A Semiotic Analysis of a Newspaper Story Essay Example for Free

A Semiotic Analysis of a Newspaper Story Essay A logical place to start may be to ask ‘what is news?’ Professor Jonathan Bignell suggests that ‘news is not just facts, but representations produced in language and other signs like photographs.’ The newspaper is just one medium of news communication; other media include television, radio, magazines, and the Internet. We will concentrate on a particular news item as covered in three different British daily newspapers, namely The Sun, The Telegraph, and The Times. The story which is being covered is that of the death of a female police officer who was stabbed by a man whilst she was on duty. The medium of the newspaper is particularly interesting as signifiers are presented simultaneously thus offering a concrete display of signs which the reader can consume at their own pace and can also be re-read, as opposed to television or radio news which can only be watched or listened to at particular times. The process of selection is central to the production of all newspapers. This involves selecting events which are considered to be worthy of being printed as news, and excluding news which is considered to be irrelevant, insignificant or unworthy of news coverage. Thus news is a social construct dependent on what is deemed to be important by those who work in the ‘news industry’ based on certain codes of behaviour which have been learned by news workers in order to do their job. The codes of behaviour which have been learnt by news workers undoubtedly depend on the particular newspaper for which they are working. It could be suggested that in British society most adults would be aware of the conventions of different newspapers. We will attempt to examine the types of sign systems within which a particular news story is encoded in a selection of newspapers, and how these different sign systems may affect meaning. It is clear when looking at The Sun, The Telegraph, and The Times articles, which were all published on Saturday, April 18th, 1998 that each newspaper attaches significance to different news items. This is made clear by looking at the front pages of each newspaper, with The Suns main front page story concentrating on the relationship of Patsy Kensit and Liam Gallagher, compared to The Telegraphs main story which concentrates on a ‘shake-up’ of scientific committees that advise government ministers on food safety; and The Times main front page story which covers the story of the new National Lottery Big Ticket show which is facing the BBC ‘axe’. Although we will not be concentrating on the comparison of the front pages of the newspapers in this term paper, these examples demonstrate how drastically the different newspapers differ in what constitutes front-page news. The examples also demonstrate the interpretation of newspaper conventions, as we analyse the stories which are considered to be the intended main news of the front-page. As can be seen with the front page of The Sun the main story is clear as it dominates most of the available space on the front-page. However, with the other newspapers the distinction is not quite as clear. The main criteria when deciding on which was the main story of the front-pages of The Telegraph and The Times was the size of the typeface of the headline. This emphasises that the reader comes to the newspaper with a set of codes with which to decode the text, and these codes may differ from individual to individual. This leads to the point that the text is open to a variety of interpretations depending on the ideological standpoint of the reader, and whether the reader is familiar with the newspaper and the codes which. it employs to communicate the ‘news’ which it has selected. Connotations of the linguistic and visual signs which are presented by newspapers are central to the meaning of the news item to the reader. The connotations of the news item are perceived within a coded framework and there are recognisable codes within different newspapers. It is clear that different newspapers use particular narrative codes when representing the same item of news. This can be seen in the three headlines which refer to the particular news item which I have chosen to examine. The Sun headline states ‘SCANDAL OF PSYCHO FREED TO KILL HERO COP NINN, The Telegraph ‘WPc was knifed to death after removing armour’, and The Times ‘WPc paid with her life for dedication to duty.’ Each of these narrative codes used in the headlines instantly provide a framework on which to build the meaning of the news item. The headlines are linguistic syntagms which aim to attract the attention of the reader to the topic of the news story, and the linguistic signs which are employed in the headline suggest to the reader the appropriate codes which are needed to understand or decode the news item. It is clear that the newspapers use different linguistic codes as a means of representing the news item. The Times and The Telegraph are similar in their use of language. However, both differ dramatically with The Sun. It is clear that The Sun uses orally based vocabulary, and dramatic and sensational language. This can be seen in the first sentence of the news item, which reads ‘A. violent cop-hating nut killed brave WPC Nina Mackay after a catastrophic catalogue of blunders by Crown prosecutors and police allowed him to roam free.’ The article also employs alliteration for emphasis , as in ‘catastrophic catalogue’ and ‘scandal of psycho’. The linguistic codes of the news item certainly connote speech which in turn connotes familiarity, informality, and camaraderie. The article also implies familiarity with the victim (We Nina Mackay) who is referred to throughout as ‘Nina’ where as a distance is created between the reader and the offender who is referred to throughout by his surname, Elgizouli. This code of familiarity is significantly different to that which is employed by The Telegraph and The Times who refer to the victim either in her professional capacity (WPc Nina Mackay) or by her full name. However, it is perhaps significant that the offender is referred to by his surname in all of the different representations of the news items. This strategy of distancing the reader from the criminal is blatantly employed by all three of the newspapers, clearly suggesting that the preferred reading of the texts should involve no sympathy with the offender. Another drastic difference between the newspaper representations of the news item are the typographic devices used to break up the text. Again, The Sun differs dramatically to The Telegraph and The Times using bold text to start the article, serving to extend the role of the headline in attracting the attention of the reader to the topic of the news story. The use of bold and one word sub-headings which are employed throughout the text serve to direct the reader in making meaning of the text and make blatantly obvious the points which the newspaper deem to be of particular significance to the understanding of the news item. The Telegraph and The Times do not employ the same typographic codes as The Sun, apart from bold type which is used for the headline, and the bold type used to name the journalist/s of the article. The narrative of the news story uses the same type and size of font throughout the item. Arguably, this connotes authority and formality to the reader which is also demonstrated by the fairly long sentences, the correct spellings and the lack of colloquial language such as ‘cop’ which is used in The Sun. This perhaps implies that the ‘quality’ press such as The Times and The Telegraph provide better news than tabloids such as The Sun. However, this kind of value judgement is inappropriate as both types of newspaper are constructions of the news with the ‘quality’ newspapers aiming to connote authority and formality and the ‘popular’ tabloids aiming to connote an attitude of ‘telling it how it is.’ Thus both types of representation of the news items present mythic meanings. Linguistic and typographic codes are not the only codes employed in news discourse. Graphic codes must also be considered. The photographs used in the press have also undergone a process of selection. One image will be chosen over another as it connotes a message that the selectors of the photograph want to communicate. Barthes (cited in Bagnell, 1977:98) suggests that the newspaper photograph is ‘an object that has been worked on, chosen, composed, constructed, treated according to professional, aesthetic or ideological norms which are so many factors of connotation.’ The ‘treatment’ of photographs which is referred to by Barthes can be seen in the different newspapers which I have chosen. Interestingly, each version of the news item has used the same photographs, but treated them differently according to the required connotation. Each representation uses the same picture of the victim in her police uniform looking directly at the camera, and the same pictu re of the offender looking vacant and away from the camera. Again, The Times and The Telegraph use similar codes, and The Sun employs a drastically different strategy despite using the same original photographs. The most drastic difference is that The Sun presents the photographs in colour, connoting realism and the dangerousness of the offender. This is also connoted by the size of the photographs, with the graphic representation dominating a large proportion of the overall available space on the page, which is another drastic difference between The Suns representation of the news item and the other two newspapers. Despite these major differences it is significant that the newspapers have all used the same photographs, and it is interesting to look at why these particular photographs might have been chosen. Paradigmatically, photographs involve connotations, and thus the significance of the particular photographs which have been chosen can be seen more clearly when considering what other paradigmatic connotations might have appeared in their place. For example the connotations of the picture of the police officer would change considerably if she was not in uniform. Likewise, the connotations of the picture would change if the offender was looking directly at the camera and smiling, instead he is pictured looking away from the camera with a blank expression, connoting lack of emotion. The contrasted pairs which seem to be involved in the paradigms are innocence and guilt, justice and injustice. These contrasted pairs are made more clear by the way in which the meanings of the photographs are anchored in a small amount of text beneath the photographs. The Times offers its own contrasted pair in the text beneath the pictures, namely ‘killer’ and ‘killed’. As Bignell (1997:99) suggests, the caption underneath the picture enables the reader to ‘load down the image with particular cultural meanings and the photograph functions as the proof that the texts message is true.’ The pictures are also shown in different contexts in the three newspapers with The Sun using a different strategy to The Telegraph and The Times. The Telegraph and The Times use similar sized pictures of the individuals involved. In The Sun the size of the photographs of the individuals differ considerably with the ‘killer’ being represented as significantly bigger than the ‘killed’. Also, the photograph of the police officer is presented in a photograph-like frame connoting sentimentality, and elevating her position in comparison to the ‘killer’. This emotionalism is carried over into the other picture which The Sun represents which shows the coffin of the police officer being carried by her colleagues. This is a cultural sign which most readers will be able to relate to, and connotes sympathy, tragedy and injustice. This discussion of several newspapers representations of the same news item show how semiotic analysis can determine the meanings of such news items, as a result of the linguistic and visual signs used within the texts. However, semiotic analysis cannot determine how an individual reader might interpret the representations of the news items in a real social context. Semiotic analysis does offer an insight into the factors at work in the production of a news item and distinguishes the various codes which are employed by different types of newspaper when representing a particular news item.

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Over het opeten van twee boterhammen doe je langer dan over à ©Ãƒ ©n. Je huiswerk maak je sneller als je niet tegelijkertijd tv kijkt. Een reclame die je dagelijks ziet, onthoud je beter dan een die je minder vaak ziet. Kijk nu naar 2 kinderen, waarvan de à ©Ãƒ ©n tweetalig opgroeit en de ander à ©Ãƒ ©ntalig. Het tweetalige kind heeft het dubbel zo druk, ook is het taalaanbod verdeeld over twee talen. Betekent dit ook dat meertaligen daardoor langzamer zijn in hun taalverwerving? Wat is het effect op de spraak- en taal ontwikkeling? Welke factoren hebben invloed op taalproblemen bij meertalige kinderen? Op al deze vragen zullen we proberen antwoord te geven in deze deelvraag. Wat is tweetaligheid? Tweetaligheid betekent het kunnen gebruiken van twee verschillende talen in diverse communicatievormen. Het komt niet vaak voor dat beide talen even goed beheerst worden, oftewel een gebalanceerde tweetaligheid. Meestal is er sprake van een dominante taal, deze wordt makkelijker gebruikt dan de tweede taal. Er bestaan twee verschillende soorten tweetaligheid: simultane en successieve tweetaligheid. Simultane tweetaligheid Er is sprake van simultane tweetaligheid als een kind twee (soms drie) talen gelijktijdig aanleert. Vanaf jongs af aan worden de talen aangeboden. Van beide talen moeten de woordstructuur, woordvorming en zinsleer worden verworven. In allebei de talen gaan kinderen door dezelfde taalontwikkeling als kinderen die à ©Ãƒ ©ntalig worden opgevoed. Simultane opvoeding vergt een bepaalde structuur van de ouders. In bepaalde situaties moet een bepaalde taal worden gesproken. Thuis bijvoorbeeld Engels en op school Nederlands. Successieve tweetaligheid Als een kind tot op een latere leeftijd à ©Ãƒ ©ntalig wordt opgevoed en dan pas in aanraking komt met ... ... in het onderwijs voorkomt. Vaak draait het in zulke gevallen om groepen die minderwaardig worden gezien in een samenleving, zoals Marokkanen in Nederland. Dit wordt ook wel subtractieve tweetaligheid genoemd. Dit houdt in dat een kind 2 talen kan spreken en gebruiken maar beide talen zijn van (te) lage kwaliteit. De andere vorm is additieve tweetaligheid, de eerste taal/moedertaal wordt op een voldoende manier gebruikt en daarom kan er een tweede taal aan worden toegevoegd. Op deze manier van het gebruiken van twee talen ontstaan positieve effecten. Doordat meertalige kinderen al vanaf jongs af aan zich veel bezighouden met taal en verschillen in talen, zijn zij zich er snel bewust van wanneer er bepaalde taalverschijnselen voorkomen. Zij kunnen dit verbinden aan verschijnselen die zij in verschillende talen kennen en daardoor leren ze de nieuwe fenomenen snel aan.

Rock Music and Free Time

Without music life would be a mistake! My hobbies are singing and dancing. Regarding the most popular hobbies, people like playing basketball or football, reading, stamp collecting, etc. However, I love to listen to music and also to sing. I have a large and superb collection of tracks and I listen to all kinds of music. My collection ranges from hip hop music to rock and from blues music to rap. My hobby is listening to these songs carefully and then to learn them. I sit with a piece of paper and a pen while I write down the lyrics of the songs that I hear.Then I hum along and soon I know the tunes too. I switch off the Black Berry recorder and then I pretend to be the singer myself. I sing the song exactly it was sung by the playback singer. I sometimes succeed and I sometimes fail. Once I feel that I sing perfectly I tape my own voice. When I listen to the recording I am objective and try to find my faults in singing. This helps me to improve my singing and I feel confident and th rilled. Whenever I go to a party, my friends persuade me to dance. Once I begin, the party livens up, people join in and the place is filled with the sound of music.I feel proud of myself and my friends also praise me because they feel that I become the life of the party. I listen to music and I sing every day when I go to school or when I have a free time in school. My hobby makes me happy and at least brings joy to my sister and friends. In my opinion, it is necessary that everybody have a hobby. It educates people; they give their pleasure, and help them to use his free time fruitfully. If a person has no hobby, he will turn him free time into something useful? From my point of view, if I were you I would listen to music every day.

The Communist Manifesto by Karl Marx and Frederick Engels

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Validity - Appropriateness Of The Instrument - 758 Words

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Reality Is A Hard Trail - 1305 Words

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Arete in the republic Essay Example For Students

Arete in the republic Essay Plato is one of the greatest philosophers ever. Born in Athens, in 427 BC, and died in 347 BC. Socrates taught him. Socrates not only taught Plato, but was also Platos best friend. Socrates was put to death in 399 BC, because of his ideas. After Socrates death, Plato devoted his life to philosophy (Plato). In Platos book The Republic, the main focus is on justice, and trying to define what justice exactly is. In this book Socrates speaks Platos ideas. Through the Socratic method of trying to find a definition of justice, the theory of arete is often used, and is a central part of the book. Arete is the ability of something to do what it is supposed to do, and do it well. It is virtue, skill, and knowledge. The function of the soul is to live. The virtue (arete) of the soul is to live well. Through trying to define justice, Plato often uses the concept of arete. Thrasymachus says that justice is simply what the ruling party calls right or just. They call what is in the interest of the stronger party, or the rulers, justice (Grube 338c). Socrates responds by saying that the rulers should only by regarded in how well they perform their function. Their function being to serve the interest of the people which he rules, not his own interest (338c). Socrates says that everything has a function:The function of a pruning knife is to prune trees; the function of the eye is to see. Also, everything has a virtue; a virtue is a quality that makes something perform its function well. Thus, sharpness is the virtue of a knife; sight is the virtue of the eye. Now the function of man is to live. What, then, is his virtue? Well we agreed that injustice is a source of disunity and chaos; so it is a defect. Its opposite, justice, must there fore be a virtue, if not the only virtue, of man. But without its virtue, a thing cannot perform its function well. So without justice, a man cannot live well. And if he cannot live well, he cannot be happy. Injustice, then, cannot bring happiness. With out even using the word arete, he has just defined its concept (Cliffs 16). When trying to organize his state Socrates is describing what the state will need in order to be just. He says that each man will be assigned the job that he is best suited for. Each man will only get one job, so he can devote his life to that job, and do it well (Grube 369a-370c). They will need farmers, builders, and tailors, among others. But they will also need someone to make the tools for these people, in order for them to perform their tasks well (Cliffs 23). The guardians of the state have an extremely important job. For them to be able to perform their task well, they have to be selected and trained very carefully. They have to be courageous, and strong. They need to know when, and when not to attack. They must have knowledge and a love of knowledge in order to be able to discriminate well. These guardians are not just soldiers. They are the leaders of the state. They must have a philosophic temperament (Cliffs 23-28). In order for the guardians to perform their task well, they must be very carefully educated and trained. While they are children Socrates wants them to learning of the gods, and heroes. But he does not want them to learn the stories in which the gods commit murders and crimes. He is afraid that this may corrupt them. They must also never learn of stories, which will make them afraid of death. So they must never learn of the afterlife, and the underworld. They must only learn of the stories that will have good moral affects on them (Grube 392a-c). In other words, Plato uses censorship as an educational and persuasive tool. .u7a6fb8cb70ebafb18f0ba96cd56104e2 , .u7a6fb8cb70ebafb18f0ba96cd56104e2 .postImageUrl , .u7a6fb8cb70ebafb18f0ba96cd56104e2 .centered-text-area { min-height: 80px; position: relative; } .u7a6fb8cb70ebafb18f0ba96cd56104e2 , .u7a6fb8cb70ebafb18f0ba96cd56104e2:hover , .u7a6fb8cb70ebafb18f0ba96cd56104e2:visited , .u7a6fb8cb70ebafb18f0ba96cd56104e2:active { border:0!important; } .u7a6fb8cb70ebafb18f0ba96cd56104e2 .clearfix:after { content: ""; display: table; clear: both; } .u7a6fb8cb70ebafb18f0ba96cd56104e2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7a6fb8cb70ebafb18f0ba96cd56104e2:active , .u7a6fb8cb70ebafb18f0ba96cd56104e2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7a6fb8cb70ebafb18f0ba96cd56104e2 .centered-text-area { width: 100%; position: relative ; } .u7a6fb8cb70ebafb18f0ba96cd56104e2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7a6fb8cb70ebafb18f0ba96cd56104e2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7a6fb8cb70ebafb18f0ba96cd56104e2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7a6fb8cb70ebafb18f0ba96cd56104e2:hover .ctaButton { background-color: #34495E!important; } .u7a6fb8cb70ebafb18f0ba96cd56104e2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7a6fb8cb70ebafb18f0ba96cd56104e2 .u7a6fb8cb70ebafb18f0ba96cd56104e2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7a6fb8cb70ebafb18f0ba96cd56104e2:after { content: ""; display: block; clear: both; } READ: ============================================================ Medicine: EssayThe guardians are then divided into two groups. The rulers, who will govern the state, and the auxiliaries, who will assist the rulers and enforce their decisions. The rulers will consist only of the very best guardians. They are the older wiser men. All of their actions must be directed toward the community as a whole (Cliffs 28-30). The rest of the community is the craftsmen, or all the rest of the citizens who do not govern or protect the state. This group consists of the doctors, farmers, and laborers. These three classes have the four great virtues: wisdom, courage, discipline (temperance), and justice. Wisdom is found in the ruling class. For they judge what is right and wrong, good and bad. Courage is found in the auxiliaries. Discipline (temperance) does not fit into any one class alone. Discipline is a mastery of ones self; and is found in the way the classes relate to each other. Justice can only be found when the three prior virtues are there. And the three prior virtues can only be found when everyone does their jobs, and does them well (Cliffs 34). This has defined a just state. A just man is also very closely defined. There are three parts of the mind, and these relate to the three classes of the state. Reason corresponds to the rulers. Emotion corresponds to the auxiliaries. And desire corresponds to the craftsmens class. The four cardinal virtues will again only be present if the three parts of the mind perform their function well. Wisdom comes from wise reasoning, in the reasoning part of the mind. Courage comes from a courageous emotional mind. Discipline again does not fit into any one part, but only comes when the other tow parts interact well with each other. A mans reason must be in charge of his emotions and desires (Grube 434d-435a). Justice again is only present when the other three parts of the mind perform their functions well. They must all play their proper functions and not interfere with each other. Justice in the mind is like health in the body. A just man is one whose mind is in good order; A healthy man is one whose body is in good order. (Cliffs 38-39)Socrates has now said that a philosopher will make the best ruler. A philosopher will always be able to administer justice and act for the good of the community. A philosopher will always be honest and forthright. They will be well disciplined and not give into bodily desires. Money and possessions will not matter to them. They will not be cowardly. They will poses all four cardinal virtues. They will be best able to rule the state, and rule it well (Cliffs 41-44). He also goes on to say that to grow up to be a good ruler, their lives must be divided into six stages, as a child. Up until the age of 18 they will learn a small amount of mathematics, warfare, and watch battles. Then the best of that group will go through intense physical and military training for two-three years. The best of that group is now chosen and will take an advanced mathematics course, for ten years. Those not chosen from this group will form the auxiliary class. At the age of 30 after the mathematics course is completed, another selection is made. The best of this group will study dialectic for five years. At the age of 35 they will be philosophers. They will then have to receive practical experience. At the age of 50 they are now fully formed philosophy rulers (Grube 535a-540a). This process will enable the rulers to do their job well, which will in turn enable everyone they rule to do their jobs well, and to live well. .u9c05839936e347a972f3b7bcb4fc73c6 , .u9c05839936e347a972f3b7bcb4fc73c6 .postImageUrl , .u9c05839936e347a972f3b7bcb4fc73c6 .centered-text-area { min-height: 80px; position: relative; } .u9c05839936e347a972f3b7bcb4fc73c6 , .u9c05839936e347a972f3b7bcb4fc73c6:hover , .u9c05839936e347a972f3b7bcb4fc73c6:visited , .u9c05839936e347a972f3b7bcb4fc73c6:active { border:0!important; } .u9c05839936e347a972f3b7bcb4fc73c6 .clearfix:after { content: ""; display: table; clear: both; } .u9c05839936e347a972f3b7bcb4fc73c6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9c05839936e347a972f3b7bcb4fc73c6:active , .u9c05839936e347a972f3b7bcb4fc73c6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9c05839936e347a972f3b7bcb4fc73c6 .centered-text-area { width: 100%; position: relative ; } .u9c05839936e347a972f3b7bcb4fc73c6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9c05839936e347a972f3b7bcb4fc73c6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9c05839936e347a972f3b7bcb4fc73c6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9c05839936e347a972f3b7bcb4fc73c6:hover .ctaButton { background-color: #34495E!important; } .u9c05839936e347a972f3b7bcb4fc73c6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9c05839936e347a972f3b7bcb4fc73c6 .u9c05839936e347a972f3b7bcb4fc73c6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9c05839936e347a972f3b7bcb4fc73c6:after { content: ""; display: block; clear: both; } READ: The Effects of Anabolic Steroids EssayThe concept of arete is not hard to understand, but it is hard to put into words. Although he never uses the word arete in his book, Plato does put it into words, just by trying to define justice. Bibliography:WORKS CITED1.Cliffs notes on. PLATOS THE REPUBLIC. Lincoln, Nebraska:19972.Grube, G.M.A.(translated by). Plato REPUBLIC. Indianapolis: Hackett Publishing Company, INC. 19923.Plato. Comptons Interactive Encyclopedia.99.Dec 2, 1999