Essay about Globe Theater - 1087 Words

II. Structure of the Globe The theater that Cuthbert Burbage built for the Chamberlains Men had a total capacity of between 2,000 and 3,000 spectators. Because there was no lighting, all performances at the Globe were conducted, weather permitting, during the day (probably most often in the mid-afternoon span between 2 P.M. and 5 P.M.). Because most of the Globe and all of its stage was open air, acoustics were poor and the actors were compelled by circumstances to shout their lines, stress their enunciation, and engage in exaggerated theatrical gestures. What would seem most striking to a modern (Broadway) theatergoer about the productions staged at the Globe is that they were completely devoid of background scenery. Although costumes†¦show more content†¦Although condemned by London authorities, along with cock-fighting, bear-baiting and the bawdy attractions of taverns, the Southwark theater district operated outside the legal reach of the Citys officials. But while the Globe Theatre, and indeed, t he entire Elizabethan theater scene opened its doors to the low life of the pits, it also accommodated an audience of higher-status, well-heeled, and better educated individuals. As Harry Levin notes in his general introduction to the Riverside Shakespeare (1974), the quot;Globe was truly a microcosm or little world of manquot;. With its logo of Hercules holding up the earth (as a temporary replacement to Atlas), the Globe Theatre constituted a quot;little worldquot; in which the social elite rubbed up against a cross-section of common vulgarians, drunken idlers, and other shady, street-wise sorts. Yet, at the same time, the Globe was grand even in the eyes of Elizabethan societys most powerful and prosperous leaders. As Levin also observes in his prefatory essay, recently discovered documents indicate that reconstructions of the Globe as quot;a quaint little Tudor cottagequot; have been errant, since Burbages house quot;may have had arches, pilaster, and other details of Baroque ar chitecturequot;. Contemporaneous accounts suggests that the Globe was far more impressive than the thatched and half-timbered models of it can capture, having a more spectacular look to its structure than is commonly recognized, oneShow MoreRelatedEssay about The Globe Theater634 Words   |  3 PagesThe Globe Theater The Globe Theater is probably the most important structure in Shakespeares dramatic career. Built in 1599 by the Chamberlains Company, it stood on the Southern shore of the Thames River in London. At this time Shakespeare was a member of the Chamberlains CompanyRead MoreWilliams Shakespeare and The Globe Theater Essay882 Words   |  4 PagesShakespeare being performed right in front of yours eyes at the amazing Globe Theater. William Shakespeare was part owner of The Globe Theater. The famous Globe Theater was a place where outstanding plays were performed. This theater held people from all over the world to watch performances. In the article â€Å"The Elizabeth Era† states that â€Å"often the Queen would come to the Globe Theater to watch Shakespeare’s work â€Å"(Alchin). The Globe Theater has great significance to British history because of the buildingRead MoreThe Globe Theater, Home of Many of Shakespeares Plays Essay1026 Words   |  5 PagesThe Globe Theater. (1-1) The Globe Theater Architecture based on the structures similar to The Coliseum in Ancient Rome. Architecture on a grand size would house a capacity between 1500 to 3000 people. Classic Greek and Romans admired by the Elizabethans and sometimes great columns included the architecture. The Globe Theater design reflected the elements of Roman or Greek classical plays. It had supposed that the Globe Theater had an octagonal shaped building. The design of The Globe Theater includedRead MoreWilliam Shakespeare s Othello At The Globe Theater Essay1404 Words   |  6 PagesIn this drama study, an analysis of the racial xenophobia and anxiety of Anglo-Saxon culture in the 17th century performance of Othello at the Globe Theater. Othello, published in 1604, was performed at the Globe Theater in England, which provides a racially xenophobic cultural setting based on English class values as a basis for the play. Early 17th century England was an isolated island that interpreted privilege and cl ass status on white racial perceptions that often demonized or subjugated peopleRead MoreA Brief Biography of William Shakespeare617 Words   |  3 PagesShakespeare, the legal and business transactions including some theatrical and Court documents as well as his life’s work, can be used to put the little bits of information given to us to see the basic overview of this man’s life, use it to see the Globe Theater where he worked as a playwright and an actor, as well as what the Elizabethan Era that he lived in was like. Elizabethan England Era, or the Golden Age in England, started in 1558 when Queen Elizabeth succeeded her Catholic sister Mary I and re-establishedRead MoreThe History Of The Globe Theatre1378 Words   |  6 PagesThornberry Intro to theater October 28, 2016 The History of the Globe Theatre Today we know of The Globe Theatre on because of the famous playwright and director known as William Shakespeare. The events which took place in The Globe’s past and what is its future may be, have become, and will be, an important part of the history of theater and drama. This paper will discuss the history of the Globe theatre, the importance it held at its time, and the importance of The Globe Theater now and in theRead MoreThe Octogonal Structure Roared from Shakespeares Performers791 Words   |  3 Pagespacked tightly with over 30,000 eyes watching. Flags rose, and trumpets started to play in the Globe while productions began. The Globe Theatre started an era of acting in the late 1500’s and changed the way we look at performing still to this day. This theatre was jaw dropping as people entered this â€Å"salvaged wood† framed theatre. In 1599, the stage was ready for acts to begin. The name of the Globe Theatre was for people to know that the â€Å"whole round world† could be represented by every actorRead MoreThe Development And Popularity Of The Elizabethan Theatre1289 Words   |  6 Pagespeople it was relatively affordable. The working class people would show up and pay their penny to stand in the front of the stage- while weathier people whould pay for their seats.† (https://historicalhistrionics.wordpress.com/2011/07/26/elizabethan-theater/) Another theatre called The Curtain had to be built to accommodate the overflow audiences. The technical name for such as theatre was an easer. (https://englishhistory.net/shakespeare/elizabethan-theatre/) b. Playwrites andRead MoreEssay on The Globe Theatre and The Elizabethan Audience 1022 Words   |  5 PagesThe Globe Theatre The Globe Theatre in London , where William Shakespeares most famous plays premiered; Hamlet, Othello, King Lear, Macbeth, and Twelfth Night, was built in 1599 in Southwark on the south bank of London’s River Thames by Richard Burbage. It was co-owned by Shakespeare, with a share of 12.5%. The Globe was a large, open-aired, three-tiered theater made out of timber taken from the Theatre-– a former theatre owned by Richard Burbage’s father. The Globe Theatre burned to the groundRead MoreWilliam Shakespeare: Analysis of the Famous Playwright Essay1026 Words   |  5 PagesAn analysis of the famous playwright, William Shakespeare, reveals the struggles he overcame and activities he did during his childhood, as a playwright, his involvement with the Globe theatre after moving to England, and during the time of his death, along with some interesting and concerning facts about him. William Shakespeare lived a normal childhood along with his parents and siblings. Shakespeare was born in Stratford-upon-Avon on April 23, 1564 as the third of eight Shakespeare children

Racism In Animated Films Essay - 913 Words

Racism in Animated Films While Disney animated films are the ideal family movies, it is undisclosed to many that such racism is being portrayed. Rarely do we ask about the origins and intentions of the messages we encounter through mass media; sometimes we forget that [producers] have origins or intentions at all (Lipsitz 5). The social inequality found in such popular culture can be due to several reasons. According to David Croteau and William Hoynes in Racial Crossroads, media content can be the reflection of producers, audience preference, or society in general (Croteau and Hoynes 352). In their films or other such media, producers often reflect on personal experiences. In other words, they may draw on their own family lives†¦show more content†¦Although Aladdin takes place in an Arab town, the main character and hero is more-so depicting an American boy rather than Arab in his voice and appearance. Nevertheless, he is Arab and represents this in that he is of a lower class as well as in t he song he sings: Oh, I come from a land, from a far-away place Where the caravan camels roam Where they cut off your ears if they dont like your face Its barbaric, but hey, its home (Maio 4). This song endears a sense of belief that people of his race are less off than those of other races. And of course the evil characters, like Jafar, look very Arabic with darker skin and a more foreign speech (Maio 4). Aladdin is simply one of many animated films with racists attributes. Motion-pictures, including Disney films, emphasize the separations between people (Lipsitz 19). Films with animal characters, such as The Jungle Book and The Lion King, further illustrate this race separation. The Jungle Book is about a small Indian boy being raised by wild animals. In this film there are monkeys which seemingly represent the oppressed blacks in the ghetto (Cox 1). These monkeys too take part in the racial stereotyping in the songs they sing, not only through the jazzy melody which is often associated with African-Americans, but through the lyrics as well. In the lyrics it talks about how the monkeys could become human and be accepted in societyShow MoreRelatedEssay on Racism in Disneys Aladdin993 Words   |  4 PagesRacism: discrimination which exemplifies stereotypical differences between the ethnic groups to which people belong. While Disney animated films are the ideal family movies, it is undisclosed to many that such racism is being portrayed. Disneyâ⠂¬â„¢s movie Aladdin (1992), â€Å"was a high-profile release, the winner of two Academy Awards, and one of the most successful Disney films ever produced† (Giroux, 104); however, what is often disregarded is the obvious depiction of careless racism towards Arabs seenRead MoreThe Lion King Film Analysis1590 Words   |  7 PagesThe social implications children’s animated movies portray is a strong example as to why there are strong societal standards around gender, sexuality, race, and class. Most children’s films are completely heterosexual and the majority of children’s films portray male characters of more importance than female characters. Children’s film also portray characters of color to be in a lower class, to be of less importance, and are even portrayed as villains. These social implications influence the ideasRead MoreThe Reality Of Disney Films1932 Words   |  8 Pagesage have exposed to Disney movies, and these movies usually convey the Disney ideology to children. However, the Disney ideology in animated films is not completely what people thought it is. Majority of the parents do not know that Disney movies have ruined the thought of many children in some sort of degree; the reason for that is Disney films have shown the racism concept to children, and under subconscious situation. Children are like a sponge; they absorb all of the story tales in the moviesRead MoreRacism Present In Disney/Pixar Films. For Many Parents,1587 Words   |  7 PagesRacism Present in Disney/Pixar Films For many parents, these Disney/Pixar movies are something nice they can show to their children, they grew up on many of them and they wish to share this joy with their kids as well. If one was to walk up and tell them â€Å"These movies are fairly racist, you should show them to your children lest they get the wrong idea!† in most cases, they will find them to be just a closet nutcase and ignore that like it never happened. Society and these movies have conditionedRead MoreAnalysis Of The Movie Django Unchained 1275 Words   |  6 Pagesinvestigate the ideology of Racism in film. OxfordDictionaries.com describes racism as â€Å"Prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that one’s own race is superior.† When we, the audience think of racism in film, we traditionally think of movies for adults and often overlook the sinister aspect of racism in children’s films. I have chosen to contrast a re cent R-rated film with a G-rated Disney movie from the 1990s. Disney films, even up until theRead MoreRace As A Social Construct1057 Words   |  5 Pagesgroups were placed in races. By defining racial classifications, racism ensues. Racism is discriminating, exerting prejudice and or power over a group or individual based on the belief that an individual’s group is superior to another. Shadism is dependant upon the existence of Racism. Shadism refers to the amount of melanin in a person’s skin, which is used to define a persons’ worth within that racial category. Shadism and Racism are both a large part in Hollywood and the casting process. ThereRead MoreAnalysis Of Disney Company And Its Impact On The World Of The Pockets Of Our Jeans And Hoodies1686 Words   |  7 Pagesaffiliated companies such as ABC, Pixar, Touchstone Pictures, Lucasfilm, and Marvel Entertainment, and from a young age many children grow up on the films, characters, books, and television series that are produced by the Walt Disney Company. In the long history of media produced by The Walt Disney Company, beginning with its early groundbreaking animated shorts all the way to the recent Moana, Disney has been the subject of much debate, criticism, and praise regarding its portrayal of male and femaleRead MoreThe Horror Of Zombie Movies1190 Words   |  5 Pagesfangs, or capes just animated dead bodies in need of living flesh to survive. Zombie movies have compelled us to figure out what distinguishes us from them. Zombies are indeed the picture-perfect terror makings for a society filled with media overload containing reports of famine, disease, terrorism, and warfare. Zombies trigger our primitive anxiety of being consumed and force us to differentiate ourselves from the forever-starving animated corpses. Really, these cheap horror films inquire some deepRead More Insensitive Portrayal of Society and Cultuer in Disney Films1538 Words   |  7 Pagesvulnerability through the overwhelming male dominance displayed in their animated films. Faherty argues that even though there have been recent movies such as Mulan and Pocahontas, which portray strong female roles, â€Å"the quantitative disproportion of male characters in Disney animated films needs to be addressed if we expect children to be able to relate to appropriate role models† (19). Lack of females in Disney animated films may give children an altered view of modern society, where men serveRead MoreJohn P. Harris And Harry Davis1577 Words   |  7 Pagesaudiences. Political agendas began appearing in films to influence the public on political issues such as feminism, anti-feminism, or communism. As a result, audiences have been unaware and unconsciously persuaded into certain beliefs through entertainment. These issues have been subliminally presented to children because they can be easily influenced than adults. Authors and political groups have also openly admitted to hiding political issues in films and novels. Theodor Seuss Geisel, best known as

Mohandas Gandhi (1869

Mohandas Gandhi (1869-1948) was a genious, spiritu Essay al leader and humanitarian who introduced a concept of nonviolent civil disobedience to the political world. He was to become the leader of one of the centurys major advances in his struggle for Indian rights and independence (Ahmedabad 97). Gandhi was born into a powerful family which belonged to the Hindu merchant caste Vaisya (Gandhi The End of an Empire). For several generations members of his family had served as Prime Ministers of Indian states. Gandhis parents were devoutly religious, part of a sect of Hinduism that worshipped Vishnu (one of the Gods of Hinduism) and promoted non-violence (Brown 382). In 1888, at the age of 19, Gandhi traveled to England to become a Barrister-at-Law (Ibid 34). While in England, Gandhi was exposed to the western material style of life which he chose not to follow. Four years later Gandhi was sent to work for an Indian firm in Durban South Africa, which served to be one of the major turning points in his life. (Ramana 607) While in Durban Gandhi found himself being treated as a member of an inferior race, thus drawing him into the struggle for Indian freedom. While studying philosophy he came across Civil Disobedience by Henry David Thoreau and John Ruskins plea to give up capitalism for farm life and traditional handicrafts (Sharpe 1979 43). These opinions stimulated Gandhis ideas for non-violent resistance. The main principle behind all of Gandhis teachings is the concept of Satyagraha (Sharp 1973 76), or non-violence, the lens through which he viewed the world. Satya (truth) refers to love, and agraha (firmness) refers to force. This concept of non-violence was designed to secure social reform and human liberation without the use of violence (Shridharani 59). Satyagraha is an active theory that causes the oppressor to act violently, thus causing them to cogitate on their actions and reflect on their own ethical erosion (Ibid). Gandhi denounced violence when he said: Things undreamt of are daily being seen, the impossibl e is ever becoming possible. We are constantly being astonished these days at the amazing discoveries in the field of violence. But I maintain that far more undreamt of and seemingly impossible discoveries will be made in the field of nonviolence. (Gandhi 237)Non-violence was not something to be tried and if found insufficient or unsuccessful, given up. The force of non-violence springs from the Satyagrahas stubborn willingness to suffernon-violence, which in itself, blunts the power that rushes from the oppressors gun. Being the absolute truth to Gandhi, Satyagrah was the fundamental concept behind every one of his social and economic theories. (Ramana 606) In Gandhis struggle for Indias Economic freedom , he began the Sawaraj movement, Sanskrit for self-ruling (Ibid). The exploitation of Indians by the British had resulted in the poverty and destruction of Indian home industries. Gandhi attacked the poverty with an unusual weapon, the spinning wheel. He used the wheel as a token o f the simple life he taught, and of the renewal of Indian industries (Gandhi The End of an Empire). Another way in which he attacked the economy was the Salt March which took place in 1934. Thousands of Indians followed Gandhi to the Arabian Sea where he taught them how to collect their own salt by evaporating the sea water (Ibid). Gandhi was against capitalism, believing in economic equality. He believed that each village should be totally self-reliant, and that any surplus goods produced should be given as charity to villages in need. Gandhi emphasized agricultural, labor intensive production, meaning little use of machinery or technology (Sharpe 1979 46). Not agreeing with the concept of private property, Gandhi believed that land belonged to God, and was a gift of nature that could not be owned. For the above to work, peoples wants would have to be limited to basic material needs, allowing them to focus on improving their spiritual selves.(46-47)In Gandhis ideal society, the State is unnecessary and unfavorable to humanitys progression.In order for there to be a non-violent society, Gandhi equated the importance of political decentralization with economic decentralization. He believed that society should be organized in a way that man would be given maximum freedom and the opportunity to develop both charac ter and personality (Ahmedabad 37). .uce2f411d605412fe440e0638c5a007b5 , .uce2f411d605412fe440e0638c5a007b5 .postImageUrl , .uce2f411d605412fe440e0638c5a007b5 .centered-text-area { min-height: 80px; position: relative; } .uce2f411d605412fe440e0638c5a007b5 , .uce2f411d605412fe440e0638c5a007b5:hover , .uce2f411d605412fe440e0638c5a007b5:visited , .uce2f411d605412fe440e0638c5a007b5:active { border:0!important; } .uce2f411d605412fe440e0638c5a007b5 .clearfix:after { content: ""; display: table; clear: both; } .uce2f411d605412fe440e0638c5a007b5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uce2f411d605412fe440e0638c5a007b5:active , .uce2f411d605412fe440e0638c5a007b5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uce2f411d605412fe440e0638c5a007b5 .centered-text-area { width: 100%; position: relative ; } .uce2f411d605412fe440e0638c5a007b5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uce2f411d605412fe440e0638c5a007b5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uce2f411d605412fe440e0638c5a007b5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uce2f411d605412fe440e0638c5a007b5:hover .ctaButton { background-color: #34495E!important; } .uce2f411d605412fe440e0638c5a007b5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uce2f411d605412fe440e0638c5a007b5 .uce2f411d605412fe440e0638c5a007b5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uce2f411d605412fe440e0638c5a007b5:after { content: ""; display: block; clear: both; } READ: The Repulic by Plato EssayGandhi also attacked parts of the caste system. Supporting both the economical and social rights of the lower castes, he was looked upon as a champion of the untouchables,(Ibid 124) the lowest class in the caste system of India.Overall, Gandhi supported the caste system. The untouchables had formerly been excluded, and Gandhi worked to have them included in the caste system and to improve their living conditions (Ibid 126). He said that although he preferred not to be reborn, I should be born an untouchable so that I may endeavor to free myself and them from that miserable condition. (http://www.aracnet.com/~atheism/india/lavgand1.htm#R1)By 1944 I ndia was in its final stages of attaining independence. The British government had given their power to the Indians in 1946, but the question remained as to whether or not the area should be separated on a communal basis. Gandhi was firmly against the partition of Muslim Pakistan and Hindu India, a separation that led to a massacre in which 500,000 were killed in their attempts to cross the border into India or Pakistan (Raman 154). Gandhi began to fast, aspiring to stop the bloodsheda strategy he used on numerous occasions to end violence. Five days later the disputing leaders made a pledge to end the fighting, and Gandhi broke his fast. (Ibid) On January 13, 1948, 12 days after the end of his last fast on his way to his evening prayer meeting, Gandhi was assassinated by a Hindu fanatic who was against his teachings of tolerance (Gandhi The End of An Empire). At first shot, the foot that was in motion, when he was hit, came down. He still stood on his legs when the second shot rang out, and then collapsed. The last words he uttered were Rama, Rama. (http://www.aracnet.com/~atheism/india/lavgand1.htm#R1) Mahatma Gandhi very much wanted to inculcate a sense of self-respect, self-confidence and self-reliance to promote the power of decision-making among the people (www2.lucidcafe.com/lucidcafe/library/95oct/mkgandhi.html). He saw exploitation as the essence of violence and so he insisted on the sharing not only of political power and social respect, but also of economic opportunity. Whether a success or failure, Gandhis religious and political movements ignited an emotional spirit among his followers. His devotion to brotherhood reflected his dream of uniting diverse peoples in his country as well as internationally. His teachings of non-violent resistance were very successful, for many protesters never lifted an arm to their oppressors (Zielonka 68). In a nation engulfed by religious divisions and political persecution, Gandhi welcomed all into his heart. Gener ations to come will scarcely believe that such a one as this walked the earth in flesh and blood. (www2.lucidcafe.com/lucidcafe/library/95oct/mkgandhi.html)Works CitedBrown, Judith M. Gandhi Prisoner of Hope. New Haven: Yale University Press, 1989. Gandhi, Mohandas. Gandhi an Autobiography. Boston: Beacon Press, 1957. Gandhi The End of An Empire. Dir., Gilles Delannoy. Vision 7 ECPA, 1993. Sharpe, Gene. The Politics of Nonviolent Action. Boston: Porter Sargent, 1973. , Gandhi as a Political Strategist. Boston: Porter Sargent, 1979Shridharani, Krishnalal. War Without Violence: A Study of Gandhis Method and itsAccomplishments. London: Voctor Gollancz, 1939. Zeilonka, Janet. Strengths and Weaknesses of Nonviolent Action. Orbis, 1986.

Todays Male Essays - Gender, Gender Role, Gender Inequality

Today's Male Introduction: Socialization For the most part, societies (a group of people which have common traditions, interests and institutions) have a large impact on the development of gender. Children grow up to learn from their parents, their neighbor, the baker down the road and it is this understanding of the world which constructs their lives. There is socialization in general (the learning that neophytes do in order to become functioning members of society), and [there is] gender socialization in particular (the processes through which people learn to be feminine and masculine) (Mackie, 1987:74). This research paper will deal with men in three fundamental areas of their lives: work, intimate relationships and family. To do this, the paper will only deal with men who have gone through socialization in general and who are in the changing process of gender socialization. An infant or child has a crucial need for experience with other human beings for its survival as a physical being and its development as a social being (Mackie, 1987:77). In most societies, for the large part, males have grown up learning or expected to be a dominant figure, one with the power and independence (Doyle, 1989:108). In today's modern society, males are not only affected by family, friends or neighbors; they are now heavily influenced by other mediums, such as, TV, music, movies, sports, books (fairy tales), and magazines. These are but a few influences which help shape the modern male. Men in the Workplace: Work occupies on average 40 hours a week, it therefore plays a considerably large role in peoples' lives. The Feminist movement showed, along with other issues, that it was the environment and structure of the workplace, which affected society a great deal. The Feminist movement highlighted the harsh reality of gender inequality in our society. Consequently, there seems to be an overwhelming consensus that males dominate, and have always dominated in the workplace. The reason for this unbalanced structure, as James Doyle suggests, seems to have validity when one looks at male's extreme sense of competitiveness. Competition and winning are considered masculine characteristics in our society (Doyle, 1989:168). However, competition allows for only one winner. This competitive spirit forces men to think that everything of value and worth in the world is limited or comes in fixed quantities (Doyle, 1989:169). If men grow up learning that competition and independence (as mentioned earlier) is masculine, then having a job and providing, validates men. Men will compete at all costs to provide the best for his family. Being a good provider stipulates that the more goods a male provides for his family's material well-being, the more successful (that is, masculine) he is (Doyle, 1989:173). Perhaps males assertion of masculinity through their job is a defense, a way of insisting on the exclusion of women to protect specific jobs and more general job skills from increased competition (women) (Nelson & Robinson, 1995:183). Men not only have to compete with other males, but now have to compete with women at the workplace, this in turn applies tremendous pressure on today's male. Because of this pressure, politics, sexuality, family responsibilities, and intimate relationships between the two genders have become more tenuous. Males in Intimate Relationships: Men do not want to lose at their job and they bring this mentality into their intimate relationships. This makes men less likely to express their feelings; he would be weak or unmanly if he did so. If men view themselves as independent, then he is less practised at recognizing others', and consequently his own emotions (Buchbinder, 1987:55). For many men, sex focuses these feelings and becomes the only manner of expressing them (Buchbinder, 1987:55). Relationships today are demanding, they are to be equal in all aspects; men are asked to be more expressive, have more involvement in childcare (as we will see later), and equality in domestic work (Buchbinder, 1987:60). In fact, husbands generally have more power and influence in a marriage than wives do (Doyle, 1989:246). Although men have more power, many men feel compelled to 'bad mouth' marriage, often with fellow married friends (Doyle, 1989:248). Despite this apparent inconsistency, men seem to benefit from relationships more than do women (Doyle, 1989:248). According to Doyle, there are several benefits from