Short Story-The Desert Spring

Samantha Buckley

The Desert Spring

Everywhere I walk, where people have been, there is something written for the eyes of another person.

Asha glanced up from her journal.  The sun was white hot, bleaching the horizon and baking the pavement.  She knew that it would have been smarter to travel at night, but she was determined to get to water.  Her bottle was halfway gone, and her only hope was to get away from the cement death trap.  The wars and droughts had torn apart these strongholds, and their inhabitants had sucked them dry of safety and sustenance.  There was nothing left for Asha save the worn signs that led her forward.

Sometimes Asha pretended that ghosts whispered those words to her: Main Street, University to the right, I-80 Exit towards Sacramento, CA.  Her toes would catch on a section of crumbling gravel and the long gone shop keepers would call out, “Free Wi-Fi, come on in!” or, “Home churned Ice Cream, new flavors in today.”  Or the signs would creak in a burst of wind, and Asha would hear them say, “Just three more miles.”

The voices weren’t real, though, and she knew that.  Sometimes Asha wished that she actually was crazy and believed in the ghosts.  Maybe then she wouldn’t feel the quiet so distinctly.  Asha had felt the silence of solidarity for a long time, even before Taja passed.  She had been lonely enough to hope for ghosts and voices.

Asha knew that there was no such thing as ghosts, otherwise she would have run in to one that she knew by now: her parents, or her neighbors, or anyone that had passed in the second plague.  She and Taja had been the only ones to make it out without black veins and bloody pores.

Then, of course, there was Asha’s friend Taja.  The girl cut her ankle when they were crossing that sludge river in Colorado.  The infection played Hydra with her until Taja’s leg was decorated with a hundred-headed snake.  Now it was just Asha.  Just Asha and a world with gathering dust over dry lakes and battle fields.

Asha bent down to pick up a fallen sign.  It was yellowed and rough, streaked with white bird excrement.  A wind wove around her neck and fondled loose tendrils, its scraping sound in her eardrums causing the sign to breathe.  It told her to read.  She rubbed her finger pads raw against the metal as bits of rust and powdery shit flaked off.

Natural Hot Springs. 3 Miles West.

#

I understand that we are a species that leaves the past through death.  We live in a way until there is death, and then we move on.  But I can only find death.

The sky started to shift into a darker pallet, the blues turning towards violet.

Asha’s feet broke through the frayed scales of dirt.  The ground had been baking under the heat for so long that it had turned fragile, stamped easily and with as little as a pair of swine skin moccasins and one hundred and ten pounds of hungry girl.  Her trail of steps reached for two miles, but Asha had already lost sight of the city; the signs had taken her along a dirt road through the canyons, recognizable only by its flat, carved surface and the reassurance of another sign every so often.  It was long walk in the desert for someone running out of water.  Asha had to hope that she would get it, or she might not make it to another town.  Hoping wasn’t exactly in her nature, but it was in her name.

“Asha,” her mother used to say, “be proud.  Your name has traveled a long way to get here to you.  Remember your gran?  ‘Your name reaches across the ocean, Asha, it stands for life, hope, desire.  If you can’t follow anything, sweet girl, follow that, follow yourself.’”

Her lips moved in memory of those last words.

It was strange, Asha thought, that the desolation would feel so natural here.  Empty space and ragged scrubs fanned out on either side of her.  The quiet was alive in the dust.  It whipped, defiant.  Asha’s fingers found their way to her throat, touching lightly.

The desert needed a lot less water than she did.  She pressed on.

A crow called out above her, and her eyes found it.  The carrion bird flew in front of the setting sun with its dark body, making it look like a winged shadow haloed in gold light.  It flew behind a rock out-cropping and she saw a shape move.

Almost as soon as she had seen it, the shape was gone.  It looked tall, but most likely it was a wild dog.  They came nearer to her than any other animal.  Asha supposed that they were still confused about the separation.  Her mother told her that dogs used to be pets and live in people’s homes.  Humanity’s domestication was a hard imprint to shake. The few dogs that had neared Asha had seemed as confused as she, unsure about whether they wanted the stroke of her flesh or the taste of it more.

More shadows curved above her as the canyon narrowed into a mostly covered pathway.  The crack of a ceiling lit her way as forged her path.  She almost stepped onto an existing footprint in front of her and froze.

“Hello?”  Her voice ached as she scratched it out.  These were not whispers for a ghost.

Asha kicked up dust as her feet sped into a jog.  “Hello?  Is there anyone left?  Hello?”  The path led into a bowl-like room and there, at one end, stood a young man.  She stopped in the middle of the room and watched his wary face.  Her lips parted and she felt a strain in her jaw as subtle tremors ran across her lower lip.

He moved closer, feet kept close to the ground and hesitant.  “You’re here.  How did you…?”

“The signs.  I didn’t think anyone was left.”

“There was a man a while ago, but…  No one else…well.  You, you’re here.”

“Hello,” she said again.  Her lips spread into a small, timid smile.

He walked closer. His mouth responded to hers, cheeks twitching around his own smile.

#

The water here is like a mother’s milk.  I feel the ache inside of me.

The young man’s name was Dezi.  Asha sat with him around the hot spring.  The mineral water leaked moisture and nutrients to the chapped earth at its edges.  She placed her feet within it and felt the bubbles from deep under the surface float up to tickle the creases between her toes.  The water was warm, too warm to be refreshing in the desert afternoon, but it was a miracle; it painted a coat of condensation over the cave walls, which glittered in the light from cracks in the cave.

Asha looked at Dezi.  His deep, brown skin shone in the water’s reflected light.  Here was this boy, with eyes the color of sand, and Asha felt like she had all of the time in the world.

It had been a week since she encountered him.  They gathered cactus fruit and nopales, dried hog meat, and drank from the spring.  The cave was warm and sleepy.  Asha had never felt so safe in the world, had never felt like such a natural part of it.  She rubbed the rust out of her throat with words, in the same way she searched for them on her metal signs.

“My mother used to tell me stories about Desert Springs,” Asha said.

“Hmm?”

“She said that they were magical.  Deserts are so lifeless, you know?  I had always wanted to avoid them.  She used to say that they had more secrets than green forests, and the sweetest places to stop.  They defied everything, could be hopeful even after the wars, she was sure of it.”

Dezi nodded.  “I grew up in the desert, but not this one.  My father told me to stay in the sand, even after the droughts.  He hid in them during the bombing.  In the canyons.”  Dezi looked at her.  “I’ve seen the ground soak up blood and sand down crater edges.  Life never stops here, it’s too rough already.  It is good, though: it forces you to pull yourself together and it’s not a cold place.  It has kept me going, and it gave me hope.  It brought you here.”

Asha laughed out loud, the breath liberated from her lungs.  Yes, the desert had given him Hope.

The sound made Dezi smile and he scooted closer.  “Why are you laughing?”

“I’m Hope,” Asha said.  The smile didn’t leave his face, but Dezi’s brows twitched over questioning eyes.  She said, “That’s Asha means: hope, life…desire.”

“Desire,” Dezi repeated.

She cleared her throat and stared into the murky, green spring.  “I spent a year in a library, before I came here.  It wasn’t smart, and I was hungry all the time.  It didn’t seem like a good place for a human to be.  I knew all that, but with Taja gone I didn’t feel that human anymore.”

Dezi watched her face, and Asha took comfort from something that she had missed for a long time: human eyes staring back at her.

“It was selfish, I think.  I felt so small, like there was this larger conversation happening and I couldn’t hear any more human voices.  I couldn’t hear my voice.  It felt like I was the last, and…  I wanted to know what it meant to be one of the last humans on earth.  I wanted to know what it meant to be human.  I read book after book and I tried to find something of myself in them, in humanity.  I wanted to be a person and not just the last body to fall down.”

“You’re not the last human, Asha.  I’m here, too.”  His fingers coaxed her chin toward him.  “There could be others, but even if there aren’t, you know that we don’t have to be the last.”

That was something that Asha had not dared to consider before this moment.  Asha had considered surviving and dying.  She hoped for a long life, sometimes, and for safety.  She felt the ache of hunger, but this was something entirely different.

The trickling spring lulled her brain into a warm feeling of safety and whispered a suggestion of longing.  Dezi’s warm, rough fingers on her face made an ache bloom in her chest for human contact.  Ghost whispers dissipated next to a solid human voice, and he was solid and warm and real.  Asha had been alone for so long that she had forgotten how comforting it was to reach out and touch another human being.  Dezi offered more than that comfort.  Could she take it?

Asha’s fingers traced the lines at the corners of his eyes from looking into the bright sun.  He offered an invisible could-be future.  Could they find a tangible connection to humanity in each other; could they start again in a desert spring? Asha wondered.

The desert had survived for so long; why couldn’t they?

#

I felt the poison in my throat.  Words could not tempt a cure.

Asha slept in Dezi’s arms during the night.  His even breaths had lulled her to sleep.  In the morning, however, it was his screams that woke her up.

He thrashed his leg and thrust Asha out of the embrace.  Asha dragged herself backwards as he screamed, her eyes wide and darting.  Her gaze landed on a long, heavy shape that whipped back and forth on Dezi’s shin.  Asha’s breath inflated a bubble of fear in her chest as she watched the dusty brown snake.  For a moment, she could only stare.  When Dezi’s screams echoed on the walls around her, a white-hot rage ground itself into the pit of her stomach; she rushed forward, hands grabbing for flint splinter as large as her fist.  Her hands blurred in front of her and slammed the sharp edge into the snake’s neck again, and again, and again as she painted her hands with its blood.  Its decapitated body went limp, and Asha pried the maw from Dezi’s leg.

Dezi also let himself go limp.  She heard a gust of air leave his lungs as he collapsed on his back, and she listened as that gust transformed into sobs from the relief and the pain.  Asha lowered her mouth to the wound to suck the poison out.

The venom hit her tongue like biting laughter, dancing on her taste buds and mocking her naiveté.  Each time Asha turned to spit, she felt a new understanding weigh more heavily on her.  She thought back to Dezi’s offer and his warmth.  She thought about a future made of sucking poison out of a wound.

Asha and Dezi could be the last two people in their world, and they had to make this horrible choice.  It meant that they had to know too much.  They would make brothers and sisters who would have to make more brothers and sisters to survive.  They would make a tree of heartbreak that grew at a rotten core.  Force children to play a game of incest when they knew that they wouldn’t make it to a third generation.  Both Asha and Dezi knew what it meant to straddle the edge of survival.  The spring gurgled like a baby around her, and she hated it.

Asha had thought that the desert spring was a miracle, but Dezi had been closer to the truth.  The spring, like the desert, was hard and resilient; it did not understand mortality, but Asha had to.

She could still taste the last of the venom on her tongue when she lifted her head to gaze at Dezi.  “I have to go.”

“No!”  He struggle to sit up and face her, grimacing when his leg moved with him.  “Don’t leave.  We could still—”

“We could still what?  We are at the end of our line.  What could we give children except a burden?  Let them carry out humanity’s death themselves on their shoulders, simply because we couldn’t bear it on our own?  Even if we aren’t the last, we don’t belong here.”  She pushed herself up on shaking legs.

“Asha!”  Dezi could not get up and chase her.  No matter how shaky her legs seemed, they would take her away and he could not follow.

“No,” Asha’s voice soft and calm.  It didn’t shake the walls like Dezi’s did, but it shook him.  His hands tightened into fists and his straining knuckles shone white in the shifting light off of the water.

“No,” Dezi said.  He bared his teeth in a grimace.  His fists turned from stone to dirt, and she watched as he crumpled into himself before turning away.

Asha couldn’t stay in the spring with Dezi.  Humanity didn’t fit here anymore.  It had wound its life around the earth tightly, but the desert would break it.  It was only a matter of time.  For so long, Asha had gripped hard to the humanity that seemed to surround her, but it was only dust in a library.  That life was done, and so were they.  There would be no more poison to suck out.

Short Story-Two, Four, Six, Eight, Whom Should We Decapitate?

*Note: This story was mainly just for fun.

*Warning: There is profanity.

 

Samantha Buckley

Title: Two, Four, Six, Eight, Whom Should We Decapitate?

Word Count: 2,964

 

“He used to be so cute,” Karen said, while the blood glistened on her pouting, bottom lip.

“He’s a fucking zombie, Karen,” Jocelyn said, her eyebrows weighing heavily down over her narrowed eyes.

“Was.  Now he’s just dead.”  April gazed at the half rotted, decapitated body of Mace High’s star quarterback while she wiped the blood off of her machete using her pleated cheer squad skirt.  “Damn shame,” she said, and then turned to leave.  Jocelyn followed her, checking the straps to her forearm blade as she did.  Karen, still looking at the dead quarterback, titled her head to the side and sighed before she slipped her hatchet back into it the sheath at her hip.  She hurried to catch up to the two girls.

The three ex-cheerleaders walked away from the outcropping and onto the strip of grass next to an empty highway.  The three of them walked along in the red, pleated skirts, white shell tops, and white sneakers from their old cheer uniforms.  The uniforms were ragged around the edges, and all of the white areas had turned grey with a tie dyed mess of old and new blood stains.  The highway ran between fenced off meadows of long forgotten horse property, and the dried out grass crunched quietly under their sneakers as they walked along the street’s edge.  Even though the area was quiet and empty, the girls still avoided walking on the actual street.

Besides the twittering of a bird or two, the road was relatively quiet.  Karen trailed behind and kicked pebbles.  “Why do boys have to be so stupid and get themselves bitten?”  Karen made a face.  “I swear every zombie we gotta cut up is a boy.  All cute boys, too.  All stupid boys.”

April smiled to herself and directed her words over her shoulder.  “Don’t be such a bitch, Karen.  Maybe he took the supplement, who knows?”  TI-24, April thought, the only supplement to directly increase neurological focus and energy.  It was a strand that affected the brain a lot like syphilis, and spread, but at least it worked.  Of course, people were really only focused on attacking humans instead of work.  April figured that they probably shouldn’t have released it on a Monday.

Jocelyn snuck a glance back at Karen, and then leaned in to talk to April.  She made her voice loud enough for Karen to hear, too.  “She’s just upset that the only boys to survive were nerds and outcasts.”

“God, don’t you have any compassion?  Maybe I just miss our old friends, like what’s his face back there.”

“That rotting, half eaten quarterback that was missing an arm?  My compassion runs a little thin for corpses.  Besides, you don’t even remember his name,” April said, shaking her head.

“I think it was Kyle-something, but that’s not the point.  He was one of us.”  Karen huffed loudly.  “How was I supposed to know that most of the surviving guys would be weirdo survival types and ex-gamer nerds?  They’re all super hairy in weird places.  You know I can’t be a lumbersexual.  It’s a fucking desert.”

“Well shut it, unless you want your future zombie boyfriend to come out to eat your, and my, face off.” Jocelyn said.

“Not interested, Jocelyn, because don’t even get me started on the girls.”

“Monica’s nice.”

“Bitch knits.”

“Bitch gave you those socks.”

April stopped walking once she realized that their voices started sounding far away.  She turned around and found Jocelyn and Karen in a stand-off.

“It’s boring!  I thought the zombie fucking apocalypse would be a little more exciting” Karen said.  “God, I should have just stayed behind when those things came to tryouts and got the others.”

April could suddenly hear the screams of her captain, Keiko, and those fifteen freshman girls again, and see them as they tried to run up the bleachers.  They couldn’t get to the announcer’s box quick enough.  April and Jocelyn had to shoulder the door shut and wait while Karen screamed and the zombies painted the windows with their friends’ blood.

April pushed Jocelyn out of the way and put her face right in front of Karen’s.  “Don’t you ever fucking say that.”

“I…” Karen met April’s eyes and Karen’s anger flickered.

“We’re a team,” April said, grabbing Karen’s cheerleading top and shaking it in her grasp, “We stay together.”

“I know.”

“Come on, then.  We’ve got to get back to the library before dark.”

April led the way.  Jocelyn put a hand on Karen’s shoulder and squeezed briefly as the two of them followed behind April.

The library was an hour walk away from the old farms.  They made their way to the surrounding brick wall.  April and Jocelyn stepped naturally into slight lunges to prep for the High V stance.  Karen stepped onto their thighs and then waited for them to lock and lift her.  She grabbed onto the brick edge and pulled herself over.  She then pulled each of them up to the top after her.  It was the move that they perfected for Nationals.  These days, it kept them alive.

The entrance wasn’t far, and it was the safest place in town.  It was an older building, all solid wood and heavy doors.  It wasn’t much to look at from the front, but April thought the inside was warm and homey compared to when they had to set up camp in the school cafeteria.  Monica was the one that found it.  Being a library, it was relatively empty to begin with, and the only ones that ended up turning were graduate students and an old librarian.  They weren’t much to start with, and easy enough to remove.

Yanic opened the door for them, a sardonic smile curling up under his sleepy eyes.  “Oh, look, the pep squad.”

“Can it, dead-o,” April breezed past him.

“I can survive out there just as much as you can.”

April ignored him.  Karen said, “We used to throw bodies up in the air for fun.  What about you, nerd?”

April walked over to Wes, near the glowing fireplace.  He was as tall as April, and it looked like he had been up for days.  She removed her backpack.  “We got your stuff.”

Wes grabbed the bag and reached in it.  He pulled out a full box of shotgun shells.  He looked back in the bag and asked, “How many?”

“As many as we could get.  Around twenty, I think.  The bars were all torn up.”

He looked up and caught April’s eye, “Go team.”  He smiled and his cheeks dimpled.

April smiled back, not breaking eye contact.  “Did we miss anything?”

“The usual: mass apocalyptic angst.”  He paused.  “There is a minor complication on the lookout point.  I’ll show you.”

Karen looked up from her blood-crusted cuticles.  “What’s wrong?”

April shook her head.  “Nothing.  Go apologize to Yanic.”  April didn’t wait for a response, and instead followed Wes towards the back of the library.  They wound around the shelves. The distance began to leach the warmth from the common room fireplace.  The maze of bookcases hid the two of them from view, and April grabbed Wes’s hand.  Wes pulled her up a staircase.

They found their way to small window, left ajar.  Wes pointed to a group of trees at the far east corner of the property.  “You see?”

April pulled the window open.  The un-oiled squeak reminded her of the rabbit they’d trapped a week ago.  It was harder to kill things when they were not already dead. She shuddered and focused harder on the grouping of trees.  April’s anxious awareness gave their stillness an eerie interpretation.  She suddenly felt a warm pressure against her back, and Wes said, “I don’t even think those leaves are real.”  She jumped and turned around, “Jerk.”

Wes had his arms on the walls on either side of her.  “What?  It pays to be cautious, you know.”

April didn’t move.  “Was there a real reason you wanted me up here?”

“Besides those suspicious trees and the safety of us all?  You’ve been out on runs this entire week.  I feel we’ve been in a twenty-four hour military LARP.”

April reached out to play with the bottom ends of his Sunnyville t-shirt.  “How come we never talked in high school?”

“Cause I clearly have a thing for cheerleaders?”  He pointed to his shirt.  “Maybe I prefer my cheerleaders to kill monsters, and you were a late bloomer, so…”

“Whatever.”  April pushed him back and he stumbled a few steps.

“Come on, captain.  We didn’t run in the same circles, your friends beat me up, lots of reasons.  We run in the same circle now.  We moved on to different things, or at least most of us did.”  Wes nodded to her outfit.

“I was co-captain, not that it matters.”

“Why don’t you take that thing off?”

April glared at him.

“I mean, like, why don’t you three wear something different?  You’re not cheerleaders anymore.”

“There isn’t any more Buffy, either.”

“Yeah, I think my fashion choices are a lot different from yours.  Come on, what gives?  It’s like this weird thing you three won’t let go of.”

April huffed and walked a few steps away before stopping.  She turned around after a moment and walked up to him until they stand face to face, arms crossed.  “God, you wouldn’t get it.  All of you just kept running when it all happened.  I watched my entire team ripped apart.  It’s different.  This uniform is all I have left of them.  What do you mean I’m not a cheerleader?  That’s all I am.  I’m still that person, just…here.”

“April—”

“No. I hear them every night, screaming, banging on that door.”

“I hear screaming, too, but that’s in the past.  Our old lives are in the past.”

“All we are is the past, Wes.  Do you think we’re adapting?  I don’t go on all of those runs because we’re living in some future life.  Like I said, you wouldn’t understand.”

“I lost both of my parents, April.  Not just one, like you.”

“My team was my family, my life, everything to me, and I watched them die.  I saw them get ripped apart, just…”

“You can’t just keep holding on to them like this.  This uniform is morbid.  It’s not healthy.  You’re like the zombies; something just shut off in you.  Your brain is addicted to this one thing, and you can’t pay attention to the infection and death rot that’s ripping you apart.  Don’t be like them.  Let it go, Captain.”

April shook her head and wrapped her arms tight around stomach.  “Co-Captain.  I’m no Keiko.  She fell first, and I didn’t step up, and they all…”

“April…”

“I don’t want to forget them.”

You don’t have to forget them to move on.”  Wes leaned in and put a hand on her shoulder.

Karen called up from downstairs, “Everything alright with the window?  Do you need us up there?”

“No,” April yelled back.  Wes leaned away and April cleared her throat.  “How’s holding down the fort?”

“It’s a mess.  Come on.”  April followed Wes back down the stairs.

#

April cut a peanut butter sandwich diagonally and held it out for Monica.  “Eat the whole thing this time.”

“Thanks, mom,” Monica said.  Over her shoulder, April spotted Jocelyn watching them from a brown, beat up couch.  Jocelyn noticed that she was caught, and looked at her fingernails with a renewed interest.  April walked over to her.

“Hey,” April said.

Jocelyn looked up and then back down at her hands.  She stretched them out on her thighs.  Neither of them said anything else.  April looked around the room, drinking her water.  She saw Karen sitting on the couch with Yanic, looking dejected.  Karen kept shooting glances at him, and then looking away disappointed.  Karen blew up and ruffled her bangs on a drawn out sigh.

“She’s so much trouble,” Jocelyn said.

April looked over and saw Jocelyn watching Karen, too.  She didn’t sound mean, just tired.  “Leave her alone.  She likes him,” April said.

“No, she doesn’t.  She’s just thirsty.”

“Yeah, but she’s lonely, too.”

April looked over at Jocelyn then.  After a second, Jocelyn smiled slightly.  Not too much, but just enough for April to know that it was a real smile.  “Yeah,” Jocelyn said.

“She’s just coping,” April bumped her shoulder, “You should try it.”

Jocelyn let out a shocked breath like a laugh.

“Maybe not like Karen.  I just don’t want to see that look on your face again when we go out on a run.  I know you keep thinking you’ll see them.  I know you look for them when we go into the city.  But it’s better if your parents are dead Jocelyn, better if you don’t see them like that.  I don’t want you to have to help us cut them down.”

“I know.  I’ll be there soon.  God knows they’re in a better place.  Any place is better than this place.”  She looked at April, “But I’m glad I’m here with you and Karen.  With Monica and them.  I’m glad we’re together.”

“Gotta stick together, team.”

Jocelyn smiled and shook her head.  April handed her the water bottle and walked off.  Jocelyn raised it in a salute as April left the couch.

#

April and Karen stood on the cafeteria roof of their old high school.

“You’ve been having a lot of secret conversations with Wes lately.”  Karen traced her fingernail along the sharpened edge of her hatchet.

“We’re comparing intel.  He has stuff to share with me.”

“Sure he does.  He’s cute, too.  In a comic book kind of way.”

“Shut up, Karen.”  April shrugged and focused on the skyline with more intensity, scanning the area for rabid stragglers.

“You are getting some!  Lucky bitch.”

“Just…whatever.  Just pay attention.”  April’s face burned bright red.

Jocelyn came up behind them, “The inside looks pretty empty, maybe one or two bodies.”

“Positions, ladies,” April said as she hefted her machete.  She led the way down the access stairway.

The main room was silent on its own, and the only sound they added was a hollow thump of carefully placed rubber soles.  The once institutional white of the cafeteria was smeared with dried, reddish-brown trails.  The scene blew a cold feeling up her spine, even in the hot, musty space. They made their way to the pantry and began throwing as many shelf foods as they could fit into the three backpacks. April and Jocelyn stood guard this time.  They watched the front doors and ignored the half eaten lunch ladies at their right.

There was a loud crash near the bathrooms behind them, and a couple bodies stumbled out.  When they spotted the girls, they started running as fast as their infected and mangled legs could carry them.  Principal Ravi ran at Karen, and April jumped in between them.

Principal Ravi bared bloody, chipped teeth and screamed.  She ran at April with bits of torn flesh on her face flapping against her wounds.  April didn’t hesitate, not even against her once loving squad sponsor.  April kicked her in the stomach and felled her.  Another zombie came at her side.  April pushed the second zombie away so she could decapitate Principal Ravi while she was down.  The other zombie stumbled back and April heard another crash.  Karen had the food stashed away, and had taken out her hatchet to join the fight, running at the door to stop any newcomers.

The principal’s head rolled off just as April heard a scream.  She looked up.  Jocelyn had been knocked between two silver tables.  Her sword arm was trapped between the edges, and was attempting to fight off two zombies weaponless.  One zombie was the one that April had pushed off of her, and the second…

“April!”  Jocelyn screamed.  “Help!”

It was Keiko.  Her cheer uniform was bloody and ragged, skin pale from blood loss, and a section of skin missing altogether from her left, lower arm.

April stood stock still.

Jocelyn’s voice broke in a high pitch screech as she held one zombie by the neck and kicked out at Keiko.  The sound broke through to April.

April grabbed the back of Keiko’s uniform and threw her back.  Then she ran her machete through the other zombie’s stomach, and pushed its body into the serving station.  The zombie’s body buckled against the two opposing pressures, and April used that moment to withdraw her bloody weapon before hacking the zombie’s head off.  Its liberated neck bubbled like a sad fountain, and April turned back toward the last zombie, her once friend and mentor.

Keiko limped toward Jocelyn with a dislocated shoulder hanging awkwardly.  April walked up behind Keiko and kicked the back of her right knee.  Keiko face planted, but when she tried to roll over and regain her stance April stomped down on her chest and pressed her against the floor.  April didn’t speak, but stared down at her Captain with glassy eyes.  Keiko wriggled and tore at April’s ankle with ripped up fingernails.  Jocelyn stopped struggling, and April heard Karen’s footsteps drum up beside her.  April raised her machete and brought it down on Keiko’s neck.

“Keiko…” Karen whispered.

April stepped off of the body.  “She’s dead.  They all are.”  She turned to Jocelyn, “Are you all right?”

Jocelyn nodded.  April could see the tear streaks on her cheeks.  April turned to Karen, who stared at Keiko’s body, barely holding onto her hatchet.  April reached out to touch the ragged, bloody material of Karen’s cheer top.  It looked just like Keiko’s.

“Let’s get you some clean clothes, huh?”

Karen nodded slowly.

April moved to help Jocelyn out from between the two tables.  “Yeah, let’s all get some new clothes.”

Narrative Journalism-To Appropriate or Appreciate

*Note: The pictures will be added once I am able to transfer them to a working medium.

 

Samantha Buckley

 

February 19, 2015

To Appropriate or Appreciate

I’ve been known to meander around the popular networking site, Tumblr, scrolling down the screen, liking and re-blogging posts, etc.  There I was, a couple weeks ago, scrolling down my screen when I came across an argument over dreadlocks.  A User under the name “scumbugg,” was arguing with the company “Flavnt” (http://flavnt.storenvy.com/).  This converstaion can be seen on Picture 1.

If you didn’t read the conversation, the gist of it is that Flavnt posted a picture of a white model with dreadlocks, and scumbugg commented with a “:/” face.  This sparked the debate about whether or not dreadlocks were a piece of culture that could be appropriated, and also brought out information about a possible history of dreadlocks.  I say “possible,” not because I doubt its validity, but because I don’t think of Tumblr of a place of absolute credibility and I need to research more.  Beyond this, I haven’t really come across debates about cultural aprropriation, and much less about dreadlocks.  Then, as if it was a sign, Kylie Jenner posted an instagram photo of herself with dreadlocks: Picture 2 (http://scumbugg.tumblr.com/post/110314978229/lioninamousesuit-scumbugg-exquisitethot).

This picture was also posted by scumbugg, and while it may or may not have been a coincidence, it felt like a sign (from scumbugg? divine powers? or maybe just from Tumblr?) that I needed to know more not only about dreadlocks, but about cultural appropriation in general.  So I set out.

First, I went onto Urban Dictionary (www.urbandictionary.com).  I typed “cultural appropriation into Urban Dictionary and I got two results:

  1. cultural appropriation

when white people thinks it’s okay to steal all the ~~~pretty~~~ or appealing things from cultures and use them for attention (i.e. basically every white female celebrity with a bindi or miley cyrus and ‘twerking’) . It’s pretty annoying and i ask you to please stop

example of cultural appropriation:

miley cyrus: i may be a hill-billy but i can twerk!!!

white audience: lmao raise da roof!!!!!! holla!!

black audience: “hysterical laughter”

  1. by pissedoff123November 13, 2013

Cultural Appropriation

The ridiculous notion that being of a different culture or race (especially white) means that you are not allowed to adopt things from other cultures. This does nothing but support segregation and hinder progress in the world. All it serves to do is to promote segregation and racism.

“That plain ass white bitch is wearing a bindi! That’s classic Cultural Appropriation!”

“Doesn’t Osaka in Japan have a bastardized Americanized city? Isn’t that Cultural Appropriation?”
“Cultural Appropriation only applies to white people, so that doesn’t count.”

At first, I didn’t think that this quick research helped me at all, but then I realized that the two entries were valid summaries of each side of the argument.

The second entry seems to describe (to me) this idea that culture is something that does not belong to any one group, and should be shared.  It also mentions the idea that by admitting appropriation, a person or persons further segregate a group of people.  This reminds me of the arguments that I’ve heard from others about “being too politically correct.”   I bring this up because sometimes I hear people make “racial jokes,” and when I bring up issues of racist implications, I am told that I have created a racist atmosphere by being “politically correct.”  While I don’t believe the arguments over being politically correct, I began to wonder about whether or not people thought about appropriation in the same way.  This is when I came across a video of someone talking about this, and her title the best summary: “Cultural Appropriation” is Bad…If You’re a Twat (https://www.youtube.com/watch?v=4J7b-VHZ1uo).

In this video, Lee Lemon discusses an instance where she came across cultural appropriation.  She reads aloud a comment that a person posted about a hairstyle being appropriated that says, “I can’t even wear my traditional clothes without being treated even more subhuman than usual so fuck this.”  Lemon responds to this comment by saying,

 

Now that one seemed a little bit strange to me because apparently that person is from culture A and lives in culture B and is upset that when he or she wears clothes from culture A people from culture b think it’s weird so he or she is angry that culture A is now being more accepted by people in culture B which means that he or she wouldn’t look weird or out of place…if people started adopting arts of my culture that would be fantastic, I wouldn’t look, or get weird looks, people would understand…I really love my cultural heritage so I would like to see it shared.

 

Lemon seems to be saying that it is OK for one culture to adopt another culture, because the sharing of cultures benefits both parties.  She is using her own culture for this example.  What I thought, while watching this video, is that her response seemed to target the wrong part of the argument; when Lemon states that this culture A person should be glad that culture B is accepting aspects of culture A, she seems to be ignoring that culture A was considered unacceptable until another culture took part in it.  I did keep looking, though, and I found a source on The Daily Beast website (www.thedailybeast.com) that commented on both sides of the argument.

McWhorter teaches at Columbia University, and he discusses appropriation in regards to music in the article “You Can’t ‘Steal’ a Culture: In Defense of Cultural Appropriation.”  McWhorter says that

The debate over what we call cultural appropriation has roots in the justifiable resentment of white pop musicians imitating black genres for monetary gain. Presley was the classic example. However, this legitimate objection was about bucks: Presley and artists like him were reaping financial rewards that the originators of their music never saw.

 

That said, McWhorter also states that, “what began as a legitimate complaint has morphed into a handy way of being offended by something that should be taken as a compliment.”  McWhorter discusses the fact that cultures do, over time, take from one another when in close proximity, but that it is not always a bad thing.  The author references the Harlem Renaissance, where music styles came together and morphed culture around them, and says “what was good for the Harlem Renaissance is good for 2014,” and that, “the idea that people can come together while ‘respectfully’ refraining from becoming more like one another is, in all senses, hopeless.”  Now, while McWhorter seems to say that appropriation may sometimes be more of an appreciative imitation, the author does use the word “respect.”  It is in quotation marks, but I took those more so as a matter of opinion about McWhorter’s previous statement that sometimes imitation can be misconstrued beyond “something that should be taken as a compliment.”

Still though, I searched, finding solace in feminist websites.  My next reference is literally from a website called “Everyday Feminism” (www.everydayfeminism.com).  Don’t knock it, though, because that has been illegal since the 1970s.

Jarune Uwujaren is a writer for Everyday Feminism and she addresses the technicalities of appropriation in her article “The Difference Between Cultural Exchange and Cultural Appropriation.”  Uwujarn’s main point was about respect, and how that affects the difference between appropriation and exchange.  She says that “there needs to be some element of mutual understanding, equality, and respect for it to be a true exchange” (Uwujaren).  This term respect keeps coming up, obviously, but I think that it’s one of those ideas that you don’t realize you’ve misplaced until you’ve tried to find it.

 “It’s a matter of telling people that they don’t wear things in a vacuum and there are many social and historical implications to treating marginalized cultures like costumes” (Uwujaren).

Who dresses up for a cowboys and Indians Frat party?  My friends have.

Who has gotten Henna tattoos at a fair?  I have.

Who learned about cultural appropriation in school?  Did you?  I didn’t.

It really bothered me that I went twenty-one years of life, fifteen years of schooling, and only now was I learning about such a serious issue.  Maybe it was ironic of me, taking serious issue for a serious issue and turning to the internet for help.  Academics with roll-out scrolls of credentials may know more, sure, but mainstream people fill America.  YouTube, Tumblr, online news fills America.  I wanted to know that.  So after viewing Lemon’s pro-assimilation video, I went to the search bar and typed in a popular intersectional feminist vlogger, marinashutup.  One of my favorite parts of her video “What Is Cultural Appropriation? – Feminist Fridays,” is when marinashutup outlines some questions to ask yourself to assess if you are appropriating a culture:

Is it a genuine representation? Is it a sacred item like a Native American Headdress or part of a sacred tradition? Who wears the item or participates in the tradition—is it just anybody or is it respected members of the community that had to go through a specific process in order to gain access to it?  If it is an item you can purchase, who is laboring and who is profiting from it?  Is it from a group that has been historically discriminated against? Might that group still be discriminated against today?  And is the representation of that culture presenting an exaggerated or negative stereotype?

This is what I was looking for, what McWhorter and Uwujaren seemed to be saying when they mentioned “respect:” thinking about the people and the culture before considering the trend.  I thought about this list, wrote is down, and then thought about Kylie Jenner.

I’ve thought about Kylie Jenner more than I ever imagined would happen.  My thinking did lead me somewhere, though.  I don’t know Kylie Jenner, what she thought before getting dreadlocks and posting a picture.  I don’t know if she thought white privilege and that terribly proficient ability to make a culture into a trend.  I do, however, think that scumbugg and other Tumblr users were right to stand against the pro-assimilation idea; just because there exists the ability to take does not mean that there is an open invitation to own.

 

Works Cited

Garrenn, and Pissedoff123. “Cultural+appropriation.” Urban Dictionary. Urbandictionary.com, 2013-2014. Web. 19 Feb. 2015.

Lemon, Lee. “”Cultural Appropriation” Is Bad…If You’re a Twat.” YouTube. YouTube, 30 June 2014. Web. 19 Feb. 2015.

Marinashutup. “What Is Cultural Appropriation? – Feminist Fridays.” YouTube. YouTube, 5 Dec. 2014. Web. 19 Feb. 2015.

McWhorter, John. “You Can’t ‘Steal’ a Culture: In Defense of Cultural Appropriation.” The Daily Beast. Newsweek/Daily Beast, 15 July 2014. Web. 19 Feb. 2015.

Scumbugg, Ishytheking, Srowanontheriver, Seethestarsablaze, Unityy, and Flavntstreetwear. “Scumbugg.tumblr.” Ishytheking: Scumbugg: Srowanontheriver: … – 6 Weeks. Tumblr, 2015. Web. 19 Feb. 2015.

Uwujaren, Jarune. “The Difference Between Cultural Exchange and Cultural Appropriation.” Everyday Feminism. Everydayfeminism.com, 30 Sept. 2013. Web. 18 Feb. 2015.

 

 

 

Research Paper-Children of God

Samantha Buckley

 

December 12, 2014

Children of God

Shakespeare’s play, King Lear, seems to be empty of gods.  The two fathers in the play, King Lear and Gloucester, appear to operate without gods and instead employ pagan-like methods: Gloucester uses astrology as a religious method and Lear addresses the natural forces as celestial powers.  This play does seem to show an absence of Christian morals, or any religious morals, in the beginning, but the transformations of the play’s characters may show a religious emergence.  This play could be an argument for Christianity and Christian morals.  Lawrence Rosinger, Nathan Lefler, and Sandra Hole discuss Christianity and Christ-figures in their respective articles: “Gloucester and Lear: Men who Act Like Gods,” “The Tragedy of King Lear: Redeeming Christ?” and “The Background of Divine Action in King Lear.”  Rosinger argues that Gloucester and Lear display god-like traits, while Lefler argues that Lear is a Christ figure.  While Rosigner and Lefler mainly argue that the god-like power lies with the fathers, it is also possible that this power is given to the children in the play: Edgar, Cordelia, Regan, and Goneril.  Shakespeare uses the play, King Lear, to demonstrate the emergence of Christianity when Lear and Gloucester transform their children into deity figures when they imbue the children with god-like attributes.

Lear gives his two daughters, Goneril and Regan, unearthly powers of creation.  King Lear connects his daughters, Goneril and Regan, to gods by saying that, “Though women all above: / But to the girdle do the gods inherit” (4.6.126-127).  This is implies that his daughters have a godlike inheritance in the lower halves of their bodies.  As the lower half of a woman’s body incorporates her sexual organs and womb, this description can be interpreted as the creation power of a womb being connected with the creation power of the gods.  In a play that does not seem to have gods, and instead show characters using astrology and natural forces as spiritual influence, giving characters traits of gods is important.  Goneril and Regan seem to become god figures through the comparison of their father.  Gloucester supports this idea when he refers to Regan and her husband: “O cruel! O you gods!” he is speaking to Regan and her husband, but as Goneril and Regan are the ones whom influence and decide these plans, it is likely that Gloucester is actually referring to them (3.7.71).

Gloucester also says, while referencing himself and the other characters, that “as flies to wonton boys, are we to th’ gods, / They kill us for their sport” (4.1.36-37).  This line about the gods’ lack of mercy for man can be compared to the ways in which Lear’s daughters treat him.  Goneril and Regan diminish King Lear as a man, and in that way kill his manhood, by denying him the right to bring his own servants into their homes.  When King Lear denies any servant or thing he becomes a “beast,” As even the “basest beggar,” can claim to have a thing.  He argues, “Allow not nature more than nature needs, /Man’s life is cheap as beasts” (2.4.262-266).  Goneril and Regan kill King Lear “for their sport” when they reduce him to no more than a beast after continually deny him any “thing” to call his own in their homes.

Rosigner addresses the idea that “Edmund, Goneril, Regan-become brutal practitioners of sport in a cruel reversal of roles” to punish the fathers for their treatment of their children (497).  Rosinger states that Gloucester and Lear behave as if they are gods, and bad ones, because they create their children for sport and pleasure (495).  Gloucester says that, “there was good sport at his/ making,” when he speaks about Edmund (1.1.23-24).  Lear says to Cordelia, “Better thou/ Hadst not been born than not t’ have pleased me/ better” to say that she should only be alive to please him, else she should not exist (1.1.235-236).  Rosigner uses these quotes to show that Gloucester and Lear play bad gods that “use men for their sport,” and create the roles that their children Edmund, Goneril, and Regan take from them.  This gives these three children god-like traits, and more importantly, the traits of bad gods.

Edgar achieves the authority of a god when he saves Gloucester from suicide.  Gloucester does not outwardly give Edgar godlike powers, such as with King Lear and two of his daughters, but it is implied when Edgar says, “the gods, who make them honors/ Of men’s impossibilities, have preserved thee” (4.6.73-74).  Edgar is the one who led Gloucester to a field instead of a cliff, and saved him from suicide.  When Edgar says that the gods “have preserved thee,” the audience is aware that Edgar is the one that saved Gloucester.  Gloucester, who is blind, believes Edgar when he agrees that he left a fiend and fell, and this may imply that he also believes that the gods “preserved” him (4.6.75-78).  If Gloucester believes that he was saved by the gods, then Edgar is given the authority of a god by default, as he is the one who saved Gloucester.

Gloucester and Lear both give their children, Edgar and Cordelia, the power to redeem their fathers with the use of forgiveness.  After Gloucester realizes that he has banished the wrong son, Edgar, he says “Edgar was abused. / Kind gods, forgive me that, and prosper him” (3.7.92-93).  Gloucester does seek forgiveness from the gods, but he is only saved and redeemed after Edgar forgives him and saves him from suicide.  Edgar leads Gloucester to a meadow instead of a cliff so that he cannot jump and kill himself.  This idea can also be found in Rosinger’s article, as the fathers are being punished for their poor treatment of their children, and seeking forgiveness is a way to redemption.

Lear allows Cordelia to save him when he seeks forgiveness.  Before Lear finds himself on the Heath, Reagan councils Lear to ask forgiveness of Goneril so he can live in her home.  Lear mocks this request with, “Ask her forgiveness? / …‘Dear daughter, I confess that I am old,’” to say that he will not seek her forgiveness and redemption (2.4.51-53).  Two acts later Lear says to Cordelia, “pray you now, forget/ and forgive. I am old and foolish” (4.7. 84-85).  Lefler, who thinks that Lear is the Christ-figure, states that Lear has the power of forgiveness.  He says that the King Lear question of forgiveness is like the Gospel narrative and “the one who ‘forgave’ most,” but his idea may only show with Lear choosing which daughters he feels deserve his apologies (216).  Goneril and Regan show little need of redemption from their father, and Cordelia seems to be the one to redeem Lear.  Cordelia mentions her part in his restoring him and states,

Restoration hang

Thy medicine on my lips, and let this kiss

Repair those violent harms that my two sisters

Have in thy reverence made (4.7.26-29).

Lear grants Cordelia the power to forgive and restore him, as she is able to wake him after his long sleep and help him recover from his madness after suffering under Regan and Goneril.  The power of forgiveness and its ability to restore a man is a god-like quality, especially when considering the Christian idea of forgiveness.  Rosinger refers to Cordelia as a Jesus-like, and it is possible to see Edgar as another Christ-like character (495-496).  This encourages the idea that when Lear and Gloucester stop acting like gods, they can achieve forgiveness.  Rosinger says of Lear, “in his thinking, people of power are still the real gods, and he cannot accept the fact that he no longer belongs to this ruling circle,” which shows that he thinks Goneril and Regan hold the powers of gods while he does not.  Lear no longer has a claim as a god, and he must ask forgiveness of the gods in the play, his children.  Lear will not ask forgiveness of Goneril and Regan, and instead seeks out Cordelia.  With Rosinger’s idea of Lear’s loss of god-like power, and Cordelia’s Christ-like characterization, it does seem possible that she has the power to restore him with forgiveness.

One of the problems with saying that Lear and Gloucester’s respective children assume god-like qualities for their fathers is that Edmund creates a Goddess for himself, Nature.  He calls out, “Now, gods, stand up for bastards,” and invokes Nature throughout the play (1.2.22).  On the other hand, this may be because Edmund doesn’t lawfully have a father.  Edmund is the illegitimate child, bastard, of Gloucester. Gloucester describes Edmund in relation his legitimate son, Edgar, as:

But I have a son, sir, by order of the law,

Some year elder than this, who is yet no dearer

In my account: though this knave came some-

thing saucily to the world before he was sent for

…and the whoreson must be acknowledge-

edged (1.1. 19-25).

Edmund is the son of a “whore” instead of the lawfully born son from Gloucester, and this separates him.  The fact that Edmund, as a bastard, is not able to claim a lawful relation may be the reason he claims a Goddess for himself instead of becoming a god for his Gloucester.  Rosinger stated that Edmund became a god in order to punish Gloucester for his bad treatment, and this may be an obstacle for Gloucester to face on his road to redemption.  Hole offers the interpretation the use of good and evil dividing the play into two extremes.  Cordelia and those that follow her demonstrate the good, which can be seen as Christian, while Edmund and those that follow him demonstrate the evil (218).  This separation, and the way that Edmund worships the pagan goddess, can show the emergence of Christianity as well as the importance of a new generation.

Edgar and Cordelia, the new generation, could be creating an age of Christianity.  The concept of forgiveness and constructing morals around suicide are Christian. Edgar, with his Christian morals, fights Edmund, who worships the pagan goddess, Nature. He also wins, in a religious sense, when Regan and Goneril die, because they are un-Christian goddesses.  Rosinger describes Cordelia as Christ-like, and Hole states that “descriptions of her are couched in terms with Christian connotations,” so this play could be interpreted as an emergence and triumph of Christianity and the power of redemption (220).  If this is the heralding of a new age and the success of redemption, then the survival of only Gloucester and Edgar is complicated.

Lefler and Hole discussed the complications with Cordelia’s death.  Lefler does not see Cordelia as a Christ-figure, and asks the question, “Whom does Cordelia’s death save?” (219).  Hole answers that “the innocent do suffer, and their suffering is not ‘revolting’,” which may show a correct Christian standing; Cordelia is the standard of good in King Lear, and she dies instead of revolting (233).  Gloucester and Lear revolted against God in the beginning of the play, and their actions could be viewed as responsible for their misfortunes.

Another interpretation for Cordelia’s death could be as a sacrifice for Christianity.  Christianity is emerging with the new generation, Cordelia and Edgar.  If Cordelia and Lear had survived, Edgar may not have been made the new ruler.  Cordelia’s death causes Lear to die, and that it could be interpreted the old ways dying.  Edgar, as another figure of Christianity, took the leadership role and may be able to spearhead a new age and Christian era.

Gloucester and Lear give their children god-like qualities, from forgiveness to the power of creation.  Cordelia and Edgar, the children whose god-like qualities echo Christian morals and Christ, show the emergence of Christianity and its triumph over pagan religions.  When Edmund, Goneril, and Regan are defeated, power is given to a Christian and morally good side.  Cordelia dies and this allows Edgar to create a new rule and demonstrate the emergence of Christianity.

 

Works Cited

Hole, Sandra. “The Background of Divine Action in King Lear.” Studies in English Literature 8.2 (1968): 217-33. JSTOR. Web. 23 Nov. 2014.

Lefler, Nathan. “The Tragedy of King Lear: Redeeming Christ?” Literature & Theology 24.3 (2010): 211-26. JSTOR. Web. 23 Nov. 2014.

Rosinger, Lawrence. “Gloucester and Lear: Men Who Act Like Gods.” ELH 35.4 (1968): 491-504. JSTOR. Web. 23 Nov. 2014.

 

 

Population Research: “Foodies”

*Note: This may be out of context, as it was done as personal research to be distributed to a team.  The class required analysis of specific groups, and this group might not related entirely to a general “Foodie” population.  I did not create the term “Foodie.”

“Foodies”

Contains:

  • Great Basin Food Co-op
  • Washoe County Food Policy Council
  • Food Bank
  • Local Restaurants
    • Especially Start-ups/ Heath Oriented
    • Chain businesses are not exempt, but they may be less concerned than those solely local and solitary.
  • School
    • Parents
    • Department heads that deal with cafeteria and snack selection
  • Civilians
  • Local Framers

Concerns to consider:

  • Push for healthy food
    • Policy council wants to push healthy foods in Reno and in schools, as well as pushing for healthier lifestyles. The policy council wants to promote exercise and better food options to raise children in a better lifestyle and to increase better lifestyles for adults.  Food banks want to provide adults and children with food, and they want to provide healthy meals.  The Food bank is concerned with good food that can be provided at no cost, so they are concerned with reasonable prices for good food.
  • Increasing availability of healthy food
    • The Great Basin Food Co-op is concerned with providing a local and organic food service. The Co-op works with local farmers to provide quality vegetables and fruits during the specific seasons.  Reno has been trying to promote a Co-op, but this kind of service relies on participants willing to sign up for baskets ahead of time and to return to buy more.  It also relies on local farmers to keep up with the operation.  Besides all of this, there needs to be a community in place that will support it, and a “foodie” community will be more likely to support locally grown foods as well as offering to pay more money for local foods over (what might be) cheaper and commercially grown foods.
  • Reno food atmosphere
    • Local restaurants may set themselves apart by entering into a ‘hipster” type of food atmosphere. This may be a strictly organic or gluten-free restaurant, and those that might only buy from local farmers.  These types of restaurants are likely to be more expensive and target a smaller audience.  This audience, unless they can only eat gluten-free products, will likely be of the self-proclaimed “foodie” community.  The restaurants will survive with a larger foodie community, and may want to create a foodie-oriented city in Reno.  This would expend and create a better client base for them.
  • Organic food options
    • Civilians interested in healthy eating would be more inclined to support a larger variety of organic options for themselves. An increase of organic food (especially since America seems to be pushing for organic food options) would make items more accessible for those seeking organic options.  Those in the school system may be looking for reasonable ways of implementing organic foods into their lunch and snack programs.  Not only are the school departments a part of this, but parents would likely stand behind healthier food options for their children.  A lunch program can come at a discounted price for families that meet the requirements.  Having discounted lunches that are put together with healthy and organic options might be a desirable option.
  • Economic situation
    • One of the problems with introducing organic options and “foodie” oriented business is that the price of these foods and options may go up. The Food Bank and Council Policy are concerned with providing healthier options and lifestyles at affordable rates.  The Food Bank is interested in providing good food for those unable to afford it.  Another economic factor to consider is the use of local farms, as this will keep more jobs in Reno and utilize fewer imports.  There will be higher priced restaurants in Reno, but creating more of a destination could invite more tourists, or keep tourists in Reno longer.  Things may cost more, but more money may circulate in the community, especially if fewer imports are sending money out-of-state.

Why it is important understand these influences:

  • The foodie community is concerned with:
    • Heathier options/ heathier lifestyles
    • Affordable options
    • Boosting the economy in Reno beyond communities
    • Utilizing local resources
    • Increasing new and seemingly upscale eating options for Reno civilians
  • What they might ask for:
    • Apartment settings that provide more child-friendly spaces, such as parks and playgrounds. (A family might be more concerned with heathy eating, especially when the children are young and entering school.  This might be because the parents are either in more or less control with their children’s diets—packed lunches vs. school lunches).
    • Building policies that do not favor casinos (whether or not the policies harm the casinos, the policies might be more desirable if they favor smaller businesses/ restaurants).

Report Outline: Parking Proposal

Report Presentation Outline

Topic: Assigned Parking

Audience: Employees

Speaker: Building Manager

Type of report: Staff

Purpose: As a result of my report, the audience will understand why we are implementing assigned parking spaces.

Pattern of organization: Topical

 

  1. Introduction
    1. Thank you for meeting with me. As you all know, I am the Building Manager for Buckeye Real estate.
    2. I would like to take this time to let you know why we are implementing assigned parking.

 (Transition) First…

  1. Body
    1. Assigned parking will be more efficient.
      • Employees will know where his or her parking space is, and won’t have to waste time searching for an empty spot.

 (Transition) Second…

  1. Having assigned parking will create a safer parking lot.
    • We have had trouble with unauthorized persons on the property, and we believe that this will lower that risk.
    • Because we will know who is parking in which spot, it will be easier for us to determine when there is an unauthorized vehicle in our parking lot.

(Transition) Lastly…

  1. Parking might become more difficult soon.
    • The parking lot is fairly open as of now, but we will be experiencing an increase in residents.
    • This may make parking harder if there isn’t a system in place.

 (Transition) In conclusion…

  • Conclusion
    1. We are implementing a system of assigned parking to help you be more efficient, allow you more safety, and hopefully helping you to find a parking spot more easily when we are at a higher building capacity.
    2. Thank you for your time. I will be hanging a list of your assigned spots tomorrow morning.

Persuasive Speech-Stretch Your Stress Away

Stretch Your Stress Away

Samantha Buckley

Topic: The use of yoga as a stress reliever.

Specific Purpose: To persuade college students to use yoga exercises as a way of relieving the stresses of college life.

Thesis: Yoga is an easy and practical way for college students to deal with stress.

 Introduction

  1. Who, in this room, has ever become stressed due to the amount or difficulty of their homework? (Rhetorical Question/ Attention Getter)
  2. Stress can cause college students to exhibit some physical and mental discomforts.
  • Yoga, as we will see, can help to alleviate some of these stress-induced discomforts. (Preview Statement)
  1. Yoga is an easy and practical way for college students to deal with stress. (Thesis)

Transition: Let’s take a look at Yoga’s definition and practical applications.

Body

  1. The general definition of yoga, provided by The University of Maryland Medical Center (2013) defines Yoga as a therapy that improves overall well-being.

Transition: How can this therapy help stressed students?

  1. Rebecca Chasar (2013), in her article “Stress Management and Yoga for College Students,” states that pent up stress can lead to physical and psychological discomforts, as well as stating that yoga may help to alleviate them.
  • As The University of Maryland Medical Center (2013) states, yoga has various health benefits.
    1. Their list of benefits reiterates that yoga alleviates the symptoms of stress that were stated by Rebecca Chasar (2013).
    2. Their list of benefits shows further health benefits that yoga may contribute to a person.
  1. Yoga is a practical way to exercise for a college student.
    1. Yoga is extremely portable.
      1. A practitioner may take their yoga mat with them to various destinations where they wish to exercise.
      2. A bath towel may be substituted for a mat, and it is easily folded and packed away for transport.
    2. Yoga can fit into a busy schedule.
      1. As stated before, yoga is portable and does not necessarily need to take place in a gym or studio.
      2. For those who cannot practice at a studio, but need an instructor, there are various media outlets for practitioners.
    3. Yoga is fairly affordable.
      1. A yoga mat can be found at Target (2014) for around $15.
      2. As previously mentioned, a yoga mat may be replaced for an appropriately sized bath towel. These towels can found at Walmart (2014) for less than $4.
    4. Like many other types of exercising, yoga can be done at any level from beginner to expert.
  2. There are some problems associated with Yoga.
    1. Lorraine Kreahling (2004) interviews Dr. Robert Gotlinin her article “When Does Flexible Become Harmful? ’Hot’ Yoga Draws Fire.” He discusses the dangers of Bikram Yoga (“hot” yoga).
      1. “Hot” yoga can allow for over-stretching
      2. This is only one type of yoga, and can be avoided.
    2. William J. Broad (2012) in his New York Times article “How Yoga Can Wreck Your Body” shows that there are certain ways in which yoga can wreak your body, and two of the examples mentioned were of Glenn Black, a yoga instructor, and of a male college student.
    3. Sarah Miller (2012), in her article “Six Reasons To Ignore The ‘New York Times’ Yoga,” discusses these two examples, showing that the effects presents can be avoided.
      1. The real message behind the Glenn Black example is to avoid harmful teachers.
      2. Over-exertion in any type of exercise is harmful, not just in yoga.

 Transition: As I discussed, Yoga can be healthy, cheap, and portable, which is ideal for a college student, even with some drawbacks.

Conclusion

  1. There are some negatives side effects associated with practicing yoga, but as it was explained, these risks are relatively avoidable.
    1. Practitioners should avoid detrimental yoga instructors.
    2. As with any physical activity, do not strain yourself with over exercise
    3. It would be a good idea to avoid “hot” yoga, because the heat creates a greater chance of a person over-stretching their muscles.
  2. Yoga poses many more health benefits for participants, and especially to stressed-out college students.
    1. Yoga can offer physical benefits.
    2. Yoga can offer mental benefits.
  • Yoga is a relatively easy and practical way for college students to deal with their stress. Join today, and feel better tomorrow!

 

Works Cited

Broad, W. J. (2012, January 5). How Yoga Can Wreak Your Body. In The New York Times.       Retrieved from

http://www.nytimes.com/2012/01/08/magazine/how-yoga-can-wreck-your- body.html?pagewanted=all&_r=1&

Chasar, R. (2013, October 20). Stress Management and Yoga for College Students. In                              SiOWfa13: Science in Our World: Certainty and Controversy. Retrieved from                          http://www.personal.psu.edu/afr3/blogs/siowfa13/2013/10/stress-management-and-yoga-  for-college-students.html

C9 Classic Grip Yoga Mat Basic. (2014). In Target. Retrieved from                                    http://www.target.com/p/c9-classic-grip-yoga-mat-basic/-/A-            14091983#prodSlot=large_1_1&term=yoga+mat

Mainstays Essential True Colors Bath Towel Collection. (2014). In Walmart. Retrieved from                    http://www.walmart.com/ip/Mainstays-True-Colors-Bath-Towel-Collection/23565953

Miller, S. (2012, January 11). Six Reasons To Ignore The ‘New York Times’ Yoga Article. In                    The Awl. Retrieved from                                                            http://www.theawl.com/2012/01/six- reasons-to-ignore-the-new-york-times-yoga-article

KREAHLING, L. (2004, March 30). When Does Flexible Become Harmful? ‘Hot’ Yoga Draws               Fire. In The New York Times. Retrieved from      http://www.nytimes.com/2004/03/30/health/when-does-flexible-become-harmful-hot-    yoga-draws-fire.html

Yoga. (2013, May 7). In University of Maryland Medical Center. Retrieved from                                      http://umm.edu/health/medical/altmed/treatment/yoga

 

Research Prospectus-A FAMILY AFFAIR: VARYING RELATIONSHIPS AND GRIEF

*Note: This Prospectus was designed as a class project, and so it reaches predicted conclusions in the abstract for creative purposes only.

A FAMILY AFFAIR: VARYING RELATIONSHIPS AND GRIEF

A Research Prospectus

Submitted By,

Samantha Buckley

December 14, 2015

 

 

University of Nevada, Reno

(Liberal Arts)

 

 Abstract

 

This study will look at how parents and sibling respond to the death of a family member.  The study analyzes where or not the participant wanted to receive comfort and where he or she obtained that comfort, as well as how the participant’s familial commitment did or did not change.  The study found that siblings and parents wanted comfort from different sources, and that siblings were more likely to increase his or her commitment to his or her family after the death of a sibling. This study could help to understand different family members’ needs after a sibling/ child death.

 

 

TABLE OF CONTENTS

 

Title Page…………………………………………………………………………1

Abstract……………………………………………………………………………2

Table of Contents…………………………………………………………………3

Introduction……………………………………………………………………….4

Existing Literature & Background……………………………………………..4-5

Problem Statement………………………………………………………………5-6

Theoretical Basis .………………………………………………………………6-7

Research Question ……………………………………………………………..7-8

Hypotheses………………………………………………………………………..8

Study Proposal………………………………………………………………….8-9

Research Design …………………………………………………………………9

Limitations ……………………………………………………………………9-10

Methodology…………………………………………………………………….10

Research Contribution(s) ……………………………………………………….10

References……………………………………………………………………….11

Appendix A: Survey..………………………………………………………..12-16

Appendix B: Permission Application……………………………………………17

Appendix C: IRB…..…………………………………………………………18-37

 

Introduction

Death is the dark elephant in the room for every living person.  Whether it is a person’s own death or the death of someone that he or she knows every person will experience some if not multiple, form of death.  Alongside the experience of death is the experience and understanding of grief.  Specifically, grief can arrive with the death of a family member.  Although grief over death is common, grief over a young child can be a different matter altogether.  People may grieve differently if the deceased person(s) is young, or even closely related to them.  Family grief may be understood as a specific form of experienced grief.  There have been studies on family grief when the death in question is of an adolescent.  At the same time, not many of the studies have examined the specific grieving pattern of bereaved adolescents when the deceased adolescent in question has passed due to suicidal acts.  This study will seek to understand whether the grieving process, and grief experience, of a sibling differs from that of a parent.

Existing Literature & Background

Sibling relationships can vary in circumstance and role.  Joanna H. Fanos (1996), in Sibling Loss, describes various versions of sibling relationships.  Fanos (1996) looks at how siblings react to the death of a sibling with Cystic Fibrosis (CF), and how the reaction can depend on the type of attachment that the sibling feels to the deceased sibling.  The types of attachment can range from best friend, confidant, parental surrogate, and role model, but that the sibling relationship is unique in itself.  Fanos (1996) shows that the sibling relationship and grief is unique when stating that,

Some siblings suggested that when they had their own children, it seemed to them that their parents were able to replace the loss of their own child with their grandchildren.  But there was nothing the sibling can do…“I still don’t have my brother.  [The child] just hasn’t replaced that (44).

 

Individuals that have lost a sibling, an especially an adolescent sibling, may feel grief differently than an individual that has lost a child.  Kari Dyregrov and Atle Dyregrov show, in “Siblings after Suicide-‘The Forgotten Bereaved,’” that not only are the siblings of deceased family members affected in different ways, but the siblings may feel the effects in their lives.  Hong T. Nguyn and Amy N. Scott (2013), in “Self-concept and Depression among Children Who Experienced the Death of a Family Member,” show how siblings can show manifestations of grief in academic parts of their lives.  Children experience death differently, and some experience a lack of self-concept which can lead to depression and affect how well children do in school.  Self-concept defines how well a child understands his or herself due to how he or she has experienced the world (Nguyn & Scott, 2013).

The effect of a sibling death may even alter due to the type of death in question.  Tamar Granot (2005) states, in Without You: Children and Young People Growing up with Loss and Its Effects, that a child’s response, or feeling of separation stress, to the death may depend on the circumstance, especially, “for deaths that result from violence, suicide, or murder, in which the child is left with a labyrinth of emotions that make it more difficult for him to cope with the loss itself (109).  Jason M. Holland and Robert A. Neimeyer (2011), in “Separation and Traumatic Distress in Prolonged Grief: The Role of Cause of Death and Relationship to the Deceased,” explained that siblings can feel different variations of trauma and separation distress depending on the cause of death, whether by natural, anticipated causes, or predicted causes.  For suicide in particular, Kimberly A. Powell and Ashley Matthys (2013) state, in “Effects of Suicide on Siblings: Uncertainty and the Grief Process,” that siblings can experience grief and uncertainty when a sibling commits suicide.  The sibling will feel grief, but can feel uncertainty if he or she is unsure about the reasons why the sibling in question have committed suicide.

Problem Statement

Many of the studies focus on how bereaved parents are affected by grief, and how that can affect their relationship.  Fewer studies seem to focus on how sibling experience grief as family members.  Not only do siblings experience grief in different, or modified, ways than parents, but the siblings may also experience different convictions about family ties. Since many studies go into parental loss and family loss, it could be beneficial to look at the lesser known areas affected: the siblings.  A lot of the research on children, in these studies, mentions that the children may not be aware of the full ramifications.  If the child is older, then the results may be different.  While parents may feel a similar or a different kind of loss, it could be important to assess how communication and familial commitment after the death occurs.  I want to study how adolescents experience grief of a sibling, and how they interact, or seek to interact and communicate with other family members.  This may be a way of understanding how to look at the family grief process individually, and see if these understandings can help the grieving process for the sibling, and then the family as a whole.

This study will focus on individuals that experienced a family member death to suicidal acts, and tend toward understanding when those acts are committed by adolescents.  Grief can separate families, although not in every situation, and so this study will look at the interactions between family members that tend towards comfort.  Family members may need comfort after a family member’s death, and the applicator of this comfort may be important for the grieving process.  If it is possible to understand where participants seek comfort, and where they acquire that comfort, then it may be helpful in understanding how to improve on a person’s experience during a time of grief.

Theoretical Basis

This research can be understood alongside Attachment Theory.  The online source, CommunicationTheory.org, defines Attachment Theory along the lines of human bonding and different relationships and attachment levels.  It states that “[a]ttachment refers to the lasting bond an individual has with another who satisfies his need for comfort and safety from dangers,” when referring to the different types of bonds between humans, and how those bonds contribute to a person’s overall wellbeing.  The different levels of attachment relationships include the Infant Attachment, which discusses the relationship between infants and parents, and the Adolescent and Adult Attachment, which discusses the relationships between adults, with adolescents included.  The Adolescent and Adult level of attachment will be useful in this particular study, because it deals with adolescents and adults during moments of grief.

This study focuses on the participants, utilizing Adult-Adult attachments and attachment understandings, seek comfort during moments of grief.  Communication Theory (2010) states that, as people get older, a caregivers’ presence begins to fade and,

Adolescents and adults start turning to a specific individual when they need affirmation related to security, intimacy or when stressed. Methods to establish contact involve talking to someone on the telephone, sending an email or a text message or mentally remembering soothing representations of attachment figures. Attachments occur with close friends, siblings, etc.

This can be understood as an adolescent, leaving the Infant-Parent level of attachment, may seek comfort outside of parental support.  My study focuses on how sibling participants may feel more of a familial commitment after the death of a family member, and seek comfort from parental figures more than outside sources of comfort.  This theory identifies how a person’s, once at the stage of adolescence or adulthood, sources of comfort disperse to relationships other than parental.  If the comfort sources at this stage of life are varied, then it will be important to identify where participants initially seek out comfort, and where they receive it.  This is also important for the parents of the deceased child, in order to compare the results to the siblings in the study.  Not only does Attachment theory identify different levels of attachment, but it also shows how attachment practices can alter.

Attachment theory improves the study, because it identifies how experiences can alter the patterns of how a person forms and interacts within attachments.  Attachment Theory (2010) states that, “[p]atterns also impact personal communications within a relationship,” which may be interpreted as an event’s ability to create a precedent for future attachment reactions.  If this idea were applied to a sibling’s death, then it may be understood as the possible ability to affect how a sibling acts within a level of attachment.  Looking through this theory, the study may look at whether or not the death of a sibling or child can affect how a person feels familial commitment, and where that person may or may not seek comfort.

Research Question

In order to identify whether or not there is a difference between how siblings and parents seek comfort and commit themselves to familial relationships, utilizing a research question and hypotheses.  The study will focus on the sibling relationship to the deceased, and utilize the parental relationship as a point of comparison to understand the differences in relationship based goals.  This study, with its focus on sibling relationships, will try to understand whether or not there is a positive correlation between the sibling relationship and that sibling’s efforts to seek comfort from familial members, an to solidify commitment to familial relationships.

RQ: Does a person’s sibling relationship to a deceased adolescent positively affect that person’s commitment and attachment to his or her other familial relationships?

Hypotheses

In order to understand and measure the question that the research question is asking, two hypothesis will be utilizes, as well as their respective null hypotheses.  The hypotheses are as follows:

  • If a person experiences the death of an adolescent sibling, then he or she will feel more committed to his or her family.
  • If a person experiences the death of an adolescent sibling, then he or she will seek comfort from his or her parental figures more than other sources of comfort.

The null hypotheses are as follows:

  • If a person experiences the death of an adolescent sibling, then he or she will not feel any more committed to his or her family than before the sibling passed.
  • If a person experiences the death of an adolescent sibling, then he or she will not seek comfort from his or her parental figures more than other sources of comfort.

Study Proposal

The proposed study will use this research question, and these hypotheses, to study how siblings seek comfort and assign familial commitment when his or her sibling committed suicide as an adolescent, as opposed to how a parent might seek comfort or assign familial commitment.  In order to understand how the different family members react to grief, the study will compare parental and sibling reactions.  The study will seek to understand commitment and comfort, so it will utilize measures for those characteristics via different variables and units for analysis.  The study’s independent variable will be the sibling and the parent.  The study’s dependent variable will be the death of a family member, specifically that of a sibling or child.  Lastly, the study’s unit of analysis for these variables will be where the participant seeks comfort, and the participant’s sense of familial commitment.

Research Design

The study will involve using a survey.  The survey will be composed of 18 questions.  The survey will evaluate whether or not the participant has experienced a familial death.  If the participant has, then the following questions will seek to understand how long ago the death occurred, and the nature of the participant’s familial relationship to the deceased person in question.  Although the survey will not discriminate on which family members participate in the survey, the study will mainly analyze the responses from participants that choose either a parent or sibling relationship to the deceased.  The participant will then answer questions via Likert Scales about commitment and comfort as a result of grief and the family member’s death.

The size of the survey, and the length of time that it is available, will be important for the amount of collected results.  The survey will be distributed on the website, Survey Monkey.  In order to get a large sum of participants, the survey will be open for twelve months.  The goal for total participants is 5,000 participants.  The number is high in order to compensate for the amount of participants that are not parents or siblings of a deceased family member.  As the study is evaluating sibling and parent reactions, the other responses will not be as useful for understanding those specific results.  The goal for parent and sibling participants is at least 1,000 participants.

Limitations

There are some limitations to this study.  The survey, due to being online, will be self-reported.  There is not a guarantee that the people that choose to participate will be honest when answering the questions.  The situational context between family members may also skew the results.  If, for example, a family member blames the family for the death of a child or sibling, then the family commitment ay show up differently than a family member that does not hold these same reservations.  Finally, the self-report design may limit the study, as an interview may lead to information related through nonverbal signals.  Although an interview may be different results, this study utilizes a self-reported survey to cause less damage to the participants.  Bringing up death, either recent or not, may create an uncomfortable space, and involve emotional memories or uncomfortable states of mind.  While the participants are welcome to stop, or pause, the survey at any moment, the solitude may allow for a sense of security when reporting on a potential emotional subject.

Methodology

This study will be quantitative, because it will use a survey, as well as code the answers for analysis.  Christine Davis, Heather Powell, and Kenneth A. Lachlan (2013) describe a quantitative study as study that “reduces words to numbers,” which is exactly what this study seeks to do (41).  Each question about comfort, commitment, familial relationship, and other demographics, are set up with answers that correspond to numbers.  The coded answers will be generated into graphs in order to understand the responses, and these types of emotional reactions correlate with others on a larger scale.  Although this study uses the quantitative approach, a mixed method would be useful to extend understanding about the subject of familial grief.

Research Contribution

In conclusion, this research will contribute to the existing literature by providing more information about how siblings are affected, and how different family members seek comfort during a time of grief.  There is not that much research about how siblings are affected by the death of a sibling, although that grief may be as unique and important as how a parent may react at the death of a child.  This researcher will also be important when understanding family dynamics and coping strategies during this grieving time.  If family members may react differently, and seek comfort in contradicting ways, such as if a sibling seeks comfort from a parent whom does not want to find comfort within his or her family, then there could be conflict.  If family members were aware of different, wanted sources of comfort, then that may bridge any miscommunication between family members during a time of emotional struggle, and lessen more conflict.

 

 

References

Dyregrov, K., & Dyregrov, A. (2005). Siblings After Suicide–“The Forgotten Bereaved”. Suicide & Life-Threatening Behavior35(6), 714-724.

Fanos, Joanna H. Sibling Loss. Mahwah, NJ: L. Erlbaum Associates, 1996. Print.

Granot, T. (2005). Without You : Children and Young People Growing up with Loss and Its Effects. London: Jessica Kingsley Publishers.

Holland, J. M., & Neimeyer, R. A. (2011). Separation and Traumatic Distress in Prolonged Grief: The Role of Cause of Death and Relationship to the Deceased. Journal Of Psychopathology & Behavioral Assessment33(2), 254-263. doi:10.1007/s10862-010-9214-5

Nguyen, H. T., & Scott, A. N. (2013). Self-Concept and Depression Among Children Who Experienced the Death of a Family Member. Death Studies37(3), 197-211. doi:10.1080/07481187.2011.634085

Powell, K. A., & Matthys, A. (2013). Effects of Suicide on Siblings: Uncertainty and the Grief Process. Journal Of Family Communication13(4), 321-339. doi:10.1080/15267431.2013.823431

 

Appendix A: Survey

Please answer the following questions to the best of your knowledge.  Answer the questions willingly.  You are not obligated to complete the survey, and may decide to stop the survey at any time.  Your name, along with any identifiers, will not be included in the study.  Thank you for your participation, and please submit the survey when you have completed it.

  1. How old are you?
    1. <15 __ 16-30 __ 31-45 __ 46-60 __ 61+ __ Prefer not to answer __
  2. With which gender do you most closely identify?
    1. Man __ Woman __ Transgender __ Prefer not to answer __
  3. What is your relationship status?
    1. Single __ In a relationship __ Married __ Widowed __ Prefer not to Answer __
  4. What is your employment status at this time?
    1. Employed __ Unemployed __ Stay at home parent __ Prefer not to answer __
  5. What is your average household income?
    1. > 20,000 __ 20,000-30,000 __ 30,000-40,000 __ 40,000-50,000 __ 50,000-60,000 __ 70,000-80,000 __ 80,000-90,000 __ 90,000 + __
  6. How many immediate family members do you have?
    1. < 1 __ 2-4 __ 5-7 __ 8 + __
  7. Have you experienced a death in your family?
    1. Yes __ No __ Prefer not to answer __
  8. If you answered “yes” to the previous question, then what was your relationship to the deceased family member?
    1. Parent of __ Sibling of __ Other __ Prefer not to answer __
  9. How long ago was the loss?
    1. < 1 year __ 2-5 years __ 6-10 years __ 11-15 years __ 16+ years __ Prefer not to answer __
  10. How close would you consider your relationship to the deceased family member to be, on a scale of 1 to 7? 1 would be not close at all, and 7 would be very close.
    1. 1__ 2__ 3__ 4__ 5__ 6__ 7__
  11. How old were you when the family member died?
    1. < 1 year __ 2-5 years __ 6-10 years __ 11-15 years __ 16-20 years __ 21+ years__ Prefer not to answer __
  12. How old was the deceased family member when he/or she passed?
    1. < 1 year __ 2-5 years __ 6-10 years __ 11-15 years __ 16-20 years __ 21+ years__ Prefer not to answer __
  13. How often do you think of the deceased family member, on a scale of 1 to 7? 1 would be not at all, and 7 would be all of the time.
    1. 1__ 2__ 3__ 4__ 5__ 6__ 7__
  14. How much did the death affect you at the time, on a scale of 1 to 7? 1 would be not at all, and 7 would be very much.
    1. 1__ 2__ 3__ 4__ 5__ 6__ 7__
  15. Whom did you seek comfort from after the event?
    1. From a parent or guardian__ From a different family member__ From a non-related friend__ From a professional__ Other__ (please state from whom you wanted comfort) Short Answer
  16. Whom did you receive comfort from after the event?
    1. From a parent or guardian__ From a different family member__ From a non-related friend__ From a professional__ Other__ (please state from whom you wanted comfort) Short Answer
  17. How important were familial relationships to you before the death of your family member, on a scale of 1 to 7? 1 would be not at all, and 7 would be very much.
    1. 1__ 2__ 3__ 4__ 5__ 6__ 7__
  18. How important were familial relationships to you before the death of your family member, on a scale of 1 to 7? 1 would be not at all, and 7 would be very much.
    1. 1__ 2__ 3__ 4__ 5__ 6__ 7__

 

En Español: Por favor conteste las siguientes preguntas lo mejor de su conocimiento. Responda a las preguntas de buen grado. Usted no está obligado a completar la encuesta, y puede decidir dejar la encuesta en cualquier momento. Su nombre, junto con cualesquiera identificadores, no será incluido en el estudio. Gracias por su participación, y por favor enviar la encuesta cuando se haya completado.

  • ¿Cuántos años tienes?
    1. <15 __ __ 16-30 31-45 46-60 __ __ __ 61+ Prefiero no contestar __
  • ¿Con qué género te identificas más de cerca?
    1. Hombre __ __ Mujer Transgénero __ Prefiero no contestar __
  • ¿Cuál es su estado civil?
    1. __ Individual En una relación Casado __ __ __ Viudo Prefiero no contestar __
  • ¿Cuál es su situación laboral en esta época?
    1. Empleado Desempleado __ __ estancia en casa de los padres __ Prefiero no contestar __
  • ¿Cuál es el ingreso medio de la casa?
    1. > 20000 __ __ 30.000-40.000 20.000-30.000 __ __ 50.000-60.000 40.000-50.000 __ __ 70.000-80.000 80.000-90.000 __ __ 90000 +
  • ¿Cuántos miembros de la familia inmediata tiene usted?
    1. <1 __ 2-4 __ 5-7 __ __ 8 +
  • ¿Ha tenido una muerte en su familia?
    1. Sí __ No __ Prefiero no contestar __
  • Si su respuesta es “sí” a la pregunta anterior, ¿qué estaba usted relación con el familiar fallecido?
    1. Padres de __ Hermano del __ Otro __ Prefiero no contestar __
  • ¿Hace cuánto tiempo fue la pérdida?
    1. <1 año __ __ 2-5 años 6-10 años 11-15 años __ __ __ 16+ años Prefiere no contestar __
  • ¿Qué tan cerca habría que considerar su relación con el miembro de la familia del difunto sea, en una escala de 1 a 7? 1 sería no cerrar del todo, y 7 serían muy cerca.
    1. 1__ 2__ 3__ 4__ 5__ 6__ 7__
  • ¿Qué edad tenías cuando el familiar muerto?
    1. <1 año __ __ 2-5 años 6-10 años 11-15 años __ __ __ 16-20 años 21+ years__ Prefiere no contestar __
  • ¿Qué edad tenía el familiar fallecido cuando él / o ella pasó?
    1. <1 año __ __ 2-5 años 6-10 años 11-15 años __ __ __ 16-20 años 21+ years__ Prefiere no contestar __
  • ¿Con qué frecuencia piensa usted del familiar fallecido, en una escala de 1 a 7? 1 sería para nada, y 7 sería todo el tiempo.
    1. 1__ 2__ 3__ 4__ 5__ 6__ 7__
  • ¿Cuánto de la muerte que afectan en el momento, en una escala de 1 a 7? 1 sería para nada, y 7 sería mucho.
    1. 1__ 2__ 3__ 4__ 5__ 6__ 7__
  • ¿A quién buscáis consuelo después del evento?
    1. De un padre o guardian__ Desde un member__ familia diferente Desde un friend__ no relacionado de una professional__ Other__ (Describir a quien querías comodidad) Respuesta corta
  • ¿A quién recibe consuelo después del evento?
    1. De un padre o guardian__ Desde un member__ familia diferente Desde un friend__ no relacionado de una professional__ Other__ (Describir a quien querías comodidad) Respuesta corta
  • ¿Qué tan importante eran las relaciones familiares a que antes de la muerte de su familiar, en una escala de 1 a 7? 1 sería para nada, y 7 sería mucho.
    1. 1__ 2__ 3__ 4__ 5__ 6__ 7__
  • ¿Qué tan importante eran las relaciones familiares a que antes de la muerte de su familiar, en una escala de 1 a 7? 1 sería para nada, y 7 sería mucho.
    1. 1__ 2__ 3__ 4__ 5__ 6__ 7__

 

 

Appendix B: Permission Application

Dear Survey Monkey,

 

My name is Samantha Buckley.  I am seeking to conduct a quantitative survey that will test whether parents and siblings respond to grief in similar ways.  I would like to utilize this site for my survey, which will be solely voluntary, and for participants of eighteen years an older.  Please let me know if this will be acceptable.

 

Sincerely,

Samantha

Literature Review-The Effect of FWBR Rules on Cross-sex Friendships

The Effect of FWBR Rules on Cross-sex Friendships

Samantha Buckley

Men and women, especially those in college, find themselves involved in cross-sex friendships.  Cross-sex friendships, also known as friendships between heterosexual men and women, can be beneficial and challenging to the men and women that participate in these relationships.  Cross-sex friendships can offer a greater variety of instrumental and social communication skills, as well as offering the possibility for involvement in sexual activities without an increase of relationship commitment.  The friendship-with-benefits relationship (FWBR), a platonic friendship with the inclusion of sexual activities, is an important relationship for understanding cross-sex heterosexual relationships.  The possibility of sexual activities in the relationship can cause relational uncertainty and tension, and these negative aspects need to be managed in the relationship.  The tensions that can occur in these relationships prevent the participants from engaging fully in these relationships and utilizing the benefits of having a cross-sex friend.  It is important to understand how cross-sex friendships remain stable and beneficial so that the participants can exist in and forms cross-sex relationships while avoiding relational tension.  The friends with benefits relationship, a platonic friendship that includes sexual activities, and other cross-sex friendships are becoming more common and popular for college students to engage in.  Understanding the ways that cross-sex friendships are managed may help to increase overall success among cross-sex friendship participants.  Relational maintenance behaviors can be used to promote satisfying relationships, and include: positivity, openness, assurances, social networks, task sharing, giving and receiving advice, and conflict management (Malachowski & Dillow, 2011).  These relational maintenance behaviors are similar to the Stafford and Canary (1992) common maintenance behaviors, which include positivity, openness, assurances, networks, and shared tasks.  Both of these maintenance behaviors systems can be used to manage or avoid relational uncertainty.  Cross-sex friendships can utilize these maintenance behavior strategies for managing their relational uncertainty and promoting relational satisfaction. Furthermore, the rules like those found in friends with benefits relationships lower relational tension due to an encouragement of relationship maintenance behaviors.  This literature review will explore the benefits and tensions that can occur in cross-sex friendships, and how the rules in friends with benefits relationships can be utilized for relational stability.

Benefits of Cross-sex Friendships

Cross-sex friendships can be beneficial to the participants when properly maintained.  Cross-sex friendships fulfill gender-specific instrumental and social relational tasks in their relationships.  Holmstrom (2009) tested how participants of cross-sex friendships valued communication skills in their male or female friends.  The communication values were either in the social or instrumentally categories.  The social communication skills include comforting, support, conflict management, ego support, expressiveness, regulatory, and listening; the instrumental communication skills include conversational, informative, narrative, and persuasive skills (229).  Holmstrom (2009) found that men are more associated with possessing instrumental skills than women, and women are more associated with possessing social skills.  In this study, men stated that they valued their cross-sex friends more for their social skills and women stated that they tended to value their cross-sex friends for their instrumental skills.  Men and women valued the communication skills for their cross-sex friends that were associated with the genders of these cross-sex friends, although both men and women seemed to value the social skills more than the instrumental skills.  This could be due to the fact that the social communication skills included some of the behaviors found in common maintenance behaviors, which may help to promote satisfactory relationships.

Hall (2011) studies the differences in how men and women use relational maintenance and achieve satisfactory relationships.  The study, which explored same-sex friendships, found that women have higher ideal standards than men.  The ideal standards involve what a person expects of closeness, support, openness, and interaction from a close, casual, or best friend.  While women tended to have higher ideal standards, they also tended to participate in more relational maintenance, which involves interacting with friends in activities that provide closeness, openness, and support.  These activities are found in the social communication skills that women are valued in Holmstrom’s (2009) study.  Women tended to have more satisfaction in their same-sex friendships than men because they participated in more relational maintenance. This could be a reason why men value their cross-sex friends for the social communication skills.  This idea of women using maintenance behaviors to achieve satisfactory relationships is also found in Hays’s (1989) study, where women were documented to provide more emotional and informational support to their friends than men and, as a result, benefited in their relationships more than the men did.  Along with relationship maintenance behaviors, cross-sex friendships can provide sexual benefits.

Cross-sex friendships can remain in a platonic state and include sexual activities.  The platonic friendship is a friendship that lacks romantic desire.  Bisson and Levine (2009) described the FWBR as a friendship without romantic commitment and include sexual activities.  Green and Mormon (2008) investigate whether the addictive of sexual activities, ranging from kissing, oral sex, or intercourse, could occur in a platonic cross-sex friendship without causing the friends to incur romantic desire.  They found that the platonic cross-sex friendships underwent more relationship involvement and self-disclosure, but did not appear as though the involvement of sexual activities induced more closeness between the participants than what would have been found between friends.  The main benefit from these relationships was the additive of sexual activities while remaining in a platonic friendship.

Hughes, Morrison, and Asada (2005) studied the connection between their participants’ attitudes towards love and how it affected their involvements in a FWBR.  They found that Ludics, the participants that were more likely to avoid commitment, tended to have positive attitudes towards friends-with-benefits relationships.  This could be due to the fact that Ludics are more likely to view love as a game (Hendrick & Hendrick, 1986). The FWBR would allow the Ludics to participate in sexual activities while only maintaining a platonic friendship.  This connection between Ludics and the lack of commitment in a FWBR demonstrate that cross-sex friendships can include the benefits of sexual activities without intimate relationship commitments.  Hughes, Morrison, and Asada (2005) describe the benefits of a FWBR including sexual activity into friendships without becoming romantic or increasing the commitment.  This means that the FWBR combine the benefits of instrumental and social need fulfilment along with sexual activities, all the while avoiding the type of commitment that a romantic sexual relationship typically entails.  This mutual lack of commitment among participants was found to be one of the motivations for participation in a FWBR.

The beneficial lack of commitment is also explored with Green and Morman (2008) in their article about FWBR benefits.  The prominent benefit to a FWBR is the practice of sexual activity without an increased relationship commitment.  Green and Morman (2008) researched the possible benefits of a FWBR in order to understand the beneficial differences between FWBRs and platonic cross-sex friendships.  They found that the addition of sexual activity into the cross-sex friendship was the largest benefit to a FWBR, and that the addition of sexual activity in the FWBR did not alter the amount of commitment into more than would have been found in a close friendship.  This system retains a platonic state of friendship between cross-sex friends while including sexual activities.  This is a beneficial relationship, but if it is not communicated about properly, the participants may incur relational uncertainty in their friendship.  Relational uncertainty can be harmful and result in negative consequences for the cross-sex friendship in question.

Uncertainty in Cross-sex Friendships

Relational uncertainty can cause cross-sex friendships to incur negative effect if not properly maintained.  Comer and Lindsey (2007) show the relationship between levels of attraction and relationship uncertainty when they compare straight women’s relationships between gay men verses straight men.  Afifi and Reichert (1996) define relationship uncertainty happening when participants in a relationship are unsure about how said relationship is defined.  The women in this study reported that they had more challenges and struggles of relational uncertainty with straight men than they did with gay men.  There was less possibility for sexual activities to occur between the women and gay men than the women and the straight men.  The women participated in more relationship maintenance behaviors with the straight men because of the relational uncertainty caused by the possibility of sexual additives in the relationship.  Relationship uncertainty can be harmful to cross-sex friendships by affecting communication within the relationship or causing relational tension. Relationship uncertainty can cause a decrease in communication between cross-sex friends.

Malachowski and Dillow (2011) explore cross-sex friendships where participants have romantic or social attraction to his or her friend, and hypothesize how relational uncertainty can be positive or negative to communication in the relationship.  Communication tended to decrease due to topic avoidance.  Afifi and Guerrero (1998) state that topic avoidance can affect discussions about the participants’ relationship, their outside romantic or sexual relationships, negative life experiences, and friendships.  Malachowski and Dillow (2011) state that relationships with relational uncertainty and romantic intent experienced more topic avoidance than the relationships with aspects of social attraction.  Social attraction is a want of friendship and social networking (Malachowski & Dillow, 2011).  Weger and Emmett (2009) also discuss the idea that when a relationship change is not welcome, the addition of relational uncertainty is harmful because it may decrease the amount of CMB that the relationship participates in, of which includes participation in openness behaviors, which include discussing thoughts and feelings about the relationship, and advice behaviors, which include giving and receiving advice within the relationship.  A negative impact on communication in the friendship can cause other negative side-effects for that friendship.  Johnson, Wittenberg, Haigh, Wigley, Becker, Brown, and Craig (2004) studied the reasons for relationship termination, with friendship termination being one of the topics.  They found that the lack of relational closeness, self-disclosure, and interaction were among the reasons for the friendship’s termination among cross-sex friends.  Relational uncertainty is harmful to an ongoing friendship, and can cause its termination.

Differences of romantic, sexual, or social attraction between cross-sex friends can cause uncertainty in the relationship.  Malachowski and Dillow (2011) show that when cross-sex friends encounter non-mutual romantic intent, the friendship can undergo relational uncertainty and this can decrease relational satisfaction.  Guerrero and Chavez (2005) also discuss the problem of non-mutual romantic intent.  In their study, they found that when cross-sex friends encounter non-mutual romantic intent, one or both of the participants stop participating in maintenance behaviors like relational talk.  This causes the participants to feel relational uncertainty.

Relationship uncertainty can lead to tension and unsatisfactory relationships because relationship needs are not being met.  Hollenbaugh and Egbert (2009) discuss the difference between message explicitness, implicitness, and how they can be used to move a heterosexual, cross-sex friendship into a romantic relationship.  They tested whether length of the relationship, participant gender, possibility of positive outcome, the need to disclose, or the riskiness of the message had affected the ways in which participants approached the conversation.  The explicit messages are direct and clear about how they would like to become romantic with their cross-sex friend, and the implicit messages are indirect in a way that the participant’s friend is not aware that the participant wants a romantic relationship.  They found that information about relationship change was only disclosed if the participant felt a high need to, which may imply that participants without high needs to disclose will stay in a relationship status that they may not be overly satisfied with, and leave the relationship in an uncertain state.  This uncertainty can cause tensions which may lead to difficulty with friendship intimacy and relational management, as one of the managements is to discuss outside relationships.  Participants who want more than a friendship status might be less likely to discuss topics such as outside relationships.  Malachowski and Dillow (2011) seem to support this idea in their study, as they found that relational uncertainty can cause increased topic avoidance and decrease the amount of relationship satisfaction between cross-sex friends.  The cross-sex friends participating in topic avoidance may also neglect other relational maintenance behaviors and suffer from lack of relational satisfaction because their relationship needs are not being met.

Relationship Maintenance   

Relational maintenance can be used to limit relational uncertainty and tensions in cross-sex friendships, especially the maintenance behaviors and relationship rules found in FWBR.  Understanding the relationship between gay men and straight women could lead to a better understanding of the relationship challenges in heterosexual cross-sex friendships.  Comer and Lindsey (2007) assess the different challenges and relationship maintenance strategies for friendships between heterosexual men and women, and between gay men and straight women, the latter of which is referred to as GMSF.  The paper identified three relationship challenges: audience, sexual, and emotional.  The audience challenge addressed how the relationships were perceived and accepted by others, as well the problems faced with intimate partners and cross-sex friends; tensions and lack of acceptance by peers is important to the continuation and comfort of cross-sex friendships.  The sexual challenge was the biggest inducer of relation maintenance.  The sexual challenge concerns complications of sexual attraction in a friendship, where sexual boundaries about what is or is not allowed is not known, and how this could potentially cause negative tension and require more relational maintenance for stability in the cross-sex friendship.

After comparing the results between gay men and straight men in friendships with women, it was found that there were more maintenance strategies implemented with the straight men.  The heterosexual friendships had more potential to fall into the emotional categories other than friendship and platonic because of the potential for mutual sexual or romantic desire, which can add to uncertainty about the relationship’s status, and so heterosexual friendships needed more maintenance in order to keep the relationship in a constant and mutually satisfying status.

Guerrero and Chavez (2005) found that cross-sex friendships of differing romantic intent participated in different relationship maintenance.  When the romantic intent was non-mutual, such as if one of the cross-sex friends wanted more or less intimacy than the other, and then the relationship incurred relational uncertainty.  Participants implemented maintenance behaviors in order to manage the relational uncertainty.  Guerrero and Chavez participants that did not use relational maintenance behaviors were less satisfied in his or her cross-sex friendships; the participants that used relational maintenance behaviors to define the relationship boundaries had less relational uncertainty and more relationship satisfaction.  For example, the participant may have used less flirtatious behaviors and talked more about outside relationships in order to solidify the cross-sex friendship’s status as platonic.  The possibility of sexual activity, and differing levels of romantic or sexual intent seem to lead to a majority of relational uncertainty.  FWBR seemed able to solidify relational boundaries using strict relationship rules, and avoided relational uncertainty as a result.

FWBR rules can help maintain boundaries and communication in cross-sex friendships with sexual activities.  Hughes, Morrison, and Asada (2005) detail the need for rules in maintaining a FWBR: negotiation rules (identifying the need to negotiate at relationship beginning), sex (using condoms), communication rules (honesty and communication type and frequency), secrecy rules (whether or not knowledge about the relationship is known to others), permanence rules (the relationship’s length), and emotional rules (concerning love and jealously within the relationship).  The rules that appear frequently are the communication rules and emotional rules, as communication and emotional rules create the boundaries in the relationship for what is and is not acceptable.  These rules may help maintain the relationship’s status, and are paralleled in the motivations for the friends with benefits relationship: relationship avoidance (lack of commitment), sex (sexual activities), relationship simplicity (the benefits of a romantic relationship without the same amount of maintenance), emotional connection (bringing more friendship, not romantic, intimacy into the relationship), or simply wanting a FWBR.  These rules allow for the open communication and relationship boundary maintenance that may help to prevent relational uncertainty.

Cross-sex friendships could be managed through the use of friends with benefits relationship rules.  Cross-sex friendships have the possibility to be beneficial to the men and women involved, but can undergo stages of relational uncertainty.  The possibility for sex in the relationship may cause the participants to feel uncertain about the relationship boundaries or unsure about how to address the levels of attraction in the relationship.  The rules in friends with benefits relationships encourage open communication about boundaries and relationship uncertainties.  These rules could help cross-sex friendships enter a dialogue about the relational needs, boundaries, and commitments.  Cross-sex friends could use these rules to communicate about differences in emotional or sexual attraction, or address uncertainties about what the relationship will include between the participants.

 

Research Question: Can the relationship rules like those found in friends with benefits relationships lower relational tension in non-friends with benefits relationships among college students?

 

References

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