Tennyson and optimism and despair Essay Example For Students

Tennyson and optimism and despair Essay I believe that Tennysons works do represent the different positions of optimism and despair. In The Lady of Shalott, she is hoping to get out of the castle, but she dies on the way down. In Ulysses, the two ideas are represented again, but through different ways. The lady in The Lady of Shalott is waiting for a prince to come and save her. A bowshot from her bower eaves, /He rode between the barley leaves describes her seeing Lancelot. She climbs down from the tower to ride a boat down to Camelot and (since she is cursed) ages rapidly and dies in the boat- She floated down to Camelot; /And as the boathead wound along /The willowy hills and fields among, /They heard her singing her last song, /The Lady of Shalott. In Ulysses, the persona loves going to battle, it gives him a sense of worth and something to do- And drunk delight of battle with my peers. He wants to go back out and fight, but there are no more wars, and his soul feels younger than his body. We are not now that strength which in old days /Moved earth and heaven, that which we are, we are- /One equal temper of heroic hearts, /Made weak by time and fate, but strong in will /To strive, to seek, to find, and not to yield. Tennyson had some tragedies in his life, and wrote about them in his poetry. But like all humans there is always hope and optimism that things will change for the better. We will write a custom essay on Tennyson and optimism and despair specifically for you for only $16.38 $13.9/page Order now Words / Pages : 256 / 24 . Tennyson and optimism and despair Essay Example For Students Tennyson and optimism and despair Essay I believe that Tennysons works do represent the different positions of optimism and despair. In The Lady of Shalott, she is hoping to get out of the castle, but she dies on the way down. In Ulysses, the two ideas are represented again, but through different ways. The lady in The Lady of Shalott is waiting for a prince to come and save her. A bowshot from her bower eaves, /He rode between the barley leaves describes her seeing Lancelot. She climbs down from the tower to ride a boat down to Camelot and (since she is cursed) ages rapidly and dies in the boat- She floated down to Camelot; /And as the boathead wound along /The willowy hills and fields among, /They heard her singing her last song, /The Lady of Shalott. We will write a custom essay on Tennyson and optimism and despair specifically for you for only $16.38 $13.9/page Order now In Ulysses, the persona loves going to battle, it gives him a sense of worth and something to do- And drunk delight of battle with my peers. He wants to go back out and fight, but there are no more wars, and his soul feels younger than his body. We are not now that strength which in old days /Moved earth and heaven, that which we are, we are- /One equal temper of heroic hearts, /Made weak by time and fate, but strong in will /To strive, to seek, to find, and not to yield. Tennyson had some tragedies in his life, and wrote about them in his poetry. But like all humans there is always hope and optimism that things will change for the better. Words/ Pages : 256 / 24 Tennyson and optimism and despair Essay Example For Students Tennyson and optimism and despair Essay I believe that Tennysons works do represent the different positions of optimism and despair. In The Lady of Shalott, she is hoping to get out of the castle, but she dies on the way down. In Ulysses, the two ideas are represented again, but through different ways. The lady in The Lady of Shalott is waiting for a prince to come and save her. A bowshot from her bower eaves, /He rode between the barley leaves describes her seeing Lancelot. She climbs down from the tower to ride a boat down to Camelot and (since she is cursed) ages rapidly and dies in the boat- She floated down to Camelot; /And as the boathead wound along /The willowy hills and fields among, /They heard her singing her last song, /The Lady of Shalott. In Ulysses, the persona loves going to battle, it gives him a sense of worth and something to do- And drunk delight of battle with my peers. He wants to go back out and fight, but there are no more wars, and his soul feels younger than his body. We are not now that strength which in old days /Moved earth and heaven, that which we are, we are- /One equal temper of heroic hearts, /Made weak by time and fate, but strong in will /To strive, to seek, to find, and not to yield. Tennyson had some tragedies in his life, and wrote about them in his poetry. But like all humans there is always hope and optimism that things will change for the better. We will write a custom essay on Tennyson and optimism and despair specifically for you for only $16.38 $13.9/page Order now .

Puberty Blues is a non-fictional story based on the lives of the authors, Kathy Lette and Gabrielle Carey as they were teenage Essays

Puberty Blues is a non-fictional story based on the lives of the authors, Kathy Lette and Gabrielle Carey as they were teenage Essays Puberty Blues is a non-fictional story based on the lives of the authors, Kathy Lette and Gabrielle Carey as they were teenage Essay Puberty Blues is a non-fictional story based on the lives of the authors, Kathy Lette and Gabrielle Carey as they were teenage Essay Essay Topic: We Real Cool Puberty Blues was written by Kathy Lette and Gabrielle Carey. It was first published in 1979. This edition was published in 2002 by Pan Macmillan in Sydney; and reprinted in 2003. It is a non-fictional story aimed at 13-14 year old girls based on the lives of the authors, Kathy Lette and Gabrielle Carey when they were teenagers growing up in the Southern suburbs of Sydney. Throughout the novel, the main characters, Debbie and Sue, explore the treacherous expectations that peer pressure can place upon adolescents lives. It represents the importance of coming to the realization that creating morals and values of your own, whether male or female, is the most important thing that you will ever have to do. At just thirteen years of age Debbie would have done anything to become part of the popular group. If you werent in that crowd you were no one. After dealing with the mean and harsh treatments the popular group had displayed towards Debbie and her best friend Sue, they continued endeavoring to be accepted by the group. The reader can slowly see Debbie change her morals and values as the story progresses. Her family was no longer important to her, she continually disrespected their rules and appeared ignorant to any past ethical behaviors they had taught her. She became obsessive about status and risked everything to fit in. She began to ditch her old friends and began drinking, smoking and cheating in schoolwork. She knew that it was wrong but popularity was her main priority. She lost dignity in herself and respect from her family and began to believe it was acceptable to eat, sleep and breathe the boys expectations of her. Debbie began to feel nothing was worthwhile, life was boring and there was nothing to do. She kept on commenting on how great it would be to surf but everyone laughed it off as a joke and replied with a quick answer that girls dont surf. To cure her boredom, she began to take drugs with the boys and soon fell pregnant to her boyfriend, Danny. After looking everywhere to find hi m and tell him the news she finally found him in his room nearly passed out from taking so many drugs. This was when Debbie became more aware of the outside world again and how shed changed. She began to realize that all her peer group ever did was do things for the boys and that their only source of entertainment was sex, drugs, and surfing (the girls were their accessories who sat on the beach and minded their towels). She was sick of delivering food to the guys when they were ready for it and she was sick of never doing anything for herself. After spending a lot of time thinking about it, she finally told Sue how she felt. She wanted to do something about it and she knew what that was. After that day Debbie and Sue bought their very own surfboard. They surfed all day long and had never felt better, and although their group had disowned them straight away she didnt care anymore. She saw them as a minority group she once strived to be part of. Puberty Blues is written in first person. This displays a more personal connection between the character and the reader. The authors also project a sense of confidence within the characters about what was cool and what wasnt. For example, in the first few paragraphs the characters tell you what was cool, they told you the things you must do to become accepted and as they were speaking showed a sense of excitement at the thought of this. They spoke of the boys in a manner which suggested they were god like creatures who were so superior to them that it was wrong not to do anything that they said. The novel is written in simple language yet relates to mature themes such as sex, drugs, and popularity amongst school life which affect the targeted audience who are becoming interested in such ideas and concepts. The language gives the reader a feeling of connection between the text and the ideas, which they can relate to themselves. In the beginning of the novel Debbie spoke in an incoherent manner but as she began to realize her inanity, she became more articulate and competent at expressing a cogent outlook on teenage false perceptions of priorities in life which seem miniscule to the outside world, e.g. popularity. Because the author includes the main characters throughout the novel, and shows their changes and how they grow as people, the use of an epilogue is one of the most important parts of this novel. It shows some who die from drug overdose and others ending up in jail for crimes they have committed. It shows how important it is to make the right decisions without sounding lame to the intended audience. The paragraph which reflects the most change in Debbie is the last paragraph in the book (p.113). We climbed the sand hill at Wanda and looked back. There they were, a mass of black specks way out to sea. The surf had dropped. They sat astride their boards in the grey, flat water; waiting. I knew theyd be talking about their chicks. They always did, way out there when the waves werent working. Hey Deb, lets go get a milkshake Sue and I walked off. It shows that Debbie at last sees the boys as an overrated obsession. How theyre better off claiming independence rather then living up to other peoples expectations and it also shows that your true friends are the ones who will always be there.

5 Traits of People Who Always Get Promoted at Work

5 Traits of People Who Always Get Promoted at Work Ever feel like you’re doing all the right things, but watching everyone around you advance while you’re still stuck spinning your wheels? Here are 5 things that successful people- you know, the ones getting all of those promotions every year- seem to have in common.1. They Have a StrategyRather than continuing to apply blindly up the ladder, highly successful (and highly promoted) people tend toward a more strategic approach. They choose jobs not based on simply getting to the next rung up, but on their particular strengths. And they have their next move already in mind. They figure out what their next job should be before applying to a new one. That way they’re always thinking about the skills and experiences they should be building now to move seamlessly towards their next position.2. They Say NoYou may think that you need to say â€Å"yes† to every proposed project in order to get ahead, but that’s not true. Truly successful people (even Warren B uffett) know that picking their projects and their battles- and prioritizing what they need to do to end up where they need to be- is the better strategy. They’re ruthless and discriminating in their choices.3. They Know How to Handle The BossSuccessful people realize their bosses hold the key to their advancement. If a boss is getting in the way, they find a way around it. They work their bosses, using â€Å"we† language and getting involved in what matters most to the person in charge of their next career steps. They challenge their bosses and gain their respect. Consequently, their bosses know when to promote them.4. They Keep Proof of Their SuccessesSuccessful professionals know they need hardcore proof that they are capable for their next job. They’re always strategizing how to work on projects that will impress their next boss as much as their current one. They don’t rest on their laurels or pursue extraneous education. They just build up a laundry list of proof that shows they are ready to take things to the next level.5. They Make an ImpressionThe most successful people understand that, in order to get anywhere in office life, they have to build influence. This doesn’t mean backstabbing or politicking. It just means: comporting themselves with integrity, honesty, and professionalism. They build relationships with the people and institutions that can make a lasting difference in their careers.

Procurement Assignment Example | Topics and Well Written Essays - 500 words - 1

Procurement - Assignment Example erefore, the outdoor sports stores REI might try to use certain strategies at the time of selecting the sources of supply, suppliers, market place and competition. Sources of supply: in order to satisfy the changing needs of the individual, maximum extent of the entrepreneurs of outdoor sport stores REI try to offer best products. Only then, the level of satisfaction rate of the customers might get enhanced thereby amplifying the rate of dominance in the market. However, in order to do so, the entrepreneurs desire to analyze the psychology and perception of the customers through vivid market research and competitor orientation policy. After doing so, the sources of supply are determined by the entrepreneurs of outdoor sports stores REI’s, in order to attract a wide range of customers towards it and to retain them for longer period of time among others (Drummond & Ensor, 2006). Not only this, by market research and customer orientation, the risk of switch over costs might be reduced that may prove extremely effective for the organization in the market among other rival players. Suppliers- as per contracting policy, the suppliers might be selected after signing the document of placing the orders exactly in time and also with exact materials. If the specified time period gets delayed then, the entire order of products might get cancelled along with the contractual document as well. Then, the suppliers may not be offered any sort of orders that might hamper the entire productivity and profitability of the organization. So, the suppliers are selected extremely consciously in order to retain them for longer period of time (Christensen, 2003). Market places- the market places are selected on the basis of the geographical distribution of the area. This is because, if the range of buyers is high, then the rate of sale might also be increased thereby amplifying its total profit margin as well. Similarly, if numerous mass markets, super markets or hyper markets are

Assessment Practices in Classroom Dissertation Example | Topics and Well Written Essays - 1000 words

Assessment Practices in Classroom - Dissertation Example The paper "Assessment Practices in Classroom" presents the discussion about the types of assessment practices that the author has observed in classrooms and if the teacher assistant helped with the assessment and if so, in what ways. The paper also describes and discusses the importance of curriculum-based assessment.In classrooms, teachers carry out different forms of assessment. There are two distinct types of assessments. The first one is summative while the other is formative. Educators use summative assessments to gauge whether the students are learning relative to the said content standards. Examples of such assessments that I have noticed in class are the end of term exams and the end of chapter tests. Formative assessment on the other end is instrumental in classroom practice that contributes to teaching while the students continue to learning. An example of such is the group and personal presentation that the students do time to time. The educator can identify the areas that the students have understood while the same time contributes to an area that he feels needs more understanding. Another key distinction between formative assessments from the latter is the participation of the students. Formative assessment can only be achieved with the involvement of students in the discussion. And the teacher assistant helped with the assessment especially during the discussion in classes. As the students presented their findings, the teacher assistant pointed out the areas that did not have enough research.

Culture and Formation of Culture Essay Example for Free

Culture and Formation of Culture Essay The word culture can be referred to the behavior of the human beings specifically with the objects, things and commodities around them and these objects are used as an essential part of this behavior. In this sense it is only the ability of the mankind to create a culture. And culture itself will include all the norms and behaviors of human beings like language, customs, beliefs, religions, tool, techniques, arts, rituals, ceremonies and common practice of every day life. There are numerous definitions of culture and every anthropologist has a different view about it. Some has defined culture as â€Å"learned behavior† or â€Å"ideas in mind† or â€Å"a logical construct†, but the most favored definition is that culture is â€Å"the abstraction from behavior† (Culture). Certeau (xi) states that Culture is the combination of every day practices of the societies. But instead of making the unit force an individual he has taken a more economist perspective and regarded them as â€Å"consumers† (Certeau, xi). While John Fiske produced a two economic theory and regards culture as a parallel economy against the financial economy and has named it as â€Å"cultural economy† (Fiske, 538). As every economy has a capital the cultural economy’s capital consists of pleasure and meanings (Fiske, 541). Frederick Engels while speaking in the context of history defines culture as â€Å"traditions, which haunt human minds† (Engels, 10). Speaking conclusively culture is not only behavior neither an action, but it is the combination of abstraction and behavior or a behavior explicating a concept. Formation of Culture: According the theory of evolution, the advancement of the human behavior from natural to learned and freely variable behavior, the particulars of which have the tendency to be transferred to the next generation and has the ability to evolve into a system of things. Thus culture is a man made environment brought into existence by the human ability to symbol. When a culture is established then it has a life of its own. It is a range of things and events in a cause and effect relationship (Culture). Different theorists have argued about the formation of culture in their own specific way and style. According to Bourdieu â€Å"cultural needs are the product of upbringing and education† (Bourdieu, 42). He initially states that the production of cultural goods as well as the description of different ways of appropriating these goods as work of arts as well as providing social conditions, which are considered legitimate (Bourdieu, 42). He further emphasis that all social practices, which are the core of any culture, are traced back to education or social origin (Bourdieu, 42). On the other hand Fiske says that culture is the opposite force developed in response to the producers of consumer goods. He states that culture is the parellel economic system, which runs in response to the financial economic system. According to him it’s capital is meanings and pleasure (Fiske, 538). This is a more economic perspective of rather than the anthropological perspective. Theodor Adorno while discussing the evolution of popular music culture states that the popular music culture and its hold on the masses is because of the urge to distract the individuals from the current realities to the world of fantasy, and popular music has the ability to distract the listener from it (Adorno, 80,81). Thus according to him a culture evolves as a reaction of the current cultural norms. That is the main reason that the popular culture did not evolved before the industrial revolution. Social Relations: Social relations are the behaviors of different social groups related to and in response of each other. Thus speaking about the ruling class, which is also regarded as the elite class or aristocracy is the social group, which has the means of production at its disposal Thus the ruling ideas and concepts are the expressions of dominant material relationships (Marx Engels, 8). According to Marx and Engels the historically speaking the relationship of the individual and the ruling class are reflected by the dominance of ideas and concepts during the dominance of that ruling class. For instance during the dominion of the aristocracy the concepts of loyalty and honor were dominant, while during the dominion of the bourgeoisie the concepts of equality and freedom were dominant (Marx and Engels, 8). The relation between the ruling class and the lower class has two ways. Either it leads or it dominates. The first relation is with its allies while the second is with its enemies (Gramsci, 12) Thus the social relations between the aristocracy has two conditions. If the aristocracy has friendly terms with the lower class, the lower class will follow accordingly under its leadership. But if the lower class does not consent the way the ruling class leads it will refuse to follow. As a result the ruling class will try to dominate the lower class in order to maintain its status. Marx has regarded the aristocracy as the material forces of production, which sometimes come into conflict with the property relations that is the lower class and results in the social revolution (Marx, 9). Engels says that the economic political and traditional i. e cultural factors are interrelated and they in combination play the determined role in the formation of history. Thus history is the product of the combine efforts of the economical, political and demographical factors. Thus one can very easily find the social relation between the economy, politics and cultural norms. Works Cited Adorno, Theodor W. â€Å"On Popular Music† Studies in Philosophy and Social Sciences. 1941. Bourdieu, Pierre. â€Å"Distinction and The Aristocracy of Culture†. Distinction: A Social Critique of the Judgment of Taste. 1984, Routledge, London. Certeau, Michel de. â€Å"The Practice of Every Day Life† 1984, Berkley University California Press. â€Å"Culture. † Encyclop? dia Britannica. 2007. Encyclop? dia Britannica 2006 Ultimate Reference Suite DVD 8 May, 2007. Fiske, John. â€Å"The Popular Economy† Television Culture. 1987, Routledge, London. Gramsci, Antonio. â€Å"Hegomony, Intellectuals and the State† Princeton Notebooks, Lawrence Wishart, London. Marx, Karl. â€Å"Base Superstructure† A Contribution to the Critique of Political Economy. 1976, Foreign Languages Press, Peking. Marx, Karl Engels, Federick. â€Å"Ruling Class and Ruling Ideas† The German Ideology. 1970, Lawrence Wishart, London. Marx, Karl Engels. â€Å"A Letter to Joseph Bloch† Selected Letters. 1977, Foreign Languages Press, Peking.

Emily Dickinsons Because I Could Not Stop for Death Essay -- Because

Emily Dickinson's Because I Could Not Stop for Death Emily Dickinson’s â€Å"Because I could not stop for Death† is a remarkable masterpiece that exercises thought between the known and the unknown. In Dickinson’s poem, â€Å"Because I could not stop Death,† there is much impression in the tone, in symbols and in the use of imagery that over flow with creativity. One might undoubtedly agree to an eerie, haunting, if not frightening, tone and use of symbolism in Dickinson’s poem. Dickinson uses controlling adjectives –â€Å"slowly† and â€Å"passed† – to create a tone that seems rather placid. For example, â€Å"We slowly drove –He knew no Haste / †¦We passed the School †¦ / We passed the Setting Sun† (5,9,11,12), sets a slow, quiet, and clam atmosphere. The tone in Dickinson’s poem puts readers’ ideas on a track towards a boggling atmosphere. Dickinson’s poem lives on complex ideas that are evoked through symbols, which carry her readers through her poem. Besides the literal significance of –the â€Å"School,† â€Å"Gazing Grain,† â€Å"Setting Sun,† and the â€Å"Ring† –much is gathered to complete the poem’s central idea. Dickinson brought to light the mysteriousness of the life cycle. The cycle of one’s life, as symbolized by Dickinson, has three stages and then a final stage of eternity. â€Å"Schools, where children strove† (9) may represent childhood; â€Å"Fields of Gazing Grain† (11), maturity; and â€Å"Setting Sun† (12) old age. In addition to these three stages, the final stage of eternity was symbolized in the last two lines of the poem, the â€Å"Horses Heads† (23), leading â€Å"towards Eternity† (24). Dickinson thought about the life cycle in terms of figurative symbols. Dickinson describes the scene such that mental pictures of sight, feeling, and sound com... ...ld not stop for Death," will leave many readers talking for years to come. This poem then, puts on immortality through an act of mere creativity. Indeed, creativity was captured at all angles in this striking piece. Bibliography Dickinson, Emily. "Because I could not stop for Death." The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 4th ed. Boston: Bedford-St. Martin’s, 1997. 642-643. Greenaway, Kate. "Ring-a-ring-a-roses." The Oxford Dictionary of Nursery Rhymes. Ed. Iona and Peter Opie. Oxford: Clarendon Press, 1951. 365. Greenberg, John M. "Dickinson’s Because I could not stop for Death." Explicator. v49n4. Summer 1991. 218. Monteiro, George. "Dickinson’s Because I could not stop for Death." Explicator. v46n3. Spring 1998. 20, 21. Shaw, Mary N. "Dickinson’s Because I could not stop for Death." Explicator. v50n1. Fall 1991. 21.