The Illusion of Freedom in Miss Julie

The Illusion of Freedom in Miss Julie August Strindberg’s Miss Julie is a naturalistic play which manages the topics of affection, desire, and force battles between social classes and sexes. Being a naturalistic play, Miss Julie manages the childhood of and the earth encompassing the two primary characters, Julie and Jean, and how these components influence their motivations.As with the show in naturalism, the two principle characters would have no genuine authority over their destinies and rather be oppressed to genetic and ecological powers. Julie, being of refined plummet, appeared to have total opportunity. She approached the best of extravagances but could vigorously associate with the hirelings, for example, taking part in their Midsummer Eve festivity and hitting the dance floor with Jean, without extreme outcomes other than some tattle among the servants.However, Julie’s sexual orientation and childhood is by all accounts an incredible disservice and blocks her opportunity. Raised by her mom to act like a man but then scorn men and therefore herself, Julie became what Strindberg alludes to as a â€Å"man-detesting half-woman† (page 60), however this childhood permitted Julie to overlook the normal practices of her time and declare her strength upon male characters (her life partner and Jean), it is likewise liable for her possible self destruction which was suggested toward the finish of the play.The dream of Julie’s assumed opportunity is uncovered all through the play, with Jean holding control over her during a huge segment of the play and her dad, the Count, being a missing, yet all things considered overwhelming nearness all through the play, particularly at long last. Jean is oppositely inverse to Julie in his heredity, being of basic drop and a male, in spite of the fact that Jean is all around voyaged and has a level of modernity in his discourse and manners.He approaches little assets other than his own desire and as surance. Jean dreams dubiously of some time or another opening a lodging and utilizing the benefits and esteem picked up from such an endeavor to buy a title and make the most of himself a like Julie’s father. Regardless of the various force inversions that happened after his enchantment of Julie, he stays oppressed to power all through the play, both to that of Julie and particularly her father.Any token of the Count, for example, his boots, Jean’s second rate garments, and particularly the ringing ringer decreased Jean from a typically persuasive or twisted speaker to a despicable worker. There were numerous elements, other than the alleged love that was proclaimed by the two characters towards one other, which caused Julie and Jean to take part in such a tryst. The Midsummer Eve festivity and its inebriating beverages and enthusiasm initiating moving brought down the hindrances of both characters.The festivity expanded Julie’s desire and her passionate defens elessness from her as of late broken commitment with her life partner made Julie powerless against Jean’s enticement; his story of going gaga for her after looking at her and hence needing to murder himself due to the clearly absence of sentimental relationship that would frame between them was particularly compelling; Julie’s powerlessness to Jean’s temptation could likewise be ascribed to her female sensibilities.Likewise, the festival likely encouraged Jean to continue with his enchantment, with Jean’s extreme objective being utilizing Julie’s riches to fund his fantasies about opening a lodging and turning into a Count. Before Julie’s enchantment by Jean, she had the force or the presence of intensity in the relationship. Jean tended to her deferentially, as befitting a hireling conversing with his fancy woman. Julie could play with Jean and order him to do nearly anything, for example, driving him to hit the dance floor with her or kiss ing her shoes, as she was of a higher class and had authority over Jean, who was a modest servant.However, after Jean’s fruitful enticement of Julie, the class lines that existed between them were separated and they were became social equivalents, in this way their relationship moved concentration to control battles regarding sex. While Julie still abuse Jean in regards to his lower social standing, Jean reacts with injurious comments, for example, calling her a prostitute (page 90) for giving herself wholeheartedly to one with such a lower social standing, which was unfathomable for ladies in her situation at the time.Despite the opposing and sadomasochistic relationship that emerged between them after the enticement, Julie Jean despite everything could utilize each other to profit themselves. Julie was worn out on the social measures that were forced upon her, in this manner she wanted to tumble to Jean’s social level. Though Jean, with his fabulous desire of turning into a Count, tried to ascend in the social stepping stool through Julie’s riches. Julie and Jean had the option to briefly revolt, against the normal practices that compelled them, through engaging in extramarital relations regardless of the tremendous contrast in their social standings.They wanted to assist this insubordination through fleeing together and beginning their own inn. Be that as it may, this extreme arrangement was halted by Christine, who forestalled the sweethearts access to ponies and their break, who epitomized the social dissatisfaction at the impropriety of a tryst between two of such unique class and their arrangement to get away from the outcomes. Julie Jean despite everything could have gotten away by foot yet for the ringing of the chime that flagged the arrival of the Count.The Count, whose nearness plagued all through the story, whose very notice diminished Jean to crying servility, and disgraced and irritated Julie incredibly, at last held control over both the darlings. In spite of never being genuinely present in the play, the Count despite everything deserved extraordinary dread and admiration in both Julie and Jean. He represented the inescapability of social position and the force it directed over its subjects. The most persuading model regarding this is toward the finish of the play, Julie wished to end it all to get away from her disgrace and outrage however came up short on the self discipline to do so.She begged Jean to order to do as such, yet he endured a similar issue and did not have the resolution as well. Just through entrancing himself, by going about as the Count providing him an order, was Jean ready to order Julie to end it all. Just through both Julie and Jean submitting to the social power, spoke to by the Count, was Julie ready to accomplish the end that she wanted. At long last, however Julie and Jean had the option to briefly battle against the ecological powers through their issue and incubating an i ncredible getaway plan for another life, neither of the darlings had the option to get away from their individual childhoods and social classes.One could contend that Julie had the option to defy the social authority through self destruction which discharged its control over her; one should likewise look at that as a blue-blood, for example, her future instilled to abstain from bringing such extraordinary disgrace upon her family through her childhood and general conditions , along these lines the social authority is liable for her self destruction, which is practically obvious or even expected.Likewise, Jean couldn't get away from the social authority it is possible that, he couldn't end it all due to his absence of blue-blooded pride is supplanted with a more noteworthy feeling of self protection, in this manner Jean will endure the full rage of the Count and the social expert for causing Julie’s demise and endeavoring to disturb the social equilibrium.Ultimately, Jean and Julie have been and consistently will be dependent upon the social expert for the total of their lives, any control or opportunity is only a transitory figment which will be broken rapidly and significantly. Work Cited 1. Strindberg, August. Miss Julie and Other Plays. Oxford University Press, 1988. Print.

The Medias Role in the Escalation of Palmer Raids and the Red Scare in

Papers should give us an unprejudiced verifiable report of significant occasions, yet that isn’t consistently the case.â Newspapers can cause certain occasions to appear to be more significant and more considerable than other events.â This occurred during the Palmer Raids of the mid 1920’s.â Newspapers made the Palmer Raids increasingly predominant and Anti-Communist emotions more grounded among the American open during the 1920’s. To see how the media raised the Red Scare and Palmer Raids it assists with having a short history of them.â After World War I there was a Red Scare among numerous Americans.â There are numerous clarifications for this: wild swelling, an extreme activity advertise, strikes, race riots, and the public’s requirement for a substitute (Duminel 218).â When Attorney General A. Mitchell Palmer’s home was bombarded he quickly trusted it was the Communists and pursued all of them.â In November of 1919, and December of 1920 the U.S. Division of Justice under Palmer’s bearing led assaults in various conspicuous urban communities (Remelgas 3).â Many people were captured without warrants, and without being given appropriate rights.â Over 5,000 individuals were captured, and an aggregate of 200 and forty nine individuals were extradited (Remelgas 4).â After these attacks and unlawful captures, Palmer was called before the House Rules Committee and Senate Judiciary Committee and sentenced for utilizing Government assets in an inappropriate manner causing the finish of the primary Red Scare. In news coverage there are sure guidelines used to cause to notice certain articles.â Alexandra Remelgas states: The guidelines of mindful news-casting are helpful in analyzing the press inclusion of the Palmer Raids.â Standards of capable news-casting are restricted by the choice of and emphas... ..., Edward A.â â€Å"Heaven On Earth.†Ã¢ Detroit Free Press Magazine 11 Jan. 1920: 2 Hoyt, Edwin.â The Palmer Raids, 1919-1920 An Attempt to Suppress Dissent. New York:â The Seabury Press. Murray, Robert. Red Scare: A Study In National Hysteria, 1919-1920. Minnesota: Northâ Central Publishing, 1955. â€Å"Reds Plotted Country Wide Strike Arrests Exceeded 5,000, 2,635 Held; 3 Transports Ready For Them† New York Times 4 Jan 1920: 1 Remelgas, Alexandra. â€Å"News Reporting And Editorial Interpretation Of The Palmer Raids 1919-1920 By Three Detroit Newspapers: A Study† Thesis For Degree Of M.A. MSU, 1970,   Shulam, Alix.â To the Barricades: The rebel Life Of Emma Goldman. New York.â â Thomas and Crowell Company, 1971. Who Built America, v. II. â€Å"Between to Wars †The Palmer Raids.† CD Rom. 25 Januaryâ â â â â â â 2000.â http://chnm.gmu.edu/courses/hist409/red.html Â

So you want to be a student-athlete

So you want to be a student-athlete Hi everybody, I play ice hockey in the winter and lacrosse in the spring here at MIT and spend a ton of time practicing, cross training and competing in my sports. I want to share my perspective on the pros and cons of playing a sport (or two) here and what type of adjustments being a successful student athlete at MIT requires. Personally, I wouldnt trade my spots on the hockey and lacrosse teams for any other opportunity at MIT. The pros simply outweigh the short list of cons. Yet I have friends who decided not to continue playing their competitive sports after high school or who quit their sports while at MIT because they decided the commitment wasnt worth it. So its a personal choice. Lets take a look at the ups and downs of MIT athletics. Playing hockey and lacrosse keeps me in shape year round. I never have to worry about voluntarily getting to the gym when I dont want to and the freshman 15 was just an abstract concept. If I didnt play sports, I hope I would be in shape but competing interscholastically forces me to stay healthy. Another benefit to competing is the sense of camaraderie and intense leadership training being a member (or being a leader) of a team entails. From aspiring to be voted captain to fulfilling smaller freshman duties, being a part of team builds character and encourages strong relationship building skills. Practice for most sports begins at 5pm and goes for an hour or two until 7pm at the latest. For both my sports, we practice Monday through Friday, and occasionally on Saturdays. We typically dont practice on game days (two games/week in season). Sundays very rarely have commitments. So thats 10-12 hours/week before including travel time or pre/post practice habits (taping up, stretching, bi king, icing, or showering). A lot of time. Combining this schedule with a rather rigorous (understatement much?) academic workload and sprinkling in other social and extra-curricular events becomes a free time cruncher. On the positive side, this constant stream of commitments keeps me focused and disciplined during the semesters. Its worth mentioning that the MIT athletic facilities are amazing. I use the ice rink, the Jack Berry turf field, the Steinbrenner stadium, the athletic training room, the weight/fitness room and various varsity locker rooms. Frequently I have trouble with the laundry system, but other than that Im really pleased with the facilities and management. The big drawbacks of playing a sport at MIT, for me, all relate to a time crunch. This time crunch presents itself in a number of fashions. First, on a day to day basis, athletes have fewer hours to dedicate to psets, studying for exams, and pursuing extracurricular (research, leadership positions on campus, etc) and social (parties, outings to Boston, relaxing with friends) interests. Second, practices (in most cases) are scheduled into the 5p-7p time slot. Most, if not all MIT undergraduate classes play into this schedule well by avoiding scheduling lectures, labs or recitations in these hours. However, if you want to cross-register (at Harvard or Wellesley for example) or if you want to take graduate level classes (most notably any Sloan (course 15) management classes), realize that these classes do not always avoid the 5p-7p time block. There are certain classes that I will not take while here because of this restriction. Bummer. Third, this time crunch also manifests itself on a larger scale Winter sports often compete during IAP (all of January) and spring sports frequently travel or compete during spring break in March. So while I can enroll in IAP classes and participate in research, I cannot leave campus, say, to do an international community service or design project (see D-lab). Its a trade-off. For spring break, I am already committed to a trip to Florida with the lacrosse team. Those are the biggest downsides. MIT has various support systems in place to help student athletes. The sports medicine department has many functions from training and nutritional analysis to injury prevention and treatment. The student athlete advisory committee (SAAC), a student run group, develops and communicates changes in policy and procedure with regards to MIT athletics and athletic facilities. All varsity sports are Division III except for crew (which is D-I). MIT also has over 30 club sport offerings. Lacrosse is D-III, while hockey is a club team. Although this is entirely personal, I love the level of competition. Athletes here care about results, and train hard. But we are not completely oblivious to other uniquely college (or MIT) opportunities as some more intense D-I programs are. I am a brother in a fraternity, I somehow find time to write for this blog, I frequently participate in UROPs and I have a pretty solid social life. So playing a sport at MIT doesnt mean shutting other opportunities out, but it does mean sacrifice. For me, the tradeoff makes sense. Staying healthy and being a member of a team in college is of real importance to me. Is it to you?