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I need help with my research paper which is already written. I need someone to go through it and fix any mistakes. 1. Make connections to paragraphs2. Remove any author “states”, before quoting
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Aminata Mbye
Professor Jhon Singleton, M.A.L.S. : English
English 150- 060
19 December 2023
The complex Interplay of Human Nature, Knowledge, and Power
Human nature’s reluctance to embrace change and confront uncomfortable truths prompts
a compelling dialogue on the nature of knowledge, freedom, and societal roles. This debate is
expressed in Plato’s “Allegory of the Cave”, where one of the prisoners understands reality and
information. He tries to enlighten the others, but they do not believe his stories, choosing to
remain in captivity. This ignorance is highlighted in the “The Peach Tree” by Jhon Singleton. He
explores family dynamics, focusing on the complexities between members. The narrative
concludes by underlining the goals of every person, which are often to uphold dominance and
control. This declaration is asserted by Foucault who proposes that “…in a society such as
ours…there are manifold relations of power that permeate, characterize and constitute the social
body, and these relations of power cannot themselves be established, consolidated nor
implemented without the production, accumulation, circulation and functioning of a discourse”
(Foucault 93). The proposition has significant implications for understanding the intricate power
dynamics in society. It questions conventional ideas of power as an exclusive force used by
powerful individuals. Instead, it permeates all interactions and acts in every relationship,
affecting and altering all facets of human existence. These concepts of power highlight the
ubiquitous resistance to change and complex relationships that influence interpersonal
interactions and the broader society.
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In “Allegory of the Cave,” Plato illustrates the gap between appearance and reality. This
is demonstrated through Socrate’s figure of the cave, with chained prisoners who believe the
shadows cast by the objects between them and a lit fire represent the real world. The symbolic
representation raises questions about the nature of reality itself. Plato writes, “And if they were
able to converse with one another, would they not suppose that they were naming what was
actually before them?” (Plato 162). The prisoners know nothing except the shadows they take as
the actual forms of things and accept the appearances as reality. What if they are liberated and
see the outside world for the first time? Socrates narrates that when one realizes that the shadows
are only reflections of natural objects, one knows a higher reality beyond the cave. However, the
efforts to enlighten the rest are futile. Considering Socrates’ analysis of the inmates’ plight is
essential to understand their condition fully. He laments, “If anyone tried to lose another and lead
him up to the light, let them only catch the offender, and they would put him to death” ( 197). He
implies that the prisoners are trapped within their constrained viewpoints, and anyone who tries
to alter their worldview is met with hostility. This shows how people can be misled by their
senses and views and how education and reason can assist in learning the truth and achieving
wisdom.
Boaz Davidson examines the loss of innocence and the harsh realities of ateens who lack
knowleddge in ”The Last American Virgin”. The movie focuses on Gary, a high school student
attempting to survive the turbulent teen years. In one of the key sequences, he is at a party with
his friends, participating in various activities, perfectly capturing adolescent social dynamics’
disorderly and frequently perplexing dynamics.
GARY: You and Rick are pretty good friends, aren’t you?
KAREN: Yeah. We’re partners, you know? Tight. (Davidson, 405).
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Gary and Karen’s conversation illustrates their social circle’s complex network of
connections. Gary’s concern over Karen and Rick’s relationship reveals his insecurities and desire
to find his place in this group. Using “partners” implies a desire for a closer bond, reflecting
adolescents’ widespread need for acceptance and belonging. In another scene, Rick, Gary’s best
friend, abandons Karen after she becomes pregnant, and Gary takes her to an abortion facility.
GARY. I promise you it’ll be all right. (Davidson, 1068).
This quote demonstrates Gary’s selflessness and devotion to Karen, even though she has
feelings for Rick, who only used her for sex and then dumped her. Both moments highlight
teenagers’ struggles as they grapple with their identities, relationships, and societal expectations.
In “Happy Ending” Margret Atwood explores different scenarios where outcomes of a
romantic relationship has different endings.The narrative demonstrated how some expectations
for people are imposed by cultural standards, such as desiring marriage,
faithfulness, and conventional happiness. Characters in the novel
frequently follow or partially defy these rules, which can be seen as a
type of social control. Atwood stated, “…she acts as if she’s dying for
it every time, not because she likes sex exactly, she doesn’t, but she wants John to
think she does because if they do it often enough surely he’ll get used to her,…”
( Atwood 64). The character’s actions are emblematic of the internal conflict caused by
societal pressure, where the desire to fit within the mold defined by others erodes
individual identity. As Atwood portrays, the protagonist becomes entrapped in a cycle of
self-sacrifice, gradually losing her sense of self-worth in the relentless pursuit of societal
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approval. Despite the situation, a happy ending is not promised. Their continuous
attempts at reconciliation, and the eventual replay of their pattern as they reconcile,
illustrate the perpetual cycle of hope, disappointment, and reconnection.“…he’ll come
to depend on her and they will get married, but John goes out the door with hardly so
much as a goodnight and three days later he turns up at six o’clock and they do the
whole thing over again” (64). John remained oblivious to the considerable efforts she
had tirelessly exerted in her pursuit of becoming the woman he would deem worthy of
marriage. Her escalating desperation, fueled by societal pressures and her longing for
his validation, eventually drove her to make a fateful and regrettable decision that would
tragically culminate in the end of her life. There is never no such thing as a happy ending
and this can b e proven with the connection with Florence and Mr. Robin.
Jhon Singleton’s “The Peach Tree” characterizes the complex dynamics of the Robin
family, as depicted by a constant struggle for power and understanding. In one of the pivotal
moments, Mr. Robin is preparing to leave for a trip, causing tension between him, his daughter,
Chastity, and her stepmother, Florence. The exchange of words reveals the underlying conflicts
within the family and sets the stage for future confrontations. Chastity pleads with him, “Please
Daddy, don’t go! Ya promise to take me shopping tomorrow! Ya promised!” (Singleton 40). The
outcry illustrates her struggle to understand the adult decisions that disrupt her world. This
concerns being left with her stepmother, whom she often disobeys because she is not her birth
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mother. Her plea for her father represents her longing for stability in a tense household. Later in
the scene, after Mr. Robin has left, Florence’s reaction provides further insight into the family
problems. She returns to the house “while scratching her itchy scalp with her hand… It’s crucial
she remains calm” ( 42). This scene underscores the mother’s frustration and helplessness in
facing her husband’s departure and being left with her unruly daughter. Both daughter and
mother are left to deal with their situations independently, highlighting the individual struggles
within the collective family system.
Sexual education is essential, especially in the teenage years, in order to curb teenage
pregnancies as well as sexually transmitted diseases. In Ghana, adolescent pregnancies had
started to increase among teenagers, and this was cause for alarm as the young ones had to be
taken through Adolescent Sexual and Reproductive Health (ASRH). According to Ahinkorah, et
al. “…one of the key things in that policy to is the fact that a woman can access contraceptives
without necessarily the consent or permission of the husband or partner (2023). In several other
policies, contraceptives are only made available to sexually active males, who are left with the
burden of protecting the female partner against sexually transmitted diseases and
pregnancy.” However, with the Adolescent Sexual and Reproductive Health (ASRH), sexually
active women are given an opportunity to protect themselves by being offered a variety of
contraceptives. According to the authors, “…health, well-being, and education are the thematic
areas of the National Youth Policy (Ahinkorah et al., 2023). Under the Health and Wellbeing, it
aims to promote universal health coverage, increase health delivery, and promote healthy
lifestyles and the physical wellbeing of the youth. The national youth policy helps to provide the
youth with access to affordable healthcare facilities and knowledge on how to practice sexual
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abstinence. Adolescent sexual education helps to reduce the number of teenage pregnancies by
implementing policies and creating awareness.
In 1984, Part Three, George Orwell tries to divulge the methods a totalitarian government
employs to control the perception of history. History can be shaped by what is recorded, and by
ways of controlling the narrative of history, the government bans record keeping. Fear and
oppression can show an individual’s true character and the most volatile parts of their mental
reflexes. Orwell states, “….the worst thing in the world ‘varies from individual to individual’. It
may be burial alive, or death by fire, or by drowning, or by impalement, or fifty other deaths…”
(358). Orwell brings out this fact when Winston is faced with the most difficult choice of his life
when he is tortured. He may not have been afraid of physical pain or could withstand it, but he
had an extreme fright of rats, and it was deeply rooted in his childhood trauma. He could not
fathom what the rats would do to him, coupled with the fact that he was afraid of them, and this
led to him giving up Julia instead of facing torture and dying of his worst fear. This clearly
shows how fear can bring out hopelessness, and under the right circumstances, everyone
breaks.“I have pressed the first lever; you understand the construction of this cage. The mask
will fit over your head, leaving no exit. When I press this other lever, the door of the cage will
slide up…” (Orwell 360). The government’s act of repressing the people through fear by torture
and threats proves to be effective in controlling the narrative. Winston preferred giving up Julia
rather than face his unknown fate with the hungry rats. Control of the mass’s perception and
truths through fear and oppression can be beneficial to a totalitarian system of government.
In the article “Men’s perceptions of domestic violence against women”, Juliana
CristinaMagrin, et al. analyze how domestic violence manifests in various ways among couples
in the community. The qualitative analysis done through structured interviews among men and
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women was able to divulge reasons as to why domestic violence happens. The authors suggest
that “…these proximal traits end up showing that men express emotions, especially anger,
through violence” (Magrin, et al. 2023). They give an example of participant 2, who has some
behaviors that were violent and aggressive during the relationship; he screamed, and slapped or
punched a wall due to aggression. This shows the extent to which men can get violent towards
women and in some cases, unknowingly. Furthermore, the authors state “…there is also
aggression on her part, which does not contribute to, how can I say? Women aggressions don’t
help men to stop abusing women, only make things worse (Magrin, et al. 2023). Many times,
outsiders do not know if the woman contributed to the violent situation too. The text shows that
domestic violence can be a one-sided affair, with men taking all the blame and women not being
held accountable since some women incite the violence by preying on the man’s insecurities and
using verbal abuse. Indeed, domestic violence can be combated by creating awareness of the
effects it has on marriages and future generations through addressing issues such as masculinity
scripts and social inequalities.
In 1984, George Orwell discusses and highlights the concepts of freedom, censorship,
and propaganda that the government is pushing forward. Oppressing the people through the
erasure of written documents to align with government policy deprives them of freedom of
speech. When history does not have a written background, it can be altered to the government’s
will to push a particular narrative while introducing a new language to reduce rebellion. Orwell
illustrates this, “…Although Goldstein was hated and despised by everybody, although every day
and a thousand times a day, on platforms, on the telescreen, in newspapers, in books, his theories
were refuted, smashed, ridiculed… ” (357). The government in Oceania is enforcing its leader on
the people by constantly focusing the news on him despite being hated. The media is being
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controlled and censored towards essential issues affecting the people. Controlling the narrative to
the future generation allows the totalitarian system to have a say in history without addressing its
inadequacies.“…The Times’ did not carry a paragraph describing how some eavesdropping little
sneak—’ child hero’ was the phrase generally used—had overheard some compromising remark
and denounced its parents to the Thought Police” (Orwell, 350). Freedom of speech is controlled,
with children being used as spies to report on their parents when they speak ill of the government.
Hiring innocent spies such as children was ingenious since they were the least suspects to report
on their parents. Having a say in what can be published and spread to the masses removes the
objectivity of the noted news and centers on the wrong issues. Suppressing information works in
favor of the government employing a totalitarian system of governance.
Francis Ford Coppola’s “The Godfather” emphasizes the theme of power in
relationships. This ongoing struggle for authority is presented through several incidents, a
notable one involving Don Vito Corleone, the leader of the Corleone family, who skillfully uses
influence to his advantage. His cunning and strategic acumen reveals a keen understanding of
power relations.
CORLEONE. I’m gonna make him an offer he can’t refuse. (Coppola, 17).
The phrase captures Don Vito’s persona as a man who recognizes and manipulates subtleties of
power according to circumstances. As his family’s head, the capacity to softly yet efficiently
wield power is demonstrated by the use of a veiled threat in the form of an “offer.” The
statement draws attention to the movie’s central idea that power is a powerful instrument for
coercion, depending on how it is used. Another scene exemplifying the use of power features
Don Vito’s son, Michael Corleone, speaking with his older brother, Sonny.
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MICHAEL. It’s not personal, Sonny. It’s strictly business. d(The Godfather, 55).
This sentence highlights Michael’s realization that in their world, respect and survival are
more important than feelings. Don Vito and Michael have different approaches and driving
forces but are adept at using power to further their objectives.
The unwillingness to accept change and face brutal truths is a recurring theme in the
broad fabric of human existence. It becomes clear that the pursuit of knowledge and freedom is
an ongoing journey as expressed in allegorical stories to perceptive philosophical observations.
The undercurrent of power causes us to deeply consider our positions in this complex dance of
human contact, not as a blunt force but as a persistent, subtle influence. the narratives urge
readers to harmonize their understanding of this life’s symphony by stepping outside their
comfort zones and creating a more enlightened and transforming society.
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Works Cited
Foucault, Michel, and Colin Gordon. Power/knowledge: Selected Interviews and Other Writings
1972-1977. 1st American ed., Pantheon Books, 1980.
Plato. Allegory of the Cave. Routledge eBooks, 2017, pp. 162–208.
https://doi.org/10.4324/9781315303673-22.
Davidson, Boaz. The Last American Virgin. 1-101. Golan-Globus Productions
(Los Angeles). 1982.
Atwood, Margaret. Happy Endings. Virago. 2001.
Singleton, Jhon. “The Peach Tree.” 40-49. An Ars Poetica: Finding Substance
in the Narrative After?1st ed., S.C.: CreateSpace, a DBA of On-Demand
Publishing, LLC.2018.
Ahinkorah, Bright Opoku, et al. “Knowledge and Awareness of Policies and Programmes to
Reduce Adolescent Pregnancy in Ghana: A Qualitative Study among Key
Stakeholders.” Reproductive Health, vol. 20, no. 1, Sept. 2023, pp. 1–
14. EBSCOhost, doi.org/10.1186/s12978-023-01672-2.
Magrin, Juliana Cristina, and Wanderlei Abadio de Oliveira. “Men’s Perceptions of Domestic
Violence Against Women: A Qualitative Study/Percepcoes de Homens Sobre Violencia
Domestica Contra Mulheres: Estudo Qualitativo/Percepciones de los Hombres Sobre Violencia
Domestica Contra la Mujer: Un Estudio Cualitativo.” Paideia[Ribeirao Preto], vol. 33, annual
2023, p. NA. Gale Academic OneFile,
link.gale.com/apps/doc/A751347367/AONE?u=cuny_medgarevers&sid=bookmarkAONE&xid=de69c065. Accessed 26 Nov. 2023.
Orwell, George. 1984. Signet, 1961.
Puzo, Mario and Francis Ford Coppola.
24, 1972.
The Godfather.Paramount Pictures, March
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