World Literature Essay Example for Free

World Literature Essay Flaubert’s Madame Bovary was published to critical acclaim and public scandal during Second Empire France (1852–1870). Government censors cited the novel for offending public morality and religion, though prosecution and defense both acknowledged the artist’s achievement. Flaubert was tried and acquitted for a compelling portrait of his heroine’s unhappy marriage, adulterous love affairs, financial ruin, and suicide. The creation of a powerful and profoundly conflicted male imagination, Emma Rouault Bovary is a polarizing figure. She embodies yet challenges archetypal images of women (virgin/mother, madonna/whore, angel/siren) arising from male experience. She calls into question education, marriage, and motherhood, institutions that inculcate these dichotomous views of women. Thomas Manns Death in Venice opens, like Flaubert’s Madame Bovary, on the scene of Aschenbachs creative composure shattered by an unfamiliar nervous excitement. As Aschenbachs mind spins unproductively, we sense immediately that Venice itself will be ultimately just a picturesque exterior, the backdrop to a story whose cardinal events belong to a mental world– to what Mann called â€Å"reality as an operation of the psyche† (Mann 29). Thomas Mann has spared no allusion to suggest that the hero of the story resembles its author at least with regard to his literary production. Yet Aschenbach is said to have achieved in earnest the classical style befitting a conqueror of the abyss the very style which Flaubert parodies in telling the tragic story of Madame Bovarys disillusion and downfall. The societal scandal of Madame Bovary is as remote now as the asceticism of the spirit practiced by Flaubert and Mann, who seem almost self indulgent. Emma seems as boisterous as Aschenbach. With these heroes the novel enters the realm of inactivity, where the protagonists are bored, but the reader is not. Poor Emma, destroyed by usury rather than love, is so vital that her stupidities do not matter. A much more than average sensual woman, her capacity for life and love is what moves us to admire her, and even to love her, since like Flaubert himself we find ourselves in her. Why is Emma so unlucky? If it can go wrong, it will go wrong for her. Flaubert, like some of the ancients, believed there were no accidents. Ethos is the daimon, your character is your fate, and everything that happens to you starts by being you. Rereading, we suffer the anguish of beholding the phases that lead to Emmas self-destruction. That anguish multiplies despite Flauberts celebrated detachment, partly because of his uncanny skill at suggesting how many different consciousnesses invade and impinge upon any single consciousness, even one as commonplace as Emmas. Emmas I is an other, and so much the worse for the sensual apprehensiveness that finds it has become Emma. Whenever Emma is seen in purely sensuous terms, Flaubert speaks of her with a delicate, almost religious feeling, the way Mann speaks of Aschenbach. Flaubert punished himself harshly, in and through Emma, by grimly mixing in a poisonous order of provincial social reality, and an equally poisonous order of hallucinated play, Emmas fantasies of an ideal passion. The mixing in is cruel, formidable, and of unmatched aesthetic dignity. Emma has no Sublime, but the inverted Romantic vision of Flaubert persuades us that the strongest writing can represent ennui with a life-enhancing power. Flaubert despised realism and said so over and over throughout his life; he loved only the absolute purity of art. Madame Bovary has little to do with realism, and something to do with a prophecy of impressionism, but in a most refracted fashion. All of poor Emmas moments are at once drab and privileged. At moments of more overpowering sensuality there even emerges a â€Å"formula† for Emmas sensual intensities, a characteristic style of sensation which, as we know from Flauberts other works, wasnt invented for Emma alone but rather seems to be a basic formula for Flaubertian sensation in general. Sexuality in Flaubert is frequently expressed in terms of a rippling luminosity. â€Å"Here and there,† Flaubert writes as part of his description of Emmas first happy sexual experience (with Rodolphe in the forest near Yonville), â€Å"all around her, in the leaves and on the ground, patches of light were trembling, as if humming-birds, while in flight, had scattered their feathers† (Flaubert 56). Much later, as she lies alone in bed at night enjoying fantasies of running away with Rodolphe, Emma imagines a future in which â€Å"nothing specific stood out: the days, all of them magnificent, resembled one another like waves; and the vision [cela] swayed on the limitless horizon, harmonious, bluish, and bathed in sun† (Flaubert 94). A world heavy with sensual promise (and no longer blindingly illuminated by sexual intensities) is, in Flaubert, frequently a world of many reflected lights blurred by a mist tinged with color.

Acutrim :: Research Paper Essays

Acutrim Acutrim is a stimulant which has two effects on the body. It is a decongestant and an appetite suppressant. The active ingredient in Acutrim is a compound called phenylpropanolamine. Its is an FDA approved, nonprescription appetite suppressant to be used with a weight loss program. The drug is initially effective in controlling excessive eating (unc-clos.tierranet.com/phenylpropanol.htm). Acutrim acts similarly to its chemical cousin amphetamine. The phenylpropanolamine acts on the hypothalamus, the region of the brain that controls the appetite, by increasing the amount of serotonin-- the chemical that affect mood and appetite. This decreases the appetite and increases the feeling of being full. Like all stimulants, it increases heart rate and blood pressure (www.phys.com/b_nutrition/02solutions/08diet/phenylprop.htm & www.clos.net/aaceobesity.htm). This supposedly can assist weight loss by increasing weight loss by about an additional five percent by taking 25 milligrams thirty minutes before eating three times a day, or by taking 75 milligrams of a slow-release formula every morning (unc-clos.tierranet.com/phenylpropanol.htm). When used as part of a diet plan, it may help you lose about an extra one-quarter of a pound each week. But the effect will only last for the first month of your diet. After that, the drug has no effect on weight loss. The weight loss may not be permanent, especially after the drug is discontinued (www.phys.com/b_nutrition/02solutions/08diet/phenylprop.htm). The most common side effects of Acutrim and the active phenylpropanolamine are nervousness, sleeplessness, throbbing heartbeat, irritability, headache, sweating, dry mouth, nausea and constipation (www.healthsquare.com/pdrfg/pd/monos/acutrim.htm).. It is seriously dangerous to take this medication while taking any antidepressant in the chemical family called monoamine oxidase inhibitors (MAO), such as Nardil, Marplan and Parnate. If you are being treated for high blood pressure, depression, or an eating disorder, or if you have heart disease, diabetes, or a thyroid disorder, do not take Acutrim unless you will be monitored by your doctor. This product should not be given to children under the age of twelve (www.phys.com/b_nutrition/02solutions/08diet/phenylprop.htm). Although Acutrim’s utility for weight loss has been recognized for many years, however the research and medical findings confirm the theory that the active ingredient phenylpropanolamine is not an safe or permanent means of weight loss. An article by Andrew Jenkins in The Journal of Physical Education briefly describes one of the dangers

Assessment and Office Equipment Essay

Unit purpose and aim This unit is about using a variety of different office equipment following manufacturer’s and organisational guidelines. Learning Outcomes Assessment Criteria The Learner will: The Learner can: 1. Know about different types of office equipment and its uses 1. 1 Identify different types of equipment and their uses 1. 2 Describe the different features of different types of office equipment 1. 3 Explain why different types of equipment are chosen for tasks 2. Understand the purpose of following instructions and health and safety procedures Exemplification Learning outcomes 1 to 6 must be assessed using methods appropriate to the assessment of knowledge and understanding. A holistic approach to assessment should be adopted so that one piece of evidence covers more than one learning outcome and several assessment criteria. 2. 1 Explain the purpose of following manufacturer’s instructions when using equipment 2. 2 Explain the purpose of following organisational instructions when using equipment 2. 3 Identify health and safety procedures for using different types of equipment 2. 4 Explain the purpose of following health and safety. Procedures when using equipment 2. 5 Explain the purpose of  © OCR 2010 1 keeping equipment clean and hygienic 3. Understand how to use equipment in a way that minimises waste 3. 1 Give examples of waste when using equipment 3. 2 Give examples of ways to reduce waste 3. 3 Explain the purpose of minimising waste 4. Know about the different types of problems that may occur when using equipment and how to deal with them 4. 1 Give examples of equipment problems 4. 2 Explain the purpose of following manufacturer’s instructions and organisational procedures when dealing with problems 4. 3 Give examples of how to deal with problems 5. Understand the purpose of meeting work standards and deadlines 5. 1 Explain the purpose of meeting work standards and deadlines when using equipment 6. Understand the purpose of leaving equipment and the work area ready for the next user 6. 1 Explain the purpose of leaving equipment and the work area ready for the next user 7. Be able to use office equipment 7. 1 Locate and select equipment needed for a task 7. 2 Use equipment following manufacturer’s and organisational guidelines Assessment should be planned. To maximise the opportunities for the candidate to demonstrate their ability to use office equipment. 7. 3 Use equipment minimising waste 7. 4 Keep equipment clean and hygienic 7. 5 Deal with equipment problems following manufacturer’s and organisational procedures 7. 6 Refer problems, if required 7. 7 Make sure final work product meets agreed requirements 7. 8 Make sure that product is delivered to agreed timescale 7. 9 Make sure equipment, 2  © OCR 2010 resources and work area are ready for the next user Assessment This unit is centre assessed and externally verified. A holistic approach to assessment should be adopted so that one piece of evidence covers more than one learning outcome and several assessment criteria and where appropriate, provides evidence across several units. Your assessor will use a range of assessment methods which may include: ? observation of performance in the work environment ? examination of work products ? questioning the learner ? discussing with the learner ? use of others (witness testimony) ? looking at learner statements ? recognising prior learning Evidence requirements A range of evidence should be gathered to cover the Learning Outcomes and Assessment Criteria. Examples may include: ? Job requests/briefs from colleagues ? Copies of work produced using equipment ? Fault/problem logs indicating your response ? Records of training in use of equipment ? Minutes of team/1 to 1 meetings, relating to use of equipment ? Annotated copies of relevant sections in user manuals. The candidate must demonstrate their ability to use a range of office equipment including a computer, printer, and photocopier along with other equipment necessary to carry out their job eg telephone, franking machine,fax machine, data projector, shredder, laminator, binder, paper folder. Guidance on assessment and evidence requirements Refer to sections on Assessment and Evidence requirements above. National Occupational Standards (NOS) mapping/signposting This unit is based on the NOS BAA231 Use office equipment. Functional skills signposting This section indicates where candidates may have an opportunity to develop their functional skills.  © OCR 2010 3 Link to functional skills standards http://www. qcda. gov. uk/15565.aspx Functional Skills Standards English Mathematics ICT Speaking and Listening ? Representing ? Use ICT systems ? Reading ? Analysing ? Find and select information ? Writing ? Interpreting ? Develop, present and communicate information ? Resources Access to a wo rking environment with associated equipment and resources Additional information For further information regarding administration for this qualification, please refer to the OCR document ‘Admin Guide: Vocational Qualifications’ (A850) on the OCR website www. ocr. org. uk.

Problems and the Structure of the Play Shaws Pygmalion

Problems and the structure of the play Shaws Pygmalion All the pieces show corresponds to an important claim brought Brecht contemporary theater, namely: the theater should strive â€Å"to depict the nature man as modifiable and depends on the class Amenities â€Å"[1]. far as Shaw was interested in us the character and social status, particularly evidenced by the fact that a radical restructuring of the character he made even the main theme of the play â€Å"Pygmalion†.After the exceptional success play and made it to the musical â€Å"My Fair Lady† story of Eliza was converted by Higgins Professor of Phonetics of street girls in fashionable lady, today, perhaps better known than the Greek myth. Pygmalion was a fabulous king of Cyprus, fell in love with the mess it created statue of a girl, which subsequently married after the revitalization of Aphrodite at his urgent request. Clearly the intent which pursued Shaw, calling the name of a mythical king of the play. Nam e Pygmalion should recall that Eliza Doolittle was created by Alfred Higgins in the same manner as Galatea Pygmalion.Man created man-this is the lesson that, by his own admission Shaw, â€Å"intensively consciously didactic â€Å"play. This is the same lesson, which called Brecht, demanding that â€Å"the construction of one shape was carried out according to construction of another figure, because in life we are forming mutually friend another â€Å"[2]. Among literary critics, there is a perception that the play Shaw, more than play of other playwrights, promote certain political ideas. The doctrine of the mutability of human nature, and depending on the class Gear is nothing, as the doctrine of social eterminism of the individual. The play â€Å"Pygmalion† is a good handbook, which addresses the problem of determinism. Even the author himself considered it â€Å"an outstanding didactic play?. main problem, which show skillfully addresses in â€Å"Pygmalion† was the issue â€Å"Whether the person alter the substance?. This provision in the play is specified that the girl from the East End London with all the character traits of a street child, becomes a woman with character traits of ladies of high society To show how you can radically change a person, Shaw chose the transition from one extreme to another.If such a radical change in human possible in a relatively short time, the viewer must tell ourselves that if possible, and any other change in human beings. second important question of the play – how it affects the human life. What gives a person the correct pronunciation? Is it enough to learn how to say, to change the social situation? Here's what he thinks on this subject, Professor Higgins: ?But if you knew how interesting – take the man and by teaching him to speak otherwise than he spoke, so far, making it a very another, a new creature.After all, it means – to destroy the gap, which separates class from clas s and soul from the soul â€Å"[3]. as shown and repeatedly emphasizes in the play, dialect East London is incompatible with being a lady, as well as the language lady can fit in with the essence of a simple flower girl from the eastern district London. When Eliza had forgotten the language of his old world, for it was closed there traversals. Thus break with the past was final. Eliza herself in During the play is well aware of this. That's what she tellsPickering: ?Last night, when I roamed the streets, a girl spoke with me, I wanted her to answer as before, but I did not work â€Å"[4]. Bernard Shaw paid much attention to the problems of language. The play was a serious task: Shaw wanted to attract attention of the British public to the issues of phonetics. He advocated the creation of a new alphabet, which is more would correspond to the sounds of the English language than the existing, and which would facilitate the task of learning the language to children and foreigners. o t his problem Shaw repeatedly returned throughout his life, and according to his testament large sum was left to them to research designed to create a new English alphabet. These investigations still going on, and only a few years ago published a piece â€Å"Androkl and Lion†, printed marks a new alphabet, which was selected special committee of all the options proposed for the award. Shaw, perhaps the first to recognize the omnipotence of language in society, his exclusive social role, which indirectly in the same years, said psychoanalysis.That Shaw said this in a poster-didactic, but from the no less ironic, engrossing â€Å"Pygmalion. † Professor Higgins, albeit in their narrow specialty field, but still ahead of structuralism and post-structuralism, which in the second half of the century will make the idea of â€Å"discourse† and â€Å"totalitarian linguistic practices† of its central theme of [5]. In â€Å"Pygmalion† Shaw joined his two equall y exciting topics: the problem of social inequality and the problem of the classical English language. He believed that the social nature of man is expressed in various parts of the language: in phonetics, grammar, vocabulary.While Eliza emits such vowels as â€Å"aN – aN-aN – oy-oy†, she does not like correctly notes Higgins, no chance to get out of the street environment. Therefore all his efforts are focused on changing the sound of her speech. What grammar and vocabulary of the language of rights in this regard are not Equally important, demonstrates how the first major failure of both phonetician in their efforts to re-education. Although the vowel and consonant sounds Eliza excellent attempt to introduce her into society as a lady fails.Eliza's words: â€Å"And that's where her straw hat, new, which was I get one? Stolen! So I say, who stole his hat, he and his aunt bump off â€Å"[6] – even with perfect pronunciation and intonation are not Englis h for the ladies and gentlemen. Higgins acknowledges that Eliza along with the new phonetics must also learn new grammar and new Dictionary. And along with them and a new culture. But language is not the sole expression of a human being. The release of an appointment with Mrs. Higgins has a single mistake – Eliza not know what they say in the society in that language. Pickering also admitted that Eliza is not enough to possess inherent Lady pronunciation, grammar and vocabulary. It must have develop in a typical lady interests. Until her heart and consciousness is filled with problems of its old world: the killing due to straw Hats and favorable effect of gin on the mood of her father – she could not be a lady, even if its language is indistinguishable from the language of a lady â€Å"[7]. One of the theses of the play states that human nature is determined set to the identity, linguistic relationships are only its part.In the play this thesis is concretized by the f act that Eliza, along with learn more language lessons and rules of conduct. Consequently, Higgins it explains not only how to speak the language of a lady, but, for example, how to use a handkerchief. If Eliza did not know how to use a handkerchief, and if it resists a bath, then any viewer should be clear that the change it also requires a substantive change in its everyday behavior. Extralinguistic relations between people of different classes so states the thesis, no less diverse than their speech in form and content. ombination of behavior, ie, form and content of speech, image opinions and thoughts, habitual behavior and typical responses Lyuda adapted to the conditions of their environment. Subjective and objective world being correspond to each other and mutually penetrate each other. From the author be costly dramatic means to convince each audience. Shaw found a means to systematically applying a kind of alienation effect, forcing his characters time from time to act in a foreign environment, to then step by step back them in their own environment, artfully creating initially false presentation about their real essence.Then it seems gradually and methodically changed. ?Exposition† character of Eliza in a foreign environment is the impact that it is ladies and gentlemen in the audience seems incomprehensible repulsive, ambiguous and strange. This impression is reinforced by reaction ladies and gentlemen on the stage. Thus, Shaw makes Mrs. Eynsford Hill visibly excited when she watches as unfamiliar florist in a chance encounter on the street calls her son Freddie as â€Å"my dear friend ?. ? The end of the first act is the beginning of â€Å"the process of re-education† biased audience.She seemed to be merely points to mitigating circumstances that must be taken into account when sentencing the defendant Eliza. Proof of innocence Eliza is given only in the next act through its transformation into a lady. Who really believed that Eliza wa s intrusive because of innate depravity or corruption, and who could not correctly interpret the description of the environment at the end of the first act to open the eyes self-confident and proud statement that has been turned Eliza â€Å"[8]. How carefully when re-education of their readers and viewers Shaw akes into account the biases can be confirmed by numerous examples. Widespread view of many wealthy gentlemen, as you know, lies in the fact that residents of the East End are to blame for their poverty, so as can not â€Å"save†. Although they, like Eliza to Covent Garden, a greedy for money, but only to ensure that as soon as possible again wastefully spend it on absolutely useless things. They did not thought to use the money wisely, for example, for professional education. Shaw seeks a bias, as did others, first strengthened.Eliza, barely having obtained some money, already allows himself go home by taxi. But immediately begins an explanation of this Eliza's relati onship to money. The next day, she hurries to spend it on own education. ?If a human being due to the environment and if the objective being and objective conditions are mutually consistent with each other, then transformation being possible only by replacing the medium or its change. This thesis in the play â€Å"Pygmalion† is specified so that the creation possibility of transformation of Eliza her completely isolated from the old world and transferred to a new â€Å"[9].As a first step of its plan of re Higgins manages about baths, in which Eliza is released from heritage of the East End. Old dress, the closest to the body of the old environment, not even put aside, and burned. Not the slightest particle of the old World Eliza should not bind him, seriously think about it transformation. To show this, Shaw has put in place another particularly instructive incident. At the end of the play, when Eliza, in all probability, already finally turned into a lady, suddenly appeari ng in her father.Unexpected there is a check, giving the answer to the question of whether human Higgins, considering Eliza's possible return to his former life: (In the middle window appears Doolittle. Throwing on Higgins reproachful and dignified look, he silently approaches his daughter, who sits with his back to the window and therefore does not see it. ) p> Pickering. He is incorrigible, Eliza. But you can go back, right? Eliza. No. No longer. I have learned my lesson well. Now I I can not make such sounds, as before, even if I wanted to. Doolittle behind places his hand on her shoulder. She drops her embroidery, looks around, and the sight of her father's splendor all its exposure immediately evaporates. ) Y y -y! Higgins (triumphantly). Aha! Here, here! Oo-oo–y! Oo-oo–y! Victory! Victory! â€Å"[10]. slight contact with only part of its old world makes low-key and seemingly ready to conduct a refined lady at some point again in a street child, who not only reac ts as before, but, to my surprise, again, may make, seemed to have forgotten the sounds of the street.Given careful underscore the influence of the environment the viewer could easily the false idea that if the characters in the world of heroes Shaw entirely amenable to limit the influence of the environment. To prevent this Show unwanted confusion with similar care and thoroughness introduced in his play counter-theses on the existence of natural abilities and their implications for the nature of an individual. It position is specified once in all four main characters of the play: Eliza, Higgins, Doolittle and Pickering. ?Pygmalion† – is a mockery of the fans of â€Å"blue blood† †¦ ach My play was a stone which I threw into the window of the Victorian being â€Å"[11] – so the author himself spoke about his play. For Shaw it was important to show that all the qualities of Elise, which she reveals how a lady can already be found in the flower-like n atural ability or the quality of that flower you can again be found in lady. Concept Shaw already contained in the description of the exterior of Eliza. After detailed characterization of its outward appearance says: ?Without a doubt, it is in their own clean, but next to the ladies strongly believe draggle-tail.Facial features her bad, but the skin condition leaves much to be desired, in addition, it is noticeable that she needs the services dentist â€Å"[12]. transformation Doolittle in a gentleman, just like his daughter in ladies should appear on the external process. Here is how to modified only by his natural ability because of his new social status. As a shareholder cheese Trust â€Å"Friend of the stomach and prominent speaker uonnafellerovskoy the World League of moral reform, he, in Indeed, even stayed in his present profession, which,Eliza's testimony, even before its social transformation was to extort money from other people, setting in motion his eloquence. But the most convincing argument for the presence of natural abilities and their importance for the creation of character is demonstrated by the example of couples Higgins Pickering. Both of their social status gentlemen, but with the difference that Pickering and his temperament gentleman, at the While Higgins prone to rudeness. Difference and similarity of both characters systematically demonstrated in their behavior towardsEliza. Higgins, from the outset is drawn to her rude, impolite, unceremoniously. In her presence, he spoke of her â€Å"silly girl†, â€Å"scarecrow? , â€Å"So irresistibly vulgar, so blatantly dirty, nasty, spoiled girl â€Å"and the like. He asks his housekeeper Eliza wrapped in newspaper and thrown into the dustbin. The only normal conversation with her is imperious form, but the preferred way to influence Eliza – a threat. Pickering, an innate gentleman, on the contrary, in the treatment of Eliza

Cro- Magnons

entrances, while others built huts in forested areas. As better hunting methods developed, Cro-Magnons built more permanent homes. Long houses holding many families were made of stone blocks. There is archaeological evidence that communities of 30 to 100 people lived together. To their technological advances, the Cro- Magnons added accomplished artistry. They creat- ed cave paintings like those found at Lascaux (la .sKOH) and Vallon-Pont-d' Arc (vah. YOHN pohn DAHRK), both in France, as well as those at numerous other cave sites in Spain and Africa. Researchers so far can only speculate on the pur- pose behind the mysterious wall images. Perhaps the hunting scenes were educational, designed to teach young hunters how to recognize prey. On the other hand, the Cro-Magnon painters may have been reaching out to the spiritual world, creating images meant to have mystical powers that would help the hunters. Archaeologists have discovered some Cro- Magnon figures sculpted from clay or carved from reindeer antlers. They have also found figures of ivory and bone decorated with animal drawings and abstract designs. Some of these artifacts may well have been used in magic rituals and probably reflect Cro-Magnon beliefs about spirits thought to live in animals, plants, the earth, and the sky. During the Neolithic period and immediately after, humanity made one of its greatest cultural advances. New environments had developed with the end of the last Ice Age, and forests and grass- lands appeared in many areas. Over some 5,000 years, people gradually shifted from gathering and hunting food to producing food. Because new agri- cultural methods led to tremendous changes in peoples' lifestyles, this period is usually called the Neolithic Revolution.

Acts of Rebellion Essay Example for Free

Acts of Rebellion Essay Essay Topic: Literature , William Shakespeare Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA Romeo and Juliet (446) , Capulet (321) , Dystopia (59) Haven't found the essay you want? Get your custom sample essay for only $13.90/page ? In 1984, Orwell presents the act of rebellion through love. â€Å"Listen. The more men you’ve had, the most I love you. Do you understand that?† this whole quote suggest that they are both rebelling, meaning that Julia has already rebelled in the past by having sex with other men. Also Winston is declaring that the more she rebels the more he would love her, which is also an act of rebellion in itself because love is unauthorized, by Big Brother. â€Å"The most† could suggest that Winston is encouraging everyone to rebel against Big Brother, which could mean that as Julia loves Winston, he is taking advantage of her by telling her that whatever Julia is doing is right that he is totally supporting her. Additionally this could mean that he wanted more people to be corrupt, and everyone to go to the wrong path and disobey Big Brother. Orwell presents the act of rebellion through love because in the Dystopian society there are strict rule that need to be followed, such as no having sex for pleasure, and this is clearly an act of rebellion as Julia had sex with lots of party member. Similarly in Romeo and Juliet where Shakespeare is presenting their love by rebelling, they are both willing to disobey the orders of the wise ones just to be with each other. â€Å"Therefore stay yet; thou need’st not to be gone† proposes that Juliet is stubborn, as the Daughter of Capulet; she is used to get what she wants. Additionally Romeo declares to her † Let me ta’en, let me be put to death† This could emphasise that he is willing to die for Juliet and stay with her than live his life without her, this clearly shows that he is rebelling against all the rules put upon them, just to stay with Juliet. â€Å"Not to be gone† could suggest that Juliet is being bossy as she is ordering him to stay with her. But alternatively this could highlight that as men in the Elizabethan had power over women, and they were patriarchal meaning that Juliet was a bad influence on Romeo, and that she was almost a threat to his manhood. As he accepts defeat Ro meo says â€Å"let me put to death† which could declare that Juliet is Romeo’s weakness and that if someone breaks Juliet, Romeo will also shatter. Acts of Rebellion. (2016, Aug 05).

The interaction of cultural myths Essay Example | Topics and Well Written Essays - 1000 words

The interaction of cultural myths - Essay Example The myth of the melting pot refers to the aspect of people originally from minority races being influenced to abandon their cultures in order for them to become ‘American’ instead of fusing their culture with the American culture. The myth of individual opportunity is also illustrated by Eric Liu in which everyone in America is given the opportunity to achieve the desired American dream through any way possible. For the Chinese, they created Chinatown in Manhattan, New York, which is significant for the Chinese because they were able to retain a bit of Chinese culture through trade as much as they were in pursuit of the American dream. With this, this essay will discuss how each of these myths coincides with Eric Liu’s essay ways in which the myths reinforce, contradict or challenge each other and the expression of the same in the text. America is not a melting pot, but rather it is a compartmentalized society with truer whites being in the biggest compartment while the other ethnic minorities fit in the smaller compartments. Essentially, the melting pot is the assimilation aspect for a person from a minority culture in the dominant culture in the hope of obtaining economic improvement, which is usually at the expense of their own culture (Chandler and Ledru 115). Eric argues that Asians in America have replaced the Jews to become the model minority based on the aspect of assimilation. Essentially, this becomes a myth because as much as the minorities claim to have undergone assimilation, they still experience first hand racism making them not to be part of the white culture that they perceive to be part of. However, in the essay Liu writes: â€Å" My parents, who traded Chinese formality for the more laissez-faire stance of this country. Who made their way by hard work and quiet adaptation† (Liu 664). Accor ding to this statement from the essay, Liu’s parents had to assimilate the American