House Bunny Movie Review Essay Example for Free

House Bunny Movie Review Essay In the film House Bunny, a 27-year-old girl, Shelley Darlingson, played by Anna Farris, finds herself tricked out of the Playboy Mansion by another bunny for being too old. Shelley winds up at the University of Southern California and becomes the house mother in a very poorly kept sorority house, Zeta Tau Alpha, consisting of six socially awkward girls. After gaining the girls’ trust by showing them she is nice and can attract boys, she does her best to turn the ZTA girls around to be popular beautiful young ladies who are ‘better’ than the other sorority girls. However, the changing of personalities goes too far and the girls realize they’ve changed for the wrong reasons and begin to judge everyone. During the time Shelley is being blamed, she receives a call about how ‘being too old’ was a lie to get rid of her. When expecting Shelley to immediately drop everything and return to the Mansion, she decides to stay the hose mother of the Zetas. Using this movie I plan on analyzing the movie through different scenes of the typical activities of the sorority girls on campus and comparing them to how college life is today and what could be done differently. Throughout House Bunny, a constant rival goes on between Phi Iota Mu and Zeta Tau Alpha. When Zeta, a now popular sorority, throws a mixer party the same night as popular PIM, all of the girls going through rush and all of the fraternity boys enjoy their evening at Zeta instead of PIM. Girls are initiated at the party through ‘sacrificial rights’ because they still have their virginity, music is played for everyone to dance to, and everyone enjoys their nights. These girls are focused on looking good now and being popular. Girls are very similar but a little different today. In today’s society in the typical college experience, girls are not initiated in this way and girls do not throw the parties. The girls, instead of throwing their own parties, get all dressed up and head out to other fraternities to listen to music, drink and get together with different guys. Several girls nowadays waste their time and throw away their good morals every weekend, when they coul d be choosing better alternatives such as a staying in for the weekend or at least one night and study or relax with some friends. Time management and studying are two of the hardest strategies to master as a college student. Unfortunately when we have free time we cling to more fun activities at all times and then get caught up later when it is the last possible second to do homework and we realize we should have been working on homework rather than partying. Studying is not the most fun activity nor does it sound better than going out with friends to drink or participate in crazy college activities; however, everyone has to do it eventually and it would just be easier if you studied a little every free moment and then you would have more free time later. You would be more successful if you thought about every possible outcome of each choice clearly before doing anything. In the movie, after the Zeta girls become popular and look prettier, thanks to Shelley, they set up a tent at the involvement fair. All of the students rush towards their tent because they have food, games, and calendars of the girls looking t heir best. The Zetas are getting more involved around the campus, as students should, but through popularity not service. From this popularity the Zetas go downhill from there and turn into the popular rude crowd to those who do not ‘belong.’ The Zeta’s stopped being who they were before Shelley became the house mother, the smart, nerdy, different crowd, and became the jerks who judged people off appearances. When trying to decide on bids for their house, they talked about how they had seen one of the girls before and thought they were weird and shouldn’t be allowed in their house. The Zeta’s stopped focusing on academics and their true personalities and tried to change for the ‘better’ when it was clearly for the worse. Involvement is a key to surviving in college. You should get involved to make new friends, find others like yourself, develop study groups, and stress-reliever outlet clubs. However, when you try to be involved with the rest of the campus through primarily popularity and parties, you are getting ‘involved’ in all of the wrong ways. Instead of changing to be the popular crowd by looking hot and becoming a preppy jerk to ‘fit in,’ just express yourself more and get out in the real world to try and make more meaningful friendships that could last a lifetime. If people could be more accepting and friendly instead of being quick to judge, everyone would have more friends and the world would be a better place. Acceptance is one of the biggest problems especially at a college where if you aren’t accepted you just hide from everyone and get discouraged. Everyone as a whole should work to be more accepting of others for who they are. I am not saying everyone has to like everyone else, but I am saying at least give everyone else a chance to shine and join the group. When a smart nerdy group of socially unaccepted girls get a new playhouse bunny house mother they turn into a stereotypical group of rude sorority girls who just want everyone to be in their house so they can be more popular as long as they are ‘normal.’ If people took the time to accept everyone and give everyone a chance, people would have more friends and not be as nervous to try to make new friends. Getting involved on campus is smart as long as you are getting involved in the right ways with the right group of people so you can make a difference in your community. Getting involved also has advantages, because it can help manage time and studying habits or even study groups. Involvement in the college community is smart so good grades can be attained, meaning better opportunities later. Managing your time and taking the time to study receives full benefits later, as well. College is not easy, especially when coming in as a freshman new to the whole idea of college. However, college can be enjoyed and mastered if you try to get involved, study more, accepts more people for who they are, and manage your time to the best of your ability. Works Cited The House Bunny. Dir. Fred Wolf. By Karen M. Lutz and Kirsten Smith. Perf. Anna Faris, Colin Hanks, Emma Stone, Kat Dennings, Hugh Hefner, and Tyson Ritter. Columbia Pictures, 2008. DVD.

Freud’s Impact on Bronte’s Wuthering Heights and Giorgio de Chirico’s T

Freud’s Impact on Bronte’s Wuthering Heights and Giorgio de Chirico’s The Vexations of the Thinker      Ã‚   The 1920 publication of Beyond the Pleasure Principle formalized a meaningful shift in Sigmund Freud's theory of sexual drive: his original hypothesis distinguished the ego instincts from the sexual instincts.   Subsequent psychoanalytic researches force him to refine this configuration:    . . . psycho-analysis observed the regularity with which libido is withdrawn from the object and directed on the ego   (the process of introversion); and, by studying the libidinal development of children in its earliest phases, came to the conclusion that the ego is the true and original reservoir of libido, and that it is only from that reservoir that libido is extended on to objects. [1]    Freud recognizes the narcissistic nature of sexual instinct yet clings to a dual (read: non-Jungian) model for instinctual drive.   He ". . . describe[s] the opposition as being, not between ego-instincts and sexual instincts but between life instincts and death instincts"   (Freud 64).   Freud sees the natural goal of the sexual drive as reproduction - life - and the natural goal of the ego as death.   This newest polarity leads to Freud's exploration of the so-called "perversions", sadism and masochism, as they characterize the death instinct.      It may seem odd to equate sadism with narcissism considering that a sadist receives pleasure only from another's pain.   "[But] is it not plausible," Freud asks, "to suppose that this sadism is in fact a death instinct which, under the influence of the narcissistic ego, has been forced away from the ego and consequently only emerged in relation to the object?"   He goes on to explain tha... ...irico builds a wall of narcissism to entrap his solitary figure.   This fact leads me to draw a parallel between the figure in de Chirico's painting and Charlotte Brontà «'s Heathcliff.   Both suffer unnecessarily.   Arguably, both would be better off dead.   But their pain keeps them going even as it slowly kills them.   Life serves death serves . . . life.   Yes, we are slowly moving toward death, but each step is a lively one.       Works Cited    [1] Sigmund Freud.   Beyond the Pleasure Principle.   New York: W.W. Norton & Company, 1961 (62).   Hereafter cited parenthetically. [2] During the oral stage of organization of the libido, the act of obtaining erotic mastery over an object coincides with that object's destruction   (Freud 65). [3] Charlotte Brontà «.   Wuthering Heights.   New York: TOR Books, 1989 (177).   Hereafter cited parenthetically.   

Separate components

One of the main religious books of Buddhism is â€Å"Tripitaka† (Pali language and Sanskrit – ‘tri’ = three and ‘pitaka’ = basket), which means â€Å"three baskets (of texts)† and also is know as â€Å"Tipitaka†, canonic texts of classical Buddhism schools, consisting of the Vinaya, the Sutta or Suttanata and the Abhidhamma.This three-part structure of canonic texts can be considered as line of demarcation between classical Buddhism (which some people call hinayana – narrow way or narrow chariot) and those reformative directions, which having desire to show its supremacy, gained an honorable title of mayanaya (wide way or wide chariot) and created another collections of holy texts, imitating to some extent works of â€Å"Tripitaka† (first of all these are dialogues of Sutta Pitaka), but didn’t follow principles of three-part canon.Separate components of â€Å"Tripitaka† were kept in memories of many sch ools of early Buddhism indifferent Indian languages, such as Sanskrit and hybrid Sanskrit and also in middle Indian languages.Some schools considered as holy all parts of Tripitaka, – except of theravaddine, vatsipuri or machishchasaka. The others focused accent at importance of separate parts in comparison with others: sthaviravadines respected the Sutta first of all; sarvastivadines respected the Abhidhamma and aparashayles and purvashayles recognized only the Vinaya. Some of the followers completed three-part canon with new ‘baskets’.So, machasanghiki added to three parts Samiukta-pitaka and Dharma-pitaka, and bachusrutii (who already recognized â€Å"transcendency† of some Buddhist studies) added also Bodhisattva-pitaka, whereas dharmaguptaki took from traditional three parts only the Vinaya and added together with three new ‘pitakas’ also Tsharani-pitaka (which was probably text of magical spells) (Thomas W. Rhys-Davids, p.103).Complete c anonic text of â€Å"Tripitaka† belongs to ‘orthodox’ school of theravadines. Canonic texts were collected, were reproduced and passed orally, modified by the teachers, preachers and missioners of Buddhist communities during many ages, so material of Pali â€Å"Tripitaka† belongs to wide time continuum from the Buddha à ©poque (according to modern date – 5 century BC), some speeches of whom, probably, were memorized immediately by followers of his communities, specialized on memorizing of holy texts (bhanaki) till time of their partial writing in Pali language in the 1 century BC.Process of canonization wasn’t finished yet. Texts of â€Å"Tripitaka† continued to be created, edited, wrote and re-wrote till the 5th century – time of creation of â€Å"complete† commentary to â€Å"Tripitaka†, which can be considered the Pali re-working of Singal commentaries by egzeget collegiums, managed by Buddaghossa. So, historic al origin of â€Å"Tripitaka† texts needs special examining in each separate case.Written form of â€Å"Tripitaka† was first written on palm leaves – alu – during the times of King Vatthugamini Abhay (101-77 BC) in Alu-Vihara, Matala near Kandi, Sri-Lanka.These works were collected one year after Buddha’s death by his three followers at the first Buddhist’s meeting in Radzhigire. During the next meetings those groups of studies were re-worked and written.First ‘basket’ consists of 3 parts and is dedicated to principles of organization of Buddhist monk community, principles of creation and demands to monks.The Vinaya regulates all monk life and their communications with civil people in details. The word â€Å"Vinaya† means â€Å"that, who dispels evil†. The first part, Suttavibhanga, is commentary to patimokkha – 227 discipline rules for monks in connection with definite actions of members of early-Buddhist m onk community-sangha and corresponding punishments – starting of admonitions and finished by expulsion from sangha. These rules reflect real practice of regular readings of patimokkha during fasting-days (uposatha) of new moon and full moon.The second part consists of Khandhakas – in two versions (Mahavagga in 10 chapters and Culavagga in 12 chapters), where detailed discipline rules (prescribing how to live during rain periods, which clothes they should wear, how they should prepare medicines, etc), are ‘diluted’ with didactic and historical legends (Frauwallner, E.,, p.53).The first contains stories which explain how separate people came to Buddhist community, the second contains information about partial stories of Buddha’s life (gaining â€Å"clarifying†, first travels and first followers) and stories about first two Buddhist meetings in Radzhagrych (soon after Buddha’s death) and in Vayshali. The third part, Parivaranapatha, consi sts of 19 text of catechism type, including questions and answers for discipline problems.The Sutta, the eldest and the main part of Tripitaka’s texts is collection of five big texts (nikaya), first four of which are thematically similar to some extent (statement by Buddha, sometimes by his followers, of separate topics in Dharma (Buddhist science), and the last part is collection of different materials, united a bit later.The first four collections of the Sutta are started with unchangeable words â€Å"So I heard†, which is given from the narrator (in order to show origin of text), which is followed by plotline of lesson and then after the lesson itself, which Buddha pronounces in dialogue with somebody or in monologue (http://www.dharmanet.org/).The words are â€Å"Tripitaka† words are charming, they open your eyes and bewilder with their wisdom; they sound like music which you want to hear again and over again, reading and re-reading its simple but wise words : â€Å"He walks without fear, stands without fear, sits without fear, lies down without fear. Why is that? Because he is out of the Evil One ‘ s range. †Thai is what the Blessed One said. The bhikkhus were satisfied and delighted in the Blessed One ‘ s words†. (â€Å"Tripitaka†) These four collections of texts differ not only in content, but in quantity and structure – by length of the Suttas and way of organization of their consequences. All five big collections of the Sutta’s texts include in different proportions prosaic and poem components.

The Supernatural In Macbeth - 1858 Words

In the play Macbeth by WIlliam Shakespeare, the supernatural is an ever present force, seen in the witches, the ghost of banquo, and maybe some other places. The way Shakespeare portrays the supernatural, and especially the witches, add a great deal s to the play, and also contribute in key ways to the themes, structure, tone. Mood, and literary devices in ways that are designed to affect the audience of the play. The most important contribution in my opinion, was that they made the play scary, and created a feeling of uncertainty or unease, which felt like an important aspect of the play. In Macbeth, the witches exemplify some of the important themes through their supernatural abilities, and these themes are important to deliver the†¦show more content†¦The prophecies are interesting because we don’t know whether they were predicting the future, or changing it. Does Macbeth kill the king because he was destined to, or because the witches made him think he was destined to? At the end, Macbeth was told he couldn’t be killed by a man born of a woman; was this ever true? Was he killed by Macduff because Macduff had been ripped from his mother s womb, or because Macbeth knew this and gave up? Really, Macduff only attacked Macbeth because Macbeth killed his family after being told he should fear him. The witches caused all of these things somehow, and whether they did it by supernaturally controlling fate or by manipulating Macbeth is one of the more interesting parts of the play to me. These themes (fair vs foul, and one s control over their own fat e) are important in adding a feeling of uncertainty, and creating some level of fear and suspense. The witches in Macbeth would have been especially scary and mysterious to the audience it was originally written for: the people living in England in the early 1600s, including the king himself. Most of the audience at the time would have believed in witches, and would therefore be afraid of them. The idea that there were crazy killers out there, being controlled by witches that could see the future, create scary potions, and recite spells would haveShow MoreRelatedThe Supernatural in Macbeth874 Words   |  4 PagesThe Supernatural in Macbeth The supernatural contributes significantly to the story in the thrilling play Macbeth, written by Shakespeare. The paranormal signs and powers show considerable overlap with insanity in the case of several characters throughout the play. The superhuman agents that appear or contacted in the play are used for evil purposes in almost all the cases, and are predominantly resulting in the death of a human being. First of all, the three witches are using supernatural powersRead MoreTheme Of Supernatural In Macbeth773 Words   |  4 PagesShakespeares Macbeth, the supernatural and the role it plays in motivating characters is present throughout the duration of the play. The supernatural causes conflict in the play and the prophecies from the witches in act one is the inciting action. The apparition, Banquos ghost, and the dagger are examples of how the presence of the supernatural causes conflict. The theme of the supernatural causing conflict in Macbeth plays an important role in the plo t of the play. The witches in Macbeth play a criticalRead MoreThe Supernatural World Of Macbeth1103 Words   |  5 Pagesthe supernatural world. The idea that the world was full of witches, ghosts, and spells began to stain the country. The hysteria and paranoia regarding witches and spells caused uncontrollable excitement for the people in the 15th century. Following superstitions and indulging in mystical magic was habitual; darkness was taking over. Slowly, but surely the malicious, foul, and unholy world was raiding the souls and minds of the people in the 15th century. The supernatural world in Macbeth wasRead MoreSummary Of The Supernatural In Macbeth1387 Words   |  6 Pagessuspense and involvement of the supernatural. The use of the witches, the visions, the ghost and the apparition is key to making the idea of the plot work and it adds the elements of thrill and suspense to the audience. Reading through each act and scene of the play, it is noticed that the supernatural is in reality a primary concept of the play’s plot. The use of the supernatural emerges at the start of the play, with three witches predicting the destiny of Macbeth. The audience now has an idea asRead MoreMacbeth - Supernatural Theme809 Words   |  4 PagesThe presence of supernatural forces in William Shakespeare s, Macbeth, provides for much of the play s dramatic tension and the mounting suspense. Several supernatural apparitions throughout the play profoundly affect Macbeth and the evil forces eventually claim Macbeth and destroy his morals. Macbeth s ambition was driven by the prophecies of the three witches and unlike Banquo, he was willing to do anything to assure that they actually transpire. Macbeth is horrified at the notion of killingRead More The Supernatural in Macbeth Essay3374 Words   |  14 PagesThe Supernatural in Macbeth       More than a few elements of the supernatural can be discovered within the action and dialogue of Shakespeares plays.   However, the extent and nature of those elements differs to a large degree.   There are traces of it to be found in Henry V, Pardon, gentles all,/The flat unraised spirit that hath dard...to bring forth/So great and object (Lucy   1).  Ã‚   There are also elements of it apparent in Winters Tale, What I did not well I meant well (Lucy  Read MoreThe Supernatural in Macbeth Essay1031 Words   |  5 PagesFrom witches to apparitions, supernatural elements are the constituents of the play, Macbeth. The supernatural occurrences served as role as a manifestation of evil temptations that seduced Macbeth into murdering, even his own comrades. Macbeth’s first meet with the supernatural was the ignition of his ambition to kill for his own success; the second encounter of the supernatural allowed his sanity and judgment to wander off to a murdererâ €™s mind with the basis of his before gained ambition. Supernatural’sRead MoreThe Supernatural In Macbeth Essay1944 Words   |  8 PagesThe Supernatural and its’ affect in the play Macbeth The supernatural has always fascinated and continues to intrigue mankind. In many of Shakespeare’s plays, he uses the supernatural to strengthen a particular scene or to influence the impression the audience has about someone or something. This was not strange or uncommon in Shakespeare’s time. In fact, during the 1500s, many people still believed in witches and witchcraft. Even in today’s society, with such advanced science and technology, manyRead MoreMacbeth : Influence Of The Supernatural2958 Words   |  12 PagesMacbeth Essay- Influence of the Supernatural â€Å"The supernatural is the natural not yet understood.† (Elbert Hubbard) Within the realm of Williams Shakespeare’s â€Å"Macbeth†, supernatural elements play a prevalent role throughout the telling of the tragedy. Created in a time period in which fear of the unknown ran high and belief in the supernatural was rampant, the incorporation of mystical components resulted in a compelling story for the people of the Elizabethan era. Moving forward into the modernRead MoreOccult and Supernatural Elements in Macbeth1402 Words   |  6 PagesAlthough Macbeth is not classed as being a supernatural play or a play of the occult, there are some elements in the play that Shakespeare uses to effect. It is necessary however, to define what is meant by the terms ‘occult’ and ‘supernatural’: the term ‘occult’ is defined as being ‘supernatural beliefs, practises or phenomenon’ and the term ‘supernatural’ is de fined as being ‘attributed to some force beyond scientific understanding or the laws of nature’; both these terms can be associated with