The Ethics Of War Essays - Applied Ethics, Catholic Social Teaching

The Ethics Of War Root Entry MatOST MatOST Microsoft Works MSWorksWPDoc Jason Bennett Ethics I 5-11-98 Paper #2 The Ethics of War Discussed I choose to do my paper on the ethics of war, and plan to discuss the morality and rules of war. One of the biggest reasons that I chose this topic is that I was in the Army for a few years, and therefore have some insight and concern on the subject of war. I do not think that my opinions will be biased as I can still take an objective look at the arguments, but I do plan to argue that the morality of war is relative to the situation. I am generally in agreement with the author's of the articles in our textbook, and have read and understand their arguments. In Morality of Nuclear Armanent, Connery discusses when it is and is not permissible to use nuclear weapons to resolve a conflict. He starts out with several statements that set the tone for his argument. He says that Wars of aggression are always impermissible and The only just war is a defensive war.... This means that it is never permissible to attack another country, unless they have attacked or provoked you. Now this could be argued because there are many situations that I believe would warrant military aggression, that would not require an actual prior show of force. For example, the situation in Saudi Arabia and Kuwait during Operation Desert Storm. Sadam Hussien did not attack the United States, nor did his actions threaten the lives of U.S. citizens. I strongly believe however, that the U.S. had every right, if not an obligation to intervene with military force. The U.S. had economic interests to protect, as well as the defense of a small country that could not defend itself against the hostile attack. Connery also discusses the amount and type of force that is permissible. He says, In a defensive war, only proportional responses are permissible to answer aggression. An exception is possible if the enemy is extraordinarily well-armed and likely to use dis-proportionate force. For instance, if my enemy were in possession of nuclear bombs which I had good reason to believe he would use, it would be suicidal for me to choose the more leisurely precision bombing. This means that if the situation could be resolved with a limited display of military force, then it is not necessary or permissible to exceed this level of aggression in the attack. However, if the enemy you are facing has superior weapons or is willing to use devastating force against you, then you are permitted to use whatever actions necessary to resolve the situation and save your own country. The majority of Connery's argument focuses on the morality of waging indiscriminate warfare on non-combatants, i.e. non-soldiers, civilians. In his article he says: Moralists agree that the noncombatant may not be the direct target of any destructive weapon, large or small. This means that one may neither deliberately aim his attack at noncombatants nor drop bombs without distinction on combatants and noncombatants alike. Such bombing would be contrary to sound moral principles, even if resorted to only in retaliation. But granted a sufficiently important military target which could not be safely eliminated by any less drastic means, nuclear bombing would be morally justified, even if it involved the resultant loss of a large segment of the civilian population. It is presumed, of course, that the good to be achieved is at least equal to the expected damages. I would tend to agree with this argument, that it would be morally permissible to bomb civilians as long as the end justifies the means. But what justifies the merciless slaughter of innocent people? Connery says, But to be justified, the loss of civilian life must be unavoidable and balanced by a proportionate good to the defender. This view is not shared by Ford, who in his article The Hydrogen Bombing of Cities, he argues that it is never permissible to kill noncombatants. It is never permitted to kill directly noncombatants in wartime. Why? Because they are innocent. That is, they are innocent of the violent and destructive action of war, or of any close participation in the violent and destructive action of war. It is

Reverend Dimmesdale Essays - English-language Films, Free Essays

Reverend Dimmesdale Essays - English-language Films, Free Essays Reverend Dimmesdale "Life is hard, but accepting that fact makes it easier." this common phrase has been proven true in many people's lives, but is also a harsh fact that Boston's Rev. Dimmesdale, a key character in Nathaniel Hawthorne's the Scarlet Letter, had to face. In this twisted story of deception and adultery set in the Puritan era, Hawthorne introduces Dimmesdale as a weak and cowardly man who refuses to take responsibility for his actions. Yet, he transitions to a person who accepts his sins and the consequences, before it is too late, ultimately finding happiness. At the beginning of the novel, Dimmesdale has established quite a reputation for himself. In discussing individual members of the magistrate, the towns people describe Dimmesdale as a "God fearing" gentleman, "but merciful overmuch (49)". Due to his actions, all of the people respect and look up to the Reverend. Throughout the story, Dimmesdale desperately tries to confess, envying Hester, for her courage, he says, "Happy are you Hester, that wear the scarlet letter openly upon your bosom! (188)" Even at the end of the novel, when finally attempting to confess, people are compelled by his final sermon, raving that "never had a man spoken in so wise, so high, and so holy a spirit, as he that spake this day (p.243)". Proving that he was a very loved and influential man in the small town. In further developing Dimmesdale's character, Hawthorne portrays him as a hypocrite. His outward demeanor deceives the villagers, appearing as a completely holy man. However, before the action of the novel begins, he stumbles into sin, by committing adultery with Hester Pryne, an attractive young woman whose husband has been long absent on a journey, and presumed dead. His cowardly outlook on his sins only causes his troubles to snowball. Abandoning Hester and her illegitimate daughter Pearl, also augmented his problems. Forcing Hester to go and find work around town, an obviously hard task for a single parent. He also abandons them emotionally and physically, rarely there when Hester and Pearl needed him. Innocent little Pearl wonders why Dimmesdale is so afraid of public displays of affection, yet when they are alone, he takes notice of her and Hester; talking to him, Pearl asks" 'Wilt thou stand here with Mother and me, tomorrow noontide?' (p.149)". A question whose answer is unclear for Pearl. In fact, the only way Hester and Pearl receive any kind of support from Dimmesdale is when Hester threatens to tell the truth about his sins. The fact that Dimmesdale is a hypocrite causes him to experience increased torment due to his guilt. Hawthorne's point is beautifully illustrated by Dimmesdale, because if he was not such a highly religious man, then he would not care about his crime. However, he does care, and he inflicts torment on himself, including long periods of fasting, in addition to hours of staring at himself in the mirror, he could also be caught numerous times in his closet, whipping himself and burning the letter "A" on his chest, or at the scaffold in the wee hours of the morning, practicing how he is going to confess the next day. Deluding himself by pretending that his private punishment is adequate. Similarly, there are also some things that go on that are out of Dimmesdale's control. For example, bizarre thoughts and hallucinations take over him. His outward appearance also reflects this. To illustrate, "...his cheek was paler and thinner, and his voice more tremulous than before-when it had now become a constant habit....to press his hand over his heart.. (118)". "He thus typified the constant introspection wherewith he tortured, but could not purify, himself (141)". Proving, once again, that no good came out of his self-inflicted punishment. Even though he was privately repentant at home, his ministerial duties were carried out, attempting to keep his personal life out of the church. Dimmesdale refuses to confess, rationalizing that if he did, he would not be able to continue preaching and doing good deeds for the people; attempting to balance the scale. " 'These men deceive themselves' ", as stated by Dimmesdales's doctor, referring to people who believe that they can balance the scales by "doing good deeds (129)". However, at the conclusion of the novel, Dimmesdale takes an enormous load off of his back when he swallows his pride and finally confesses. After he sees himself transformed into a man that wants to teach children blasphemous words, and to sing and get drunk with visiting

Gold Alloys in Colored Gold Jewelry

Gold Alloys in Colored Gold Jewelry When you buy gold jewelry, it isnt pure gold. Your gold is really an alloy, or mixture of metals. The purity or fineness of gold in the jewelry is indicated by its karat number 24 karat (24K or 24 kt) gold is as pure as gold for jewelry gets. Gold that is 24K is also called fine gold and it is greater than 99.7% pure gold. Proof gold is even finer, with over 99.95% purity, but it is only used for standardization purposes and is not available for jewelry. So, what are the metals that are alloyed with gold? Gold will form alloys with most metals, but for jewelry, the most common alloying metals are silver, copper, and zinc. However, other metals may be added, especially to make colored gold. Heres a table of the compositions of some common gold alloys: Gold Alloys Color of Gold Alloy Composition Yellow Gold (22K) Gold 91.67%Silver 5%Copper 2%Zinc 1.33% Red Gold (18K) Gold 75%Copper 25% Rose Gold (18K) Gold 75%Copper 22.25%Silver 2.75% Pink Gold (18K) Gold 75%Copper 20%Silver 5% White Gold (18K) Gold 75%Platinum or Palladium 25% White Gold (18K) Gold 75%Palladium 10%Nickel 10%Zinc 5% Gray-White Gold (18K) Gold 75%Iron 17%Copper 8% Soft Green Gold (18K) Gold 75%Silver 25% Light Green Gold (18K) Gold 75%Copper 23%Cadmium 2% Green Gold (18K) Gold 75%Silver 20%Copper 5% Deep Green Gold (18K) Gold 75%Silver 15%Copper 6%Cadmium 4% Blue-White or Blue Gold (18K) Gold 75%Iron 25% Purple Gold Gold 80%Aluminum 20%

Age of Nationalism, Realism (1850-1871), and Age of Progress Essay

Age of Nationalism, Realism (1850-1871), and Age of Progress (1871-1894) - Essay Example While Napoleon III sought to preserve the most famous medieval buildings which had been disregarded since the French revolution, he directed the flattening of Large sections of the city and the replacement of old winding streets with broad avenues and large thoroughfares. This rebuilding was very significant as it turned Paris into a city of broad tree-lined boulevards and parks that are major tourists’ attraction sites today. Another positive legacy of Napoleon in France was the development of infrastructure. Under him, the French railway network was built. This greatly contributed to the development of steel industry and coal mining in France and radically changed the nature of the economy into the second largest in the world. Coal mining and steel companies issued stocks, which saw the French stock market expand enormously. The country entered the modern age of large-scale capitalism. Tycoon such as Eugene Schneider and James de Rothschild are symbols of the period. Frances largest banks founded during that period exist even today. Napoleon III was the first French ruler to have taken great care of French economy. His restructuring of Paris made the city to be what it is today as it determined a new type of urban setting and has had a great positive productive impact on the daily lives of Parisians. In fact, all posterior trends and powers referred to these renovations to either adapt or reject them or to recuperate certain of France’s elements. However, politically, Napoleon left a negative legacy, as his martial escapades were sometimes a fatal blow to Europe’s performance. Even when it involved radical and potentially revolutionary changes in politics, Napoleon III attempted to rearrange the world map to the favor of France. He was overambitious and he had gone too far and committed severe mistakes. He entered in wars that were not necessary for instance, the war with Russia and with Prussia that led

Film Reaction Movie Review Example | Topics and Well Written Essays - 1250 words

Film Reaction - Movie Review Example Sauri replaces his father as leader and Kumaglak's favorite Tulimaq is cursed. The film illustrates how lust for power and personal advancement can divide a community and cause pain, suffering, and untimely death. It demonstrates the law of attraction, how humans can bring evil on themselves and others by harboring bad thoughts. The role of a shaman is not necessarily always a good one in terms of having positive intentions and effects. The film illustrates the nature of the spirit world which also reflects the thoughts, emotions and actions of those living in the physical world. Kumaglak's wife Panikpak takes pity on Tulimaq's poor family. After years of discontent and discord under Sauri's despotic leadership, Tulimaq's sons Amajuaq, the Strong One and Atanarjuat, the Fast Runner, grow up to be skilled hunters and rebels. Atanarjuat falls for Atuat, the betrothed of Sauri's ill-tempered, jealous son Oki. The plot is full of intrigues and the seed of discontent and malice is passed down to the next generation. Oki loses a head punching competition to which he challenges Atanarjuat. But the two young men's battle is also a battle of spirits. The deceased shaman Kumaglak's spirit, summoned by the elder Panikpak, protects Atanarjuat and brings him victory. This is an example that death does not end spirit matters; the power of the spirit persists beyond the physical world and can traverse across world to make its influence felt. The story addresses taboos and breaks them, telling of Puja, Atanarjuat's troublesome second wife, sleeping with her brother-in-law Amajuaq. This causes a deep rift between the brothers. The lack of forgiveness is another spiritual wound, both for the person who refuses to forgive and the one who is refused forgiveness. Puja sets the two brothers up and they are attacked while they sleep by Oki and his friends. They murder Amajuaq, who urges Atanarjuat to flee. There's a parallel here to other myths and spiritual traditions, the lesser brother is elevated to spiritual heights just as Joseph was after being sold by his jealous brothers, or Jacob, or even young David who killed Goliath and became king. Atanarjuat is helped by a spirit to soar over a wide crack and escape Oki. He is aided by Qulitalik, Panikpak's brother who escaped the evil camp with Kumaglak's rabbit foot, the symbol and embodiment of the shaman leader's spirit. This is a good example of the material instruments and p ower objects that shamans use. Qulitalik recognizes Atanarjuat's need to heal spiritually and emotionally and sends him on a spiritual path, collecting animal droppings in a shit bag and with the aid of the rabbit foot, Kumaglak's tool. Qulitaik's role is much like the assistants who help apprentice shamans find their path and accept their destiny. Picking up feces is like holding on to emotional refuse. It is senseless and unhealthy. Atanarjuat has troubling visions, but finally comes to terms with his past and forgives his brother. Forgiveness is the key to his healing and opens the way to healing for the community, too. Atanarjuat has a vision in which his heart is pierced by the evil shaman. This is a highly symbolic event. The piercing of the heart represents deep spiritual pain and potentially fatal suffering. The heart

A case study on Harley-Davidson.Com Essay Example for Free

A case study on Harley-Davidson.Com Essay I. Statement of the Problem Although Harley Davidson dominates the market in North America, it has been the smallest in Europe and the 4th in Asia/Pacific region which is dominated by Japanese brands. One reason for Harley’s smaller market share in Europe and Asia region is that the company cannot produce enough motorcycles to meet demand and its prices tend to be higher than competitive models. Shortages of Harleys lead many consumers to purchase competitive bikes as there are 2-year waiting lists for some Harley models. The researcher of this study seeks to answer the following questions: 1. What is the best way to advertise or market Harleys in the Europe and Asia/Pacific region? 2. What improvements shall be done in Harley-davidson. com website? II. Objectives of the Study This study seeks the following objectives: to be able to understand the market share of Harley Davidson from the case study to determine which advertising is best for Harley Davidson in Europe and Asia to know whether the official website of Harley is good enough and competitive enough to give the best solution to increase market share and sales of Harley in Europe and Asia/Pacific region III. Scopes and Limitations of the Study. The study includes the current situation of Harley Davidson Company, the nature of the company, the background, its market share in different countries and the effect of its official website on consumer behavior. The study however, is limited with only secondary data available from the text and from the official websites of Harley and its competing brands. This study has recommendations and points of view that are based from my own perspectives and thinking as a marketing student. IV. Nature of The Research A. Harley Davidson Harley-Davidson, often abbreviated H-D or Harley, is an American motorcycle manufacturer. Founded in Milwaukee, Wisconsin, during the first decade of the 20th century, it was one of two major American motorcycle manufacturers to survive the Great Depression. Harley-Davidson also survived a period of poor quality control and competition from Japanese manufacturers. The company sells heavyweight (over 750 cc) motorcycles designed for cruising on the highway. Harley-Davidson motorcycles (popularly known as Harleys) have a distinctive design and exhaust note. They are especially noted for the tradition of heavy customization that gave rise to the chopper-style of motorcycle. Except for the modern VRSC model family, current Harley-Davidson motorcycles reflect the styles of classic Harley designs. Harley-Davidsons attempts to establish itself in the light motorcycle market have met with limited success and have largely been abandoned since the 1978 sale of its Italian Aermacchi subsidiary. Harley-Davidson sustains a loyal brand community which keeps active through clubs, events, and a museum. Licensing of the Harley-Davidson logo accounts for almost 5% of the companys net revenue. B. Global Competitors Honda motorcycles, Kawasaki, Suzuki and Yamaha are some of the major competitors of Harley Davidson. C. Motorcycle Buyers The demographic profile of motorcycle buyers has changed over the years. According to the Motorcycle Industry Council, 61% of buyers are over 35 years old whereas in 1980, only 27% has reached this age. In 1980, only 2. 4% of motorcycle buyers had incomes of $50,000 or higher, whereas in 1998, over one third were in this income group. White-collar professionals are the largest group of new bike riders, accounting for 36%. Many are former riders now stepping up to their dream machines and state that motorcycle riding helps reduce stress in their lives. D. Motorcycle Company Websites. H. D. management believes that the Internet is a powerful marketing tool. Its website is affectionately called the â€Å"anti-websites† since it encourages visitors to get offline and onto their Harleys. The website includes detailed information on the company and its products. It has nearly 1. 5 million visitors in 1997 alone. V. Areas of Consideration A. Competition All of Harley’s major competitors have products other than motorcycles on their websites including cars (Honda, Suzuki, and BMW), outboard motors (Honda, Yamaha, and Suzuki), and jet skis, snow mobile, boats, generators and power equipments. However, Harley’s website is devoted exclusively to motorcycle-related information about its products, experience and the company itself, including financial data. This may be a competitive advantage for Harley because it illustrates that the company is focused only in the motorcycle industry. B. Market Share The following table shows the market share of Harley and its global competitors in different regions: |COMPANY |NORTH AMERICA |EUROPE |ASIA/PACIFIC | |BMW |2. 70% |13. 40% |4. 30% | |HARLEY |48. 50% |6. 4 |15. 6 | |HONDA |20. 5 |24. 1 |28 | |KAWASAKI |10. 2 |10. 7 |22. 1 | |SUZUKI |10. 3 |17. 2 |7. 9 | |YAMAHA |4. 8 |16. 3 |16. 6 | |OTHERS |3 |11. 9 |5. 5 | VI. Alternative Courses of Action/Recommendation A. Harley Davidson should invest in Market Penetration in the regions where it is very sluggish. The company should supply enough units in the countries of Europe, Asia and the Pacific with competitive and affordable prices. B. The official website must be improved with good brand image through the use of better marketing colors and especially with cultural influences for Europe and Asia and not just for American consumers. VII. SWOT Analysis Recommendation: Market Penetration †¢ Strengths increase of market share in Europe and Asia availability of supplies in Europe and Asia more name recall increase of good brand image †¢ Weaknesses risky fast production of supplies for the regions is costly defects upon production are inevitable †¢ Opportunities H. D. may be the most popular brand of motorcycles in the world May and will conquer the highest/largest market share of Motorcycle Industry in the whole world †¢ Threats outcome may be negative sales may not meet expenses. production of supplies may be time-consuming VIII. Conclusion After carefully analyzing the case of Harley Davidson, the best solution I can give is to go on Market Penetration. Even if the company has already established its name and brand, most European and Asian countries still prefer those brands that are most available and affordable in their areas. One very relevant reason why H. D. has a small market share in these regions is its being expensive. While there are a lot of competitive brands mostly made from Asia, H. D. still has an edge and an advantage among these brands. Unlike the others, H. D. specializes on motorcycles alone and this may be a competitive advantage for Harley because it illustrates that the company is focused only in the motorcycle industry. The improvement of its website through the use of better colors and images might be a very good idea to increase sales and brand consciousness on consumers. But the best improvement for the website that I could suggest is to add cultural touches from Asian and European cultures. With that, consumers from all countries may be able to relate with the brand.

Death of a sales man Essay -- essays research papers

No one has a perfect life. Everyone has conflices that they must face sooner or later. The ways in which people deal with these personal conflicts can differ as much as the people themselves. Some insist on ignoring the problem as long as possible, while some attack the problem to get it out of the way.   Ã‚  Ã‚  Ã‚  Ã‚  The book of a Salesman, is written by Arthur Miller. It takes place at Willy Loman’s - A 63 year old once popular salesman who’s lost his popularity and sales, not to mention his mind, small house in New York surrounded by apartments. Biff, a thirty-four year old son of Willy who has been searching for himself while working on farms in the west to the dismay of his father, returns from the west to visit his family although he doesn’t know how long he’s going to stay. Happy, the younger brother of Biff who tries in all he can to please his father and attempts to continue his father’s dream after he dies, is glad to see him, but Willy seems strangely irritated. Willy has a flashbacks time to time. Biff and Happy were promising high school students. Charley, a father who is fairly successful and offers Willy a job which Willy refuses on the basis of pride, comes to Willy’s house at night complaining of not being able to sleep . Charley and Willy play cards, but at the same time, Willy hold a conversation with his imaginary brother. Charley has no idea what’s going on and leaves. Linda tells Biff that Willy has attempted by crashing the car several times. Willy comes out of his reverie and speaks with his family about their jobs. Happy has an idea of starting a line of sporting goods so Biff decides to go to Bill Oliver to ask to borrow money. Willy decides to go to Howard the next day to ask if he can work in New York so that he wouldn’t have to drive 700 miles to work.. The next day Willy goes to Howard and Biff goes to see Oliver. They decide to celebrate their success by going out for dinner at night. Biff confronts Willy about his attempts and Willy denies everything. He tells Biff that he did not get any money from Oliver and has no hope go get any money. He accuses Willy of not know who he really is. However, after this, Biff cries and leaves. Willy realizes that Biff loves him and de cides to celebrate by himself by crashing the car which would give his family twenty-thousand dollar in life insurance. No one but his family and... ...f, when he couldn’t even afford to buy his wife new ones. Another secret is when Linda finds out that Willy’s trying to kill himself. She doesn’t let Willy know that she found out, so she’s letting the problem go on, instead of fixing it. In Act One, page 59, Linda states, â€Å"I was looking for a duse. The lights brew out, and I went down the cellar. And behind the fuse box---it happened to fall out--was a length of rubber pipe--just short......And sure enough, on the bottom of the water heater there’s a new little on the gas pipe....Everyday I go down and take away that little rubber pipe. But when he comes home, I put it back where it was.† Happy lies constently about everything and anything. An example is when they were at the resturant and he met some s. He told the s that Willy wasn’t his father. Charley’s family has an open relationship. Charley taught Bernard to be honest.   Ã‚  Ã‚  Ã‚  Ã‚  Third, there’s appearanceWilly’s family shared the need to be well liked, and wanted to have the personalities to â€Å"win friends and influence people,† Willy tried to make sure his â€Å"image† presented an air of leadership and success, but was more passive than he wanted to appear.

A life in the day of…

It's 7am and once again the annoying repetitive sound of the alarm on my phone rings again. As I still have my eyes closed, I feel around the floor for my phone to stop the alarm. After ten seconds I find the cancel button, the alarm is still ringing in my ears. Eventually I open my eyes to find nothing but darkness. I feel as dead as Kurt Cobain. I stumble to the door and pull down the cold handle. As I open the door, I hear the sound of the T. V downstairs. I sit on the top step of the steep stairs knowing if I were to try and walk I would most probably fall. When I reach the bottom I see my Dad lying on the sofa looking half-dead watching the T. V. I say ‘good morning,' he replies with a simple grunt. I walk out the kitchen, look out of the window, the sun shines so brightly, I can't see a thing. To wake myself up, I stumble into the bathroom as if I am drunk to take a shower. As soon as I get into the shower I started to feel awake. I am enjoying a quiet, relaxing shower when all of a sudden my twelve year old sister pushes the bathroom door open so hard that it hits the sink. The noise of that is so loud that it makes me jump a mile. I shout at her so loudly the house began to rumble. Around 7:30 I depart from my shower. I run upstairs very quickly as I only have a towel loosely wrapped around my waist. After that I put my school uniform on, my white polo shirt, black trousers and my black sweater. I pick up my big black bag which I had packed last night and once again walk downstairs to the chaos of everyone getting ready for work or school. I can see the steam coming out of my parent's head from the stress and rush of the morning. I pick up a shining, shark, silver knife from the kitchen and a loaf of bread from the kitchen and make myself a nutella sandwich. Its 8:15 and I have the long walk of approximately twenty metres to get to my bus stop, also known as a video shop. As I walk my shoe's make a loud sound like a horse walking. After five minutes of talking about girls and music the ‘Red Submarine' bus arrives. Yet again we have the same cheery driver with a chin ring, six earrings and a nose stud. All eighteen of us at the bus stop run onto the bus like a herd of galloping rhinos. I jump onto a seat with Sean and Adam near the door of the bus. We drive up the hill towards the nest bus stop at a maximum of three mph. Once all fellow pupils have been picked up in Maesycoed, the ‘fag bags' start puffing away upstairs. I complain to the driver about the smell of the fags but he does nothing. After twenty minutes of torture the bus finally arrives at Coedylan Prison, late as ever and yet again, we are the last people into school. I pull the cold silver metal of the front entrance doors of the prison. As I try to rush to get to registration, I am trapped by somebody walking as slow as a slug. At last my path has been unblocked and then I have to walk up the step staircase to get to the year ten registration corridor. I arrive at my registration room just in time for the register. I sit down and wait for my name to be called on the register. ‘Amy, Sophie, Ian†¦.. ‘ until eventually my name is called. Miss Hambling is a very laid back teacher who will let the class do what we want as long as the register is done. After the register, the class talks until the end of registration. At 9:05 I leave my reg to head for the first joyful lesson of the day, English with the teacher tat has clever ideas on how to wake her up in the morning. Miss Angell's cat jumps on her bladder so that she has to wake up to go the toilet and so that she would feed the cat. During the lesson, Christian usually uses his annoying repetitive noisy behaviour to do something to me and the rest of the class laugh. The rest of the lesson I finish writing up my essay. At 9:55 the repetitive, noisy, silver bell rings for second lesson. I am relieved because my arm is starting to ache but also disappointed because I like English. Second lesson, I can't even walk into the room and I already hear ‘Stand behind your chairs'. And then ‘Sit down; heading is quadratic equations, underline it with a ruler. ‘ As the lesson progresses, the tiredness creeps up on everyone. Page upon page being written on. Graphs to be drawn on blue squared paper. I feel as if my arm is about to drop off. Waiting and waiting for the magic words ‘pack away'. At 10:55, finally, the magic words have been said as well as a yell of, ‘Stand behind your chairs! ‘ As the chairs get pushed along the dusty floor the most high pitched noise I ever heard is being made and it is making the hairs on the back of my neck stick out. Five minutes later, ‘First row†¦ Second row'. Finally break time. The joy of chatting about girls and rock music and getting kicked in the shins or slapped by Kerry Adams. This takes place in a small area cramped with munchkins and lanky people. The sound of people rattling their money as if they're Bill Gates waiting to go to the refreshment machines. I stand near the door and when I saw someone just about to open the door I pushed Brian Mackinnon against it. While Brian is moaning in pain everybody else is laughing. This happened continually until the end of break when the bell rings for third lesson. Biology, the best lesson of the day. Go in sit down for five minutes chatting and ‘gyping' Abi Hughes. After that short time, ‘Timmy' starts reading out of a book and then the class has to write it out. Everyone calls him Timmy because some of the teachers do. After that short, boring waste of time, ‘Timmy' starts to draw something on the white board which he always calls a blackboard because he is still living in the past. During the next ten minutes we have to copy down the picture and then we can talk. When we started talking Pringles got told off for ‘gyping' Abi and Bedgood gets told off for trying to bite Pringles' ear. This is still happening and its nearly time for the bell when, ‘We've got time, so we'll copy down this equation'. I sigh but copy down the equation, once I finished I pack away just as the bell is ringing. At 11:55 I arrive at my I. C. T lesson with Mrs Plant. Walk in, sit down and turn on my usual computer on while a couple of people are having races and spinning around on the blue swivel chairs. Trying to move through the middle of them is like avoiding being fired at or trying not to fall into shell holes on a battle field. Finally Mrs Plant has arrived and the war is caught in action and both sides warned for the rest of the lesson. Obviously, I laugh. Mrs Plant calls everyone to the middle of the classroom where there are several tables. I slid along the floor like a car on ice on a Winters morning. Mrs Plant begins to explain the lesson, I have to finish designing my disco tickets and print them out. ‘Gavin' says Mrs Plant, the fear rose up in me, ‘Could you do me a favour', as those words are spoken I made a sigh of relief. ‘Please go to the staff corridor and into the staffroom to get laser for the printer. I walk to the staff corridor without a question until, ‘What are you doing down here? ‘ It was one of the secretaries. I explained what I am attempting to do so she goes to get it and told me not to go down the staff corridor again but to ask at the office next time. I nod my head and then walk off through the long, dusty corridor holding a big box in both hands. I walk into class and am greeted with a ‘thank you. ‘ I walk to my computer and load up ‘Microsoft Word' and the file ‘Disco tickets. ‘ Within the space of ten minutes, a voice from the other end of the classroom yells, ‘Gavin my friend, come help me please. It is Charlotte who I then helped, after completing the task, Susan asks the same thing so I help her also. I go back to my computer and begin to work as fast as light. At 12:38 I complete the work and ask Mrs Plant to put the laser in the printer so I am able to print out my work. As the bell goes the tickets are just printing. I put them into my file and leave for the canteen. Through the overcrowded, noisy corridors of Coedylan, I eventually reach the canteen and sit with the usual people on the right hand side of the canteen. I am surrounded by Adam and Gregg who are trying to steal my chocolate bars from my lunch box with the green lid. As I quickly eat my food, the canteen becomes more and more crowded and the lines become much longer. I finish my lunch and head back to the Bytezone. I throw my bag on the pile of bags already on the floor and walk over to my friend Grant but then I get surrounded by Kerry and her ‘clang' who are wearing their pyjamas to raise money for charity. At that hideous sight, I began to cry and fall to the ground. I am then asked if I want to go for a walk around the school. When I get to the back it is horrific, people spitting, smoking, I can't help but laugh at their stupidity. As we carry on walking we get to the basketball court where people from year eleven play football. While walking around the edge of the court, Grant is nearly hit on the head with a football. As we walk back into the Bytezone the machines just turned off and somebody's money has got stuck in thee chocolate machine. I go to talk to Kerry's ‘clang' half of them are sitting on the tables. It sounds like Pontypridd Park pool in the Summer with everyone talking or screaming. Grant and I swap phones so we can look at each others messages and all of a sudden a hand appears by the side of me and tries to steal Grants phone so she could have a look. I look at my watch and realise that the bell is about to go so I get my bag and wait for the bell to go at the bottom of the stairs. The bell goes and all of a sudden everyone starts running up the stairs. I walk into my registration classroom followed by other members of my disruptive reg class. As soon as Miss Hambling walks into the room she starts to call the register as there is not much time in afternoon reg. After about ten names she has to stop because Scott has disrupted her as usual. After another ten names, Miss Hambling is disrupted again but this time by the annoying Johnny. The register is being finished just as the bell goes. Now, the quick run through the corridor so I don't get caught up in the jam, but when I got to the bottom of the stairs, I am caught right in the middle of it. Luckily I am not caught up for long and I am first into the classroom. I go to my usual seat on the back row and get my Physics book out of my big, heavy bag and also my pencil case. As I am doing this the rest of the class stumbles through the door. Pringles and Adam both sit either side of me like always and Pringles asks me for a pen yet again. For Physics I have Mr Thomas, he's ‘kool,' he always let's have a joke in lessons. He tells the class to get their homework out so that we can mark it. This takes up fifteen minutes of the lesson. Now, Mr Thomas is telling everyone to go sit around the back desks so that we can watch a experiment. It is a steam train that is run by the water boiling with one exception, it's not working properly. As the lesson is progressing, time is going quite fast. As Mr Thomas is talking, the bells ringing. We all go to get our bags and now we can leave. Now, I have German, probably the best lesson of the day. I walk into the ‘Sunshine room,' which is what Mrs Hewitt calls it because apparently the sun always shines in that room. Today is going to be the second time that I will meet the German student Christiana. As soon as everyone is settled, Mrs Hewitt tells my half of the class to go to another room with Christiana for her to teach us for the first half of the lesson. I walk across the corridor and into a empty room where Christiana then put a map on the OHP. On this we have to say how to get to a building from a certain place. This went on for the first half of the lesson until we changed with the other half of the class. I walk back to the ‘Sunshine room' where Mrs Hewitt is waiting for us. As we are all sat down and quiet she starts to explain about a trip to ‘Kiln' for the Christmas markets. Now, we are moving to translating role-plays from English to German. They are both about directions which is quite fun. Before I knew it the bell had gone, so everyone packed up and now we are all rushing to our ‘sheds' so that we don't have to stand up. The mad rush in the corridors is like a running track at the Olympics. I run onto the red ‘shamrock shed' and sit downstairs for a change. I have made a good choice because the driver walked upstairs and gave everyone a warning for something. When the driver got back downstairs, he sat in his seat and he shut the big glass doors with green handles and off we go at the maximum speed of three mph and four mph down hill. Adam puts his CD player on and lets me listen to one of the earphones. We are listening to Kerrang 4, which is the best album ever created. I finally arrive at my bus stop, at the end of my street, at last I am off that excuse for a vehicle. I open the door of my house and before I can even say ‘Hello' my cousin has his arms around me and he's telling me about his day in school, but now I am feeling tired, so all I want to do is sleep. I turn on the T. V to the ‘Storm,' it's a modern rock radio station. My favourite D. J is on at the moment, he is ‘Deano. ‘ I have sat down for five minutes and the phone is ringing already. It's Adam asking me if I want to go to ‘Ponty. ‘ I can't be bothered but I will because thankfully I have no homework. I walk up the stairs and open my big brown bedroom door and to my surprise my clothes are already out ready for me to wear. I put on my dark blue baggy jeans and my black Nirvana ‘hoodie' with a picture of Kurt Cobain on the back of it. I walk back downstairs, say goodbye to my cousin and my Nan. I am going to the end of my long street which has a pub, a Chinese and a video shop where Adam is waiting. On the way we talk about how much fun the Sum 41 concert is going to be. We arrive in Ponty and head for Woolworths. In Woolworths we look at the rock albums and singles. Ten minutes I get a little bored and even more tired now. At 4:45 we leave Woolworths and head for the swings in the park. While walking through I see our friends Becky, Amy, Stacie and Nathalie and we go to the swings with them. We talk about rock music over and over and how much we hate pop music. Its 6:30 so the park is about to close. The silence of nobody around is relaxing but then the peace is disturbed by the sound of our baggy jeans dragging on the floor. When we reach Ponty, Adam and I depart from the girls and head for our homes in the pitch black apart from a few flickering street light. I keep looking around to make sure nobody is following us. I am now home. ‘Hello fellow family members' I say with a chirpy voice. I then walk towards the bathroom so I can brush my teeth before I go to bed. I walk into the lounge. ‘I'm off to bed now. ‘ It's only 9:00 but I'm extremely tired. I think about how cool it would be if I could become a very talented rock star like Kurt Cobain. I would call my band†¦ ‘Yawn! ‘ A Life In The Day Of†¦ At around 7: ooam on yet another dull and monotonous school day, my alarm rings. The shrill ear-piercing sounds and death-dance of my mobile phone attempts almost vainly to bring me back from oblivion. So loud that in the process of waking me up this wakes the rest of the house as well, (this will later make me the victim of taunts, mocking and severe punch-ups between my three older brothers and†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ me). I am usually forced out of bed, like a caterpillar breaking away from its cocoon, or tormented until I come round with the use of such agonizing instruments or procedures as the wet flannel or the glass of water over my head. After my torment and persecution, I stagger across the room with eyes still glazed over from around 8 hours of glorious sleep and, with an omnipotent thud, strike my hazily strike my ongoing alarm clock and watch it fall to the ground. With my eyes still twitching, gradually opening to the sight of raw sunlight gleaming through my curtains that have been rudely opened by my insensitive mother, I eventually make it to the bathroom and, because of our feeble, pathetic and broken shower, decide to run a bath. Cleanliness and external appearance is of great importance to me and a lot of other people coming through in this new generation. So, I put on my uniform. This is the one thing I enjoy about school as there is no deciding of what to wear, will it look good does it go with these shoes, just one set of clothes that can never go wrong. I then stumble downstairs, as unfit as I am, still stiff and taut from yesterday's game of football. Then with my ravenous and short-tempered self, attack the fridge like a man possessed, clutching the nearest and often tastiest piece of food, even if it is the remnants of last nights Chinese take-away. Once my journey to the fridge is complete (this usually takes around 10 minutes due to my laziness, and the time taken pondering over whether or not I can be bothered to get up out of my seat), I embark on the stairs, which to me at this time in the morning seem to be like a colossal mountain of sea green carpet. And, once at the top, I realise that in fact, due to the irony of my life, my toothbrush and paste have been tidied and taken downstairs by my once again insensitive mother, whose answer is repeatedly â€Å"well who else is going to do the tidying then. † Thankfully, after all this there are little immature quarrels over who gets to use the bathroom first as my brother who is still studying leaves the house later than me, because of his career as a professional footballer (oh how I do envy him, as he is able to take his time in the morning and yet still gets to play football for a living. Finally, I am ready to leave and the sacrifice made just for a lift to school involves a promise to do more chores or household tasks later in the day, yet I still end up being late due to the slowness of my mother and sister, whose life just seems to revolve around the â€Å"Tweenies! (How I do envy her). In more peaceful moments I often contemplate whether the extra ten minutes lie-in compensates for the un-enjoyable rush I have to endure everyday, but that 10 minutes is an eternity to me. And comments from my mother like â€Å"you need to get more organised†, â€Å"your brother was never like this†, and the old favourite – â€Å"your father and I used to walk 10 miles just to get to school†¦ and in our bare feet†, only seek to annoy me. After the complex procedure of getting everybody in the car, the journey commences at about 8:15am and the complete journey involves my younger sister crying for â€Å"the cheeky girls† and me in the front arguing my right to either revise or select my choice of radio station, if not against my sister, then my mother. It is the usual battle of Galaxy fm v Radio 4. As I arrive at school, my mother's somewhat futile attempts to park the car and later assault me, by trying to kiss me on the cheek amuse my friends as they pass. Once at school I immediately drop my bags and proceed to the metro station, an unofficial youth club, to meet my friends. However this all seems rather tedious until the Central High girls arrive and the sight of a mini-skirt makes the wait completely worthwhile. The day monotonously goes by, with each lesson inevitably uninteresting in its own way, until the joy of the long-awaited tuck-shop is appreciated, with its selection of fine sweets and hot, steaming succulent sandwiches, each as good as each other. As the lessons persist towards lunchtime, the hunger and tension draw near and the shiftiness and eagerness of the pupils become more apparent in the last five minutes of the lesson time and as the impatience and intolerance become more increase, people begin gradually and stealthily to shuffle books into their bags and look at their watches, too disgusted at the effrontery of the French teacher for keeping the class five minutes longer to discuss the application of the ultimately pointless past tense. Then, three loud rings signal lunch time and the class is promptly dispatched. At lunchtime, I usually enjoy a game of football, which ends up in me being late for lunch and lessons and becoming extremely sweaty. However, I believe in continually playing football in order to improve and become fitter, so that I can hopefully someday follow in my brother's footsteps in becoming a professional footballer, as this is what I enjoy doing most of all. I do also enjoy school however as long as I am not behind in work (this usually stops me from playing football at lunchtimes as I continually have something on my mind). I enjoy economics and am fascinated by the world of business and media, thus possibly leading me to a future career in either of these. Yet as lunchtime dawns upon us, the sun is exposed and my day is suddenly all the better for it, compared to the dreary, depressing clouds and bleak weather in the morning as I am still waking up. In the afternoon, once again the lessons slowly progress and once again the shuffling and shiftiness return towards the end of the day, all to save an extra five to ten minutes. At the end of the day, if I am not playing football, I head home and by around 5:30pm I can be started on my homework, so long as my mother nags at me enough. At home we have a very hectic household and I sometimes find it difficult to concentrate on just one thing, such as trying to attempt my maths homework when there is the constant ringing of the phone or my brother forever chatting to his girlfriend. There is also my sister wanting someone to play with her, the noise of the computer and the television. And, due to my other brother's strange profession of being a busker, he is forever making absurd things for his show, for example hammering nails into a bed of nails. Even though it always seems that as soon as I get started, my mother or father is calling for dinnertime and lamenting the fact that the family never eats together enough and so I never get started. But I always try to complete my homework's, even if it means staying up past midnight. However I do get to take my breaks, when my mother is busy, I sneak into the games room for a quick fifteen minutes on my play station, or sometimes just downstairs to watch television, with the repeated arguments every night over who gets to choose what programme to watch, with the forever ongoing debate or war over The Simpsons v The Discovery Channel. At long last I reach bedtime. As I return to the bliss of my furry, comfortable and warm bed, like a baby crawling back to its womb. Exhausted from going to bed too late after playing on the play station for too long and planning to go to bed early tomorrow night, I drift off to sleep, but we all know it will never happen, don't we?

Two Generations Apart

Josephine Hong 031 Term Paper June 6, 2011 Two Generations Apart Throughout time, literature has always been used as an outlet for debate and discussion of structural flaws. Thus, the poets of the Romantic period sought to change society’s neoclassic state of mind by breaking away from reliance on reasoning and instead encouraging individualism, using imagination and emotion as inspiration. Initially, Romantic poetry became the antithesis of classical poety as the poets soley challenged the established precepts of the Age of Reason by creating their own manifesto of composing poetry. However, as the English began to revolt against the principles of the French Revolution, which originally sparked this movement, a new generation of poets evolved. Rather than only focusing on defying the works of Neoclassic times, these poets strove to attack the established social order of their time. As this generation of poets longed for social and political stability, they began to reach out to artworks of the past to give them hope for a better future. Despite the common, underlying themes of emotion, nature, and imagination in Romantic poetry, two distinct generations arose during this period as the first-generation Romantics strictly focused on establishing a new form of poetry that differed from their Neoclassic counterparts, while the second-generation Romantics used poetry as a vessel to explore the relationship between art and life. During the Romantic Period, poets from both generations challenged man’s reliance on rationality as they began to emphasis emotions over reason. As this shift occurred, the search for a creative force or spirit that lies only within a man’s inner self became apparent in the works of Romantic poets. In one of his poems, William Wordsworth seeks this supreme force as he cries out, â€Å"Wisdom and Spirit of the universe! / Thou Soul, that art the Eternity of thought! † (â€Å"Influence of Natural Objects†, lines 1-2, RPO). He personifies the universe and seeks its power to draw out this inner spirit within him, for the universe can shape and fill his mind with purifying images of natural beauty. Similarly, Samuel Coleridge describes â€Å"[his] feeling heart, [his] searching soul† as he dedicates himself to this great, unknown force (â€Å"Ode to Tranquillity†, line 26, Columbia Grangers). He hopes to â€Å"trace/ The greatness of some future race† through this spirit â€Å"within [himself]† rather than â€Å"scan/? The present works of present man–†¦/Too foolish for a tear, too wicked for a smile† (â€Å"Ode to Tranquillity†, lines 31-33, Columbia Grangers). As the Romantic poets began to focus on the power of human emotions, they rejected the authoritative precepts of their classical precedents who concentrated greatly on logic and reasoning. Wordsworth rebukes society’s reliance on rationality as he says, â€Å"Enough of Science and of Art;/ Close up those barren leaves;/ Come forth, and bring with you a heart/ That watches and receives† (â€Å"The Tables Turned†, lines 29-32, RPO). He strongly urges his friend to turn away from meaningless books and learn through feeling the heart. Thus, the Romantics surpassed logical reasoning by expanding their knowledge through the use of imagination as a gateway to express their emotions. Personifying a cloud, Percy Shelley uses first person narrative as he imagines a cloud’s experience in nature. To the cloud, the moon becomes an â€Å"orbed maiden with white fire laden† who â€Å"glides glimmering o'er [the cloud’s] fleece-like floor† (â€Å"The Cloud†, lines 45-47, RPO). Shelley introduces a new point of view to his readers that allows them to emotionally identify with natural objects around them rather than to analyze. The Romantic poets â€Å"called for a greater attention to the emotions as a necessary supplement to purely logical reason† (Flesch 2). As poets began to emphasis the significance of emotions during this time, a new focus emerged among British poets. Usually overlooked by the materialistic society of their time, nature became the key focus for the Romantic poets. These poets sought nature as place to explore fundamental aspects of human nature away from society’s hectic atmosphere. In one of his poems, Wordsworth states that â€Å"The elements of feeling and of thought† can only be purified â€Å"With life and nature† and â€Å"Not with the mean and vulgar works of Man† (â€Å"Influence of Natural Objects†, lines 8 ; 10-11, RPO). He conveys an aversion to materialistic goods, for he believes that these objects only distract one from truly discovering oneself. Romantics then attempted to show that even simple and insignificant parts of nature, if approached correctly, had the ability to expand one’s mind. Thus, Wordsworth depicts how not only †Ã¢â‚¬ ¦ did Nature link/ The human soul that through [him] ran†, but also â€Å"†¦grieve [his] heart to think/ What man has made of man† (â€Å"Lines Written in Early Spring†, lines 5-8, Bartleby). â€Å"While in a grove [he] sat reclined†, Wordsworth was able to see the negative effects of industrialism by its contrast to nature’s beauty (â€Å"Lines Written in Early Spring†, lines 2, Bartleby). Similarly, Coleridge asks a skylark to â€Å"Teach [him], Sprite or Bird,/ What sweet thoughts are thine† (â€Å"To a Skylark†, lines 61-62, RPO). Despite the small size of this bird, Coleridge glorifies it as he seeks its guidance to help expand his perspective. As nature became a source of inspiration, the Romantics focused on the concept of the sublime to not only instill terror but also elevate admiration for the natural world. In â€Å"Influence of Natural Objects,† Wordsworth asserts nature’s way of â€Å"†¦sanctifying by such discipline/ Both pain and fear, — until [people] recognize/ A grandeur in the beatings of the heart† (lines 12-14, RPO). He conveys the idea that through nature’s awe-inspiring power humanity can comprehend the significance of life. Nature became the subject of Romantic poetry as poets sought in its beauty an insight of their soul. The first-generation poets became â€Å"rebels† as they attacked and broke away from the artificial and formal styles of the Age of Reason. These poets established that good poetry should arise from spontaneous flashes of insight, sparked by actual events, which ultimately became the topic of most of their poems. After revisiting a certain location, Wordsworth creates a poem on impulse as he â€Å"Once again/ †¦ [beholds] these steep and lofty cliffs† (â€Å"Tintern Abbey†, lines 4-5, RPO). Likewise, Coleridge produces a poem after a visit from his friends as he laments that â€Å"†¦they are gone, and here must [he] remain† at home, unable to walk with them through nature (â€Å"This Lime-tree Bower my Prison†, line 1, RPO). By spontaneously creating poetry, both these poets are able to break away from the previous Neoclassic precept of strictly, structured poetry. Furthermore, the first-generation poets strayed away from using complex, elaborate expressions like their Neoclassic counterparts and instead used simple, everyday language. In â€Å"Lines Written in Early Spring,† Wordsworth uses common, sylvan words rather than complicated, lofty language to illustrate nature. He writes that â€Å"The birds around [him] hopped and played† and â€Å"The budding twigs spread out their fan, / To catch the breezy air† (lines 13 ; 18-19, RPO). By using such diction, Wordsworth knows that his readers can easily visualize and understand his poem, leaving a more permanent impact in their minds. Finally, the first-generation poets used imagination to contrast the dry intellectualism of the Age of Reason. In his poem â€Å"This Lime-tree Bower my Prison,† Coleridge imagines his â€Å"Friends†¦ /On springy heath, along the hill-top edge† because he cannot physically join them (lines 6-7, RPO). By visioning this imaginary scene, he emancipates himself from the tyranny of conventions and literary rules of the Neoclassic Era, for his imagination cannot be controlled. The first-generation Romantics’ ultimate goal was to liberate themselves from the authoritative ways of the previous era. Unlike the Neoclassic poets who greatly focused on the society as a whole, the first-generation poets became more concerned with the individual. Thus, rustic life generally became the topic of these poets, who believed that only in this humble setting could one truly discover basic thoughts and feelings. In â€Å"Influence of Natural Objects,† Wordsworth states how â€Å"By day or star-light, thus from [his] first dawn/ Of childhood [did nature] intertwine for [him]/ The passions that build up [the] human soul† (lines 5-7, RPO). He expresses the idea of nature establishing a connection between his emotions and spirit, allowing him to recognize the elemental feelings that engender the human soul. Likewise, Coleridge realizes that nature â€Å"†¦may well employ/ Each faculty of sense, and keep the heart/ Awake to Love and Beauty! † (â€Å"This Lime-tree Bower my Prison†, line 64-66, RPO). As he sits and imagines a walk through nature, he is reminded of how human senses and feelings come alive in nature’s environment. The first-generation poets then centered around the common man, who typically lived closer to and interacted more with the unseen spirit of nature that the poets seeked. In one of his poems, Wordsworth apostrophizes a Highland girl and praises her â€Å"†¦mien, or face,/ In which more plainly [he] could trace/ Benignity and home-bred sense/ Ripening in perfect innocence† (â€Å"To a Highland Girl†, lines 24-26, RPO). Moreover, this girl’s humble upbringing attracts Wordsworth as he wishes â€Å"†¦here to dwell/ Beside [her] in some heathy dell† and â€Å"Adopt [her] homely ways† (â€Å"To a Highland Girl†, lines 49-51, RPO). By degrees, the first-generation Romantics appealed not to the logical mind, but to the complete self, in the whole scope of senses, emotions and intellectual abilities. Despite the first-generation’s initial deviation from the use of artifice, the second-generation Romantics began to value art over nature admist the escalating social conflicts of their time. Rather than finding inspiration in nature, the second-generation poets became moved by literature and artwork from the past. John Keats writes an ode to a urn that expresses â€Å"A flowery tale more sweetly than our rhyme† (â€Å"Ode on a Grecian Urn†, line 4, RPO). He asserts that the story this urn portrays is far more superior to the poetry of his time. Likewise, he writes a poem about his reaction to reading George Chapman’s translation of Homer. He describes how he â€Å"then felt†¦like some watcher of the skies/ When a new planet swims into his ken†, for Chapman’s translation opened up a new perspective for Keats that broadened his intellect. Moreover, the latter poets of the Romantic era sought the art of the past as inspiration for hope amid the chaos of the world surrounding them. In â€Å"Ode on a Grecian Urn,† Keats concludes that â€Å"When old age, shall this generation waste,/ [the urn shall] remain, in midst of other woe† (lines 46-47, RPO). He places faith in the urn to remain and tell its story despite the decay of his own generation. Earlier art becomes crucial for the second-generation poets as it allowed the poets to escape the turmoils of their time. The second-generation Romantics then began to reflect upon the relationship between the real and the ideal. Departing from prior methods, these poets did not write about actual experieneces but instead created imagined places in their poetry. In â€Å"Ode to Psyche,† Keats creates a supernatural setting â€Å"In deepest grass,/ beneath the whisp’ring roof/ Of leaves and trembled blossoms†¦Ã¢â‚¬  (lines 10-11, RPO). Rather than reiterating a past experience, Keats employs the power of his imagination to create a credible, sylvan scenery. Futhermore, despite being figments of the poets’ imaginations, the subjects of the poems were usually actual objects in nature, which allowed readers to identify with them. In one of his poems, Shelley uses his imagination to become a cloud. He paints a pictures for his readers as he personifies the cloud to â€Å"†¦bind the Sun’s throne with a burning zone,/ And the Moon’s with a girdle of pearl† (â€Å"The Cloud†, lines 59-60, RPO). Readers are able to visualize this image and connect with nature because they are familiar with these objects. Thus, the second-generation poets were able to escape the disorder of their world by using their imagination to create ideal locations. Despite the common notion of the Romantic Period being a unified, literary movement, there are two distinct generations that arise within this single era. As the first-generation poets focused on defying their classical precedents, the second-generation poets concentrated on analyzing the materialistic world around them and using their imagination to bring their thoughts into reality. However, both generations hoped that their poetry would lead the world to change by enlightening others to strive for a more perfect society. Thus, the poets of the Romantic period established that future generations should seek new ideas and not just accept past beliefs, for the goal of poetry is to illustrate a greater picture. Works Cited Flesch, William. â€Å"Romanticism. The Facts On File Companion to British Poetry, 19th Century. New York: Facts On File, Inc. , 2009. Bloom's Literary Reference Online. Facts On File, Inc. . (accessed May 1, 2011). Coleridge, Samuel Taylor. â€Å"Ode to Tranquillity. † Columbia Granger's World of Poetry Online. 2011. Columbia University Press. 6 Jun. 2011. . â€Å"RPO — John Keats : Ode to Psyche. â⠂¬  Representative Poetry On-line: Version 3. 0. University of Toronto Libraries. Web. 01 June 2011. . â€Å"RPO — John Keats : On First Looking into Chapman's Homer. † Representative Poetry On-line: Version 3. 0. University of Toronto Libraries. Web. 03 June 2011. . â€Å"RPO — Percy Bysshe Shelley : The Cloud. † Representative Poetry On-line: Version 3. 0. University of Toronto Libraries. Web. 03 June 2011. . â€Å"RPO — Percy Bysshe Shelley : To a Skylark. † Representative Poetry On-line: Version 3. 0. University of Toronto Libraries. Web. 03 June 2011. . RPO — Samuel Taylor Coleridge : This Lime-tree Bower My Prison. † Representative Poetry On-line: Version 3. 0. University of Toronto Libraries. Web. 04 June 2011. . â€Å"RPO — William Wordsworth : Influence of Natural Objects in Calling Forth and Strengthening the Imagination in Boyhood and Early Youth. † Representative Poetry On-line: Version 3. 0. Universit y of Toronto Libraries. Web. 03 June 2011. . â€Å"RPO — William Wordsworth : Lines Composed a Few Miles above Tintern Abbey, On Revisiting the Banks of the Wye during a Tour. July 13, 1798. † Representative Poetry On-line: Version 3. 0. University of Toronto Libraries. Web. 02 June 2011. . â€Å"RPO — William Wordsworth : The Tables Turned. † Representative Poetry On-line: Version 3. 0. University of Toronto Libraries. Web. 03 June 2011. . â€Å"RPO — William Wordsworth : To a Highland Girl. † Representative Poetry On-line: Version 3. 0. University of Toronto Libraries. Web. 03 June 2011. . â€Å"Wordsworth, William. 1888. Complete Poetical Works. Lines Written in Early Spring. † Bartleby. com: Great Books Online — Quotes, Poems, Novels, Classics and Hundreds More. Bartleby. com. Web. 03 June 2011. . Works Consulted Oerlemans, Onno. â€Å"Romantic Poetry, English. † Encyclopedia of Environmental Ethics and Philosophy. Ed. J. Baird Callicott and Robert Frodeman. Vol. 2. Detroit: Macmillan Reference USA, 2009. 212-214. Gale Virtual Reference Library. Web. 02 June 2011. â€Å"Preface to Lyrical Ballads. William Wordsworth (1800). 1909-14. Famous Prefaces. The Harvard Classics. † Bartleby. com: Great Books Online — Quotes, Poems, Novels,

Sexual Harassment against women at the Workplaces Essays

Sexual Harassment against women at the Workplaces Essays Sexual Harassment against women at the Workplaces After a long battle of almost 16 years after the verdict of Supreme Court in Vishaka v. State of Rajasthan, in 1997, India finally enacted the Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act, 2013 (hereinafter referred to as the 'Act') for prevention of sexual harassment against women at the workplaces. Sexual harassment in workplace includes unwelcome verbal, visual or physical conduct of a sexual nature that is severe or pervasive and affects working conditions or creates a hostile work environment. It is a serious factor that renders womens involvement in works unsafe and affects her right to work with dignity. It endanger the victims job, negatively affect her job performance or undermine the victims personal dignity. It may manifest itself physically or psychologically. Its milder and subtle forms may imply verbal innuendo, inappropriate affectionate gestures or propositions for dates and sexual favors. However it may also assume blatant and ugly forms like leering, physical grabbing and sexual assault or sexual molestation. Before, the verdict of Supreme Court in Vishaka v. State of Rajasthan, women experiencing sexual harassment at workplace had to lodge a complaint under Section 354 of the Indian Penal Code that deals with the criminal assault of women to outrage womens modesty, and Section 509 that punishes an individual or individuals for using a word, gesture or act intended to insult the modesty of a woman. The entire scenario changed in 1997 with the introduction of Vishaka guidelines. The Supreme Court for the first time recognized, acknowledged and explicitly defined sexual harassment as an unwelcome sexual gesture or behavior aimed or having a tendency to outrage the modesty of woman directly or indirectly. Defining sexual harassment as an act aimed towards gender based discrimination that affects womens right to life and livelihood, the Supreme Court developed broad based guidelines for employers. The mandatory guidelines were aimed towards resolution and prevention of sexual harassment. These guidelines brought in their purview all employers in organized and unorganized sectors by holding them responsible for providing safe work environment for women. The Vishaka guidelines apply to all women whether students, working part time or full time, on contract or in voluntary/honorary capacity. The guidelines include acts like Physical contact and advances, Showing pornography, a demand or request for sexual favours. Any other unwelcome physical, verbal/non-verbal such as whistling, obscene jokes, comments about physical appearances, threats, innuendos, gender based derogatory remarks, etc. It also provided for the formation of a Complaint Committee by the employers, which shall be headed by a woman employee and not less than half of its members would be women. All complaints of sexual harassment by any woman employee would be directed to this committee. The committee would advise the victim on further course of action and recommend to the management the course of action against the person accused of harassment. It also levied an obligation on the employer to make an express prohibition of sexual harassment in any form and make the employees aware of the implications through in house communication system / posters / meetings. However, despite the guidelines, women continued to be harassed in the workplace because the Vishaka Guidelines were being breached in both substance and spirit by state functionaries who harass women workers via legal and extra legal means, making them suffer and by insulting their dignity. In Medha Kotwal Lele v Union of India, the Court stated that the Vishaka Guidelines had to be implemented in form, substance and spirit in order to help bring gender parity by ensuring women can work with dignity, decency and due respect. It noted that the Vishaka Guidelines require both employers and other responsible persons or institutions to observe them and to help prevent sexual harassment of women. The Court held that a number of states were falling short in this regard. Recently, the issue of sexual harassment of women at the workplace assumed prominence with serious allegations being made against a former Supreme Court judge, whose court pronounced verdict on huge scams, and the editor of a magazine with truth and exposure as its masthead. In the case of the former, a court-appointed committee found that the complainants statement prima facie

Definition and Examples of Verbless Sentences

Definition and Examples of Verbless Sentences Definition In English grammar, a verbless sentence is a construction that lacks a verb but functions as a sentence. Also known as a  broken sentence. A verbless sentence is a common type of minor sentence. In rhetoric, this construction is called scesis onomaton. See Examples and Observations below. Also see: Be DeletionCrotEllipsisFragmentIn Defense of Fragments, Crots, and Verbless SentencesSentence FragmentVerbless ClauseWhat Is a Sentence?Zero Copula Examples and Observations No comment.Great job!Fascinating race, the Weeping Angels.(The Doctor in Blink, Doctor Who, 2007)Waiter! raw beef-steak for the gentlemans eyenothing like raw beefsteak for a bruise, sir; cold lamp-post very good, but lamp-post inconvenient.(Alfred Jingle in The Pickwick Papers by Charles Dickens, 1837)Smashed wheels of wagons and buggies, tangles of rusty barbed wire, the collapsed perambulator that the French wife of one of the towns doctors had once pushed proudly up the planked sidewalks and along the ditchbank paths. A welter of foul-smelling feathers and coyote-scattered carrion which was all that remained of somebodys dream of a chicken ranch.(Wallace Stegner, Wolf Willow, 1962)A white hat. A white embroidered parasol. Black shoes with buckles glistening like the dust in the blacksmiths shop. A silver mesh bag. A silver calling-card case on a little chain. Another bag of silver mesh, gathered to a tight, round neck of strips of silver that will open out, like the hatrack in th e front hall. A silver-framed photograph, quickly turned over. Handkerchiefs with narrow black hemsmorning handkerchiefs. In bright sunlight, over breakfast tables, they flutter.(Elizabeth Bishop, In the Village. The New Yorker, December 19, 1953) Paris with the snow falling. Paris with the big charcoal braziers outside the cafes, glowing red. At the cafe tables, men huddled, their coat collars turned up, while they finger glasses of grog Americain and the newsboys shout the evening papers.(Ernest Hemingway, The Toronto Star, 1923; By-Line: Ernest Hemingway, ed. by William White. Scribners, 1967)It better as a verbless sentence seems to have won a place in correct, if informal, speech. I sure hope the market improves. It better. In fact, it had better might seem excessively formal in such an exchange.(E. D. Johnson, The Handbook of Good English. Simon Schuster, 1991)Fowler on the Verbless SentenceA grammarian might say that a verbless sentence was a contradiction in terms; but, for the purpose of this article, the definition of a sentence is that which the OED calls in popular use often, such a portion of a composition or utterance as extends from one full stop to another.The verbless sentence is a device for enlivening the w ritten word by approximating it to the spoken. There is nothing new about it. Tacitus, for one, was much given to it. What is new is its vogue with English journalists and other writers . . ..Since the verbless sentence is freely employed by some good writers (as well as extravagantly by many less good ones) it must be classed as modern English usage. That grammarians might deny it the right to be called a sentence has nothing to do with its merits. It must be judged by its success in affecting the reader in the way the writer intended. Used sparingly and with discrimination, the device can no doubt be an effective medium of emphasis, intimacy, and rhetoric.(H.W. Fowler and Ernest Gowers, A Dictionary of Modern English Usage, 2nd ed. Oxford University Press, 1965) Henry Peacham on Scesis OnomatonHenry Peacham [1546-1634] both defined and exemplified scesis onomaton: When a sentence or saying doth consiste altogether of nouns, yet when to every substantive an adjective is joined, thus: A man faithful in friendship, prudent in counsels, virtuous in conversation, gentle in communication, learned in all learned sciences, eloquent in utterance, comely in gesture, pitiful to the poor, an enemy to naughtiness, a lover of all virtue and goodliness (The Garden of Eloquence). As Peachams example demonstrates, scesis onomaton can string together phrases to form an accumulatio . . ..(Arthur Quinn and Lyon Rathburn, Scesis Onomaton. Encyclopedia of Rhetoric and Composition, ed. by Theresa Enos. Routledge, 2013)Scesis Onomaton in George Herberts Sonnet PrayerPrayer the churchs banquet, angels age,Gods breath in man returning to his birth,The soul in paraphrase, heart in pilgrimage,The Christian plummet sounding heavn and earthEngine against th Almighty, sin ners towr,Reversed thunder, Christ-side-piercing spear,The six-days world transposing in an hour,A kind of tune, which all things hear and fear;Softness, and peace, and joy, and love, and bliss,Exalted manna, gladness of the best,Heaven in ordinary, man well drest,The milky way, the bird of Paradise,Church-bells beyond the stars heard, the souls blood,The land of spices; something understood.(George Herbert [1593-1633), Prayer [I])

Biography of school principal Essay Example | Topics and Well Written Essays - 1250 words

Biography of school principal - Essay Example The researcher starts that his school principal Mr. X joined the school management some five years ago. Apparently, he was a very strict person with serious looks. He was a retired army officer who served the nation for more than 40 years. He was at the post of Major when he was retired and before his retirement, he had planned about his future career and that was to join some educational institution. He was Masters in Business Administration and therefore he was fit for the job requirements of a principal. When the author first saw him the researcher found him to be very sturdy, stringent, yet elegant and of course very disciplined. Despite his complete soldier looks and attitude, he possessed a very attractive and decent personality. But now when the author met him for the sake of interview he found him very different from what he was previously probably the Erikson’s development theory was working its way. He was born in a family who was closely affiliated with the services in army, navy and air force. His father was also an army general. He had five siblings and he was the third child of his parents. He was completely looked after by his mother in his infancy and childhood since his father was usually on his duty. According to the Erickson’s developmental stages, he was at the first stage when he started developing mistrust about his father as he was not available to give him care and affection that an infant requires. In his early childhood when he was around 2.5 years old his toilet training was started.