Lady Lazarus by Sylvia Plath. Essay Example for Free

Lady Lazarus by Sylvia Plath. Essay The poem Lady Lazarus gives us an insight into the troubled life of the poet Sylvia Plath. She lost her father at an early age. Supported solely by her mother she went through a very rough childhood. In fact, Sylvia Plath escaped a near fatal accident in her childhood and went on to attempt suicide twice in the following years of her life. In the poem, Plath lets her emotions flow and sheds light on her distress. In this poem, Sylvia Plath uses Holocaust imagery extensively. The Holocaust, as is widely known, refers to the inhuman torture and exploitation of the Jews by the Nazis. The first mention of the gruesome Holocaust comes in the form of a comparison between herself and a Nazi lampshade. Unbelievable as it may seem, the Nazis used the skins of the Jews to make lampshades. Plath feels that she has been used in a similar manner. Throughout her life Plath had been in and out of hospital. So much so that she felt like an object on display; a mere, inconsequential living thing on which the doctors happily carried out various experiments. The Nazis used to take away all valuable articles from the Jews, including expensive fabrics like linen. Plath refers to her skin as Jew linen, again indicating that she was used as an object. Plath suffered a nervous breakdown in her childhood. To cure her, doctors had no choice but to use shock treatment, subjecting her to unbearable pain in the process. In the poem, Plath uses the word charge which has a pun on it, referring to the brutal pain inflicted on her by the doctors. In this instance, a parallel can be drawn to the inhuman torture experienced by the Jews. In the poem, Plath refers to herself as a valuable and a pure gold baby, which is again an example of Holocaust imagery. It is widely believed that the Nazis were so cruel that they not only used the Jews to do physical work but also used their bodies to make objects like soap. Their golden teeth were plucked out and melted to make valuables such as wedding rings. Their corpses were then burnt to erase all trace of their existence. The mention of all this in the poem makes us believe that Sylvia Plath considered herself to be stifled, oppressed and exploited, just like the Jews. Finally, a striking similarity is noticed in the manner in which Plath chose to end her life and the methods used to exterminate the Jews. The Jews were killed in gas chambers where poisonous gases devoured their internal organs. Plath committed suicide by putting her head inside an oven, and died as a result of gas poisoning. In my opinion this was perhaps because she felt herself so alike the Jews that she preferred to end her life in the very same manner. Thus, we can safely conclude that Holocaust imagery forms a significant part of Sylvia Plaths poem Lady Lazarus. b) After critically analyzing the poem, the Holocaust imagery which has been used widely, seems fairly effective in conveying the poets message. It is clear from the poem that Sylvia Plath felt she has been driven to suicide by society as a whole. Evidently, she believed that life had been too unfair to her. This feeling stems from her childhood, when she lost her father. This horrific incident left a gaping void in her life. A major part of her moral support had been cruelly snatched from her. To add to this, Plath had a pitiable medical record. She made frequent visits to the hospital throughout her life. The excruciating shock treatment she received shook her completely. Once Plath got married, her personal life suffered even more. Her husband had been unfaithful to her, further aggravating her pitiable condition. Overall, Plaths life was depressing to say the least. Plath was consumed by self-pity throughout her life. In this regard, the Holocaust imagery used by Plath is very effective and appropriate. It reminds us of historys most vicious tale of cruelty. This justifies its use to depict Plaths life. However, in other respects, the Holocaust imagery cannot effectively portray Plaths life. An important reason being that the Jews always had the will to survive. They were members of an affluent community who were stripped off all their possessions by the Nazis. Plath on the other hand had attempted suicide twice. This is a glaring difference between Plaths life and the Holocaust, making it quite ineffective in conveying her message. Another important difference is that the Holocaust was a planned genocide which involved the death of approximately six million people. Plaths comparison seems quite irrelevant in this aspect, as she talks about the death of a single person (herself). Finally, one of the most important differences is that Plath considered death to be a performance. At the end of the poem, Plath says that she was about to rise like a phoenix, referring to her own death. To her, attaining death was like being resurrected, as she would be freed from her troubled life. Plath believed death to be a means of attaining victory over life. She clearly mentions that when she survived her second suicide attempt, it was a theatrical comeback. In comparison, the Holocaust was only about forcing people into giving up their lives. Thus, in my opinion, taking these factors and many more subtle differences onto consideration, the Holocaust imagery is fairly effective in conveying Plaths message.

Essay Comparing Change in The Stranger and Nausea :: comparison compare contrast essays

Comparing Change in The Stranger and Nausea  Ã‚  Ã‚        Ã‚   Existentialists mean that we can't rationalize, since we can't explain human fear, anguish, and pain. To rationalize is absurd, because in the final analysis, we will find nothing. Life is absurd. This leads to the term Nothingness. Thus, since we can't find a meaning of life more than what we attempt to create by ourselves, we anguish. Living in the same era, Camus and Sartre individually helped to form the school of existentialism. Of course there were others: Kierkegaard, Heidegger, etc. But I have chosen Camus and Sartre because of the closeness in the publication of their first novels. Camus published his first novel, The Stranger, in 1942, while Sartre published his first novel, Nausea, in 1938. I am interested in the way they look at change in The Stranger and Nausea. In The Stranger, the main character is Mersault. His mother dies and he travels to her home for the burial. The day after the funeral, Mersault gets together with a woman, Marie. He becomes friends with Raymond, a neighbor. Raymond is having an argument with some Arabs. Mersault is then pulled into the dispute between Raymond and the Arabs. Finally, on a sunny afternoon at the beach, Mersault kills one of the Arabs, even though he really has nothing against him. Mersault is put on trial and sentenced to death. Nausea is the journal of Antoine Roquentin; Nausea is the resulting disorientation Roquentin feels from having his existence revealed. Through a self analysis, Roquentin discovers that his existence is meaningless. He has been living for the past three years in the French town of Bouville and is working on a history book. Mersault is characterized by an indifference to change. At one time, Mersault gets an invitation to move to Paris by his boss, but he declines. Mersault says that "people never change their lives, that in any case one life was as good as another and that I wasn't dissatisfied with mine at all." (Camus, p. 41) Mersault is content with what he got. He has his work, his home and his girl: it's all he needs. He lives, like Roquentin, in solitude, reflecting upon the actions of others. But he never gets involved since it doesn't matter to him. He neither feels happy nor sad. It is as if all emotions were drained from his body.

Adult Attachment Styles and Romantic Relationships Essay

In 1987, the Attachment Theory extended to include the bonds between adults and their romantic partners; the extension includes the concept of the secure, the anxious-preoccupied, the dismissive-avoidant, and the fearful-avoidant attachment styles. Current research, in the form of cross-sectional and longitudinal studies, predicts adults exhibit attachment styles during the forming, maintenance, and separation process. The research utilized the experiences in close relationships inventory and the relationship maintenance questionnaire to find their conclusion. The findings concluded the association among the adult attachment features like closeness, safe haven, and secure base develop over time during the forming, maintenance, and separation process. In addition, the conclusion display the effectiveness of both clinical and non clinical exposure treatments in the growth and preservation of the secure attachment style behaviors utilized in romantic relationships. Keywords: attachment styles, romantic relationships, partners, adults, secure, insecure Adult Attachment Styles and Romantic Relationships More than half of the world’s adults are involved in a romantic relationship. The most common romantic relationship includes the sexual dating relationship, the domestic partnership, or the marriage. The adults or partners involved in these relationships inevitably reach a point of conflict. How the relationship partners react to the conflict displays whether the partners are acting as a securely attached person or an insecurely attached person. The securely attached adult portrays a happy person when dealing with relationship issues. Whereas, an insecurely attached adult is an unhappy person when dealing with relationship issues. Adults should strive for the secure attachment style for the best satisfaction level, commitment level, and ability to adapt to change in their romantic relationship. Background In 1952, John Bowlby originally designed the Attachment Theory to explain the bond between a child and people serving in the caregiver capacity (Feldman, 2011). Many theorists began noticing attachment influences the entire human experience. In 1987, Cindy Hazan and Philip Shaver officially applied  Bowlby’s views on attachment to include the bonds between adults and their romantic partners (Nudson-martin, 2012). Hazan and Shaver viewed attachment in adult romantic relationships as a powerful part of an adult’s emotional life, and many of the most secure and insecure behaviors arise during the maintenance of the romantic relationship. Hazan and Shaver noticed the behavioral patterns between a child and its caregiver was similar to the behavioral pattern between an adult and its romantic partner. Similarities like a desire to be close to the attachment figure and using the relationship as a safe haven to explore the world; consequently, Hazan and Shaver used Bowlbyâ₠¬â„¢s concept of attachment styles to categorize the behavioral patterns adults display in different stages of their romantic relationships (Pittman, 2012). Hazan and Shaver developed four adult attachment styles, secure and three insecure types. The adult attachment styles they developed are the secure, the anxious-preoccupied, the dismissive-avoidant, and the fearful-avoidant. The first attachment style is the secure type which corresponds with the secure attachment style in children. The secure adult is warm a responsive in their interactions with their romantic relationship partner. Secure attached adults tend to have positive views of themselves, their partner, and their relationship. The securely attached adult fells comfortable with intimacy and independence. Their relationships are characterized by greater longevity, satisfaction, trust, commitment, and interdependence (Mikulincer *& Shaver, 2012) Secure adults have a tendency to be more satisfied in their relationships than insecure adults. The first insecure attachment style is the anxious-preoccupied, which corresponds to the anxious-ambivalent attachment style in children. The anxious-preoccupied adult seeks high levels of intimacy, approval, and responsiveness from their romantic relationship partner. The anxious-preoccupied adult values intimacy so much they become overly dependent on their relationship partners. They do not value themselves, and blame themselves for their partner’s lack of resp onsiveness. People who are anxious or preoccupied with attachment may exhibit high levels of emotional expressiveness, worry, and impulsiveness in their relationships (Mikulincer & Shaver, 2012). The anxious-preoccupied person is clingy and has low self esteem. Low self esteem and impulsiveness is likely to lead to depression or suicide. The second insecure attachment style is  the dismissive-avoidant, which corresponds to the avoidant attachment style in children. The dismissive-avoidant adult desires a high level of independence from themselves and their relationship partner. They view themselves as self-sufficient, invulnerable to feelings associated with being closely attached to their partner, and close relationships as relatively unimportant. The dismissive-avoidant adult tends to avoid intimacy because their partner is less important. An adult with a dismissive-avoidant attachment style tends to suppress and hide their feelings (Juhl, Sands, & Routledge, 2012). The dismissive-avoidant style is characteristic of young male adults in the dating stage (Poulsen, Holman, Busby, & Carroll, 2013); the young male experiences the lack of responsiveness and the carelessness of other’s feelings. The dismissive-avoidant adult lacks responsiveness and is an ego-maniac. Being, an ego-maniac is likely to lead to dissatisfaction with everyone else. The third insecure attachment style is the fearful-avoidant, which also corresponds to the avoidant attachment style in children. The fearful-avoidant adult usually has experienced some type of emotional or physical abuse, and in turn do not trust their romantic relationship partners. The fearful-avoidant adult experiences mixed feelings. On one hand, they desire to have emotionally close relationships. On the other hand, they tend to feel uncomfortable with emotional closeness. These mixed feelings are combined with, an unconscious view of themselves as unworthy of responsiveness and trust from their partner, and the reverse is true (Juhl et al, 2012). The fearful-avoidant attachment style is also typical of the adults in the remarriage stage (Ehrenberg, Roberts & Pringle, 2012); the divorcee experiences the mixed feelings and the lack of trust. A mix of the other two insecure attachment styles, the fearful-avoidant adult has low self esteem and lacks responsiveness. Discussion The secure, anxious-preoccupied, dismissive-avoidant and fearful-avoidant attachment styles share both commonalities and differences. The issue of desiring a romantic relationship is common in the secure, anxious-preoccupied, and sometimes in the fearful-avoidant attachment styles, this meaning these attachment styles lend toward satisfaction in romantic relationships. While the dismissive-avoidant attached adult does  not have the same feelings. Also, the desire to be in a relationship leads to the adult wanting to commit and faces; the adults desires to be in a relationship no matter what happens in the future. The issue of having low self esteem is a common problem in the anxious –preoccupied and fearful-avoidant attachment styles. The low self esteem arises when the adult feels there are unworthy of their partner’s intimacy. Due to this fact, the adults displaying these styles are less sociable. In this case, the adults with low self esteem have low satisfaction w ith themselves, which in turn leads to low satisfaction in their romantic relationship. The low self esteem adult can not fully commit, and can not endure changes. Their own issues lead to them not trusting the commitment and changes displayed by their partner. Additionally, there are commonalities in the issue of responsiveness or responding to the partner when they feel anxiety. The responsiveness issues are a part of all the attachment styles, however responsiveness can range from zero percent to one hundred percent. The zero percent is the dismissive-avoidant attachment style, and the one hundred percent is the secure attachment style. The lack of responsiveness leads to the adult not caring about the outcome or commitment level of the romantic relationship. In addition, the adult that lacks responsiveness does not care about the changes that are likely to arise. A way for researchers to find an adult’s desire to be in a relationship, self esteem, and responsiveness is the strange situation. The strange situation is an observational technique to judge the partners attachment style (Selcuk, Zayas, & Hazan, 2010). The strange situation looks at the secure base and the safe haven. The partner and the relationship are the secure base and safe haven, respectively. The strange situation technique can also be used to change an insecure adult to a secure adult, once they are aware of their attachment style. Adults who appear secure in the strange situation, for example, tend to have a partner who is responsive to them. On the other hand, adults that display one of the insecure attachment styles in the strange situation has a partner who is insensitive to their needs, or inconsistent or rejecting in the love they provide (Edenfield, Adams, & Briihl, 2012). Essentially during the strange situation, the adult asks themselves the following fundamental question: Is the partner nearby, accessible, and attentive? If the answer is â€Å"yes,† he or she feels loved, secure, and confident. Behaviorally, the adult is likely to leave their secure base and be sociable with their partner and others. However, the answer is â€Å"no,† the adult experiences anxiety, visual searching , active following, and vocal signaling .These behaviors continue until either the adult is able to reestablish a desirable level of physical or psychological proximity to the partner , or until the adult whines down. The anxiety behavior displayed is similar to those experienced during separation or loss (Heffernan, Fraley, Vickary & Brumbaugh, 2012). Similar questioning to the strange situation is asked in the experiences in close relationships inventory (ECR), and the relationship maintenance questionnaire (RM). Questions about the desire to be in a romantic relationship, and the likely behaviors displayed in that relationship marks the inventory and questionnaire) Edenfield et al, 2012). The ECR and the RM can be used to predict whether the relationship partner is securely attached or i nsecurely attached. The research findings from the strange situation, the ECR, and the RM combined with the finding closeness, safe haven, and secure base occur over time developed effective clinical and non clinical exposure treatments. In this case, the insecurely attached adult can choose to be treated in a clinic or in the home close to the safe haven. In either case the use of adaptive skills will be utilized. Additionally, using adaptive skills will move an insecurely attached adult to and securely attached adult. Adaptive skills are skills a romantic partner uses in reaction to their partner’s behaviors. Adaptive skills promote emotionally available and appropriately responsive partners, as well as a partner capable of regulating both his and her positive and negative emotions (Feldman, 2011). The insecurely attach adult will utilize adaptive skills to counter act the other partner’s insecure behavior, in a way to exhibit secure attachment. Conclusion and future directions In conclusion, most adults are in a romantic relationship, and behave and react in the relationship. Due to this fact, the adult gains either secure or insecure attachment to their romantic partner. The securely attached adult is warm and responsive to the ideals of commitment and their ability to adapt well to changes they will face in a romantic relationship. Additionally, the securely attached person displays increased levels of satisfaction in their romantic relationship. Romantic relationships having  one or both partners exhibiting insecure attachment style, will find moving to a secure attachment beneficial to their romantic relationship. Especially, in the areas of satisfaction, commitment, and the different changes. The insecurely attached partners will find using adaptive skills in both clinical and non clinical exposure treatments helpful in developing a secure attachment. The most useful is experiencing long-tern exposure to the secure attachment style in the home. In t he future, the concept can be applied to the area of work and higher education. Adults experience long term relationships with colleagues and professors. References Edenfield, J. L., Adams, K. S., & Briihl, D. S. (2012) Relationship Maintenance Strategy Used by Romantic Attachment style. North American Journal of Psychology, 14)1), pp 149. Retrieved from http://search.proquest.co,m.ezproxy.liberty.edu:2048/docview/927903917 Ehrenberg, M. F., Roberts, M., & Pringle, J. (2012). Attachment Style and Marital Commitment in the Context of Remarriage. Journal of Divorce and Remarriage, 53(3), pp 204-219. doi: 10. 1080/10502556.2012.663270 Feldman, R. S. (2011). Development across the Lifespan. 6th ed. Upper Saddle River, NJ: McGraw-Hill. Heffernan, M. E., Fraley, R. C., Vicary, A. M., & Brumbaugh, C. C. (2012). Attachment Features and Functions in Adult Relationships. Journal of Social and Personal Relationships, 29(5), pp 671-693. doi: 10.1177/0265407512443435 Juhl, J., Sand, E. C., & Routledge, C. (2012). the Effects of Nostalgia and Avoidant Attachment on Relationship Satisfaction and Relationship Motives. Journal of Social and Personal Relationship s, 29(5), pp 661-670. doi: 10.1177/0265407512443433 Mikulincer, M & Shaver, P. R. (2012). Adult Attachment Orientations and Relationship Processes. Journal of Family Theory and Review, 4(4), pp 259-274. doi: 10. 1111/j. 1756-2589.2012.00142.x Nudson-Martin, C. (2012). Attachment in Adult Relationships: a Feminist Perspective. Journal of Family Theory and Review, 4(4), pp. 299-305. doi: 10. 1111/j.1756-2589.2012.00141.x Pittman, J. F. (2012). Attachment Orientations: A Boon to Family Theory and Review. Journal of Family Theory and Review, 4(4), pp 306-310. doi: 10.1111/j.1756-2589.2012.00133.x Poulsen, F. O., Holman, T. B., Busby, D. M., & Carroll, J. S. (2013). Physical Attraction, Attachment Styles, and Dating Development. Journal of Social and Personal Relationships, 30(3), pp 301-319. doi: 10.1177/0265407512456673 Selcuk, E., Zayas, V.., & Hazan, C. (2010). Marital Satisfaction: The Role of Attachment in Marital Function. Journal of Family Theory and Review, 2(4), pp 258-259. doi: 10. 1111/j.1756-2589.2010.00061.x

A Research Study On Students Perception Of Blind Date...

he researcher was a nonparticipant observer of two class sessions facilitated by Ms. Hardison. During the lesson, the researcher took field notes that focused on student comments while engrossed in the lesson. A survey (see Appendix 1) was also constructed and used that contained five Likert-scale questions (1=Not At All; 2= Somewhat; 3= Very/Extremely) and three open-ended questions. Students completed the survey upon the conclusion of the introduction to poetry lesson at the end of class. Data was analyzed using an ethnographic approach with a realist design to determine high school students’ perception of Blind Date Poetry introduction compared to other forms of poetry introductions they had previously experienced. Field notes and open ended questions were coded through identifying relevant comments that was organized into categories. Likert-scale questions were analyzed through an excel program to determine the participant s’ view of the introductory lesson. Findings The findings concerning student perspective of the active learning poetry introduction were highly positive. The open-ended questions in the survey asked students what they liked about the lesson, and a majority stated that the introduction was fun. One student stated, â€Å"I was engaged the whole time and did not get bored at all. Time flew by and reading the different poems was very interesting! Loved todays lesson!† These perspectives were supported by the Likert-scale section of the survey as 80Show MoreRelatedAnnotated Bibliography: Plagiarism39529 Words   |  158 Pagesï » ¿Plagiarism Bibliography Buckwalter, J. A., Wright, T., Mogoanta, L. and Alman, B. (2012), Plagiarism: An assault on the integrity of scientific research. J. Orthop. Res., 30:  1867 1868. Granitz, N. and Loewy, D. (2007). Applying Ethical Theories: Interpreting and Responding to Student Plagiarism. Journal of Business Ethics, 72(3), 293-306. Luke, B. and Kearins, K. 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