The Bear Came Over the Mountain by Alice Munro

The Bear Came Over the Mountain by Alice Munro Alice Munro (b. 1931) is a Canadian writer who focuses almost exclusively on short stories. She has received numerous literary awards, including the 2013 Nobel Prize in Literature and the 2009 Man Booker Prize. Munros stories, nearly all of which are set in small-town Canada, feature everyday people navigating ordinary life. But the stories themselves are anything but ordinary. Munros precise, unflinching observations unmask her characters in a way that is simultaneously uncomfortable and reassuring- uncomfortable because Munros x-ray vision feels as if it could easily unmask the reader as well as the characters, but reassuring because Munro’s writing passes so little judgment. It is hard to come away from these stories of ordinary lives without feeling as if youve learned something about your own. The Bear Came Over the Mountain  was originally published in the December 27, 1999, edition of The New Yorker. The magazine has made the complete story available for free online.  In 2006, the story was adapted into a film titled, directed by Sarah Polley.   Plot Grant and Fiona have been married for forty-five years. When Fiona shows signs of deteriorating memory, they realize  she needs to live in a nursing home. During her first 30 days there- during which Grant is not permitted to visit- Fiona seems to forget her marriage to Grant and develops a strong attachment to a resident named Aubrey. Aubrey is only in residence temporarily, while his wife takes a much-needed holiday. When the wife returns and Aubrey leaves the nursing home, Fiona is devastated. The nurses tell Grant that she will probably forget Aubrey soon, but she continues to grieve and waste away. Grant tracks down Aubreys wife, Marian, and tries to convince her to move Aubrey permanently to the facility. She cannot afford to do so without selling her house, which she initially refuses to do. By the end of the story, presumably through a romantic connection, he makes with Marian, Grant is able to bring Aubrey back to Fiona. But by this point, Fiona seems not to remember Aubrey but rather to have renewed affection for Grant. What Bear? What Mountain? You are probably familiar with some version of the folk/childrens song The Bear Came Over the Mountain.  There are variations of the specific lyrics, but the gist of the song is always the same: the bear goes over the mountain, and what he sees when he gets there is the other side of the mountain. So what does this have to do with Munros story? One thing to consider is the irony created by using a light-hearted childrens song as the title for a story about aging. Its a nonsense song, innocent and amusing. Its funny because, of course, the bear saw the other side of the mountain. What else would he see? The jokes on the bear, not on the singer of the song. The bears the one who did all that work, perhaps hoping for a more exciting and less predictable reward than the one he inevitably got. But when you juxtapose this childhood song with a story about aging, the inevitability seems less humorous and more oppressive. There is nothing to be seen except on the other side of the mountain. Its all downhill from here, not so much in the sense of being easy as in the sense of deterioration, and theres nothing innocent or amusing about it. In this reading, it doesnt really matter who the bear is. Sooner or later, the bear is all of us. But perhaps youre the kind of reader who needs the bear to represent a specific character in the story. If so, I think the best case can be made for Grant. It is clear that Grant has been repeatedly unfaithful to Fiona throughout their marriage, though he has never considered leaving her. Ironically, his effort to save her by bringing Aubrey back and putting an end to her grieving is accomplished through yet another infidelity, this time with Marian. In this sense, the other side of the mountain looks a lot like the first side. Came  or Went  Over the Mountain? When the story opens, Fiona and Grant are young university students who have agreed to get married, but the decision almost seems to be on a whim. He thought maybe she was joking when she proposed to him,  Munro writes. And indeed, Fionas proposal does sound only half-serious. Shouting over the waves at the beach, she asks Grant, Do you think it would be fun if we got married? A new section begins with the fourth paragraph, and the wind-blown, wave-crashing, youthful exuberance of the opening section has been replaced by a calmer sense of ordinary concerns (Fiona is trying to wipe away a smudge on the kitchen floor). Its clear that some time has passed between the first and second sections, but the first time I read this story and learned that Fiona was already seventy years old, I still felt a jolt of surprise.  It seemed that her youth- and their entire marriage- had been dispensed with too unceremoniously. Then I assumed that the sections would alternate. Wed read about the carefree younger lives, then the older lives, then back again, and it would all be sweet and balanced and wonderful. Except that isnt what happens. What happens is that the rest of the story focuses on the nursing home, with occasional flashbacks to Grants infidelities or to Fionas earliest signs of memory loss. The bulk of the story, then, takes place on the figurative other side of the mountain. And this is the critical difference between came  and went  in the title of the song. Though I believe went  is a more common version of the song, Munro chose came.  Went  implies that the bear is going away from us, which leaves us, as readers, safe on the side of youth. But came  is the opposite. Came  suggests that were already on the other side; in fact, Munro has made sure of it. All that we can see- all that Munro will allow us to see- is the other side of the mountain.

3 Ways You Can Make an Impact at Your Internship

3 Ways You Can Make an Impact at Your Internship In many areas of the world- especially the United States- job title and status  are an incredibly important factor to  the way society perceives you. It’s not uncommon for your  job title to hold more influence and status than your actual job description.  As an intern myself, I can vouch for that.  I have had first-hand experience in having my hand held  and being treated as if I’m significantly less competent  by  people who have been out of college  for a mere 3 years. But here’s the thing: success is  all about perspective, goals, and influence. Making an impact has very little to do with title and a lot to do with influence. I can choose to be offended by the way people treat me because of my intern status, or I can shift my perspective, set goals for myself, and grow my influence.All you need to do is ask yourself how you can make an impact in your company as an intern. What is your goal at the end of your  internship? It could be as s imple as getting a full-time position or finding out if  you’re in  the field you truly want to be in. As long as you have a goal in mind, you can set sail and proceed in the right direction.There is no one-size-fits-all method to get there, of course, but here are 3 ways you can make an impact at your internship and begin growing your influence and professional career.1.  Visualize the results you wantvia [giphy.com]Think of it this way- if you’re going shopping and walk into a store with no list, you might spend an entire day searching for just a few things. If you walk into the store with a list, it might take half the time to get the same task  done.The same concept can applied to an internship. Once you have a list of things you want to accomplish, you can work at a more efficient pace. Sit down with a supervisor, manager, or even a coworker who has more experience and go over your responsibilities and how they relate to the goals of the company.At my inte rnship,  I am responsible with managing two blogs for our company, so I block out time in my calendar to meet with two different people in my marketing team in order to go over my progress, current goals, future goals, and responsibilities. I do this twice a week and it helps me align what I’m trying to accomplish for myself with what the company wants to  do.2.  Show you’re hungry and ready to learnvia [giphy.com]At my internship, I’m always brainstorming ideas- not because I have an agenda, but because I’m genuinely involved and I enjoy marketing. I try to make the best of my 8 hours.  In order to begin making an impact, it’s important to take a similar approach. Even so, you also have to do your best to be a team player and help those around you. When a miscellaneous assignment comes my way, even if I have a million things on my plate, I do my best to find some time to tackle it.Being a team player is important, and showing you can help serve the needs of others and the company are characteristics of an effective leader- which also ties into growing your influence.Don’t be insulted when you get bombarded with menial tasks. I used to feel the same way. Instead, think of it as an opportunity to showcase how responsible you are. It’s an opportunity for you to show your team you can be trusted. With trust comes more responsibility. It’s okay to have a little voice in the back of your head saying â€Å"you’re better than this† because that’s entirely true, but the people around you don’t know that yet, so show them!3.   Know the essence of your charactervia [giphy.com]Having strong work ethic is important. You need to attend meetings, complete projects, meet deadlines, and contribute to the company- but one thing that truly stands the test of time is the content of your character.  Are you honest? Are you trustworthy? Do you have empathy for your fellow man? These cha racteristics are important building blocks to authentically building your influence.Most people these days are tired of the stereotypical  bad guy CEO. Things are changing and the corporate world isn’t as cutthroat as it used to be.  People prefer working with someone who is a good person and doesn’t just look out for themselves.Disclaimervia [giphy.com]There is an important caveat  that you should take away from all of this- professional change isn’t something that will happen overnight. It  will take time. At first, it may not feel natural,  but over time it will become habitual. Focus on growing yourself professionally and becoming a better person.Remember, it’s about more than just the workplace. You have to focus on yourself outside of work as well. Take the time to become a better version of you.  Titles are reactive. Influence is proactive.

Society Assignment Example | Topics and Well Written Essays - 2000 words

Society - Assignment Example The invention of the steam engine accelerated industrial revolution in Europe and later the entire world. However, although the intended purpose of this invention was met, there were other side effects due to the invention, and all this will be discussed in this write up. Keywords: Steam Engine, Invention, Science, Society, Inventor, Industrial Revolution, History of Steam Engine The power of steam is given credit for its earlier and current application in the power industry. Long ago, steam power made a lot of difference in industries, it still does. Its history is dated back to the first century. There were a lot of life challenges that required innovations to reduce the human labour and increase production. Miners during the 18th century faced a lot of challenges relating to the mining industry; they had to look for the ways of overcoming these obstacles. Their effort for minimizing challenges led to the introduction of steam energy to pump water from deep mines; this slowly trans formed to the fully developed steam engine (â€Å"Industrial History: The History of the Steam Engine,† 2013). Before the introduction of steam, power was obtained through wind, animals, and water. The steam engine was the first form of power generated by human beings (â€Å"A Brief History of Steam Power,† n.d.). Steam engine invention is not credited to one single individual, every inventor put in some small effort and with time, there was an improvement. One of the important principles used in the development of the steam engine was the principle of condensation of water vapor so that it could create a vacuum. In the steam engine, water and water vapor are the key ingredients, â€Å"work is done by the pressure which the substance exerts while its volume is undergoing change† (Ewing, 2013, p. 2). Historical Development of Steam Engines The historic development of the steam engine defines the beginning and the progress of the steam engine invention. It started with the need to have more power to solve the issues that were at hand. First, there was a lot of cold, people wanted to get warmth therefore they had to invent fire, as life went on, there were other developments in the industrial sector, for example for glass makers, there was a lot of firewood to be used in these glass industries, and since there were large forests around, the firewood was to be used to provide heat in the furnaces. As the needs increased, requirements for fuel also increased to meet the requirements of the increasing operations. Coal was then invented; a furnace that generated higher temperatures and used less fuel was invented by Abraham Darby (â€Å"A Brief History of Steam Power,† n.d.). Pumps were then needed to drain the coal mines. During the 1600’s, a German scientist called Otto Van Guericke invented the first air pump; this was after his discovery of gas as the third matter. He realized that he could remove air from a glass globe, leaving behind an empty space called a vacuum. Later on, he discovered static electricity and abandoned his work on pumps and vacuums, with this, he was already setting up some pace for the invention of the steam engine, although he had no idea about it. The progress that he had already made was enough for Denis Papin to pick up the idea about a piston and cylinder. His idea was that if air

Democracy and Capitalism Essay Example | Topics and Well Written Essays - 2250 words

Democracy and Capitalism - Essay Example Great Britain had slowly emerged as a country that was dominated by classical liberalism as it evolved during the seventeenth and the eighteenth century. Capitalism was inadvertently further developed by two events of the late fifteenth century and the early years of the sixteenth century, namely the discovery of the New World and the Protestant Reformation. The Portuguese and Spanish colonisation and economic exploitation of their New World empires in Asia, Central America, and South America were responsible for greatly expanding global trading links. New World silver and gold alongside the Atlantic slave trade boosted economic development greatly. The wealth exported to Portugal and Spain prompted competition from the Dutch, the English, and the French for colonies and trade England and later Britain was the state most responsible for developing the global capitalist economy. Capitalism, liberalism, and the Royal Navy were a virtually unstoppable combination.1 When Britains economic and military power declined after the Second World War its position of the global promoter of capitalism and democracy was taken over by the United States. In 1945 the United States was the worlds only nuclear power as well as having the largest economy. During the Cold War period the United States certainly promoted capitalism and anti-communism even if it did always further democracy. During the Cold War era capitalism and democracy became even more closely linked together than before. Capitalism whether in its traditional liberal form, or the Keynesian version with its mixed economies dominated Western Europe, North America, Latin America, and Japan. The Americans were not averse to interfering in other countries if their democratic choices threatened capitalism, for example in Argentina, Brazil, Chile, Guatemala, and Iran. Unlike Russia in

Difficult To Define Identity Sociology Essay

Difficult To Define Identity Sociology Essay For all assignments of 1,000 words or more handed in after the due date and without an agreed extension, a five percent penalty applies for the first day of the missed deadline. After that, a subsequent penalty of 2% per day will be applied for the next thirteen calendar days after the due date (including Saturdays and Sundays). No assignment can be accepted after more than fourteen calendar days except in exceptional circumstances and in consultation with your lecturer or tutor. If students face a significant illness or serious issue, it may be that  Special Consideration  is warranted. If an extension of work is granted this must be specified with the signature of the lecturer or tutor. Extension granted until: Tutors Signature: If you would like written feedback for your end of semester assessment eg research essay, then please tick the box and provide an A4 self-addressed stamped envelope stapled to your assessment.  Ã‚ ± NOTE: It is your responsibility to keep a copy of your essay If there are no substantial factors to indicate that plagiarism was accidental or unintentional, plagiarism will be treated as cheating for the purposes of Monash Statute 4.1 Discipline Plagiarism: Plagiarism means to take and use another persons ideas or work and pass these off as ones own by failing to give appropriate acknowledgement. This includes material from any source published and unpublished works, staff or students, the Internet. Collusion: Collusion is the presentation of work which is the result in whole or in part of unauthorised collaboration with another person or persons. Where there are reasonable grounds for believing that plagiarism has occurred, this will be reported to the Chief Examiner, who will disallow the work concerned by prohibiting assessment or refer the matter to the Faculty Manager. For further information see the universitys Plagiarism Policy at http://www.adm.monash.edu.au/execserv/policies/Academic-Policies/policy/plagarism-and-cheating.html Privacy Statement: The information on this form is collected for the primary purpose of assessing your assignment. Other purposes of collection include recording your plagiarism and collusion declaration, attending to administrative matters and statistical analyses. If you choose not to complete all the questions on this form, it may not be possible for Monash University to allow the submission of your assignment. You have a right to access personal information that Monash University holds about you, subject to any exceptions in relevant legislation. If you wish to seek access to your personal information or inquire about the handling of your personal information, please contact the University Privacy Officer on 9905 6011. Students Statement: I have read the universitys statement on cheating and plagiarism, as described in the Student Resource Guide (refer http://www.monash.edu.au/au/pubs/handbooks/srg/srg-119.html) This assignment is original and has not previously submitted as part of another unit/subject/course, I have taken proper care of safeguarding this work and made all reasonable effort to ensure it could not be copied, I acknowledge that the assessor of this assignment may for the purposes of assessment, reproduce the assignment and: Provide to another member of faculty; and/or Communicate it to the universitys plagiarism checking service (which may then retain a copy of the assignment on its database for the purpose of future plagiarism checking). I understand the consequences for engaging in plagiarism as described in University Statute 4.1. Part III Academic Misconduct (refer http://www.monash.edu.au/pubs/calendar/statutes/statutes04.html#Heading110) I certify that I have not plagiarised the work of others or participated in unauthorised collusion when preparing this assignment. Signature: Sophie Boinnard Date 21-10-2011 Question 6: Discuss why is it difficult to define identity? The best way to characterize identity may be to see it as a multi-dimensional space in which a variety of writing blend and clash (Sarup, 1996, p.25). Approaches to identity are multiple and from various fields such as sociology, psychology and psychoanalysis. This vast array of theories offer as many different attributes and definitions to identity which prevent the construction of a simple definition. I will argue that identity cannot be reduced to a simple and unified definition. This is most evident by understanding and analyzing the broad differences and interconnectedness between the major theories on identity, such as psychoanalysis, symbolic interactionism and performativity, which all have something to offer, each focusing more on the aspects that are relevant for their field of study. The wish to define identity can be traced back to the Enlightenment philosophy in Europe, when humanism and the quest to find who we are and how we should behave as rational and free beings (Mansfield, 2000, p.15). Identity was then studied as a philosophical construct, and the theories, influenced by Descartes and his notion of duality of the human mind between an emotional self and a rational thoughts as constituting our identity, led to believe the subject as being I think therefore I am (Sarup, 1996, p.46). This Cartesian approach considering the self as unified stayed the main view for many years. However we now live in a post-Cartesian world, and the development of fields such as psychoanalysis, sociology and social psychology led to a shift in the way to look at identity, by decentralizing the subject (Sarup, 1996, p.46) to take into account different evolution of society and the complexity of human beings. With the development of psychoanalysis, initiated by the researches and theories of Sigmund Freud, the approach to the study of identity changed focus and meaning. Freud believed that most of our identity is based upon the result of the negotiation of actions and reactions between the individual and the external environment (Elliott, 2007, p.53), such as the family, culture and society. According to him, we are not born with an identity, but we construct one through the process of identification. This is especially true in the early ages of your life when you learn what is acceptable according to social criteria and what has to be prevented, which is then repressed according to Freud into the unconscious; the Oedipus complex is a good example of structuring the subject in terms of identification (Sarup, 1996, p.30). It is the result of these interactions which will define who we are. It is important then to notice that for Freud ones identity construction is mostly unconscious and re sides within oneself (Lawler, 2008, p.78); the focus is, as such, placed on the individual and his capacity to adapt and positively interact with the world. Following psychoanalytic traditions, academics such as Eissler theorized the sense of identity as being based on memory elements which in turn depend on the capacity of the ego to consider these memories as its own, and be then able to either repress or integrate them successfully (De Levita, 1965, p.106). Stephanie Lawler, also on memory, argues that identity is not something fundamental and essential, but something produced through the narratives people use to explain and understand their lives (Lawler, 2008, p.17). As such they use their memories to interpret their lives, and at the same time these memories are already interpretations of a past experience: memories themselves are social products. What psychoanalysis can bring to the study of identity is that it gives a way to consider the place of unconscious and non-rational elements of identity (Lawler, 2008, p.83) which are psychoanalytic elements that are necessary to understand the construction of identity but which are often denied by theorists exploring social dynamics impacts (Sarup, 1996, p.39). Furthermore, by placing the unconscious and ideas of repression at the centre of his model of identity, Freud shows that we can only know ourselves incompletely and with difficulty, rendering identity blurred and unfinished (Lawler, 2008, p.99). However, by concentrating so much on the selfs experience of identity, this approach might lack depth in understanding the impact of some social forces such as inequality, oppression and domination (Elliott, 2007, p.70). Another approach that developed around that time but in the sociological field, is the theory known as symbolic interactionism. Largely influenced by Meads theory, it gives less importance to the individual than psychoanalysis and in contrary concentrates on the effects of interactions between the social reality and an individual. In fact, Mead believes that a subjective self is fashioned and shaped by the cooperative interaction with the world and others. It is indeed through the use of symbols which meanings we learn and understand thanks to experiences, to languages, values and culture and according to our surrounding environment that we are constructing our identities (Elliott, 2007, p.32). In other words, according to Mead, we make sense of ourselves only by the time we make sense of the world and others around us, by developing a sense of difference and recognition through symbols such as language. As such, it is necessary to distinguish between the I, representing the intern al needs, feelings, whishes and the me, representing the socialized self, which appears in reaction to what we see around us (Carriera Da Silva, 2007, pp.51-59): it is the consciousness of ourselves we develop in reaction to developing a sense of others, a differentiation from them. Something common with psychoanalysis is the importance of childhood in development of the sense of self, as Mead believes in the importance of the processes of play and game in becoming a healthy mind which can interact with others and society (Carriera Da Silva, 2007, pp.48-51). However Strauss, who on that aspect shares symbolic interactionists view, rejects the idea that the self is determined only through early childhood, and would then be static, and in contrary argues about a theory of adult identity change (Musolf, 2003, p. 167) showing that we are flexible beings, and are continuously socialized into new identities (Musolf, 2003, pp. 77, 170). Finally, Strausss theory incorporates the structural influences on social behaviors that he believes are neglected in the basic theory. Language is very important, with for example our names being the first act of self-introduction and as such functions as a social object by which others may initially typify us (Musolf, 2003, pp. 164-16 5). However, symbolic interactionism has been accused of being too rationalistic, cognitive and conscious, and indeed seems to have little recognition of the relation between desire, wishes, fantasies and social control that is argued in psychoanalysis (Elliott, 2007, p.35). Later on, approaches started to focus more on how identity functioned to try and explain what it is. This is the case of Anthony Goffman who, departing from symbolic interactionism, believes in the strategic performativity of the self in everyday life as constituting different identities for ourselves where the social sphere therefore represents a stage where we have to act an identity (Lawler, 2008, p104). Our self is reflected to the world as a faà §ade, and the individual is the creative and reflective agent who decides and in doing so constitutes self identity on how to carry out such roles as well as the staging of role performances (Elliott, 2007, p. 38). We therefore have a set of identities for which we know how to perform and what expectations people have of them, and we are constantly constraint to be on display and perform, as well as adding roles to adapt to every situation (Musolf, 2003, p. 164). Taking further Goffmans performativity, Mills argues that the performing self appeared as a result of the structural transformation of society into a bureaucratic consumerist one, and that it leads to the disappearing of real bonds in society replaced by a cash nexus as the only uniting element (Musolf, 2003, pp. 164, 172). Goffman takes some distance from symbolic interactionism however as he focuses on interactions and as such gives no importance to the difference between the I and the me; this leads to questioning the presence of a real self existing outside such practices the real identity of the I, hiding behind the personae and roles people assume, but he seems to leave undeveloped this aspect of the theory, concentrating on studying the faà §ades we show and not the true identity we might have behind it (Hetherington, 1998, pp. 150-151). As such theorists like De Levita have interpreted that for Goffman, the roles we play do not hide anything comparable to what Jung would argue (1965, p.132). According to Jung, the persona regroups the totality of the roles which a certain individual fulfils and portrays to the world, a similar idea to Goffmans performance but their ideas shift as for defining the place of identity in this schema. Indeed it is explicit for Jung that the persona only is a shield for our true identity (De Levita, 1965, p.132) which is not so clear for Goffman. In contrary, he argues that the roles/performances are what make us persons; we are constantly acting, but what those roles add up to is our identity (Lawler, 2008, p.106). Take a lecturer for example; he will act differently while teaching in classes than how he is with his friends over lunch, and even differently than how he will act with his children in the evening. It doesnt mean that he is someone else more true outside of these contexts, or that he is fraudulent about his identity, but that all these roles represent who he is. Today, with the increasing influence of the media as a social force, Goffmans theory might be more adapted than ever as these media perpetuate performance demands. Indeed, as Altheide argues, our everyday life saturated by the media reshapes identity into another piece of merchandise that we shill just as advertising promotes corporate products with which we play as a toy (Altheide, 2000, pp. 13, 20). Another way of thinking about identity comes from Giddens theory of reflexivity and social change. Today according to Giddens, people are more self-aware, and therefore can make strategic decision for their future and about who they are or want to be (Giddens, 1991, p.35). Identity is not passive and has to be reflexively made from a multitude of often competing choices, and the settings of uncertainty and multiple choices render the notions of trust, risk and ontological security central to the reflexive self. Indeed, as Giddens puts it, trust is at the origin of the experience of a stable external world and a coherent sense of self-identity (Giddens, 1991, p.51). His concept considers how in late modernity humans develop a psychological self and re-focus on their identity, to try and reflect on a sense of self, helped by the many experts, information and advices, largely psychological and sociological (Elliott, 2007, p.45), which are now available about how we should live our lives , such as self-help books or TV shows like Dr Phil which reminds of what Rose calls the psy complex (Rose, 1999). Therefore our identity becomes what we believe or interpret ourselves to be and how we want to shape ourselves. His way of characterizing individuals as being almost self-mastering leads to many critics, considering his theory as too individualistic (Elliott, 2007, pp.48-49). Giddens is critical of overly pessimistic accounts of the post-modern self as fragmented (Heaphy, 2007, p.94). Instead for Giddens, individuals actively participate in forging their self-identities and in doing so contribute to social life in a way that has global implications. Giddens analysis begins with the premise that all human beings possess an awareness of what they are doing and why they are doing so, and they monitor themselves in producing and reproducing social conventions (Heaphy, 2007, pp.95, 119). The problem with this approach is that Giddens fails to take into account power relations and the possible lack of choice or the different consequences of choices. As Lash indeed argues, contradiction and contingency, he suggests, are far more characteristic of the contemporary self than Giddens theory of reflexivity will allow and he therefore counsels to use Foucaults insights on power and control where reflexivitys shows limitation (in Heaphy, 2007, pp.112-113). To have a greater account of power relation in the creation of identity, one should turn to Foucault and Foucauldian theorists. Foucaults argument is that particular kinds of identity are made up within relations of power/knowledge (Lawler, 2008, p.55). To put it simply, he argues that how we are is an effect of what we know ourselves to be, or in other words, we are addressed, and address ourselves as certain kind of person, and through this process we become that person. Lawler gives the example of the subjectivation of sexuality, showing that we dont understand sexual preference as something we do but as something we are (2008, p.59). Subjectivation is therefore the idea of becoming subjects by gaining specific identities (Lawler, 2008, p.62). Foucauldian scholars follow his theory and have argued that society is governed through self-surveillance, initiated by social institutions, to encourage individuals to actively condition and shape themselves according to social norms (Heapy , 2007, pp.33-34). Another important element is the idea that we are not regulated by the media but regulating ourselves with it, using different means such as counseling or self help books, because of our strive to be a certain type of person in order to be normal, healthy, self-fulfilled (Lawler, 2008, p.63) which relates to theories previously discussed. According to Rose, the language of psychology provides an important way of constructing ones identity, of identifying ones deepest thoughts, wishes and conflicts (Rose, 1999). However one of the critic against Foucaults ideas relates to the lack of insight into why people make subjectivation investments in some forms of self-understands and not in others, or also how such understandings come to constitute the self (Lawler, 2008, p.76). As we have seen through these renowned examples of how to frame identity, there are many approaches to the study of identity, which define or characterize it in different ways, blurring the possibility to give a simple unified definition. Identity is not a thing but a process in constant change of shape and meaning, and that is why it is difficult to grasp it. Because identity is a broad and nebulous concept, it is complex and multiple, and can mean different things depending on your purposes of research and approach. Some of these theories concentrate on how to see the individual from societys perspective, while some others study the positions of these individuals within the society, but what seems common to most of them is the idea that identity plays a role of mediator (Sarup, 1996, p.28) between the external and the internal, between the self and others. Reference list: Altheide, D. (2000). Identity and the Definition of the Situation in a Mass-Mediated Context. Symbolic Interaction, vol. 23 , pp.1-27. Carreira Da Silva, F. (2007). G. H. Mead: A critical introduction. Cambridge: Polity Press. De Levita, D. (1965). The Concept of Identity. Paris and The Hague: Mouton co. Elliott, A. (2007). Concepts of the self. Cambridge: Polity Press. Giddens, A. (1991). Modernity and Self-identity. Stanford: Stanford University Press. Heaphy, B. (2007). Late Modernity and Social Change. London and New York: Routledge. Hetherington, K. (1998). Expressions of Identity. London: Sage Publications. Lawler, S. (2008). Identity: Social Perspectives. Cambridge: Polity Press. Mansfield, N. (2000). Subjectivity: theories of self from Freud to Haraway, New York: New York University Press. Musolf, G. R. (2003). Structure and Agency in everyday life. Lanham: Rowman Littlefield Publishers. Rose, N. (1999). Obliged to be free in Governing the soul: the shaping of the private self, Second edition. London: Free Association Books. Sarup, M. (1996). Identity, Culture and the Postmodern world. Athenes: University of Georgia Press. Mark sheet Addressing the topic Excellent Very Good Good Fair Pass Poor Expression of the argument Engagement with relevant literature Use of relevant examples Originality and critical insight Range of concepts Integration of concepts Conforms to requirements of academic writing Punctuation, spelling, sentence structure, paragraphing In-text referencing

Edgar Allen Poe Essay

Edgar Allen Poe was a poet and writer who lived a dreadful and terrible life, which helped him create remarkable and horrifying stories in the 19th century. While growing up Edgar Allen Poe lived a horrible life watching his mom, stepmom and wife die because of tuberculosis. Through all the pain given to Edgar Allen Poe through those tragic events he was able to construct stories and poems of death, love, horror, and religion. By examining Edgar Allen Poe story â€Å"The Black Cat† you will be able to understand his creation of a miserable and painful world from his usage of symbolism, imagery, and plot. In the story â€Å"The Black Cat† Edgar Allen Poe utilizes symbolism many times in the story. The black cat is the main symbol in the story because it represents that the cat is evil. First of all the cat is named Pluto, which means god of the underworld. Secondly, some people are superstitious and believe a black cat is bad luck and can give you trouble just as it did for the narrator. Edgar Allen Poe employs symbolism in order to force the reader to see his views on life, religion, love, and death. In the story â€Å"The Black Cat† Edgar Allen Poe utilizes imagery many times in the story. At one point in the story there are talking about an axe and a cellar. We can imagine that in a story like â€Å"The Black Cat,† going to the cellar is a bad idea. We can almost smell the stuffy cellar smell floating up at us. The imagery is vague and murky, until we get to the axe. We all know an axe is deadly and dangerous and can probably picture an image of him when he holding it ready to kill someone. Edgar Allen Poe makes use of imagery to improve the setting, to improve the mood, and to improve suspense. The whole story â€Å"The Black Cat† is about a guy that’s sentenced to death so he tells his story on why he is sentenced to death. The narrator is a drunken person who has a cat named Pluto who he starts to dislike and then cuts it eye out, and then hangs him on a tree. Soon when he wakes up and his house goes on fire and him, wife and his servant escape. Soon another cat comes with a missing eye and he follows the narrator around. Next, they get a new house and they go up to the cellar and he found an axe. Then, the narrator tries to kill the cat, but he accidently he kills his wife. After that, he stuffs the body and the cat in the wall. Finally, the murder is discovered and the man seems convinced that the cat exposed him on purpose by letting him be stuffed up and then making noises so the police could hear it and arrest the narrator. Edgar Allen Poe was a poet and writer who lived a dreadful and terrible life, which helped him create remarkable and horrifying stories, such as â€Å"The Black Cat† in the 19th century. Edgar Allen Poe throughout his life has created the most unique symbolism throughout â€Å"The Black Cat.† He has also created in depth and vivid imagery to help us understand what’s going on in the story. Furthermore, he has created a dramatic, intense, and a horrifying plot in the story. In conclusion, from examining Edgar Allen Poe story â€Å"The Black Cat† you were able to understand his creation of a miserable and painful world from his usage of symbolism, imagery, and plot.

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