The Subject of Sexuality in Dr. Jekyll and Mr. Hyde and Bram Stokers Essay

The Subject of Sexuality in Dr. Jekyll and Mr. Hyde and Bram Stokers Dracula - Essay Example The relationship of Hyde to Jekyll portrays remarkably the relationship between pleasure and power. If Jekyll embodies power, Hyde embodies the pleasure disallowed and still created by the powerful elite. Hyde is inhibited, concealed, and still he emerges from the longing or urges of the decent and highly regarded Jekyll. By summoning Hyde from the inexplicable core of his own longing, Jekyll builds a link to his depravity, or, a sexuality that is repressed and brutal, that forces depravity upon several actions that he methodically detaches from himself (Stevenson 2006). Hating his own self for his hidden lusts, Jekyll falls back on science to discover the path towards power and pleasure, suppression and excesses. The twofold identity divided between decency and lust distinguishes power as the capacity to be completely both. Hyde represents sexuality as debasement and depravity. Jekyll gives life to Hyde by ingesting the correct concoction of substances. Hyde, therefore, is a medical result, or, a by-product of chemical trial. Jekyll is the character that ‘wrapped the sexual body in its embrace’ (Halberstam 1995, 69). Jekyll, through chemical experimentation, generates a vicious entity and afterwards he struggles to suppress it and control it. This representation of sexuality in Dr. Jekyll and Mr. Hyde depicts several Victorian values. Audiences immediately associated the two characters of Dr. Jekyll to the ‘double standard’ social order of that period; double standard, because it was a period of contrasting principles—usually regarding sexuality above all. ... Hyde depicts several Victorian values. Audiences immediately associated the two characters of Dr. Jekyll to the ‘double standard’ social order of that period; double standard, because it was a period of contrasting principles—usually regarding sexuality above all. The common attitude towards it was extremely strict and suppressive, but at the same time obscene materials and harlotry flourished (Halberstam 1995, 69-70). Thus, when the author narrated about Hyde’s wicked acts, without in fact bringing them up, audiences associated that immediately to sexuality. By changing the focus on this form of sexuality, a frequently talked about theme of the author’s original narrative becomes ensnared into contemporary analyses: a large number of intellectuals today infer a hidden allusion to homosexuality in his fiction. Clues are scattered all over the narrative. First of all, there is virtually an absence of female characters in the novel. In addition, the du al self that Dr. Jekyll had to create can be understood as the widespread core immorality homosexuals at the time had to confront. Homosexual relationships at the time the story was written were established as illegal and an evil doing (Hogle 2002). Jekyll’s blend of reproductive features reflects the medical portrayals of ‘homosexuals’ who are making their presence more felt than ever before (Cooper 2010, 75): This perverse sexuality appears spontaneously, without external cause, with the development of sexual life, as an individual manifestation of an abnormal form of the vita sexualis, and then has the force of a congenital phenomenon; or it develops upon a sexuality the beginning of which was normal, as a result of very definite injurious influences, and thus appears as an acquired anomaly. Upon what

English Technology Essay Essay Example for Free

English Technology Essay Essay The amazing thing about cell phones is that they are no longer just used for calling or texting. They have become an indispensable multi-tool wonder. Today’s cell phone is cutting-edge technology at your fingertips. With this in mind, should students be permitted to use cell phones in school? I believe they should not just be permitted to use cell phones; they should be required to use them. Cell phones don’t just allow students to stay connected with family and friends, they are also an excellent learning resource, and they encourage the responsible use of technology. To begin with, cell phones make it possible for students to stay in touch with family and friends. A student can call home and ask a family member to bring them a forgotten assignment or lunch money or to come pick them up if they are sick. Also, cell phones allow parents to keep track of their children’s whereabouts before, during, and after school. And, of course, there’s always the possibility of a student needing to contact a parent because of a dangerous situation. Thus, having a cell phone is like having a guardian angel. Students can also connect with friends, but not just because it’s a fun thing to do; A teacher can ask to text or email friends when they are absent to let them know what’s going on in class and to inform them of any homework. When used responsibly, a cell phone can be an excellent communication tool. Also, cell phones – especially smart phones are a great learning resource. Students can use tools such as the calculator, a map finder, and the calendar. You can use cell phones for all classes to keep track of homework. Instead of having to go to the computer lab teachers can let students use their smart phones to do research when doing group work, or working on a project. For example, if you have to study for ecology you can research on local jobs having to do with protecting the environment right from your classroom seat. Plus there are lots of great learning websites – including essay-writing websites – we can use to supplement the learning in classes like English. Cell phones are a quick and easy way to incorporate technology in the classroom. Finally, cell phones encourage the responsible use of technology. Students can learn when and how to use their cell phones to enhance their learning. They will become more independent in their work and more motivated to learn. Students like being allowed to make choices, and they understand consequences. If a student is texting when he/she should be paying attention to the teacher, the teacher should take the cell phone temporarily away. No big deal. Before a test, all cell phones should be placed on the teacher’s desk with no problems. By allowing the uses of cell phones, students will feel like they are being treated like responsible young adults, and they will appreciate that. If teachers are patient, understanding, and consistent, students will surely become responsible users of technology in schools. In conclusion, people who oppose the use of cell phones in school do it because of the disruptions and distractions cell phones can cause. But we must accept that we live in a world of technology and that cell phones are an important and very useful part of that world. We miss out if we fail to take advantage of the educational power of the cell phone. All in all, cell phones improve communication, provide learning resources, and encourage appropriate use of technology. Teachers and administrators must find ways to incorporate this excellent multi-tool in our schools. As you’ve learned from this essay, it’s really not that difficult. Let’s make the most of the day and age we are living in.

Mary Crawford: The Satisfying Heroine Essay -- Literary Analysis, Jane

In Mansfield Park, Jane Austen presents her readers with a dilemma: Fanny Price is the heroine of the story, but lacks the qualities Jane Austen usually presents in her protagonists, while Mary Crawford, the antihero, has these qualities. Mary is active, effective, and witty, much like Austen’s heroines Emma Woodhouse and Elizabeth Bennet. Contrasting this is Fanny, who is timid, complacent, and dull. Austen gives Mary passages of quick, sharp, even occasionally shocking, dialogue, while Fanny often does not speak for pages at a time. When she does, her speeches are typically banal and forgettable. In Mansfield Park, Austen largely rests Fanny’s standing as protagonist on the fact that Fanny adheres to the moral standards of Austen’s era. Mary Crawford makes a more satisfying and appealing heroine but due to her modern-era sensibility and uncertain moral fiber, she cannot fulfill this role. Part of what makes Mary Crawford an appealing candidate as a heroine of the story is her ability to take action. Throughout Mansfield Park, Mary is an energetic participant in the activities of Mansfield Park, such as taking part in many conversations, arguing her own point of view, riding horses, entertaining herself and others with her harp, and acting in Lover’s Vows. Fanny pales in comparison in terms of her level of activity. In regard to riding, Fanny is attended to when she rides, either by a groomsman or her cousins (Mansfield Park, 59). When Edmund decides to procure Fanny a horse, he does so in consideration of her health, not her happiness, as he means to â€Å"procure for Fanny the immediate means of exercise, which he could not bear she should be without† (Mansfield Park, 32). Edmund’s concern is that the horse is good for Fanny’... ...n presents her ambiguously between morally reprehensible and simply blunt and ahead of her time. Mary Crawford is not the heroine of Mansfield Park. Heroines in Jane Austen’s novels end up married to a man they love and this is not Mary’s fate. Mary did have the opportunity to become a heroic figure but did not take it. If Mary had changed her ways, put her feelings for Edmund above her desire for wealth, her character development and change of heart would have made her acceptable to the Regency Era audience. However, she is steadfast in her opinions and makes no concessions. Mary’s stubbornness, disregard for standards of the times, and wittiness makes her unfit as a heroine when the book was published. However, in contemporary times these characteristic appeal to audiences, as one is more likely to relate to Mary’s practical, although controversial, opinions.

Gambling Essay examples -- essays research papers fc

Gambling, while it lowers taxes and creates jobs, it also causes addicts to lose money and therefore creates a higher crime rate.A Quick History of Gambling.Gambling was a popular pastime in North America long before there was ever a United States. Playing cards and dice were brought over by both the British and the Dutch. By the end of the 17th century, just about every countryseat in colonial America had a lottery wheel. Cockfighting flourished thoughout the countries, especially in the South. Bear Baiting was also a popular sport, but the Puritans banned it.(Ortiz 4)Almost 100 years later gambling in the West gave gambling a second life. Early church leader struck down all forms of gambling and so in the East gambling for the most part died completely. Far from both government controls and moral interference of reform groups in the East, gambling became so popular in the West that Monte tables were often setup in the middle of the town.(Donovon 13)Organized CrimeDuring the Prohibition Era (1920-1933), illegal gambling was organized into an authoritarian regional and national system. Responsibility for the syndication of gambling is usually attributed to Arnold Rothstein, who invented the inner-city layoff. He is also known for master minding the "Black Sox" scandal in which the White Sox threw the 1919 World Series to the Cincinnati Reds to assure gambling profits.Gambling legally, once again, becomes acceptable.Since the 1970s, the United States has turned full circle in its attitude toward gambling. Three hundred years ago, the "sport", mostly in the form of lottery, was seen as a perfectly acceptable way to raise money for public purposes.(Savage 12) Over the past several years, slow economic growth, cuts in federal funding to states, and growing public needs have forced many desperate state and even local government to seek additional sources of revenue. Most states have turned to lotteries, horse and dog racing, and, most recently, a growing number of states have resorted to casino gambling as a way to raise money and keep taxes low.(James B5)Sports gamblingDuring the late 1980s, and early 1990s, several states have tried to introduce sports betting, either as part of lottery, like sports pool, or as sports bookmaking. Never the less, the leader of the nation's sports integrity, including the National Basketball Association (... ... spend money gambling," and 59 percent thought that "gambling can erode young people's work ethics." The respondents were evenly split on whether "gambling teaches children that one can get something for nothing" with 49 percent agreeing and 48 percent disagreeing.(Siebel 82)ConclusionIn conclusion gambling is alright as long as its is done in moderation. Also if you know that you have a problem with gambling you should call the gamblers hotline so that you can get the help that you need before it's to late. I would also like to say I learned a lot from this research paper. I hope whomever reads this research paper does so to. Works CitedDonovan, Hedley. The Gamblers. Alexandria: Time-Life Books, 1978.Goddu, Jenn. "Blue Chip lives up too most of its goals." Hammond Post-Tribune 24 Feb. 1999: E1+James, Rich. "All five casinos show January revenue drop." Hammond Post-Tribune 23 Feb. 1999: B5+Ortiz, Darwin. Gambling Scams. New York: Dodd, Mead + Company, 1984.Savage, Jeff. A Sure Thing?. Minnesota: Lerner Publications Company, 1997.Siebel, Mark A, Nancy Jaids, and Alison Lanes. Gambling Crime or Recreation. Texas: Information Plus, 1996.

Narrative Essay Skills

Narrative Writing Lesson plans and other teaching resources Action Chains Students learn to elaborate on an event in a narrative by expanding their sentences into action chains. Expanding single actions into an action chain provides the reader with a more detailed picture of an event in a narrative. This lesson is designed for grades 3-5. Active Beginnings This 3-page printable handout focuses on crafting strong leads. It is designed for elementary students and requires Adobe Reader or compatible application.Constructing Narratives: A Unit Plan for Taking Apart and Reconstructing Stories This lesson is designed as a project-based unit plan that will take students through the narrative process from deconstruction to construction. After initial discussion, students will use an interactive story map to deconstruct a short story. Students will use pictures to put together a PowerPoint-based storyboard that other students will use to construct a story. This unit is designed for grades 6-8 .From Object to Story: Writing a Historical Narrative Featuring an Artifact from One's Family History Students share observations about the history of familial artifacts. They then research the history and cultural significance of selected objects to prepare their own historical narratives. Includes short reading as prewriting activity. Getting Hooked: Introduction for a Narrative Students will be able to identify techniques for writing an introduction for a narrative and use them effectively. This lesson is designed for grades 2-4.Hands, Hands, Hands – Writing a Narrative Essay from the Perspective of a Particular Hand The teacher will show pictures of six hands to students (pictures included with other handouts). After a brainstorming session, students will choose one hand that illustrates a particular story from their life. Then students will write a two page narrative essay about this story. These stories will be posted on a class blog to allow for feedback and discussion from classmates. In Search Of Wisdom: An Interview With An Elder Students develop interview questions, interview someone aged 60 or older, and write a narrative using that person's voice.Incorporating Flashbacks in Narrative Text — The Sinking of the U. S. S. Indianapolis Students watch a 2:25 video segment that shows an interview with one of the survivors of the U. S. S. Indianapolis who recalls the sinking of the ship and his survival. Students then create an original narrative that utilizes flashback to tell the survivor's story. This lesson is designed for grades 8-10 and includes links to the downloadable video and all support materials. Make Kids' Writing Shine: Using Beginnings and Endings to Teach Craft Strategies to build elementary writing skills.Scroll down for revision and assessment ideas, resources. Memory Preservation–One Relative at a Time After organizing and conducting an interview of a grandparent/senior citizen, students create a slideshow presenta tion using the information and memorabilia collected at the interview. This lesson plan includes rubric and model. It is designed for 8th grade. Narrative Writing & Reading Core Skills Lesson Plan Creating a story is like magic! Grab your magician's hat and wand for this activity. Teach core curriculum concepts of narrative writing (story creation) through the use of characters, setting, and plot.Also teaches skills needed to meet language arts reading and writing core curriculum standards that require the ability to describe characters, settings, and major events in a story. Designed for elementary students. Nibble, Nibble, Little Mouse Students in grades 6-8 explore the implications of point of view in literature and write a narrative, retelling a traditional story from a different character's point of view. A Picture's Worth a Thousand Words Students are given a picture that tells a story. They brainstorm words and ideas, then write a story based on what they see.This lesson is d esigned for grades 6-8. Note: more ideas for teaching the personal narrative can be found on the Biography page. Prewriting Exercises for Personal Narratives Ten activities for personal narrative writing. Savvy Story Structurestudents learn to actively engage in reading by becoming more familiar with the elements of a story. Students will be required to think at a higher level and will enhance their understanding of selected passages and stories. Students should also begin to relate stories to their own lives. Designed for grades 3-5.Ten Narrative Writing Prompts These prompts are designed for high school and college students, but it might be possible to modify some of them for younger students. Tir Nan Og This 4:04 video offers many options: introduction to linear narrative, making predictions, sequencing, writing descriptions, adding dialogue. Using Music to Teach Personal Narrative Students use songs like â€Å"Snapshots† and â€Å"Crossing the Border† to reflect on their own experience. From the Rock and Roll Hall of Fame and Museum. Using Personal Photographs to Spark Narrative WritingThe lesson plan asks students to bring in a photograph that has special meaning for them and to write about it. Using Pictures to Teach Narrative Writing with Roll of Thunder, Hear My Cry Students respond to pictures depicting segregation. They write a story from the point of view of someone in the picture. Writing to Photography/Photography to Writing A teacher designed this project with two goals in mind: (1) to improve students' writing by incorporating photography into descriptive and narrative writing exercises designed to inspire more varied and creative perspectives, and (2) to enhance visual as well as verbal literacy.

Baking Ingredient Substitutions Table

Baking Ingredient Substitutions Table Do you need to replace one ingredient with another in a recipe? Apply a bit of cooking chemistry to save your project.  This is a table of ingredient substitutions that you can make when baking. Changing the ingredient may affect the taste and texture of your recipe slightly, but this list should help prevent major differences. ammonium bicarbonate - 3/4 teaspoon1 tsp baking soda baking powder (single-acting) - 1 teaspoon1/4 teaspoon baking soda plus 1/2 teaspoon cream of tartar plus 1/4 teaspoon cornstarch baking powder (double-acting) - 1 teaspoon1/4 teaspoon baking soda plus 1/2 teaspoon cream of tartar plus 1/4 teaspoon cornstarch. Use 1 tsp for every 1 cup of flour. baking soda - 1/2 teaspoon2 teaspoons double-acting baking powder (replace the acidic liquid in recipe with non-acidic liquid) baking soda - 1/2 teaspoon1/2 teaspoon potassium bicarbonate buttermilk - 1 cup (240 ml)1 tablespoon lemon juice or vinegar plus enough milk to make 1 cup (240 ml) (let mixture stand 5-10 minutes)more buttermilk recipes cake flour - 1 cup (130 grams)3/4 cup (105 grams) all purpose flour plus 2 tablespoons (30 grams) cornstarch cake flour - 1/3 cup1/3 cup all-purpose flour less 1/2 teaspoon chocolate (bittersweet or semi-sweet) - 1 ounce (30 grams)1/2 ounce (15 grams) unsweetened chocolate plus 1 tablespoon (15 grams) granulated sugar chocolate (unsweetened) - 1 ounce (30 grams)3 tablespoons (20 grams) natural cocoa powder (not Dutch-processed) plus 1 tablespoon (14 grams) unsalted butter, shortening, or vegetable oil cocoa powder, Dutch-Processed - 3 tablespoons (20 grams)1 ounce (30 grams) unsweetened chocolate plus 1/8 teaspoon baking soda. Also reduce fat in recipe by 1 tablespoon. cocoa powder, natural unsweetened - 1 ounce (30 grams) unsweetened chocolate. Also reduce fat in recipe by 1 tablespoon. coffee, strong - 1/4 cup (60 ml)2 tablespoons (10 grams) instant coffee in 3 tablespoons hot water corn syrup, dark - 1 cup (240 ml)3/4 cup (180 ml) light corn syrup plus 1/4 cup (60 ml) light molasses corn syrup, light - 1 cup (240 ml)1 cup (200 grams) granulated white sugar (increase the liquid in the recipe by 1/4 cup or 60 ml) cornstarch (for thickening) - 1 tablespoon (15 grams)2 tablespoons (25 grams) all purpose flour cream of tartar - 1/2 teaspoon1/2 teaspoon white vinegar or lemon juice cream - half-and-half - 1 cup (240 ml)7/8 cup (210 ml) whole milk plus 2 tablespoons (25 grams) melted unsalted butter cream, heavy (not for whipping) - 1 cup (240 ml)2/3 cup (160 ml) whole milk plus 1/3 cup (75 grams) melted unsalted butter flour, self-rising - 1 cup (140 grams)1 cup (140 grams) all-purpose flour plus 1-1/2 teaspoons baking powder plus 1/4 teaspoon salt flour, whole wheat - 1 cup (150 grams)7/8 cup (120 grams) all-purpose flour plus 2 tablespoon (6 grams) wheat germ honey - 1 cup (240 ml)3/4 cup (180 ml) light or dark corn syrup plus 1/2 cup (100 grams) granulated sugar lard - 1/2 cup (113 grams)1/2 cup (113 grams) solid vegetable shortening lard - 1/2 cup (113 grams)1/2 cup (113 grams) plus 1 tablespoon (14 grams) unsalted butter marshmallow cream - 2.5 ounces8 large marshmallows or 1 cup miniature marshmallows milk (sweetened condensed) - 14 ounce can (396 grams)blend 1 cup instant nonfat dry milk plus 2/3 cup (135 grams) granulated sugar plus 3 tablespoons (35 grams) melted unsalted butter plus 1/2 cup (120 ml) boiling water milk (evaporated whole) - 1 cup (240 ml)1 cup (240 ml) half half milk (whole) - 1 cup (240 ml)1 cup (240 ml) skim milk plus 2 tablespoons (25 grams) melted butter or margarine molasses - 1 cup (240 ml)1 cup (240 ml) dark corn syrup sour cream - 1 cup (225 grams or 8 ounces)1 cup plain yogurt sour cream - 1 cup (225 grams or 8 ounces)1 tablespoon lemon juice or vinegar plus whole milk to fill 1 cup (240 ml) tapioca, instant or quick-cooking - 1 tablespoon (12 grams)1-1/2 tablespoons (20 grams) flour vinegar - 1/4 cup (60 ml)1/3 cup (80 ml) freshly squeezed lemon juice yogurt, plain - 1 cup (225 g)1 cup (225) sour cream

King Tuts Tomb Essays - Egyptian Mythology, Tutankhamun

King Tut's Tomb Essays - Egyptian Mythology, Tutankhamun King Tut's Tomb What does the tomb of tutankhamen and its contents show about the Egyptian concern for the afterlife? Tutakhamen's tomb, and the artifacts inside are an indication of the concern the Ancient Egyptians held for the after-life of their king. In 26th Nov. 1922, the English archaeologist Howard Carter opened the virtually intact tomb of a largely unknown pharaoh: Tutankhamen. This was the first, and to date the finest royal tomb found virtually intact in the history of Egyptology. It took almost a decade of meticulous and painstaking work to empty the tomb of Tutankhamen. Around 3500 individual items were recovered. When the Burial Chamber of Tutankhamen was officially opened, on 17 February 1923, the Antechamber had been emptied. It had taken near fifty days to empty the Antechamber; the time required to dismantle and restore the contents of the Burial Chamber including the gilded wooden and the sarcophagus was to be greater, and the work was not completed until November 1930, eight years after the original discovery. One must examine both the tomb itself, and its contents, to see the c onnection between the tombs and burial rituals and the doctrine of eternal life. The royal tombs were not merely homes in the hereafter for the kings, as are the private tombs of commoners and nobility. Instead the tombs are cosmological vehicles of rebirth and deification as much as houses of eternity. As the king is supposed to become Osiris in a far more intimate way than commoners, he is equipped with his very own Underworld. And as the king is supposed to become R in a way entirely unavailable to commoners, he is equipped with his very own passage of the sun, whether this is thought of as the way through the underworld or through the heavens. Tutankhamon's tomb, hurriedly prepared for the premature death of the king at the age of only about 18, is, as Romer says, a hole in the ground, compared to a proper royal tomb. The theme of fours is conspicuous in Egyptian religious practice. Tutankhamon's tomb contains four chambers. The burial chamber, with a ritual if not an actual orientation towards the West, is the chamber of departure towards the funeral destinies. The internment of the body certainly is the beginning of the sojourn of the dead, and the Egyptians saw the dead as departing into the West. The room called the Treasury is then interpreted to have a ritual orientation towards the North as the chamber of reconstitution of the body. Since the most conspicuous object in the Treasury was a great gilt sledge holding the shrine containing the canopic chest, which holds the king's viscera, this could well suggest the problem of reassembling the king's living body. That task, indeed, has a very important place in Egyptian mythology. After the goddess Isis had retrieved her husband Osiris's murdered body from Byblos, their common brother, Seth, the original murderer, stole the body, cut it into pieces, and tossed them in the Nile. Isis then had to retrieve the parts of the body before Osiris could be restored to life. Her search through the Delta, which is in the North of Egypt, seems to parallel the sacred pilgrimage to cities of the Delta that Desroches-Noblecourt relates as one of ritual acts of the funeral, as many of the other objects in the Treasury seem to be accessories for that pilgrimage. For the sovereign to be reborn it was necessary that a symbolic pilgrimage be made to the holy cities of the delta. The principal halts of the journey corresponded almost exactly to the four cardinal points of the delta where these cities were situated. Sais, to the west, represented the necropolis where the body was buried; Buto to the north, with its famous canal, was an essential stage of the transformations within the aquatic world of the primordial abyss, evoking the water surrounding the unborn child; and Mendes to the east whose name could be written with the two pillars of Osiris, the djed pillars, evoking the concept of air. There, said the old texts, the gods Shu and Tefenet were reunited, or again, according to the 17th chapter of The Book of the Dead, that