Theories of myth

Theories of myth Mythology involves sociological or even philosophical the studying of myths. Myths involve characters such as supernatural heroes or gods. Within sacred stories, the characters involved are priests and rulers. Myths have been used extensively in explanation of the world formation and establishment process of taboos, customs and institutions (Csapo, 2005). Scholars have been trying to explain myths in the past decades using theories. Claims by Euhemerism theory have demonstrated myths to be fuzzy accounts of authentic or real historical events. According to Csapo (2005), explanations show that storytellers carry out repeated elaborations upon historical measures. Such repetitions made the myth figures to gain the position of gods. For example, a wind-god development emanating from a kingly historical account, teaching his followers on wind-interpretation and use of sails. Prodicus and Herodotus made such claims in the 5th century BC. The origin of this theorys name is from the 320 BC novelist called Euhemerus. This novelist made claims of the Greek gods evolving from legends humans. Explanations of allegory theory suggest that myths started as allegories. For example, in relation to one theory myths started as natural phenomena allegories. For instance, historically representation of Apollo was fire while Poseidon represented water, among others. Another theory explains that myths started as allegories of spiritual or philosophical concepts. For example, Athena represented wise judgment, while Aphrodite represented desire. Sanskritist Max Muller in 19th century believed that myths originated from nature, but came to be literally interpreted gradually. For example, poetry described a sea to be raging and literally this was taken to interpret the sea as a raging god. Personification theory as explained by some scholars, myths originated from personification of forces and objects which are inanimate. In their regard, these scholars observed people of ancient days worshipped natural phenomena such as air, fire. With time this described the natural phenomena as gods. For example, mythopoeic thought described ancients to observe things as persons but not as mere objects. Thereby, they described events of nature to be actions of natural gods, hence myths evolution. Cosmogonic or creation myths relates to supernatural stories giving explanations to humanity, life, earth or universe existence (Csapo, 2005). Generally, myths tend to broadly share the same themes. Myths commonly involve fractioning of worldly things from primordial chaos. Such aspects include father and mother separation gods or emergence of land from an infinite and from timeless ocean Among the Finnish, people believed that the world was made from a broken egg. Descriptions reveal that a bird was flying over the sea as it searched for a place set-up her nest and lay eggs. The birds search was futile everywhere. The only thing in existence was water. After that, the bird identified the 1st dry place to some it was a boat, others it was an island, and others a floating body such as a wizard. However, the dry place was unstable to set-up a nest hence a large wave broke those eggs, their parts being spread all around. Upper part of the egg formed the sky, yolk formed the sun and lower egg parts formed the earth. The first human being was vainamoinem born to air maiden Ilmatar impregnated by the sea. Vainamoinem gave orders for trees plantation and initiated the human culture. This myth relates to the allegory theory which explains representations of natural phenomena (Csapo, 2005). Upper part of the egg in this myth represents the sky yolk represents the sun while the lower part represents the earth. The allegories here are the sun, the sky and the earth. On the other hand, among the Hindu, universe existence is governed by Trimurti of brahma. Brahma is the creator Vishnu is the sustainer while shiva is the destroyer. The first Avatar generated from water. Hindus believe universe creation originated from the word Aum. The word stands for the sacred sound uttered by every person during birth. Their belief states that creation cycle has no beginning, neither preservation nor destruction. A Brahmas day takes 4.32billion years and the night too. Their belief is that nights and days follow in cycles. To them time is represented as Kala. This Hindu myth relates to the euhemerism theory where people try to explain the existence of natural phenomena (Csapo, 2005). The Hindus have applied the historic events, explaining each occurrence with natural phenomena. As this myth continues to be told repetitively, the myth figures have developed to take the positions of gods. In this reference, the Hindus god is Brahma emanating from Hindus accounts t o historical events, explaining where the universe originated from. In conclusion, as drawn the discussion, I believe that myths have been associated with several purposes. Myths are believed to shape or establish behavior models. Figures of myth are normally sacred hence positioning them playing the role models on humans. Similarly, myths uphold current social institutions and structures. Myths serve the purpose of justifying social customs in claims that sacred beings established them. Additionally, myths act as a good source of entertainment and also providing human beings with experiences which are religious in nature. Myths unraveling repetitions detaches people from modernity to mythical era presenting them nearer to the Devine. For example, a society can reenact healings done by gods in ancient days in order to heal an individual in the present. References Csapo, E. (2005). Theories of mythology. London, UK: Wiley-Blackwell Publishers.

The Suffragettes

What was the aim of the suffragettes? The suffrage movement was mainly women from middle class backgrounds. These women were frustrated by their social and economic situation and wanted an outlet through which to initiate change. The word suffrage comes form French and means being allowed to vote. They were fighting for their legal right to vote and the injustice of the women situation of not having equal rights as men in the early 20th century. But men in power denied it, so they resorted to violence. They started to fire mailboxes, smashing windows and blowing bombs.Tactics how did they get their point across? This group of women, the suffragettes, used a variety of tactics during their fight for equal rights as men. Tactics varied from passive such as using uniforms in order to attract publicity or staging marches, public meetings even printing their own newspaper. They also visited factories aiming to convince workingwomen to join their cause. They indeed got noticed; all kinds o f women joined the movement. Nevertheless, the parliament didn’t grant them the right to vote.As a reaction to this denial, they responded with more destructive tactics like smashing shop windows, setting fire and bombs in buildings. They purposely tried to get arrested in order to shock people and make them realize that they were being treated like criminals. When they were in prison suffragettes went on hunger strike. Eventually the women were forced-fed. A tube was forced down their throat and liquid was poured down. It was very painful. After this violent strategy, some participants thought they had gone to far and resigned.Leadership: Emily Davidson an English women from a modest background who struggled her way through college, was a well-known participant of the suffragettes movement. She is a great example of their determination and perseverance. During her years as a suffragette, she was arrested for various offences, including a violet attack on a man. During these arrests, she was tortured and force fed after a hunger strike, and suffered from severe spinal damage when throwing herself down an iron staircase as a protest.Her tactics became more and more extreme as planting bombs. Her motto was â€Å"Rebellion against tyrants is obedience to God. † The final act that earned her eternal fame as suffragette and demonstrated her strong will power and bravery was when she threw herself under the King's horse, Anmer, as it rounded Tattenham Corner becoming like this the first martyr of the suffragette cause. Success of the cause: With the outbreak of the war in 1914, the WSPU ended their political activities.All suffragettes were released from prison and they focused on supporting the war. Many women worked very hard during the war, they took jobs normally reserved for men. The huge numbers of men needed to fight the war and the high numbers of wounded amongst the soldiers, forced men to employ women as gas workers, coal heavers, transport w orkers, and ambulance drivers. When the war ended, these female workers were rewarded with a law that allowed women over 30 years of age with property, to vote in parliamentary elections and even become Members of Parliament.Finally in 1928 all women over the age of 21 were given the right to vote. Relevance of the suffragette movement: The suffragettes confronted, for the first time, the prejudice against women that has always existed throughout history. They attacked it both political and culturally, and they realized that they needed to win the right to vote because without political power they didn’t have a chance to change their position in society. The belief of the time was that women were not competent enough to compete with men and to participate in politics.They had nothing to loose in the beginning and their ideas of how far they could take their actions in the name of their principles had no limits. They would do anything that was needed to change the future of th e women who would follow them. Still this political movement remains very important for modern society today, there are still many challenges limiting the rights of women. Even though the suffragettes accomplished quite a lot, equality between men and women has yet to be achieved. Their example teaches us perseverance and commitment to a cause even when there seems to be no hope of winning.

Positive Relationships With Children Essay

Positive relationships with children and young people are important for the following reasons: When a child/young person feels comfortable and settled within their care setting they are more likely to engage and participate more with staff and other children within the group which creates a more relaxed atmosphere, it also makes the separation process easier for the parents/carers as well as the child /young person as it shows that the child/young person is emotionally secure, Building and maintaining positive relationships is also important as it contributes to the developmental needs of each individual child/young person personally, socially and emotionally which then enhances their language skills as they gain confidence talking to each other and staff. Positive relationships also enables us as practitioners to understand and respond to children/young people more effectively as we are able to recognise their emotions and expressions and also enables practitioners to plan more accurately as we know more of the interests and understand the developmental needs of the children/young people in our care. Making sure as a practitioner I keep to my word i.e. if a child/group have done a particular activity today, and I have told another group/child they may have a turn next session I must make sure that is what takes place as theses situations will affect the trust between myself and the children within the setting. Positive relationships are maintained by us practitioners, parents /carers being good role models, by showing courtesy and respect to each other at all times, remembering that we must show respect and courtesy to our younger as well as our elders, Always being fair and consistent, listening to what is being said without making judgement and making sure that any rules and boundaries set out are kept to and understanding when information is to be kept confidential, being able to identify and resolve disagreements /conflicts, help children and young people to understand the difference. Effective communication- the way in which we speak to an individual, according to age and developmental stage of the child/young person, being  aware of body language/hand gestures and facial expressions. Ensuring that children and young people are aware and understand their views and opinions are valued and considered. It is important that people involved in the care of children and young people build and maintain positive relationships with each other, as this can also have an enormous impact the development and wellbeing of the children and young people within their care spectrum, having a positive relationship with the child/young persons parent/carer can have positive effect on the child/young person, as this is the first step in getting to know and understand the initial needs and preferences, likes and dislikes and fears or concerns of each individual, also by including parent/carers in various sessions giving them the opportunity to contribute and get involved in planning and implementing of various activities it encourages people to engage in conversation where different views, ideas, and skills are learned. Also shared whilst showing the children/young people how to live in diverse community where we are all individuals who are able to work together regardless of background or upbringing. positive relationships between the various professionals working with children/young people whether it be colleagues, external agency/organisation or service, is important as it has a direct impact on the child/young person ongoing development, being able to share information between adults involving children/young people in different situations engaging in various activities, means that planning for the children/young people can be done more effectively as each professional involved may see a different way of contributing towards the development /wellbeing of the child/young person, they may also have the opportunity to identify any needs and interests different to those already established, the welfare of children/young people can be properly monitored while being assured that each child/young person is being given consistent care, any concerns or issues can be shared accurately and promptly when required following correct procedures and guidelines.

Oedipus The King, Death Of A Salesman, And The Glass...

In unit two of the semester, the class focused our attention on drama. As a class we read three very good play’s Oedipus the King, Death of a Salesman, and The Glass Menagerie. While all three of these plays were well written and had their share of both dynamic and static characters, the reader can’t help but notice that the mothers in all three plays were secondary to their male counterparts. The question posed is whether or not the mothers were nurturing, the answer was not easy to come by since all three women were very different. While there were some mothers who were nurturing to an extent, all of these women had their flaws and dysfunctions which led to them to not be considered nurturers. In Oedipus the King by Sophocles the mother Jocasta spent years married to her biological son, and bore his children. The play was written as a Greek tragedy in which the characters have a fatal flaw, and this applies to Jocasta. Right after King Laius and Queen Jocasta have th eir son Oedipus they receive startling news from the Oracle in which it is predicted that one day their son will rise up to kill his father, then marry and sleep with his mother. In order to avoid this King Laius decided to kill their son, and Jocasta willingly agrees. After years pass by, King Laius gets killed by a passerby, Jocasta is to marry the riddle solver, and life continues as normal. Almost all at once Jocasta’s life shatters, she finds out that her husband was killed by her son, she married herShow MoreRelatedEssay Prompts4057 Words   |  17 Pagesunderstanding of the work as a whole. Avoid mere plot summary. You may select a work from the list below or another novel or play of comparable literary merit. Alias Grace Middlemarch All the King’s Men Moby-Dick Candide Obasan Death of a Salesman Oedipus Rex Doctor Faustus Orlando Don Quixote A portrait of the Artist as a Young Man A Gesture Life Rosencrantz and Guildenstern Are Dead Ghosts The Scarlet Letter