Sunday, November 23, 2008

Rhetoric & the Discourses of Power in Court Culture

Major differences lie between Europe and China and Japan hundreds of years ago as much as they do today. China and Japan seemed to have a more dignified way of handling conflicts within the court, compared to Europe, which beheaded and tortured whoever they wanted because it was deserved. The scholastic book, Rhetoric & the Discourses of Power in Court Culture, edited by David R. Knechtges and Eugene Vance, portrays the contrasts between Europe and China and Japan in their courts, although similarities are also attainable.

This book is a scholarly treatise based on thorough research, which is obvious to see from the pages of notes containing the sources used for the information read in the chapters. This book is not written for a broad audience because it specializes on focusing clearly on the court culture specifically in Europe, during the middle ages and before, and China and Japan around the same time, including some documents from B.C.E. It was written by many scholars and experts in separate fields, who assembled a numerous amount of times for years to construct a reliable book. This work does not base itself on feeble sources such as gossip or biased opinions, however, although some of the ancient sources it uses does not have proof that it is completely true, the authors remain skeptical about the source and obtain as much truth as possible. The book doesn’t completely look at both sides of the story, but it is evident that an effort was made based on the facts they were given. It is a dependable source of information and appears trustworthy with the extent of research used to create it.

This book focuses on, like I wrote earlier, the practices and customs of the court and courtiers of China, Japan, and Europe. The author’s purpose was to portray the differences of the traditions displayed in the history of the court culture, and to define how everything used to be handled within their given circumstances. The authors’ main purpose is to study the court as a high power and the effects it had on the way of life of the larger culture, or the kingdom that was under it. The authors verifies his thesis through the chapters of the book, starting with chapter discussing Cao Pi’s new accession to Emperor of the Wei dynasty, and how at first he had many refusals to accept the imperial throne, by repeatedly (over 3 times) refusing the throne because, “…after he has issued “repeated refusals” would it be proper to discuss the possibility of his accepting the throne”(22). The author shows the reader through this chapter that the Chinese court culture thought it was only proper to not act as if they were worthy but to be modest in agreements. Also, the chapter shows how the accession ceremony took place in a small village instead of being in a highly prestigious court or palace. The author uses this part of the chapter to show how the Chinese didn’t find it important to appear as nobility and too good for the common people, but they welcomed the townspeople.

The next chapter discusses the court, politics, and rhetoric of England, which seems to differ greatly from the previous chapter. The chapter begins by explaining in great detail the death of King Edward II, and follows to say, “Ambition, suspicion, and condemnation tore the royal court apart and divided the nobility into rival factions whose competition resulted in extraordinary violence”(37). The author of this chapter, Scott L. Waugh acknowledges that the main point of this chapter is to portray the cruelty that lied within the European courts. England didn’t have an official court, with rules and routines, which means there were no official records to base these historic facts on, leading Waugh to read the different accounts of the stories to find which parts were fact or a biased fiction. Then the chapter goes on to show how the stability of the country relied on the immediate group surrounding the king and their struggles, which resulted in the country’s struggles also. The troubles coming from the inside circle of the court was between Edward II and his wife, who deeply hated his job because he listened more to his courtiers (who secretly wanted to get rid of her) than to his wife. Eventually the wife deemed to seek revenge on her husband, secretly plotting his murder, which eventually came through. This supports the author’s thesis by illustrating how the troubles inside the court directly reflected on their job as king, resulting in problems in society. But once his son Edward III came to the throne, his mother and his courtiers did exactly what Edward II’s courtiers did with him, try to tell him how to run the throne and what to do. Waugh shows here that the court couldn’t stop what it was used to, with the immediate people in the court trying to live vicariously through the King. Waugh then goes into detail describing the different death penalties of their time, showing how brutal an era it was, especially by having the public participate in watching the death, but these ways were also used to scare the public into obeying the law.

Pauline Yu, author of the next chapter, describes the Imperial taste of poems in the early ninth century. She describes how poetry writing was used in the civil service examination, proving that heavy learning was required for poetry. Through this, the author portrays how important it was to China to have smart and civilized citizens, and especially the ones who take the examination. But later in the chapter, Yu reveals from a different source that, “Among all the poems written for the examination, very few are any good” (77). Yu tries to express through this that although there weren’t many talented poets; it is the fact that the civil service exam required the test takers to be learned people who felt they were prepared to write because of the extended amount of studying used on learning the art of poetry. The author ends the chapter by saying, “…the self-representation of the court in early ninth century: its graceful, balanced decorum is precisely the image of the world that the emperor wanted to see” (87), showing how greatly the emperor cared about the image of his empire.

Steven D. Carter discusses in the next chapter how in Japan automatically the military men were accepted in the high class people with the arts such as poetry and music, but also they were involved in the court culture. Carter then displays how Japan liked to use marriage as forming alliances, also letting people get closer to the court culture. He even goes into detail to describe Kaneyoshi and his ways of creating alliances with important families by having children from different families to help his social standing. Carter’s purpose of this chapter is to show how easily attainable it was to create ties with people with a high social standing, and how important success relied on social standing. Also his social standing determined his trustworthiness because nobody questioned his interpretations and ideas on the books of poetry that he inherited.

In some chapters later, Paul Edward Dutton presents the topic of secrets during the middle ages, which again makes Europe seem like a dark environment lacking dignity. This chapter shows how Europe lived off of gossip and secrets, having a difficult time sending letters because hardly anyone could be trusted to not open a letter when delivering it. Through this chapter, Dutton shows how European courts relied on gossip to determine serious life or death decisions, based on word of mouth. Hasty choices were made, resulting in an even less respectable court, highly unlike the China or Japan courts.

The authors and editors of this book make China‘s court and people to be very polite and courteous of one another. Although they have arguments as displayed in the first chapter where Cao Pi was refusing the Imperial throne, he did it respectably by giving excuses why he shouldn’t be on the throne, while everyone else was trying to convince him to accept it. Nobody gave up on him and the leaders were persistent on having him rule the throne, although, according to the way that Europe is portrayed through this book, Europe would have instantly chosen another emperor, not wanting to be patient and well mannered. Europe is portrayed through this book as a fiend that lives on blood, torture, and secrets. There is a great contrast in the chapters describing the Chinese and the Europeans in the court. Especially between the first, second, and third chapter because both of the Chapters on China describe how calmly China goes about asking Cao Pi to be Emperor, and the third chapter discusses how China thought poetry was very important for their society, or learned people to know. China cared more about how its court appeared, and wanted it to seem balanced and graceful, unlike the portrayal of Europe which only portrays revenge and punishments as what was most important to the court, according to the book.

The book’s title does reflect accurately the main disposition of what is discussed in the book. Also the subtitle correctly describes what is also in the book, although Japan and Europe do not have as nearly as many chapters as China does. The authors of the book have verified the thesis to my liking although I would like to hear if China ever had any real trouble in its courts as compared to Europe’s likeness with punishment and torture. There are hundreds of sources in the book used from real accounts at the time. The materials used for evidence are consisted of hearsay (because it from hundreds of years ago), and writings from the time period. It seems that nine books have been used to make a tenth with all the sources that are used, except that this book organizes the main ideas from different sources to find the most likely truth. Most generalizations are supported by evidence but the evidence can only be so trustworthy because it is unknown how biased the piece of work might be in the 1300’s or earlier. The author uses efficient examples, especially in the poetry chapters because it shows many poems by the Chinese or Japanese. There are convincing cases made for the stands taken, although I would like to know if China really was that pure compared to Europe, or if purposely left out those certain aspects of China. The overall quality of the book is substantial, it is prestige in some chapters, but the quality of it all is very informative and useful for anyone wanting to learn in great detail of the culture of courts before the Middle Ages in Europe, China, and Japan.

A New Pyramid for Overweight Children

After reading the article regarding the updated food pyramid, I got the impression that this new version was much clearer and able to be personalized according to different types of people. I found it interesting that the Pyramid Tracker feature allows a person to enter their height, weight, gender, age, and level of physical activity and then it calculates the number of calories and amount of each food that you should eat.

The most surprising option is the one that calculates food servings for vegetarians. I always thought that not eating meat was unhealthy (and I still do), so it was a shock to see that the U.S. Department of Agriculture acknowledged and accommodated these people.

I used the sample chart to determine my own estimated caloric intake and highlighted the suggested serving amounts. I consider myself a healthy eater, so I was not too concerned about memorizing the serving amounts. When I did try to study it though, it seemed confusing. It made sense in theory, but it appears very hard to translate into everyday life. How am I supposed to remember how many ounces of grains I’ve had? It is a helpful guideline though.

Are Low-Carb Diets Good for Kids?

I really enjoyed this article. I have been very much against fad diets, and I consider the Atkin’s diet a fad. Consuming an unbalanced proportion of one type of nutrient just seems logically bad for a person (have you ever heard of ‘too much of a good thing?’). It makes perfect sense that a low-carb diet would be unhealthy for children because that is the time when the body needs all of the nutrients it can get, not a lot of only one nutrient.

I also completely agree with the paragraph stating that a lack of carbs can dull one’s thinking abilities. Whenever I haven’t had enough carbs, I get headache’s and feel light-headed and ill. Once I have some carbohydrates, I feel better almost instantly.

Monday, November 17, 2008

Grad School - Personal Statement

I was born with one red arm. Due to complications at birth, my entire left arm took on a brilliant, deep, red pigmentation a few hours after I was born and has stubbornly remained that way since. My mother cried and wanted to know what was wrong with her baby. The doctors looked at one another and quietly told my mother that the arm is fine but would not grow and would remain miniature my entire life. She cried and cried and they comforted her by assuring her that I was perfectly normal, otherwise. Unfortunately, doctors do not know everything; and I entered elementary school with a severe speech impediment, poor impulse control, and a very limited attention span. After a few years of struggling with my peers, teachers, and counselors, I was finally sent to a professional therapist. She talked with me for a while about who has touched me where and whether or not I like my parents. The therapist then sent me to see a psychiatrist; and, after numerous sessions, interviews, and tests, I was diagnosed with an Attention Deficit Hyperactivity Disorder, prescribed 40mg of Ritalin a day, and enrolled in a speech therapy program.

Some time passed, and my behavior and speech improved dramatically. My teachers were pleased and praised me for my exceptional scores in math and the language arts. It looked as though the medicine had solved everyone's problems.

When I began high school, however, I decided that I no longer wanted to take medication. I did not want to be dependent on a little, white pill for the rest of my life. I stopped taking the drug and struggled with most of my classes but continued doing well in math, science, and computers; the hands-on activity and direct interaction that these courses offered allowed me to focus my extra energy on the task at hand. I looked forward to these classes and always did very well in them. In particular, I found that I really enjoyed working with the computer. Soon, I was the best computer student in the school and given special assignments. The spring semester of my freshman year I was placed in an advanced computer class focused on programming in BASIC. This is when my serious interest in computer science began.

In my sophomore year of high school, long before the days of publicly accessible internet, I created, set up, funded, and ran The Foundation, a free computer bulletin board system for students wishing to telecommunicate, allowing anyone with a modem and a computer to dial into my computer and become part of a virtual community. The system was built around multi-thread discussions and was in constant need of more, intellectually active users. I advertised the system heavily and allowed my computer teachers to use it in telecommunication lectures. Activity picked up, and I had to begin modifying the original source code, which was written in C and available to anyone who purchased the software. I used a programming guide to first make small changes to the system and eventually was custom-tailoring the program to the needs of both students and teachers. The bulletin board's popularity increased; and by my junior year, I had over forty-five daily calls and over one hundred active users. When I was a senior, I was honored with two best-in-class awards for outstanding accomplishment and excellence in the field of computer science and computer information processing. I had learned to program; but, more importantly, I had learned many valuable lessons from this three-year experience including leadership; management; and the importance of activity, interaction, and stimulation when creating and maintaining any kind of community, virtual or otherwise. I really enjoyed the creative possibilities programming provided and the way mathematical problem solving could be applied to everyday applications. I felt that the computer would have a tremendous impact on more and more people's lives, especially those with disabilities and special needs. I wanted to be a part of this movement forward and decided that I needed to learn more about the science behind computers. My college and career path were obvious.

When I began my undergraduate career at Cal Poly Pomona I was re-exposed to the many of the same subjects that I drifted by in high school. This time, however, it was sink or swim; I could not just float by. It was time to face the subjects I had looking away from for so many years and conquer them, but I knew it would be difficult without some kind of help and most certainly did not want to fall back on psychotropic remedies. So, I enlisted the help of Disabled Student Services and explained to them the trouble I had in the past. I told them that I was willing to dedicate myself completely and work as hard and long as I needed to succeed but did not want to rely on medication. After interviewing me and reviewing my psychiatric portfolio, they assigned me to a counselor, provided a quiet place to take test and study, and aided me in developing a rigorous study schedule built around work, diet, and intermittent exercise, which has proven to be an invaluable asset to me in the classroom, workplace, and home.

The humanities were relatively new to me, and I found them intriguing. I was excited and spent an average of four to five hours a day studying. Soon, I began to question the path I had been following. I realized my education had been totally lopsided up to this point. It suddenly occurred to me that there was more to life than just computers. I felt like I had just woken up from a long, intense dream and was ready to make amends. Things like literature, philosophy, and world history, caused me to question the narrow educational path I had chosen. In particular, I fell in love with the study, critical deconstruction, and creation of literature; it was both exciting and new to me. I thought about which educational path would take me where I wanted to go and which would allow me to become who I wanted to be and decided that computer science and world literature were the most important to me and did not have to mutually exclude each other.

I did extremely well in the humanities department, developed many close relationships with my professors, and made the Dean's List three times; but I knew from the beginning that I did not want to pursue graduate study in the field. I would study English first and then Computer Science afterward, as I had always planned, affording me the luxury of dedicating myself wholly to the study when the time came. I was awarded a B.A. degree in English Literature in June of 2000.

I was determined to become a computer scientist and knew I had to continue with my education, but I was out of money and in no position to take on any more student loans. So, I got a job providing computer and network support for the local school district. My job duties included network infrastructure design, repair, and maintenance. I was hardworking, timely, and successfully completed all the task assigned to me. Although, I have grown as a person through my employment, I found the work to be mentally unchallenging and devoid of the sort of the science, design, and larger purpose I desire.

Today, my left arm, though still the color of freshly spilled blood, is almost the exact same size as my right; and I have bested the doctors' quick conjecture by becoming exceptional and not just perfectly normal. My needs, desires, and behaviors are not always the same as my peers; but I discovered that the fierce energy lying in this difference can be controlled and redirected towards success. I have received an invaluable amount of help from people willing to work with me. Now, I would like to use my talents to help others. I am going to design and engineer both biologically integrated and mechanically integrated computing technology for those with disabilities and special needs.