Impact of Jealousy on Relationships

Impact of Jealousy on Relationships Jealousy has crucial and far-reaching implications for persons who are involved in romantic relationships. According to Harris (2009), individuals in a romantic relationship, do at some point experience the feeling of jealousy. Among most definitions of jealousy, it is usually defined as an emotional response to the real or imagined threat of losing something of value from a romantic relationship (Salovey Rodin, 1985; White Mullen, 1989). Some researchers for example Anderson et al. (1995) view romantic jealousy as a positive experience. Having a jealous partner, can cause someone to become careful and avoid other relationships formation and thereby do not longer take his or her current partner for granted. Harris and Darby (2010) supported this conclusion by saying that â€Å"it alerts one to relationship threats and can motivate behaviors that protect the relationship† (p.547). Taking into consideration that the experience of jealousy may protect romantic relationships against potential threat, it is seen to coincide with evolutionary psychological perspective on relationships. From this approach, Buss (2000) argues that romantic jealousy is an adaptive emotion that helps those who are at the risk of losing their partner to a third party and thus must act to hinder the potential loss of the sexual reproductive benefits they gain from their partner. Thus in a way, jealousy may forestall a partners unfaithfulness and is therefore fundamental to relationship bettering goals of mate guarding and mate retention. Evolutionary psychology also predicted who is more prone to be jealous. In most couples, a partner may be more physically attractive, having good health and resources. They thus have the power to attract possible replacement partners than the other partner, which is known as the â€Å"fluctuating asymmetry† (Gangestad Thornhill, 1997). The less a ttractive partner experiencing jealousy in this context is believed to be adaptive in order to protect their relationship from being threatened by a rival and breaking. The study done by Brown and Moore (2003) is in line with this argument. Despite of its good side, there are several evidence for the dark side of jealousy. Barelds and Dijkstra (2006) said that in Western culture jealousy has a negative significance and is frequently seen as a socially undesirable emotion. Many of the empirical studies done in the past have also found that the common person tends to describe jealousy as a negative and bad emotion. For instance the study done by Sharpsteen in 1993 reveals that during the study when people were asked to determine the characteristics of jealousy, their answers were hurt, threatened, bad thoughts about other man and woman. In other words they identified the features of jealousy as negative only. According some researchers for example Hendrick and Hendrick (1983), the feeling of jealousy is not healthy and it is an evidence of deficit. Other researchers have associated jealousy with low self-esteem (Bringle, 1981), low self confidence ( Bunk, 1997), low generalized trust ( Buunk and Dijkstra, 2000), low empathy for others (Radecki Bush, Farrell, Bush, 1993), loneliness ( Rotenberg, Schewchuk Kimberley, 2001), a need for approval (Salovey Rodin, 1985,1989), neuroticism (Stieger, Preyss Voracek, 2012), depression (Tarrier, Beckett, Harwood Ahmed, 1989) and generalized hostility (Thomas, Miller Warner, 1988). On attachment basis, it was found that individuals who display insecure attachment style are more likely to feel jealous about their partner than those who have a secure attachment style (White Mullen, 1989, Sharpsteen Kirkpatrick, 1997, Guerrero, 1998, Harris 2009). The worst side of jealousy is that it can cause someone to become aggressive and violent towards romantic rivals. (DeSteno et al. 2006; Paul et al. 1993; Chiffriller Hennessy, 2007; Harris, 2003; Mullen 1995). All the studies cited above, under the definition of jealousy gives us evidence for the good and bad sides of romantic jealousy. However, most researchers now are in the favor of a multidimensional approach in order to clearly understand how jealousy is conceptualized and experienced. (Bevan Samter, 2004; Buunk, 1991, 1997; Buunk Dijkstra, 2006; Harris, 2009; Pfeiffer Wong, 1989; Salovey, 1991; Sharpsteen, 1991). Bringle et al. (2007) put forward the transactional model of jealousy, which is a multidimensional approach that defines two types of jealousy. First the suspicious type and second the reactive type. Suspicious type of jealousy comprises of feelings, behaviors and thoughts that are experienced when major cases that would usually arouse jealousy are absent. In addition, someone experiencing features like high levels of anxiety, insecurity about their relationship and doubt describes suspicious jealousy. The reactive type is however different from the suspicious type of jea lousy. This kind of jealousy occurs when one partner has learned that his partner has betrayed him or her. Suspicious jealousy is referred to internal individual factors like low self-confidence and insecurity, while reactive jealousy is related to exogenous factors that come from the relationship and society. Scholars Buunk (1991,1997), White and Mullen (1989) identified three components of jealousy: Emotional Jealousy, Cognitive Jealousy and Behavioral Jealousy. Emotional Jealousy Series of studies have concentrated on the emotional component of jealousy. Emotional jealousy comprises of an affective reaction to a real or an imagined threat to a valued relationship (Theiss Solomon, 2006). Emotional arousal embraces negative feelings such as anxiety, discomfort, anger, fear, insecurity, and upset (Guerrero, Eloy, Jorgensen, Andersen, 1993; Sharpsteen, 1993; Sharpsteen Kirkpatrick, 1997). Depending on the situations, emotional jealousy may also include feelings of sadness, guilt and envy (Guerrero, Trost, Yoshimura, 2005; White Mullen, 1989). Emotional jealousy refers to how someone feels when his or her partner is flirting with someone else, kissing or hugging someone of the opposite sex or how that person feels when he or she learns that somebody else is dating his or her partner. Cognitive jealousy Several studies have analyzed the role of cognition in jealousy, which includes the appraisal of threat to a relationship (Fitness Fletcher, 1993; Harris, 2003a; Nannini Meyers, 2000). The repeated thoughts of anxiousness, doubts and suspicions someone has about his or her partners potential infidelity and external relationships characterize cognitive jealousy (Theiss Solomon, 2006). It involves someone who is obsessed by mistaken beliefs, worries and suspicions about rivals to a valued romantic relationship. Cognitive jealousy implies the construction of elaborate cognitive scenarios that result in biases toward perceiving relational threats and misunderstanding of the partner’s behavior (Rydell Bringle, 2007). Examples of cognitive jealousy include a person always imagining a romantic partner as disloyal, interpreting the way their partner interact with the opposite sex as flirting, or comparing oneself incessantly with a potential romantic rival. Behavioral jealousy Behavioral jealousy was defined by Pfeiffer and Wong (1989) as the â€Å"detective/protective measures a person takes when relationship rivals (real or imaginary) are perceived† (p. 184). Jealous behaviors may be expressed in many ways however; the purpose to either protect the relationship or notice potential threats to the relationship is what they have in common. The goal of someone who expresses behavioral jealousy is to ensure that intimacy does not take place between ones partner and a third party. Examples of behavioral jealousy include being inquisitive, checking up on one’s partner, searching his or her belongings, mobile phones, making uncomplimentary statements about the rival, or trying to come in between the partner and rival when they are engaged in conversation. According to this definition, spying or surveillance of one’s partner would consist of a more severe form of behavioral jealousy. White (1981) viewed such behaviors as ways to manage emotions, especially as jealousy is more probable to occur for individuals who are in committed relat ionships than for individuals who are in an open relationships or singles (Pines Aronson, 1983; White Mullen, 1989). A study done by Theresa Hurton (2011), who looks at the relationship between social network site Facebook and how it impacts college romantic relationships, found that there is a positive correlation between checking Facebook daily and presence of jealousy in romantic relationships. Other scholars for example Muise et al (2009) conducted a study that reveals a significant association between time spent on Facebook and jealousy related feelings and behaviors experienced on Facebook. Nowadays Facebook is known to almost all people in the world, it is a new phenomenon and I think most people have a personal Facebook account, be it youngsters or adults. It has become one of the largest procrastinating tools’ for almost everyone. Despite the good sides that Facebook has, one example is that it provides the ease of communication, it does bring along some notorious effects, and one of them is that it may put romantic relationships at risk of breaking by inducing jealousy feelings in couples according to the literature.

The Influence of Malcolm X on United States History Essay -- Racial Is

There have been many people throughout United States History who have greatly influenced the nation, including Malcolm X. Malcolm X both positively and negatively affected American society. He is regarded as one of the greatest and most influential African Americans in history, while being a tremendous public speaker and human rights activist, specifically advocating for the rights of African Americans. However, numerous individuals view him as controversial figure due to the widespread portrayal of Malcolm X as a violent and racist character often considered to be the opposite of Martin Luther King, Jr. Overall, it is clear that Malcolm X is one of the most significant people in United States history because of his various positive and negative influences on American culture. Malcolm Little was born on 19 May 1925 in Omaha, Nebraska, but grew up in Lansing, Michigan (Malcolm, 2003). Malcolm attended school in Lansing, but dropped out in the eighth grade after one of his teachers told him that he should become a carpenter instead of a lawyer. His childhood can be seen as quite tragic for several reasons. First, he watched his house burn down at the hands of white supremacists, the Ku Klux Klan. Then, two years later, his father was murdered, and subsequently, his mother was placed in a mental institution. Later, only in his early teens, Malcolm moved to Boston to live with his half-sister. There, he became involved in criminal activities. Known as â€Å"Detroit Red,† for his hair’s reddish tinge, he developed into a street hustler, drug dealer, and leader of a gang of thieves (Mamiya, 1). Consequently, in 1946, he went to prison for burglary (Malcolm, 2003). It is due to this criminal nature, in his early life, that some i... ...sively demand change (Ferran, 1992). Unfortunately, many individuals find him to be controversial and his methods to be extreme. Nevertheless, he fought for equality of African Americans and stood for what he believed becoming one of the most significant characters in American history. Works Cited Brazil, Georgia and Barbara Reed. â€Å"X, Malcolm†. Volume Library. Southwestern. Nashville, TN. 2004. Ferran, Christine. "X, Malcolm 1925-1965." Contemporary Black Biography. 1992. Encyclopedia.com. 14 Feb. 2011. â€Å"Malcolm X.† Britannica. 15th Edition. 2003 Mamaiya, Lawrence A. "Malcolm X Biography." Biography.com. 2010. Web. 15 Feb. 2011. . McGill, Sarah Ann. â€Å"Malcolm X.† EBSCO. Broadalbin-Perth High School Library Broadalbin, New York. 16 Feb. 2011. .

Capital Punishment Essay: Should Execution of Inmates be Televised?

Should the Execution of Death Row Inmates be Televised?      Ã‚  Ã‚  Ã‚   On discussing the appeal of the highly-rated CBS television show, "Survivor," host Jeff Probst said the "appeal of the show lies in the idea that it is truly a human experience" (Mason par. 3).   Now imagine a show in which American television viewers are permitted to watch the live execution of a Death Row inmate.   Would broadcasting a live execution have the same "appeal" as "Survivor"?   Or would televising an inmate's execution have horrific and harmful consequences on the American public, putting the issue of capital punishment, as well as their ethical standards, in jeopardy?      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Televisions are present in 98-99% of American households, (comma splice) basically they are present in every American house.   American viewers watch televisions frequently and for a long duration of time, regarding what is seen on television as the most "credible, complete, intelligent, and unbiased source of news" (Leighton par. 10).   Therefore, because of this fact, proponents of televising executions believe that in doing so, the public creates a deterrent, allowing the whole process of the United States criminal justice system to play out in front of the American public via the most popular medium for doing so, the television ("Debate Lives On" par. 3).   A deterrent is a notion that the pain of punishment, (in this case, the pain of execution), will prevent human beings from committing crimes.   Therefore, if the American public could bear witness to the execution of a convicted man or woman, the image would be so shocking t o that viewers mind that the ability or desire of that person to commit a "death penalty" crime would decrease.   In essence, proponents of te... ... 2 June 2000.   Online.   Internet.   Available:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.csmonitor.com/durable/2000/06/02//fpl13sl-csm.shtml Miller, Matthew.   "Forget Conventions-televise executions."   Los Angeles Times Syndicate.   29 June 2000.   Online.   Internet.   Available:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.reporter-news.com/opinion/forgetconvensions/exe.htm Shapiro, Andrew L.   "State Killing: America's New Spectator Sport?"   Salon Magazine.   28 July 1997.   Online.   Internet.   Available:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.salonmagazine.com/mediacircus.html   "State Killing is Not the Answer."   Amnesty International-USA.   Press Release.   Guatamala.   26 June 200.   Online.   Internet.   Available:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.rights.amnesty.org/ainews.html White, James.   Contempory Moral Problems.   Fifth Edition.   West Publishing Company.   Minneapolis, 1997.

The Practices in Leadership Essay Essay

The Practices in Leadership have changed in the post-bureaucratic era. Remember also that your assignment must demonstrate critical thinking, as I have emphasised in each lecture. Question assumptions by considering the negative aspects of post-bureaucratic soft power. Is it desirable in all circumstances? Are there ethical considerations? What about concerns with subtle manipulation and control? You need to grapple with the complexity of the issues – not merely give a one-sided managerialist argument. Leadership is essential in the post-bureaucratic era; however leadership is an extremely complex term that is often an overthought and has an indefinite interpretation in society. Leadership can be defined as the ‘process of directing, controlling, motivating and inspiring staff towards the stated organisational goals’. (Clegg, Kornberger & Pitsis 2011, p. 126). There are many traditional theories of leadership which I will be discussing including personality traits , behaviors, postmodern and the contingency theory. Ernest Shackletons leadership is viewed as ‘nothing short of spectacular’ during his journey across the Antarctic continent overland. One day away from Land, the vessel became iced in, and eventually sank. Shackletons role as a leader was to get every man home alive. Shackleton displayed three leadership approaches/theories he displayed on the remarkable journey .Shackletons ability to lead his men emphasizes technical and personality skills, which both can be learned and developed. The skills approach is centered around this idea, however skills can be also gained through past experiences, as seen by Shackleton, this the main reason the men respected him, due to his well-known knowledge. The style approach was displayed by Shackleton through his tasks and interpersonal relationships with others. Conflicts between men on board the ‘Endurance’ were often resolved by Shackleton, this presenting the style approach being displayed by him. The Contingency Theory was also explored in Shackletons journey, with unforeseen events taking place, and him being able to adapt to these due to his skills, this matching the style of approach. Leaders however in the post bureaucratic era can manipulate and deceive the public, hiding the hidden corrupt ion of which they act. There are many leaders who have violated their responsibilities and abused their power are present in modern day society, however attempt to justify themselves with their position of power. (Herman, S 2007, p.152)â€Å"heads of major nonprofit organizations who have demonstrated corruption and  ineptitude, military leaders whose arrogance and lack of foresight and planning have made us at worst the world’s enemy and at best the world’s laughingstock, heads of state who have boldly lied to the nation and then twisted their words when caught, and media leaders who have pandered to commercial interests while feeding us distortions if not outright lies and delivering products designed to pander to our basest instincts†. There are however leaders with a genuine vision, who encompass courage and determination and are willing to sacrifice their life for their beliefs. Martin Luther King is an example of an active leader who used his power in a positive manner. (Herman, S 2007, p.153) â€Å"Martin Luther King in August 1963 gathered 250,000 Americans for the march on Washington, to inspire the passage of the Civil Rights Act of 1964. These leaders who display positive actions encompass egalitarianism and lead individuals without the use of manipulative power. Having a responsible leader in an organization is a common centrally focused objective. Boards of directors seek to select CEO’s who are estimated to be most responsible for the organisations performance and capital. Being responsible and accountable are comprised performance goals in which a responsible leader aims to achieve. Taking responsibility as a leader, involves accountability, dependability, authority and empowerment ( Cameron, K 2011,p.32)

Michigan School for the Deaf Essay

Through the years the school has faced many challenges such as: funding, maintenance, up keep of advancing technology and enrollment. The single most important issue is funding without funding there would be no residential school for the deaf children and the would be forced to be mainstreamed into public school. I propose that parents should be told about Michigan School for the Deaf. Driving down Miller Road in Flint, Michigan and you are probably wondering what the old buildings standing there are for and what came about to how the school Michigan School for the Deaf became about? I will help you better understand. MSD was started in 1848, but it did not start out as MSD. Heck, they didn’t even know what they were going to call it or where it was going to be located, they just knew the deaf and blind needed a school to go to as well as â€Å"normal† students. A State Legislature Governor Ransom, who just so happened to be the governor at the time, wanted to give the idea of having a joint school for the deaf and dumb and blind. A guy by the name of E. H. Thomson proposed a bill to establish an institution called Michigan Asylum for Educating the deaf and dumb and blind. The bill was later enacted into a law and signed April 3rd, 1848. It took a good 28 years to get a school started. In the 1820’s a state sponsored school was proposed to be established in Detroit, Michigan but it was never materialized. A few students who were blind were taught in a preparatory school at the University of Michigan located in Romeo, Michigan during the 1840’s. Children in the 1840’s were not educated in programs, Michigan did not send deaf and blind students to schools like many other states were practicing. Villages of Flint, Romeo, and Kalamazoo extended offers of donations of land, cash, and building materials. In November 1849, the board selected the proposed site for the hospital for the insane and the also the proposed for the school. The hospital was to be located in Kalamazoo and the school was in Flint. The funding law was passed in 1848, but because of financial difficulties the school did not start until 1854. In the year of 1851 the board voiced the idea to joint the deaf and blind because having a separate school was out of the question. They proposed the idea of having of having erected class rooms suitable and separate for the deaf and blind. Students who could afford the school financially, were the suitable age, and had the strength would board in the Village of Flint, the students who couldn’t afford were accommodated under the charge of the Principle. The month of November in 1853 the board offered Reverend Barnabas Maynard Fay the position of Principle. Fay had previous experience as a teacher at Indiana Institution for the Blind and the Institution for Deaf and Dumb in New York. January 1854, Fay was appointed and the school was to open February 1, 1854 in Flint. February 6, 1854 the first student was enrolled, April 18, 1854 it was reported they had 12 students, 11 deaf mute and one blind. Thirteen years later an act was passed to change the name of Michigan Asylum to Michigan Institution for Educating the Dead and Dumb and the Blind. In 1879, the blind were separated the school for the blind from the school for the deaf. In 1887 Michigan School for the Deaf was given, not sure what year Michigan School for the Blind was relocated to Lansing, Michigan. As of 1937 MSD became jurisdiction of the State Board of Education and still remains to this day. (deaftartars. com) You may be wondering why I am writing a proposal for MSD when I am neither deaf or blind. It’s a simple answer, family. My grandpa is a Tartar alumni, being deaf mute and completely blind. He was not always blind, but he has been deaf since the day he was born. My family moved from Arkansas to Michigan for the school. You are probably once again thinking, are you guys crazy? No, we are not, they just wanted best from their highly intelligent son. A lot of people degrade deaf and blind individuals, they see them as being different from us so they automatically call them dumb. It hurts when I hear these individuals being called that because I know first hand that they are not anywhere near that. They have to retain a bunch of knowledge in their brain as well as us, but the difference they have to use their hands where we use are mouths. It is an even harder task because just like us they have to learn different languages also. You are probably really confused as to how a deaf and blind person communicates am I right? I will inform you, it is a lot harder then a regular deaf person. They use what is called tactile sign language, it is when the person talking takes the other persons hand and signs into the palm of the hand, but only using one hand most of the time. Luckily, my grandpa was one of the lucky was to get a great education considering there are a lot of them that are not as lucky example, Matt Hamill. Matt Hamill, found out at a very young age that he was profoundly deaf. His grandfather would not let him go to a school that would help him better learn how to communicate with every day people. He became a star wrestler, even got into Purdue University. Soon to be kicked out because he was not taught sign language and could not comprehend what the interrupters were saying to him, let alone what they were doing. Matt later went to Rochester College of Technology (RTC). There he learned everything he needed to know and became a National Champion Wrestler. Michigan School for the Deaf, is not only for deaf students. MSD is also a school of choice for anyone, but it definitely an expensive school. Tuition is $30,600 and for the resident intermediate school district it is $9,500. Many parents of deaf children do not know that there is a school for deaf children, reasoning why enrollment is down and why MSD does not have a lot of funding. (The Hammer) The amount of enrollment for MSD has gone down so far over the years which is causing some major funding for the school. Public schools get $9,000 for each deaf student that is enrolled into their school district. Most of the students and their parent’s do not even know that Michigan School for the Deaf even exist. I believe in order to get funding up at MSD a group of people need to go from school district to school across Michigan and have an assembly or a benefit for these parents. They can sit down and talk about what can happen at Michigan School for the Deaf for their child, why it is a better ideal school for their child to go to, and why their school district will not tell them about MSD. I bet you didn’t know that for every deaf child a public school has they get $9,000, that is $9,000 that MSD does not et because if that child leaves the district to go to MSD that district loses that money and has to give it to MSD. Deaf culture is a very hard culture to understand. A lot of time learning their language and learning how they have to learn is a very hard way. Its not easy teaching a deaf child math. You have to make sure you never mix the numbers up or how you sign a ver y long equation. The public school really isn’t using the money other then to pay an interrupter for each deaf child that is at that school. They get paid anywhere from $30-$70/hour. For one week of a school year saying that the child attends school for 35 hours that week, that interrupter earns $2,450 just one week! So in all honesty that school is losing money rather then gaining it from/for that child. Even fundraisers for the school would help. Like do a huge sporting event, say that Powers Catholic football team plays a huge game there and half the proceeds go to MSD or even showing movies like The Hammer and paying three dollars to watch it and having snacks where all the proceeds go to the school. I just think that more parents need to know that Michigan School for the Deaf is there so that their child gets a better education for their situation. If Michigan School for the Deaf does not get their funding up they are going to have to shut down and main stream all of their students into public schools. I believe that every parent with a deaf child is a very lucky parent. My grandparents are both deaf and they are highly intelligent. My grandpa is deaf and blind he is what people call the wooden toy maker. He carves fire trucks, old ford trucks, helicopters, and trains out of wood. He has been doing this 1991. my grandpa has no idea what we look like but he knows its us by a simple wave of hi in his hand or a handshake. A lot of people I know call deaf people dumb, but they are far from that. I bet if every person got a chance to have a conversation one to one with a deaf person they would think completely different of how they see each person. They are unique in their own way just like every other person in this world. I think it is amazing how they have a school to go to for their environment as well as we have one for ours. I think taking that away from them is cruel and horrible. Having a child that is deaf is a remarkable thing, do not let something that has been around for years be taken away because someone can afford to keep it up and running. This state needs to understand that they have a historical building in their hands, they need to figure out a way to keep it up and running. Remember, No Child Left Behind. Work Cited Michigan School for the Deaf. January 2011. December 2011 . Debbie Jenkins. Personal interview. December 2011. Harold Riley. Personal interview. December 2011. The Hammer. Dir. Oren Kapal. Perf. Russell Harvard, Raymond J. Barry, and Shoshannah Stern. 2011. Film.

Gorilla, My Love Critical Anaysis Essay

The title alludes to a style of musical declamation that hovers between song and ordinary speech; it is used for dialogic and narrative interludes during operas and oratories. The term â€Å"recitatif† also once included the now-obsolete meaning, â€Å"the tone or rhythm peculiar to any language.† Both of these definitions suggest the story’s episodic nature, how each of the story’s five sections happens in a register that is different from the respective ordinary lives of its two central characters, Roberta and Twyla. The story’s vignettes bring together the rhythms of two lives for five, short moments, all of them narrated in Twyla’s voice. The story is, then, in several ways, Twyla’s â€Å"recitatif.† â€Å"Recitatif† is a pioneering story in racial writing as the race of Twyla and Roberta are debatable. Though the characters are clearly separated by class, neither is affirmed as African American or Caucasian. Morrison has described the story as â€Å"an experiment in the removal of all racial codes from a narrative about two characters of different races for whom racial identity is crucial†.[2] Plot summary[edit source | editbeta] First encounter[edit source | editbeta] Twyla and Roberta Fisk first meet within the confines of a state home for children, St. Bonny’s (named after St. Bonaventure), because each has been taken away from her mother. Roberta’s mother is sick; Twyla’s mother â€Å"just likes to dance all night.† We learn immediately that the girls look different from one another: one is black, one is white, although we aren’t told which is which. Despite their initially hostile feelings, they are drawn together because of their similar circumstances. They both like to eat chicken. The two girls turn out to be, in famous phrase, â€Å"more alike than unalike.† They were both â€Å"dumped† there. They become allies against the â€Å"big girls on the second floor† (whom they call â€Å"gar-girls,† a name they get from mishearing the word â€Å"gargoyle†), as well as against the home’s â€Å"real orphans,† the children whose parents have died. They share a fascination with Maggie, the old, sandy-colored woman â€Å"with legs like parentheses† who works in the home’s kitchen and who can’t speak. Twyla and Roberta are reminded of their differences on the Sunday that each of their mothers comes to visit and attend church with them. Twyla’s mother Mary is dressed inappropriately; Roberta’s mother, wearing an enormous cross on her even  more enormous chest. Mary offers her hand, but Roberta’s mother refuses to shake Mary’s hand. Twyla experiences twin humiliations: her mother’s inappropriate behavior shames her, and she feels slighted by Roberta’s mother’s refusal. Second encou nter[edit source | editbeta] Twyla and Roberta meet again eight years later during the 1960s, when Twyla is â€Å"working behind the counter at the Howard Johnson’s on the Thruway† and Roberta is sitting in a booth with, â€Å"two guys smothered in head and facial hair.† Roberta and her friends are on their way to the west coast to keep an appointment with Jimi Hendrix. The episode is brief, but long enough to make Twyla feel like an outsider in Roberta’s world. Third encounter[edit source | editbeta] The third time Twyla and Roberta meet is 20 years after they first met at St. Bonnys. They are both married and meet while shopping at the Food Emporium, a new gourmet grocery store. Twyla describes the encounter as a complete opposite of their last. They get along well and share memories of the past. Roberta is rich and Twyla is lower middle class. Twyla is married to a firefighter; Roberta is married to an IBM executive. Fourth encounter[edit source | editbeta] The next time the two women meet, â€Å"racial strife† threatens Twyla’s town of Newburgh, NY in the form of busing. As she drives by the school, Twyla sees Roberta there, picketing the forced integration. Twyla is briefly threatened by the other protesters; Roberta doesn’t come to her aid. Roberta’s parting remark unsettles Twyla: â€Å"Maybe I am different now, Twyla. But you’re not. You’re the same little state kid who kicked a poor old black lady when she was down on the ground. You kicked a black lady and you have the nerve to call me a bigot.† Twyla replies, â€Å"Maggie wasn’t black.† Either she does not remember that she was black, or she had never classified her sandy skin as black. Twyla decides to join the counter-picketing across the street from Roberta, where she spends a few days hoisting signs that respond directly to Roberta’s sign. Fifth encounter[edit source | editbeta] We meet Twyla and Roberta once more; this time it is in a coffee shop on Christmas Eve, years later, probably in the early 1980s. Roberta wants to discuss what she last said about Maggie. The conversation is sympathetic but ends on an unresolved note.

3.05 Fireside Poets Assignment

What metaphors does Holmes use to describe the ship in stanzas one and two of â€Å"Old Ironsides†? Long has it waved on high, Beneath it rung the battle shout, and burst the cannon's roar, and no more shall feel the victor's tread. In 1830, the 44-gun American warship Constitution, the inspiration for â€Å"Old Ironsides,† was scheduled to be scrapped – that is, stripped of everything valuable or reasonable. What proposal is put forth by Holmes, in the last stanza of his poem? Holmes is saying it would be more respectable to take the ship out and sink her.What do you think Holmes wants the ship to symbolize? The American warship Constitution. The term,†Harpies,† in line 15 of â€Å"Old Ironsides† is an allusion to predatory flying creatures in Greek mythology, which have bodies of vultures and heads of women. The name meant â€Å"snatchers† or â€Å"robbers. † Why do you think that Holmes uses this allusion in his poem? Basically he's saying the government robbed the Constitution of her glory. He is comparing the ship to an eagle and the harpies are picking at the leftovers.In Longfellow's â€Å"The Tide Rises, The Tide Falls,† how does the title foreshadow the fact the traveler will not return? Well, the word fall is a metaphor for death, or failure. So, the second part of the title, The Tide Falls, basically says the traveler isn't gonna make it to the next day. Do you think Longfellow's poem is about one specific traveler, or could it apply to all in general? Explain your answer. It could be about one specific traveler, or all in general. All who dare to move under the cover of darkness aren't gonna succeed.Personification is a figure of speech in which an object or animal is given human feelings, thoughts, or attitudes. Cite an example of Longfellow's use of personification in â€Å"The Tide Rises, The Tide Falls. † â€Å"But the sea, the sea in darkness calls; The little waves, with thei r soft, white hands† How does the division into stanzas reflect the passage of time in the poem? Example: Stanza One presents twilight darkening into night. What do stanzas two and three represent? The second stanza represents the darkest part of the night, and the third represents morning light.