Theme Of Shakespeare s Macbeth And Bronte ...

Disastrous Love The theme of destructive love within relationships in Shakespeare’s Macbeth and Bronte’s Wuthering Heights are presented through sexism, jealousy, and betrayal. These stories both are portrayed with a theme of destructive love, the tragic love of Macbeth and Lady Macbeth, along with Heathcliff and Catherine. When a relationship has become destructive it means there has been some kind of destruction, one or both individuals affection towards each other has become hostile or in some romances one overpowers the other. In Macbeth there seems to be overpowerment within Macbeth and Lady Macbeth’s relationship, she starts to suppress Macbeth as they are planning Duncan’s murder in Act 1. Also the devastating way Heathcliff†¦show more content†¦So in order to show Lady Macbeth that he is worthy of being a man then he must do the ‘deed’. In Bronte’s Wuthering Heights, Heathcliff and Catherine abuse Edgar about his manlin ess causing Edgar to punch Heathcliff. This proves that some men will do anything to show how manly he is, whether it s killing a man or punching a man. Ambition can lead anybody to anything, if someone truly desires something they would go to extreme heights to achieve his or her goal. The three witches prophecies of Macbeth and Banquo made them both ambitious, Macbeth was to be king and Banquo to be father of future kings. However Macbeth’s ambition was different because he had vaulting ambition, which means whatever he wants he wants it now. He wants to become king as soon as the witches tell him his prophecies, and he has decided to that he’ll do anything to become king. Just like Macbeth Heathcliff wanted to rule over people, his determination to rule was strong but also to eliminate the people who have hurt him. Someone could be too ambitious and cause many problems in someone s life. The main ambition for both stories is power to rule. Does someone feel remorse when they know they have done something bad? Everyone feels some type of guilt when they have done something awful, however some people handle it differently. Macbeth feels deep regret for what he has done, he fears that he will not get away with the Murder. He reveals his shameShow MoreRelatedDestructive Love In Shakespeares Macbeth And Wuthering Heights1408 Words   |  6 PagesLove The theme of destructive love within relationships in Shakespeare s Macbeth and Bronte s Wuthering Heights are presented through sexism, jealousy, and betrayal. In Bronte s Wuthering Heights and Shakespeare s Macbeth there is a lot going on between the couples in both stories. In Macbeth, Lady Macbeth and Macbeth are in a terrible situation, starting off with Lady Macbeth pressuring Macbeth to kill Duncan. Macbeth not wanting to kill his king, finally caves in to his wife s request andRead MoreAnalysis Of Wuthering Heights 1398 Words   |  6 PagesWuthering Heights is a fictional novel written by Emily Bronte. This book is very sexist with the females frequently being immature, overly dramatic and childish. The betrayal in this book come when Heathcliff feels that Catherine betrayed herself by not pursuing his love. Hindle also showed jealousy towards heathcliff. In the play Macbeth written by William Shakespeare, Lady Macbeth is the most famous woman character. She is stronger, more ambitious and ruthless than her husband. Lady Macbeth pushedRead MoreDestructive Love In Brontes Macbeth And Wuthering Heights1395 Words   |  6 PagesLove Is A Strong Word The theme of destructive love within relationships in Shakespeare’s MacBeth and Bronte’s Wuthering Heights are presented through sexism, jealousy and betrayal. Destructive love is an active process of destroying the affection and tenderness between a couple. Both authors represent this kind love well in their respective stories. Lady MacBeth was a mastermind the way she had control in the beginning of Macbeth. She influenced MacBeth to do all his actions. An example of thisRead MoreQuestions Answered On Macbeth And Wuthering Heights1864 Words   |  8 PagesQuestions answered about Macbeth / Wuthering Heights Macbeth and Wuthering Heights not everyone s favorite books. But have you ever thought to breakdown and analyze the book s piece by piece. In this short essay, that will be during for questions such as why is their so much suffering in both novels, ambition, why do all the relationships in the book don’t end well, why women always in control, and finally why people dislike the suggested books. With that, I give you the theme of destructive love withinRead MoreThe Theme Of Destructive Love Within Relationships, Jealousy, And Betrayal1790 Words   |  8 PagesDestructive love The theme of destructive love within relationships in shakespeare’s Macbeth and Bronte’s Wuthering Heights are presented through sexism, jealousy, and betrayal. This three factors are the main causes of broken relationships and arguments between the partners. A good example would be the stories of Shakespeare’s Macbeth and Wuthering Heights. Sexism, jealousy, and betrayal can also lead to death in a destructive love. Love can be defined as an attraction of feelings, states, andRead MoreMacbeth And Wuthering Heights1257 Words   |  6 PagesThe theme of destructive love within relationships in older plays are very evident. Things have changed dramatically since the old days, but you can still find examples today that could be related into the themes that are still evident in todays readings of Shakespeare’s plays. Shakespeare s Macbeth and Bronte’s Wuthering Heights are presented through sexism, jealousy and betrayal. Now a days in current relationships women do have some sort of controlling power over men. Relationships have cameRead MoreHow The Romantic Period Was Characterised By Political And Social Upheavals1318 Words   |  6 PagesThe Romantic period was characterised by political and social upheaval. The era marked England s shift from a largely agricultural society to a modern industrial nation. Moreover, the aristocracy s influence diminished, industry-owning middle classes grew. The Romantic epoch also witnesses revolution and war. First the American Civil War, followed by the French Revolution later. They brought concepts of popular freedom, and of the power of the proletariat. In England, these ideas were well received

Article Critique 1 - 1374 Words

Introduction This is critique of the article Supporting Families through Discharge from PICU to the Ward: the Development and Evaluation of a Discharge Information Brochure for Families by Sophie Linton, Chelsea Grant, and Juliet Pellegrini, published in Intensive and Critical Care Nursing (2008, vol. 24). The critiquing framework used is the Qualitative Appraisal Tool in Critical Appraisal Skills Programme because it has several questions relating to assumptions or principles which characterize qualitative research (Nursing Times 2006). Critical Analysis of the Article The article discusses the problems related to the discharge of patients from a paediatric Intensive Care Unit, the process of identifying the information requirements of†¦show more content†¦Evaluation of Literature The research problems in nursing research studies can be formulated from a range of issues and insights. The research problems may be formulated as different approaches to counter the old and new health problems; they can also be designs for new and old methods of solving health problems accomplished through integrating the swiftly expanding research and evidence-based knowledge in nursing discipline (LoBiondo-Wood and Haber, 2009). Regardless of the research problem formulated for the study, the research steps in nursing research process should be addressed methodically (LoBiondo-Wood and Haber, 2009). Since a need has been identified to develop written material to facilitate the discussion and support offered by the ICU liaison nurse in the discharge process, the research methodology used was appropriate as it clearly aimed at illuminating the problems related to discharge from PICU and the process of identifying the families’ information requirements, and subsequently developing a brochure and evaluating it in practice. The relevance and importance of the research problem in the article is explicitly stated and captured. The research design is appropriate to meet the aims of the research by answering the questions sought in the study, minimizing bias and anticipating confusion (LoBiondo-Wood and Haber, 2009). The researchers haveShow MoreRelatedBus 2371089 Words   |  5 PagesBUS 237 – Assignment 1: MIS Article Critique Due Date/Time: Check Canvas Assignments for the due date/time for your section! Objective and Background: Many of the concepts you will be learning throughout this course are best understood as well as more interesting if you are aware of current and emerging MIS-related news in academic journals, newspapers, and magazines. This assignment will allow you to share an article of your choice from a reputable source and critique it. Key concepts include:Read MoreNrs-433v Week 4 Benchmark - Research Critique Part 2709 Words   |  3 PagesBenchmark - Research Critique Part 2 To purchase this tutorial visit here: http://mindsblow.us/question_des/NRS-433VWeek4Benchmark-ResearchCritiquePart2/2855 contact us at: help@mindblows.us NRS-433V Week 4 Benchmark - Research Critique Part 2 Prepare a critical analysis of a quantitative study focusing on protection of human participants, data collection, data management and analysis, problem statement, and interpretation of findings. The quantitative research article can be from your previousRead MoreRacially Based Jury Nullification : Black Power Essay1026 Words   |  5 PagesIntroduction The article Racially Based Jury Nullification: Black Power in the Criminal Justice system was written in December, 1995 in a Yale Law Journal by Paul Butler, and then later republished in 2015 in Introduction to Legal Studies. This article was published in North America, for academics in the law stream, or anyone with an interest in law. The author poses different views on the racism in todays court rooms faced by African Americans. In this essay, I will examine the article in detail toRead MoreCritique Steps (Understanding Quantitative Research)1258 Words   |  6 PagesOUTLINE OF BASIC CRITIQUE STEPS (understanding quantitative research): Brink and Wood (1994), and Burnes and Groves (1997), similarly describe the steps for quantitative nursing research process and methods. The authors include not only the basic steps to conduct nursing studies, but also translating the studies into articles for publication. 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There are different checklists available, Critical Appraisal SkillsRead MoreNutrition and Food Guide Servings1201 Words   |  5 PagesHNSC 1210 Nutrition for Health and Changing Lifestyles Assignment 1 (Section A and B) Late assignments can be submitted to the Human Ecology General Office (Room 209, Human Ecology Building). Assignments are considered late if they are not submitted in class on the due date. Policy for Late Assignments: 10% of the total marks will be subtracted for each day that the assignment is late (i.e. 10% for assignments submitted after 10:20 on October 10, 20% for assignments submittedRead MoreArticle Critique Of Prison Privatization967 Words   |  4 Pages Article Critiques of Prison Privatization Tammy Martin Liberty University Abstract The following paper will examine two articles pertaining to prison privatization, and the reasons for advocacy for prison privatization, or for the opposition of prison privatization. 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Benetyte, D., Jatuliaviciene, G. state teams with trust possibly make it trouble-free to gain and apply the command to difficult tasks in all organizations and in order to build trust, it is necessary to gain knowledge on how to build trust. This sets the context for the more specific researchRead MoreThe View Of Conduction Great Critique Sessions1100 Words   |  5 PagesHere is my reading discussion/reflection journal for this week: Article #1 Goods, Bads, and Dailies: Lessons for Conducting Great Critiques Summary The article discuss about the view of conduction great critiques sessions. Pixar Dailies is one of their techniques use in their meeting â€Å"The Chosen One† where it described â€Å"four of the young magicians perform a five-minute routine and then receive critique from the other kids in the group†(). They are 3 roles player into this techniques: presenter,

The Lust Lizard of Melancholy Cove Chapter 6~8 Free Essays

string(89) " two hundred feet a rope and some shark hooks in the back with my secret catfish recipe\." Six Catfish’s Story Was ’bout fifty year ago. I was hoboing through the Delta, playin juke joints with my partner Smiley. He called Smiley cause he don’t never get the Blues. We will write a custom essay sample on The Lust Lizard of Melancholy Cove Chapter 6~8 or any similar topic only for you Order Now Boy could play the Blues, but he never got the Blues, not for a second. He be broke and hungover and he still always smilin. Make me crazy. I say, â€Å"Smiley, you ain’t never gone play no better’n Deaf Cotton, lessin you feels it.† Deaf Cotton Dormeyer was this ol’ boy we used to play with time to time. See, them days, bunch of Bluesmen was blind, so they be called Blind Lemon Jefferson, Blind Willie Jackson – like that. And them boys could play them some Blues. But ol’ Cotton, he deaf as a stone, a little bit more of a burden than bein blind iffin you playing music. We be playing â€Å"Crossroads,† an’ ol’ Deaf Cotton be over on the side playin’ â€Å"Walkin Man’s Blues† and a-howlin like a ol’ dog, and we stop, go down to the store, have us a Nabs and a Co-Cola, and Deaf Cotton just keep right on playin. And he the lucky one, ’cause he can’t hear how bad he is. And didn’t nobody have the heart to tell him. So, anyway, I says, â€Å"You ain’t never gone play no better than ol’ Deaf Cotton, lessin you get some Blues on you.† And Smiley say, â€Å"You gots to help me.† Now Smiley, he my friend from way back – my partner, see. So I says I will get the Blues to jump on him, but he got to promise not to get mad how I do it. So he say okay, and I say okay, and I sets to sic the Blues on him so we can go to Chicago and Dallas and makes us some records and get us some Cadillacs and so on like them boys Muddy Waters and John Lee Hooker and them. Smiley, he had him a wife name of Ida May, sweet little thing. He keep her up there in Clarksville. And he always sayin how he don’t have to worry ’bout Ida May when he on the road cause she love him true and only. So one day I tell Smiley they’s a man down Baton Rouge got him a prime Martin guitar he gonna sell for ten dollars, and would Smiley go get it for me cause I got me a case of the runs and can’t take the train ride. So Smiley ain’t out of town half a day before I takes me some liquor and flowers and make my visit on little Ida May. She’s a young thing, ain’t much for drinkin liquor, but once I tells her that ol’ Smiley done got hisself runned over by a train, she takes to drinkin like a natural (in between the screamin and cryin and all, and I had my own self some tears too, he being my partner and all, God rest his soul). And before you know it, I’m givin’ Ida May some good lovin to comfort her in her time of grief and all. And you know when Smiley get back, he don’t say a word ’bout my sleepin with Ida May. He say he sorry he can’t find the man with the guitar, gives me my ten dollars, an’ say he got to go home ’cause Ida May so happy to see him she been doing him special all day. I say, â€Å"Well, she done me special too,† and he say that okay, her being sad and me being his best friend. That boy was greased to the Blues, and they just wouldn’t stick to him. So I borrowed a Model T Ford, drove over to Smiley’s, and done run over his dog, who was tied up in the yard. â€Å"That dog was old anyways,† he say. â€Å"I had him since I was a boy. Time I get Ida May a puppy anyways.† â€Å"You ain’t sad?† I say. â€Å"Naw,† he say. â€Å"That ol’ dog had his time.† â€Å"You hopeless, Smiley. I gots to do some ponderin.† So I ponders. Takin me two days to come up with a way to put the Blues on ol’ Smiley. But you know, even when that boy standing there over the smokin ashes of his house, Ida May in one arm and his guitar in the other, he don’t do nothin but thank God they had time to get out without gettin burnt up. Preacher once told me that they is people who rises to tragedy. He says colored folk gots to rise to tragedy like ol’ Job in the Bible, iffin they gonna get they propers. So I figures that Smiley is one of them who rises to tragedy, get stronger when bad things come on him. But they more than one way to get the Blues on you. Ain’t just bad things happening, sometime it good things not happenin – disappointment, iffin you know what I mean? So I hears that down Biloxi way, round ’bout one of them salt marshes on the Gulf, they is a catfish big as a rowboat, but nobody can catch him. Even a white man down there will give five hundred dollars to the man bring that big ol’ catfish in. Now you know people be trying to catch him, but they don’t have no luck. So I tells Smiley I got me a secret recipe, and we gonna go get that catfish, get that money, and go up to Chicago and make us a record. Now I knows they ain’t no catfish big as a rowboat, and iffin there was, he’d be caught by now, but Smiley need him a disappointment iffin the Blues gonna jump on him. So I spends the whole ride down there buildin up that boy’s hopes. Cadillacs and big ol’ houses ridin on the back of that catfish. We ridin in that ol’ dog-killin Model T Ford, two hundred feet a rope and some shark hooks in the back with my secret catfish recipe. You read "The Lust Lizard of Melancholy Cove Chapter 6~8" in category "Essay examples" I figure we get us some bait on the way, and sho’ nuff, I accidentally run me over two chickens got too close to the road. ‘For dark we down on the bayou where that ol’ cat spose to live. Them days ’bout half the counties in Mississippi got signs say: NIGGER, DON’T LET THE SUN GO DOWN ON YOU IN THIS COUNTY, so we always plan to get where we goin’ ‘for dark. My secret recipe a gallon jar of chicken guts I keep buried in the backyard for a year. I takes that jar and punches some holes in the lid and toss her out in the water. â€Å"A catfish smell them rotten guts, they be there lickety-split,† I tells Smiley. Then we hooks up one them chickens and throw it out there and we sits back and has us a drink or two, me all the time talkin trash ’bout that five hundred dollar and Smiley grinnin like he does. ‘For long Smiley doze off on the bank. I lets him sleep, thinkin he be more disappointed if he wake up and we ain’t caught that catfish. Just to be sure, I starts to pull in the rope, and ‘for I got it pulled in ten feet, somethin grab on. That ol’ rope start burning through my hand like they’s a scared horse on’t’other end. I musta yelled, cause Smiley woke up and goes running off the other way. â€Å"Watch you doin?† I yells, and that old rope burnin through my hands like a snake on fire. Well, that it, I think, and I lets go of the rope. (A Bluesman got to take care of his hands.) But when the rope come to the end, it tighten up like an E string and make a twang – throw moss and mud up into my face – and I looks round and see Smiley crankin up that Model T Ford. He done tied the rope on the bumper and now he drivin it back out the bayou, pullin whatever out there in the water as he go. And it ain’t comin easy, that ol’ Ford screamin and slidin and sound like it like to blow up, but up on the bank come the biggest catfish I ever seen, and that fish ain’t happy. He floppin and thrashin and just bout buryin me in mud. Smiley set the brake and look back at what we catch, when that ol’ catfish make a noise I don’t know can come out a fish. Sound like woman screaming. Which scares me, but not as much as the noise that come back out the bayou, which sound like the devil done come home. â€Å"You done it now, Smiley,† I says. â€Å"Get in,† he say. Don’t take more than that for me, cause somethin risin up out the bayou look like a locomotive with teeth, and it comin fast. I’m in that Model T Ford and we off, draggin that big catfish right with us and that monster thing coming behind. ‘For long we got us some distance, and I tells Smiley to stop. We gets out and looks at our five-hundred-dollar catfish. He dead now, dragged to death, and not lookin too good at that, but in a full moon we can see this ain’t no ordinary catfish. Sho, he got his fins and tail and all, but down on his belly he growin things look like legs. Smiley say, â€Å"What that?† And I say, â€Å"Don’t know.† â€Å"What that back there?† he say. â€Å"That his momma,† I say. â€Å"She ain’t happy one bit with us.† Seven It has the soul-sick wail of the Blues, the cowboy tragedy of Country Western. It goes like this: You pay your dues, do your time behind the wheel, put in long hours on boring roads, your vertebrae compress and your stomach goes sour from too much strong coffee, and finally, just when you get a good-paying job with benefits and you’re seeing the light at the end of the retirement tunnel, just when you can hear the distant siren song of a bass boat and a case of Miller calling to you like a willing truck stop waitress named Darlin’, a monster comes along and fucks your truck and you are plum blowed up. Al’s story. Al was drowsing in the cab of his tank truck while unleaded liquid dinosaurs pulsed through the big black pipe into the underground tanks of the Pine Cove Texaco. The station was closed, there was no one at the counter to shoot the bull with, and this was the end of his run, but for a quick jog down the coast to a motel in San Junipero. On the radio, turned low, Reba sang of hard times with the full authority of a cross-eyed redheaded millionaire. When the truck first moved, Al thought he might have been rear-ended by some drunk tourist, then the shaking started and Al was sure he was in the middle of the bull moose earthquake of the century – the big one – the one that twisted cities and snapped overpasses like dry twigs. You thought about those things when you towed around ten thousand gallons of explosive liquid. Al could see the tall Texaco sign out of the windshield, and it occurred to him that it should be waving like a sapling in the wind, but it wasn’t. Only the truck was moving. He had to get out and stop the pump. The truck thumped and rocked as if rammed by a rhino. He pulled the door handle and pushed. It didn’t budge. Something blocked it, blocked the whole window. A tree? Had the roof over the pumps come down on him? He looked to the passenger door, and something was blocking that one too. Not metal, not a tree. It had scales. Through the windshield he saw a dark, wet stain spreading over the concrete and his bladder emptied. â€Å"Oh shit, oh shit, oh shit, oh shit.† He reached behind his seat for the tire thumper to knock out the windshield and in the next instant Al was flaming bits and smoking pieces flying over the Pacific. A mushroom cloud of greasy flame rose a thousand feet into the sky. The shock wave leveled trees for a block and knocked out windows for three. Half a mile away, in downtown Pine Cove, motion detector alarms were triggered and added their klaxon calls to the roar of the flames. Pine Cove was awake – and frightened. The Sea Beast was thrown two hundred feet into the air and landed on his back in the flaming ruins of Bert’s Burger Stand. Five thousand years on the planet and he had never experienced flight. He found he didn’t care for it. Burning gasoline covered him from nose to tail. His gill trees were singed to stumps, jagged shards of metal protruded between the scales of his belly. Still flaming, he headed for the nearest water, the creek that ran behind the business district. As he lumbered down into the creek bed, he looked back to the place where his lover had rejected him and sent out a signal. She was gone now, but he sent the signal anyway. Roughly trans-lated, it said, â€Å"A simple no would have sufficed.† Molly The poster covered half of the trailer’s living room wall: a younger Molly Michon in a black leather bikini and spiked dog collar, brandishing a wicked-looking broadsword. In the background, red mushroom clouds rose over the desert. Warrior Babes of the Outland, in Italian, of course; Molly’s movies had only been released to overseas theaters – direct to video in the United States. Molly stood on the wire-spool coffee table and struck the same pose she had fifteen years before. The sword was tarnished, her tan was gone, the blonde hair had gone gray, and now a jagged five-inch scar ran above her right breast, but the bikini still fit and muscles still raked her arms, thighs, and abdomen. Molly worked out. In the wee hours of the morning, in the vacant space next to her trailer, she spun the broadsword like a deadly baton. She lunged, and thrust, and leapt into the improbable back flip that had made her a star (in Thailand anyway). At two in the morning, while the village slept around her, Molly the crazy lady became, once again, Kendra, Warrior Babe of the Outland. She stepped off the coffee table and went to her tiny kitchen, where she opened the brown plastic pill bottle and ceremoniously dropped one tablet into the garbage disposal as she had every night for a month now. Then she went out the trailer door, careful not to let it slam and wake her neighbors, and began her routine. Stretches first – the splits in the high wet grass, then a hurdler’s hamstring stretch, touching her forehead to her knee. She could feel her vertebrae pop like a string of muted firecrackers as she did her back stretches. Now, with dew streaking her legs, her hair tied back with a leather boot lace, she began her sword work. A two-handed slash, a thrust, riposte, leap over the blade, spin and slash – slowly at first, working up momentum – one handed spin, pass to the other hand, reverse, pass the sword behind her back, speeding up as she went until the sword cut the air with a whistling whirr as she worked up to a series of backflips executed while the sword stayed in motion: one, two, three. She tossed the sword into the air, did a back flip, reached to catch it in midspin – a light sweat sheeted her body now – reached to catch it – the sword silhouetted against a three-quarter moon – reached to catch it and the sky went red. Molly looked up as the shock wave rocketed through the village. The blade slashed the back of her wrist to the bone and stuck in the ground, quivering. Molly swore and watched the orange mushroom cloud rise in the sky over Pine Cove. She held her wrist and stared at the fire in the sky for several minutes, wondering if what she was seeing was really there, or if perhaps she’d been a little hasty about stopping her meds. A siren sounded in the distance, then she heard something moving down in the creek bed – as if huge rocks were being kicked aside. Mutants, she thought. Where there were mushroom clouds, there were mutants, the curse of Kendra’s nuked-out world. Molly snatched the sword and ran into her trailer to hide. Theo The shock wave from the explosion had dissipated to the level of a sonic boom by the time it reached Theo’s little cabin two miles out of town. Still, he knew that something had happened. He sat up in bed to wait for the phone to ring. A minute and a half later, it did. The 911 dispatcher from San Junipero was on the line. â€Å"Constable Crowe? You’ve had some sort of explosion at the Texaco station on Cypress Street in Pine Cove. There are fires burning nearby. I’ve dispatched fire and ambulance, but you should get over there.† Theo struggled to sound alert. â€Å"Anyone hurt?† â€Å"We don’t know yet. The call just came in. It sounds like a fuel tank went up.† â€Å"I’m on my way.† Theo swung his long legs out of bed and pulled on his jeans. He snatched his shirt, cell phone, and beeper from the nightstand and headed out to the Volvo. He could see an orange corona from the flames in the sky toward town and billowing black smoke streaking the moonlit sky. As soon as he started the car, the radio crackled with the voices of volunteer firemen who were racing to the site of the explosion in Pine Cove’s two fire engines. Theo keyed the mike. â€Å"Hey, guys, this is Theo Crowe. Anyone on scene yet?† â€Å"ETA one minute, Theo† came back at him. â€Å"Ambulance is on scene.† An EMT from the ambulance came on the radio. â€Å"The Texaco is gone. So’s the burger stand. Doesn’t look like the fire is spreading. I don’t see anyone around, but if there was anybody in those two buildings, they’re toast.† â€Å"Delicate, Vance. Very professional,† Theo said into the mike. â€Å"I’ll be there in five.† The Volvo bucked over the rough dirt road. Theo’s head banged on the roof and he slowed enough to buckle his seat belt. Bert’s Burger Stand was gone. Gone. And the minimarket at the Texaco, gone too. Theo felt an empty rumbling in his stomach as he pictured his beloved minimarket nachos going black in the flames. Five minutes later he pulled in behind the ambulance and jumped out of the Volvo. The firefighters seemed to have the fire contained to the as-phalt area of the Texaco and the burger stand. A little brush had burned on the hill behind the Texaco and had charred a few trees, but the firemen had drenched that area first to keep the fire from climbing into the residential area. Theo shielded his face with his hands. The heat coming off the burning Texaco was searing, even at a hundred yards. A figure in fire-fighting re-galia approached him out of the smoke. A few feet away he pulled up the shield on his helmet and Theo recognized Robert Masterson, the volunteer fire chief. Robert and his wife Jenny owned Brine’s Bait, Tackle, and Fine Wines. He was smiling. â€Å"Theo, you’re gonna starve to death – both your food sources are gone.† Theo forced a smile. â€Å"Guess I’ll have to come to your place for brie and cabernet. Anyone hurt?† Theo was shaking. He hoped Robert couldn’t see it by the light of the fire and the rotating red lights of the emergency vehicles. He’d left his Sneaky Pete pipe on the nightstand. â€Å"We can’t locate the driver of the truck. If he was in it, we lost him. Still too hot to get close to it. The explosion threw the cab two hundred feet that way.† Robert pointed to a burning lump of metal at the edge of the parking lot. â€Å"What about the underground tanks? Should we evacuate or something?† â€Å"No, they’ll be fine. They’re designed with a vapor lock, no oxygen can get down there, so no fire. We’re going to have to let what’s left of the minimart just burn out. Some cases of Slim Jims caught fire and they burn like the sun, we can’t get close.† Theo squinted into the flames. â€Å"I love Slim Jims,† he said forlornly. Robert patted his shoulder. â€Å"It’ll be okay. I’ll order some for you, but you can’t tell anyone I’m carrying them. And Theo, when this is all over, come see me at the shop. We’ll talk.† â€Å"About what?† Robert pulled off his fire helmet and wiped back his receding brown hair. â€Å"I was a drunk for ten years. I quit. I might be able to help you.† Theo looked away. â€Å"I’m fine. Thanks.† He pointed to a ten-foot-wide burned strip that started across the street and led away from the fire in a path to the creek. â€Å"What do you make of that.† â€Å"Looks like someone drove a burning vehicle out of the fire.† â€Å"I’ll check it out.† Theo got a flashlight from the Volvo and crossed the street. The grass was singed and there were deep ruts cut into the dirt. They were lucky this had happened after the rainy season had started. Two months earlier and they would have lost the town. He followed the track to the creek bed, fully expecting to find a wrecked vehicle pitched over the bank, but there was nothing there. The track ended at the bank. The water wasn’t deep enough to cover anything large enough to make a trail like that. He played the flashlight around the bank and stopped it on a single deep track in the mud. He blinked and shook his head to clear his vision, then looked again. It couldn’t be. â€Å"Anything over there?† Robert was coming across the grass toward him. Theo jumped down onto the bank and kicked the mud until the print was obliterated. â€Å"Nothing,† Theo said. â€Å"Must have just been some burning fuel sprayed out this way.† â€Å"What are you doing?† â€Å"Stomping out the last of a burning squirrel. Must have gotten caught in the flames and ran over here. Poor guy.† â€Å"You really need to come see me, Theo.† â€Å"I will, Robert. For sure I will.† Eight The Sea Beast He knew he should return to the safety of the sea, but his gill trees were singed and he didn’t relish the idea of treading water until they healed. If he’d known the female was going to react so violently, he would have re-tracted his gills into the folds beneath his scales where they would have been safe. He made his way down the creek bed until he spotted a herd of animals sleeping above the bank. They were ugly things, pale and graceless, and he could sense parasites living in every one of them, but this was no time to be judgmental. After all, some brave beast had to be the first to eat a mastodon, and who would have thought that those furballs would turn out to be the tasty treats that they were. He could hide among this wormy herd until his gills healed, then perhaps he’d take one of the females on a grateful hump. But not now, his heart still ached for the purring female with the silvery flanks. He needed time to heal. The Sea Beast slithered up the bank into an open space among the herd, then curled his legs and tail under his body and assumed their shape. The change was painful and took more effort than he was used to, but after a few minutes he was finished and he quietly fell asleep. Molly No, this wasn’t what she had planned at all. She had stopped taking her meds because they had been giving her the shakes, and she’d been willing to deal with the voices if they came back, but not this. She hadn’t counted on this. She was tempted to run to her kitchen area and gulp down one of her blue pills (Stelazine – â€Å"the Smurfs of Sanity,† she called them) to see if it could chase the hallucination, but she couldn’t tear herself from the trailer window. It was too real – and too weird. Could there be a big, burnt beast lumbering out of the creek? And if so, had she just watched it turn into a double-wide trailer? Hallucinations, that was one of the five symptoms of schizophrenia. Molly kept a list of all the symptoms. In fact, she’d stolen a desk drawer version of the DSM-IV – The Diagnostic and Statistical Manual of Mental Disorders, the book psychiatrists use to diagnose mental illness – from Valerie Riordan. According to the DSM-IV, you had to have two of the five symptoms. Hallucinations were one; okay, that was a possibility. But delu-sions, no way; she wasn’t the least bit deluded, she knew she was having hallucinations. Number three was disorganized speech or incoherence. She’d give it a try. â€Å"Hi, Molly, how the heck are you?† she asked. â€Å"Not well, thank you. I’m worried that my speech may be disorganized,† she answered. â€Å"Well, you sound fine to me,† she said, by way of being polite. â€Å"Thanks for saying so,† she replied with genuine gratitude. â€Å"I guess I’m okay.† â€Å"You’re fine. Nice ass, by the way.† â€Å"Thanks, you’re not too bad yourself.† â€Å"See, not disorganized at all,† she said, not realizing that the conversation was over. Symptom four was grossly disorganized or catatonic behavior. She looked around her trailer. Most of the dishes were done, the videotapes of her movies were arranged chronologically, and the goldfish were still dead in the aquarium. Nope, nothing disorganized in this place. Schizo 1, Sanity 3. Number five, negative symptoms, such as â€Å"affective flattening, alogia, or avolition.† Well, a woman hits her forties, of course there’s a little affect-ive flattening, but she was sure enough that she didn’t have the other two symptoms to not even look them up. But then there was the footnote: â€Å"Only one criterion required if delusions are bizarre or hallucinations consist of a voice keeping up a running commentary on the person’s behavior or thoughts.† So, she thought, if I have a narrator, I’m batshit. In most of the Kendra movies, there had been a narrator. It helped tie a story together that was supposed to take place in the nuked-out future when, in fact, it was being filmed in an abandoned strip mine near Barstow. And narration was easy to dub into foreign languages because you didn’t have to match the lips. So the question she had to ask herself, was: â€Å"Do I have a narrator?† â€Å"No way,† said the narrator. â€Å"Fuck,† said Molly. Just when she’d settled into having a simple personality disorder, she had to learn to be psychotic all over again. Being schizo wasn’t all bad. Being diagnosed schizo ten years ago had gotten her the monthly disability check from the state, but Val Riordan had assured her that since then her status had changed from schizophrenic: paranoid type, single episode, in partial remission, with prominent negative symptoms, persecutory-type delusions, and negative stressors (Molly liked to think of the negative stressors as â€Å"special sauce†) to a much more healthy, post-morbid shizotypal personality disorder, bipolar type (no â€Å"special sauce†). To make the latter you had to fulfill the prerequisite of at least one psychotic event, then hit five out of nine symptoms. It was a much tougher and more subtle form of batshit. Molly’s favorite symptom was: â€Å"Odd be-liefs or magical thinking that influences behavior and is inconsistent with subcultural norms.† The narrator said, â€Å"So the magical thinking – that would be that you believe that in another dimension, you actually are Kendra, Warrior Babe of the Outland?† â€Å"Fucking narrator again,† Molly said. â€Å"You’re not going away, are you? I don’t need this symptom.† â€Å"You can’t really say that your ‘magical thinking’ affects your behavior, can you?† the narrator asked. â€Å"I don’t think you can claim that symptom.† â€Å"Oh hell no,† Molly said. â€Å"I’m just out practicing with a broadsword at two in the morning, waiting for the end of civilization so I can claim my rightful identity.† â€Å"Simple physical fitness regimen. Everyone’s trying to get into shape these days.† â€Å"So they can hack apart evil mutants?† â€Å"Sure, Nautilus makes a machine for that. Mutant Master 5000.† â€Å"That’s a crock.† â€Å"Sorry, I’ll shut up now.† â€Å"I’d appreciate that. I really don’t need the ‘voices’ symptom, thanks.† â€Å"You’ve still got the monster-trailer hallucination outside.† â€Å"I thought you were going to shut up.† â€Å"Sorry, that’s the last you’ll hear from me. Really.† â€Å"Jerk.† â€Å"Bitch.† â€Å"You said†¦Ã¢â‚¬  â€Å"Sorry.† So without voices all she had to deal with was the hallucination. The trailer was still sitting there, but admittedly, it just looked like a trailer. Molly could imagine trying to tell the shrink at county about it when they admitted her. â€Å"So you saw a trailer?† â€Å"That’s right.† â€Å"And you live in a trailer park?† â€Å"Yep.† â€Å"I see,† the shrink would say. And somewhere between those two little words the judgment would be pronounced: crazy. No, she wasn’t going to go that route. She would confront her fears and go forward, just as Kendra had in The Mutant Slayer: Warrior Babes II. She grabbed her sword and left her trailer. The sirens had subsided now, but she could still see an orange glow from the explosion. Not a nuclear blast, she thought, just some sort of accident. She strode across the lot and stopped about ten feet away from the trailer. Up close, it looked – well, it looked like a damn trailer. The door was in the wrong place, on the end instead of the side, and the windows were frosty, as if they’d iced over. There was a thin patina of soot over its entire length, but it was a trailer. It didn’t look like a monster at all. She stepped forward and ventured a poke with her sword. The aluminum skin of the trailer seemed to shy away from the sword point. Molly jumped back. A warm wave of pleasure swept through her body. For a second she forgot why she had come out here and let the wave take her. She poked the trailer again, and again the pleasure wave washed over her, this time even more intense. There was no fear, no tension, just the feeling that this was exactly where she should be – where she should always have been. She dropped her sword and let the feeling take her. The frosty layer on the trailer’s two end windows seemed to lift, revealing the slitlike pupils of two great golden eyes. Then the door began to open, not from side to side, but splitting itself in the middle and opening like a mouth. Molly turned on her heel and ran, wondering even as she went why she hadn’t just stayed there by the trailer where everything felt so good. Estelle Estelle was wearing a leather fedora, a pair of dark sunglasses, a single lavender sock, and a subtle and satisfied smile. Sometime after her husband had died – after she’d moved to Pine Cove and started taking the antide-pressants, after she’d stopped coloring her hair or giving a damn about her wardrobe – Estelle had vowed that no man would ever see her naked again. At the time, she considered it a fair trade: carnal pleasures, of which there were few, for guilt-free cookies, of which there were many. Now, having broken that vow and lying in her feather bed next to this sweaty, stringy old man, who was teasing her left nipple with his tongue (and who didn’t seem to mind that said nipple was leading her breast over her arm rather than jutting skyward like the cupola on the Taj Mahal), Estelle felt like she understood, at last, the Mona Lisa’s smile. Mona had been getting some, and she had her cookies too. â€Å"You are some storyteller,† Estelle said. A spidery black hand crawled up her thigh and parked an index finger moistly on her pleasure button – just settled there – and she shuddered. â€Å"I didn’t finish,† Catfish said. â€Å"You didn’t? Then what was all that ‘Hallelujah, Lord, I’m comin home!’ followed by the barking?† â€Å"I didn’t finish the story,† Catfish said, his enunciation remarkably clear, considering he didn’t miss a lick. Harmonica player, Estelle thought. She said, â€Å"I’m sorry, I don’t know what came over me.† And she didn’t. One minute they were sipping spiked tea and the next there was an explosion and she had her mouth locked over his, moaning into him like a saxophonist playing passion. â€Å"You didn’t see me fightin you,† Catfish said. â€Å"We got time.† â€Å"We do?† â€Å"Sho’, but you gonna have to pay my way now. You done chased the Blues off me and I feels like they ain’t never comin back. I’m out a job.† Estelle looked down to see Catfish grinning in the soft orange light and grinned herself. Then she realized that they hadn’t lit any candles, and she didn’t have any orange lights. Somewhere in the tussle between the kitchen and the bedroom, amid the tossing of clothes and groping of flesh, they had turned the lights out. The orange glow was coming through the window at the foot of the bed. Estelle sat up. â€Å"The town is on fire.† â€Å"It is in here,† Catfish said. She pulled the sheets up to cover herself. â€Å"We need to do something.† â€Å"I got an idea a somethin we can do.† He moved his spidery fingers and her attention was taken away from the window. â€Å"Already?† â€Å"Seem soon to me too, girl, but I’m old and this could be my last one.† â€Å"That’s a cheery thought.† â€Å"I’m a Bluesman.† â€Å"Yes, you are,† she said. Then she rolled over on him and stayed there, off and on, until dawn. How to cite The Lust Lizard of Melancholy Cove Chapter 6~8, Essay examples

Cultural Anthropology Marriage Anthropological Perspectives

Question: Discuss about theCultural Anthropologyfor Marriage Anthropological Perspectives. Answer: Marriage Anthropological Perspectives Any definition of marriage from the cultural and anthropological perspective must begin with the definition of the components of marriage. According to the anthropological and historical understanding of marriage, it is the union between a man and a woman with the motive to bear children and pass the cultural heritages to a different generation. The union is therefore such that the children born of the woman are legitimately recognised as the offspring of both parents and hence have the right and privileges of children of both parents according to the culture-specific doctrines (Mitchell, Charters, Albrecht, 2012). For any two people in most cultures to have a union in marriage, they must have gone through other stages of life as they mature to a level where they can responsibly take care of their own children. This implies that they must be responsible adults and have gone through several stages to prove to the community that they are able to bear and rear children. From this persp ective, marriage can be viewed as a rite of passage for the adults and also as a social institution (Edwards, 2007). This essay will compare and contrast the two different concepts that give rise to two different forms of marriage from the perspectives of anthropology. Marriage as a Rite of Passage According to anthropologists, a rite of passage is a stage with rituals and activities which symbolises the transition of a person from one form or social category to another. Accordingly, rites of passage have three distinct phases; separation, transition and incorporation. During the separation phase, the individual has an abrupt loss of identity and ruptures ties with, family or the community and moves cross a boundary to a new status (Throsby, 2008). During this separation changes in behaviours an even styles are expected as the individual breaks away from the normal. During the transition phase, the individual is in the in-between time. With a lost identity and ruptured ties with the past, the person is able to move into a new identity and start building new ties with the new community and at a new status in the society. This is the time the changed behaviour and style is accepted in the new form of life and behavioural rehearsals and trainings may be provided by the community t o ensure a smooth transition (Hewitt, Baxter, Western, 2005). The final phase in rites of passage is the incorporation phase. Once the person has separated from the old self and transited into a new form, efforts are made by self and others to remove the individual out of isolation and reinforce the newly acquired identity. Religious and cultural ceremonies and meant to incorporate the individuals who is then welcomed into the new status with celebrations and exchange of gifts (Heard, 2011). Marriage directly follows this format of passage from youth-hood to adulthood. As most anthropologists observe, in marriage, both the man and the woman separate themselves from their peers and families in order to join and become a family (Gibson, Waitt, Walmsley, Connell, 2010). The process of courtship and dating entails the separation efforts and the rupturing of the original family ties in order to embrace new status in the society. Once separated, the two are isolated from the rest of the community and at one time they cannot relate either with the married or the unmarried. However, the society has methods and plans of bringing the two forward through teachings and training in order for them to fully embrace marriage. Ceremonies and weddings are meant to fully incorporate the married couple to parenthood and to encourage and teach them about their new status in the society. From this discussion, marriage is seen as a rite of passage with all the phases and rituals involved (Nee dham, 1971). All people go through unmistakable phases of life. These stages are regularly set apart by soul changing experiences connoting the move starting with one life stage then onto the next by customs and accompanied by a change of status. A man is naturally introduced to society, as well as must be re-made through transitional experiences as a social individual, and acknowledged into society. Amid the move from soul changing experiences there are build up ceremonies that happen. They make social solidarity, which is important to hold a general public together. Ceremonies utilized as a part of soul changing experiences are comprehended in the terms of the members in their own implications. In any general public, the most widely recognized soul changing experience is marriage (Throsby, 2008). The sociological ideas of status, part conduct, and marriage as an organization all add to the move of single hood to marriage by ceremonies that connect with this soul changing experience. Marriage as a Social Institution From an anthropological perspective, social institutions are creations of the society to function as the building blocks of the society. As such, social institutions must be made up by people who come together under the watch of the traditions and with a common goal which is for the good of the whole community. Anthropologists view marriage as a social institution due to several important aspects of marriage (Becker, 1973). First, marriage, like any other institution is recognised and approved by the society as a union between individuals who are committed to one another. The union is expected to be stable and encompass intimate relationship that will benefit the unit itself and the community at large (Heard, 2011). Secondly, as a social institution, marriage must recognise and abide with the rules and regulations of the society and be open to all the members of the society to help them. The cultural and religious deliverables of marriage are based on this realisation and guided by t he principles of culture and traditions that the two people who are in union subscribe to. Thirdly, marriage as a union involves contractual agreement between the people who are getting into the union and with the witnessing of the society and the community members. This contractual agreement, whether written or traditionally applied binds the two people tother in a union that is not easy to break (Coontz, 2005). Just like any other social institution, marriage has specific roles in the development and success of the society. First, marriage is a tool that is designed to ensure that there is social reproduction. Through marriage, a family is born and the members must be able to provide for, protect and shelter one another. Parents have a responsibility to bear and socialise their children while still teaching them about their own traditions and customs. It is the first learning centre for the society. In many instances, wayward children can be traced back to a dysfunctional family structure and this indicates a failure on the side of the parents. In communities and society where wealth and property must be passed on from a generation to another, inheritance within marriage is a single sure way to ensure that the wealth of the family, clan and the community remains to be used and to benefit the intended community (Bracher, 1990). Inheritance of property and traditions is a core purpose of marr iage in most traditions. Comparing the two perspectives of marriage, there are several major similarities and differences. The similarities that exist include the functions of the marriage and the marriage structure. In regard to the functions, marriage is instituted in order to provide the society with a means for continuity and progress. It is through marriage, either as a rite of passage or a social institution that children are born and raised according to the teachings of the community (Needham, 1971). In addition, it is also through marriage that the intellectual and material property of the community is passed from one generation to another in order to serve the needs of these generations. Societies that have successfully retained their traditions and cultural heritages are the ones that have been able to sustain their marriages and effectively pass on the traditions to their children (Nanda Warms, 2014). With modernisation and interaction, however, this is likely to significantly change. The structure of marriage is also a very important similarity between the two perspectives. In both, marriage comprises a single union between two people with a culturally defined objective and motive. Although polygamous was common in several cultures, anthropologists identify these as different forms of marriage each with a specific contractual agreement and with specific objectives but with a common party (Hewitt et al., 2005). Marriage from both perspectives was also accompanied by rituals and ceremonies that marked the intended institution or transition. In addition, teaching and training was important in both perspectives to ensure the stability of marriage. Despite these similarities, marriage as a rite of passage and as a social institution are perspectives that have different qualities altogether. As a rite of passage, marriage has three phases that are not quite clear when we consider it as a social institution. In addition, marriage as a rite of passage is seen as a stage that everyone has to go through in the society. However, from the perspective of marriage as a social institution, it is agreeable that not everyone was supposed to get into marriage. Rather, it was not mandatory for members of a community to get married although it was perceived to be the norm. Thirdly, as a social institution, marriage is a continuous function of the society. This is not present in the rite of passage perspective which sees marriage only as a life stage and with no the permanence expected of a social institution. Anthropology gives different perspectives of marriage, there are people who view marriage as a rite of passage while others consider it a social institution (Heard, 2011). Despite the perspective differences, marriage is an important unit in the society and cultural anthropology would be deficient without the concept of marriage. From this discussion, therefore marriage is both a rite of passage and a social institution (Altman Hickson, 2010). This argument is based on two major observations. First, getting into marriage is a rite of passage as indicated by the states involved. This means that the people entering into marriage have to separate themselves from the history and move on to a common future. Traditional ceremonies mark this rite of passage. Secondly, once the ceremonies marking the passage are complete and the married couple start living a married life, what then develops is a social institution that is based on the norms and the traditions of the society. This implies th at the two diverse perspectives give more information of the same thing but from different viewpoints. When we view an already established family, marriage is seen as the origin of an important social institution. However, when we consider the making of the union between two people, we seem marriage as a rite of passage that changes the social status of the people involved. References Altman, J. C., Hickson, M. (2010). Culture crisis: Anthropology and politics in Aboriginal Australia. Sydney: University of New South Wales Press. Becker, G. S. (1973). A Theory of Marriage. Journal of Political Economy, 81(4), 813846. https://doi.org/10.1086/260287 Bracher, M. (1990). Explaining first marriage trends in Australia. Journal of the Australian Population Association, 7(2), 128150. https://doi.org/10.1007/BF03029361 Coontz, S. (2005). Marriage, a History: From Obedience to Intimacy or How Love Conquered Marriage. Journal of Marriage and Family, 67, 13501351. https://doi.org/10.1111/j.1741-3737.2005.00221_3.x Edwards, J. (2007). Marriage is sacred: the religious rights arguments against gay marriage in Australia. Culture, Health Sexuality, 9(3), 247261. https://doi.org/10.1080/13691050601120548 Gibson, C., Waitt, G., Walmsley, J., Connell, J. (2010). Cultural Festivals and Economic Development in Nonmetropolitan Australia. Journal of Planning Education and Research, 29(December 2009), 280293. https://doi.org/10.1177/0739456X09354382 Heard, G. (2011). Socioeconomic Marriage Differentials in Australia and New Zealand. Population and Development Review, 37(1), 125160. https://doi.org/10.1111/j.1728-4457.2011.00392.x Hewitt, B., Baxter, J., Western, M. (2005). Marriage breakdown in Australia: The social correlates of separation and divorce. Journal of Sociology, 41(2), 163183. https://doi.org/10.1177/1440783305053235 Mitchell, R., Charters, S., Albrecht, J. N. (2012). Cultural systems and the wine tourism product. Annals of Tourism Research, 39(1), 311335. https://doi.org/10.1016/j.annals.2011.05.002 Nanda, S., Warms, R. L. (2014). Culture counts: A concise introduction to cultural anthropology. Needham, R. (1971). Rethinking kinship and marriage. A S A monographs,. https://doi.org/10.4324/9781315017501 Throsby, D. (2008). The concentric circles model of the cultural industries. Cultural Trends, 17(3), 147164. https://doi.org/10.1080/09548960802361951

How Societ Influences Gender Identity Essay Example

How Societ Influences Gender Identity Essay The impact of social and cultural norms on the way an adolescent shapes and perceives identity has come under greater scrutiny in recent years. Although societies differ in the specific nature of the attributes associated with maleness and femaleness, each society attempts to communicate the gender norms to children and adolescents through various mechanisms. Acculturated gender roles have a significant influence on the way parents rear children, which impacts the way the children view themselves. A conflict between the external societal role assigned to an adolescent based on biological gender and the internal gender identity formed by the adolescent can have negative consequences for psychological health. Gender identity involves the fundamental sense of belonging to a gender as defined by societal norms, which may be different from the biological sex of the individual (Vasey Bartlett, 2007). While most adolescents have a gender identity based on their biological sex, many have a strong psychological identification with the opposite biological sex and may desire to become a member of the opposite sex. If the identification with the opposite sex and the desire to become a member of the opposite sex causes significant psychological distress, it is considered a gender identity disorder (GID) based on the criteria in the DSM-IV. In this construct, the identification with the opposite sex is not in itself a disorder, and must be the source of significant distress sufficient to interfere with life activities. Various factors can influence the development of gender identity among children and adolescents, including parental behaviors and norms, peer norms, and the depiction of the gender roles traditional in the society in various types of media. We will write a custom essay sample on How Societ Influences Gender Identity specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How Societ Influences Gender Identity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How Societ Influences Gender Identity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The cognitive perspective of the development of gender identity suggests that information received from external sources contributes to the formation of gender identity. The amount and quality of the information influences the gender schema of the individual, which is the internal cognitive network that organizes and guides individual perceptions about the attributes associated with masculinity and femininity. The schema is influenced by socialization processes and the feedback received from role models in the dolescents environment. In this context, the cognitive processing of information leads adolescents to choose as an organizing principle for their behavior and to interpret the behavior of others. Based on the cognitive perspective of development of gender identity among adolescents, the following research will test three hypotheses. The first hypothesis stated in its alternate form is: Some variations about the conception of sexuality and gender identity are culturally specific . This hypothesis is based on the assumption that some standards of the concept of masculinity and femininity may correlate in all societies, but each society makes adaptations to the standards that are culturally specific. The second hypothesis of the study stated in its alternative form is: Parents influence the development of gender identity through the way they allow children to participate in gender-specific play and the toys they permit the children to use in play. This hypothesis is based on the assumption that parents transmit information to children about socially accepted gender roles, with the adolescent influenced by the information acquired during earlier stages of development. The third hypothesis of the study is: Media has the greatest influence in the transmission of information about social norms related to gender to the individual. The hypothesis is based on the assumption that adolescents are significant consumers of media in various forms. Evidence from research indicates that adolescents draw from popular culture to construct their identities, which includes gender identity (Wright, 2007). As a result, the information embedded in media about gender norms and stereotypes can have a significant influence on the development of gender identity during adolescence by communicating societal values and norms with respect to behavior expected from males and females. Case Study (Person Whom I Know) Samantha, who uses the nickname Sam, is a female aged 14 who is considered a tomboy by her parents and peers. She tends to dress in male clothing and engage in activities that are stereotypically male such as contact sports and playing action video games. She also watches television for two to three hours a day and frequently attends movies, usually alone. While she wears a stereotypically female hair style, it is cut relatively short. She is academically bright and intends to enter college after she completes high school. She is sexually attracted to boys her age, but conceals her feelings because she is concerned about rejection. She is socially ostracized by the females in her peer group and is often the object of negative comments about her behavior and sexuality. As a result, she has engaged in physical fights with some of her female peers. At the same time, she is not fully accepted by males in her age group as a peer because of their awareness that she is a female. Her parents encourage her to dress in more traditionally female clothing, which she resists. They also attempted to ensure that she had only the toys they deemed appropriate for a girl when she was a child. Although they continuously encourage her to be more feminine, they assume that she will eventually outgrow the behaviors they consider inappropriate for an adolescent girl. As a result, Sam does not discuss her problems with her parents because she believes it will inevitably lead to criticism of her behaviors. Literature Review Behm-Morawitz and Mastro (2008) investigated the influence of teen movies on the development of gender-based beliefs about friendships, social aggression and the roles of women in society. The research was based on Banduras social cognitive theory, which postulates that the media is a significant source for the acquisition of gender-linked knowledge. The social cognitive theory functionally uses a constructivism paradigm by suggesting that individuals cognitively create a self-identity construct based on information obtained from other social actors. In effect, a medium such as film contains information about societal expectations concerning roles and conduct for the genders and standards that individuals use for self-evaluation and the evaluation of others. The study focused on the depiction of the mean girl in teenage film, which involves a teenage female social circle dominated by a girl who is tyrannical and bullying. The social circle emphasizes a caste system, with outsiders the target of the bullying. The research examined the content of 20 teenage films using university students as coders. The findings of Behm-Morawitz and Mastro (2008) determined that female characters in the films were more likely to engage in socially aggressive behavior than male characters. In addition, females were more likely than males to be rewarded for engaging in socially aggressive behaviors. When the films depicted socially cooperative behaviors, however, no differences between the genders existed, with both genders equally rewarded for engaging in these types of behaviors. The findings supported the conclusion that exposure to these messages embedded in the film media could encourage the development of negative beliefs about the value of female friendships and poor attitudes towards women in general. The films also convey the message to adolescents that aggressive behavior is an acceptable method for achieving higher social status and other rewards. Because the article uses the social cognitive theory, it assumes that gender identity is a social construct with adolescents adopting the behaviors they perceive to be the norm based on their gender identity. It does not, however, discuss the implications for the media message for adolescents who do not accept the gender norms. The Behm-Morawitz and Mastro (2008) article has the highest priority in terms of relevance for Sam. Because Sam frequently watches movies and television, she is likely to have encountered the media construct of the mean girl. Sam may find the construct unpleasant because it depicts adolescent females as tyrannical and bullying. To some degree, this may account for her reluctance to engage in the stereotypical behaviors expected of a adolescent girl. To fully adopt the gender identity of a female would require that she participate in the social activities that involve dominance by a mean girl and bullying of other girls not within the social circle. As a result, she pursues male friendships, although these friendships may not meet her full range of needs for peer interactions. She may expect a reward from socially cooperative behavior with males in the form of peer friendships. Another aspect of Sams behavior that may be influenced by the media is physical fighting with other girls when they behave in a derogatory or demeaning manner towards her. Although she does not fully formed a stereotypical female gender identity, she is aware that she is biologically female. In the teen movies, females are rewarded for socially aggressive behavior, which sometimes includes fighting with other females. As a result, she may believe that it the use of aggression toward other females will bring a reward while the use of cooperation with males will bring a reward. Wright (2007) investigated whether adolescents with gender identity uncertainty are attracted to media depictions of individuals who do not conform to traditional gender stereotypes. This research was based on both the essentialism and constructivism paradigms. The research assumed that male-to-female transgendered individuals were biologically influenced to adopt a female gender identity. At the same time, these individuals had to develop a social construct derived from the norms and values of a subculture in which transgendered individuals were accepted. The research relied on interviews with adult transgendered individuals that had been adolescents in the 1960s. The focus of the research was the influence of a female television character in the television show The Avengers on male adolescents of the period that subsequently became trans-women. The female character in this show exhibited qualities that were considered masculine at the time by using physical strength and intelligence as well as rescuing her male partner from danger. The author noted that the role was originally intended for a man, with a woman subsequently cast in the show. Wrights (2007) findings indicated that the subjects used the female character as a role model to construct a gender identity that blended some aspects of male and female stereotypes during adolescence. The subjects of the study were biologically male and had some of the physical strength and intelligence associated with the male stereotypes of the period. The character in the television show demonstrated these male attributes, but also exhibited the stereotypically feminine attributes of attractiveness and sexuality. The findings also indicated that the video tapes of the old television show are used among modern adolescents who are male-to-female transgendered to provide a female role model that has some male attributes. This finding suggests that the attributes of the media character remain relevant for adolescents experiencing difficulty developing a gender identity. The findings also noted that the individual subjects were rejected by their parents for failing to conform to gender norms in the society, which led them to rely on media representations to develop an understanding of their position in society. The research findings imply that adolescents with gender identity conflicts search popular media to find role models that allow them to construct a gender identity that feels appropriate. It also implies that the media sometimes provides social constructs concerning gender roles and attributes that differ substantially from the stereotypical norms. The research conducted by Wright (2007) has the second highest priority of relevance for Sam because it indicates that the media contextualizes the experiences of adolescents. Sam watches an extensive amount of television and attends movies, and presumably has favorite characters or stories that she perceives as relevant for her situation. Many of the modern female media characters outside of teen movies may display non-stereotypical attributes that Sam may find relevant. By seeking out media characters or stories with female characters with blended male and female attributes, she may be validating her gender identity that is neither stereotypically male or female. From this perspective, the media has an influence on her gender identity by confirming that she need not adopt the stereotypical role and attributes of a female to obtain rewards or to be successful. Miller and Sommers (2007) investigated depiction of males and females in video games targeted to the adolescent market. The research was based on the environmentalism paradigm in which the media functions as a social influence by depicting the norms and standards expected by society. The theoretical premise was that the media representation informed adolescents about the attributes that are socially desirable for each gender, with adolescents failing to conform to the representation feeling inadequate. The research method used content analysis of video game magazines to determine the way in which the games portray male and female characters. Video games may have a more significant influence on adolescents than other types of media because of the high degree of engagement when playing the game and the repetitive nature of the activity. In effect, the adolescent player is more susceptible to influences form the embedded messages in the game content such as the appropriate behaviors of males and females. Miller and Sommers (2007) found that male figures are heroic and physically powerful in video games while females are secondary characters that are sexualized through their appearance and attire. In some games with more mature themes, the females are sex objects whose sole function is to provide an objective for the male hero to achieve. Male characters also have a wider range of skills and abilities than female characters in the games, including games in which female characters can behave as leaders or heroes. Although both adolescent males and adolescent females play video games, the industry primarily targets the male market, which may account for the general weakness of the female characters in the games. In the games analyzed in the study, male characters were five times more likely to be included in a game than female characters. The video games appear to endorse the gender stereotypes by creating an unrealistic image of masculinity and femininity, which can influence gender identity if individual adolescents do not believe they conform to the image. The research conducted by Miller and Sommers (2007) has the third priority in relevance to Sams situation. Sam plays video games, primarily with her male companions. At the same time, her parents are not fully aware of her preferences in video games and assume that she only plays games they would consider appropriate for young girls. As a result, she is likely to play games intended for male adolescents in which the male characters are heroic and skillful while the female characters are passive and sexualized. During the process of play, she receives the embedded information about the stereotypical behavior of males and females, and considers the male role as more attractive than the female role. The play of the video game may influence her to adopt a male role in the game, which reinforces her gender identity ambivalence. Vasey and Bartlett (2007) conducted research among Samoans to determine whether the criteria for GID was valid in non-Western societies. Samoan culture has a high degree of social tolerance for feminine males known as faafafine. The purpose of the research was to determine whether the identification with the opposite biological sex and engaging in behaviors associated with the opposite sex inherently cause psychological distress. The research was based on an environmentalism perspective in which social influences contribute to the formation of gender identity by either encouraging or discouraging the behaviors that the society deems appropriate or inappropriate for the gender of the individual. The methodology used by Vasey and Bartlett (2007)involved interviewing adult faafafine to determine if they experienced cross-gender identification in childhood and adolescence, and if they experienced distress because of their gender identification. The findings indicated that the subjects did not experience distress concerning their gender identity because their more feminine attributes were considered acceptable in Samoan society. The findings also determined that parents did not discourage the subjects from adopting the gender identity of the faafafine, and therefore were not a source of psychological distress because of the failure of the individual to meet parental expectations of appropriate behavior based on biological sex. The findings also suggested that the Samoan culture considered females more nurturing and males more protective, which may be cross-cultural gender attributes. The conclusions reached by the authors was that the GID diagnosis should be removed from the DSM-IV because the psychological distress related to gender identity is created by the societal norms and expectations in Western culture and is not inherent to gender identity. While the article examined social influences leading to psychological distress, it did not explore the reasons why the faafafine males identified with the female gender. The Vasey and Bartlett (2007) article has the third highest priority for Sams situation. The findings and conclusion of the article suggest that the individual selects a gender identity with the degree of distress resulting from the selection dependent on the gender norms and stereotypes of the society. Sam is experiencing some psychological distress because of her gender identity that has attributes associated with both males and females in Western society. She has difficulty forming friendships with males and females in her peer group. Although the distress does not appear to be affecting her academic achievement, it appears to be interfering with her social development. Her parents express disapproval of her behavior and attire based on their concepts of behavior and attire appropriate for the female gender. The parents, however, have not been effective in influencing Sam to adopt the stereotypical behavior associated with a young female. This suggests that factors other parental role modeling and influences affect the development of gender identity among adolescents. Conclusion The research provides support for accepting the first hypothesis of the study in its alternative form: Some variations about the conception of sexuality and gender identity are culturally specific. Vesey and Bartlett (2007) determined that the concept of the feminine male is more socially acceptable in Samoan culture than in Western cultures. In addition, psychological distress created by gender identity that differs from norms is not considered a disorder in Samoan culture. This suggests that aspects of the concepts about sexuality and gender are culturally specific constructs that can vary significant in different societies. The research provides some support for accepting the second hypothesis of the study in its alternative form: Parents influence the development of gender identity through the way they allow children to participate in gender-specific play and the toys they permit the children to use in play. The research conducted by Behm-Morawitz and Mastro (2008) as well as Miller and Sommers (2007) suggests that parents cannot fully control the media selection choices of their children. The inability to control play is particularly apparent in adolescence when the child has greater autonomy in the selection of media and video games, which are analogous to toys. The findings provide support for accepting the third hypothesis of the study in its alternative form: Media has the greatest influence in the transmission of information about social norms related to gender to the individual. The findings of Behm-Morawitz and Mastro (2008), Miller and Sommers (2007), and Wright (2007) indicate that media has a significant influence on the formation of gender identity among adolescents. Media conveys information about gender stereotypes and the norm expectation of society, which adolescents compare to their actual experience. Media also has a significant influence on adolescents because they are significant consumers of media products and have not yet developed the ability to discriminate among different types of media messages. As a result, media plays a substantial role in the development of gender identity in adolescence. Bibliography Behm-Morawitz, E. Mastro, D. E. (2008). Mean girls? The influence of gender portrayals in teen movies on emerging adults gender-based attitudes and beliefs. Journalism and Mass Communications Quarterly, 85(1), 131-146. The research discussed in this article used a social cognitive theory framework to examine the effect of gender portrayals in teen movies on beliefs among adolescents about friendships, aggression, and the role of women in society. The findings of the study indicated that the content of the films has a significant influence on the beliefs of adolescents about the societal norms associated with gender. The findings also indicated that the films depicted women as achieving success in the female social world only through the use of duplicitous methods. If female adolescents form their social constructs about feminine behavior from teen movies, they are more likely to engage in aggressive social behavior. Miller, M. Sommers, A. (2007). Gender differences in video game characters roles, appearances and attire as portrayed in video game magazines. Sex Roles, 57, 733-742. This article describes research by the authors investigating the portrayal of male and female roles in video game magazines, which are a significant social influence on adolescents. The research adopted an environmentalism perspective by assuming that media is a significant influence on adolescents in developmental processes by communicating the societal expectations of gender roles. In the video game context, males were heroes, physically powerful and capable of using weapons. In contrast, females were secondary characters that were sexual yet innocent, and were portrayed as wearing more revealing clothing. Wright, R. (2007). Learning empowerment, resistance and female identity development from popular television: Trans-women tell stories of trans-formation. In Servage, L. Fenwick, T. (Eds. ) Learning in community: Proceedings of the joint international conference of the Adult Education Research Conference. Halifax: Mount Saint Vincent University. This article adopts a constructivist perspective for research examining the use of a female character in a television show as a role model by male-to-female transgendered individuals. The television show aired when the individuals were adolescents, with the female character blending stereotypical male and female attributes. Although the television show was aired forty years ago, it continues to be viewed by male adolescents with gender identity issues. Vasey, P. L. Bartlett, N. H. (2007). What can the Samoan Faafafine teach us about the Western concept of gender identity disorder in childhood? Perspectives in biology and Medicine, 50(4), 481-490. This article adopted a constructivism perspective for an investigation of whether the DSM-IV gender identity disorder in childhood constitutes a mental disorder when the criteria are applied to individuals in non-Western cultures. The research investigated the high degree of social tolerance towards feminine males in Samoan culture known as faafafine. The findings of the research indicated that gender-atypical identity and behavior do not inherently lead to distress when controlling for societal intolerance toward these individuals. The findings also indicated that parental discouragement of gender atypical behaviors increases the distress of the individual because of the conflict it creates between the individuals inclinations and the expectations of parents.

Free Essays on Sectinalism- Civil War

North and South The United States of America, the great democratic experiment, was just that. Not since the great Greek culture had a government of, for, and by the people existed. The entire world felt, that on a large scale, democracy would inevitably lead to anarchy; our founding fathers were determined to prove them wrong. But as the political stand off with the British became a secession issue, a great issue split the future nation. Slavery, a southern necessity, both social and economic, threatened the unity of our nation. A nation that would one day be the greatest the world had ever known. During the development of the thirteen colonies, diversity set in early. In the south the temperate climate made the growth of tobacco a suitable and very profitable business. Cultivation of this crop required a lot of land, and therefore settlers lived far apart. Northern Colonies, though, were much more dependent on small farms, with closely knit communities. These differences were the se ed of a sectional division that would plague the nation for a century. During the late seventeenth century, this fissure in the ideals of the colonies became apparent. Following the constant political irreverence from Britain, a majority of colonial representatives felt the need for independence. The Declaration of Independence was the document written to do this. It called for an abolition of slavery as well as freedom from British rule. Unfortunately, the South would hear nothing of it. Being strong defenders of states rights, most of the Southern states adhered to their believe in a government less like a supreme authority and more like a dominion of independent states. They would rather stay loyal to their oppressive government than participate in one that shunned their way of life. In order to keep their dreams of independence, they North was forced to make the one cession they did not wish to make. In order to keep a unified nation, the slavery issue w... Free Essays on Sectinalism- Civil War Free Essays on Sectinalism- Civil War North and South The United States of America, the great democratic experiment, was just that. Not since the great Greek culture had a government of, for, and by the people existed. The entire world felt, that on a large scale, democracy would inevitably lead to anarchy; our founding fathers were determined to prove them wrong. But as the political stand off with the British became a secession issue, a great issue split the future nation. Slavery, a southern necessity, both social and economic, threatened the unity of our nation. A nation that would one day be the greatest the world had ever known. During the development of the thirteen colonies, diversity set in early. In the south the temperate climate made the growth of tobacco a suitable and very profitable business. Cultivation of this crop required a lot of land, and therefore settlers lived far apart. Northern Colonies, though, were much more dependent on small farms, with closely knit communities. These differences were the se ed of a sectional division that would plague the nation for a century. During the late seventeenth century, this fissure in the ideals of the colonies became apparent. Following the constant political irreverence from Britain, a majority of colonial representatives felt the need for independence. The Declaration of Independence was the document written to do this. It called for an abolition of slavery as well as freedom from British rule. Unfortunately, the South would hear nothing of it. Being strong defenders of states rights, most of the Southern states adhered to their believe in a government less like a supreme authority and more like a dominion of independent states. They would rather stay loyal to their oppressive government than participate in one that shunned their way of life. In order to keep their dreams of independence, they North was forced to make the one cession they did not wish to make. In order to keep a unified nation, the slavery issue w...

Temple of Zeus at Akragas, Agrigento, Sicily 500-460 B.C Essay

Temple of Zeus at Akragas, Agrigento, Sicily 500-460 B.C - Essay Example In Agrigento, Sicily, one of the most ancient architectural designs stands there even today, attracting thousands of people from across the globe. Historically, the town is famous for its splendid assortment of more than seven Greek temples that dates back to the sixth and fifth centuries BC. Standing on the southern part of the city of Agrigento, these temples provide a classic example of a historical study about ancient architectural designs, and how they influences modern day architecture (Wilson 7). Many historians believe that the Greek colonialists are the ones who built the city of Akragas in 580 BC. These colonialists had travelled from far, precisely from Rhodes and settled in Sicily. Life during the colonial times was not any easy, as tyranny, persecutions and slavery took the orders of the day. However, these periods happened and democracy settled in slowly and the city dwellers, about 200,000 of them in the fifth century BC, embarked on a journey of developing their city. High-quality wine, olives, and horses decorated the beautiful city, and later on the most famous and beautiful temples stood elected. However, something astonishing happened in 406 BC. The Carthaginians invaded Akragas just barely eight months after the construction of the temples, and mutilated the temples. The Carthaginians ruled the city until 340 BC when Timoleon engaged the Carthage in war and finally defeated them. However, it is important to note that the city had lost its glory and magnificent scene, a scene that stands unrecovered even up to today. The change o one empire to another has not helped in the rebuilding of the temples. However, these temples still have a historical significance to modern day historians and architectural designers (Paton 74-94). In Italy, historians agree that the Olympian Zeus Temple is the prevalent Doric temple ever built and it has some historical significance. However, it is paramount to note that due to various reasons, the construction of these temple never ended. In fact, today, the temple of Zeus lies in ruins as the people responsible for its construction did not do much to compete it. Standing in the Valle dei Templi, other famous temples surround the temple of Zeus thus giving the later a sheer significance. Nonetheless, it is imperative to note that nobody recorded the exact history this temple, and therefore it is quite unclear. This does not however imply that there are no absolute facts about the temple of Zeus. In fact, one of its significance is the commemoration of war pitting Syracuse and Carthaginians (Battle of Himera 480 BC). As earlier noted the Carthaginians had taken control of the city and imposed their rule. Some historians such as Diodorus Siculus point out that the Carthaginians are the ones who built the temple by using slaves. Here, the slaves were mainly the captured enemies parading as soldiers but were now defeated and taken into captivity where they subjected them into hard work and labo r (Wilson 48-61). The ancient literature does not say much about the temple of Zeus although many historians mention it in their writings. For example, Polybius, one of the Greek historians records in a memo that although the other temples surrounding the temple of Zeus looked complete and beautiful unlike the temple of Zeus, the later was completely odd in terms of appearance, design and dimensions. He goes on to say