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QUESTION 2
QUESTION 2
Gender-based violence has been deeply grounded with gender inequality which has continued to be one of the most significant human right violations in most of the communities. The ideal is directed to both men and women because of their genders. Moreover, most of the affected groups are the women and girls who struggle with gender violation from their area of relation. According to Elmwood’s argument on gender, all aspects of men and women are discussed and presented positively and negatively. He explains the situation in society and how the two genders relate and handle their differences in different activities using the available resources and the level of social intervention.
Victoria Elmwood explains how historians recognized the importance of gender, stating that men and women faced the same suffering in terms of gender. Women live in Maus, as expresses by Art Spiegelman, have been expressed and presented in a neutral and human perspective, turning out to be a masculine character. Art shows trauma that has affected most women, which is mostly expressed in his mother, where at last, she commits suicide. However, Holocaust advocates for males’ voices and their experience and their memories, unlike the women characters. Holocaust states that the feminist type is associated with trivializing the Jewish tragedy. According to the Holocaust, through gender, two sexes lead to a sense of loss as maintained by Lawrence Langer.
Art Spiegelman’s Maus explains that rape, sex exploitation, abortion, and pregnancy are associated with women. Maus also creates a discrimination view of women following the Holocaust experience criticizing the absence of women and their voices from the Holocaust writing, which they appear to be interested in. Maus is seen to neglect the female victims of gender-based and other vulnerable situations like sexual abuse. Spiegelman faces criticism as he presents his mother’s condition, where the criticism is used to support and prioritize the male perspective, making them seem superior to the female gender. The stereotype of females to be submissive was accustomed to the culture and tradition where they were expected to be passive and silent.
However, some scholars are interested in fighting against the gender-based situation and especially on women and ladies. The author is seen to be against the Holocaust, who seems to be in conscience with the gender-based supporters. As the Holocaust view women as helpless and fragile, the scholars gain the energy to fight against their victimization. According to the case presented in the Maus, one character addresses the lack of a mother’s voice, which represents a lack of women’s freedom. Anja is seen to face psychological torture when her three-year-old son and relatives lose their lives in the Nazi violence. The story is written based on Spiegelman’s interview to see what the cause of Anja’s death was.
The death caused significant trauma to Spiegelman and his father, who led them to be second-generation survivors. The perspective of Anja was not presented directly since there was the unavailability of dairies to be use3ed by Spiegelman to draw on his mother. Men are believed to be superior and that why the Art Spiegelman is against the discrimination which was later experienced when Vladek destroyed all the memories his wife has stored, which was majorly made for her son to read. To recover all the loss, the Anja has faced a reconstruction of Vladek and Art’s memories should be done in favor of this woman. Men are seen as dominant over women when Vladek courageously participates in the burning of the Jews’ bodies and destroys all the evidence of Nazi destruction.
As seen in the novel, awareness of gender discrimination and the story of Anja s revealed when Spiegelman calls his father a murderer after silencing her voice while presenting her grievances. Spiegel is seen to be angry with his father’s action, and the author presents him as a rival of all supporters of gender discrimination. Nazi violence gives a gendered character where the Jews were oppressed, and elimination of Anja’s perspective by Vladek represents an authoritarian regime and the ruling of women without a say. The comic presented by Spiegelman presents the self-consciousness of the concepts that are in the story, which give a challenge to the gender-based supporters.
Although some scholars argue that gender affects both men and women, mainly because they are abused at the same rate, others disagree stating that discrimination is majorly in women and men. Gender-based arguments have been presented in different sectors and organizations which help in addressing the problems. Most women faced a lot of domestic violence and referred to as inferior to men. The gender-based issue is a real situation that needs some awareness and support to be provided to the victims. Society should ensure their cultures and religions advocate for the freeness of women, and no man should be superior to any woman. They should also be free to speak about their problems in society.
The Hunter in the Snow
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The Hunter in the Snow
The Hunter in the Snow is a Northern Renaissance’s 1565 oil on wood painting done by Flemish artist, Pieter Bruegel the Elder depicting wintry time of the year. The three people in the scene seem to be hunters because they can be seen returning from the expedition with their dogs trudging wearily. Hunting seems to have been unsuccessful looking at their weary walking and the dogs’ downtrodden and miserable appearance. Bruegel shows sense of warmth and closeness amongst the community in the paint and further makes the village appear as a place of fun and games (n.p). This is evident because even when the hunters hunch, people are just happy, tied to earth and to each other. Children find time to play in the cold winter despite the hunters’ hunch. The sense of community and lose social relationship is symbolized by the houses and church that are stifled in white.
Conforming to the seasonal part of nature has greatly been depicted and the human activities representing economic activities remain the dominant theme. The hunters returning with their hounds and skaters skimming the frozen snow depicts some of the activities taking place on the artwork. Nature is regarded by the painter as the setting for human activities thus acting as the main subject of the image. Bruegel successfully invented the snow scene where he seemed to have concentrated on the climate change that was experienced in 1565 (n.p). The ice has buried the land thus reducing the number of economic activities such as farming that can be done with the land as seen in the picture. The paint, which depicts the Little Ice Age, shows the pre-industrial society that did not have much control on their surroundings (Bruegel n.p).
The Little Ice age was a natural phenomenon that people could perhaps do very little about to control hence forcing them to adapt to it. Bruegel showed the possibility of enjoying a harsh climate where people do not shiver in the cold and relax. The cold climate provokes people’s vitality making adults to huddle while children skating on the ice. There is woman depicted in the paint carrying bundle of branches as another man riding a horse along the road while some people trying to reach a flaming chimney which shows that the people are busy doing at least one thing or the other (Bruegel n.p).
Bruegel has achieved in painting the landscape especially during the winter season to substantiate the evidence on the harshness of the Little Ice Age that was also marred with religious revolution in the Netherlands. He successfully portrays the secular aspect of what a village looks like in the wintry season by capturing the archetype and idea of winter (Bruegel n.p). He made the artistic work detailed and realistically portrayed by incorporating some details such as cold, ruthless, justly despondent and real. This is evident when the audience focuses on the weary hunters and the calm, cold and overcast visual impression depicting the harshness and loneliness associated with the wintry season. Bruegel also muted colours to white and grey while showing the trees to be leafless thus giving a complete and realistic picture of the wintry season.
Works cited
Bruegel, Pieter. The Hunters in the Snow. 1565. Kunsthistorisches Museum, Vienna, Austria.
The Hunger Games
The Hunger Games
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The Hunger Games
Sociology is the science that studies social relationships which occurs amongst people as well as institutions. It is an illuminating field that analyses and also explains matters which are essential in day to day life at personal level, the community as well as world level. Different books and movies have written and played respectively in sociology point of view in that they try to explain the way of life of the people in a particular community or a specific country. The Hunger Games by Suzanne Collins is an excellent example of a novel that is set in a social point of view explaining the way of life Katniss Everdeen who is the narrator reaping in District twelve. The novel describes how the family in the setting depends on Katniss Everdeen although she is a teenager aging sixteen years old. This paper will consider more on the analysis of the novel ‘’The Hunger Games’’ which is set on the social point of view highlighting the important sociological terms with their respective chapters as speculated in the course book.
Society location in chapter 1.
In the first three chapters of the novel The Hunger Games, the book introduces the main characters who are used in the novel with Katniss Everdeen who is the protagonist of the book in inclusion. The chapters explain the society in which Katniss lives where she is described to be living in a dystopia. Dystopia is defined as a fictional political state where the life of people was awful. This is a social location representing the location which Katniss who is the main character lived. Moreover, the book is set more specifically in North America countries hence the social location of the setting of the novel is given by the author.
Sociology in chapter 1.
The novel The Hunger Games explains the way of life of the people and also the interaction they have with each other and the government. The book in reveals that experience was terrible for the people who lived in district twelve which Katniss in the novel lived. Very few people who lived in this district had enough to eat as a result, very few people living in this district are malnourished and death due to starvation occurs commonly in this society. Sociology which is the study of the way of life of the people is portrayed in that the idea of the life of people with Katniss in inclusion is described where they are defined to live in poverty. Additionally, the novel explains that the only industry that existed in district twelve was coal mining where the Katniss depicts men and women who went to mine coal as to have hunched shoulders and swollen knuckles revealing how hard the job was. This is sociology as the way of life of people living in district twelve was (Collins, 2013).
Social interaction in chapter 1.
The novel explains the interactions which took place between Katniss and her family members. Katniss is revealed to have interacted with her father who is a role model to her. The death of her father was painful to her where she has not forgotten him. Katniss was forced to take responsibility for looking after the family was the hunted animals using the hunting and foraging skills she had learned from her father. This clearly shows that before the death of Katniss’s father, social interaction had occurred between them. It is due to the social interaction which took place between Katniss and the father that she was able to learn hunting and foraging skills which she is using to feed her family members.
Positivism in chapter 1.
In the novel, Katniss is described as a very productive person to the society in the setting where her character is revealed by the language she used. Katniss in the novel forces herself not to cry knowing that everything which she does was being televised. If Katniss cried in most of her activities which she did would be taken as a sign of weakness. Her tears would be a tribute which people would take as a sign of her been a week in the society she was the target of the tributes. This reveals positivism which Katniss had towards the community despite the challenges she went through in mind that the community looked down upon her in that if she cried, Katniss and the society at large would be viewed as weak.
Culture in chapter 2.
Katniss is revealed to have been brought up in a poor background where food was scarce. Additionally, the people who lived in district twelve were in subject poverty where many of them were malnourished, and many of them died due to hunger. Katniss father before his death hunted animals which he used to feed his family. After his death, Katniss took over the work of hunting using the skills she had learned from her father. Furthermore, Katniss gathered roots which she used to feed her family which felt satisfied after consuming them. This clearly shows the culture of the community in the setting of the story where the people living in district twelve involved themselves in hunting and gathering as their cultural activity of getting food.
Symbolic culture in chapter 2.
Many people living in district twelve were poor and lacked food to eat. It is described that most significant percentage of people in the area were malnourished due to lack of food. Moreover, many people in this society died as a result of hunger. For the people in this community to get food, they involved themselves in hunting and gathering as their cultural way of getting food. Katniss, for example, hunted animals and also gathered roots which she used to feed her family. Hunting and gathering being depicted as the only source of getting food are a symbolic culture to symbolize how the community living is district twelve were poor.
Material culture in chapter 2.
Before the death of Katniss father, he had written a book which was kept by her mother. The book had outlined the plants which were edible hence avoiding consuming plants which were poisonous. Additionally, the book had described the plants which could be used to heal in case of sickness. Katniss did hunting and gathering as the only way of keeping her family members alive using the instructions from the book. Material culture is portrayed by some plant material having the power to heal and also used as the food. Katniss used the plant material to heal her family members and even to feed them with skills she learned from her father.
Class conflict in chapter 1.
In the novel, the Avoxes are revealed as criminals which performed criminal acts in the state. Katniss recognizes the offenders in the country where she mainly conflicted with them. The government of the other hand dealt ruthlessly with the criminals where they would cut out their tongues. The government also silenced the offenders by making them slaves as well as symbolically silencing them. This reveals the class conflict that took place between the government of Panem and the offenders.
Taking the role of the other in chapter 3.
The family of Katniss is revealed to have lived in subject poverty with food as the primary challenge. As a result, Katniss father involved himself in hunting and gathering as the only way he would keep his family alive. However, Katniss father died when she was young hence Katniss was left with the responsibility of taking care of her family despite her tender age. She involved herself in hunting and fathering just like her father did to keep her family alive using the skills she learned from her father (Canar, 2008). This clearly shows that Katniss took the role of the father in providing food to the family.
Mass media in chapter 3.
In the novel, Katniss is revealed to have been brought up in the subject to poverty. It became worse for her when her father died, and she was left to feed her family where hunting and gathering was the only way at her tender age. Katniss carried out many tasks on behalf of her family with hunting and gathering in inclusion. She carried out the duties without carrying despite the many challenges she went through, and she knew that she was televised in the media as crying would symbolize weakness. The act of showing how Katniss was bold in the television reveals the occurrence of mass media in the novel.
Superego in chapter 3.
Katniss in the novel involves many activities in favor of her family. She is engaged in hunting and gathering after the death of her father as a way of keeping her family alive. She additionally involves herself in other games where she won and was given gifts by sponsors. She did the tasks boldly been the only breadwinner in the family despite her tender age where she is revealed to restrict herself from crying as this would dictate weakness in her. The act of Katniss involving herself in hunting and gathering, as well as winning games for the betterment of her family, reveals how superego she is (Seeley & Berridge, 2015).
Social inequality in chapter 3.
It is clear that the society which Katniss lived was divided between the rich and the poor. Katniss family was a low-income family who lacked food and other basic needs. Additionally, the poor required food while the rich were having surplus where they fed high-class diet while the poor depended on hunted animals and gathered roots. The rich were well fed looking healthy and robust while the poor were poorly fed hence they were a week and malnourished. This clearly shows precisely the existence of social inequality in the society of the setting of the novel (Walling, 2010).
According to the sociological paper undertaken, I have gained the knowledge of different social, economic practices of various communities as well as cultural practices of diverse populations. The assignment has enhanced my understanding of the communities that exist and sharpened my memory. Additionally, the task has improved my reading and reading skills. As from the task, I can now apply the knowledge learned from the assignment in my personal life as they would add value in my life.
Reference
Collins, S. (2013). The Hunger Games Complete Trilogy. Scholastic UK.
Canar, A. (2008). The Hunger Games.
Seeley, R. J., & Berridge, K. C. (2015). The hunger games. Cell, 160(5), 805-806.
Walling, A. (2010). The Hunger Games. Voices From the Middle, 17(3), 54.