Female Breasts Essay -- miscellaneous

Female Breasts In many works of art throughout history, female breasts have been featured prominently and in the nude. The symbolic meaning credited to the breast was usually associated with fertility and nourishment, both spiritual and physical, and in the wider sense, with life. Eroticism, nourishment, abundance, expression, feminine power, as well as feminine subservience, are different contradicting themes of the breast played out in time. Different reiterating views of its importance and the way it should be displayed are used to reflect upon the views of women of the time and life in society in general. At times, it is near-worshipped as a sign of sexuality, or as a sign of nourishment. Other times it is restricted down, sometimes a sign of the inferiority of women or, on the contrary, as a sign of women's independence and their equality to men. Whether it is intentional or unintentional, how the breast is perceived throughout history is a direct reflection of the views of the time. Legends about the breast have appeared in a variety of cultures, from Greek, Indian, to Native American myths, they all contain stories that involve biting a breast. For example, as an infant, Hercules was said to have gotten his extra-human strength from biting the breast of Hera. Other stories such as this can be seen as symbolic of an attack on Mother Nature or the earth goddess, and of man's ability to overcome her (Latteier, 1998, p. 146). Women with multiple sets of breasts are reoccurring themes in Western society, symbolizing fruitfulness. Artenis, the Greek goddess of Ephesus, is said to have had nearly twenty breasts on her chest. She symbolized the female nourishing power and fertility. The Minoan society on the island of Crete welcomed the breast openly. Women's clothing was designed to let the breasts show through and were placed in high social positions of power. Their breasts stood for material wealth, political power, and purity. The Minoans are given credit as the fi rst people to use a corset. They wore bodices that laced below the bust, bracing and exposing the breasts (Winston, Website). Priestesses known as snake goddesses, were notorious for large breasts and snakes that coiled around their arm, would symbolize their power (Yalom, 1997, p. 15). Classic Greek society repressed femininity and acclaimed masculinity. Women were encouraged to stay... ... short of surgery to change the size of the bosom. From the binding of the breasts in male-dominated Ancient Greece, to the large breasts of the 1980's, the way society treats the breasts reflects the customs of society at the time. Why is the breast considered such an important feature of the body? Is it because of their connection with lactation and the nurturing of infants? Or is it because of their sexual nature, as a symbol of femininity and womanhood? Whatever the reason, they are an important indication of the views of society and will continue to be so in the future. Works Cited Allende, Isabel. (1991). The Infinite Plan. New York: Harper Collins Broby-Johansen, R. (1968). Body and Clothes. New York: Reinhold Book Corporation. Latteier, Carolyn. (1998). Breasts: The Women's Perspective on an American Obsession. Binghamton: The Haworth Press, Inc. Silverman, Steven. "The Brassiere." http://home.nycap.rr.com/useless/support_files/author.html Winston, Elisabeth. "The History of Corsets." http://home.earthlink.net/~isibastel/corset.html Yalom, Marilyn. (1997). A History of the Breast. New York: Alfred a. Knopf, Inc Female Breasts by Raman Bains

Explication of “Dulce Et Decorum Est” by: Wilfred Owen Essay

The tone is very harsh and he speaks very direct. He uses words that will shock you and leave you with a sick feeling. In the first stanza, the first two lines of the poem are, â€Å"Bent double, like old beggars under sacks/Knock-kneed, coughing like hags, we cursed through sludge†. This represents the men bent over carrying their belongings through the mud. They are being compared to as old beggars & hags, (miserable ugly old women). However, these men were young. In the third and forth lines, â€Å"Till on the haunting flares we turned our backs/And towards our distant rest began to trudge†, represents the tired soldiers heading back to camp. In the fifth and six lines, â€Å"Men marched asleep. Many had lost their boots/But limped on, blood-shod. All went lame; all blind;† this shows how tired the men were as if they were marching in their sleep. Many have lost their boots and their feet are bleeding. In the seventh and eighth line, â€Å"Drunk with fatigue; deaf even to the hoots/Of tired, outstripped Five-Nines that dropped behind. † This shows that the soldiers are so tired and can’t get away from the explosives that are falling behind them. In the second stanza, the first two lines of the poem are, â€Å"Gas! GAS! Quick boys! -An ecstasy of fumbling,/Fitting the clumsy helmets just in time;. † These lines reveal that their enemies have released toxic gas into the air to try to kill them. All the soldiers were struggling to get on their gas masks as quickly as they could. The third and fourth lines of the poem are, â€Å"But someone was still yelling out and stumbling/And flound’ring like a man in fire or lime †¦Ã¢â‚¬  These lines describe a soldier who was stumbling all over the place due to the toxic gas. This man didn’t get his gas mask on in time. The fifth and sixth ines of the poem is, â€Å"Dim, through the misty panes and thick green light,/As under a green sea, I saw him drowning. † These lines give you a mental image of the toxic gas. Another soldier is witnessing this man slowly dying. In the third stanza, the first two lines are, â€Å"In all my dreams, before my helpless sight,/He plunges at me, guttering, choking, drowning. † These lin es show how this man is haunted by the sights he witnessed of his fellow soldier dying from the toxic gas. The third and fourth lines of the poem are, â€Å"If in some smothering dreams you too could pace/Behind the wagon that we flung him in,. In these lines, the speaker wants you to be able to witness and see what he actually saw during this war. He wants you to be able to picture it in your mind. Soldiers didn’t have time to mourn or care where to dispose of the dead bodies. The fifth and sixth lines of the poem are, â€Å"And watch the white eyes writhing in his face,/His hanging face, like a devil’s sick of sin;. † These lines describe soldiers dying. Their eyes are rolling back in their heads and they are questioning everything that they’ve ever been told about dying for your country. The metaphor â€Å"like a devil sick of sin† implies how horrible everything was and the terrible sights that they’ve witnessed. A devil is never sick of sin. The next four lines of the poem are, â€Å"If you could hear, at every jolt, the blood/Come gargling from the froth-corrupted lungs,/Obscene as cancer, bitter as the cud/Of vile, incurable sores on innocent tongues,. † These lines give you a mental image of how disgusting the effects of the gas have on your body after it kills you. Your body breaks out in sores like cancer moving at an extremely fast rate. This was really a horrible way to die. The last three lines in the poem are, â€Å"My friend, you would not tell with such high zest/To children ardent for some desperate glory,/The old lie: Dulce et decorum est. † These lines are saying that you wouldn’t tell your child with enthusiasm what really goes on during the war. It isn’t at all what it’s cracked up to be. It takes a lot of mental and physical strength to be in the army. â€Å"The old lie: Dulce et decorum est† means â€Å"It is sweet and fitting to die for one’s country. †

Supervision and Leadership - Semester Research Paper...

Supervision and Leadership - Semester Research Paper Assignment How to deal with problem employees †¢ INTRO You must introduce and define the topic in relationship to supervision Problem employees inevitably surface in most workplaces and sometimes employers need to counsel their employees and on occasions employers must discipline the employee. In an organization top-management often formulate the standards that supervisors must use when they have to deal with problem employees. A supervisor must have the skills required to organize, staff, lead, and control which includes the ability and talent required to deal with problem employees. Paragraph 1 In the workplace sometimes employee problems are obvious, such as attendance†¦show more content†¦There are an unlimited number of reasons that an employee can provide for his or her absenteeism – some under the employees direct discretion, others such as illness or emergency not under the control of the company or the employee. As companies and managers around the world continue to tackle this ever growing issue many western companies have begun to implement strategies to combat the symptoms of lost productivity caused by absenteeism, however, even within western cultures, these tactics don’t work as planned. Many factors play a role; however, some companies are gaining success from various tactics used to combat absenteeism and tardiness. In a world full of different motivations and cultural differences, it can be difficult for companies to have a full success; however, with careful planning and cultural understanding companies can begin to battle against this costly crisis in the workplace. In many cases an employee not be meeting company expectations because, they are not clear about their job expectations. Make sure the employee is clear about the job expectations, the production expectations and any other details that would enable the person to perform effectively. Job descriptions, posted production standards, and data about performance help the employee understand and perform their role. A Performance Management System ensures the employee’s clarity about the goals.Show MoreRelatedReflections of OMDE 670, the Most Important Course of My Masters Program1112 Words   |  4 Pagesespecially for me. It marks great achievements and growth in the subject and signals a beginning to practice in the field. This has also been the most challenging course, as it does not incorporate much of Wedemeyers empathy theory. During my research, Mills, R. (2004) put this in perspective, stating (paraphrased), learning doesnt have to be difficult because one is at the graduate level. It is not necessary to have to jump hurdles to be successful or to reach the finish line. 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