for suffering humanity everywhere. Especially do I mean to labor for the elevation of my sex. I was a woman before I was an abolitionist. I must speak for the women. We believe that personal independence and equal human rights can never be forfeited, except for crime; that marriage should be an equal and permanent partnership, and so recognized by law; that until it is so recognized, married partners should provide against the radical injustice of present laws, by every means in their power... On the Right to Education Whatever the reason, the idea was born that women could and should be educated. It lifted a mountain load from woman. It shattered the idea, everywhere pervasive as the atmosphere, that women were incapable of education, and would be less womanly, less desirable in every way, if they had it. However much it may have been resented, women accepted the idea of their intellectual inequality. I asked my brother: Can girls learn Greek? The right to education and to free speech having been gained for woman, in the long run every other good thing was sure to be obtained. Henceforth the leaves of the tree of knowledge were for women, and for the healing of the nations. On the Right to Vote You may talk about Free Love, if you please, but we are to have the right to vote. Today we are fined, imprisoned, and hanged, without a jury trial by our peers. You shall not cheat us by getting us off to talk about something else. When we get the suffrage, then you may taunt us with anything you please, and we will then talk about it as long as you please. On Occupations and a Womans Sphere If a woman earned a dollar by scrubbing, her husband had a right to take the dollar and go and get drunk with it and beat her afterwards. It was his dollar. Women are in bondage; their clothes are a great hindrance to their engaging in any business which will make them pecuniarily independent, and since the soul of womanhood never can be queenly and noble so long as it must beg bread for its body, is it not better, even at the expense of a vast deal of annoyance, that they whose lives deserve respect and are greater than their garments should give an example by which woman may more easily work out her own emancipation? Too much has already been said and written about womens sphere. Leave women, then, to find their sphere. Half a century ago women were at an infinite disadvantage in regard to their occupations. The idea that their sphere was at home, and only at home, was like a band of steel on society. But the spinning-wheel and the loom, which had given employment to women, had been superseded by machinery, and something else had to take their places. The taking care of the house and children, and the family sewing, and teaching the little summer school at a dollar per week, could not supply the needs nor fill the aspirations of women. But every departure from these conceded things was met with the cry, You want to get out of your sphere, or, To take women out of their sphere; and that was to fly in the face of Providence, to unsex yourself in short, to be monstrous women, women who, while they orated in public, wanted men to rock the cradle and wash the dishes. We pleaded that whatever was fit to be done at all might with propriety be done by anybody who did it well; that the tools belonged to thos e who could use them; that the possession of a power presupposed a right to its use. I know, Mother, you feel badly and that you would prefer to have me take some other course, if I could in conscience. Yet, Mother, I know you too well to suppose that you would wish me to turn away from what I think is my duty. I surely would not be a public speaker if I sought a life of ease, for it will be a most laborious one; nor would I do it for the sake of honor, for I know that I shall be disesteemed, even hated, by some who are now my friends, or who profess to be. Neither would I do it if I sought wealth, because I could secure it with far more ease and worldly honor by being a teacher. If I would be true to myself, true to my Heavenly Father, I must pursue that course of conduct which, to me, appears best calculated to promote the highest good of the world. The first woman minister, Antoinette Brown, had to meet ridicule and opposition that can hardly be conceived to-day. Now there are women ministers, east and west, all over the country. ... for these years I can only be a mother- no trivial thing, either. But I do believe that a womans truest place is in a home, with a husband and with children, and with large freedom, pecuniary freedom, personal freedom, and the right to vote.  (Lucy Stone to her adult daughter, Alice Stone Blackwell) I know not what you believe of God, but I believe He gave yearnings and longings to be filled, and that He did not mean all our time should be devoted to feeding and clothing the body. On Slavery If, while I hear the shriek of the slave mother robbed of her little ones, I do not open my mouth for the dumb, am I not guilty? Or should I go from house to house to do it, when I could tell so many more in less time, if they should be gathered in one place? You would not object or think it wrong, for a man to plead the cause of the suffering and the outcast; and surely the moral character of the act is not changed because it is done by a woman. The anti-slavery cause had come to break stronger fetters than those that held the slave. The idea of equal rights was in the air. The wail of the slave, his clanking fetters, his utter need, appealed to everybody. Women heard. Angelina and Sara Grimki and Abby Kelly went out to speak for the slaves. Such a thing had never been heard of. An earthquake shock could hardly have startled the community more. Some of the abolitionists forgot the slave in their efforts to silence the women. The Anti-Slavery Society rent itself in twain over the subject. The Church was moved to its very foundation in opposition. On Identity and Courage A wife should no more take her husbands name than he should hers. My name is my identity and must not be lost. I believe that the influence of woman will save the country before every other power. Now all we need is to continue to speak the truth fearlessly, and we shall add to our number those who will turn the scale to the side of equal and full justice in all things. In education, in marriage, in religion, in everything disappointment is the lot of women. It shall be the business of my life to deepen that disappointment in every womans heart until she bows down to it no longer. Make the world better. Source Quote collection  assembled by  Jone Johnson Lewis.

Lack of Written Constitution in U.K Essay Example | Topics and Well Written Essays - 2250 words

Lack of Written Constitution in U.K - Essay Example Britain is regarded as the homeland of the democracy. Further, politically, U.K has been steady and stable for long period. Unlike Germany and France, Britain has not been compelled to draw its constitution due to famous revolt like French revolution or through war. U.K has a cool political weather without any turmoil contrary to revolutionary inflammation that traversed the European continent in the nineteenth century. Rather than in one big bang, U.K constitution has been transformed incrementally over centuries. Whereas, in case of Australia and U.S.A, which are very young nations as compared to UU.K, it is easy to codify their subject’s fundamental rights and political system as a significant step immediately after attaining independence. It is to be noted that majority of world’s democratic countries have structured their written constitutions on the footprints of unwritten version of the British constitution. U.K is perusing a constitutional monarchy with a two-chambered parliament comprises of Houses of Lords and Commons. Informally, though the executive power is headed by the Crown but in actual life, it is being carried out by the ruling government in the name of Crown. The powers vested with the Crown and Sovereign is derived from the Acts of Parliament or from the common law. Virtually, in U.K, there is no separation of power between executive and legislature. The legislative authority is given authority in the sovereign in parliament, cabinet ministers are empowered to enact new acts who are also given power in the process of legislation. Likewise, Lords not only have taken part in the legislative business of the upper house but also sit as judges in the Appellate Committee.

Freud Essay Example | Topics and Well Written Essays - 1000 words

Freud - Essay Example He believed irrespective of whether the behavior is normal or abnormal, it has its influence from the psychological motives, which are often unconscious. This belief of Freud is called as psychic determinism. These theoretical words help in the explanation of what is called as "Freudian slip". The later work of Freud emphasized that the psyche was divided into three parts and they are the Id, Ego and the Superego. The unconscious Id represents itself as the primary process of thinking of a person's most basic necessities satisfaction type of thoughts. The word Id thus represents the most common and essential needs to be addressed by a person. In the case of Superego there rests socially induced conscience that has been counteracted by the Id on the grounds of moral and ethical conduct. Thus, Freud presented that the Superego of the person many a times counteracts the basic necessities that are required to be addressed. Freud addressed the superego as the unconscious and the ego as a largely conscious state of mind. He had advocated that the ego stands in between the id and the superego in order to balance the two i.e. superego and the id. Thus, a balance of the most primitive needs and the moral/ethical beliefs is being achieved by the in-between penetrative presence of e go. Freud believes that a healthy ego shall help provide the ability by virtue of which one can successfully adapt with the outside environment in a manner that holds the identity of both the id and the superego. Freud especially held the focus of his attention to the study and research on the dynamic relationship that exists between the id, ego and superego. He held special attention to the manner in which the three entered into a conflict. We would now like to throw some essential light on the work of Plato and Socrates. Plato was a Greek Philosopher and was a student of Socrates. He was the founder of the Academy in Athens, where Aristotle was a student. Under the guidance of Socrates, Plato wrote philosophical views. He had contributed to the world of knowledge a very precious collection of manuscripts. The Plato's writings present themselves with debates as related to the best possible form of government. Plato had also held the focus of his writings on several other subjects. The central theme of Plato's work has been a conflict that exists between the nature and convention. This is related to the role of heredity and the environment on the intelligence and personality of humans. The more the pleasures of the body fade away, the greater to me is the pleasure and charm of conversation. -Plato, Greek philosopher, The Republic, 4th century BC What progress we are making. In the Middle Ages they would have burned me. Now they are content with burning my books. -Sigmund Freud Thus, the debate as presented rested on the platform of nature versus nurture. We can notice here that Plato and Socrates have placed ethics upon reason. They have marked the essential practice of following the good as ethical and thus essential. However, the ethics have been excluded from the Freud's conception of the superego, ego and Id description. Thus, the point that some people will not confirm to some actions can be due to their realization of them being ethically wrong. This ethical ground on which the performance of an action is not