Thermodynamics Versus Justice

There are many themes that heavily influence the characters in the movie, The Defiant Ones. However, there are two important forces that are fighting against each other to try and control the ultimate outcome of the main character’s future. These two forces are “Justice” and “Second Law of Thermodynamics.”

I define “Justice” here as the idea that, in the battle of good versus evil, good always triumphs evil; the “Second Law of Thermodynamics” refers to the law discovered by Robert Clausius. It states that the state of entropy (disorder or randomness) of the entire universe, as an isolated system, will always increase over time (Bailey). This simply means that, as time passes on, physical systems get more chaotic or disorganized. A common example of this would be a student’s bedroom. Typically, the room would exist in a very disordered state, so it would have high entropy. In order to put the room back into a state of cleanliness, energy must be put into the system. This would be in the form of the student cleaning up and organizing their room. A clean room would be organized and have low entropy. However, this state in unfavorable and difficult to maintain since it requires a lot of energy. As time goes on, we would see the entropy of the room gradually increase and revert to its highly disordered state.

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Quantifying the World

Have you ever wondered where systems of measurement come from?

Whether Metric or English, these systems are more or less taken for granted. For a long time, the thought of where these come from never occurred to me. Meters, feet, pounds, and kilograms all seemed quite simple and I never thought of where they came from. However, Dr. McCoy recently shared an article from Atlas Obscura that made me rethink this. Continue reading “Quantifying the World”

Thoughts on Bias in Discipline Part 1: Bias In The Study Of History

In this entry, I will introduce the concept of bias within the study of history and in the study of several other disciplines which include: English Literature, Western Art, and Western Music. I will discuss my own opinion on questions like: Is it right to celebrate a person who has committed a terrible act? or is it proper to assign a misogynist or a racist individual as a role model and source of inspiration? I will also break this into two parts discussing bias in the study of history and then its connection to bias in other disciplines.

 

A common area of bias in education that most people might be aware of is bias or impartiality in the study of history. It is often the case that bias may hold an exceptionally strong presence in the notation of history; this strong presence means that history may be taught differently in different regions and cultures. The primary motive in the use of bias in the study of history is to control the outlook on the region or culture by those who reside in the region or are a part of that culture. An excellent example of bias in history is the Second World War. This is an area that may be taught differently in history classes of the United States than in history classes of Japan. The purpose is undoubtedly to alter the image of a villain or individual at fault for terrible actions; each nation wants their youth to look up to the nation as one would look up to a hero. In Japan, they may go over the extreme actions and the terrible fire bombings that the United States military committed and omit or alter the crimes or wrong doings of Japan and its military at the time. The same principle can be applied to the United States; US secondary and primary schools purposefully do not go into extreme depth about the bombings on Japan and the effects on civilians, but discuss the atomic bombings that ended a war. This bias in history applies to several events, including the fire bombings on the civilians of Japan by the U.S in 1945 and even the atrocious events of the Sino Japanese war of 1937 (Mariko Oi wrote an extremely enlightening article that will be linked down below).

http://www.bbc.com/news/magazine-21226068

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Sex is Science

Today, in class we discussed the series of poems that make up Percival Everett’s Body. Within the work, Everett uses biological and scientific terms in order to describe a sexual encounter. He refers to body parts and processes by their scientific names which I found incredibly interesting and even a little unsettling.

I say unsettling because growing up, a large majority of children are taught that sex is a very intimate and beautiful thing. But in these poems, it is almost as if Everett is stripping away that intimacy and beauty and turning the act of sex into a very scientific thing. Which upon further reflection, I realized it kind of makes sense. When it all boils down, sex is science. All of the reasons sex is sex are scientific, whether it be the science of having a baby or the science of the pleasure of sex. Sex is science.  Continue reading “Sex is Science”

S is for Second Law of Thermodynamics

In science, the topic of energy constitutes a large area of discussion and experimentation in multiple areas of study. While I don’t remember much from my science classes in high school, I do remember one law, the second law of thermodynamics. The second law of thermodynamics states that “there is a natural tendency of any isolated system to degenerate into a more disordered state.” In simpler terms, the second law of thermodynamics argues that the environment is naturally bound to become more disordered overtime. Continue reading “S is for Second Law of Thermodynamics”

Freedom and Constraint

I’ve been thinking about some of thoughtful responses and building-upons that emerged from the write-your-own-abecedarian poem exercise. At some level, that exercise was about both freedom and (some) constraint.

I’m sharing this graphic with you, which @hellomizk describes as follows:

#bythebones is a game of randomized constraints for anybody who wants to play with diary comics–whether you’ve been making them for years or have never tried but want to give it a go. Here are the instructions: please share widely and let’s draw!

h/t @savannahmillion, who along with @alexcox hosts Roboism, a podcast about how “robots, artificial intelligence, and machine learning are affecting our culture.”

Dropping the Beads

Our professor tried to teach us how to write by using a hands-on metaphor. We were given a few beads and a piece of string. We were told that the beads represented body paragraphs and the string represented a thesis. Then, we had to “plunk” the beads on our desk. Unsurprisingly, most of us were confused as to what “plunking” something entailed, so she demonstrated. Words can only go so far, and the more I study literature, the more I realize this. The silliness of our language is astonishing. Percival Everett’s works seem to embrace this concept and I suppose that’s what makes them entertaining to me. Anyway, the purpose of the “plunk” was to illustrate how the beads just go everywhere when bounced against a wall. To prevent this, one must string the beads as one strings together an essay around a claim. So, we proceeded to create a  lovely necklace.

That’s when I dropped the beads…twice.

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The Problem of Order

I want to begin this post by asking a question:

What is order?

Now, I realize that some of you are probably rolling your eyes at this statement. To be fair, it is about as aggressively “college student” as Bob Marley posters, cup noodles, or crippling debt. It is a question that your friend who reads Nietzsche slurs out during a drunken rant. A question that sounded much better in his head. Yes, this question is clichéd; but I still believe that it is worth asking. Continue reading “The Problem of Order”

“Zulus” Interpretation

After reading Percival Everett’s poem “Zulus” from re: f (gesture) one might be confused by the abstract and nonsensical content of each poem from poems A-Z.  I too shared this belief after reading the poems for the first time in class. However, after applying some background knowledge and using online resources a reader is able to better understand what Percival Everett is trying to convey.

To begin with, a reader must analyze Everett’s use of literary devices used in each of his poems.  Everett uses repetition of a certain letter in his poems A-Z to better convey his message.  This is done by using words that begin with the same first letter to express his message.  Everett also uses multiple allusions referring to ancient mythology from various cultures, as well as allusions to religion, historical figures, pop culture, literary figures, movies, and many more.  Everett’s use of allusions helps to reinforce the subject of each poem (A is for… and so on), as well as progressing his use of repetition, allusions of words or phrases that share the beginning letter of the word of phrase, with the subject of the poem.  Another important allusion Everett continuously utilizes throughout his poem is the use of diverse languages.  Most of the poem is written in English, however Everett also incorporates Latin, Spanish, French, and German.  The trend of these two literary devices are mostly consistent and play an important role in Everett’s message.

So what exactly is Percival Everett’s message?

I believe Everett’s message is actually different in each poem.  To simplify, I believe that Everett’s A poem has a different message than Everett’s B poem.  I believe Everett wrote his poems with this idea in mind, because he wanted to express his own thoughts on certain subjects (society, war, religion, power, etc.) which is reflected through his allusions.

For example, I analyzed Everett’s poem for the letter U.

U is for Anaximander’s Boundless.

For Upanishads, oh Maya,

Oh Maya, how high the skya.

Thether her umbilically

From the planet and

Float her out to space.

U is for Urban II’s call

For the big and nasty bloody.

In the Name of God,

Und so weiter

In the first stanza, Everett references Anaximander being boundless.  This is an allusion to the ancient Greek philosopher Anaximander known as the “Father of Cosmology”, whose thoughts and ideas on cosmology were some of the earliest and first non-mythological.  The “Boundless” alluded to may refer to the boundlessness of space, the subject of Anaximander’s teachings.  On a side note, Everett uses Anaximander and Boundlessness as an allusion in his first poem for the letter A.

The second stanza mentions the Upanishads, an important scripture of the Hindu religion.  In Hinduism, the Upanishads are a set of mystical and philosophical texts that were responsible for the development of spiritualism for Hindus.  The Upanishads hold a crucial role for not just Hindus, but Buddhists as well who share spiritual practices.  This leads to the second part of the stanza where Everett mentions Maya.  I believe the Maya Everett is referencing is the mother of Buddha.  If so, Everett is alluding to the strong connection between the Hindu and the Buddhist religions.

In stanzas three through six, Everett again mentions Maya (the mother of Buddha) with allusions to the sky and space.  I expect Everett’s hyperbole for thethering Maya to the planet and having her float into space is a metaphor for Buddha, who was in Maya’s womb and was able to eventually reach nirvana which in this case is represented by space (boundless).

The last stanzas seven through ten allude to Pope Urban II and his call for the big and nasty bloody.  This is a reference to Urban II’s call for the first crusade to aid the Byzantine empire and reclaim the holy lands.  The first crusade saw heavy losses for both Europeans and Moors.  This was all caused by Pope Urban II whose call was claimed “in the name of God”, as Everett states.  The final stanza is German and translates “and so on”.  I believe Everett included this translation to exclaim that Pope Urban II’s call for the crusades was not really in the name of God, but for a personal intent for himself.

After analyzing the stanzas of the poem, I came to the conclusion that Everett’s U poem reflects his thoughts on religion.  Everett’s allusion to these historical figures demonstrate his own conceived perspective of religion, shown through different religions (Christianity, Buddhism, and Hinduism).  Religion can be seen as liberating and boundless (Anaximander and Maya) or it can be used for something horrible (Urbans II’s call for a crusade).  Poem U’s theme of religion marks just one of the self- reflections Everett demonstrates through his poem “Zulus”.

Overall, this is just one interpretation of Percival Everett’s writing.  As students with knowledge of Percival Everett and his writing we know that Everett is unpredictable and his meaning behind his writing is something that only he can unpack.

The biggest observation I gathered after reading “Zulus” is that Percival Everett is highly trained in interdisciplinary writing, as he is able to make connections between a wide range of subjects.  This is exemplified again through his varying allusions used in his poems.  This shows Percival Everett as an accomplished writer, capable of reflecting his own thoughts and perspectives.