Little Miss PINK Stuff

Socicolgy cheat sheet vocab words

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Social class Weber target group of people who rank close Marx capitalists or workers sell labor Property material processions wealth total value of everything minus debts power elite C. Wright Mills’ top people in US Presidge respect Status consistency ranking high on some dimensions of social class Status position that one occupies Anomic Durkhim a condition of Society people become detached from the usual Contradictory class locations Erik Wright position in the class structure that generates contradictory interest underclass group of people for who poverty persists intergeneration mobility change that family members make in social class from one generation to the next Upward social mobility movement up the social class ladder downward social mobility movement down the social class ladder structure mobility movement up or down the social ladder exchange mobility about the same # people moving up and down poverty line official measure of poverty feminization of poverty condition of US poverty in which most poor families are headed by women culture of poverty assumptions that the values & behaviors of the poor makes deferred gratification forgoing something in the present in the hope of achieving greater gain in the future horatio alger myth the belief that due to limitless possibilities anyone can get ahold if he or she tries hard enough gender stratification males & females unequal access to property power & prestige sex biological characteristics that distinguish females & males consisting of primary & secondary characteristics gender behaviors & attitudes that a society considers proper for its males & females patriarchy men-as-a-group domination women-as-a-group authority is vested in males feminism philosophy that men & women should be politically glass ceiling keeps woman from reaching the top at work sexual harassment abuse of one’s position of authority to force unwanted sexual demands on someone Race group who inherited physical characteristics distinguish it from other groups Genocide systematic annihilation or attempted annihilation of a person because of their presumed race or ethnicity ethnicity (ethnic) distinctive cultural characteristics minority group people who are singled out for unequal treatment and who regard themselves as objection of collective discrimination Dominant group group with most power ethnic work activities designed to discover enhance maintain or transmit an ethnic or racial identity discrimination unfair treatment against individual or group Racism prejudice & discrimination on the basis of race prejudice attitude of prejudging usually negativity individual discrimination person-to-person face-to-face discrimination negative treatment institutional discrimination negative treatment of a minority group that is built into a society’s institutions (systemic discrimination) scapegoat individual or group unfair blamed for someone else’s trouble authoritarian personality Theodor Adorno’s people who are prejudiced & rank high on scales of conformity intolerance insecurity respect for authority & submissiveness to superior’s split labor market workers split along racial ethnic gender age or any other lines reserve labor force the unemployment workers are thought of as being “in reserve” capitalists take them “out of reserve” (put them back to work) during times of high production & then put them “back in reserve” (lay them off) when they are no longer needed selective perception seeing certain features of an object or situation but remaining blind to others compartmentalize separate acts from feelings or attitudes population transfer the forced transfer or a minority group ethnic cleaning policy of eliminating a population includes forcible expulsion & genocide internal colonialism police exploiting minority groups for economic gain segregation policy keeping racial & ethnic groups apart assimilation process of being absorbed into the mainstream culture multiculturalism policy that permits or encourages ethnic differences (pluralism) pluralism diffusion of power among many interest groups that prevent any single group from gaining control of the government wasp white Anglo Saxon protestant white ethnics white immigrants to the united states who cultures differ from WASP culture rising expectations sense that better conditions are soon to follow unfilled increases frustration pan-Indianism attempt to develop an identity that goes beyond the tribe by empathizing the common elements that run through Native Americans cultures

Elderly

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1) Culture plays a major role in people’s ideas about the elderly and when old age begins. The typically stereotype of the elderly is that they mostly sleep all day and watch stories. People can have different ideas of when old ages beings. Some people believe that when one start to have wrinkles that they are elderly. As tanning and laying out in the sun is becoming a big part of our society people are starting to look a lot older than what they really are. Others, believe that old age begins when one has loss of movement skills. I personally stereotype people being elderly by their movement skills. My grandma is 69 and thinks she is 19. She never sits down and rest. She is always doing something. My grandpa is 83 and still goes to work on his truck every day. I think our society has placed negative views on the elderly. There are so many different makeup commercials for the elderly to stay young. These days no one wants to be elderly. As the health field is increasing in technology to keep us healthier the elderly is living longer. Society used to think of the elderly as a burden to society. Elderly these days are keeping up with people half their age. I now start to look at the elderly because they are not fitting typically stereotypes. I even know some elderly people who don’t want their grandchildren to called her grandma but by her first name. At the age of 65 most people were physically and mentally tried. These days people are working and staying active. My grandpa is elderly in age but no in physically health. He is probably in better shape than me. Even though our culture is changing when one looks and act as their aging we will still secretly think of them as being elderly.

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3) There would be a lot of changes if I was the head of the U.S. Department of Health and Human services. There needs to be a higher standard on the number of nursing assistances to patients’ ratio. I remember when I was doing my STNA clinicals and how hard it was for the aids to take care of ten patients by themselves. I believe that if there was more aids to patients the care given to each individual patient would be better. I don’t think one can understand how hard it is till they been the aids shoes. I also believe that RN and BSN should have to work as aids before being able to move up the pay ladder. I have seen RN’s not waiting to even touch the patients. RN’s think that it is only their job to pass medications and hook up IV’s. RN’s that have never worked as aids get the big head because they are over someone. I have seen RN’s answer a call light and the patient needing to go to the bathroom. The RN’s would leave the room and go get an aid. Since I have worked as an STNA when I become a BSN I will help the aids out. Also, when the state comes in for inspections workers shouldn’t be notified. I was doing my STNA clinicals when the state come in. I could instantly tell that the state was there. The workers was in their very best behavior because they knew someone was watching them. If the state would contact the family members of the patients and do their inspections like that more would be unveiled. These are just a few examples of how I would improve the U.S. Department of Health and Human services.

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Drama & Poetry !

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1) a) Tragedy was important Aristotle. A lot of Aristotle ideas come from Greek Tragedy. These ideas from Greek Tragedy helped shaped Aristotle and his plays. According to Martin and Jacobus, “For Aristotle, the tragic hero quests for truth” (215). Aristotle uses tragic heroes in his plays. He also uses the idea of climax from Greek Tragedy which is the “moment or truth” (Martin and Jacobus 215). These are just a few of examples of how Aristotle uses Greek Tragedy in his plays.

b) There is a difference between “old comedy” and “new comedy” to the Greeks. According to Martin and Jacobus, “Old Comedy is associated with our modern farce, burlesque, and the broad humor and make-believe violence of slapstick” (228). Old Comedy is found a lot in standup comedy. On the other hand, Martin and Jacobus explains New Comedy as being “suave and subtle” (228). New Comedy also, has type characters. This is where the ideas of good and bad stereotypes come into play. These stereotypes just like in modern days their characters can be predicted.

2) Both, “willing suspension of disbelief” and “aesthetic distance” is important to the audience. Coleridge was the first come who came up with the term “willing suspension of disbelief.” Martin and Jacobus explains “willing suspension of disbelief” that “we must agree to imagine that the events onstage are actually occurring in ancient Greece or Denmark” (219). In order for this to happen the director of the play must do their part as well. There are certain ways the actors must act and the decorations must make one feel that they are in Greece or Denmark. This is important to the audience because the viewer is taken from where they are into another place in the world. Some people have a hard time separating what is real and what isn’t. This is called “aesthetic distance.” This is a very important trait for the audience to have. One might try to help the actors because they know things that don’t know. For example, the audience might know where Peter is. His wife many be looking for him and an audience member that doesn’t have “aesthetic distance” might try to tell the actor where Peter is. It is important to be moved by a play but one has to know what is real and what isn’t.

3) Greek amphitheater: The Greek amphitheater was designed with all of the viewers in mind. The layout allowed everyone to be able to see and hear what was going on the stage.

Elizabethan stage: The Elizabethan has a wooden roof on top of it unlike the Greek amphitheater. The middle of the stage was open to sky. This was a place that the lower class went for their entrainment.

Proscenium theater: The Proscenium theater is different from the Greek amphitheater and Elizabethan stage because it “framed” the audience allowing them “more directly spatially and, in turn, perhaps, emotionally” (Martin and Jacobus 224).

Rhythm- “The Tyger” by William Blake is a great example of how rhythm. The poem is about a tiger. The poem has a tiger type rhythm to it. The reader can almost see and feel the tiger romping through the forest. The poems follows a iambic type rhythmic pattern.

Imagery- “Arms And The Boy” by Wilfred Owen there are many examples of imagery. Owen is trying to teach us that boys have to learn how to kill. In the first line of the first stanza the reader gets an image of a boy with a “bayonet-blade.” In the second stanza the reader see the comparison of “cartridges” to teeth. The third stanza the reader sees the boy wanting to eat a apple. The boy is not a natural born killer.

Speaker- “Ballard Of The Landlord” by Langston Hughes is a great example of speaker. This poem has three speakers in it. The first five stanzas is the tenant speaking to the landlord. The six stanza is the landlord speaking to the police. The police however only says on word at the end of the six stanza “Arrest.” The last stanza is the news reporter speaking. There are many different speakers in this one poem.

5) In “That Time of Year” the reader sees a lot of imagery that can be related to a symbol. The use of imagery in this poem helps the reader see that this guy in the poem is in love with a younger woman. In the beginning of the poem the reader get the images of “yellow leaves.” The reader also, can see and hear the where Shakespeare says “sweet birds sang.” I get the picture of fall time. Shakespeare then talks about the “setting sun.” This is related to the old man’s age and that his life is coming to an end. I can picture a sun setting and it becoming nighttime. Shakespeare then talks about the “glowing” fire. I picture the passion that is inside of this man for this younger woman. It is becoming clear to the reader just how much he cares about this woman. In the indented couplet lines at the end of the poem we change from him to her. The reader gets the image that this woman cares about this younger man as well. Throughout this poem the reader can see the love between these two people.

6) A symbol is a deeper meaning of a word. Words can have negative or positive connotations. According to Martin and Jacobus, a “symbol is a further use of metaphor. Being a metaphor, it is a comparison of between two things, but unlike most perceptual and conceptual metaphors, only one of the things compared is clearly stated” (208). The function of a symbol in literature is to make the reader think about what the writer is trying to say. In “The Sick Rose” by William Blake the word rose can have multiple meanings. An allusion is an opinion of a word. There can be different opinions of symbols in poems. Each reader can have a different symbol for one word. The word rose had many different allusions for what could stand for including: love, women, Puritans, politician, or England.

POEMS EXPLAINED

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1) John Keats uses a lot of imagery in this poem. There is no setting yet there is an atmosphere created. He creates this atmosphere by using words. The reader can see the “high-piled books.” He is also giving a list of things he will not be able get to do. For example, “Huge cloudy symbols of a high romance, And think that I may never live to trace.” This builds an uncertainty in the reader. From this example He keeps listing other things that he will not be able to do.

2) John Keats wants his last poems to be his best ones. This is why he makes rhyme and meter such an important part of his poem. This poems gave Keats something to look forward to. He worried that according to Martin and Jacobus, “He may die before he can write his best poems” (195). Keats took the time in his last poems to make sure they were his best ones.

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1) At the end of each line I emphases a fall. In line 6 where all of the words are pushed together I tended to rush the smaller words to make it one long big word. This type of poems breaks up the natural follow that one would have reading a regular poem. This poem makes one stop where they usually wouldn’t.

2) The two poems “Buffalo Bill’s Defunct” and “When I have Fears” are structured in two different ways. “When I have Fears” is the most common structure of poems. “Buffalo Bill’s Defunct” by E.E. Cummings plays with the structure of the poem. Cummings lines don’t go all the way from left to right on each line. The way that this poem is set up makes the reader stop where they normally wouldn’t stop. He also plays with words. He puts together the words one, two, three, four, and five to make one big word. This makes the reader read the words at a much faster pace than if he had kept them separated. The two poems “Buffalo Bill’s Defunct” and “When I have Fears” read in very different ways.

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2) “The Tyger” by William Blake and “Song To Celia” by Ben Jonson are opposites to me. The word usage is different in the two poems. “Song To Celia” uses action and descriptive worlds words. For example, “raise, light, night, and taken.”

3) “Ballard Of The LandLord” by Langston Hughes I could set to music. There a difference between reading and singing. When I song this poem to music I had more emotions in the words. I even put more of my attitude into the words. This poems sounds a lot better when set with music.

5) The poem “The Tyger” by William Blake has the most powerful imagery. This imagery conveys to emotions. These images play an important role to the poem. The imagery helps the reader try to understand the “Tyger” as being relate to things in nature.

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1) The man’s age is appropriate to compare to “yellow leaves, or none” because yellow can be used to describe youth and the man doesn’t have any more youth. The “bare ruined choirs” could be found in the man’s heart because of the use “where the late sweet birds sang.”

2) The “sunset” fading “in the west” is a comparison to the man’s past life. This is an very effect imagery because the man life is coming to any end as an indication or of age and so is the sun coming to any end.

3) The “glowing” fire is an indication of the passion inside the man. The metaphor shows how the man feel inside. The fire has been “nourished by” the man’s life around him.

4) “Love” which is talked about in the end also has to do with life.

W.E.B. Du Bois

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The life of the Great Sociologist: W.E.B. Du Bois

W.E.B. Du Bois was one of the first African American sociologists. He was born in “Great Barrington, Massachusetts, on February 23, 1868” (Zuckerman). He lived till “August 27, 1963” (Zuckerman, 2002, p. 241). His full name was “William Edward Burghardt Du Bois” but he is most known as W.E.B. Du Bois (Zuckerman, 2002, p. 241). He got married to his first wife “Nina Gomer in 1896” (Zuckerman, 2002, p. 241). They had “a son, Burghardt (who died at three), and a daughter, Yolande” (Zuckerman, 2002, p. 241). Following “Nina’s death in 1950, he married his second wife, Shirley Graham” (Zuckerman, 2002, p. 241). He did many experiments regarding race differences in his lifetime. He didn’t receive the great recognition of his work until present day. His experiences in life helped him develop his theories that I can explain came from his life experiences.

Bois life experiences included many things. He was the “first African American to earn a doctorate degree from Harvard” (Henslin, 2011, p. 18). After receiving his doctorate degree he “studied at the University of Berlin, where he attended lectures by Max Webber” (Henslin, 2011, p. 18). Max Webber was also a great sociologist who had a “new academic discipline of sociology” (Henslin, 2011, p. 13). He tapped into his sociology career “in 1987” when he “moved to Atlanta University to teach sociology and do research (Henslin, 2011, p. 18). As one becomes more educated they tend to look at religion differently. Zuckerman (2002) states how, “Du Bois’s religious identity developed from that of a faithful Christian to a skeptical agnostic” (p. 241). Even though he had accomplished a lot of great things in his life he was still segregate by society because of his race. According to Henslin (2011), “When Du Bois went to national meetings of the American Sociological Society, restaurants and hotels would not allow him to eat or room with other white sociologist” (p. 18). His outlook and studies began to be on race and gender relationships. Henslin (2011) states that, “Each year between 1896 and 1914, Du Bois published a book on relationships between African Americans and White” (p. 18). In total he “wrote over twenty books and hundreds of essays and articles throughout his life, and edited several major magazines” (Zuckerman, 2002, p. 241). His experiments helped him write his theories.

Bois used the books he wrote to explain his theories. He “wrote extensively about African American quality of life and specifically address issues impacting the African American family” (Saari, 2009, n.p.). He showed the difference of race in many areas including; “educational opportunities, limited occupational opportunities, family life, organizational participation, crime, alcoholism, housing conditions racial contact and voting rights” which all “addressed in The Philadelphia Negro” (Worthham, 2009, n.p.). During this time there weren’t many “educational opportunities” for African Americans. Since many African American didn’t go to college to further their education. They had “limited occupational opportunities.” There are only so many medium wage jobs. This lead to the “crime, alcoholism” and poor “housing conditions” that was present in African Americans because they weren’t educated. Sometime people had to steal in order to survive. They had to drunk in order to get away from the life they were living. They didn’t get high paying jobs so were able to have good “housing conditions.” These all are many “urban social problems” (Worthham, 2009, n.p.). These same ideas continued throughout his studies. These ideas can be linked to his experiences of his life.

The experience of most sociologists tends to be present in their work. This is no different for Bois. His experiences throughout his life help him write his theories. He came in contact with a lot of racial discrimination. Even though, he was a well-educated African American man. It was just the time period in which he lived in. This led him to want to explore race differences in our society. As he became more educated his views started to change. He learned about sociology by being around Webber. He went from having a religion to not having one. He wanted to further see the true difference behind race. It became more to him than just what was on the surface. The surface difference behind race is different skin color. He wanted to look deeply at what was the other differences besides skin color are. After his findings, he wrote books trying to educate African Americans. The problem was that not many African Americans could even read his work. He wanted to enlighten the African American people. If more African Americans pursed higher degrees it would have made his information change.

In conclusion, Bois experiences in life helped him develop his theories that I can explain comes from his life experiences. He took the time period he was in of racial discrimination and looked at it in a deeper way. He wanted to see more than what was on the surface. He took his foundlings and wrote books. He wanted the African American’s to better them and try to be just as equal of Caucasians as far as social standings. His work is finally getting the recognition it always deserved.

References

Henslin, J. M. (2011). Sociology, a down-to-earth approach. (11th ed., pp. 13-18). Upper Saddle River: Prentice Hall.

Saari, M. M. (2009). W.E.B. Du Bois and the Sociology of the African American Family.

Sociation Today, 7(1), 5, n.p.

Wortham, R. A. (2009). W.E.B. Du Bois and Demography: Early Explorations. Sociation Today,

7(1), 6, n.p.

Zuckerman, P. (2002). The sociology of religion of W.E.B. Du Bois (English). Sociology Of

Religion, 63(2), 239-253.

The Middle Class of the United States

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The Middle Class of the United States

Social class widely affects our lives. There are three social class in the United States; lower, middle, and upper. These social class ideals come from “the pre-modern societies of Europe the terms ‘burgher’ (Germany) and ‘bourgeoisie’ (French) referred to the minority of largely urban merchants and professionals who were above the peasant majority and below the minority and below the minority of landholding aristocrats” (Linda, 2004, p. 120). According to Linda (2004), “What makes the United States and similar societies middle-class is the economic predominance of the middling sort, no matter what their major source of employment happens to be” (p. 120). Most of the people in the United States falls into the middle social class. This affects many aspects of our live including “health, family life, education, religion, politics, and even our experiences with crime and the criminal justice system” (Henslin, 2011, p. 261). The social classes affects us as a child, adult, and older adult although our lifetime.

As a child we learn many things from our parents. We teach children to “fit into their social class” ("Social class -," 2011). Middle class parents often have more “independence at work” (Henslin, 2011, p.263). This can be closely related to how middle class parents raise their children. Henslin (2011) explains how “middle class parents focus more on developing their children’s creative and leadership skills” (p. 263). Most parents will instill a type of religion into their children. According to Henslin (2011), “Episcopalians, for example, are more likely to attract the middle and upper classes” (p. 264). Middle class people tend to like more mellow atmospheres to worship in. When children are of school age middle class parents will look for good public schools. Some parents will even move to better insure their child education. It’s often been a myth that “upper-class children are smarter has been passed down throughout the ages, but there is no conclusive evidence to back it up” ("Social class -," 2011). It is now time for this middle class child to graduate from high school.

Most middle class parents know the importance of going to college. Middle class adults just finishing high school will have more options available to them than the lower class adults. Lower class adults might have to jump right into the workforce in order to help their parents’ financially. Here is when politics also come into play because they are of voting age. According to Henslin (2011), “The higher that people are on the social class ladder, the more likely they are to vote for Republicans” (p. 264). Middle class people are right in the middle of the rich and poor. The main difference of Democrats and Republicans this election is to either cut taxes for the poor or the rich. The amount of money a person makes and who they will vote for is greatly related. No matter how much money one has retirement can always be scary.

Middle class people who are ready to retire have two options. One of the two options is to keep working past the retirement age or retire at the retirement age. There is a lot to think about when it comes to retirement. One thing to think about is how much money they have saved. I know for nursing they don’t have good retirement and have to put up their own money in a 401k. Also, at this age a lot of health problems can occur. According to Henslin (2011), “As you go up the social-class ladder, health increases” (p. 262). Middle class people can afford the better foods but it doesn’t mean that they will not have any health problems. My grandpa was in the lower middle class. He had to make a lot of very important decisions. If he was to stay in the lower middle class he would have to pay out of pocket for his medication. Medications for a lot of older adults can be very expensive. He decided to write down his assets in order to receive Medicare and Medicaid. He would have grained more by having less. It was very hard for him to give away the things he had work so hard for. This is a problem many in the middle class faces when it comes to retirement.

In conclusion, social classes affects us as a child, adult, and older adult although our lifetime. There are many things about social classes that we learn as children. Middle class adults have the opportunity to further their education. Most middle class parents are in the middle class because they went to college themselves. These parents will be more likely to push their children for further education. As middle class people come into retirement they have a lot of important decisions to make. Most middle class people at retirement age will keep on working until they can’t anymore. Our social classes we are in makes up a lot of who we are as a person.

References

Henslin, J. M. (2011). Sociology, a down-to-earth approach. (11th ed., pp. 261-264). Upper Saddle River: Prentice Hall.

Lind, M. (2004). Are We Still a Middle-Class Nation?. Atlantic Monthly (10727825), 293(1),

120-128.

Social class - effects. (2011). Retrieved from http://social.jrank.org/pages/594/Social-Class-

Effects.html

OUR CULTURE - USA

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1) I favor cultural relativism but I tend to be more ethnocentrism. The famous quote “you don’t know a person until you walked in their shoes” means that one doesn’t understand what someone else is going through. It is harder to look at things from someone else views. We all have stereotypes about people until we get to know them differently. We judge people based on how they dress or act. The society we live in is very judgmental. A lot of problems arise from stereotyping. It would be an ideal world if everyone thought in terms of culture relativism. There are many to people than what is on the surface. People can only relate to things that they encountered. There are many different cultures in the world. It is much more than American’s traditions and beliefs. One has to be opened to new ideas and beliefs without being bias about their own culture. Who wouldn’t want to live in a judge free world?

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2) Miami, Florida is a heavy immigrant city. Immigrants are starting to expand all over the United States. I remember visiting Florida and getting on an elevator. When I got onto the elevator I would try and speak to the people on the elevator. They would pretend that they didn’t know how to speak English but as soon as I got out of the elevator I heard them speaking English. Immigrants stick together with one another. Since, there is no language of the United States I feel as though the United States will see more Spanish speaking people. I want to learn to speak Spanish. Since, the government has no control over the Spanish speaking people they will come here to better their lives. As more Spanish speaking people come to the United States the average person like me will have to have a Spanish speaking degree. In order to be able to speak to a Spanish people someone in my field will have to know how to communicate with them. This will give bilingual people a job edge. They will be more likely to get hired over a one language person. In order for the United States citizens to compete for jobs we will have no other choice but to learn Spanish. Just how rapidly Spanish immigrants have taken over Miami they will do the same with the rest of the United States.

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GENDER WOMEN VS MEN

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1) I believe that nurture gives us a lot of our gender traits. There are certain traits that we our born with as children. There are estrogen and testosterone in the eggs that help us develop into our sex. On the other hand, there are also traits that our parents instill in us after we our born. After we our born there are many things that help nurture us into our sex. Parents will buy little girls dolls and little boys cars to play with. There are many dolls out there for girls but not that many for boys. This chapter talks about how girls have to These dolls that we give little girls help them to become a mother and treat them nurturing skills. The cars we give little boys help them to become more masculine than girls. This chapter talks about the books that we give children to learn how to read. I did a research paper on how children books imply certain gender traits. Young children will read these books and use them as a representation of how the real world works. The woman in the books will usual be a stay at home mom and be doing household work. The men in the books will be fixing things around the house and playing outdoors. Also, there are a lot of gender specific jobs in these books. Most of the time one will see the teacher being a woman and the doctor being a man.These are just a few example of how we nurture our children into their genders.

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3) There has to be a lot of change in the world in order to reduce gender inequality. We first have to start with our children. We need to let them explore different things. Most little boys will want to play with their sister’s dolls but will not be allowed to by his parents. We need to create a gender equal environment for young children. Parents can look at the things their children are watching and reading to make sure they are being exposed to gender equality. A lot of the things around us in the media are very sexist. When I have children one day I don’t want them to just be limited to gender stereotype occupations. Why is social correct to be a male doctor but not a male nurse? When in reality men nurses would be better than woman because they are able to lift heavier patients. Woman as a hole is going to have to stand up for their rights. Men have the option to choose what they are going to do in the household. Regardless, if woman have a full schedule they still have to make sure their families have dinner at night. Women are also going to have to start demanding equal pay as men. It isn’t right to be doing the exact same job as a male and be getting paid less. Men like being superior over woman. It is going to have to take woman to change the gender inequality in the world.

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(UPDATED) The Godfather

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Establishing shot- A great establishing shot is in the death scene of the Godfather. When we are first lead to this scene, we see a tomato garden with a cheesecloth over it. The white sheet could be a symbol for what is about to come in this scene. The God Father will die from a heart attack. The white sheet could be a symbol to show the Godfather underneath the ground.

Tracking shot- In the second wedding scene Tom is being followed as he moves throughout the wedding. This is an example of a tracking shot. The viewer can get a sense of the Corleone family. The Corleone family is a tradition big Italian close family. They are having a good time fellowshipping with each other as the wedding is going on.

Continuity cut- When Michael goes to Los Vegas to there is numerous clips showing of how gets to the hotel. In Los Vegas business is being handled for the Corleone family. This connects back to the theme of family.

A jump cut occurs when the scenes jump from the first to second wedding scenes. These wedding scenes are a very important part of the movie, they show the Corleone family. At the wedding the family is trying to incorporate their Italian roots, they even sing a couple songs in Italian.

Cross-cutting- One of the most famous of all time cross-cutting scenes occurs at the baptism. Michael is becoming the Godfather of his sister child. While this is taking place Michael is having the head of each families killed. By killing the head of each family, Michael thinks this will protect his family more. Michael is also showing how much he cares about his family because he is taking the time to become his sister’s child Godfather.

2) The film is structured around family. There are many different things that each of the family members go through. The wedding scene shows the Italian family. The family is very close. The Godfather will not even take a family photo until Michael has arrived. Throughout the film there are favors being made for the Corleone Italian family. The Godfather is trying to protect his family from outsiders. The Godfather does this by taking care of anyone who disrespects the Corleone family. The Godfather gets shots and has to stay at the hospital for a period of time. Michael steps up at the hospital not even thinking about the consequences to protect his father. The Godfather now has to retire from the family business. This is now making Michael the Godfather of the family. Michael steps into this role as the Godfather and the new protect of the entire Corleone family. Michael has the head of the five family killed along with his sistr’s husband. Michael has to protect his sister as well. The woman in the family want answers now. In one of the last scenes Michael lies to Kate which shows how this family works.

Scene 1- The hospital scene has ambient sound in it that can relate to the theme. These sounds can relate to the theme because Michael is trying to protect his father. The theme is about family. While him and the nurse are moving the Godfather there are a lot of ambient sounds. The ambient sounds included the squeaky bed that is being moved to another room. The footsteps of that unknown person coming down the hall. These all contributes to the ambient sounds of this scene.

Scene 2- The wedding scene has musical score in it that can contributes to the theme. They are playing post war standard music. There is Italian songs being played and some are even song in Italian. The family tries to incorporate their Italian roots into the wedding. This shows that the Corleone’s care about their family roots.

Marlon Brando- When the Godfather finds out that Sonny is dead he seems to have tears in his eyes. There is also a heaviness on his voice as he talks about setting a meeting with the head of the five families. The Godfather loves the Corleone family but most importantly his children. This killing of Sonny hits close to home for the Godfather.

Al Pacino- Michael loves his father. When he finds out that his father is at the hospital alone he steps up to make sure he is protected. Michael has a cloudiness in his eyes that can convey his passion about his father. Michael puts his life in danger in order to protect his father. This shows Michael not only is stepping up to protect his father but the rest of the Italian family.

Diane Keaton- Kate is the only woman who tries and her role in the family. In one of the last scenes Kate asks Michael did he kill his sister husband? Kate has sadness in her eyes because she feels bad for Michael’s sister. Michael gets mad at Kate for asking. Kate persist that he tells her so he finally tells her a lie of no. Kate is so relieved that she looked like she could even cry. She This is an important scene because Kate shows her role in the family.

5) There are many possible themes in this film. In my opinion, this film is based around family. In the very first seem we see someone coming to the God Father for a favor. This is an example of the Godfather protecting his family. The Godfather talks about the relationship of this guy and his daughter which is the Godfather’s God daughter. This shows a relationship between the two guys and his daughter. The next scene we have a big Italian wedding. They play a lot of original Italian songs at the wedding and even sing them in Italian. This shows how they feel about their Italian roots because they try to incorporate different Italian traditions into their wedding. The family waits on Michael for the family picture. This shows that the family cares about one another. The family photo wouldn’t be complete without Michael being in it. The baker even teaches Michael what to put into spaghetti sauce. This is a traditional Italian recipe and meal. When the God Father comes home from the hospital there is the big Corleone Italian family again to welcome him home. There is almost not enough room for the Godfather to even come into the house. They also have a big tradition Italian dinner. At the death of the Godfather he is there playing with his grandchild. This shows how important family really is the Godfather. The Godfather is enjoying playing with his grandson. Michael sister asks him to be her child’s godfather. Most godparents are someone who is outside of the family. This shows that this family wants to stay together. There are many examples of the theme of family in this film.

History of music and rhythm

2012-11-04T15:42:00.004-08:00

I watched all of the rhythm videos. I learned that no matter what time period and where the music come from there is rhythm involved. There are different levels of complexity of rhythm. All rhythm has a pulse or beat even if we can’t hear it. For example, Siegfried Idyll “Wagner” is a classical song that one can’t hear the pulse. The pulse in “Wagner” piece is implied like in most classical music. There are two types of implicit and explicit pulses. Explicit is the hiding of the pulse while implicit is the completely opposite. Explicit pulse makes music more relaxing than implicit. Pulse can be broken up in different ways. There are also accents to the pulse. Some pulse can be accented more heavily than others. The most important pulses get the heaviest accent. Sometimes we can even hear arrhythmic patterns when they don’t exist. On the other hand, sometimes artist will use rhythmic tricks. We find enjoyment in rhythmic tricks. Jazz music has a lot of rhythmic tricks in it. We first heard pulse inside our mother womb. They way that we dance to music overtime has changed. Ragtime was a popular type of music in the late nineteenth century. Ragtime originated from marching music. Marching music has a specific of beat that can be followed to keep the crowd moving as one. Ragtime creates a type of jerking dance. We now dance on just our feet which is related to the way we walk instead all of fours back in evolutionary times. The one two rhythm we get from walking inspired subdivision of the pulse. Jazz came from ragtime. A popular type of jazz is swing. The speed of the rhythm is called the tempo. The word tempo originates from Italian. There are different words to describe the tempo including; andante, largo, allegro, or presto. I learn a lot of exciting things from these videos.

GOD FATHER - FILM REPORT

2012-10-22T13:26:00.002-07:00

Establishing shot- A great establishing shot is in the death scene of the God Father. When we are first lead to this scene we see a tomato garden with a white sheet over it. The white sheet could be a symbol for what is about to come in this scene. The God Father will die from a heart attack. The white sheet could be a symbol to show the God Father underneath the ground.

Tracking shot- In the second wedding scene Tom is being followed. This is an example of a tracking shot.

Continuity cut- When we switch to go the Los Vegas to there is clips shown of how they get there. In Los Vegas business is being handled for the Italian family. This connects back to the theme of family.

A jump cut occurs when we go from the first to second wedding scenes.

Cross-cutting- One of the most famous of all time cross-cutting scenes occurs at the baptism. Michael is becoming the God Father of his sister child. While this is taking place Michael is having the head of each families killed. By killing the head of each family Michael thinks this will protect his family more. Michael is also showing how much he cares about his family because he is taking the time to become his sister’s child God father.

2) The film is structured around family. The wedding scene shows the Italian family. Throughout the film there are favors being down for the Italian family. The God Father gets sick and has to retire from the family business. Michael steps up at the hospital to protect his father. This is now making Michael the God Father of the family. Michael has to protect his sister as well. Michael kills his sister husband. The woman in the family want answers now. In one of the last scenes Michael lies to Kate which shows the differences of gender in the family.

Scene 1- The hospital scene has ambient sound in it that can relate to the theme. In this scene Michael is trying to protect his father. While him and the nurse are moving the God father there are a lot of ambient sounds. The ambient sounds included the squeaky bed that is being moved to another room. The footsteps of that unknown person coming down the hall. These all contributes to the ambient sounds of this scene.

Scene 2- The wedding scene has musical score in it that can contributes to the theme. They are playing post war standards. There is Italian songs being played and some are even song in Italian.

Marlon Brando- The God Father loves his family. In his death scene he is playing with his grandson. We see the innocent side of the God Father. The viewer’s can imagine themselves as a child playing with their grandparents. This scene shows the aspect of family and how important they are.

Al Pacino- Michael loves his father. When he finds out that his father is at the hospital alone he steps up to make sure he is protected. Michael puts his life in danger in order to protect his father. This shows Michael not only is stepping up to protect his father but the rest of the Italian family.

Diane Keaton- Kate is the only woman who tries and her role in the family. In one of the last scenes Kate asks Michael did he kill his sister husband? Michael gets mad at Kate for asking. Kate persist that he tells her so he finally tells her a lie of no. This is an important scene because Kate gender roles are shown.

5) There are many possible themes in this film. In my opinion, this film is based around family and the different gender roles inside of the family. In the very first seem we see someone coming to the God Father for a favor. The God Father talks about the relationship of this guy and his daughter which is the God Father’s God daughter. The next scene we have a big Italian wedding. They play a lot of original Italian songs at the wedding and even sing them in Italian.

(updated) FINDING NEMO & AVATAR IN RELATION TO FLIM

2012-10-22T11:45:00.002-07:00

1) a) According to Martin and Jacobus, a tracking shot is, “A shot in which the camera moves forward, backward, or sidewise” (302). A tracking shot can sometimes be used to enhances what the actor is saying.

b) Martin and Jacobus explain that a crane shot involves a camera that “is on a crane or moveable platform and moves upward or downward” (302). This is an easy shot to identify because it seems as the camera is in the sky looking down on the actors.

c) A continuity cut explained by Martin and Jacobus is a “shot edited to produce a sense of narrative continuity following the action stage by stage” (303).

d) According to Martin and Jacobus, a jump cut is “sometimes just called a ‘cut’; moves abruptly from one shot to the next, with no preparation and often a shock” (303). Sometimes a actor will be in a new city within a blink of an eye this is an example of jump cut.

e) A montage sequence explained by Martin and Jacobus is “a sequence of images dramatically connected but physically disconnected” (303).

2) There are two different kind of participation in film. One type of participation is when a viewer puts themselves in the actor’s shoes. Sometimes as viewers we like to think that we can be superheroes ourselves. The other type of participation is when the viewer sees themselves in the location of the film. According to Martin and Jacobus, in this type of participation we relate to the “form” of the film (305). I think I mostly put myself in the actor’s shoes. I tend to watch “chick flicks.” These types of movies I can relate to the character. I have seen the movie Mean Girls tons of times. I can relate to the girl characters in these movies. Through the characters I experience going back to high school to all the drama that occurs in these years of life.

3) I haven’t seen Casablanca but did learn about one of the frames from the movie. By looking at the light usage it can tell the viewer that Rick is explained by Martin and Jacobus a “shady” character in this certain scene (307). This shows that Rick is not of an important character to this scene or he is hiding something. The most light is on and the tallest figure happens to be Victor. Martin and Jacobus say that “the shadows are least evident on his portrayal” (304). This shows Victor being the head character things come together to explained by Martin and Jacobus “control the response from the viewer” (304). The director wants the viewer to pay attention to where the most light is which is on Victor.

4) The movie Finding Nemo has great sound in it. When Nemo’s mother was trying to get away from the shark in one of the first scene, the sound was very intense. There was a fast paino type music being played. The viewer was able to relate to the struggle of her trying not to get eaten by the shark. The music was very loud and fast to indicate how hard she was trying not to get eaten. Nemo in this movie gets lost from his father. When his father finally finds Nemo, the music was a type of reconnecting music. It taps into the heart and soul of the viewer. This music was very short felt music and bouncy. It conveyed the sense of happiness Nemo’s father and Nemo felt for finally finding each other again. Both of these scenes music contribute a lot to the movie.

5) The two movies Finding Nemo and Avatar have two different structures.

In Finding Nemo the viewer doesn’t know the conflict that is about to arise in the movie. In the exposition, Nemo want to experience the ocean. This gets Nemo taken by fisherman. The conflict builds throughout the movie. In the rising action Nemo father tries to find him. The climax is when Nemo starts his own search for his father. The falling action is where Nemo finds his father’s friend who knows where Nemo’s dad is at. In Finding Nemo the setting is the ocean and the dentist’s office.

In Avatar the settings is in the Avatar world and on the space shuttle. The expositioin is when the viewer finds out that Jake is going to be sent into this avtar world. In Avatar we find out very quickly that the movie will have something to do with going to the avatar world to get its treasures that this world has to offer. The viewer can already infer that this is where the conflict of the story is going to arise. Jake finds in love with one of the avatar’s this is the climax. The humans and the avatar are fighting to get what they want. The humans being the land and the avatar wants there world. Jake decided to stay in his avatar body making this the falling action.

Frost, Robert. ““Stopping By Woods on a Snowy Evening”

2012-10-15T20:01:00.000-07:00

“Stopping By Woods on a Snowy Evening”

1) What is the significance of the setting in this poem? How is tone conveyed by the images?

The setting is in the woods. The poem has to do with the setting. The tone is peaceful. The speaker is watching the snow in the woods with his horse.

2) What does the speaker find appealing about the woods? What is the purpose of the horse in the poem?

The speaker finds the snow appealing in the woods. The horse doesn’t understand why they have stopped. The horse can be a symbol of how people don’t stop and enjoy the little things in life.

3) Although the last two lines are identical, they are not read as the same speed. Why the difference? What is achieved by the repetition?

The repetition of the last lines makes the reader understand how long the speaker has to travel. When traveling on a horse it will take a long time to reach a mile.

4) What is the poem’s rhyme scheme? What is the effect of the rhyme in the final stanza?

The rhyme scheme is AABA. The poem has a really good rhythm in the first stanza. The first stanza has a bouncy fun rhyming pattern. It make the reader understand that the speaker is enjoying the woods.

Works Cited

Frost, Robert. ““Stopping By Woods on a Snowy Evening”. The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 887-888. Print.

Frost, Robert. “Fire And Ice.”

2012-10-15T20:00:00.000-07:00

“Fire And Ice”

1) What characteristics of human behavior does the speaker associate with fire and ice?

There are many characteristics of human behavior in this poem. Human can taste, perish and destruct.

2) What theories about the end of the world are alluded in lines 1 and 2?

The theories are that the world will either end in fire or ice.

3) How does the speaker’s use of understatement and rhyme affect the tone?

The speaker is just stating facts. The speaker could have drawn us a picture of the world ending in fire or ice. The tone of the poem is calm even though people fear death.

Works Cited

Frost, Robert. “Fire And Ice.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 887. Print.

Frost, Robert. “My November Guest.”

2012-10-15T19:59:00.004-07:00

“My November Guest”

1) How is “sorrow” personified? What sort of relationship does the speaker have with her?

Sorrow is personified as a woman. They have an easy relationship. The speaker doesn’t tell Sorrow who he truly feels about November. The speaker is following Sorrow.

2) What kind of tone do the poem’s images create?

The tone of the poem is dark and depressed. It creates a sad picture of everything that takes places in November.

3) What do you think is this poem’s theme?

The theme of the poem is to look for the positive things that is going on around us.

Works Cited

Frost, Robert. “My November Guest.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 874. Print.

Dickinson, Emily. “Because I Could Not Stop for Death.”

2012-10-15T19:59:00.002-07:00

“Because I Could Not Stop for Death”

Why couldn’t the speaker “stop for Death”?

Most people don’t want to die or are not ready. If she stopped for “Death” she would be giving up on life.

How is death personified in this poem? How does the speaker respond to him? Why are they accompanied by immortality?

Death in the poem is personified as being a real person. It made me think of the grim reaper. The speaker responds to him by getting into the carriage she lets death stop for her. The speaker is trying to say that death is not the end.

What is the significance of the things they “passed” in the third stanza?

The school could represent innocent of childhood. Then she moves on to the different stages of life the speaker has “passed.”

What is the “House” in lines 17-20?

It can be inferred this is why the speaker is buried at. The “Swellling of the ground” indicates that something is in the ground.

Discuss the rhythm of the lines. How, for example, is the rhythm of line 14 related to its meaning?

Line 14 actually gives the reader a picture and also a feeling.

Works Cited

Dickinson, Emily. “Because I Could Not Stop for Death.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 844. Print.

Dickinson, Emily. “Heaven’ –is What I Cannot Reach.”

2012-10-15T19:58:00.005-07:00

“Heaven’ –is What I Cannot Reach”

How does the speaker define heaven? How does the definition compare with conventional view?

The speaker defines heaven as something that we can’t reach according to the title. The speaker compares heaven to many things we can’t touch. There is a lot of things in life we want but can’t have. This definiation is the same as the conventional view. We think of heaven as a pleasant place everyone wants to go to. In reality, we can’t touch or even see heaven. We still know that it is somewhere we would like to go to.

Look up the myth of Tantalus and explain the allusion in line 3.

Tantalus had to stand in water with a fruit tree hanging out of his reach. The allusion in line 3 is a good comparison of heaven. We can’t touch heaven. Tantalus didn’t taste the fruit on the tree but knew would enjoy it. People haven’t been to heave before but know they would enjoy it as well.

Given the speaker’s definition of heaven, how do you think he or she would describe hell?

Hell like heaven is somewhere we can’t reach. The places as far as touching and seeing them are the same. I don’t think the speaker would have talked positive about hell.

Works Cited

Dickinson, Emily. “Heaven’ –is What I Cannot Reach.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 834. Print.

Carver, Raymond.“Popular Mechanics.”

2012-10-15T19:58:00.002-07:00

“Popular Mechanics”

1 Discus the story’s final lines. What is the “issue” that is “decided”?

The “issue” that is “decided” in the final lines is which parent is going to keep the child. Both parents repeatedly say they want the baby.

3 How do small action take on larger significance in the story’s? Consider the woman picking up the baby’s picture and the knocked-down flowerpot.

Carver says, “She noticed he baby’s picture on the bed and picked it up. He looked at her and she wiped her eyes and stared at him before turning and going back to the living room. Bring that back he said” (276). Carver shows us by her looking at the baby’s photo and the guy wanting it back that they love their child. I think the parents fighting over the baby shows that they have something in common. These parents might decide to stay together for their child.

4 why is this couple splitting up? Do we know? Does it matter? Explain your response.

No, we didn’t know why the couple is splitting. It seems that the girlfriend doesn’t want her boyfriend to leave. The girlfriend is says, “I’m glad you’re leaving” and “you can’t look at me in the face” (276). What she says show she doesn’t want the guy to leave. If the problem is small between them they may solve their differences and stay together for their child.

6 what is the conflict? How is it resolved?

The conflict of the story is which parent is going to keep the child. The parents were pulling the baby back and forth between them. Carver says, “He felt the baby slipping out of his hands and he pulled back very hard” (277). One can infer that this is a physical contest of who is stronger. Whoever can keep ahold of the baby is the one that will keep it.

8 Explain how Carver uses irony to convey theme.

The theme could be that there is good and bad in relationships. The good in their relationship is their child. The irony is that the girlfriend is says, “I’m glad you’re leaving” and “you can’t look at me in the face” (276). These are two conducting statements.

Works Cited

Carver, Raymond.“Popular Mechanics.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 276-277. Print.

O’Brien,Tim.“How to Tell a True War Story.”

2012-10-15T19:57:00.004-07:00

“How to Tell a True War Story”

1) What implicit problem is created about the story by its first line, “This is true”? How is the notion of “truth” problematized throughout the story and subject to irony?

When someone says “this is true” it makes me think that something they said was not true. It is hard to tell what the “truth” throughout the story is. O’Brien states, “You can tell a true war story by the questions you ask” (295). He is answering the question that everyone is thinking.

3) How are you affected by the description of Curt Lemon being blown up in paragraph 17, 98 and 105?

I though Rat was telling the truth in paragraph 17 about Lemon. O’Brien states how they “shinny up and peel him off” (295). It would be hard for someone to peel their best friend from a tree. O’Brien says in paragraph 105 “if I could ever get the story right” (295). Rat himself says how he is not telling the truth I start to think what really happened to Lemon

5) What emotions did you feel as you read about the shooting of the water buffalo? How does paragraph 75 achieve these effects?

It was hard for me to believe the shooting of the water buffalo. I was shock at first. I then realized what a great story teller Rat was and thought that might have not occurred. So, it was hard for me to feel any type of emotions.

7) Trace the narrator’s comments about what constitutes a true war story. What do you think these competing and contradictory ideas finally add up to?

O’brien first statement about a true war story it is “never moral” (288). Rat thinks that one should not be “uplifted” after hearing a true war story (288). The second statement about a true war story is that “it’s difficult to separate what happened to have seemed to happen” (289). This justifies Rat reasoning for not being able to remember what really happened to Lemon. Also the third statement about a true war story is that it “cannot be believed” (289). Many people who come home from the war like to make up stories about things that didn’t happen. The fourth statement about a true war story is that “it never seems to end” (291). Rat told more than one story of how Lemon died. He had stories for days. Rat then explains that “if there’s a moral at all, it’s like the thread that makes the cloth” (292). Rat is saying that it is very hard to find a moral in a true war story if there is even one. O’Brien states, “You can tell a true war story by the questions you ask” (295). Throughout the story O’Brien says “This is true.” Answering ones question even step he made.

8) Characterize the narrator. Why must be repeatedly “keep on telling” his war story?

The narrator is using the example of Lemon to show how to tell a true war story. He tells how Lemon dies in more than one way. He keeps repeating “keep on telling” because there is always more to the story. Also, thoughtout the story O’Brien says “this is true.” This means that everything he states is true. The fourth statement about a true war story is that “it never seems to end” (291). So, if something never ends then one must “ keep on telling” his story.

9) Consider O’Brien’s use of profanity and violence in this story. Do you think they are essential or merely sensational?

I think the use of profanity is “merely sensational. Sometimes when people use profanity they think this is a way of expressing their true feelings. There is not much profanity used. So I wouldn’t say that it something Rat uses a lot. When he does use profanity it is to make one understand his point he is trying to make. O’Brien says “Jesus Christ, man, I write this fucking letter, I slave over it, and what happened?” (288). Rat uses profanity sensational about the situation he is in. He is upset because Lemon’s sister never writes him back.

Works Cited

O’Brien,Tim.“How to Tell a True War Story.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 287-296. Print.

“The Lady with the Pet Dog”

2012-10-15T19:57:00.001-07:00

“The Lady with the Pet Dog” pg 192

1) Consider the following assessment of the story: “No excuses can be made for the lovers’ adulterous affair. They behave selfishly and irresponsibly. They are immoral –and so it’s the story.” Explain what you think Chekhov’s response to this view would be, given his treatment of the lovers. How does this compare with your own views?

I agree with the assessment of the story. I think they did “behave selfishly and irresponsibly.” They didn’t think about their husband or wives. Chekhov response would be that Gurov lured Anna. Anna felt bad for what she had done. This was Gurov first affair. I think Chekhov would say that Anna was just a victim of Gurov.

3) What does Gurov’s view of woman reveal about him? Why does he regard them as an “inferior race”?

Gurov feels that he is superior to woman. This can be related to any person who feels like they are superior to someone else. Gurov has the upper hand over women. In reality, the upper class needs the lower or middle classes. Chekhov states how “he couldn’t live without the ‘inferior race’ for two days together” (192). Gurov can be describes as a player. A player is a type of person who uses the opposite sex for their enjoyment. Chekhov states that Gurov “disposed women in his favor” (192).

5) When and why do Gurov’s feeling about Anna begin to change? Is he really in love with her?

Gurov feelings start to change about Anna in a little more than a month after she had left. Chekhov talked about how Anna “followed him about everywhere and watch him” (197). He thought about her “when in the evening stillness the voices of his children preparing their lessons reached his study, or when the storm howled in the chimney, suddenly everything would rise up in his memory” (197). Yes, Gurov does love Anna. Chekhov states at the end of the story that Gurov “had fallen in love really, truly –for the first time in his life” (202).

6) Who or what is the antagonist in this story? What is the nature of the conflict?

Gurov’s and Anna affair is the antagonist in the story. They both love each other. The conflict is that they have to be in secrecies with their love for each other. Chekhov states that Gurov and Anna felt like “they were a pair of migratory birds, male and female, caught and forced to live in different cages” (202). The antagonist and the conflict go together.

7) What is the effect of having Gurov as the central consciousness? How would the story be different if were told in Anna’s perspective?

Gurov loved Anna. Chekhov states at the end of the story that Gurov “had fallen in love really, truly –for the first time in his life” (202). Gurov goes to find Anna. I believe that Anna just would have gone on with her life. Chekhov states that Anna says, “We are parting forever –it has to be, for ought never to have met” (196). Anna would not have come looking for Gurov like he did for her. Anna even says that she “pressed him to confess that he did not respect her” (196). She didn’t think Gurov loved her.

Works Cited

Chekhov, Anton.“The Lady with the Pet Dog.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 192-203. Print.

“The Lady with the Pet Dog” pg 206

1) Which version do you like better –Chekhov’s story of Oates’s? What’s the point of retelling the story?

I like Oate’s version better. It is more of Anna version of the story I enjoy. As a woman I can better relate to woman. So, this is why I enjoyed this version more.

10) At the end of paragraph 19, Oates has Anna ask herself the question “What did it mean to enter into a bond with another person?”

To me entering into a bond with another person means starting a relationship with that person. A “bond” can be made with different things. When a child is first born parents have to “bond” with this child. After we grow up, we can bond with friends or our significant other. Having a “bond” with someone means that one know more about that person than the outside world does.

Works Cited

Oates, Joyce.“The Lady with the Pet Dog.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 206-218. Print.

Hemingway, Ernest.“Soldier’s Home.”

2012-10-15T19:56:00.002-07:00

“Solder’s Home”

1) The title, “Soldier’s Home,” focuses on the setting. Do you have a clear picture of Krebs’s home? Describe it, filling in missing detail from your associations of home, Krebs’s routine or anything else you can use.

Krebs’s parents doesn’t treat their son like a man. After coming home from the war his parents have just decided to let him start driving the car. Krebs’s mother says speaking for his father “He thinks you should be able allowed to drive the car” (169). Krebs wants to be respected by his parents to live the life that makes him happy. Krebs’s mother wants him to settle down. Krebs’s mother even says, “Charley Simmons, who is just your age, has a good job and is going to be married. The boys are all settling down; they’re all determined to get somewhere; you can see that boys like Charley Simmons are on their way to being really a credit to the community” (169). Krebs’s father wants him to get a job. Krebs’s mother says for his father, “All work is honorable as he says” (169). Krebs’s sister wants Krebs to be a part of her life. Krebs’s talks about all of the “complications” of returning back home. He did however, stop and see his sister play baseball before he leaves town.

3) Belleau Wood, Soissons, the Champagne, St. Mihiel, and the Argonne were the sites of fierce and the bloody fighting. What effect have these battles had on Krebs? Why do you think he won’t talk about them to the people at home?

Krebs wanted to talk about the war. Hemingway states, “Later he felt the need to talk but no one wanted to hear about it” (165). Krebs thought that no one wanted to listen to him.Hemingway states, “His town had heard too many atrocity stories to be thrilled by actualities” (165.) The army had a major effect on Krebs. Krebs learned a lot from the army. Hemingway states, “Besides he did not really need a girl. The army had taught him that” (166).

4) Why does Krebs avoid complications and consequences? How has the war changed his attitudes toward work and women? How is his hometown different from Germany and France? What is the conflict in the story?

Hemingway states, “Krebs wanted his life to go smoothly” (170). That is why Krebs wanted to avoid complications and consequences. Krebs learned a lot from the army. Hemingway states, “Besides he did not really need a girl. The army had taught him that” (166). Krebs explains the different types of guys in the army. Krebs final explanation of women is, “You don’t need a girl unless you thought about them” (167). Krebs than explains the only difference in French and German is the women. The conflict in the story is all of the complications of returning back home.

6) How does Krebs’s mother embody the community’s values? What does Krebs think of those values?

Krebs’s mother wants her son to get a job and settle down. Krebs’s mother talks about the other returned soldiers in town. Kreb’s mother even says, “Charley Simmons, who is just your age, has a good job and is going to be married. The boys are all settling down; they’re all determined to get somewhere; you can see that boys like Charley Simmons are on their way to being really a credit to the community” (169). When Krebs’s mother talks to Krebs about the returned soldiers she uses the word “all” a lot to describe them as a whole. After Krebs’s mother tell him all of these things Krebs says, “nothing” in return.

7) Why can’t Krebs’s pray with his mother?

Krebs doesn’t want to lie when he pray with his mother. Krebs dream he has for himself and his mother dream for him are two totally different things. Krebs talks about “consequences” a lot throughout the story. Krebs didn’t want to deal with consequence of praying with his mother.

10) Explain how Krebs’s war experiences are present throughout the story even though we get no details about them.

Krebs’s talks about the things he had learned in the army. Krebs learned a lot from the army. Hemingway states, “Besides he did not really need a girl. The army had taught him that” (166).

Works Cited

Hemingway, Ernest.“Soldier’s Home.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 165-170. Print.

Dubus, Andre.“Killings.”

2012-10-15T19:55:00.005-07:00

“Killings”

1) How do you feel about Matt’s act of revenge? Trace the emotions his character produces in you as the plot unfolds.

Matt should have left the court system deal with his revenge. I put myself in Matt’s shoes of a son being murder by someone. He explained to Willis how his wife was dealing with the situation. Matt says, “She sees him all the time. It makes her cry” (97). That made me think of emotions of sadness and depression. Matt then goes on to tell Wills about him carrying a gun. Matt says to Willis referring to his wife, “She knows I started carrying it after the first time she saw him in town” (97). This made me think of emotions of rage and anger. If someone has a gun they have thought about using it.

2) Discuss the significance of the title. Why is “Killings” a more appropriate title than “Killers?”

“Killers” by dictionary definition means a person or thing that kills. So “killers” implies one person. There is a lot of “killings” in the story. There are physically and psychological “killings.” Frank and Strout are physically killed. The rest of the characters are psychological killed. Matt talks about his wife “crying.” Matt says, “She sees him all the time. It makes her cry” (97). Willis even refers to Strout by saying, “I hate him, Matt” (97). Dubus describes Mary by saying, “Beneath her eyes there was swelling from the three days she had suffered” (96). These are just a few examples of the many “killings” in the story.

3) What are the effects of Dubus’s ordering of events of the story? How would the effect be different if the story were told in chronological order?

Dubus’s story is very suspenseful the way it is set up. At first we didn’t know what happen to Frank. Each of the characters reflected their emotions. It made the reader put themself in the characters shoes. If it was told in order the story wouldn’t have been so suspenseful.

4) Describe the Fowler family before Frank’s murder. How does the murder affect Matt?

The Fowler’s knew of the tension between Frank and Richard. The Fowler family was not perfect due to Richard. Richard billed Frank. They even got into a fight. The Fowler family was still more happy with Frank alive than dead. Matt had to watch his wife cry. He became very angered with Richard. Which is ultimately was the reason why Matt murder Richard to better his family.

5) What is learned about Richard from the flashback in paragraphs 32 through 75? How does this information affect your attitude toward him?

We learned how about Richard’s education background. Richard and Frank had got into a fight. Dubus says about Richard, “One night he beat Frank” (98). I already start to get the sense of the tension between Richard and Frank. It seems that Richard bullied Frank. Frank even says that he is going to “take karate” to protect himself.

6) What is the effect of the description of Richard shooting Frank in paragraph 76?

It seems to me that Richard was not there. He seemed to love Mary and their children. When people are angered by something they lose sight of everything else.

7) How well planned is Matt’s revenge? Why does he lie to Richard about sending him out west?

Everything about Matt’s revenge was well planned. He had even thought about the small simple details of the street lights. Dubus states, “They were on the main street, and all the stoplights were blinking yellow. Willis and Matt had talked about that too: the lights changed at midnight, so there would be no place Strout had to stop and where he might try to run” (103). Matt lies to Richard because he didn’t want Richard to start panicking. It was easier for Matt to lie to Richard. Richard didn’t think his life was endangered.

8) Describe Matt at the end of the story when he tells his wife about the killing. How do you think this revenge killing will affect the Fowler family?

Matt’s wife wanted every detail of what happened to Strout. I think everyone is relived expect Matt. Dubus states referring to Matt, “He shuddered with a sob that he kept silent in his heart” (108). It can be inferred that Matt feels bad for what he has done with Strout.

9) How might “Killings be considered a love story as well as a murder story?

Strout loved Mary. It can be inferred that he murdered Frank because he wanted Mary back. Strout even says, “I wanted to try to get together with her again” (104). He then goes on to say, “I couldn’t even talk to her. He was always with her” (104). Strout killed Frank because he was getting between him and Ruth getting back together.

Works Cited

Dubus, Andre.“Killings.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 96-108. Print.

Faulkner, William. “A Rose for Emily.”

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“A Rose for Emily”

2) What is the effect of the final paragraph of the story? How does it contribute to your understanding of Emily? Why is it important that we get this information last rather at the beginning of the story?

The final paragraph explains what Emily did with the arsenic. Emily didn’t want to lose another person she loved like her father. Even though he was dead she still believed that he was alive. Emily said referring to her father, “She told them that her father was not dead” (86). Emily played the victim throughout the story. If Faulkner would have told about Emily murdering Homer we would have looked at Emily in a different way. One of the foreshowing parts was what was she going to do with the arsenic. If we would have known she already murdered Homer it would have been less suspension about what she did with the arsenic.

6) How does the information provided by the exposition indicate the nature of the conflict in the story? What does Emily’s southern heritage contribute to the story?

The exposition indicates the conflict of Emily and the society. Faulkner states, “When the next generation, with its more modern ideas, become mayor and aldermen, this arrangement created some little dissatisfaction” (84). Emily’s father had instilled the southern heritage into her. Faulkner says, “Alive, Miss Emily had been a tradition” (84). Emily was not willing to change. Being a “tradition” means something that had been handed down from generation to generation.

7) Who or what is the antagonist of the story? Why is it significant that Homer Barron is a construction foreman and a northerner?

Homer is the antagonist. Homer is the complete opposite of how Emily’s father had raised her. Emily’s father had raised her by strict southern rules. The north and south didn’t look at things the same way at this time. The ladies of the town did say, “Of course a Grierson would not think seriously of a Northerner, a day labor” (87). I guess opposites do attach at least in Emily’s mind.

9) Explain how Emily reasons for murdering Homer are related to her personal history and to the ways she handled previous conflicts.

Emily has a hard time letting people go. She didn’t want to bury her father. Faulkner states, “She did that for three days, with the ministers calling on her, and the doctor, trying to persuade her to let them dispose of the body. Just as they were about to resort to law and force, she broke down, and they buried he father quickly” (86). She “broke down” which indicates that she does have a hard time letting go. She did the same thing with Homer. He was openly gay. Faulkner says, “Homer himself had remarked –he liked men” (88). In order to keep Homer, Emily murdered him.

Works Cited

Faulkner, William. “A Rose for Emily.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 84-90. Print.

Walker, Alice. The Flowers.

2012-10-15T19:54:00.001-07:00

“The Flowers”

1) How do you interpret the final line of the story? What is the effect of the brevity of that sentence?

Myop enjoyed the outside. Even in the very first one it says, “She skipped lightly from hen house to pigpen to smoke-house” (82). It can be interpreted that she love going to the woods to “explore”. The author even states, “She had explored the woods behind the house many times” (82). Myop was frightening after finding that man in the woods. I think it scared her so much that she wouldn’t go back that summer. That is why the final line states that “the summer was over.” The outside things she enjoyed of summer she wouldn’t enjoy them anymore this year. I think the effect of that line is to make the reader understand how short her summer really was.

2) Describe the atmosphere and tone of the first three paragraphs. What emotions do they produce concerning Myop’s childhood?

Myop lived on what we would call a farm. In the first line it talks about the “hen house” and “pigpen.” Myop is happy with the way that she lives. There are many indications of Myop being happy. The story says she “skipped” and “worked out the beat of a song.” The author even states, “She felt light and good in the warm sun” (82). I can only think of positive emotions concerning Myop’s childhood in the first three paragraphs.

3) How might paragraph 5 be described as an example of foreshadowing?

I started to sense something was going to happen in paragraph 5. The author says, “She had often been as far before, but the strangeness of the land made it not as pleasant as her usual haunts” (82). The words “strangeness” and “not as pleasant” made me realize that something is different. This is a foreshadowing what is going to happen in the next paragraphs to come.

4) What is the conflict in the story? What is its climax? Is there a resolution to the conflict? Explain.

The climax of the story is exactly when the author says, “It was then she stepped smack into his nose” (82). The conflict has a lot to do with the climax. Myop will be haunted by the man in the woods. This will stop here from going into the woods for the summer. There is a negative resolution to the conflict. Myop will give up her love for “exploring” in the woods for the summer.

5) What do you think is the central point of the story?

The central point of the story is how one thing can dramatically change a person. This innocent child found a dead man. By the end of the story one can infer that this event has affected her for the rest of her life. Before this event the tone of the story was cheerful. At the end of the story the tone is despairing. The author states that, “Myop laid down her flowers. And the summer was over” (83). Myop is done “exploring” in the woods.

Works cited

Walker, Alice. The Flowers.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 84-90. Print.

Sociology Henslin 11 edition Vocab chapters 1-6 8-9

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In my Sociology class we get to use a cheat sheet for our mid term exam. Here is a copy of my cheat sheet I used ! Sorry for it being so closely together we could only use one side of a sheet of paper.

Sociological perspective human behavior within broader context sociology- scientific study of society & behavior Class conflict- Marx’s struggle between capitalist & workers Bourgeoisie Marx’s capitalist who own production Proletariat Marx’s exploited class don’t own production Verstehen Weber’s “insight into someone situation” Social fact- Durkheim’s group pattern behavior Basic or pure sociology making discoveries Applied Sociology- solve problems Public Sociology- public good Folkway- not strictly enforced Mores strictly enforced Taboo-revision if violated Sociobiology results of nature selections Cultural lag- Ogburn’s behavior behind tech culture diffusion spread of traits culture leveling cultures become similar subculture world within larger world counterculture opposite to broader culture pluralistic society many different groups Self- how others see us looking-glass self- Cooley self-development of other’s Id- Freud’s inborn drives Ego Freud’s balance of Id & society Superego Freud’s conscience Agents of society- effect our concept Manifest function- intended beneficial consequence Latent function- untended beneficial consequence Anticipatory socialization- learning in advance resocialization- learning new norms total socialization- controlled by people who run it deration ceremony stripping title Transition older years- 65 to 75 Ascribed status inherited position master status crosses other statues Mechanical solidary Durkheim’s unity Organic solidarity Durkheim’ interdependence result of division of labor Gemeinschaft intimate society Gesellshcaft society dominated by impersonal relationships Dramaturgy = Goffman’s Sign-vehicle Goffman’s people use social settings face-saving behavior save performance Ethnomethodology study people use background assumptions for life Background assumption deep understand of people Thomas Theorem situations = real social construction of reality assumptions define what is real structure interviewers use closed-ended questions Rapport trust between researcher & people they are studying Secondary analysis use of data already collected control group aren’t exposed to experiment independent variable factor cause change in another variable (dependent variable) unobtrusive measures observing people without it being known shaman healing specialists of the tribe pastoral societies based on pasturing animals horticultural society cultivating plants by use of hand tools domestication revolution 1^st social revolution domestion of plants & animals led to pastoral & horticultural agricultural revolution 2^nd revolution invention of plow led to agricultural societies industrial revolution 3^rd revolution machines powered by fuel replaced animals and human power postindustrial societies based on information aggregate temp share physical space but see themselves together out-groups antagonism reference groups standards we refer to group dynamics indv effect group & groups influence people dyad smallest group 2 triad group of 3 coalition alignment of members in a group against others instrumental leader keeps group moving towards goals expressive leader increases harmony & decreases conflict (socioemotional leader) authorian leader leads by giving order democratic leader trying to reach consensus laissez-faire highly permissive group think one correct answer deviance violation of norms (rules or expectations) sigma discredits a person normal identity social order social arrangement social control formal & informal enforcing norms negative sanction disproval Positive sanction reward genetic predisposition inborn tendencies street crime ex rape differential association Edwin Sutherland learn deviance from group control theory inner & outer groups work against tendencies to deviate Strain theory Robert’s Merton’s large # of people desire a culture goal members of society to achieve illegitimate opportunity crime woven into life white-collar crime Edwin Sutherland’s crimes committed by respected people recidivism rate % of released convicts rearrested social stratification property power prestige bonded labor (indentured service) sells body ideology beliefs about the way things ought to be caste system born statuses endogamy marrying within group apartheid separation of race (South Africa) (India) religion Estate medieval Europe Nobility, clergy, commoners bourgeoisie Marx’s capitalist proletariat Marx’s exploited class doesn’t own production (bourgeoisie opposite) class consciousness Marx’s common identity of one position false class consciousness Marx’s identifying with capitalist Max weber property power prestige functionalist patterns of behavior that characterize a society Davis & Moore equal importance Tumin = Meritocracy positions based on merit divine right of kings power from God colonialism one nation takes over another world system theory economics & polities connections over the world. Globalization of capitalism becoming global dominant economic system culture of poverty values & behaviors of the poor make them different neocolonialism economic & political of the most industrialize nations or least ones multination corruptions nation boundaries