Klee Essay Example For Students

Klee Essay Paul Klee was a Swiss painter, watercolorist, and etcher. He was a master of modern art, and his work is known for its imagination. Klee lived most of his life in Switzerland, but was a German citizen, born in Munchenbuchsee on December 18, 1879. At the age of nineteen in 1898 he moved to Munich, and studied art at a private school and at the Munich Academy. His first works were pencil landscape studies showing the influence of impressionism. Until before 1912 he created many black and white etchings, with overtones of fantasy and satire, which show influence of expressionism. From 1920 to 1931 Klee was a teacher at the Bauhaus. He was inspired to use color, when he visited North Africa in 1914. He declared himself possessed by color during this period of his mature style. For the following 20 years his artwork proved a mastery of delicate, dreamlike color harmonies, which he mostly used to make flat, semiabstract compositions, as in Pastoral. Klee was also a master draftsman, creating elaborated line drawings that grew out of fantasy or dream imagery, he described his technique as taking a line for a walk. He suffered a progressive skin and muscular disease in 1935. In this period he reflected his pain with brooding and gloomy works that where characterized by thick, crayon like lines and large areas of subdued color. An example of this is the nightmarish Death and Fire.On June 29, 1940 Klee died at Muralto, Switzerland. His work has influenced the 20th-century surrealist and nonobjective artists and was a major inspiration for the budding abstract expressionist movement.

Present Learning Provides a Critical Analysis of the Article Named

Question: How Present Learning Provides A Critical Analysis Of The Article Named? Answer: Introduction The present learning provides a critical analysis of the article named Half a Defence of Positive Accounting Research and written and edited by the author, Paul V Dunmore that fundamentally investigates the optimistic approach to the research of accounting. The present section represents the synopsis of the editorial, questions on research, hypothetical structure of the writing along with the consequence and the restriction of the learning and finally the reasoning from the study. The current examination illuminates in extensive detail the optimistic accounting in a broader intellect of a platform of research that fundamentally intends at the developing of a variety of causal designs of human performances in the background of accounting. Yet again, the current study also looks into detail about the ontology along with the epistemology of the program of research and study. The underlying principle of statistical theory testing is said to be lower and the same is apparently corresponding to the Poppers production criterion. The universal disputes takes account of casual production of different hypothetical models that wishes to be examined, unwarranted dependence on the underlying principle of theory testing, be deficient of interest in miscellaneous numerical values of diverse considerations, inadequate repetition to guarantee assurance in accepted annotations and the employment of theories for the inspection of the qualitative information rather than designs. The assignment has thus a motive of providing a concise general idea of the article provided. Additionally, the education would have a crucial aim on recognition of the study proposals along with clarification of its value and the modus operandi through which it has drawn closer from the re-examination of literature. To finish off, the theoretical assembly attached with the proposition and inadeq uacy of the article has been demonstrated briefly. Summary of the article The article on Half a Defence of Positive Accounting Research significantly assesses the ontology and the epistemology of optimistic study. This piece of writing also takes into description the manner of the present exercise of book-keeping research does not meet up the desires indispensable for functioning of the variety of range of the research program efficiently and successfully (Uno Bartelmus, 2013). The current examination shed light on comprehensively the constructive accounting in a widespread intelligence of a investigation stand up that essentially intends at the budding and growing of the numerous fundamental illustrations of human performance in the background of accounting (Yee Khin, 2015). The existing study also investigates miscellaneous reasons of human performance in outsized as well as complicated organizations in which the straight face to face communications are unavoidably replaced with by unfriendly procedures of attainment of information required for judgmen t making processes. In accumulation to this, the piece of writing also considers extensive intellectual projects that has both ontological and epistemological hypothesis and becomes aware of the deficiencies connected to the accounting research i.e. positive in nature and that fundamentally put a stop to the equivalent from building constructive contributions to broad schemes and plans. The editorial under contemplation also presents a scientific study plan where logical enquiries are initiated for firm imposition and establishment of the investigation theory (Rogers Van Buskirk, 2013). Subsequently, the editorial gives further details about the illustrative occurrences of the positive research in the accounting system provided in the study. From then on, the existing paper also explicates in details the perceptions of the technical ontology and the epistemology and implements the misrepresentation and the theory testing and gives explanation about, how assumptions are erroneous. Thereafter, the qualit ative optimistic study reflects the reason that to all intents and purposes become conversant with the expansion of initial understanding of definite specific occurrence before making efforts of quantitative capacity. Another purpose of the qualitative optimistic study is to observe theories (Smith, 2014). Subsequently, the underlying principle as well as limitations of statistical proposition is examined and the consequence on the positive study curriculum is also analysing in detailed format. In addition, the learning also clarifies illustratively the needs of a flourishing optimistic research program that fundamentally includes susceptible models tested severely, logical modelling, attentiveness on dimension and duplication (Setyorini Ishak, 2012). Based on the conclusions of the learning, the current paper ultimately presents the convincing conclusions and the proposals for undergoing the quantitative constructive study. Research Questions The investigation questions placed in the active article examines the following ones: To scrutinize whether the optimistic research program is a broader theory than the constructive accounting hypothesis The coverage to which optimistic research in book-keeping can lend a hand in the accomplishing dissimilar scientific goals The behaviour in which the Kuhns design of the common science can release or set free the optimistic accounting in achievement of its possibility (Miller Power, 2013) The technique aspects of both the ontology and epistemology guesses can have an effect on the specific program of research As a result, the research problems outlined for the study are: How optimistic research in book-keeping can help in achievement of a variety of the scientific aims and goals? How the hypothesizing, testing as well as monitoring within a specific theory as projected by Kuhn can facilitate in energizing positive accounting? How both the ontology as well as epistemology characteristics can have an effect on particular program of research? Theoretical Framework The current segments demonstrate the hypothetical structure of the study on the optimistic accounting theory. This fundamentally explicates in specifications, the structure or else the configuration that can support the whole theoretical thoughts as well as ideas of the current research teaching (Jones Aiken, 2015). As such, the hypothetical structure elucidates the base of the research difficulty of the current learning and authenticates diverse theories as well as information that are pertinent for the area under consideration (Bhaskar, 2013). The hypothetical structure of the present piece of writing refers to the justifications regarding the methodical ontology and epistemology concerned in the constructive accounting. The conception of book-keeping deals with the proceeds, income, costs, loss and depreciation and many others. On the other hand, the viewpoint of ontology reflects the piece of evidence that there are fundamental assumptions on the subject of the continuation of r ealism that basically keep up a correspondence to the idea of realism assumption in viewpoint (Jones, 2015). The presumptions based on the suppositions of ontology can be considered to be deficient in case if one tries to comprehend the implications along with the roles of accounting in business as well as humanity in fine points. On the other hand, it can be inferred that an optimistic ontology and epistemology can possibly turn out to be accurate but are not illogical or else unsound (Bonin, 2013). Optimistic research in field of the communal sciences has to presuppose approaches that can turn a variety of interpretations into well-substantiated causal perceptions. Significance and Limitation of the article The existing article lend a hand in gaining profound understanding of the constructive accounting from the wider viewpoint of a investigation program that fundamentally has an intention to build up detailed causal relations of human activities in book-keeping set. This learning also helps to look into deep insight of the academic research scheme under technical research that can lend a hand in understanding the cause and effect associations in the world. The research also facilitates in accepting the scientific study program in both money matters as well as book-keeping that can be illustrated as the optimistic research (Deegan, 2013). The study demonstrates by means of different instances, the piece of information that the optimistic research plan is wider than the Positive book-keeping Theory. The editorial also assists in achievement of the knowledge concerning different accounting hypothesis and the manner normal skill of Kuhn can be looked upon to be appropriate for the optimistic accounting research. Nevertheless, the most important outputs include statistically important results but fundamentally include uninterruptable coefficient connecting the dissimilar inference dimensions that are not measured to be dependable from one illustration to another (Gaffikin Aitken, 2014). On the other hand, there are also definite restrictions of the study on the optimistic accounting investigation. The underlying principle behind the arithmetical hypothesis testing related to the Poppers misrepresentation and deception determination is very feeble. The building of diverse informal theoretical models that are observed is a restraint of the preparation of the optimistic accounting study. However, there are gaps amid the genuine practice of optimistic accounting research and what is essential for carrying an effectual involvement to the academic program that is offered in the learning. Additionally, the explanation of Kuhn that is illustrating to be appropriate also does not recommend point of view concerning the globe that unavoidably science proposes to look at and can be measured to be a nonpractical person in nature (Modell, 2013). Furthermore in addition to this, the association between the conception of ontology of a specific assumption and the reason of reality can be well thought-out to be elusive in nature. Yet another restriction of the learning is that it acknowledged the information that the advancement rate of scientific venture is sluggish. So, in order to completely contribute to the scientific venture, accounting can also make very leisurely advancement and the current progress is also very deceptive in nature (Coad et al., 2016). Conclusion The present study has examined that the ontology and the epistemology characteristics of the optimistic research and has taken into reflection a wide variety of current practices of book-keeping that does not congregate the necessary criterion for functioning as a victorious research program. Based on the conclusions of the learning, it can be hereby concluded that dissimilar luxurious models branching from analytical marks cannot be experienced as they are not tractable or are not sufficiently developed. Consequently, as per the learning it can be hereby determined that there is a prerequisite for improved dimension that can be experienced meticulously. Additionally, the optimistic research program also requires incorporating opinion and shift the centre from theory testing as meaning of statistic depends on the specific example that might diverge and cannot be controlled in duplication. In addition, the research also gives the ending that there is requirement for data documentation for the details of different noteworthy concepts and extensive duplication to authenticate winding up from testing of particular theory, conformation of correctness of explorations and enumerations of restrictions of functioning of different research interpretations in optimistic accounting. References Bhaskar, R., 2013. A realist theory of science. Routledge. Bonin, H., 2013. Generational accounting: theory and application. Springer Science Business Media. Coad, A., Coad, A., Jack, L., Jack, L., Kholeif, A. Kholeif, A., 2016. Strong structuration theory in accounting research. Accounting, Auditing Accountability Journal, 29(7), pp.1138-1144.. Deegan, C., 2013. Financial accounting theory. McGraw-Hill Education Australia. Gaffikin, M. Aitken, M., 2014. The Development of Accounting Theory (RLE Accounting): Significant Contributors to Accounting Thought in the 20th Century. Routledge. Jones, S. (Ed.)., 2015.The routledge companion to financial accounting theory. Routledge. Jones, S., Aiken, M., 2015. Evolution of early practice descriptive theory in accounting.The Routledge Companion to Financial Accounting Theory, p.91. Miller, P. Power, M., 2013. Accounting, organizing, and economizing: Connecting accounting research and organization theory. The Academy of Management Annals, 7(1), pp.557-605. Modell, S., 2013. Making sense of social practice: theoretical pluralism in public sector accounting research: a comment. Financial Accountability Management, 29(1), pp.99-110 Rogers, J.L. Van Buskirk, A., 2013. Bundled forecasts in empirical accounting research. Journal of Accounting and Economics, 55(1), pp.43-65. Setyorini, C.T. Ishak, Z., 2012. Corporate social and environmental disclosure: A positive accounting theory view point. International Journal of Business and Social Science, 3(9). Smith, M., 2014.Research methods in accounting. Sage. Uno, K., Bartelmus, P. (Eds.)., 2013.Environmental accounting in theory and practice(Vol. 11). Springer Science Business Media. Yee, C.M. Khin, E.W.S., 2015. Positivist Research and its Influence in Management Accounting Research. Journal of Accounting Perspectives, 3(1).

Common SAT Essay Topics That You Should Know

Common SAT Essay Topics That You Should KnowCommon SAT essay topics cover a wide range of subjects. They include; class meetings, school fairs, community and sports events, lectures, conferences, experiments, theories, and new inventions. These are some of the essay topics that students will see on the SAT exams. In order to be effective in a presentation, you must consider the options available for you.It is a good idea to read up on topics that students will encounter in the essays. You may be able to find great resources online that will answer your questions. This can make preparing for your SAT essays a lot easier. Before you begin writing, though, it is important to sit down and write out a few topics that you might encounter.The main ideas in each topic should be clear. The rest of the details should be in the writing. It is important to make sure that your students understand your points. Many people find it helpful to write about their topics before they read them. If your s tudents already know the main ideas, they may be able to connect to the essay better.After you have a list of common topics, you will want to take a practice sample and review the topics. Keep in mind that some topics may be written in a different style than others. You may want to write in a more formal tone to avoid struggling in the topic.You can try to be more detailed in a specific topic. Write your analysis on topics that you already know well. Make sure that you know your point well enough to be effective. There are several different ways to do this. As an example, if you know the main ideas of a topic, try to write out your thoughts using a more formal tone.The best way to get a detailed understanding of a particular topic is to read a chapter or two of the book that is included in the test. You can ask your teacher or a tutor to help you with a chapter if you need to. You will also want to practice your written communication skills by reading some more articles or books rel ated to the topic.In the final step of your preparation, you will want to practice writing your essay. Make sure that you are able to sit down and write about the ideas that you are going to present. You will need to make sure that your student knows what to expect and how to process your information.You should also try to look up the sample essays for the common SAT essay topics. It will help you see how the actual exam will go. By making use of the resources that are available to you, you will be able to prepare for the exam better.

Cognitive behavioral therapy Essay Example

Cognitive behavioral therapy Paper Can a humanistic model of counselling be integrated with a cognitive (or cognitive – behavioural) one? Discuss with reference to Rogers and either Beck or Egan. In the first part of this essay I will summarise the main features of humanistic counselling and the cognitive approach. Rogers used a humanistic person centred approach to therapy and I will look at his view of people, their potential, what goes wrong and what can help them to change. Egan was a cognitive therapist and I will address the above points in relation to his â€Å"Skilled Helper† model. Similarities and key differences in theory, practise and value base between the two approaches will then be discussed. In the second part of the essay, I will use my own previous experience as a client to show how an experienced counsellor can integrate aspects of these two models effectively. I will then look at potential difficulties in making the humanistic and cognitive approach to therapy fit together successfully. I will give a critical analysis of these models, with particular reference to my own therapy and general diversity of needs within the client group. The concluding paragraph will contain an abridgement of the main points covered within the essay. Humanistic therapy emphasises the therapeutic relationship advocated by Rogers with the three core conditions of empathy, congruence and unconditional positive regard. Without these conditions present Rogers asserts that the counselling will be ineffective. Humanistic therapy is non- directive and optimistic. Rogers, (2008 p. 137) supports this viewpoint â€Å"The person centred approach, depends on the actualising tendency present in every living organism, the tendency to grow, to develop, to realise its full potential†. We will write a custom essay sample on Cognitive behavioral therapy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Cognitive behavioral therapy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Cognitive behavioral therapy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer A humanistic therapist s uses active listening skills including clarifying, paraphrasing, reflecting and summarising. The therapist being non-judgemental is essential to the success of person centred therapy. The only ‘tool’ required in the counselling Page two room is ‘the self’; the relationship in and of itself, with the ‘safe space’ for the client to freely express emotions accomplishing the healing. Egans cognitive approach is a directive, systematic, cumulative, problem solving three stage model of helping. Stage one considers the clients present scenario; the counsellor encourages the client to tell their story; using core conditions, active listening skills plus a few challenging questions enabling the counsellor to understand the client’s present frame of reference. Stage two considers the preferred scenario; using directive questions prefixed with words like ‘how’ and ‘in what way,’ the client is moved towards a more objective understanding, an alternative way of viewing their world. The client is encouraged to develop Goals and objectives based on opportunities for future action. Stage three A strategic action plan workable within the clients lifestyle moving them towards desired outcomes is formulated, with plans for future evaluation. Egan (1990 p. 29) identifies one of the main roles of the counsellor in this process â€Å"Counsellors can help their clients empower themselves by helping them identify and develop unused or underused opportunities and potential†. Egan’s model provides principles as guidelines, the correct formula; taking action to valued outcomes is individually tailored to each client, including homework for the client on agreed goals. Rogers views the person as having an inner core to his personality which he terms the organism. The instinctual, somatic, sensory unselfconscious aspect of a human being, as opposed to the reflective, measured and self-conscious part that he describes as the self. Rogers considers, as stated by Embleton, L. ( 2004 p. 32 ) â€Å" that the organism is trustworthy and does not need to be controlled or directed from the outside†. He considers people to be social, self-regulatory and responsible for their own actions, with a natural tendency towards growth and self-actualisation. Each person is valued as a unique individual. Within Humanistic therapy the potential is there for the re integration of self and organism, thus Page three enabling self-actualisation to take place. A phrase used by Kierkegaard the first modern existentialist – to be that self which one truly is – I feel expresses the idea of self-actualisation very well, indicating the potential for growth and change believed by Rogers to be inherent within all of us. Rogers puts forward the view that the client held in the therapeutic relationship, when given the freedom to fully experience his feelings realises his potential to experience being (increased self- awareness) and becoming (self-actualisation). What goes wrong, thus bringing a client into therapy? Rogers considers the problem to be lack of balance in a person’s life, conflict between what has been internalised as belief, conditions of worth and values, and what the person is presently experiencing. Dissolution of protective defence mechanisms that had previously enabled the client to function in their daily life, leads as they experience a life changing event to dysfunction with mental, emotional and sometimes physical disintegration. To reverse this process and bring about reintegration and balance through humanistic therapy, the relationship needs to be firmly established and the core conditions of the therapeutic relationship modelled by the therapist. Within this relationship conditions of worth are minimised. The positive regard offered by the counsellor facilitates an increase in the client’s positive self-regard leading to reintegration and ultimately self-actualisation. Egan views people as being subject to operant conditioning. In essence â€Å"in any situation or in response to any stimulus, the person has available a repertoire of possible responses and emits the behaviour that is reinforced or rewarded† (Mc Leod p. 126). Egan considers that the client’s repertoire of available responses and processing of information mostly learned during childhood will be uniquely theirs, and may not presently be serving their best interests. The cognitive therapist will Page four look for unused or unrecognised life enhancing potential within the client. Egan views peoples actions as a direct result of their feelings and the thinking (cognition) preceding them. People have the potential to unlearn behaviour that does not serve their vital interests and replace it with learned appropriate behaviour. The therapist using ‘The Skilled Helper’ model is able to facilitate the client’s understanding of what is going on for them right now, what they would like to be happening and to assist them in developing strategies, achievable goals and an action plan to get them there. Both cognitive and humanistic therapists are in agreement that the counsellor needs first to establish the core conditions of empathy, congruence and unconditional positive regard with their client. During the first stage of the cognitive approach when the client is telling their story as in person centred therapy active listening skills are used. The cognitive therapist will also add challenging the client’s perception of their present situation, which is directly in opposition to the total acceptance of the clients frame of reference proffered by the humanistic therapist. Who has the answer to the client’s problem? The humanistic therapist places their trust in the client, and their innate ability to resolve their own issues and reach their full potential. The counsellor listens to the client clarifying even those issues which may be just below the client’s level of awareness. â€Å"Listening of this very special active kind is one of the most potent forces for change that I know† (Rogers2008p. 136). Cognitive therapy sees people as needing direction and guidance to resolve their problems. This therapeutic approach has a rather pessimistic view of people seeing them as innately sinful, destructive, and lazy or a combination of all three; the client being unable to be trusted without assistance to ‘find their own way’. A structured disciplined approach is used in cognitive therapy the value of the therapy is considered to be dependent upon the achievement of set goals and actions by the client. The desired end result Page five is discussed and set with the client very early on in the therapy. The counsellor has in mind at the outset how the therapy will progress, and what needs to be accomplished as the client is encouraged to move from stage one through to stage three. In humanistic therapy the client chooses what will be brought to each session not the counsellor. There is no structured problem solving or set goal, and the right time to end therapy is ideally decided by the client. The client’s autonomy is highly valued. Rogers speaks of a ‘directional flow’ moving the client towards growth, healing and the self-actualisation considered by Maslow to be the pinnacle of achievement that all human beings are striving for. For either therapy to work Egan and Rogers both agree that there has to be a willingness by the client to engage in the therapy. They put forward slightly different reasons for resistance in some clients. Rogers (2008 p. 213) feels that â€Å"resistance to the therapist is entirely due to too much probing or too rapid interpretation on the part of the counsellor†. Egan(1990 p. 169) puts forward the idea that resistance refers to â€Å" the reaction of clients who in some way feel coerced†. Both therapeutic approaches stress, that for therapy to be effective the inevitable power differential between client and counsellor needs to be minimised. Also individuality including aspects of the client’s culture religion and gender should be valued and respected by the therapist. I can foresee potential difficulties for myself as a newly qualified therapist in using the two approaches together effectively as I may lack the expertise to know when to use each model and with which client. As I gain in experience and self-awareness I anticipate making effective use of both therapeutic models within my practise. My training uses an integrative approach and I plan to use a variety of different therapies in my future work. I was fortunate to see cognitive and humanistic approaches well modelled by my Page six personal therapist over the eighteen months of our work together. When I entered personal therapy all of the structure in my life had vanished. My defence mechanisms spoken of by Rogers had been breached. I had little self-worth and low self-esteem blaming myself for remaining in a physically and emotionally abusive relationship for thirty four years. In April 2008 as I sat for the first time opposite a counsellor I was vulnerable, frightened and suicidal. I am sure for several months I would have been incapable of rising to the challenge of a cognitive approach. I did not at that time have the mental and emotional capacity to set goals or the motivation to see them through. Using a rather gentler person centred approach the therapeutic conditions of empathy, congruence and unconditional positive regard were established as we worked through various issues and emotions. About half way through my therapy we came to a ‘sticking point’. I had developed an eating disorder and the humanistic model didn’t seem to be helping me. My counsellor opted for a cognitive approach at this stage and asked me to keep a food diary. Together we set goals; the desired outcome was for me to eat healthy food three times a day. At this point I was ready for a challenge. In achieving these goals my self-esteem was boosted. Egan 1990 p. 37 states â€Å"Ideally, clients by their actions come to â€Å"own† the helping process instead of being the objects of it†. This is exactly what happened to me; as from then on I took a more active part in my own therapy. The positive regard shown by my therapist at all times empowered me to ‘own my healing process’. For me the integration of the two different approaches gave the best therapeutic outcome. Had my therapist initially used only a cognitive approach I am sure I would have felt overwhelmed. My life had recently involved massive changes I did not feel capable at that time of working towards further change. It would have appeared too intrusive and directive. I would have been resistant to Page seven the therapy and stopped attending, possibly prejudicing future therapy. Later cognitive therapy was used very effectively when I reached a ‘sticking point’. People are unique bringing their own values and beliefs to therapy. These may be shaped by culture, religion, gender, class or ethnic origin. Any or all of these will have an impact on the counselling relationship, and which therapeutic approach might be most effective in helping a particular client. Native Americans tend to resent being coerced and motivated into doing things, they prefer to work things out for themselves; a counsellor therefore may find a humanistic approach suits this client. In contrast â€Å"A characteristic of certain ethnic minority groups is the desire for a structured relationship in which the counsellor is cast as an expert giving advice and solutions to problems, a therapist who is active, authoritative and directive† (Patterson C. H. ). This client may not be able to engage with person centred therapy but benefit from the more directive cognitive approach. Care must be taken however not to stereotype a particular client group In conclusion I have looked at both humanistic and cognitive therapies, their similarities and differences. Having myself experienced both therapies effectiveness in the healing process, I can see how they could be used at different times with the same client. However, therapy needs to be uniquely tailored to the individual clients needs with particular reference to the diversity of culture, religion, ethnicity and values found within all humanity. Word count 2166 Page eight References Egan, G. ed. (1990) The Skilled Helper. Loyola University of Chicago, Brooks/Cole. Publishing company Pacific Grove California. Embleton, L. et al. (2004) The Person Centred Approach. A contemporary introduction. U. K. Palgrave Macmillan. Mc Leod, J. ed. (2008) Behavioural methods in counselling. IN: Mc Leod, J. An introduction to Counselling. Finland. W. S. Bookwell. Patterson, C. H. Multicultural Counselling: From diversity to Universality. Available at. [Accessed 10 December 2010]. Rogers, C. ed. (2008). The therapeutic relationship. IN Kirshenbaum, H. Land Henderson, V. The Carl Rogers Reader. Great Britain. Constable. Rogers, C. ed. (2008). Theory and research. IN: Kirsenbaum,H. Land Henderson, V. The Carl Rogers Reader. Great Britain.

Medusa The Snake Haired Woman With A Deadly Stare Professor Ramos Blog

Medusa The Snake Haired Woman With A Deadly Stare Why is it that Medusa is considered a frightening monster? Is it the snakes on her scalp or, is it because with a mere stare directed your way she can literally petrify you? There are numerous myths surrounding this supernatural being that have been recorded through time. I will use some literary works to help better understand the story of Medusa and how she came to be this monster everyone knows today. Medusa is a woman who was very beautiful with healthy wonderful hair that was comparable to Athena, the goddess of wisdom. She was Athenas priestess, someone with an importance in religious position. The goddess of wisdom had gotten in an argument with her love interest and also being another god, Poseidon the god of the sea. Poseidon then became furious with Athena and he later on spotted Medusa who he could not take his eyes off of. With the knowledge of knowing Medusas rank in Athens where Athena would associate frequently, Poseidon decided to sexually abuse her because he knew that she believed and worshipped Athena. Medusa then quickly reached out to Athena for aid on the previous traumatic experiences she has been through. Once Athena was aware of these events she was with enraged with Medusa and curses her by creating the famous monster who could turn any man into stone with direct contact. This was a punishment from the goddess because she was sexually abused by Poseidon and because her beauty was compared to her own and Athena was not pleased with that. Medusa was banished from Athens and her location was told to be unknown. She was the only mortal out of the two sisters she had, making her a target to many onlookers. Eventually, Medusa was killed by a man named Perseus who received aid from the gods including Athena to defeat her because of her vile actions after she was cursed. One of the versions of Medusa is from the book Medusa: Solving the Mystery of The Gorgon where she is described as a deadly creature. Her appearance has varied from her having scaly skin with sharp teeth to being in human form with an unsightly face. â€Å"The Gorgons had scaly heads, boars tusks, brazen hands, and wings. They had protruding tongues, glaring eyes, and serpents wrapped around their waists as belts† (Wilk 21). Even though later in time Medusa’s appearance kept changing, her ability to turn any being into stone remained the same. Now, Medusa in Clash of The Titans† appears as a half woman half snake creature. In the film specifically her face only turns hideous at will when she makes direct contact with another person or living being. â€Å"The Ashgate Encyclopedia of Literary and Cinematic Monsters†characterizes Medusa as a vile and horrible monster. â€Å"In later narratives, which focus much more fully on Medusa than on her two sisters, Medusa is presented as an Underworld monster connected to death† (Kaleta). She is comprehended in these three sources as a woman with countless deaths in her hands due to the capability of converting humans into statues. Overall based on the illustrations of Medusa in these sources, she has not been changed a lot. Her look usually goes back and forth from her being in human form or part creature part human. Medusa’s story on the other hand typically stays the same. Medusa for me would easily get a rating of four out of five. She can straightforwardly be in the category of a monster. Not many monsters have snakes in replacement of ha ir, this is just part of Medusa’s unique appearance. Cohen has seven total theses that hypothesizes what a monster is. His first thesis â€Å"The Monster’s Body Is a Cultural Body† explains that appearance as well as the rituals done by the monster is based of off culture. This applies to this creature because in certain stories it is told that Medusa’s lair is full of statues from countless people and animals. Most people will clearly understand who is responsible for all the human figured stones. Medusa’s work is widely known throughout time and the world. Even after Perseus slays Medusa and decapitates her head, her ability to turn people into stone is still intact.The meaning of Medusa in Greek means to protect or rule. Perseus used Medusa’s bodiless head to defeat his foes and protect his loved ones. Her body is a cultural body and more specifically her head. Also the description of her skin is covered in scales and her lower body is part snake. These are signifying that snakes are dangerous, whe n one is in front of a snake one of the first instincts is to slowly move away because quick movements tells the animal that they are in danger and snakes defend themselves by biting with thier poisonous fangs. Thesis number two is all about how The Monster Always Escapes. This ties into medusas story and herself because in the article The Ashgate Enc of Literary and Cinematic Monsters, it reads that there have been a lot of fighters attempting to slay Medusa but all of them failed. The one to finally defeat her was Perseus but, he did not do it alone. Perseus got aid from Athena the goddess of wisdom who gave him a shield that could be used as a mirror to see Medusas reflection on the shield without staring at her directly. Hermes the messenger for the gods gave the young man a pair of shoes that had wings, that was used to travel to his destination. Perseus also got a sword from Zues the god of thunder. The last item was a cap of invisibility given to him by Hades the god of the Underworld. After her death, Medusa becomes a guardian in Hades, the land of the dead. It is there that Hercules later meets her (Kaleta). After death her soul still lives on and is introduced in other heros story meaning that she always escapes and reappears. The next thesis is his third one, The Monster is The Harbinger of Category Crisis. The is basically meaning that the monster Refuses easy categorization (Cohen 6). Categories such as appearance, time period, or the setting. Medusa perfectly fits into this thesis because she is part animal and part human. She also has snakes on her head instead of hair, and snake like fangs (Kaleta). Many people feared Medusa in the past because she kills people instantly with just a simple look in the eyes. Fear consumed people because Medusa causes death. â€Å"The monster is continually linked to forbidden practices, in order to normalize and to enforce. The monster also attracts.The same creatures who terrify and interdict can evoke potent escapist fantasies; the linking of monstrosity with forbidden makes the monster all the more appealing as a temporary egress from constraint† (Cohen 16). This is part of the passage from thesis number six, Fear of The Monster Is Really a Kind of Desire. Medusa is a creature that several fighters in the past that were eager to slay her. There was a type of thirst of being the one to defeat Medusa that many warriors urged to fulfil. This is a reason why there were a great amount of statues in Medusa’s lair. So many of the men failed up until Perseus won the battle against her. The final thesis that will be discussed from Cohen’s article will be thesis number seven â€Å" The Monster Stands at the Threshold†¦ of Becoming.† To sum up, we ourselves are the ones responsible for how monsters came to be, the monsters are our offspring. We are the reason they were created, it could be based on how they were treated or how the world classified them. Being seen as a certain thing can convince people to believe that is what they are. To summarize, Medusa is a great monster, throughout time she has been a woman of beauty who was cursed by the goddess Athena. Medusas physical form and appearance is then described as ugly and displeasing to the eye. Due to her change in appearance, she had the power to turn any man into stone with a simple glare. Cohens thesis apply to Medusa based on her story and physical features. She was not born a monster, but created and many feared her abilities. Because of her uniqueness and many desired to defeat her but only one succeeded, Perseus. After being defeated Medusa still managed to reappear in other heroes tale. Medusa is a monster that continuously comes to surface in literary work. Through time Medusa is somehow always reintroduced, a monster written throughout our time. Work Cited Page Clash of The Titans (2010)- Medusas Lair Scene (6/10). Youtube, uploaded by Movieclips, 22 December 2016, https://www.youtube.com/watch?v=FY00zwMZsqM.   Cohen, Jeffrey Jerome. â€Å"Monster Culture: Seven Theses.† From Monster Theory: Reading Culture. Minneapolis: University of Minnesota Press, 1996. 3-25. Kaleta, Marcin Konrad. Medusa. The Ashgate Encyclopedia of Literary and Cinematic Monsters, Jeffrey Andrew Weinstock, Ashgate Publishing, 1st edition, 2014. Credo Reference, https://search.credoreference.com/content/entry/ashgtmonster/medusa/0?institutionId=5312. Kayden, Spencer. â€Å"The Hunt for Medusa’s Head. (Cover Story).† Scholastic Scope, vol. 60, no. 2, Sept. 2011, p. 14. EBSCOhost, search.ebscohost.com/login.aspx?direct=truedb=f6hAN=70047471site=ehost-live. Leterrier, Louis, director. Clash of The Titans. Warner Brothers, 2010.Wilk, Stephen R. Medusa†¯: Solving the Mystery of the Gorgon. Oxford University Press, 1999. EBSCOhost, search.ebscohost.com/login.aspx?direct=truedb=e000xnaAN=41702site=ehost-live.

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Entrepreneurial Self Reflective Analysis Essay Example | Topics and Well Written Essays - 1750 words

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