...Divine Roles Across Cultures Matrix Select one common divine role that recurs in world mythology. Possible options of divine roles include the following: father or mother divinities, divinities of war, home or hearth divinities, divinities of love, divinities of wisdom, divinities of medicine or health, divinities of the wind, divinities of agriculture, divinities of the sky, ruler of all the gods, and so on. Identify the role in the title of your matrix. Select two myths, each from a different culture, in which the divine role appears. Identify the divinity names and cultures in columns A and B. Complete the matrix by answering each of the five questions for both selected divinities. |Title: Divinities of Love and Beauty |Column A |Column B | | |Divinity Name: Aphrodite |Divinity Name: Freyja | | |Culture of Origin: Greek |Culture of Origin: Norse | |How is this divinity portrayed? |She was portrayed to be the goddess |She was the goddess of love, lust, | |Describe the divinity’s role within the|of love and beauty often shown |fertility and magic. According to | |myth. |smiling. She is the daughter of Zeus.|Freyja (1996), she is believed to be | | |Some myths also say they daughter...
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...University of Phoenix Material Divine Roles Across Cultures Part I Select one common divine role that recurs in world mythology. Possible options of divine roles include the following: father or mother divinities, divinities of war, home or hearth divinities, divinities of love, divinities of wisdom, divinities of medicine or health, divinities of the wind, divinities of agriculture, divinities of the sky, ruler of all the gods, and so on. Identify the role in the title of your table. Select two myths, each from a different culture, in which the divine role appears. Identify the divinity names and cultures in columns A and B. Complete the table by answering each of the five questions for both selected divinities. |Title: |Column A |Column B | | |Divinity Name: Zeus |Divinity Name: Odin | | |Culture of Origin: Odin |Culture of Origin: Norse | |How is this divinity portrayed? Describe the |Zeus was the ruler over all the Olympian Gods |Odin ruler of the Norse God lives in | |divinity’s role within the myth. |and master of all men kind. Lord of the sky, |Valhalla in his throne looking over the | | ...
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...University of Phoenix Material Divine Roles Across Cultures Part I Select one common divine role that recurs in world mythology. Possible options of divine roles include the following: father or mother divinities, divinities of war, home or hearth divinities, divinities of love, divinities of wisdom, divinities of medicine or health, divinities of the wind, divinities of agriculture, divinities of the sky, ruler of all the gods, and so on. Identify the role in the title of your table. Select two myths, each from a different culture, in which the divine role appears. Identify the divinity names and cultures in columns A and B. Complete the table by answering each of the five questions for both selected divinities. |Title: |Column A |Column B | | |Divinity Name: Zeus |Divinity Name: Odin | | |Culture of Origin: Greece |Culture of Origin: Norse | |How is this divinity portrayed? Describe the |Zeus is the ruler of the Olympian gods and ruler|Odin is the ruler of all gods. He lives in| |divinity’s role within the myth. |of all men. Zeus is the god of justice and is |the underworld called Valhalla where half | | ...
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...avert it, such as treating depression (if they have it), suicidal help lines, and education about identifying the risk factors and unhealthy behaviors associated with it. Much like the ancient Greeks, people nowadays commit suicide for...
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...and feelings of what it really means. In Gene Wise’s article he states how he is interested in how the field of American Studies has transformed overtime, what American Studies methodology is, and the types of questions that American Studies practitioners ask. I believe that there is no one way to understand America. For Gene, he begins to understand America by looking into the past. On the other hand, there was also the Linda Kerber essay that we had also read at the beginning of the semester. Kerber was saying in her article that there was something that was wrong with the myth and symbolist methodology. She also talked about how there are new approaches and diversity in the field and how it has altered the ways that American Studies practitioners write, teach, and learn. What interested me most in her article is how American Studies was quicker to welcome women and ethnic studies. I believe the answer to this is simply that the women represent a larger group and they are more out spoken. Kerber also saw a great deal of chauvinism with the myth symbolist methodology, as well as this certain approach not looking for structures of power. She looked at points from all different sorts of angles and would then analyze them. Kerber would always have a valid answer and would really go into great detail in her article so that it was easy to pick up the information. These two articles were very much related, but at the same time they were very different. This leads into the past and...
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...AHMADU BELLO UNIVERSITY DEPARTMENT OF SOCIOLOGY DIPLOMA IN SOCIAL WORK AND DEVELOLPMENT STUDIES NAME: HEZEKIAH KELLY .O. COURSE CODE: SWD114 DATE: MAY 25TH 2013 SIGMUND FREUD’S STAGES OF PSYCHO-SEXUAL DEVELOPMENT Sigmund Freud (1856–1939) observed that during the predictable stages of early childhood development, the child's behavior is oriented towards certain parts of his or her body, e.g. the mouth during breast-feeding, the anus during toilet-training. He proposed that adult neurosis (functional mental disorder) often is rooted in childhood sexuality; therefore, said neurotic adult behaviors were manifestations of childhood sexual fantasy and desire. That is because human beings are born "polymorphous", infants can derive sexual pleasure from any part of their bodies, and that socialization directs the instinctual libidinal drives into adult heterosexuality.[3] Given the predictable timeline of childhood behavior, he proposed "libido development" as a model of normal childhood sexual development, wherein the child progresses through five psychosexual stages – the oral; the anal; the phallic; the latent; and the genital – in which the source pleasure is in a different erogenous zone. Freudian psychosexual development Sexual infantilism: in pursuing and satisfying his or her libido (sexual drive), the child might experience failure (parental and societal disapproval) and thus might associate anxiety with the given erogenous zone. To avoid anxiety, the child...
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...one of those arguments that keeps us from moving forward. What frustrates me the most about the whole argument is how unnecessary—and ridiculously riddled with misconceptions and outright insulting fabrications—it is. Homosexuality seems to be too difficult a concept for our society to accept, but it is too real, and too ancient, an issue to deny. My purpose for writing this paper is to address one of the myths about homosexuality, and in doing so make a vital point about the biggest misconception that exists on the subject. In a society where each consecutive generation pushes the boundaries of social norms and acceptable behavior further outside of polite society’s comfort zone, fads and rebellions are commonplace. Often homosexuality gets lumped in with these fleeting trends and is seen as something transitory, something that will go away if denied acceptance long enough. On the contrary, homosexuality is not something new or impermanent. Rather it is a concept, a fact of life, which has been with us since the earliest recorded histories of man. In this essay I will show how ancient societies—the ancestors of everyone in this great country—reacted to the presence of homosexuality. I will explain how all of these diverse peoples, all over the globe, recorded in their histories and their art not only the presence of homosexuality in their societies, but also their acceptance of...
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...Carol Shields, before she passed away of breast cancer in 2003. The novel is structured in a first person narrative; the narrator is Reta Winters, a 44-year old writer and translator. Throughout the narrative, the reader follows a linear chain of thoughts by Reta on the central theme of the novel, which is her quest to find out why her daughter Norah decided to drop out of university and live on the street with a sign on her chest written "Goodness". The essay will be developed through research in primary sources – interviews – in order to analyze Carol Shield’s work using mostly, but not only, her own concepts and reflections on Literature, writing and being a writer, and composition process of Unless. Many scholars have made researches on the novel, especially about language resources, metafiction and gender issues. The most cited work is Nora Foster Stovel’s ““Because she is a woman”: Myth and Metafiction in Carol Shield’s Unless”. By investigating her compositional process in interviews, the intention of the essay is to create an analysis on the novel; the focus of the analysis will be on the preoccupation of showing and perceiving the human conditions, society and the individual, as well as portraying women in a broad range of age. During the late twentieth-century, literary criticism aims towards the critical notions and aspects of...
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...words:- 2636 “Evaluate the extent to which Freud’s theory of psychosexual development can help us to understand a clients presenting issue?” I will begin this essay by first describing Freud’s psychosexual theory of the five stages of psychosexual development. I will then look at some of the main criticisms of this controversial theory and how this theory and his ideas have resulted in a serious interest and progression in psychology and the psychological treatment of mental disorders that has stretched through even to the present day. I will follow this by looking at how I believe these theories have helped and effected how we understand a clients presenting issues. The five stages of psychosexual development as Freud describes them are as follows:- The oral stage (0-1 year old), the anal stage (1-3 years old), the phallic stage (3-5 or 6 years old), the latency stage (5 or 6 - puberty) and the genital stage (puberty- adult). Before explaining the five stages in detail, I feel it is important to refer to Freud’s theory of personality development and how these five stages effect that progress. It is also worth mentioning that having read many articles on the subject, there is a common belief that people may misinterpret Freud’s use of the word “sexual” and that he was actually using the term in a more general way to relate to all pleasurable actions and thoughts. In relation to Freud’s theory on personality development, he believed the personality consisted of three interworking...
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...Literary Theory and Schools of Criticism Introduction A very basic way of thinking about literary theory is that these ideas act as different lenses critics use to view and talk about art, literature, and even culture. These different lenses allow critics to consider works of art based on certain assumptions within that school of theory. The different lenses also allow critics to focus on particular aspects of a work they consider important. For example, if a critic is working with certain Marxist theories, s/he might focus on how the characters in a story interact based on their economic situation. If a critic is working with post-colonial theories, s/he might consider the same story but look at how characters from colonial powers (Britain, France, and even America) treat characters from, say, Africa or the Caribbean. Hopefully, after reading through and working with the resources in this area of the OWL, literary theory will become a little easier to understand and use. Disclaimer Please note that the schools of literary criticism and their explanations included here are by no means the only ways of distinguishing these separate areas of theory. Indeed, many critics use tools from two or more schools in their work. Some would define differently or greatly expand the (very) general statements given here. Our explanations are meant only as starting places for your own investigation into literary theory. We encourage you to use the list of scholars and works provided for each...
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...Narrative A narrative is a sequence of events that a narrator tells in story form. A narrator is a storyteller of any kind, whether the authorial voice in a novel or a friend telling you about last night’s party. Point of View The point of view is the perspective that a narrative takes toward the events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts...
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...The Representation of Gender in Virginia Woolf’s Orlando and Jeffrey Eugenides’s Middlesex by Marte Rognstad A Thesis Presented to The Department of Literature, Area Studies and European Languages University of Oslo In Partial Fulfilment of the Requirements for the MA Degree Spring Term 2012 Marte Rognstad The Representation of Gender in Virginia Woolf’s Orlando and Jeffrey Eugenides’s Middlesex Marte Rognstad http://www.duo.uio.no Trykk: Reprosentralen, Universitetet i Oslo Abstract This thesis presents an exploration of the representation of gender in Virginia Woolf’s Orlando and Jeffrey Eugenides’s Middlesex mainly in light of the theories of Judith Butler. The focus will be on how the two novels challenge the traditional concept of gender and gender categories, and in what ways the novels can give us new perspectives on the concept of gender. The theoretical focus will be on Judith Butler, more precisely her idea of gender as performance, and her deconstructionist approach to identity categories. I will present Butler’s proposal for a “new feminist genealogy,” and through my investigation of the representation of gender in Orlando and Middlesex I will show how both novels take on a “Butlerian” understanding of the concept of gender. By looking at various issues related to gender explored in the two novels, and pointing to similarities and differences between the two works, I hope to show how the protagonists, Orlando and Cal/lie, break down and transcend the fraught...
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...the bizarre reality of the woman playing second fiddle to man. This play opens with Chandan changed into Dan in order to absolve himself from the guilt of killing his sister. He has to bear the brunt of his grandfather’s and mother’s cruelty .He considers himself responsible for his sister’s death. In this play Dattani plays with the idea of female infanticide that is prevalent among the Gujratis and also suggests Patel`s hegemonic patriarchy when he insists that proper division in the gender roles be made Tara gives us a glimpse into the modern society which claims to be liberal and advanced in its thought and action. In a society which claims that its mothers are educated today and have `Devis` like Durga, Kali, Saraswati , Lakshmi etc whom not only women but men also pay obeisance , differentiate between a male child and a female child. All the propagandas of equality between male and female, equal opportunities to women in all the fields are belied. Dattani’s deep preoccupation with gender issues leads to the emergence of the idea of the twin side to one`s self –quite literally embodied in one body and the separation that follows Mahesh Dattani mentioned in one of his interviews with Lakshmi Subramanyam: ``I see Tara as a play about the male self and female self. The male self is being preferred in all cultures .The play is about the separation of self and the resultant angst` Erin Mee writes in the note of the play,``Tara centres on the emotional separation that grows...
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...The Gospel ACCORDING TO FEMIGOD He who has ears, let him hear The author and publisher have provided this e-book to you without Digital Rights Management software (DRM) applied so that you can enjoy reading it on your personal devices. THE GOSPEL ACCORDING TO FEMIGOD Copyright © 2013 by Femigod Ltd. Published by Femigod Ltd. www.femigod.com Femigod® is a registered trademark of Femigod Ltd. ISBN: 9780992642600 For my darling sister, Pero. I love you dearly. No matter what you want, it’s yours. Beyond money and weapons. Contents Introduction ............................................................................................................................................... 1 Book One: Understanding Mainstream and Organised Religion.............................................................. 5 Christianity ............................................................................................................................................ 6 Islam ...................................................................................................................................................... 9 Hinduism.............................................................................................................................................. 12 Buddhism ........................................................................................................................................... 155 Chinese traditional religions ...........
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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