Power of Women in the Epic of Gilgamesh

Anthony Sales Ierfino The Power of Women Imagine a woman so beautiful she had the power to tame wild beasts with one look at her voluptuous body. In â€Å"The Epic of Gilgamesh†, Gilgamesh’s temple priestess has the power to do just that, she tames Enkidu. Ishtar, when denied by Gilgamesh, threatens to â€Å"let the dead go up and eat the living† (10). In this epic, women represent great power, wisdom and finally temptation and evil. In the epic, the woman symbolizes different things.One of these is how woman use the power of love (sex) and temptation to attain a certain goal or task. When the trapper’s son tells his father of Enkidu, his first and immediate instinct is to send for Gilgamesh’s temple priestess, Shamhat, so she can seduce him and â€Å"have her take off her robe and expose her sex† (3). Upon seeing Shamhat’s voluptuous body, Enkidu loses all his wild and animalistic instincts. He then makes love to her for six days and seven nights, as â€Å"she was not restrained, but took his energy† (4).Having had sex with the harlot, Enkidu is humanized and in turn is rejected by the animals he grew up with. Shamhat not only proves that sex and temptation are powerful tools (or weapons), but that the woman is even more powerful because she holds such â€Å"powers† (sex and temptation). Not only Are women powerful, but in the Epic, they are portrayed as evil. Ishtar, goddess of love and war, is portrayed as a selfish and uses her power of seduction for evil.Princess Ishtar asks Gilgamesh to marry her, telling Gilgamesh â€Å"Be you my husband, and I will be your wife†¦Ã¢â‚¬  (8). Gilgamesh replies by not only insulting the princess but by recounting her past lovers and how she has loved them only to turn on them, â€Å" You loved the colorful ‘little Sheperd’ [Tammuz] bird and then hit him, breaking his wing, so now he stands in the forest crying ‘My Wing’! † (9). He then, ends his reply by saying she loves him now, but she will only turn on him.Ishtar, embarrassed and deeply angered, goes up to the heavens going to her father Anu asking for him to let her unleash the Bull of Heaven so he go down and kill Gilgamesh. When Anu simply states that Gilgamesh did nothing wrong, Ishtar threatens that if she does not get what she wants she will â€Å"knock down the Gates of the Netherworld†¦and will let the dead go up to eat the living! † (10). Despite a warning from her father that no crops will grow for 7 years Ishtar is undeterred. This shows how, Ishtar, is selfish uses her power of seduction on Gilgamesh.But when rejected, she is blinded by her fury and willing to do anything to get revenge even if it means the deaths of innocent men. It is clear that women are portrayed in a certain way in the Epic of Gilgamesh. This is due to the position they held the social hierarchy of the day. They were portrayed as beings with the power of seduction whether they had good intentions or evil intentions were completely up to them. This is why they were treated as mere objects that must be controlled by man.The temple priestess, for example, held much power, she was the representative of God on earth, not only this but it is she who ensures there will be a good crop, whether or not the king will be successful in battle. In this instance the Temple Preistess, Shamhat, sent by Gilgamesh to tame and eliminate the threat that is Enkidu. Secondly how Ishtar, after attempts to seduce Gilgamesh and fails, blinded by rage and selfishness, wreaks havoc on the innocent people of Uruk as she attempts to get revenge on Gilgamesh.

Human Nature and Power Essay

During the Renaissance, many brilliant philosophers have explored the concept of human nature. The question, what motivates humanity has been taken into consideration in the composure of virtually every society. By establishing that premise, many went on to create an ideal society with the intention of developing that thought. Niccolo Machiavelli and Thomas More are outstanding representatives among them. In both More’s Utopia and Machiavelli’s The Prince, perfect societies are constructed. However, More and Machiavelli have different opinions about the human nature in relation to the role of power and authority. Thomas More optimistically describes human nature. He depicts that man by nature is good-willed and conforming. He believes that human nature can be improved. Therefore, if the governing power is to be removed then man would be a less hostile force. Niccolo Machiavelli, on the other hand, describes human nature negatively. Man is untrustworthy, ungrateful, greedy and lying. Machiavelli suggests that man will never change and that one will always attempt to overcome the other. Power and authority is implied in the very essence of Machiavelli’s work. It is tied in with the greed and selfishness. More believed human nature to be good, created by God, and susceptible to great improvement if social, political, and economic conditions were reformed so that human misery were eliminated and that fundamental human virtue were thereby liberated and nurtured. More believed in socialism insofar as it would eliminate private property, which he saw as the root of evil. He believed that when private property exists, and when money dominates all other considerations, then â€Å"it is hardly ever possible for a commonwealth to be governed justly or happily. † More believes that justice simply cannot exist when the â€Å"worst citizens† own the â€Å"best things,† or â€Å"where property is limited to a few. † In such a situation, those who have so much are â€Å"always uneasy,† fearing they will have it taken, and those who have so little â€Å"are utterly wretched† (More 38). Where there is no justice, people will believe that there is no reward for virtue, which will result in people behaving according to their lowest standards, rather than according to their highest. In Utopia, Thomas More’ view of human nature is far more positive than negative. While he certainly shows an awareness of the flaws in human beings, he attributes those flaws more to the environment, and political and socioeconomic factors, than to the nature of humanity. In other words, More shows that human nature can be altered by altering the environment. If the environment is improved, meaning socially, politically and economically, then the behavior of human beings will be improved, bringing out the best in human nature. So in More’s view, if the governing power and authority is to be removed then man would be a less hostile force. Machiavelli expresses his view of the basic lack of goodness in human nature. He believes that in general, most people have a primary interest in themselves, and are motivated by their financial greed. Men are mainly concerned with their property and honor. â€Å"When neither their property nor their honor is touched, the majority of men live content†¦ † If he â€Å"wishes to profess goodness at all times† he â€Å"must fall to ruin among so many who are not good. † If he wishes to maintain his power, he must â€Å"learn how not to be good, and to use it or not according to necessity† (Machiavelli 127). Machiavelli, envisions society as one that turns to power and satisfaction of vices as seen through The Prince. Machiavelli advises that to keep power one must learn to be corrupt. This advice is given due to the idea that one who knows not corruption and believes in honesty is faced with those who use manipulation as part of the job. Machiavelli also sees pursuing virtue as an act that leads to ruin, while serving vice will fortify life. Human nature is one that tends to be drawn to pleasant, satisfactory things. If there is no benefit to the self for actions performed, motivation to perform such actions will be low or nonexistent. As seen throughout history, many actions have been taken in order for people to gain power, even if that action is genocide. Men are willing to step over men in order to have power and make an enjoyable life for hisself. Such occurrences can be seen multiple times, being unprompted and completely by choice of the power hungry. According to the different point of view of human nature from More and Machiavelli above, we can understand how More and Machiavelli view power and the role of power and authority. In the Prince, the authority is in either monarchy or dictatorship. Machiavelli focuses on the manipulation of the people to maintain power. The importance lies in the fact that in a monarchy or dictatorship, one person has the power in a society and all the rest serve only to obey him. Starkly different is More’s creation. His society is a true communist one and it could also beargued that it is also a democracy. Leaders are elected by the people, who make their owndecisions freely. Nothing, not even power, is owned in that society by an individual. The power is distributed, thus empowerment. The capitalism of Machiavelli’s world, the idea strongly ties in with this contrast. it was written for the use of one man to dominate over and control his kingdom, it was obviously not meant for lesser mortals. It in itself is a tool of power which could be used for only the good of the prince who uses it. Whether or not the people are empowered does not matter, it is irrelevant. It only matters that theprince uses it to maintain his own power. In contrast, Utopia is a fantasy written by More tosuggest an alternative way of life for the people. He focuses very little on the doings of the princein his ideal society; what matters in Utopia is the actions of the people. One might even say thatthe people are empowered, but the ideals that truly run the society, are empowered. More’s truefocus does not even lie in power, but in the seeking of ideals. The Utopian society highlights the unwritten laws of morality that humans possess if they are raised in a society that promotes honesty and virtue. However, Machiavelli argues that men are evil and inherent selfishness, no matter how pleasant a society raises them. People’s natural tendency to lie, cheat, and steal swells up without any restrictions, destroying not only their own community but also their government. It is implied that the treatment of criminals is harsh and strict. In Utopia, More describes how this ideal society punishes its’ criminals and it is obvious that they are mild and gentle. Since vice is not only destroyed, and men preserved, but they are treated in such a manner as to make them see the necessity of being honest (Utopia, 14). Although More and Machiavelli’s opinions differ greatly in their view of human nature, both works are unbelievably intriguing in that each of the societies would leave an incredible mark in history. The visual given through More’s Utopia portrays society an optimist’s view. More believes that when given all equal opportunities and provisions, people will lead a virtuous, unselfish life. People will work for the benefit of other people in order to create an equal and pleasant society. People only turn to corruption when faced with shortages or vanity in believing some deserve more than others. So in More’s Utopian world, the governing authority is removed and the power is distributed. However, in the Prince, People’s natural tendency to lie, cheat, and steal swells up without any restrictions, power and authority is implied in the very essence of Machiavelli’s work. It is tied in with the greed and selfishness. So Machiavelli focuses on the manipulation of the people to maintain power.

102 Intro to Causal Analysis Professor Ramos Blog

102 Intro to Causal Analysis Intro to Causal Analysis Intro to Causal Analysis Causality: the relationship of cause and effect Causal Analysis  systematically examines the causes and/or the effects of an event, situation, belief, or action. Cause asks: Why did it happen? Why does it happen? Why will it happen? Effect asks: What did it produce? What does it produce? What will it produce? By carefully analyzing  Ã¢â‚¬ ¦ A Causal Analysis essay gives you a precise way to ask tough questions about the world you live in. Everyday the news is full of issues that raise  why  and  what if  questions. Instead of focusing on the whole of an issue, focus down on why something happens or what the effect is of something happening. For example: Instead of focusing on the death penalty which has a ton of information to sort through once you begin researching. The causal analysis assignment focuses the inquiry into causes and effects: Why was the death penalty reinstated in Texas in 1982? Or, what has the deterrent effect been since then? The causal analysis gives you a line of inquiry to pursue, that is central to understanding the argument and arguing well. In this way, the assignment asks you to develop rhetorical skills, in particular logical thinking, the supporting of explanations with evidence, and the ability to explain the â€Å"story† of cause and effect to an audience. For this assignment, you will pick a monster to investigate more in-depth. Psycho Here is the infamous shower scene from Psycho (1960) While this scene is iconic, the movie is based on a real person: Ed Gein.

Double Standard Of Masculinity In Gender Role Soci Essays - Gender

Double Standard Of Masculinity In Gender Role Soci Essays - Gender Double Standard Of Masculinity In Gender Role Socialization Double Standard of Masculinity in Gender Role Socialization Masculinity is a topic that has been debated in our society extensively, through research as well as in informal settings. Many wonder what it means to be masculine, and if we can really assign a definition to such a subjective term. After all, shouldn't one's own perception be the determinant of what constitutes masculinity? This self-construction would be the ideal in our society, but unfortunately, it represents a false belief. Masculinity has certain characteristics assigned to it by our culture. In this paper I will explore the many facets of masculinity and demonstrate how certain beliefs pertaining to it are perpetuated in our society. I will also uncover many of the contradictions between society's assigned definition of masculinity and the expectation that males will somehow learn how to act contrary to that assigned and learned meaning. Definition of Masculinity Men are primarily and secondarily socialized into believing certain characteristics are definitive in determining their manliness and masculinity. These characteristics range from not crying when they get hurt to being and playing violently. The socialization of masculinity in our society begins as early as the first stages of infancy. A child's burgeoning sense of self or self-concept is a result of the multitude of ideas, attitudes, behaviors, and beliefs to which he is exposed (Witt 1997). Later in this paper the question of whether there are genetic factors will be discussed. However, to further my argument at this point, I will discuss masculinity as it is socially defined. From the outset of a boy's life he is socialized into the belief that he should be 'tough'. Often when boys get hurt, 'scrape their knee', or come whimpering to their mother or father, the fated words, Little boys don't cry, issue forth. Children internalize parental messages regarding gender at an early age, with awareness of adult sex role differences being found in two-year-old children. One study found that children at two and a half years of age use gender stereotypes in negotiating their world and are likely to generalize gender stereotypes to a variety of activities, objects, and occupations (Witt 1997). This legitimization teaches males that boys and men are not allowed to cry. There also exists the belief that boys are often required to do 'men's work' outside of the home such as mowing the lawn, cleaning the garage, etc., and not 'sissy women's work' such as cooking and cleaning, etc. Other factors help to perpetuate certain standards expected of men and boys (Stearns 1990). The violence boy's witness on television further legitimates this belief. Katz explains that advertising imagery equates masculinity with violence. For boys this means aggression is instrumental in that it enables them to establish their masculinity (Katz 1995). Lee Bowker researched the influence advertisements have on youth. He asserts that toy advertisements featuring only boys depict aggressive behavior. Strangely, the aggressive behavior generally results in positive consequences more often than negative. Bowker also looked at commercials with boys that contain references to domination. The results of all the commercials indicate that 68.6% of the commercials positioned toward boys contain incidents of verbal and physical aggression. There was no cross?gender display of aggressive behavior. Interestingly, not one single-sex commercial featuring girls shows any act of aggression (Bowker 1998). This research helps explain that it is not just the reinforcement of close caretakers t o the child that legitimate masculinity but society as a whole (using the television as a symbol of society and it's desires). Another example of how this can be reinforced even by women who may or may not be trying to promulgate such a belief is with an experience I had growing up: When I would get a cut or a bruise, I would muster up all the strength I had to not cry. I feared that if I cried I wouldn't be worthy of being a tough kid. On one occasion I had a severe cut in my knee that required several stitches. When I took a look at the wound after rolling up my pant leg, my first inclination was to break out crying. However, at that moment my teacher told me what a

Advocates of Human Rights and Champions of Countrys and Citizens Research Paper - 2

Advocates of Human Rights and Champions of Countrys and Citizens Safety - Research Paper Example Hence, people who are convicted in the lower courts, but have appealed successfully to higher courts could neither be removed from office, nor could be deprived of other citizens rights, like getting elected for an elected post, or exercising voting rights etc. So, indictment or formal charge against any person is not evidence of guilt because unless proved otherwise, the person is supposed to be innocent. It is the fundamental safeguard in the British system. â€Å"It is precisely in order to protect this presumption of innocence that defendants are not generally required to face evidence which, while it may be highly prejudicial, does not actually prove the particular case against them† Keeping this exclusive right of the defendant, he is excluded from ‘similar fact evidence’ meaning similar crimes committed by the accused in past will not have any bearing on the present case. Human Rights have become the most important principles of law today, in all civilised countries. The world is, at last, acknowledging that individual and his rights are greater than any other rights, as long as it does not encroach another’s individual rights. Hence, human rights come to the forefront while dealing with individuality as the core matter of it. â€Å"Throughout the world, in international relations and international law, discourse is increasingly being conducted in the language of human rights. This trend represents the significant inroads which are being made by the international community of nations on the notion of state sovereignty,† (Feldman, 2002, p.35).

The Ideal Classroom and School Assignment Example | Topics and Well Written Essays - 3500 words

The Ideal Classroom and School - Assignment Example This essay describes the role of education and how it can be assisted by the ideal classroom and school, ultimately concluding that such concepts are tied into present culture and needs and so should remain flexible. Ultimately, the construction of any ideal is dependent upon perspective and the ability to meet the needs of one's learners. It is therefore imperative that ideals are not copied from one place to another, but that each educator seeks their own answers. Many of the more pragmatic suggestions for creating an ideal classroom in research literature relate to secondary education, but interestingly the two projects currently attempting to construct an ideal classroom are focussing on the primary age range. With the practicalities of constructing an ideal classroom at an early stage in academic literature, a more philosophical approach is taken in this essay. From this perspective, practical ideas are discussed in terms of why they are thought to be ideal. As the notion of an ideal classroom is as much a theoretical as a practical concern, I do not judge the existing literature to be lacking as empirical research into an ideal classroom would be heavily dependent upon its culture and context, arguably suffering from a lack of generalisability from its very nature. The broader role of education discussed by Wragg in Moon et al. ... The broader role of education discussed by Wragg in Moon et al. (2002) includes flexibility, that the aim is simply to meet students' needs. While this slightly dodges a question by posing another question (e.g. who determines and limits the needs), the intent suggests that the concept of 'ideal' has to be a fluid one. An ideal classroom now may not be one in 20 years, nor is the ideal classroom for a London school necessarily ideal for a similar school in Hull. The concept of an ideal classroom and school may be culture bound as much as it is resource driven, so it is necessarily to strictly define for what purpose the classroom is 'ideal'. As with Moon et al. (ibid), this poses the question "ideal for what" To argue that education has changed so little over millennia suggests comparison to another field where little has changed, namely philosophy. Philosophy has value to society for its questions rather than its answers, and I would argue that education is very much the same. It is so much a part of our human and social condition that each generation must ask itself the same questions even if the answers are only temporary. If philosophy is the question of who we are, education represents who we want to be. In the thousands of years of human education, classrooms and schools are a relatively recent innovation. They arguably account for a small proportion of what is learnt through a lifetime, for example Moon argues that the challenge for formal teaching is how to transpose the extraordinary human capacity for learning, particularly in the young, to those artificial worlds we have created in schools and classrooms. (Moon et al., 2002 p.3) McIntyre illustrates this point by stressing that the "concept of teaching has no

Reader response Essay Example | Topics and Well Written Essays - 750 words

Reader response - Essay Example Moreover, the searches they conduct as well as detainment is racially biased. The authors posit that the border patrol is a venture that has proved unsuccessful and is likely to prove so in the future. Despite the efforts made by the patrol border, masses of people still migrate into the American territory. This paper will present a response to Silko’s text. In my opinion, the border patrol exercise only serves to limit the freedom of movement enjoyed by many Americans because of the numerous stops in different places. My view conforms to the opinion of the author expressed in the first paragraph of the text when she says, â€Å"As proud citizens, we grew up believing the freedom to travel was our inalienable right, a right that some Native Americans had been denied in the early 20th century† (115). Evidently, American citizens have a right to enjoy the freedom of movement, however, the stringency of the border patrol only serves to contravene this right. With the border patrol in places, Americans are frustrated by the numerous stops impromptu searches and in the worst cases imprisonment. From the author’s experience during the fateful night when they were stopped, it becomes evident that the border patrol is a source of frustration to the Americans (Archuleta 115). The experience of the author after being stopped by the border patrol is not an isolated case because the border patrol agents are stopping people at a higher frequency than any other time in history. The author highlights that, â€Å"Unfortunately, what happened to me is an everyday occurrence here now† (118). This statement is meant to place emphasis on the increasing rates of patrols at different checkpoints. The border patrol has increased its activity and extends its control to all the highways and roads that lead to the border o emanate from the border in states such as California, Arizona, New Mexico, and Texas. It is disturbing to learn about the different cases highlighted by the