Five Rivers of the Greek Underworld

Emily Dickinsons Success Is Counted Sweetest Criticism

Jirawoot Sararit (B.A. English Linguistics) 1st Class Honors, SWU, Thailand Success Is Counted Sweetest Success Is Counted Sweetest is a well-known poem written by Emily Dickinson in 1859. It is obviously seen that the message of the poem is that people who do not succeed are those who truly understand success for what it is (Cummings, 2013). In other words, deprivation can lead to greater understanding and appreciation of what people lack. This paper is composed of three points including how the unity of the paradoxical idea of the poem is presented, how the poem can be viewed historically and biographically in feminist aspects, and how the central idea of the poem is responded. The Unity of the Paradoxical Idea in†¦show more content†¦To begin with, the use of the word nectar‟ along with the word sweet‟ in the first stanza implies femininity. It can be assumed that there is a message from a woman‟s point of view. According to history and her biography, Emily Dickinson had modernist ideas that women should have as equal rights as men which they did not have at that time. In fact, women, especially wives, were treated as the slaves of men in the eyes of the law even though women can do several duties that men cannot. Therefore, women started to work and to express their voice. (Leiter, 2007). This background knowledge can be understood to explain when success „to comprehend a nectar‟ changes to „victory‟ in the last two stanzas. The image of a battle which causes physical and mental pain to the defeated soldiers (men) is mentioned as „agonized.‟ It is clear that even though men are strong, they st ill have weaknesses as shown in the image of losing the battle. It is showed that both genders have weaknesses. Therefore, both of them should be equal. This feminist idea is considered to be a dominant one during Emily‟s lifetime. The Response to the Central Idea of the Poem After reading the first stanza, the central idea of the poem seems absolutely right to me. The whole poem captivates my attention to realize the value of what I am deprived. It can beShow MoreRelatedEssay about Emily Dickinsons Use of Humor and Irony1306 Words   |  6 PagesEmily Dickinsons Use of Humor and Irony While much of Emily Dickinsons poetry has been described as sad or morose, the poetess did use humor and irony in many of her poems. This essay will address the humor and/ or irony found in five of Dickinsons poems: Faith is a Fine Invention, Im Nobody! Who are you?, Some keep the Sabbath Going to Church and Success Is Counted Sweetest. The attempt will be made to show how Dickinson used humor and / or irony for the dual purposes of comic reliefRead MoreEmily Dickinson Research Paper1928 Words   |  8 PagesDickinson Research Paper Emily Dickinson is one of the most influential poets of all time, and has a unique way of using literal imagery to paint a picture in the readers mind. The best poets are those that excel at using their words to create clear, concrete images and intrigue their reader. Dickinson began writing poetry around the year 1855, and prospered for another 10 years. Some of her most famous poems include â€Å"I Taste a liquor Never Brewed†, â€Å"Success is Counted Sweetest†, and â€Å"Wild nights – Wild

Play And Child Development - Free Essay Example

Sample details Pages: 9 Words: 2775 Downloads: 5 Date added: 2017/06/26 Category Best Score Essay Type Argumentative essay Level High school Tags: Children Essay Development Essay Did you like this example? Introduction Play is essential to development because it contributes to the cognitive, physical, social and emotional well-being of children and youth (Ginsberg, 2007, p. 182). Play is so important to childrens development is that it has been recognised as being of vital importance by the United Nations (1989), as it makes a contribution to the holistic development of children, allowing them to discover the world through experimenting within the various environments to which they are exposed (Bruce, 1996). Don’t waste time! Our writers will create an original "College essay topics to write about Children Development" essay for you Create order Ginsberg (2007) makes the observation that all those involved with childrens development, learning and education must consider every factor which has the potential to interfere with children realising their full potential, and to work towards ensuring that every child has access to circumstances which allow them opportunities to reap the benefits that are linked with play. The aim of this essay is to investigate the notion of play in the light of learning theories, in order to determine its importance in childrens development during their early years. Definition of Play It is important to recognise that it is difficult to give a single definition of play (Lillemyr, 2009) and that it is regarded as an all embracing term (Bruce, 1991) which describes a diverse range of behaviours which see children interacting with each other (Dunn, 1993) in order to make sense of, and to enhance their understanding of, the environments in which they find themselves (Bruce, 1996; Wood, 2004). Play can be regarded as the means through which children are able to discover things about the world in order to amend their vision of it (Oko, 1987, p. 44 in Bozena, 2007, p. 80), as well as an avenue through which children can experience joy and/or recreation (Buhler, 1993, p. 91 in Bozena, 2007, p. 80). Play is an opportunity for children to develop a sense of self as a result of solving problems within their environment, which allows them to enhance their cognitive skills in the context of specific cultural environment/environments (Dunn, 1993; Meadows, 1993; Bruce, 1996; Gal lahue and Ozman, 1998; Wood, 2004; Robson, 2006). Froebel (cited in Bruce, 2004, p. 132) believes that it provides children with opportunities to utilise their newly accumulated knowledge in different situations which encourages them to adopt flexible attitudes and ways of thinking, as well as providing them with opportunities to practice and understand societal norms and their role in specific environments (Rogoff, 2003). Play also affords children the opportunity to discover the difference between fantasy and reality, safety and risk, order and anarchy and to grasp the concept of potential in themselves for the future (Wood and Attfield, 2005). It is a vital component in childrens physical, social, emotional and intellectual development (Elkind, 2008) which allows children to utilise their imagination whilst enhancing their communication skills through engaging in a number of different roles, depending upon their environment and the environment in which any specific interaction is taking place (Eddington, 2004). Value/Importance for Development The value and importance of play is the motivation behind recent developments with regard to Early Years education in the form of the Early Years Foundation Stage (EYFS) documentation (Department for Education [DfE], 2014). The notion of child centred education is built upon the acknowledgement that every individual child is unique and is entitled to have their needs met through the careful design of activities which allow them to develop commensurate with their ability, as a result of encouraging positive relationships with all around them in order that learners become competent, self-confident and self-reliant people (DfE, 2014). The ability to communicate is critical to childrens development the government stipulate that those responsible for providing childrens education must create opportunities for children to acquire language and communication skills through play, such that they are able to express themselves in a variety of different ways (language, gesture) and they are abl e to accumulate information as a result of reading and listening to others (DfE, 2014). This stipulation is a direct result of the Rose Report (2009), which highlighted the fact that curriculum provision should have explicit reference to the purposes of play and that the activities designed to promote it should be meticulously planned. Rose (2009) also stressed that children needed to engage not only in individual play but also in paired/group activities, so that language development and acquisition could be encouraged whilst simultaneously learning to cooperate with each other (endorsed by Coates Thomson, 2009) and developing an understanding of the value of good behaviour. It is vital for practitioners to recognise that play is not some form of break from the curriculum; it is an opportunity for children to develop their physical and cognitive abilities for the 21st century (Moyles, 2010) and is an authentic means of implementing the school curriculum (Action Alliance for Childre n, 2007; Moyles, 2010). The notion that play enables children to enhance the skills is put forward by Hughes (2006), who contends that there are a large number (up to 16) of different types of play, including movement and discovery which involves the exploration of the environment and the use of language (endorsed by Ginsberg, 2007; Singer et al., 2006; Bateson, 2005). Other scholars such as Manning-Morton and Thorp (2003) and Burghardt (2005) emphasise the multipurpose nature of play in that children are able to use play as a means for learning through practising skills for the future, tackling and solving problems, as well as a means through which they develop their methods of communicating with those around them. A critical factor in any childs development is feeling safe within the boundaries of any environment to which they are exposed; a number of writers (Moore and Russ, 2006; Russ, 2004; Sayeed and Guerin, 2000) allude to the fact that children must feel safe and relaxed in order to play with freedom and that play in itself allows children to relax, which has a beneficial effect on their emotional outlook (Russ, 2004). This safety element can be achieved through practitioners building upon childrens experiences within the home environment, which can then lead on to opportunities for progression and extension through challenge (Department for Children, Schools and Families [DCSF], 2009). Critical to the learning process is the careful design of activities which take advantage of childrens innate ability to enjoy play and the fact that playing engages childrens bodies, minds and emotions (DCSF, 2009, p. 10). Furthermore, through this process children are able to learn the skills associated with successful interaction with others in order to be part of a community, to experience and to manage their feelings/emotions and to develop confidence in themselves and their abilities (DCSF, 2009). Play provides opportunities for children to develop positive attitu des towards learning, in that they are able to develop their interests, be creative and experimental, to be critically thoughtful (Trevlas et al, 2003; Hurvitz, 2003) as well as developing resilience and the ability to work alongside others as a part of the educative process (DCSF, 2009). Play and Learning Theory The most important point about play is that it is active in nature. This active pursuit of knowledge was stressed by Piaget, who emphasised childrens ability to construct their own knowledge as individuals (Moore, 2000) through exploring their environment (Phillips and Soltis, 1998) in order to make sense of it (Wyse, 2004). Having scientifically studied children (May, 2013), Piaget put forward the notion that children develop in distinctive stages sensorimotor (birth to 2 years), preoperational (2 to 6 years), concrete operational (7 to adolescence) and formal operational (adolescence to adulthood) and that play becomes more complex as learners mature (for example, sensorimotor/practice play, preoperational/symbolic, pretend and fantasy play [Krause et al., 2003]). He also stated that as children came upon new experiences and knowledge, they added them to their existing knowledge base (assimilation) prior to being able to employ this new knowledge (accommodation), thus enhancing t heir cognitive abilities (Curtis and OHagen, 2003). Piaget (1973) believed that children were only able to gain a true understanding of knowledge as a result of this process of discovery, which enables them to be innovative and flexible as opposed to learning in a mechanistic way. These constructivist principles were shared by Vygotsky, although his emphasis was on social and collective learning as opposed to learning as an individual. It was his belief that interaction with others was a key element in enabling children to learn (Buchan, 2013, Daly et al., 2004), and that learning was a social process. Vygotsky contended that the development of childrens communication and language skills relied upon their being allowed to experience the world around them in the company of others in a social context, which lead learners to an understanding of how to behave and how to control themselves in specific contexts (John-Steiner et al., 2010). This social aspect of learning is borne out by ob servations of children who imitate the actions of others without understanding, until such time as they are able to initiate actions for themselves [which is indicative of their level of comprehension] (Vygotsky, 1978). Vygotsky took this notion of learning from others a stage further when he stated that there was a difference between what children are able to do alone and what they can achieve with the help of more experienced others, labelling this difference the Zone of Proximal Development [ZPD] (Pound, 2005). He firmly believed that every interactive process in which learners engage, irrespective of the environment in which it takes place, provides them with opportunities to develop their language and thinking skills (Whitehead, 2010). Furthermore, Vygotsky (1978) commented that play was the best and most effective means of preschool development as it enabled children to develop their skills through interaction. Play and Current Early Years Practice As highlighted above, the current provision as laid out within the EYFS (DfE, 2014) documentation places the child at the centre of the learning process with a specific emphasis on play, which encourages the development of communication, language and literacy skills. There are three prime areas of learning (communication and language, physical development, personal, social and emotional development) and four specific areas which supplement the prime areas (literacy, mathematics, understanding the world and expressive arts and design). It is the responsibility of individual practitioners, and indeed settings in general, to consider the individual needs and stage of development for each individual in their care. Activities within classrooms must be planned to ensure equality of access for all, irrespective of their background or ability and they should be designed to engage learners in purposeful play which is both child initiated and adult led. The balance between these two types of p lay is of extreme importance. Children can learn by leading their own play and allowing their needs and interests to guide their activities. However, whilst responding to individual children in a positive and warm manner, it is critical that there is a gradual movement towards activities which are more adult led, in order to prepare them for more formal learning as they enter Year 1 (DfE, 2014). Play should provide children with opportunities to explore and express their feelings, to develop relationships with others, to make decisions, choices and errors whilst being respected and valued as individuals; they need to be encouraged to develop self-discipline whilst retaining their ability to be imaginative and creative in solving problems (Bruce, 1987 cited in Early Years Interboard Panel, n.d., p. 7) Conclusion Play is central to the development of children in their early years. It provides a platform through which children are able to learn about themselves and the world around them through interacting with it. It allows children to have fun while they are learning, and to engage with those around them as a part of the process of learning, which not only deepens their knowledge base but also provides them with life skills such as the ability to communicate and work effectively with others. Play has been recognised as a central element within the education system which allows children to blossom through interacting with and learning from those around them. It is à ¢Ã¢â€š ¬Ã‚ ¦ essential for childrens development, building their confidence as they learn to explore, to think about problems, and to relate to others (DfE, 2014, p. 9). References Action Alliance for Children (2007) Play in the Early Years: Key to School Success. A Policy Brief. Oakland, CA: Early Childhood Funders Bateson, P. P. G. (2005) The Role of Play in the Evolution of Great Apes and Humans. in Pellegrini, A., Smith, P. (Eds) (2005) The Nature of Play: Great Apes and Humans London: Guildford Press pp. 13 26 Bozena, M. (2007) Exploratory Play and Cognitive Ability. in Jambor, T.; Van Gils, J. (Eds) Several Perspectives on Childrens Play Scientific Reflections for Practitioners Antwerp: Garant Publishers pp. 79 104 Bruce, T. (1991) Time to Play in Early Childhood Education. London: Hodder Stoughton Bruce, T. (1996) Helping Young Children to Play. London: Hodder Stoughton Bruce, T. (2004) Developing Learning in Early Childhood. London: Sage Buchan, T. (2013) The Social Child. Laying the Foundations of Relationships and Language. Abingdon: Routledge Burghardt, G. M. (2005) The Genesis of Animal Play: Testing the Limits Cambridge, MA: MIT Press Coates, D., Thomson, W. (2009) Using Learning Stories in the Early Years Foundation Stage. in Palaiologou, I. (Ed) (2009) The Early Years Foundation Stage: Theory and Practice London: Sage pp. 118 131 Curtis, A., OHagan, M. (2003) Care and Education in Early Childhood: A Students Guide to Theory and Practice. London: Routledge Falmer Daly, M., Byers, E., Taylor, V. (2004) Early Years Management in Practice. Oxford: Heinemann Educational Publishers Department for Children, Schools and Families [DCSF] (2009) Learning, Playing and Interacting: Good Practice in the Early Years Foundation Stage. Nottingham: DCSF Department for Education (2014) Statutory Framework for the Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five. London: Department for Education Dunn, J. (1993) Young Childrens Close Relationships: Beyond Attachment. London: Sage Early Years Interboard Panel (n.d.) Learning Through Play in the Early Years. Retrieved 8th Sep tember 2015 from https://www.nicurriculum.org.uk/docs/foundation_stage/learning_through_play_ey.pdf Edgington, M. (2004) The Foundation Stage Teacher in Action: Teaching in 3, 4 and 5 Year Olds. (3rd Ed) London: Paul Chapman Elkind, D. (2008) The Power of Play: How Spontaneous, Imaginative Activities Lead to Happier, Healthier Children. Cambridge, MA: De Capo Lifelong Gallahue, D. L., Ozmun, J. C. (1998) Understanding Motor Development: Infants, Children, Adolescents, Adults. Boston, MA: WCB/McGraw-Hill Ginsburg, K. R. (2007) The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent Child Bonds. Paediatrics 119 (1), pp. 182 191 Hughes, B. (2006) Playtypes: Speculations and Possibilities. London: London Centre for Playwork Education and Training Hurwitz, S. C. (2003) To Be Successful Let Them Play! Child Education, 79 (2), pp. 101 102 John-Steiner, V., Cathrene Connery, M., Marjanovic-Shane, A. (2010) Dancing with the Muses: An Cultural-historical Ap proach to Play, Meaning Making and Creativity. in Cathrene Connery, M., John-Steiner, V., Marjanovic-Shane, A. (Eds) Vygotsky and Creativity: A Cultural-historical Approach to Play, Meaning Making, and the Arts New York: Peter Lang Publishing Inc pp. 3 16 Krause, K. L., Bochner, S., Duchesne, S. (2003) Educational Psychology for Learning and Teaching. Southbank Vic: Thomson Lillemyr, O. F. (2009) Taking Play Seriously. Charlotte: Information Age Publishing Inc Manning-Morton, J., Thorp, M. (2003) Key Times for Play: The First Three Years. Maidenhead: Open University Press May, P. (2013) The Thinking Child: Laying the Foundations of Understanding and Competence. Abingdon: Routledge Meadows, S. (1993) The Child as Thinker. London: Routledge Moore, A. (2000) Teaching and Learning: Pedagogy, Curriculum and Culture. London: Routledge Moore, M., Russ, S. (2006) Pretend Play as a Resource for Children: Implications for Pediatricians and Health Professionals. Journal of Developmental and Be havioural Pediatrics 27 (3), pp. 237 248 Moyles, J. (Ed) (2010) The Excellence of Play (3rd Ed) Maidenhead: Open University Press Robson, S. (2006) Developing Thinking and Understanding in Young Children. London: Routledge Phillips, D. C; Soltis, J. F. (1998) Perspectives on Learning. (3rd Ed) New York: Teachers College Press Piaget, J. (1973) Main Trends in Psychology. London: George Allen Unwin Pound, L. (2005) How Children Learn: From Montessori to Vygotsky Educational Theories and Approaches Made Easy. London: Step Forward Publishing Rogoff, B. (2003) The Cultural Nature of Human Development. Oxford: Oxford University Press Rose, J. (2009) Independent Review of the Primary Curriculum. London: Department for Children, Schools and Families Russ, S. (2004) Play in Child Development and Psychotherapy. New Jersey: Lawrence Erlbaum Associates Sayeed, Z., Guerin, E. (2000) Early Years Play: A Happy Medium for Assessment and Intervention. London: David Fulton Singer, D., Golinkoff, R. , Hirsh-Pasek, K. (2006) Play Equals Learning: How Play Motivates and Enhances Childrens Cognitive and Social-Emotional Growth. New York: Oxford University Press Trevlas, E., Grammatikopoulos, V., Tsigilis, N., Zachopoulu, E. (2003) Evaluating Playfulness: Construct Validity of the Childrens Playfulness Scale. Early Childhood Education Journal 31 (1), pp. 33 39 UNICEF (1989) The United Nations Convention on the Rights of the Child. London: UNICEF Vygotsky, L.S. (1978) Mind in Society. Cambridge, MA: Harvard University Press Whitehead, M. (2010) Language and Literacy in the Early Years 0 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 7. (4th Ed) London: Sage Publications Ltd Wood, E. (2004) Developing a Pedagogy of Play. in Anning, A., Cullen, J., Fleer, M. (Eds) Early Childhood Education: Society and Culture. London: Sage pp. 19 30 Wood, E., Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum. London: Paul Chapman Wyse, D. (Ed) (2004) Childhood Studies: An Introduction. Oxford: Blackwell

Summary OfThey Shut Me Up In Prose - 937 Words

In â€Å"They Shut Me Up in Prose,† Dickinson discusses how women are confined in society’s structured roles on women in the Victorian era. Dickinson does so in three stanzas, with an inconsistent rhyme scheme. This poem is influenced by the inequalities between genders and the limitations that prevented women from enjoying things that were seen as specifically for men, such as writing poems and having a higher education. In it, she uses various literary and poetic elements. In stanza 1, Dickinson begins by expressing the captivity that she feels due to society controlling what she can and cannot do. In lines 1 and 2, Dickinson explains that she was limited to only writing in â€Å"Prose†. She capitalizes â€Å"Prose† and â€Å"Girl† to emphasize that women†¦show more content†¦She also capitalizes and personifies â€Å"Brain† to emphasize her intelligence to show that she’s smarter and more creative than what society gives her credit for. Dickinson uses dashes to present the connection between these lines that show that society should see beyond the gender roles and recognize that women are capable of more than what they-- society-- think. In the last two lines, Dickinson further explains the feeling of being confined by society’s ideas of a woman. She capitalizes â€Å"Bird,† â€Å"Treason,† and â€Å"Pound† to represent how she feels caged, and â€Å"Bird† symbolizes the fr eedom that is being locked up. Also, she uses an analogy in â€Å"Treason† to show that she attempts to be free when she writes poems and going against what society expects her to do. Dickinson uses dashes to connect the thought of being â€Å"in the Pound†, which symbolizes being caged, for â€Å"Treason† and shows that Dickinson and other rebellious women are extending beyond those boundaries that men have built. Lastly, Dickinson conveys the themes of awareness and freedom to reveal that not only herself but also other women feel caged because men won’t look beyond beauty and see what women are actually capable of. In stanza 3, Dickinson finishes the poem with expressing how she wants the same freedom that men have and that she’s done with the

I Have a Dream Free Essays

choden â€Å"I have a dream â€Å"is one of the most important speech delivered by Martin Luther Jr. In the speech, Dr. Martin Luther King, Jr expresses the realization of a dream of freedom and equality for all people. We will write a custom essay sample on I Have a Dream or any similar topic only for you Order Now The purpose of this speech was to persuade people or give the public general knowledge about segregation . The speaker uses rhetorical strategy and different elements of literature to inform about the injustice being done to them and to point out the failure of unification between people. Dr king stated, â€Å"I am happy to join with you today in what will go down in History as the greatest demonstration for freedom in the history of our nation. † This is the first sentence that he delivers using syntax. The sentence is also a cumulative sentence because it supports the important idea that his speech will bring changes in the history. As the speech goes on , he uses extended metaphor such as , â€Å"cash a check† , â€Å"promissory note† , â€Å"fall heir† , â€Å"bad check† , â€Å"insufficient funds† , â€Å"bankrupt† , â€Å"riches of freedom â€Å" , â€Å"security of justice†. This extended metaphor is included in the passage reinforcing the whole idea of how black people are being separated. The bad check symbolizes the condition of the people. The promissory note might be the promise note for unification , riches of freedom only for white people , not black ; and security of justice only for white not for black people. Metaphor is also used in the sentence: â€Å"Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity†. The United States of America is described as a wealthy nation where a part of the nation is poor and starving because of segregation. The effect is to convey the message of what black people at that time were feeling because of separation and to talk to people indirectly through the words of literature and not to hurt any white people or government by delivering such a speech. In the speech, he mentions, â€Å"this note was a promise that all Black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness†; this sentence clarifies the use of paradox because slavery and segregation did not give freedom to African Americans. Another literary device that composes this speech would be parallelisms and repetition. Like, â€Å"we must rise to the majestic heights of meeting physical force with soul force† reflects the use of parallelism. The rights that weren’t provided to African Americans were the dreams that Dr. Luther wanted people to fight for in the speech emphasizing the sentence, â€Å"I have a dream†. The speaker uses a lot of Elements of language like diction, syntax, trope and schemes to make the speech memorable to people forever. The language that he includes archaic words that aren’t often used but it has its own vital role in the speech. In the speech, the use of trope is also been mentioned a lot. For example, the sentences that he uses like â€Å"not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred† uses metaphor. He compares the thirst of freedom and bitterness. He doesn’t want freedom given because of hatred but a freedom of happiness. Likewise the sentences, â€Å"We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality†, â€Å"little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers† uses simile . He combines white and black people to gather for equality. When he says , â€Å" I have a dream that my four little children will one day live in a nation where they will not be judged by the colors of their skin but by the content of their character† creates appeal to pathos of sad feeling that he feels his children are being judged. The speaker also provides logos like â€Å"we can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs stating â€Å"for whites only†. This information shows how much the separation is being done that even small children of black people are being suffered by it. Dr. Martin Luther King, Jr created an ethos that he wants the segregation to stop and wants all people should to live in harmony. He, himself had to suffer through all this and wanted to bring change. The speech uses a great rhetorical strategy because the connection between the speaker and the public shows reaction on the subject (segregation). How to cite I Have a Dream, Essay examples I Have a Dream Free Essays First Body Paragraph: Although Dry. Kings speech incorporated all sorts of arguments including equality, empowerment and freedom, Longboats Hughes’ poem focuses more on black empowerment. Acknowledging that Negroes were once Kings and Queens in Africa then reminding us that they were also enslaved to build the great pyramids. We will write a custom essay sample on I Have a Dream or any similar topic only for you Order Now Hughes creates a relationship through the movement of African Americans throughout history. Specifically examining the incredible contributions African Americans have made not Just to the united States but to the world. Second Body Paragraph: While Longboats Hughes argued for empowerment and enrichment of culture and people, Dry. King demanded equality, freedom and respect. Dry. King refused to stand by and watch his people continue to be mistreated, unfairly Judged, disrespected and overlooked. He not only wrote a compelling argument but he delivered It on the steps of the Lincoln Memorial. The same Abraham Lincoln that Hughes refers to in his poem. â€Å"l heard the singing of Mississippi when Abe Lincoln went down to New Orleans, and Eve seen its muddy blossom turn all gold in the sunset. Third Body Paragraph: Both of these incredibly successful Scholars helped to bring an end to the civil rights movement, passing new constitutional amendments. What I find so surprising is how they both made such an incredible impact with melodic forms of poetry according to the New York Times article written by: Machismo Skating â€Å"Dry. King pushed the text of his remarks to the side and began an extraordinary improvisation on the dream theme that would become one of the most recognizable refrains in the world. † Fourth Body Paragraph: With his Improvised riff, Dry. King took a leap Into history, Jumping from prose to poetry, from the podium to the pulpit. HIS voice arced Into an emotional crescendo as he turned from a sobering assessment of current social injustices to a radiant vision of hope -? of what America could be. Dry. King pushed the text of his remarks to the side and began an extraordinary improvisation on the dream theme that would become one of the most recognizable refrains in the world. † http://www. Anytime. Com/ 2013/08/28/us/the-lasting-power-of-dry-kings-dream-speech. HTML? How to cite I Have a Dream, Papers I Have a Dream Free Essays â€Å"I Have a Dream† August 28th, 1963 on the steps of the Lincoln Memorial in Washington D. C. , Martin Luther King Jr. We will write a custom essay sample on I Have a Dream or any similar topic only for you Order Now preformed his â€Å"I Have a Dream† speech. Perhaps amongst one of the most famous speeches in history, this speech is considered one of the most influential speeches of the 20th century. â€Å"I Have a Dream† has inspired millions of people and is still frequently quoted and cited nearly 50 years later. My goal in writing his paper is to evaluate King’s speech using the evaluation criteria. The four main criteria are: effects, truth, ethical and artistic. Each plays a very different role in assessing an essay and it’s adequacy. The purpose of the speech was to inspire Americans to believe that all individuals of all races should be treated equal, and that they would one day. King wanted people to stand with him and fight for their rights. The rhetoric situation was that King was delivering his speech during the â€Å"March on Washington,† where a protest was being held. Thousands and thousands travelled from all over the country to hear him speak. The rhetorical constraints of the speech were trying to adhere to those who opposed civil rights. The ones that King really had to reach out to were those who still believed that segregation should continue. This leads into the first criteria of evaluation, effects. Effects are whether or not the author, or in this case speaker, got the final outcome that they wanted to achieve. The final outcome that King was seeking by making his speech was for equal rights to be finalized, and that all men and women of all races would be free at last. In the first line of his speech King states â€Å"I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. Implying that King had great homes for the outcome of his ever so famous speech, he not only wanted to inspire those in his audience but to make them as passionate about the issue as he was himself. The next portion of the effects criteria is â€Å"logical and/or emotional sense. † This examines whether or not the speech tries to capture the audienceâ₠¬â„¢s mind. In my opinion I think that the speech is more emotional rather than logical. King knew the anguish his listeners were feeling, and he used those feelings to fire his audience up. He wished to connect emotionally with them, share their pain and happiness. For example, he often uses the word â€Å"we† within his speech, letting the audience know that he stands beside them, rather than in front of them. The second criteria when doing an evaluation is truth. Truth in and of itself is pretty self-explanatory, it is whether or not the author/speaker is using facts rather than fiction. â€Å"I Have a Dream† is a very truthful speech. During the time that King wrote his speech equal rights still did not exist in many states and segregation was common most everywhere. He also touches upon the Emancipation Proclamation and how it led to the start of the civil rights movement, even though it was a century beforehand. On line two of King’s speech he states, â€Å"Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. † The Emancipation Proclamation was undeniably the starting point for equal rights, freeing all slaves from their owners. King also uses the Constitution as a historical reference, to note that all men were supposed to be guaranteed certain rights. At the time of the speech, a lot of those rights were still not given to many citizens. The third criteria in evaluation is ethical, this implies that the speech is socially responsible and not corruptive. This speech is fairly ethical, because King does not make any outrageous allegations against those who had done wrong and the rally held during the speech was very peaceful. But for the effect it had on society, it was remarkable. That August day King and 250,000 others marched peacefully in Washington. The following day the New York Times wrote about the speech, â€Å"They had found an effective way to demonstrate for changes in the laws without breaking the laws themselves† (Reston, 1963). There was also another article entitled 200,000 March for Civil Right in Orderly Washington Rally; President Sees Gain for Negro. The article stated â€Å"it was the greatest assembly for a redress of grievances that this capital has ever seen†¦There was no violence to mar the demonstration. In fact, at times there was an air of hootenanny about it as groups of schoolchildren clapped hands and swung into the familiar freedom songs† (Kensworthy, 1963). This just goes to show how non-violent King’s followers actually were. King wished to send positive messages to his audience and encourage them to act civilly rather than aggressively to achieve their goal. The final criteria for evaluation is artistic, which judges the words used and the delivery of the speech are important. The speech is very artistically put together. King paints vivid pictures with his words and emotions. One line six he states, â€Å"Now is the time to rise from the dark and desolate valley of segregation to the sunlit path or racial justice. † His use of descriptive words makes his speech more persuasive and appealing to the audience. His use of the phrase, â€Å"I have a dream† is consistently used throughout the speech. This makes the speech flow together in harmony. A great writing technique seen throughout his speech is a metaphor, in line six for example, â€Å"Instead of honoring his sacred obligation, America has given the Negro people a bad check, a check which has come back marked ‘insufficient funds. ’† King is not actually speaking of a bank account, but instead is using it as a metaphor for how African Americans were promised these rights but were never given them. King uses many different writing techniques to help to create and maintain drama throughout the speech. The speech definitely applied some criteria stronger than others. I believe that King uses artistic and ethical criteria the strongest throughout his speech. The way in which his speech flows together and uses powerful descriptive words are characteristics of the strong artistic values of his speech. However I think the truth aspect of his speech could have been stronger. Although he did not use any false information, it would have been better to use more references throughout his speech, the only things he really quoted are the Emancipation Proclamation and the Constitution. On line ten he states, â€Å"We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. † The second part of the statement may be true, but African American males had been able to vote since 1870, almost a century before this speech, he could have been trying to use a metaphor, regardless, it was not truthful. He also dramatized many things, such as on line three when he states â€Å"But one hundred years later, the Negro still is not free. Technically speaking, they were free by constitutional rights, but did not entertain the same rights as Caucasians at this time. Dramatization may be great tools in some speeches, but it may seem un-honest to those audience members who did not understand metaphors or other writing strategies. Overall, I think that the speech met all the criteria in most ways. I evaluated the speech based on how I felt it fit the four main points of ethicality, truthfulness, effect s, and artistic value. The speech has been an American staple since the day King gave it, nearly 50 years ago. King did a great job in standing up for what he believed in and accomplished his goal of civil rights for every man and woman, regardless of color in the United States. Works Cited Kensworthy, E. W. (1963, August 29). â€Å"200,000 March for Civil Rights in Orderly Washington Rally; President Sees Gain for Negro. † New York Times. King Jr. , M. L. (1963, August 28). I Have A Dream. Conducted from The Lincoln Memorial, Washington D. C. Reston, J. (1963, August 29). â€Å"I Have A Dream†¦Ã¢â‚¬  Peroration By Dr. King Sums up A Day The Capital Will Remember. New York Times. How to cite I Have a Dream, Papers

Compare and Contrast Theater, Poetry and Fiction Essay Example For Students

Compare and Contrast Theater, Poetry and Fiction Essay In the poem, London written by William Blake, the city of London and its people is being controlled by the government that mistreats its citizens. This paper will show the similarities and differences each story and its effects of tragedy. In the story, A Very Old Man with Enormous Wings, Marquee tells the story of an angel-like man who falls from the sky into the courtyard of Appeal and Lessened. The angel-like man is seen when the couple is out in the courtyard disposing crabs. They believe the odor from the crabs is causing their newborn to become ill. Appeal sees something from a distance and hear sounds of moaning. The author writes, He had o go very lose to see that it was an old man, a very old man, lying face down in the mud, who, in spite of his tremendous efforts, couldnt get up, impeded by his enormous wings (638). At first, they describe him as a raspier with little to no hair. They had no clue what he is so, they called the neighbor woman to evaluate the man. She says, Hes an angel. He must have been coming for the child, but the poor fellow is so old that the rain knocked him down (639). She suggests they should kill the angel-like man. Instead of killing the man, they place him into their chicken coop. Later that night, their child awakes without a fever and gains his appetite. Acknowledging this, the couple rejoices and decides to put the angel on a raft and send him out to sea with food and drinks for three days. However, before Appeal and Lessened could send the angel-like man off, the whole neighborhood is there to see the angel-like man. Even the towns priest came out to see him but he doubts that the man is an angel because he looks human-like, smells, and covered in bugs. The author says, The parish priest had his first suspicion of an imposter when he saw he id not understand the language of God or how to greet His ministers (640). The priest thought it was Just another act. The people all over town became curious of the angel-like man in search of good health. Lessened thinks to fence in the yard and charger the observers a fee to see him. People tried to feed him, poke him, burn him and throw stones at him to get an arousal from him. The angel-like mans feathers began to frail, wings cripple, and grow weak. As time progress, the couple saves enough money to build a mansion. The child is healthy and is in school. Having to arrive the worst winter, the angel-like man health improves and he is determined to spread his wings. Lessened catches the angle-like man from the kitchen window and is relieved that he is gone. The movie, Endgame written by Becket, tells the story of a group of people living in a house and think that the world has come to an end. The movie begins with Clove pulling the curtains from two small windows on opposite sides of the room. Clove walks with a limb. He chuckles as he takes the sheets off of two garbage cans that Nell and Nag lives in, he also takes the sheet off the chair that Ham sits in. Right before Clove goes into the kitchen; he turns to say, Finished. Its finished. It must be nearly finished. Ham takes the old handkerchief from his face and places it over his lap and cleans his glasses. He blows for Clove to help him to bed. They bicker back and forth. Hams parents rise from the garbage can. They examine each other to make sure they can hear and see each other. They laugh and reminisce about yesterday. Nell is uncomfortable and becomes unhappy with the living condition her son has her in. Nag is comical. He enjoys telling Jokes about things they use to o. Clove also helps Ham with his parents. They eat dog biscuits and have sawdust in their cans to use the bathroom. Nag tells Nell a long Joke hoping to cheer her up but shes not enlightened by his humor. Unhappy and discouraged, they go back down into their cans. Ham comma nds Clove to push him around the room. As Clove does as he is told, the blind guy reaches out to touch the wall. Ham refers to the wall as the other hell. .u7533bddd544c7683b6d1da32ebfcc878 , .u7533bddd544c7683b6d1da32ebfcc878 .postImageUrl , .u7533bddd544c7683b6d1da32ebfcc878 .centered-text-area { min-height: 80px; position: relative; } .u7533bddd544c7683b6d1da32ebfcc878 , .u7533bddd544c7683b6d1da32ebfcc878:hover , .u7533bddd544c7683b6d1da32ebfcc878:visited , .u7533bddd544c7683b6d1da32ebfcc878:active { border:0!important; } .u7533bddd544c7683b6d1da32ebfcc878 .clearfix:after { content: ""; display: table; clear: both; } .u7533bddd544c7683b6d1da32ebfcc878 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7533bddd544c7683b6d1da32ebfcc878:active , .u7533bddd544c7683b6d1da32ebfcc878:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7533bddd544c7683b6d1da32ebfcc878 .centered-text-area { width: 100%; position: relative ; } .u7533bddd544c7683b6d1da32ebfcc878 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7533bddd544c7683b6d1da32ebfcc878 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7533bddd544c7683b6d1da32ebfcc878 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7533bddd544c7683b6d1da32ebfcc878:hover .ctaButton { background-color: #34495E!important; } .u7533bddd544c7683b6d1da32ebfcc878 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7533bddd544c7683b6d1da32ebfcc878 .u7533bddd544c7683b6d1da32ebfcc878-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7533bddd544c7683b6d1da32ebfcc878:after { content: ""; display: block; clear: both; } READ: The Role Century Poetry In Resisting 'Nationalism' EssayClove brings him back to the center of the room. Ham directs him to place him in the same exact spot in the center of the room. Ham asks Clove for the weather. Clove gets a microscope from the kitchen. He looks out the window and describes to Ham what he sees. Ham then ask Clove, We not beginning to mean something? Clove laughs it off. Ham then questions Clove about how he is feeling, and reminds him that he still has his eyes and legs to use. Clove seems bothered with the question Ham asks and threatens to leave. Ham recalls moments with Cloves father. Ham uses food and fear of what could happen if Clove decides to leave. Ham uses the fact that Clove has no place to go and no food to keep him as a revere to him but Clove wants nothing more than to leave. Ham requests for his dog so Clove goes into the kitchen and returned with a stuffed dog. They then discuss how Ham will know when Clove leaves. Clove thinks to set an alarm when he finally leaves. Moments after, Ham has Clove to wake up his Nag to tell him a story. He agrees to listen if he gives him a sugar plum. After he tells the story, he yells, there are no sugar plums. Nag remembers when little Ham and how he calls for him because hes scared of the dark. He then knocks on Knells can; when he did not get a respond, e went back down in his can. Clove cleans up the mess around the room. Ham ask, What are you doing? Clove yells, putting things in order! Ham commands Clove to check for his mother. Clove discovers that she is dead. His father cries quietly next to her. Ham shows no remorse. Ham demands him to push him to the window so he can feel the sunlight. Clove does as told and places him back in the same spot. As Clove take a look out the window he sees a young boy. Ham assures him that there is nothing but death outside. Clove goes into the kitchen and grabs a clock. First, he hangs it on the wall then he places it on top of the garbage can. Clove becomes irritated and threatens to leave. He packs his things and stands quietly at the steps. Ham calls for Clove but he does not answer. Good, he says. He calls out for his father but he does not answer either. He cleans his glasses and places the handkerchief over his face. He sits there quiet and alone. In the poem, London by Blake, the speaker talks about the event that takes place as he walk the streets of London. In the first stanza, Blake speaks about the people of London being sad and oppressed from the strict laws of London. The poet writes, l wander through each chartered street, near where the chartered Thames does flow, And mark in every face meet Marks of weakness, marks of woe (lines 1-4). He warns us that the streets and rivers are being controlled by a sovereign power. Every person he sees is in distress and weak among other sickness. In the second stanza, he describes the feelings of the people. He writes, In every cry of every man, in every infants cry of fear, in every voice, in every ban, the mind-forged manacles I hear (lines 5-8). He witnesses the cries of men and the fear of each child. Although they were banned from freedom to express themselves, he could still read their expressions as if it is written on their face. In the eighth line he uses mind-forged manacles to describe a people who are suffering and frightened and their feelings are imprisoned in their own mind. In the third stanza, he tells how some have become used to this way of life. .u314d168fd4a7cd07acd25dde19a2b48f , .u314d168fd4a7cd07acd25dde19a2b48f .postImageUrl , .u314d168fd4a7cd07acd25dde19a2b48f .centered-text-area { min-height: 80px; position: relative; } .u314d168fd4a7cd07acd25dde19a2b48f , .u314d168fd4a7cd07acd25dde19a2b48f:hover , .u314d168fd4a7cd07acd25dde19a2b48f:visited , .u314d168fd4a7cd07acd25dde19a2b48f:active { border:0!important; } .u314d168fd4a7cd07acd25dde19a2b48f .clearfix:after { content: ""; display: table; clear: both; } .u314d168fd4a7cd07acd25dde19a2b48f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u314d168fd4a7cd07acd25dde19a2b48f:active , .u314d168fd4a7cd07acd25dde19a2b48f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u314d168fd4a7cd07acd25dde19a2b48f .centered-text-area { width: 100%; position: relative ; } .u314d168fd4a7cd07acd25dde19a2b48f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u314d168fd4a7cd07acd25dde19a2b48f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u314d168fd4a7cd07acd25dde19a2b48f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u314d168fd4a7cd07acd25dde19a2b48f:hover .ctaButton { background-color: #34495E!important; } .u314d168fd4a7cd07acd25dde19a2b48f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u314d168fd4a7cd07acd25dde19a2b48f .u314d168fd4a7cd07acd25dde19a2b48f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u314d168fd4a7cd07acd25dde19a2b48f:after { content: ""; display: block; clear: both; } READ: Beowulf is a story about a man named Beowulf who desired fame and fortune in life EssayHe writes, How the chimney-sweepers cry every blacking church appeals; and the hapless soldiers sigh runs in blood down palace walls (lines 9-12). He tells how the blood of soldiers who fought battles is poured down the walls of the palace. He is even appalled by the churches. In the final stanza, he tells of a curse placed on women. He writes, But most through midnight streets I hear how the youthful harlots curse blasts the new born infants tear, and blights with plagues the marriage hearse (lines 13-16). Theres a young girl who resorts to prostitution and wonders the street every nigh t. Some have been cursed. When the rich get married in a carriage, it will be cursed and her carriage might turn out to be a hearse. In conclusion, each author illustrates a familiar feeling of tragedy in three different ways. In London, Blake uses the word marks in the first stanza to mean the visible marks, the metaphorical scars, left by the controlling, oppressive system which is leaving the people of London vulnerable. Whereas in A Very Old Man with Enormous Wings, Marquee uses the angel-like man magical wings, which should lift him to great heights, become the very thing that keep him from even getting out of the mud.

Military Policy Essay Example For Students

Military Policy Essay POLSCI 111Gerard ChretienIntroduction to American GovernmentMay 15, 2001MILITARY DEFENSE POLICYDear Mr. President,As a proud American and veteran of our great armed forces, I strongly advocate that you initiate a new policy regarding the maintenance and strategic welfare of our nations forces. The current conditions of our military are not in sync with the needs of the 21st century challenges and objectives. There is numerous issues that need to be addressed such as: new weapon development, increase in pay, consolidation of various programs, review of oversea deployment policy and so forth. Currently you are aware that your predecessor (malignant Bill Clinton) and his administration have not developed any policy to upgrade our forces during his presidential tenure. Having served in the military, I can say from personal experience, that our forces need a desperate infusion of new weapons and strategic programs that would do away with inefficient and obsolete ones. Our men and women, who wear their proud uniform, represent one of Americas most treasured assets, thus their needs must be held to a high standard. During the Clinton era, for that matter, since the end of the Reagan era, defense spending has been systematically reduced across the board (omitting the Gulf War). This type of reduction leaves our armed forces inadequately supplied with resources to combat issues that affect the U.S. domestically and abroad. The current status must be overhauled and restructured. You may feel that as a result of the Cold-War ending and the majority of America feeling the need to expand our military is not necessary, I urge you not to ride the same track of thought. Having rogue states still capable in constructing weapons of mass destruction (e.g. Iraq) and host of other states that despise our way of life, its imperative, now more than ever, that we stay militarily capable and ready to defend Americas interest. Now there is many who believe that the United States should down grade military production because of several factors. First, the United States is the remaining super-power in the world, a threat from an antagonistic country like North Korea or Iraq seems ridiculous and very remote. Secondly we have the worlds most productive economy, allowing us to build and purchase anything that fits our interest. Last and most importantly we have and sustain the most dangerous armed forces known to man. Such factors leads us to believe that military spending is futile in age of peace time and further more, Americas most dangerous rival (Soviet Union) is no longer a threat, but a cooperative diplomatic engaging state. Many Americans also feel that any additional spending on military arsenal can and should be directed toward other vital programs that affect our daily lives such as: health care, education, job-training, small-business development, just to name a few. These points and others are valid, but it cannot blindfold us to the reality that war can occur any time. Not being ready and capable would be detrimental to way of life and hinder our society, as a whole, to prosper into the future. I strongly advice you to adhere to my perspective, so you can assure Americas growth and security well into the new millennium. Semper FidelisSecond Lieutenant Gerard Chretien, U.S.M.C.