Venus Flytrap Facts (Dionaea muscipula)

The Venus flytrap (Dionaea muscipula) is a rare carnivorous plant that captures and digests its prey with fleshy, hinged jaws. These jaws are actually modified portions of the plants leaves. The plant gets its common name for Venus, the Roman goddess of love. This refers either to the plant traps supposed resemblance to female genitalia or to the sweet nectar it uses to lure its victims. The scientific name comes from Dionaea (daughter of Dione or Aphrodite, the Greek goddess of love) and muscipula (Latin for mousetrap). Fast Facts: Venus Flytrap Scientific Name: Dionaea muscipulaCommon Names: Venus flytrap, tippity twitchetBasic Plant Group: Flowering plant (angiosperm)Size: 5 inchesLifespan: 20-30 yearsDiet: Crawling insectsHabitat: North and South Carolina coastal wetlandsPopulation: 33,000 (2014)Conservation Status: Vulnerable Description The Venus flytrap is a small, compact flowering plant. A mature rosette has between 4 and seven leaves and reaches a size up to 5 inches. Each leaf blade has a petiole capable of photosynthesis and a hinged trap. The trap contains cells that produce the red pigment anthocyanin. Within each trap are trigger hairs that sense touch. The edges of the trap lobes are lined with stiff protrusions which lock together when the trap closes to prevent prey from escaping. Habitat The Venus flytrap lives in damp sandy and peaty soil. It is native only to the coastal bogs of North and South Carolina. The soil is poor in nitrogen and phosphorus, so the plant needs to supplement photosynthesis with nutrients from insects. North and South Carolina get mild winters, so the plant is adapted to cold. Plants that do not undergo winter dormancy eventually weaken and die. Northern Florida and western Washington host successful naturalized populations. Diet and Behavior While the Venus flytrap relies on photosynthesis for most of its food production, it requires supplementation from proteins in prey to meet its nitrogen requirements. Despite its name, the plant primarily catches crawling insects (ants, beetles, spiders) rather than flies. In order for prey to be captured, it must touch the trigger hairs inside the trap more than once. Once triggered, it only takes about a tenth of a second for the trap lobes to snap shut. Initially the fringes of the trap loosely hold the prey. This allows very small prey to escape, as they arent worth the energy expenditure of digestion. If the prey is large enough, the trap fully closes to become a stomach. Digestive hydrolase enzymes are released into the trap, nutrients are absorbed through the leafs interior surface, and 5 to 12 days later the trap opens to release the remaining chitin shell of the insect. Large insects can damage the traps. Otherwise, each trap can only function a few times before the leaf dies and must be replaced. Suitable prey must be small enough to fit within the trap but large enough to supply enough nutrients. de-kay / Getty Images Reproduction Venus flytraps are capable of self-pollination, which occurs when pollen from the plants anthers fertilize a flowers pistil. However, cross-pollination is common. The Venus flytrap does not capture and eat insects that pollinate its flowers, such as sweat bees, checkered beetles, and long-horned beetles. Scientists arent entirely certain how the pollinators avoid being trapped. It could be that the color of the flowers (white) attracts pollinators, while the color of the traps (red and green) attracts prey. Other possibilities include scent differences between the flower and trap, and flower placement above the traps. After pollination, the Venus flytrap produces black seeds. The plant also reproduces by dividing into colonies from rosettes that form beneath mature plants. Conservation Status The IUCN lists the Venus flytraps conservation status as vulnerable. The population of plants in the species natural habitat is decreasing. As of 2014, an estimated 33,000 plants remained, all within a 75 mile radius of Wilmington, NC. Threats include poaching, fire prevention (the plant is fire resistant and relies on periodic burning to control competition), and habitat loss. In 2014, North Carolina Senate Bill 734 made collecting wild Venus flytrap plants a felony. Care and Cultivation The Venus flytrap is a popular houseplant. While its an easy plant to keep, it has certain requirements. It must be planted in acidic soil with good drainage. Usually, it is potted in a mixture of sphagnum peat moss and sand. Its important to water the plant with rainwater or distilled water to provide the proper pH. The plant needs 12 hours of direct sunlight per day. It should not be fertilized and should only be offered an insect if it appears unhealthy. In order to survive, a Venus flytrap requires exposure to a period of cooler temperatures to simulate winter. While the Venus flytrap will grow from seed, it is usually cultivated by dividing the rosettes in the spring or summer. Commercial propagation for nurseries occurs in vitro from plant tissue culture. Many interesting mutations for size and color are available from nurseries. Uses In addition to cultivation as a houseplant, Venus flytrap extract is sold as a patent medicine named Carnivora. The American Cancer Society states that Carnivora is sold as an alternative treatment for skin cancer, HIV, rheumatoid arthritis, herpes, and Crohns disease. However, the health claims have not been supported by scientific evidence. The purified active ingredient in the plant extract, plumbagin, does show antitumor activity. Sources DAmato, Peter (1998). The Savage Garden: Cultivating Carnivorous Plants. Berkeley, California: Ten Speed Press. ISBN 978-0-89815-915-8.Hsu YL, Cho CY, Kuo PL, Huang YT, Lin CC (Aug 2006). Plumbagin (5-Hydroxy-2-methyl-1,4-naphthoquinone) Induces Apoptosis and Cell Cycle Arrest in A549 Cells through p53 Accumulation via c-Jun NH2-Terminal Kinase-Mediated Phosphorylation at Serine 15 in Vitro and in Vivo. J Pharmacol Exp Ther. 318 (2): 484–94. doi:10.1124/jpet.105.098863Jang, Gi-Won; Kim, Kwang-Soo; Park, Ro-Dong (2003). Micropropagation of Venus fly trap by shoot culture. Plant Cell, Tissue and Organ Culture. 72 (1): 95–98. doi:10.1023/A:1021203811457Leege, Lissa (2002) How Does the Venus Flytrap Digest Flies? Scientific American.Schnell, D.; Catling, P.; Folkerts, G.; Frost, C.; Gardner, R.; et al. (2000). Dionaea muscipula. The IUCN Red List of Threatened Species. 2000: e.T39636A10253384. doi:10.2305/IUCN.UK.2000.RLTS.T39636A10253384.en

Analysis Of The Poem Alaska - 1113 Words

Alaska. The word conjures images of majestic mountains, deep-blue glaciers, adventure, and quite possibly the most extreme and rugged place on Earth. My family spent one of the greatest weeks of our lives there this past summer. Homer is the last stop along the Alaskan highway system, five hours southwest of Anchorage. It isn’t much, just a couple hundred houses nestled high up on the hillside, and a sandy spit, jutting five miles into the sea. Across the bay from Homer lies Kachemak Bay State Park, 400,000 acres of rugged mountains and flowing ice fields. The place where we stayed rested on the outskirts, right on the ocean. We had plans for all but one of the days we spent across the bay. When the day arrived, most of my family prepared†¦show more content†¦I finished the apple I’d been working on and we headed off. From the trail’s official terminus, the ridge flattened out before rising sharply. This repeated several times, each time stretching higher and steeper, before finally flattening out a thousand feet above our position. On this final shelf sat the summit, hidden from view by thick clouds. On we hiked towards the cloud cover, passing by crystal clear ponds and fields of snow, left over from the winter before. As we gained elevation the temperature dropped and a wind came up out of the south, forcing us to stop after a few minutes to put on our extra jackets. We did our best to stick to the center of the ridge from that point onwards. If it hadn’t been as wide, we would have had to turn back for fear of being blown off the edge. The worsening conditions made continuing difficult, but we did so nevertheless. Carefully, we picked our way through the snowfields and knee-high brush until we began to notice wisps of fog around us. We had entered the cloud. Soon, all we could see when we looked behind us were streams of pale white. When the clouds cleared for a moment I managed to get a picture. The ridge stretched back behind us, dotted with blue-white ice, and off in the distance the bright Homer spit stretched into the deep blue ocean like a knife through butter. I don’t know if I have seen anything more beautiful before or sinceShow MoreRelatedAnalysis Of The Poem Looking For Alaska 1543 Words   |  7 Pagesperhaps in a girl named Alaska Young, and this is where the book Looking for Alaska’s story begins to unfold its intricate layers of narrative. Though it is possible for a middle schooler to read this book, themes such as intimacy, suffering, and closure resound through the chapters on many different levels that critical thinking is a must to truly understand the in-de pth narration in the head of Miles Halter. One hundred twenty-eight days before. 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Write a short essay that weighs the pros and cons and then comes to a decision about whether there should be more or less public celebration (by Americans and their institutions) on Columbus

School Based Dental Sealant Programs Health And Social Care Essay Free Essays

School based alveolar consonant sealer plans have been spread outing throughout schools in the United States. These plans benefit the kids in forestalling disease and besides profit the health care system. So why is it that so much attending is being brought to sealing cavity and crevices in school aged kids? We will research dental sealers, school based plans, and how these plans benefit the professional universe of health care. We will write a custom essay sample on School Based Dental Sealant Programs Health And Social Care Essay or any similar topic only for you Order Now Body 1 Sealants do non extinguish cavities but aid to protect the dentition from developing cavities. ( Gooch et al. , 2009 ) . Dental sealers can be compared to a plastic like surfacing which bonds to the occlusal surface ( Tomar, A ; Reeves, 2009 ) . Sealants should be applied before the patient is at hazard for sing dental cavities ( Aleksejuniene et al. , 2010 ) . When puting a sealant many things must be taking into consideration, including location, eruption position, and cavity and crevice morphology. Newly erupted, immature tooth enamel is susceptible to cavities because the enamel is more permeable and has a really high organic content degree. It is critical to protect freshly erupted dentition because it increases the overall length of service of the tooth ( Aleksejuniene et al. , 2010 ) . Dental cavities normally form in topographic points where plaque has lingered for an drawn-out sum of clip ( Fontana et al. , 2010 ) . About 90 per centum of cavities in kids are found in cavities and crevices of lasting posterior dentitions with grinders being the most susceptible ( Gooch et al. , 2009 ) . Although sealers are normally effectual at forestalling dental cavities sometimes things go incorrect with sealant arrangement and do the sealers to neglect. Sealants fail on different surfaces of the dentition and besides increase with multiple sealers ( Aleksejuniene et al. , 2010 ) . Sound and noncavititizd cavities and crevice surfaces are normally sealed with more importance placed on the posterior dentition ( Gooch et al. , 2009 ) . The success rate on the lasting first grinders is higher than compared to the 2nd grinders. Mandibular dentitions and mesial sites retained sealers better than maxillary dentitions and distal surfaces. The most common ground for sealant failure is taint of the sealant country with spit. Other factors besides contribute to sealant keeping including experience of the clinician and the cooperation of the client. Puting a dental sealer over cavities is a better option than dental disregard or extraction. ( Aleksejuniene et al. , 2010 ) . If non restored, dental cavities will take to trouble, infection and perchance impaired map ( Tomar, A ; Reeves, 2009 ) . Children are non placed at a higher hazard for cavities if they missed a planned reapplication of the sealers. Sealant arrangement can be reversible if needed and allows for the tooth doctor to put Restorations on the tooth if necessary ( Gooch et al. , 2009 ) . Body 2 The benefits of puting sealers on dentitions have been established, so how is the United States implementing this School Based Sealant Programs are by and large aimed toward low income kids. Child from lower income households are less likely to have alveolar consonant attention when compared with higher income households ( Aleksejuniene et al. , 2010 ) . Families below the federal poorness threshold are twice every bit likely to develop cavities as kids whose households are above the federal poorness threshold. Children from lower income households typically consume cariogenic diets, have low fluoride consumption, have histories of old cavities and besides infrequent dental visits ( Aleksejuniene et al. , 2010 ) . Merely about 20 per centum of kids from low income households have received sealers as compared to forty per centum in higher income households ( Gooch et al. , 2009 ) . Targeting specific races or degrees of income can be considered favoritism. Programs must measure which kids do non have regular alveolar consonant attention and integrate these plans to aim these populations ( Siegal, A ; Detty, 2010 ) . When implementing school based dental sealant plans cost must be taken into consideration ( Aleksejuniene et al. , 2010 ) . It is more effectual and cost conservative to aim populations instead than single kids. Most plans do non hold the support to seal all posterior dentitions, therefore operators must measure the dentitions and determine which teeth are at highest hazard. Programs typically target kids who are in first class to seal first grinders and 6th class to seal 2nd grinders ( Siegal, A ; Detty, 2010 ) . The operator so must utilize selective sealer applications. The ratio of Restoration to sealant cost is 12:1, which means overall it is cheaper to put sealers than to put Restorations in the dentition ( Aleksejuniene et al. , 2010 ) . School based alveolar consonant sealant plans tend to aim populations that are at the highest hazard for dental cavities. The most common manner used to find which populations are at high hazard is finding the per centum of pupils who are enrolled in the free or decreased monetary value repast plans. Parents of kids in these schools are normally asked to make full out studies in which the followers is reported: whether the kid is enrolled in a free or decreased meal plan, if the childaa‚Â ¬a„?s chief beginning of attention is through Medicaid, or if they are uninsured. Planners so use these studies to measure which schools have kids at higher hazards ( Siegal, A ; Detty, 2010 ) . Although the operator accesses each single kid the cavities risk appraisal is done at a group degree ( Fontana et al. , 2010 ) . Parental consent is needed in order to supply the kid with sealers. Timing of ratings of the keeping of the sealers depends on many factors including: the plan aims, alterations in dental stuffs and techniques, and motion of pupils. It has been found that sealers cut down dental cavities by 70 eight per centum one twelvemonth after arrangement and 50 nine per centum after four or more old ages. School based dental sealers are portion of a comprehensive attack to cut down the communityaa‚Â ¬a„?s hazard of kids developing cavities ( Gooch et al. , 2009 ) . Body 3 Through school based dental sealant plans kids receive the benefits of having the sealers while pupils deriving cognition, compassion, and understanding from the experience. These plans provide kids with needed attention that they otherwise would non be able to have. Though these larning experience pupils will normally go advocators for school based dental sealers in more schools in their local countries or hometowns ( Aleksejuniene et al. , 2010 ) . Programs such as the school- based dental sealant plans besides help pupils to understand dental wellness disparities. These plans besides help pupils in being comfy functioning many diverse populations A ; have been shown to positively act upon the studentaa‚Â ¬a„?s attitude towards community service ( Holtzman, A ; Seirawan, 2009 ) . Four handed dental medicine is frequently required, giving the pupils the chance to work together and derive apprehensions from each other ( Gooch et al. , 2009 ) . Students work in squads in connexion with the instructors to measure the demands of the patients and this helps to develop communicating between health care suppliers. In add-on to supplying school based dental sealers pupils should experience a duty to educate both kids and grownups in proper unwritten wellness attention. In the 2007 financial twelvemonth, eighty five per centum of describing provinces have a dental sealant plan in topographic point. The figure of kids being served by these plans has about doubled from 2000 to 2007 ( Holtzman, A ; Seirawan, 2009 ) . Decision The enlargement of school based dental sealers has been on the rise in the United States. With progresss kids are able to have the basic attentions needed in order to assist them better protect their dentitions. It is promoting to see the figure of kids profiting from these plans continues to lift. The benefits of cavity and crevice sealers in kids have been proven to be a preventive attack to dentistry. As these plans continue to develop every bit good as become educated. As people continue to go more cognizant of the benefits funding for these plans in schools will go on to lift. Sealants will assist to relieve childrenaa‚Â ¬a„?s emphasiss about sing the tooth doctors. How to cite School Based Dental Sealant Programs Health And Social Care Essay, Essay examples

Outline free essay sample

The content of lectures reflect a more analytical and critical treatment of topics than EXCESSES. The topics, which build on the theory of consumer and rim behavior and market structure, include game theory, oligopoly, general equilibrium and welfare, externalities and public goods and the economics of information. Prerequisites (ICONIC 001 or BUSINESS) and ECONOMIC With a credit average or better in the two units of study combined.Assumed knowledge It is assumed that students understand a) how to read and draw graphs, b) how to solve linear equations and systems of equations, and c) the concept of a derivative and how to differentiate simple functions. More generally, relative to EXCESSES , it is expected that students will be more comfortable tit a rigorous approach toward the development of concepts and theories. Learning outcomes Upon successful completion of this unit of study, students should: 1 . Eave a sound understanding of the structure of major microeconomic models of the decision problems facing individual consumers and firms, and the formal techniques commonly appli ed to solve them; 2. We will write a custom essay sample on Outline or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Have both a formal and intuitive understanding of the results generated by these models, how they relate to underlying assumptions, and how they may change as a result of varying those assumptions: 3. Have an understanding of the limitations of various models, and be able to radically evaluate competing explanations of economic behavior; and 4. Assess a solid foundation for the application of microeconomic theory to problems in the real world, and in subsequent studies in specialist and applied fields of economics. Learning structure The class will meet each week for a lecture of two hours duration. Lecture slides will be published on Blackboard, but may not provide a complete account of everything that is discussed in class. Therefore they do not constitute a substitute for attendance at lectures, and you will need to come to class in order to achieve the learning outcomes for this unit. Tutorials will take place each week starting in week 2.These are designed to complement (not be a substitute for) the lectures. Each tutorial will cover material from the previous weeks lecture. A set of tutorial topics and questions will be posted on Blackboard in advance of each tutorial. It is highly recommended that you attempt this work before attending the tutorial. The assessment will consist to one in-class mid-semester test (in week 8), and a final exam. Reading requirements Required text: Samaras Bannered (2015), Intermediate Microeconomics: A Tool-Building Approach (First edition), London: Rutledge.This text is new, and will be used for the first time in 2015. Also, please note that the required text for EXCESSES differs from that in EXCESSES. 2 Lectures will be based reasonably closely upon the text, although some lecture material does not appear in the text. Tutorials will be based in part on end-of chapter questions from the text. The text also contains additional questions that you may wish to practice on. You should either purchase your own copy, or have ready access to a copy, of the text. The University library will have limited copies, which may be borrowed on a short-term basis. Unit schedule DateLecture topics Text chapters 2 March Consumer Theory: Preferences and Utility CSS 2, 3 9 March Consumer Theory: Choice and Demand CSS 4, 5 3 16 March Decision Theory: Choice under Risk Chi 11 4 23 March Decision Theory: Choice over Time n/a 5 30 March Producer Theory: Technology and Cost CSS 7, 8 Break Session break (Week beginning 6 April) 6 13 April Producer Theory: Profit Mastication and Supply CSS 9, 10 7 20 April Equilibrium and Welfare: Exchange Economy Chi 8 27 April 9 4 May Equilibrium and Welfare: Production Eco nomy, Public Goods Chi 16 10 11 May Game Theory: Games in Strategic and Extensive Forms Chi 12 11 8 May Game Theory: Quantity-Setting Oligopoly Chi 13 12 25 May Game Theory: Mixed Strategies and Repeated Games 13 1 June Asymmetric information Chi 15 Mid-semester test Status Status (Week beginning 8 June) Exams Exam period (Commences 15 June) Please note that the indicated chapters are only an approximate guide to what will be covered in class. Not all of the contents of the indicated chapters will be discussed in class. Moreover, some topics may be discussed that do not appear in the text. Please bear in mind that the content of assessment will be guided by the extent and depth to which topics are covered in class, ND not by the text. This is just another way of saying that it really is rather important to come to class. Online components The EXCESSES Blackboard site will be the primary channel for communication with students outside class time. This site will also contain links to the lecture slides and tutorial work. It is recommended that all students check the site at least twice a week during semester ; once immediately prior to each weeks lecture, and again a couple of days after the lecture.It is your responsibility to ensure that you are up to date with the information communicated through the Announcements page on Blackboard. This unit requires regular use of the University Learning Management System (I-MS), known as Blackboard Learn. You will need reliable access to a computer and Internet to use the ALMS. 3 The easiest way to access the ALMS is through Mini (click the My in link on the University home page, http://Sydney. Du. AU/ or link directly to it at HTTPS:/ /mini. Sydney. Du. AU/). There is a Blackboard L MS icon in the Chuckling window on the left of the screen. If you have any difficulties logging in or using the system, visit the Student Help area of the ALMS site, http:// Sydney. Du. AU/learning/student/help/.Mobile Learn You can also access your ALMS sites via the Sydney nun app for phone and Android. The full set of features available on the mobile app for the University SMS can be found in detail at http://Sydney. Du. AU/learning/docs/student/ mobile/MobileFeatureGuideDevice. PDF. The universitys Privacy Management Plan governs how the University will deal with personal information related to the content and use of its web sites. See http://Sydney. Adieu/ privacy. SHTML for further details. Assessment tasks and due dates Assessment task Weighting Length In class in week 8 75 minutes Final examination University examination period 150 minutes The mid-semester test is closed book, and will take place in class in week 8.The test will cover lecture material up to and including week 6, and tutorial material up to and including week 7. Further details regarding the format of the test will be provided in class and online in week 7. The final exam is closed book, and will take place during the Universitys examination period. The final exam will cover material from the entire semester; however material not examined in the mid-semester test will receive proportionately greater weight. Further details regarding the format f the exam will be provided in class and online in week 13. Assessment criteria This unit uses standards referenced assessment for award of assessment marks. Students assessment will be evaluated solely on the basis of students achievement against criteria and standards specified to align with learning outcomes. For reference to criteria and standards, please consult grade descriptors for the School of Economics at http://Sydney. Du. AU/arts/ economics/student-resources/index. SHTML. Academic dishonesty and plagiarism Academic honesty is a core value of the University. The University requires dents to act honestly, ethically and with integrity in their dealings with the University, its members, members of the public and others. The University is opposed to and will not tolerate academic dishonesty or plagiarism, and will treat allegations of academic dishonesty or plagiarism seriously.The Universitys Academic Dishonesty and Plagiarism policy 201 2 and associated Procedures are available for reference on the university Policy Register at http://Sydney. Du. AU/policies (enter Academic Dishonesty in the search field). The Policy applies to the academic conduct of all students enrolled in a reworks award course at the University. Under the terms and definitions of the Policy: ; academic dishonesty means seeking to obtain or obtaining academic advantage (including in the assessment or publication of work) by dishonest or unfair means or knowingly assisting another student to do so; ; plagiarism means presenting another persons work as ones own work by presenting copying or reproducing it without appropriate acknowledgement Of the source.

”The Death Of Woman Wang” by Jonathan D. Spence Essay Sample free essay sample

The Death Of Woman Wang written by Jonathan D. Spence is a book that describes the status of community of 17th century China. The book is written with the aid of three beginnings and first 1 is the local history of that clip. 2nd is from the memories of a bookman named Huang Lia-hung and the 3rd one is from the plants of P’u Sung-ling who was a short narrative author and dealt with the ill will and wretchedness of the community at that clip. ‘The decease of Woman Wang’ depicts the narrative of a adult female who runs off from her hubby but was returned to him and is killed by him. With the aid of this narrative Jonathan D. Spence tries to give the image of adult females and jurisprudence of the society of that clip. Work force were allowed to make anything but adult females at that clip had to be loyal to their hubby and household and were treated about like slaves. We will write a custom essay sample on †The Death Of Woman Wang† by Jonathan D. Spence Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The jurisprudence of that period besides favored work forces and the status of rural China of that clip is besides represented in words in the narrative. Spence tried to give the readers the realistic position of rural China of 17th century and depict how gender effects relation with jurisprudence. Merely one right was given to adult females of that clip that if her hubby dies and there is a concern to be run. she could inherit the concern until her boy was capable of running the concern. Otherwise even if hubbies bet and lost their married womans in gamble no jurisprudence was at that place to protect them. It was one sided and partial to work forces. Womans were non supposed to raise any voice against the adversities they Page 2 had to confront in life. They had fixed responsibilities towards kin and community and they had to carry through them at any cost. The different narratives on different pages describe the state of affairs and status of adult females of that period. Womans were taught to keep their chaste. doggedness and opt decease at times of colza. In this manner with about negligible installations and rights adult females of that period used to populate their lives in China. Spence has taken aid of three different beginnings and it is seen that the manner the beginnings are used seems sometimes hard to distinguish the history of covering. One of the beginnings is historical based and one is fiction. so same state of affairs is dealt in both the beginnings in a separate manner. This consequence is seen in Spence’s book. ‘The Death of Woman Wang’ . But Spence has depicted the realistic image of the position of adult females in community of 17th century China. It besides shows how each sex should interact with each other and with society excessively. At that clip self-destruction was considered right harmonizing to the moral values predominating in society because it showed reverent feeling of a married woman towards her hubby. The choice of the beginnings by the author was perfect because the combination of personal experience. history and fiction could be considered as the best combination to picture the existent image of any community of a peculiar period. Sometimes it is felt that you get entangled in some other rhythm and you have to seek for the chief narrative. This is so because of the differe nt types of beginnings and its usage to picture the narrative in an interesting and moral manner. The book will do you experience the state of affairs that the people particularly adult females of that period had to confront in the society. Plants Cited 1. hypertext transfer protocol: //www. academon. com/lib/paper/28116. hypertext markup language

Monsters Within and Repression and the Family in Horror Cinema †Sociology Essay

Monsters Within and Repression and the Family in Horror Cinema – Sociology Essay Free Online Research Papers Monsters Within and Repression and the Family in Horror Cinema Sociology Essay The horror genre, and in particular horror cinema, is greatly maligned. To many critics it is purely an exploitative, sexist, gratuitously sadistic form of puerile entertainment. Regardless of what one thinks of horror as a spectacle, the genre is of interest in academic terms at least, for the ways in which it reflects – either self-consciously or unconsciously – trends within society. Of particular significance is horror’s portrayal of the institution of the family and the family’s position in maintaining dominant social and cultural norms, namely those of patriarchy and capitalism. Though certainly not the only cinematic genre to critique the family, horror – given its marginalised status – is well equipped to articulate such concerns. Robin Wood’s structuralist adoption of the psychoanalytic-political theory of repression, outlined in An Introduction to the American Horror Film will provide us with our interpretive framework. Focusing on two films by recognised horror auteurs Wes Craven and David Cronenberg, I will discuss how these films, and horror as a genre confronts the problem of the family, and more specifically the notion of repression. It is important to first define our terms and frame of reference. As I am focusing on the family in horror, it is appropriate to discuss the contested nature of â€Å"family†. The family is by no means a universal, static, or tangible grouping; it exists as a complex network of relationships. It is the social institution entrusted with the reproductive process – reproduction of the species, along with reproduction of cultural, social and psychic norms. Though â€Å"the family† is frequently conceptualised as a universal, fixed unit (i.e. the nuclear family), this is an essentially ideological construction, conflicting with the reality of its diverse and changing nature. It is probably more correct to talk of â€Å"families†, as â€Å"the family† in a unitary sense doesn’t really exist. However, family is a useful concept for the way in which it informs and provides meaning to discursive and cultural formations. Family creates and articulates roles for individuals within society; roles that stem from post-Enlightenment Western thought, whereby the home and workplace are designated as â€Å"separate spheres†. The inherently Western nature of the family in this sense, and its function within capitalist superstructures requires us to view developments and themes in the horror genre with a degree of cultural specificity. As a result, I will be focusing on the American horror film, although I extend my analysis to cover Canadian director Cronenberg’s The Brood (1979). Repression and Capitalist Patriarchy Before looking at the history of horror cinema in the United States and representations of the family therein, I must outline our analytical framework. Central to Wood’s theory is the Freudian concept of repression. Civilisation and social existence is fundamentally based upon repression. Without the repression of basic instincts and urges, humans would be unable to function in society – self-control, consideration of others and the postponement of gratification are thus necessarily repressive acts that construct humanity, in opposition to the â€Å"natural† state of individualist anarchy. This â€Å"basic† repression, which is a prerequisite in all human cultures, can be distinguished from what is termed â€Å"surplus† repression. Surplus repression is culturally specific, and involves the predetermination of individuals’ social roles from birth. Closely related to this is the concept of oppression, where obvious manifestations of difference are quashed in an overt sense, which differs from the internalised nature of repression. In Western culture, surplus repression is used to shape individuals into â€Å"monogamous heterosexual bourgeois capitalists†. Thus, the notion of repression is intrinsically linked to economic as well as social structures. Capitalism requires a constant supply of labour, and that labour must be able to work efficiently and effectively. The nuclear family then, â€Å"resolves† what can be seen as a contradiction – to work efficiently, labour must not be distracted by the process of child-rearing, which in turn is essential to expanding the labour force. By ascribing (primarily gender-based) roles – Mother as submissive domestic labourer, child-raiser, nurturer; Father as dominant worker, breadwinner – capitalism reinscribes older patriarchal power structures. In order to maintain such a â€Å"stable†, logical system however, surplus repression must be constantly in action. The family can therefore be seen as the reason for, as well as the ke y instrument of, surplus repression under capitalist patriarchy. What, then, is being repressed in Western society? Wood points to sexual energy in general – as the source of creativity – in that â€Å"creativity† that is not sufficiently fulfilled in the monogamous heterosexual relationships necessary to perpetuate the family construct or through individuals’ labour practices, represents a threat to the myth of contentment under capitalist patriarchy. The family acts as the vehicle for this type of repression, by advocating, for example, parental monogamy. The sexuality of children is similarly denied and repressed by the family; cultural norms require parents to repress sexual behaviour (masturbation, for example) in their offspring. Following on from psychoanalytic theory’s conception of human bisexuality as â€Å"normal†, the bisexual-homosexual impulse is also repressed. This impulse is a direct affront to the norm of monogamous heterosexuality, as well as the ascribed gender roles of masculinity and femininity. From these gender roles, we can see that female sexuality in particular is severely repressed by the family, as the woman’s desire for sex (and thus her creativity) is seen as masculine, and as a result runs counter to the feminine ideal of passive subordination. Women, then, are frequently denied their sexuality under patriarchal capitalism. Given the primal or primordial nature of these repressed sexual impulses, society (bourgeois capitalist patriarchy) is presented with a difficult problem. The act of repression, as it stems from ideology, instils a hatred or fear of what is being repressed (it must be evil if society expects us to repress it) but nonetheless it still remains within, giving rise to neurosis. One of the key ways in which this is dealt with, is through the process of othering. In this way, what is repressed and hated within is projected onto an other, in a way displacing the neurosis and legitimising one’s own repressive culture (â€Å"it’s not us, it’s them!†) The creation of the other in one’s own inverse image, where â€Å"we† (bourgeois, white, civilised, heterosexual, repressed) are everything â€Å"they† (proletarian, dark, wild, bisexual, sexually overt) are not, is fundamental to the horror film. According to Wood’s basic formulation of hor ror, normality is threatened by the monster. Frequently the monster in horror is a wild, sexual being, representing the very impulses that are repressed within normal Western society. The Hills Have Eyes Wes Craven’s 1977 cult classic The Hills Have Eyes is a prime example of self-conscious problematicisation of the family in contemporary horror. Craven is a keen social observer of the processes of familial repression, as noted in a 1979 interview with Tony Williams – indeed, early in The Hills one of the characters (Bobby) makes an obvious reference to Freud. The film’s plot revolves around two apparently opposed families; the Carters – suburban middle class Christians, lost on their way to Los Angeles in a military testing site – and their â€Å"shadow† family – a group of scavenging, cannibalistic guerrillas that stalk the Carters, who have â€Å"invaded† their territory. As different as they appear, the families are constantly parallelled throughout the film, and eventually are impossible to tell apart. When their station wagon crashes in the desert, the members of the Carter family –Big Bob (the father), Ethel (the mother), teen siblings Brenda and Bobby, eldest daughter Lynne, Lynnes husband Doug and the couples infant daughter Katy – begin to show their â€Å"true colours†, as they play out their ideologically determined roles. Big Bob, portrayed as a racist, violent, crude patriarch blames his wife for the car crash, which she accepts submissively. Ethel attempts to balance the crudity of the former policeman (his occupation represents another institution of patriarchal dominance) with politeness and weak religious sentiments. The children, in particular Bobby and Brenda are also under the control of Big Bob – the patriarch – and when Bob leaves to find help, Bobby attempts (jokingly and unsuccessfully) to appropriate the role of male authoritarian controller. The Carters, in playing their role of the â€Å"ideal† family under patriarchal capitalism highlight the extent – and problems – of surplus repression. Bobby’s repression of unpleasant knowledge (the killing of the dog, Beauty) results indirectly in the deaths of Lynne and Ethel. Ethel herself is clearly in a state of denial; for example, on hearing heavy breathing over the radio she dismisses the sound as animal noise – even when Lynne points out that animals can’t use radios Ethel manages to ignore the sinister reality. Furthermore, when viewing her husband’s burning carcass she maintains the denial: â€Å"that’s not my Bob!† Lynne is also guilty of repression, as she tries to hide the fact that she found a tarantula in the caravan from her sister Brenda. The entire family is so busy repressing, trying to â€Å"protect† each other from the horrendous reality that they become increasingly fearful (neurotic) and ar e thus unprepared to deal with their shadow opposites. The â€Å"dark† family is at first more obviously dysfunctional. We learn that Grandfather Freddy attempted to kill his mutant son Jupiter, resenting him for causing his wife’s death in childbirth, and seeking any excuse to â€Å"expel† him from the family. When Jupiter survived, kidnapped a whore and reared his own family who now terrorise the desert, Freddy simply describes him as a â€Å"devil child† who grew into a â€Å"devil man†, rather than face his own guilt and complicity. The family (perhaps standing in for various oppressed minorities) manages to eke out a squalid existence by using discarded army surplus tools and weapons for the purpose of committing petty thievery. Their cannibalism and violence, while horrific, is almost understandable, given the circumstances in which they find themselves. When two of Jupiter’s sons raid the Carters’ trailer, they rape Brenda and murder Lynne and Ethel. The desire of rape, as a particu larly horrific, antisocial, uncivilised act represents one of the ultimate sexual expressions that must be repressed in civilised society. The dark family can in many ways be seen as the representative manifestation of a process of othering. Stripped of all pretensions, desperate for survival, the remaining members of the Carter family finally find within themselves the courage, wrath and craftiness to kill off their enemies. However, the internal resources they find come at the expense of the repression that differentiated them from Jupiter’s family in the first place. The film closes with a powerful red-filtered freeze-frame of Doug in full fury, set to stab Jupiters son Mars in the chest though Mars is surely already dead. The ultimate return of the repression of violence in the Carter family (which was initially alluded to through the aggression of Big Bob, as well as the fond recollection of a story where Beast killed a poodle) presents a striking social statement about the nature of the â€Å"civilised† family. Ruby, though not particularly prominent, is a key character in the film. She sits precariously between the initially polar opposites of civilisation and wildness. Though she is part of the dark family, she wishes to leave with Freddy and enter civilisation. Freddy ridicules her: â€Å"you think you could pass for regular folks? †¦ You stink like a hog!† The final third of the film further highlights the convergence of the two families, as Ruby is able to transfer easily from one family to the other – the differentiation between civilisation and chaos has been completely deconstructed. The Hills Have Eyes astutely locates the monster within capitalist patriarchal society, and specifically the family itself, and in doing so articulates progressive politics that can be construed as promoting social change. The Brood David Cronenberg is not particularly well known for producing â€Å"family† horror films. Though his previous films – Rabid (1977) and Shivers (1975) – are centred on the repression of sexuality, particularly female sexuality, the family (as the primary institution of repression) is not central to the texts. The Brood, however, is a classical family horror film in that it posits patriarchy and the family institution as responsible for the creation of monsters. In the film, Psychologist Dr. Raglan, director of the controversial Psychoplasmic Institute encourages his patients, including Nola – a neurotic recent divorcee – to outwardly manifest their anger and fear; particularly rage that stems from family problems. In the film’s opening scene, a patient is taunted and humiliated by Raglan, who plays the role of the dominant father, persuading him that he would have been better off as a girl – his weakness would then be more â€Å"accept able†. In this way Cronenberg is describing tensions that form within the family as a result of repression of bisexuality. The traditional family is further shown to be problematic through the characters of Nola herself, as well as her mother. We learn that Nola’s mother abused her as a child (which itself runs counter to the social norm of the mother as carer, nurturer, protector of children), and that her father failed to stop this abuse (positing him as emasculated, disempowered, feminised). This redefinition of social roles continues with Nola, who it seems is continuing this family trend of abusive behaviour against her own daughter, and by the end of the film has fully appropriated the male role of active aggressor. The monster in this film also emanates from within the family – the brood; a monstrous horde of sexless children form the physical manifestation of Nola’s rage under Raglan’s treatment (Raglan himself acts as a surrogate father). The Brood’s representation of the problems of the family differs substantially with that of The Hills Have Eyes. Though both films show their respective monsters as originating from the family and point to problems surrounding surplus repression, Cronenberg ultimately places the blame for the monster not on society, patriarchal capitalism, or the family institution, but on Nola’s abusive mother. Furthermore, the final solution to the creation of the brood is for Nola to be killed – there is no perceived need to challenge the social circumstances and familial repressions that led to the problem in the first place. Conclusion Robin Wood’s â€Å"return of the repressed† theory provides a convincing basis with which to understand the role of the family in Western (American) horror. The family, as the primary institution that maintains patriarchal capitalist ideology, is increasingly represented as problematic in horror. The surplus repression of (primarily sexual) impulses, though ostensibly allowing capitalist patriarchy to run smoothly, is problematic due to the inability of repression to completely annihilate these primordial impulses. The essence of family horror is the creation of a monstrous other that represents the outwardly projected repressed sexuality and violence that threatens bourgeois capitalist civilisation. The realisation that good and evil are not binary oppositions, that evil in fact comes from within us, shows that the act of repression itself is problematic; for what is repressed â€Å"returns in condensed and displaced form to threaten and challenge and disrupt that whi ch would deny it presence† . As shown in The Hills Have Eyes and The Brood, the problems of repression within the family are portrayed variously in horror. Craven’s film can be seen as progressive, providing a critique of familial repression and oppression, suggesting that one must come to terms with these repressed impulses as they are a natural part of us. Cronenberg’s The Brood has been read in different ways, but not as a progressive text. The disgust with which Cronenberg views female sexuality brings with it the assumption that this sexuality is something that should be repressed; indeed the viewer feels relief when Nola is killed – repression has won out over familial female pathology; the institution that generated her condition is not subjected to critique. Though there are reactionary and progressive representations of the problems associated with family, it is clear that cinematic horror in the West is founded upon the ideas of repression and op pression that stem from the social construction of the family. Bibliography Harwood, Sarah (1997) Family Fictions: Representations of the Family in 1980s Hollywood Cinema. London: Macmillan Sobchack, Vivian. (1987) â€Å"Bringing it All back Home: Family Economy and Generic Exchange† in Gregory Waller (ed.) American Horrors: Essays on the Modern American Horror Film. Chicago: University of Illinois press, p. 177 Williams, Tony (1980) â€Å"Wes Craven: an interview.† Journal of Popular Film Television 8, no. 3 Williams, Tony (1996) â€Å"Chain Saw Massacres: The Apocalyptic Dimension† Hearths of Darkness: Family in the American Horror Film. London: Associated Universities press, ch. 8 Williams, Tony (1996) â€Å"Far From Vietnam: The Family at War† Hearths of Darkness: Family in the American Horror Film. London: Associated Universities press, ch. 4 Wood, Robin (1979) â€Å"An Introduction to the American Horror Film†. The American Nightmare. 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A comparison of cultural literacies Essay Example | Topics and Well Written Essays - 3750 words

A comparison of cultural literacies - Essay Example They discovered a worldwide problem with regards to the access of the people to education. Base on their reports, there from non-western countries, there is an estimated 130 million children who are about to go to school will not be able to get any basic education based on the questions of poverty and their access to schools. A systematic comparison in educational system is the bottomline to first understand how an educational system caters to the need of the greater public. The essential function of providing education for people is for them to be literate and be globally competent. This might be dependent on how education has been deviced and presented to them since the younger age up to collage and how they or they do not benefit from it. There are considerable factors that are needed to be tackled in understanding this, such as the socio-demographic condition of a particular country, cultural upbringing and religious backgrounds, technological aspect and economic factors. Clear comparison between two different two educational system in divers cultural backgrounds, economic factors etcetera is imperative.There might be strong points to show comparison between the qualities of education to locations where poverty is high than those places with lower poverty. There is also a demographic considerations that is needed to be understood to visualize an effective comparisons to the present educational system (both tradional and innovative) and to the educational system of other non-western countries. First there is already the question about traditional and innovative education and how can or cannot be effective to cater the learner’s need. Both of them has the core goal of educating the public but perspective and approaches are not similar. The concern of traditional and non-traditional of innovative education can be rooted up from the ideas of people who claimed traditional education as too conservative and therefore not