Communicating Through Music in Sonny’s Blues by James Baldwin Essay

Historically, strong family relationships have been emphasized by American society. Strong family ties have been significant to maintaining healthy lifestyles and relationships across many cultures, including African American culture. Sonny, the younger brother in James Baldwin’s â€Å"Sonny’s Blues†, has suffered from a heroin addiction which caused him to separate from both his parents and his older brother. The essay portrays two brothers who struggle with their difficult Harlem environment, cultural issues, and their emotional detachment from one another. As the brothers struggle with their inner conflicts and outward environmental struggles, they are reunited through a common theme in the essay: music. Baldwin empowers Sonny with a gift of extraordinary musicianship, and uses this gift to enlighten and empower the narrator. Baldwin’s essay narrates the trials of the narrator on his journey to self- discovery and the brothers trial of rebuilding their brotherly bond with music as their guide. The essay uses music as a form of communication between the brothers and symbolizes it as a powerful force in their relationship. In Baldwin’s essay, â€Å"Sonny’s Blues†, the narrator and Sonny are empowered through music, and through this empowerment, the music is able to rekindle and rebuild the brothers relationship. During the first half of the 20th century, Harlem became a mecca for African American culture and ideas. Home to the Harlem Renaissance, Harlem housed many influential African American leaders and influenced much of African American culture of the 20th century. Harlem’s population exploded during the 1920s-30s due to the Harlem Renaissance, and continued to expand until reaching its peak during the 1950s. The decade of the 195... ...frican American Musicians as Artists, Critics, and Activists. Berkeley, CA: University of California, 2002. 54-100. EBSCOhost. Web. 8 May 2015. "Sonny’s Blues by James Baldwin." Short Story Criticism. Ed. Anna Sheets-Nesbitt. Vol. 33. Detroit: Gale Group, 1999. 115-157. Literature Criticism Online. Gale. Web. 3 May 2015. http://galenet.galegroup.com.db24.linccweb.org/servlet/LitCrit/lincclin_spjc/FJ3593150004 Tracey, Sherard. "Sonny’s Bebop: Baldwin's "Blues Text" as Intracultural Critique." African American Review32.4 (1998): 691-705. JSTOR. Web. 9 May 2015. .

Those Most Nearly Touched: Social Criticism in American Literature :: essays research papers fc

One of the most influential critics of the social problems in American history was Civil Rights spokesperson W.E.B. DuBois, who believed that "Honest and earnest criticism from those whose interests are most nearly touched--criticism of writers by readers, of government by those governed, of leaders by those led--this is the soul of democracy and the safeguard of modern society." One of the leading vehicles of such criticism since the beginning of the United States of America was literature. Like Harriet Beecher Stowe’s Uncle Tom’s Cabin, American literature molded its history by changing social perspectives with authors’ voices. Stowe’s character changed popular American society’s views on the morality of permanent servitude, and other writers have introduced new views into mainstream thought by providing social criticism of their generations through characters’ perspectives. Three such writers were Stephen Crane, Flannery Oâ€⠄¢Connor, and Hunter S. Thompson. Crane’s criticism of the nature of war, O’Connor’s criticism of gender, racism and religion, and Thompson’s criticism of the deterioration of American values were all voices of American generations and essential elements of the evolution of modern American society. Stephen Crane’s The Red Badge of Courage was a novel that exploited an underlying irony of the nature of the American Civil War and war itself, as it was the â€Å"first non-romantic novel of the Civil War to attain widespread popularity.† Rather than depicting soldiers fighting for some noble and important cause, like literature of the American Revolution, Crane painted what seemed to be â€Å"loosely cohering incidents† that demystified and reshaped his generation’s views on warfare. War was not dignified; it was â€Å"hard stuff. Men ran away howling. Bodies were strewn and torn. War, went the clichà ©, was hell.† Crane created characters and scenes that highlighted the problems of his America’s popular opinion of war for â€Å"those whose interests are most nearly touched.† In Crane’s novel, those people were the innocent young soldiers who were thrown into â€Å"hell† and bestowed with responsibilities and expectati ons of highly immoral standards. He showed his generation and generations of Americans to come the horrors and the true nature of war. By exposing the fears and inner thoughts of Henry Fleming in his new environments, Crane introduced America to the harsh reality that â€Å"the blue and the gray honestly don’t ever seem too entirely certain why they’re fighting each other.† These were merely young men killing each other without really understanding the reason.

America Must Invest in Energy Efficiency Essay -- Argumentative Persua

America Must Invest in Energy Efficiency In recent years our country has had many debates over what must be done to lessen the amount of oil that our country consumes. It is well known that we need to make some type of change to help not only the environment, but also lessen our reliance on imported oil. President Bush recently announced his new plan that could someday greatly reduce that amount of oil that Americans use by replacing oil with hydrogen fuel cells. Although this plan is a step in the right direction, it is not the answer. There are far too many downsides that could actually hurt our country in the long run. One problem is that the plan proposed by Bush will take far too long before any changes will be seen. This is a major issue due to the fact that a previous plan was showing very promising signs for short-term success. A second problem is that the President’s funding is not in the correct area of hydrogen fuel cell research; he is funding methods that are not reasonable. When the new hydrog en fuel cell plan is looked at closely it actually uses oil that could be set aside. I feel that Bush’s plan for funding fuel cell research will not solve many of today’s problem regarding oil problems in our country because it could be more efficient and have more immediate effects. Although Bush’s plan could someday make a huge difference in the amount of oil used in the US, there is no way of knowing when any changes will be seen. I feel that something needs to be done to change our oil consumption as soon as possible. A major change would be seen very soon if President Clinton’s plan were to continue being funded. His idea was not to totally stop cars form using oil, but to lessen the amount of ... ...is is the answer to our short term oil problems, but it is not a long-term solution. That is why I feel that we do need to spend some money on hydrogen fuel cells. If we split the money between the two forms of research, it would help the US now and in the future. We must also fund the correct areas of hydrogen fuel cell research. To me it makes no sense to fund something when there is a better way to do it. Bush seems to simply be protecting the oil companies; he must learn to look past this and see the big picture. America is in need of a great change when it comes to our consumption of oil, and Bush has the opportunity to make huge changes if he spends the money in the correct way. I believe that the intentions of Bush’s new plan are good because of the fact that he wants to make a change, but I feel that his ideas must be revised before they are put into effect.

Curriculum Implication

This section firstly examines curriculum as a mediator of dominance and hegemony, exploring ideological issues in the selection and structuring of knowledge and in pedagogic practice. Secondly we focus on the issue of representation of subaltern groups, culture and ideologies. The concept of curriculum is used here to designate the experiences pupils have under the guidance of the school. Most issues in this area are predicated upon the assumption that appropriate school experiences can indeed make a significant difference to learning and lives of SC/ST children. Content of curriculum and internal operations are thus key issues that need to be addressed. Also very important are related areas of pedagogic methods, assessment and evaluation. In India, curriculum and the content of education have been central to the processes of reproduction of caste, class, cultural and patriarchal domination-subordination. In post independence educational policy, modification of content supposedly aimed at indigenization resulted in Brahmanisation as a key defining feature of the curriculum. Brahmanisation has been evident in the emphasis on (1) ‘pure’ language, (2) literature and other â€Å"knowledge† of society, history, polity, religion and culture that is produced by higher castes which reflects Brahmanical world view and experiences and Brahmanical perspectives on Indian society, history and culture, and (3) high caste, cultural and religious symbols, linguistic and social competencies, modes of life and behaviour. Furthermore, the overarching stress has been on eulogizing mental as against manual labour. The heavily gendered nature of school curricular content was evident in that women’s specialised knowledge and skills systems found no place in it or in the general curricular discourse. Rather they were used for devaluation and stereotyping of the female sex in curriculum. Curriculum is thus urban elite male-centric and bereft of the country’s rich cultural diversity. There has been a corresponding devaluation of â€Å"lesser† dialects, cultures, traditions, and folklore of dalits and adivasis as also of peasantry. The second defining feature of the curriculum on the other hand, was its ‘colonial’ character which privileged western modernization. The ideology however was adopted in truncated, superficial ways – the emphasis being on the incorporation of knowledge of Western science and technology, viz. that of the â€Å"hard Western sciences†, the English language and Western styles of life. The pursuance of liberal, democratic socialist values even though enshrined in the Indian constitution was largely notional in the curriculum. Curricular structure and culture of the colonial model has remained unchanged. The defining features of the structure are: full time attendance of age specific groups in teacher supervised classrooms for the study of graded curricula. Full day schools, compulsory attendance, unconducively long time–span of classes and vacations, served as deterrents, being ill suited to educating SC/ST children, especially in the initial years when access was just being opened up and availed. Poor and SC/ST households depended on children for domestic work or other productive work whether or not to supplement household earnings. Today, things have changed substantially and large numbers of parents are prepared to forego children’s labour and send them to school. However school organisation and curricula have not been sensitive as yet to fundamentally different economic situations, life aims and social circumstances of children belonging to poorer strata households or communities in the shaping of the school structure. Culturally, school norms of attendance, discipline, homework, tests and exams, and cognitively ethnocentric demands of concentration on nd memorisation of the content of the text by `rote’, all prove problematic for SC/ST children. Furthermore, the curriculum itself as a tool of cultural dominance and hegemony has an alienating and intimidating impact. Curriculum and the Scheduled Castes: For the Scheduled Castes who have sought education as a mechanism to transform as well as enter â€Å"mainstream† (read dominant) society, the central questions are of representation of their knowledge and culture and the critiquing of dominant knowledge and value systems of their lived reality and of social relationships based on dominance/subordination and exclusion. Dominant forms of inequality and hierarchy are made invisible in the discourse on common nationhood and common and equal citizenship, which the school curriculum propagates. But for the Scheduled Castes the heart of the matter is structural oppression, not cultural difference. Thus understandings of oppressive aspects of our traditional and contemporary structures, the historical construction of groups and communities are made invisible by the curriculum and not subjects of key curricular importance. Krishna Kumar’s studies have focussed attention on how the dominant groups’ ideas about education and the educated get reflected in the curriculum. Following the curriculum, Indian texts uphold symbols of the traditional, male dominated feudal society and its obsolete cultural values and norms. However, that the value content of education is out of tune with the reality of the changing, dynamic India is a matter of choice – a choice consciously or unconsciously made by those selecting textbook material from the available body of literature and by those creating it. Worthwhile knowledge is that which is linked to the values and lifestyles of dominant groups. Ilaiah has vividly described how knowledge and language are rooted in and structured around productive processes of lower castes and around socio-cultural surroundings of their habitat. This knowledge and skill based vocabulary, which is very highly developed, finds no place in the school curriculum. Nor do stories, music and songs, values, skills, knowledge, traditions, cultural and religious practices. Contemporary dalit literature is similarly disregarded. Lives, values and norms of upper caste Hindus which are strange and alienating for the lower castes, continue to be dominantly present. To quote from Ilaiah, â€Å"right from early school Upto College, our Telugu textbooks were packed with these Hindu stories. Kalidasa was as alien to us as the name of Shakespeare. The language of textbooks was not the one that our communities spoke. Even the basic words were different. Textbook Telugu was Brahmin Telugu, whereas we were used to a production-based communicative Telugu. It is not merely a difference of dialect; there is a difference in the very language itself†. The dominance of epistemology and content of the politically powerful intellectual classes makes curricular knowledge ideologically loaded. While Gandhi, Tagore and Krishnamurti – all from the high castes – have received national attention as indigenous educational philosophers, education has not incorporated the anti-caste-patriarchy and anti-hegemonic discourses of Phule, Ambedkar, Periyar or Iyotheedas. Curriculum does not reflect upon the historical significance of caste, gender and tribe, nor of the challenges posed to it by dalit epistemology, knowledge and protest. This should have been done through literature and social science curricula. Phule saw education as a potent weapon in the struggle for revolutionary social transformation. For him, the purpose and content of education were radically different from both Brahmanical and colonial models of education. His ideal was an education that would bring an awareness among lower castes of oppressive social relations and their hegemonic moral and belief systems that pervaded their consciousness†¦. an education that would instill western secular values, encourage critical thought and bring about mental emancipation. It would fulfil practical needs but would be broad based enough to inspire a social and cultural revolution from below. During the course of the long struggle of dalit liberation, Ambedkar developed an ideology that incorporated a critique and reinterpretation of India’s cultural heritage, a rich philosophy drawn from a wide range of social thought and an action programme which lay an equal stress on social and cultural revolution as it did on the economic and political one. Like Phule, he defined the purpose of education in terms of mental awakening and reation of a social and moral conscience. Education was also a means of overcoming inferior status and state of mind, of wresting power from the powerful. Thus, the Ambedkarian agenda for education included: (a) creation of capacities for rational and critical thinking, (b) socialization into a new humanistic culture and ideology, (c) development of capacities and qualities necessary for entry and leadership in modern avenues of work and politics, and (d) inculcation of self-respect and aspirations to respectable lifestyles in which demeaning traditional practices would have no place. Clearly Phule-Ambedkarian ideology went way beyond narrow modernization and technocratic impulses. It gave pre-eminence to ideology and values, Western in origin but critically adapted towards emancipation of India’s downtrodden. Ilaiah, in fact, argues that these values are equally indigenous, constitutive of lived-in realities of dalit bahujans. Dalit and non-Brahman leaders drew on western philosophical traditions to build an ideology and praxis of revolutionary transformation of the Hindu social order. It aimed at establishing a socialist social order underpinned by a new morality, based on values of liberty, equality, fraternity and rationality. School curriculum in India failed to reflect these expressions of new moral order. It does not need any great study to show that the national or state school curricula or teacher education curricula were never guided by these radical visions. The Scheduled Castes and their issues and problems have remained peripheral to the curriculum and their representation if at all has been weak and distorted. Curriculum and the Scheduled Tribes: Like the SC, curriculum does not acknowledge cultural rights of the Scheduled Tribes who are denied their own culture and history. School curriculum fails to take account of tribal cultures as autonomous knowledge systems with their own epistemology, transmission, innovation and power. Kundu gives the example of children being set to write essays on the circus, or being trained to write letters through mock missives to the police asking them to take action on disturbance by loudspeakers during exams. While adivasi children may know a great deal about animals, they are unlikely to have ever seen a circus; where the police are usually feared as oppressors and electricity is erratic, if at all available, enlisting police support in keeping noise decibels down is a most unlikely situation Not only are the knowledge and linguistic and /or cognitive abilities that Scheduled Tribe children possess ignored – e. g. the capacity to compose and sing spontaneously, to think in riddles and metaphors and their intimate knowledge of their environment – but schooling also actively encourages a sense of inferiority about Scheduled Tribe cultures. Like the Scheduled Castes, Scheduled Tribes rarely feature in textbooks, and when they do, it is usually in positions servile to upper caste characters; or as ‘strange’ and ‘backward’ exotica. The ‘cultural discontinuity’ between school and home draws attention to the rigidity of school organization and the emphasis on discipline and punishment in contrast with socialization practices and the lives of children, as reasons for non-attendance. Sujatha cites the case of community schools in Andhra where there was closer interaction with parents, weekly holiday was in tune with the local weekly bazaar, and school holidays coincided with tribal festivals. The school was observed to show positive results. The Language Question: Despite several policy documents and a constitutional provision (350A) recognizing that linguistic minorities should be educated in their mother tongue at primary level, there is practically no education in Scheduled Tribe languages. This includes even those like Santhali, Bhili, Gondi or Oraon which are spoken by over a million people. Although states in India were organized on linguistic grounds, political powerlessness of Scheduled Tribes prevented the formation of states based on tribal languages. They are confined to minority status within large states and are compelled to learn the state language in school. Primary teachers are predominantly from non-ST communities. And despite the pedagogic significance of initial instruction in the mother tongue, teachers do not bother to learn the tribal language even after several years of posting. The general picture at primary level is often one of mutual incomprehension between ST students and their non-ST teachers. Several studies have pointed to the significance of the language question at the primary levels. Quite apart from the pedagogic problems this creates – such as destroying the child’s self esteem, and reducing the possibilities of successful learning in later years, the denigration of Scheduled Tribe languages amounts to denigration of Scheduled Tribe worldviews and knowledge. The education system with its insistence on a common language as a means of achieving a common nationhood has been instrumental in the destruction of tribal language, culture and identity. Even outside the school, educated youth often speak to each other in the language of the school, perhaps to mark themselves off from their ‘uneducated peers’. Several languages, especially those spoken by small numbers, are dying out. Loss of a language means the loss of a certain way of knowing the world. Experiences of schooling of tribal children in Madhya Pradesh, Andhra Pradesh and Maharashtra have revealed the displacement of Bundelkhandi, Gondi and Warli by Sanskritised Hindi, Telugu and Marathi respectively. Depending on levels of cultural absorption and adaptation however, several Scheduled Tribes may not look to schools to teach in their home language. Indeed, for many Scheduled Tribe parents, the main advantage of schooling is that it gives access to the new languages, new occupations and a new life and enables interaction with the non-tribal world. But wherever Scheduled Tribes have been politically mobilised to celebrate Scheduled Tribe identity, they have been more clear and open in their demand for education in indigenous languages. The Alienating Impact of School Regimen: The school regimen of timing, discipline, hierarchy is especially alien to tribal children socialized in a world where individuality is respected from early on, and where parent-child interactions are relatively egalitarian. Kundu points out those testing procedures too are based on urban middle class values – the competitiveness and system of rewards that examinations represent is often culturally anomalous to Scheduled Tribe children who are brought up in an atmosphere of sharing. Furthermore, learning among ST children is usually intimately connected to the work process – children learn the names and medicinal uses of many plants and trees while accompanying their parents on foraging trips in the forest. When children are away at school, especially when they are sent to residential schools, they lose connection with this world of labour and their capacity to learn from it. Several studies have attested the alienating effects of language, school structure and ethos. Implications of Recent Hindu Cultural Nationalist Influences on Curriculum In the recent past a serious concern has been the ‘Hinduisation’ of the curriculum, its adverse implications for all children but most particularly to religious minorities and SC/ST. A deliberate policy move towards Hinduisation of the school which occurred at the behest of neo-right national government’s policy meant its specific framing within Vedic values and thought. However, even prior to that when there was no overt intent of curriculum or text to be grounded in dominant religious culture, the fact that most educational action teachers are Hindu made curriculum Hinduised. It influenced the manner in which annual days or other school events are celebrated. Breaking a coconut and lighting incense at the base of the flag pole on Republic or Independence Day is common practice. Additionally, distinctive Scheduled Tribe names are changed to standard Hindu names.

Moving Away

I can still remember that day. If you asked me, I thought the world was coming to a blazing end. Well, at least my world. It was a very humid and hot summer afternoon. Unusually warm for New England, it was the type of weather found in the deep south of our country. It was quite a coincidence actually; since this was the type of weather I would have to be used to. After all here I was on my way down to the south moving to Kentucky. It was a slightly a year before when I was first told by my parents that we would be moving. At first I didn’t believe them. I thought, â€Å"What kind of sick joke is this? â€Å"But after a few minutes I realized they were serious. More serious questions came popping into my mind. Why would we move? What about my friends? Who is going to buy this junky house? These were all questions that initially ran through my jumbled mind. My parents refused to answer my questions however. This got me extremely angry. How could they force such a change in my life and ignore my questions? My parents were being cruel, not because they were making me move but because they were completely ignoring my feelings and questions. My opinions and feelings meant nothing to them because they made the choice on their own. I was a Essay on Moving Away Moving away from all of your best friends can be a real tragedy in a sixteen-year-old teenagers life. It's hard to get up and go eight hundred miles away from everyone you know and everything you grew up around. I had this happen to me about three years ago and it is the largest change I have ever had to adjust to in my life. It wasn't the changes around me that I was bothered by; it was that I did not know one living soul for hundreds of miles and all I wanted was a friend. Two days into the summer after sophomore year at Governor Mifflin High School in the little town of Shillington Pennsylvania I would find out the worse news that a sixteen year old could hear. I found out that in four days my family and I would be moving to a suburb outside of Chicago because of my dads recent job change. I was devastated, I ran to my room and cried for about an hour with thoughts of all my friends running through my head. It was like all the memories I had with all my friends were going through my head at the same time. It was beyond doubt one of the biggest challenges of my life. During the last few days I was there I went out with my friends every night ha Moving far away from family and friends can be tough on a child at a young age. It has its pros and cons. One learns how to deal with moving away from the people they love and also learn how to deal with adjusting to new ways of life. Everything seems so different and at a young age one feels like they have just left the whole world behind them. That was an experience that changed my life as a person. It taught me how to deal with change and how to adjust. It developed me from a young boy into a mature young man. The day I moved away, a lot of things were going through my young mind. As I took my last look at my home, I remembered all the fun times I had with my family and friends through out my life. Now I was moving 800 miles away from all of that with no insight on what lied ahead for me. As my family and I drove away from our Michigan home, I looked out the window wondering what Virginia would be, and what my friends were doing. A lot of things were going through my mind at the time. At the time my main worry was if I would make any friends, and how I would adjust to everything. During the whole drive down, my mother would often let me know that everything would be all right and I would like it. Trying to be strong and hold back my tears, I just shook my head no, wondering why we had to move so far away. Life would be different for me and I knew it would. Adjusting to an atmosphere and new people had its ups and downs. Everybody ta. The effects of moving to a new town or city Nowadays, as a result of looking for better conditions of life many people have been moving from their own city to another city or country. People in all over the world are developing the necessity of find their happiness, education and a better work. Moving to a new town or city can bring some negatives and positives effects to the person who is moving. The first effect of moving to a new town or city can be found in educational life. Since people are looking to a better education, they move to a country that can give them the possibility of be a good professional. For example, in Angola my country, if you want find a great job; you have to have an international certificate. This means that the people who are living in another country have more possibility to achieve the work. Sometimes the companies on my country prefer consider people who are from another country. In short, I am the exactly example because I moved from my country to U. S. A to look for a spectacular certificate. The second effect of moving to a new town or city can be found in psychologist state of a person. For example, when I arrived here I had some mental problems because always I was thinking about my family that I left in Angola. A person who is homesick suffers the consequences alone and thinks a lot about the family that is away from her. In my opinion, think about the family who people left causes serious problem and the person cannot concentrate on her real objective there. In addition, people have to be strong and control all their feelings when they are in another town. The third effect of moving to a new town is that people spend a lot of money. To start a new life sometimes because of work or studies when people move they spend a lot of money with car, house, and school until adjust the new life with the new city. Starting a new life is kind of complicated because at first time you don’t have where buy and find everything†¦.

The Statue of David by Michelangelo-A Masterpiece

The Renaissance was a European phenomenon in the world of art and letters, which was found operative at the beginning of the 16th century all over Europe. It was a sort of the revival of learning-a New Learning-and a renewed interest in art and letters. It had a venerable attachment to the golden literary and artistic past of classical antiquity and an enthusiastic fondness for creative, imaginative and emotive freshness. It had a tremendous impact on the European mind and quickened its liberation from medieval dogmatism and feudal tyranny.The Renaissance brought bout the liberation of human thoughts and feelings and opened a wide vista of emotional freedom, imaginative flights and philosophical speculations in the sphere of art and literature. The statue of David, made by Michelangelo between 1501 and 1504, is a masterpiece of the Renaissance art. It is a seventeen feet tall sculpture of the biblical hero David, which was a favored subject in the art of Florence. In 1501, Florence h ad Just become independent from the Medici rule.This statue was commissioned by the Florentine council to be a gigantic model of heroic youth which could seem to protect Florence from the aggressors. The statue of David was one of the first structures of the male nude. The statue of David was built out of a block of smooth marble purchased from the famous quarries in Cascara. It was initially commissioned to Stagnation did Disco in 1466. He did not manage to work too much on it, and the contract was later terminated.Ten years after this, Antonio Reselling started working on it, but the contract was terminated again as no real progress was being made. The block thus lay exposed to the elements for twenty years before Michelangelo started working on it. Although he was not very happy at having to work on a block of second-hand marble, the contract with the Guild of Wool Merchants of Florence mentioned that the block intended was â€Å"badly roughened out†, stating that the bloc k was too valuable a commodity to waste. The statue was intended to be placed on the top of the Florence Cathedral.However, when it was finished, the beauty of the sculpture and its weight ruled out placing it at the top of the cathedral. It was too heavy to be lifted, and it was considered that people should have closer access to such a marvelous work of art. It was finally placed in the Piazza Della Signora outside the Palazzo Vehicle. Unlike the earlier sculptures of David by Overreach and Denotable, which showed David standing triumphant over the head of Goliath, the giant he had Just slain, Michelangelo portrays David with a slingshot and stone.He appears tense more in a mental than a physical sense, but not alarmed, and seems prepared for battle. His sling is small and not too emphasized, showing that the victory was not so much due to physical prowess as due to faith in oneself and desire to do the right thing. Michelangelo has depicted David at the moment when he showed the most courage-when he took up the challenge to fight Goliath. This decision was a crucial one, and reflected much more of his character than the moment when he finally killed Goliath.Michelangelo shows David not as the victor, but at the point in time when he prefigured victory-the moment between conscious choice and conscious action, when he made the choice to fight Goliath to protect his people, even though he had no armor and got ready with Just a slingshot and five smooth stones. For the people of Florence, for whom freedom had been newly found ND was under threat, the statue seemed to reflect the courage and determination of the brave who are determined to keep their city safe. The figure is menacing, but this is not fuelled by aggression. There is no tension in the arms or legs.The statue is of a young but mature man with the knotted muscles of an athlete, a huge rib cage and a confident stance. It seems to be keeping watch over the city. A million visitors gather till today to see this awe-inspiring piece of work, but it was originally built with the political message of David ready to take on Goliath, symbolizing that the people of Florence were ready to face any challenge to keep their freedom. The statue's warning eyes were turned towards Rome, hoping to keep invaders at bay. The statue provides almost life-like details of the human body even though human anatomy was forbidden during this time.Michelangelo was constrained by the second-hand marble he was using, but managed to carve a slim youth with a muscular built. Hush knowledge of the human form has recorded perfectly the shepherd lad with the strap of the slingshot across his back. However, on viewing the statue closely, it appears that the upper body is larger in proportion to the lower body. However, as Lois Fischer-Rather says in her book Understanding Art, â€Å"No longer does the figure remain still in a Classical contractors stance, but rather extends into the surrounding space away from a vertical axis.This movement outward from a central core forces the viewer to take into account both the form and the space between and surrounding the forms?in order to appreciate the complete composition. † The hands also appear to be large in proportion to the body. The disproportion could probably have been due to the fact that Michelangelo had carved the statue keeping in mind hat it was to be kept on the top of a cathedral. It could also be that the hands were purposely made too large to depict that man is naturally a violent and greedy creature.When one walks around the statue of David, he would find the appearance changing dramatically. The right hand side of the statue appears calm and composed, but the left hand side is dramatically different. It is dynamic and active, as is evident from the posture of the stretched leg all the way to the disheveled hair. It could be that Michelangelo made the body parts disproportionate to achieve this effect. The eyes too vary grea tly. From any given position, only one of his eyes are visible at one time.When one approaches the statue from the left, the left eye appears to be staring at a point behind and above the viewer, as if focusing on Goliath. From this position, the right eye appears to be hidden behind the sling and is hence not visible. On approaching from the right side, the right eye is visible while the left eye disappears. David would have thrown the stone towards his left, hence the left eye moves in the direction of the body intended move. The right eye, when embodied with the rest of the body, reflects power, cunning and intelligence.The statue of David was moved from Piazza Della Signora to Galleria dialectical in 1873 to protect it from decay and keep it safe. A replica of the original was placed in Piazza Della Signora. The Renaissance was the rebirth of man's life on earth, when he was free from the shackles of authority and free to understand the universe. Michelangelo David is the best e xpression of this sense of life. David appeals to us so much as it is Michelangelo projection of man at his very best-vigorous, healthy, dutiful, rational and competent form.It expresses a heroic view of man and a universal appeal to his success. Today, when man is again viewed by intellectuals as an ugly, corrupt being, trapped in an incomprehensible universe and lacking control over his own destiny, man is no longer viewed as a serious subject for art. But this magnificent sculpture of the bygone years instills in us a sense of faith, hope and glory, and above all leads us to believe again that one man can indeed make a difference, and man can control not only his destiny, but also that of his clan.

Psychology of a Serial Killer Essay

Abstract Serial killings are defined as â€Å"having three or more victims in as many locations and as different events with the killer having a ‘cool off’ between each attack† (Fox & Levin, 2005, p. 17). Serial killings also happen over a period of months or years with the killer leading a normal life in between. Psychology is the scientific study of behavior and mental process. â€Å"There are grounds for the point of view that serial killers act from a conscious perspective but are influenced by a variety of unconscious drives† (Holmes & Burger, 1988, p. 98). There are different views of what makes a serial killer, ranging from mental instability or defect to problematic and abusive childhoods. Looking at the murders, methods, victims, and motivations of three different serial killers received from coroner reports, witness accounts, and their own point of view provides an opportunity to see any similarities behind what drove them to kill. Psychology of a Serial Killer Jack the Ripper Considered one of the most infamous of the world’s serial killers, Jack the Ripper’s murder spree lasted from 1888 to 1892 in the East End of London. Also known as the Whitechapel Murderer, he attacked prostitutes during late night and early morning hours, mutilating his victims’ bodies with the skill of someone who knows basic anatomy. Jack the Ripper’s first known victim was Mary Nichols, a prostitute, who was found early in the morning in a gateway in Bucks Row, Whitechapel on 31 August 1888. â€Å"She was lying on her back with her legs straight out, skirts raised almost to her waist and throat slashed almost to the point of beheading† (Jones, 2010). His second victim was Annie Chapman, another prostitute, found 8 September 1888 in the backyard of 29 Hanbury Street at 6am. The official coroner report stated: The left arm was placed across the left breast. The legs were drawn up, the feet resting on the ground, and the knees turned outwards. The face was swollen and turned on the right side. The tongue protruded between the front teeth, but not beyond the lips. The tongue was evidently much swollen. The front teeth were perfect as far as the first molar, top and bottom and very fine teeth they were. The body was terribly mutilated†¦the stiffness of the limbs was not marked, but was evidently commencing. He noticed that the throat was dissevered deeply; that the incisions through the skin were jagged and reached right round the neck. On the wooden paling between the yard in question and the next, smears of blood, corresponding to where the head of the deceased lay, were to be seen. These were about 14 inches from the ground and immediately above the part where the blood from the neck was pooled. (Jones, 2010) Later, after the body was moved to the morgue, the autopsy conducted revealed Annie Chapman was missing her womb. The third victim was Elizabeth Stride on 30 September 1888. She was found at one in the morning in Dutfield Yard. Her throat was cut but, â€Å"she was lying on the ground as though quietly placed there† (Jones, 2010), obviously, one of Jack the Rippe r’s less horrific murders. Roughly forty-five minutes after finding Stride, the body of Catherine Eddowes was found in Mitre Square laying on her back, clothes thrown above her waist and her throat slit as well. Jack the Ripper’s fifth and supposedly final victim was Mary Kelly on 9 November 1888. She was found that morning at 10:45 in the morning in her room at Millers Court. The coroner report stated: The body was lying naked in the middle of the bed, the shoulders flat, but the axis of the body inclined to the left side of the bed. The head was turned on the left cheek. The left arm was close to the body with the forearm flexed at a right angle & lying across the abdomen. The right arm was slightly abducted from the body & rested on the mattress, the elbow bent & the forearm supine with the fingers clenched. The legs were wide apart, the left thigh at right angles to the trunk & the right forming an obtuse angle with the pubes. The whole of the surface of the abdomen & thighs was removed & the abdominal Cavity emptied of its viscera. The breasts were cut off, the arms mutilated by several jagged wounds & the face hacked beyond recognition of the features. The tissues of the neck were severed all round down to the bone. The viscera were found in various parts viz: the uterus & Kidneys with one breast under the head, the other breast by the Rt foot, the Liver between the feet, the intestines by the right side & the spleen by the left side of the body. The flaps removed from the abdomen and thighs were on a table. The bed clothing at the right corner was saturated with blood, & on the floor beneath was a pool of blood covering about 2 feet square†¦ The face was gashed in all directions the nose cheeks, eyebrows and ears being partly removed. The lips were blanched & cut by several incisions running obliquely down to the chin. There were also numerous cuts extending irregularly across all the features. (Jones, 2010) Police later found that at four in the morning, neighbors had heard muffled calls of murder but had ignored them believing them to be from a case of domestic violence. Little else is known of Jack the Ripper as he was never caught. Speculations about his identity range from the severely impoverished to the very wealthy, and suspects are being added to the list to this day. John Haigh A respectable, well dressed, middle-class man of the 1940’s, John Haigh was a depraved killer who frequently blamed his strict religious upbringing for his actions. He was raised in a purist and anti-clerical household where he was cut off from normal society and his only source of entertainment came from the Bible. According to Haigh’s father, the world was evil and a person who sinned became marked and evil. The fear of gaining such a mark caused Haigh to be terrified of doing anything wrong. â€Å"It is said that a turning point in the boy’s developing psyche came when Haigh realized that no such blemish would appear, despite having lied or committed some other questionable behavior. He then started to believe that he was invincible and could get away with anything† (UK, 2005-2011) thus causing Haigh to become a manipulating and compulsive liar. After leaving his parents’ home, Haigh became a salesman and took to illegal activities such as fraud that usually landed him in prison serving short sentences. Haigh’s first victim was from the McSwan Family, a family he had come to know well; he lived with them and worked for them before marrying the daughter later. September 1944, Haigh took Donald McSwan to his residence where he then killed him; â€Å"the murder was carefully planned – having bludgeoned his victim with a club (or a similar weapon); Haigh then destroyed the body in a vat of acid. When bone and flesh had been reduced to a sludge-like mess, he poured the gooey residue onto the dirt surface of an open yard behind the building† (John Haigh-Acid Bath Killer, n.d.) When Donald’s parents began asking Haigh about their son’s disappearance, he concocted a lie then lured them to his residence and disposed of them in the same fashion. He forged all their assets into his name and then promptly lost it gambling and began looking towards murder again. Haigh’s next victims were old retiree’s, Rosalie and Archibald Henderson that he met by acting as though he was going to buy a house from them. February 1948, he drove Dr. Henderson to his workshop where he shot him in the head and disposed of the body by dumping it into a vat of sulphuric acid. He then returned to Mrs. Henderson and told her that her husband had taken sick and needed her. She accompanied Haigh to his workshop where she met the same lethal fate as her husband. In both the McSwan and Henderson murders, Haigh emulated his victims’ handwriting and sent notes to their servants, relatives and friends; he explained that they had moved to Australia or some other distant place, mentioning that ‘Mr. Haigh’ would settle their affairs. (John Haigh-Acid Bath Killer, n.d.) Haigh gained a substantial amount of money from the Henderson’s which he again lost to gambling. Haigh found and killed his next victim on 18 February 1949. Mrs. Durand-Deacon accompanied him to the Gloucester Road address. As soon as she entered the basement premises, Haigh shot her in the back of the head, killing her instantly. He stripped her and dumped her body into a 40-gallon vat of sulphuric acid. Haigh drained the receptacle through a basement sewer; afterwards, he scraped the sludge from the vat and dumped this onto the dirt of the back yard. This was hard work and Haigh, according to his later statements, paused to go to the nearby Ye Olde Ancient Prior’s Restaurant where he ate an egg on toast. He then returned to his workshop to â€Å"tidy up†. (John Haigh-Acid Bath Killer, n.d.) This would be the murder that got him caught. Haigh decided to play the concerned citizen since his latest victim was so close to home so he approached her closet friend, Mrs. Lane, and asked about Mrs. Durand -Deacon. After replying that the friend had thought Mrs. Durand-Deacon had left with him, Haigh quickly denied the accusation. The following day, he asked the same question to Mrs. Lane who decided to report the disappearance to the police. Haigh accompanied her to the police station to navigate suspicion away from himself, but one police officer preformed a background investigation on Haigh and because of what he saw became suspicious. Haigh was arrested and sentenced to death regardless of his claims and demonstrations of insanity. Jesse H. Pomeroy â€Å"The Boy Fiend, Jesse Pomeroy, is the youngest convicted serial killer in history† (Wilhiem, 2010). Starting with a troubled childhood due to a birth defect, Pomeroy was the subject of ridicule among his peers and his father couldn’t stand the sight of him and would viciously beat him when angry before his mother chased him off. It was stated that; Jesse was an intelligent boy, if somewhat anti-social. He would not join the other boys in baseball games or other athletic pursuits, but he was fond of playing ‘scouts and Indians’ where he would invariably be an Indian and devise elaborate imaginary tortures for captive scouts (Wilhiem, 2010). Pomeroy’s mother was the first to notice something was wrong with her son after finding the heads twisted off her parakeets’ heads. The start of Pomeroy’s decent into murder began in Boston with Billy Paine who was found beaten in an outhouse. Soon after the police found Tracy Hayden in the same outhouse where â€Å"He was tied, stripped naked, and whipped across the back. The boy hit him in the face with a board, breaking his nose and knocking out two teeth. Then he threatened to cut off Tracy’s penis† (Wilhiem, 2010). Pomeroy’s third victim was Robert Maier who withstood the same brutal treatment. Chelsea police interviewed hundreds of boys but received no leads. Rumors began to circulate about the description of the killer and the picture people portrayed were that of the devil. Pomeroy was named â€Å"The Boy Torturer† after stripping and beating Johnny Balch. Pomeroy’s mother, suspected her son, and moved to South Boston with her family where the assaults continued only more often and more inhumane. â€Å"On August 17, seven-year-old George Pratt was abducted and wa s not just flogged. This time the abductor stuck a needle in his arm and his groin, and bit chunks of flesh from his face and buttocks† (Wilhiem, 2010). Pomeroy began using a knife to stab his victims repeatedly before attempting to cut off their genitalia. Robert Gould was the eighth victim and able to give police a useful description of his assailant. The parents of Gould refused to allow him to be escorted around to identify his attacker, and police were forced to ask Pomeroy’s seventh victim, Joseph Kennedy, who was then shown around the local schools and even came face to face with Pomeroy and was unable to identify him as the killer. That day, after school, for reasons Jesse was never able to explain, he went to the police station. Seeing Joseph Kennedy there, he quickly turned and left the station, but a policeman followed him out and brought him back. Now, looking closer, young Joseph saw the white eye and identified Jesse as his torturer. Jesse was held in a cell overnight and was persuaded to confess. The next day all of the victims identified him as their attacker. Jesse, then 12 years old, was sentenced to the reformatory, ‘for the term of his minority’ – a period of six years. (Wilhiem, 2010) Pomeroy acted as though he was better within the reformatory and seventeen months after his arrest, Pomeroy was placed on probation and set free. â€Å"March 18, 1874, 10-year-old Katie Curran left her home to buy a notebook for school and never returned. She was last seen entering Mrs. Pomeroy’s store. Everyone in the neighborhood knew Jesse’s history and the Corrans feared the worst.† (Wilhiem, 2010) At the police station Captain Dyer assured Mrs. Curran that Jesse could not be involved—he had been completely rehabilitated; besides he was only known to attack little boys. â€Å"Katie’s father was a Catholic and reflecting the attitudes of the time; local rumors said he sent her to a convent† (Wilhiem, 2010). Thirty-six days later a little boy, Horace Millen, was seen walking toward the wharf. Later that day Millen’s body was found half naked on the beach; he was stabbed multiple times in the chest, almost beheaded and half castrated. Pomeroy was the first person to come to the police chief’s mind upon hearing about the murders, but he quickly dismissed it on the assumption that Pomeroy was still in the reformatory, his men quickly corrected the assumption and were ordered to arrest Pomeroy. Pomeroy denied all charges, even when confronted with forensic evidence, until he was taken to see the dead body of Millen where â€Å"He admitted he killed Horace, something made him do it. He was sorry and wanted to leave. He told the policemen: ‘Put me somewhere, so I can’t do such things’† (Wilhiem, 2010). Pomeroy’s mother’s business suffered due to the recent events with her son, and she was forced to sell to a grocery chain. During renovations the decomposing body of Katie Curran was found under a heap of ashes and was only identifiable from her clothing. Pomeroy’s mother and brother were arrested for murder but were cleared by Pomeroy confessing to Curran’s murder after interrogation. Later, Pomeroy claimed to have only admitted guilt to save his mother. Pomeroy’s lawyers fought for the insanity plea but were denied because prosecution proved he knew right from wrong, Pomeroy was proven guilty for first degree murder at the age of 16 and sentenced to life in prison. Conclusion Looking at all three killers penchant for mutilating their victims’ bodies, the almost randomness in choosing of their victims, and the childhoods of at least two of the killers, mental trauma sustained during adolescence played a large part in the decline into becoming killers where they took the atrocities they viewed or had been done to them and focused them on their victims as a form of control and improper coping. Unfortunately, in the case of Jack the Ripper, we cannot look into his childhood and compare it to that of Pomeroy or Haigh, but we can deduce that with his choosing of female prostitutes and his horrific mutilation of them, he was traumatized as a child by his mother whether it was because she herself was a prostitute and he often saw her in-coitus with her customers or his mother was extremely controlling like that of the mother of Ed Gein, and after her death, possibly caused by him, he started reaching out and punishing her over and over again using local pr ostitutes as the subjects of his disdain. Pomeroy’s abuse and actions against his victims were a reflection of his father’s actions upon him that, as a way of control, he chose victims younger and smaller than himself to take control of the situation that he couldn’t at home; in essence, he was abusing himself for not being able to do anything against his own father. Haigh, though having an abusive and extremely volatile childhood, did not kill or choose his victims out of anything other than financial gain. Looking at his case files, we see the pattern that after he gambled away the profits of his previous killings he would then find new ‘prey’ to lure into his killing trap. His attempts at pleading insanity fell through because of his pattern of choosing only wealthy or profitable victims that benefitted him in the end and elevated his status. Applying criminological theory to these serial killers is possible, but narrowing their actions to just one is impossible. Some would say that Pomeroy was showing differential association and he had learned his behavior from his father or that strain could apply to both him and Haigh, though Haigh’s was from a financial stand point rather than from an inability to cope with his father beating him. Jack the Ripper is the only killer who would be difficult to apply any theory to with as little as we know of him or his childhood. References David Lester, P. (1995). Serial Killers: The Insatiable Passion. Philadelphia: Charles Press Publishers, Inc. Fox, J. A., & Levin, J. (2005). Extreme Killing: Understanding Serial and Mass Murder. Thousand Oaks, London, New Delhi: Sage Publications, Inc. Holmes, R. M., & Burger, J. D. (1988). Serial Murder. London: Sage Publications, Inc. John Haigh-Acid Bath Killer. (n.d.). Retrieved from horrorfind.com: http://usersites.horrorfind.com/home/horror/bedlambound/library/haigh.html Jones, R. (2010). Jack The Ripper: History, Victims, Letters, Suspects. Retrieved from Jack The Ripper History: http://www.jack-the-ripper.org/ Pomeroy, J. (2002). Autobiography of Jesse H. Pomeroy. Retrieved from http://kobek.com: http://kobek.com/autobiography.pdf UK, A. (2005-2011). Bibliography- John Haigh: The Acid bath Murderer on Crime and Investigation Network. Retrieved from CRIME FILE – Famous criminal: John Haigh: The Acid Bath Murderer : http://www.crimeandinvestigation.co.uk/crime-files/jo hn-haigh-the-acid-bath-murderer/biography.html Wilhiem, R. (2010, August 7). Jesse Pomeroy: â€Å"Boy Fiend†. Retrieved from Murder By Gaslight: http://murderbygasslight.blogspot.com/2010/08/jesse-pomeroy-boston-boy-fiend.html