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This paper focuses on feudalist structure and values within this system in George R. R. Martin's fantasy novel series A Song of Ice and Fire and Shakespeare's play King Richard the Third. The paper is structured into three arguments that focus on different characters from each work. The first argument

This paper focuses on feudalist structure and values within this system in George R. R. Martin's fantasy novel series A Song of Ice and Fire and Shakespeare's play King Richard the Third. The paper is structured into three arguments that focus on different characters from each work. The first argument is focused on Tyrion Lannister and Richard III's deformity, and how they violate feudalist values. This argument ultimately comes to the discussion of whether or not these characters are monstrous and by what values. The second argument is focused on Daenerys Targaryen and Margaret, discussing why both authors give these women a supernatural power. The authors give women these powers because they believe that women should have power. Martin argues that women need to remake the structure, while Shakespeare believes women can change their place in the structure through collective action. The last argument focuses on Petyr Baelish and Richard III, and how they both represent a chaos attacking feudalism. Petyr is a chaos that comes outside the system, exploiting the values of the system, while Richard is a chaos within the system because he violates feudal values, while trying to hold positions where he needs to embody feudalist value. The authors come to different conclusions of what is trying to take down feudalist structure and how this could be fixed. Martin finds feudalism cannot be fixed and that other systems are not much better because they still create violence. Shakespeare comes to the conclusion that feudalism cannot be fixed because people continue to violate its values, so a new system must be put in place.
ContributorsPittaro, James Vincent (Author) / Mann, Annika (Thesis director) / Kirsch, Sharon (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor)
Created2015-05
Description

In the United States, the majority of the population suffers from some form of trauma. There are many ways that an individual can cope and accept their trauma, but two practices stand out as an inexpensive, flexible option for many. Bibliotherapy is the use of reading literature as a way

In the United States, the majority of the population suffers from some form of trauma. There are many ways that an individual can cope and accept their trauma, but two practices stand out as an inexpensive, flexible option for many. Bibliotherapy is the use of reading literature as a way to learn more about and understand one’s trauma through the perspective of others. Expressive writing is the practice of writing and reflecting about one’s own traumatic experiences, as well as the emotions that are tethered to it. In this paper, I explore the fields of bibliotherapy and expressive writing as forms of therapy by reviewing the history, use, goals, and effects of each in the context of mental and emotional well-being. Intertwined with the scholarship is my own self-guided bibliotherapy of reading memoirs and poetry collections related to my trauma and self-guided expressive writing in which I wrote a short collection of personal essays and poetry, finding that both fields, separately and used together, are effective avenues for trauma healing.

ContributorsGonzales, Veronica (Author) / Kirsch, Sharon (Thesis director) / Amparano Garcia, Julie (Committee member) / Barrett, The Honors College (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2022-12
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During an Inpatient hospitalization at a psychiatric care facility, 18 year-old Kaija has to begin facing the reality of the direction her life has gone in since her past of childhood trauma. Throughout this, she is taken through the process of re-stabilization after her entry to the unit. As the

During an Inpatient hospitalization at a psychiatric care facility, 18 year-old Kaija has to begin facing the reality of the direction her life has gone in since her past of childhood trauma. Throughout this, she is taken through the process of re-stabilization after her entry to the unit. As the novel progresses, readers become aware of who Kaija is as a patient, and more importantly, as a person. They learn who she is right as she does, going on a journey to see if she will be able to figure out what she wants to gain from this experience - and if she wants to make it out better than she was going in.
ContributorsSvitenko, Dasha (Author) / Amparano-Garcia, Julie (Thesis director) / Kirsch, Sharon (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2022-05