When I Have Fears and Mezzo Cammin Essay - 783 Words

Irene Lee Ms. Bufkin AP Lit and Comp 6 11 April 2011 Timed Essay Corrections—When I Have Fears and Mezzo Cammin As people near the time of their deaths, they begin to reflect upon the history and events of their own lives. Both John Keats’ â€Å"When I have Fears† and Henry Longfellow’s â€Å"Mezzo Cammin† reflect upon the speakers’ fears and thoughts of death. However, the conclusions between these two poems end quite differently. Although both reflect upon Death’s grasp, Keats’ displays an appreciation and subtle satisfaction with the wonders of life, while Longfellow morbidly mourns his past inactions and fears what events the future may bring. The two poems are similar in their corresponding feeling of dread for death. Using diction,†¦show more content†¦The speaker believes that love is hard to come by and that he is sad that he may not encounter it, since death is just around the corner. The speaker then also talks of â€Å"unreflecting love,† thus depicting that the speaker has never experienced real love and is unlikely to ever experience it, because he is so worried about death’s fast approach. However, at the end of â€Å"When I have Fears,† the speaker reflects that his goals for literary prowess and love are â€Å"nothingness† in comparison to the grand scope of things. There is hope after death, and Keats’ narrator finds solace in this. Although he has not achieved everything he had wanted, the speaker is still appreciative of what he was able to do. On the other hand, Longfellow’s speaker in â€Å"Mezzo Cammin† takes on a much more sorrowful and negative tone. Using diction of â€Å"half of my life,† â€Å"years slip,† and â€Å"not fulfilled,† Longellow shows that the speaker is really dreading and mourning his day to go. It seems that the speaker’s fear of death completely and irresolutely hinders him from accomplishing any of his goals. He is too busy being pessimistic about his life that he is unable to live in the present. He is also unable to dream into the future. Unlike Keats’ speaker, Longfellow’s speaker is completely stunted in from any possible growth. He is too stuck in the Past and its images of â€Å"smoking roof, soft bells, and gleaming lights.† This hazyShow MoreRelatedâ€Å"When I Have Fears† and â€Å"Mezzo Cammin† Essay981 Words   |  4 PagesStephanie Villalobos Mr. Domingo AP Literature; Period 2 August 23rd 2010 â€Å"When I Have Fears† and â€Å"Mezzo Cammin† Essay In the two poems, â€Å"When I Have Fears† by John Keats and â€Å"Mezzo Cammin† by Henry Wadsworth Longfellow, both of the poets deal with the death that they believe is quickly approaching them and think back to their regrets in life. Keats during the time when this poem had been written had just seen his brother die of tuberculosis and due to this he believed he too would soon dieRead More`` Mezzo Cammin `` By Henry Wadsworth Longfellow And When I Have A Fear1155 Words   |  5 Pagesthe poems â€Å"Mezzo cammin† by Henry Wadsworth Longfellow and â€Å" When I have a fear† by John keats, both poems themes are about the imminence of death and their unfulfilled dreams in life. There are many similarities in the poem but they are mostly in the beginning of the poems, the conclusion on the other hand is not similar. In â€Å"Mezzo cammin’’ the main theme of the poem is the reminisce of his dreams from the past. Keats poems emphasize a theme of the waste of a physical life and his fears associatedRead More`` Mezzo Cammin `` By Henry Wadsworth Longfellow And When I Have Fears1328 Words   |  6 Pagesis that of succumbing in pursuit of one’s aspirations, especially with the approach of death. The fear and enigmatic mystery of death at the brink of this shortcoming may cause one who is near death to re-evaluate life as a wasted opportunity or a broken path of dreams because of the inability to find any type of success. The sonnets â€Å"Mezzo Cammin† by Henry Wadsworth Longfellow and â€Å"When I have Fears† by John Keats examine the thought processes of two people who submit to the struggles of life inRead MoreComparing The Poems When I Have Fears 1229 Words   |  5 Pagespoems â€Å"When I have Fears† by John Keats and â€Å"Mezzo Cammin† by Henry Longfellow have many similarities and differences in their tones, on their views on life and death, and on the symbolisms used to descri be the poets’ lives. The two poets can be seen as opposites as one is more hopeful and optimistic, while the other is more pessimistic and accepting of failure. A similarity between the two poems is that they both surround the fear of dying before accomplishing life dreams. In â€Å"When I have Fears†, KeatsRead MoreSimilarities Between Keats And Longfellow750 Words   |  3 PagesWhile both Keats and Longfellow often reflect on their own unfulfilled dreams and impending deaths, the poems however contrast on their own dispositions towards death and the future. Here, Keats expresses a fear of not having enough time to accomplish all that he believes he is capable of doing, but as he recognizes the enormity of the world and his own limitations of life, he realizes that his own mortal goals are meaningless in the long run of things. On the other hand, Longfellow speaks of aRead MoreKeats vs. Longfellow559 Words   |  2 Pagesboth Keats and Longfellow’s poems, â€Å"When I Have Fears† and â€Å"Mezzo Cammin,† focus on the unfulfillment of goals in life and the menacing appearance of death, their final assumptions of death are related but different. Both poems share similarity focusing on the poets’ thoughts as they contemplate the inevitability of their deaths and whether their accomplishments have meaning after death, but the poets exhibit a different attiutude towards their subject. Keats fears that he will not be able to fullyRead MorePoetry Essay Prompt2545 Words   |  11 PagesCitizen† (W.H. Auden) Prompt: In a brief essay, identify at least two of the implications implicit in the society reflected in the poem. Support your statements by specific references to the poem. 1972 NO POEM 1973 (exam not available) 1974 Poem: â€Å"I wonder whether one expects...† (No poet given) Prompt: Write a unified essay in which you relate the imagery of the last stanza to the speaker’s view of himself earlier in the poem and to his view of how others see poets. 1975 NO POEM 1976 Poem: â€Å"Poetry

How to Make a Review of Related Literature - 6112 Words

How to Make a Review of Related Literature Do not you know how to make a review of related literature? No panic! Make use of our guide and you are sure to create a qualitative review of related literature. What is a Review of Related Literature? A review of related literature is an integral part of theses or dissertations. It may also be a required part of proposals. The main purpose of a review of related literature is to analyze scientific works by other researchers that you used for investigation critically. How to Write the Introduction of a Review of Related Literature In order to make the Introduction elaborately, take the following steps: Identify the general topic of the sources under discussion. Thus, you will provide the†¦show more content†¦Such data types may reside on the same data storage device or may come from different source media such as CD-ROM and/or digital video disk (DVD). Programs were reviewed that facilitated multimedia implementation in educational settings. Commercial products provided a rich source of choices. Commercial Products Authoring programs used in this and other multimedia projects were Claris Home Page to create web pages, Microsoft Power Point to create presentations, and Microsoft Front Page to create web pages. Other programs widely used for multimedia authoring were HyperCard (a program that required some programming knowledge – largely used to create kiosks, and other instructional presentations), and Hyperstudio (a more user-friendly version of Hyper Card that worked very well with kindergarten through fifth grade students). HyperCard, Hyperstudio, Claris Home Pa ge, Microsoft Front Page, and Microsoft Power Point supplied a rich environment in which to create multimedia projects. These programs were used in the implementation of this study due to their ease of use and versatility. All products referenced were available to be used by students and teachers to create projects incorporating linkages to text, scanned images, full motion video and audio clips. Programs were chosen based upon their ability to convey subject matter in non-linear presentations. Multimedia-related Terms Multimedia-related definitions were presented byShow MoreRelatedSample Research Paper1642 Words   |  7 Pagesmain purpose of a research proposal is to show that the problem you propose to investigate is significant enough to warrant the investigation, the method you plan to use is suitable and feasible, and the results are likely to prove fruitful and will make an original contribution. In short, what you are answering is will it work? A provisional way of presenting all the parameters of research in logical order is known as proposal-writing stage. Irrespective of some other motives such as financialRead MoreNarrative Literature Reviews1589 Words   |  7 PagesNarrative literature reviews Introduction n A literature review is a comprehensive study and interpretation of the work that has been published on a particular topic n A literature review should convey the knowledge and ideas that have been established on a topic and their strengths and limitations Why undertake a literature review? n To provide a review of the current knowledge in a particular field n Provide a description of research studies n Identify gaps in current knowledge n Identify emergingRead MoreHow to Write a Thesis Proposal1055 Words   |  5 PagesTHE THESIS PROPOSAL In ordinary terms, your proposal explains what you want to study, how you will study this topic, and why this topic needs to be studied. PARTS OF THE THESIS PROPOSAL TITLE †¢Ã¢â‚¬ ¯ State the tentative title of your proposal. †¢Ã¢â‚¬ ¯ The title should give a clear indication of the topic being studied. EXAMPLE: From the thesis of Kimberly Manabat BACKGROUND OF THE STUDY: †¢Ã¢â‚¬ ¯ It is in this section that you will orient the reader to the problem you seek to solve. †¢Ã¢â‚¬ ¯ WhatRead MoreGender Roles : Gender Role Play Essay1226 Words   |  5 Pagesseen within make-believe play. Though this topic can be tricky to study, due to the fact children in general can be tricky to observe, it is incredibly relevant due to the fact play in general has a huge effect on children and their development and enhancement in cognitive and behavioral skills. Previous literature has found that make-believe play can enhance social skills, emotional regulation, care and affection, attention span, creativity, etc. With the previous literature reviews it was foundRead MoreAnalysis Of The Article Missed Nursing Care 1222 Words   |  5 Pageswhere they are stated clearly. Lack of the current literature on the subject and the challenges facing health care sector in providing nursing care is an opportunity for anyone to conduct such s tudy. The method that was used in interviewing the target group is consistent with the naturalistic paradigm of qualitative research. The traditional research used in the study has not been mentioned in the introduction. Due to lack of information, one cannot make an assumption about the research problem. The readerRead MoreConcept Of Enterprise Architect ( Ea ), Strategic Information System And It Management1369 Words   |  6 Pagescan be achieved through the introduction of IT governance and the productivity paradox problem is solved by a well established IT governance with efficient IT management. However, the success rate is based on the adequateness of the governance and how well it suits that specific organization’s internal and external environments. Despite being quite a new discipline, IT governance has numbers of structure, process, framework (Webb et al., 2006). Moreover, its explanation impedes the clear acknowledgementRead MoreIndustrial Attachment Report Forma t1101 Words   |  5 Pageseconomic, political, socio- cultural, technological, geographical, etc in the country/region/etc at the time of attachment and how they affected the company or organisation.] 3.2 Industry Environment [5] [You need to discuss the configuration of the industry; the nature of competition in the industry in the particular country, region, etc, at the time of the attachment and how they affected the organisation you were attached to.] 4. Attachment Experience [4] [Write about your experience inRead MoreLife of a poet Essays1520 Words   |  7 Pagesanyway?† is an article written by Bethan Marshall. In the article, Marshall analyzes a review by Tom Paulin of a book by Anthony Julius about the anti-Semitism and literary works of T. S. Elliot. Despite being a well-known anti-Semite, Elliot and his poetry were studied in schools around the world. Therefore, by questioning his beliefs, we also question our own culture because Elliot’s works are closely related to its foundation. So, Elliot poses the question: Is culture something we can control orRead MoreEvaluation Of A Research On Management Education1516 Words   |  7 PagesNot† (JME-16-0084-ETR). I have completed the evaluation of your paper by soliciting reviews from three experts, who assessed the potential contribution to management education research. Based on their assessment and mine, I would like to offer a high risk revise and resubmit for this manuscript. As I understand it from my reading and the reviewers’ comments, the aim of this manuscript is to provide a systematic review of criticality in the management education domain. Like most instructors who aspireRead Moreliterature review1550 Words   |  7 PagesWriting a Literature Review A literature review†¦ †¢ Provides an overview and a critical evaluation of a body of literature relating to a research topic or a research problem. †¢ Analyzes a body of literature in order to classify it by themes or categories, rather than simply discussing individual works one after another. †¢ Presents the research and ideas of the field rather than each individual work or author by itself. A literature review often forms part of a larger research

Being a Girl Free Essays

Being Girl: A Sociological Memoir My first memory of kindergarten was this: dozens of tiny, petrified 5-year-olds being dropped off at their first day of school, and dozens of exhausted, overworked mothers consoling their weeping sons and daughters. I remember it vividly because, despite the terror and chaos, a single thought pervaded my mind, the thought that â€Å"these moms are not as pretty as my mom. † I wasn’t entirely biased, either. We will write a custom essay sample on Being a Girl or any similar topic only for you Order Now By North American standards of beauty, I was correct. Here was my mother, a rail-thin, blonde-haired, blue-eyed statuesque stunner, among a sea of frumpy women with visible wrinkles and tangles of black hair. And here I was, the daughter of this perfect specimen, the proud owner of a mother who was more â€Å"feminine†, more â€Å"womanly†, and therefore, I naively deduced, â€Å"a better mother†. In fact, although my vocabulary was fairly limited at the time, I believed her to be the epitome of all mothers. She looked, I told her that morning, â€Å"like a mom was supposed to look. † In interviewing my mother, she said that this was my â€Å"first brush with what it meant to be a girl. † Throughout kindergarten, I was labeled â€Å"weird†. I dug for worms, collected Pokemon cards (which was deemed a â€Å"boyish† activity), and none of my friends were girls. My teacher, a young woman who had just recently graduated from university, was often concerned for me, and thought that my lack of female friends would be detrimental to my developing of social skills, so she would often encourage the popular girls in the class to include me in their recess activities. They did as they were told, and despite my hesitation, I jumped rope with them at recess, while still managing to play with the boys for short periods of time. Finally, one day, the girls gave me an ultimatum: â€Å"us† or â€Å"them†. If I wanted to be an â€Å"official† member of their â€Å"club† (This was serious business; they had membership cards made out of construction paper), I had to give up the toy trucks and the rambunctious boys. With the encouragement of my teacher, I severed ties with the boys. Although I missed them, I quickly learned that being a girl was â€Å"better† anyways. Apparently, girls were allowed to wear makeup and dresses and boys had cooties and never took baths and didn’t I like being clean? I suppose I liked being clean, but what I really liked was being accepted by this particular group of popular girls. I suppressed my love of all things â€Å"dirty†, all things that were labeled â€Å"boy†, and developed a superficial affinity for all things typically â€Å"girly†, in an attempt to fit comfortably into this group. I skipped rope at recess, I choreographed dances, and I received a ballerina outfit from my parents at Christmas that I absolutely adored. Being a girl was not very hard. It came with a list of instructions. Do this, talk like this, wear this, and you are a girl. It was less of an innate instinct than it was a learned act. I wasn’t born with an eyelash curler in hand, rather, it was handed down to me by a girl older than myself. The torch of femininity was passed down from generation to generation until it finally landed in my dirt-stained lap. In 9th grade, in a fit of rebellion against my mother, who I fought with often around this time, I cut my hair short. Not just â€Å"short†, I cut my hair boy short, a look my mother wasn’t too fond of, which, naturally, made me covet and admire it more, because nothing is as satisfying as a mother’s disapproval when you are a rebellious teenager. When I returned to school the Monday following my haircut, however, I didn’t get the positive reaction I had anticipated. No, the minute I walked into my first period class, the official â€Å"bully† of the grade, a tall, unattractive fellow, asked me if I had become a â€Å"dyke†, and insisted on calling me â€Å"dykey† for the remainder of the day. The strange behavior of my classmates didn’t stop there. Girls I only casually talked to began avoiding me, which I learned while interviewing a friend from that time was because they were â€Å"convinced I was trying to hit on them†. Boys treated me differently as well. According to this same friend, it was because they believed I was gay. Not â€Å"lesbian†, because, for them, the word â€Å"lesbian† conjured up images of attractive girls drunkenly kissing at a house party, but gay. Gay as in homosexual, gay as in â€Å"fag†. I didn’t understand why a simple haircut had drastically changed my classmate’s opinions of me. Sure, I dressed a bit â€Å"boyish†, as I wasn’t fond of dresses and found skirts to be uncomfortable, but that was all a matter of taste, not sexuality. Wasn’t it? Besides, I wasn’t gay. I had a boyfriend at the time. I quickly learned that being â€Å"gay† had little to do with who you liked, and more to do with what you did. The â€Å"last straw†, the event that acted as a catalyst, the one that prompted me to conform to what it meant to be a â€Å"girl†, occurred the day I accompanied my sister to our high school’s uniform shop to buy her a blazer. My hair was still cropped short at the time. I wore long, baggy jeans, no makeup, and an oversized band t-shirt. Upon walking up to the cash register, the lady behind the counter turned to my sister and blurted out, innocently, â€Å"Oh, is this your brother? † I was too embarrassed to correct her, and instead gazed at her awkwardly until she realized her mistake. After a moment of tense silence, it dawned on her. â€Å"Oh! haha, silly me, I meant sister,† she swallowed nervously, embarrassed. I honestly didn’t really mind being confused for a boy, but this lady was intent on defending my womanly honor. â€Å"I’m really, really sorry. You know, when I was young, I had short hair for while, and tons of people thought I was a boy. It was so embarrassing. † Surprisingly, her short anecdote did not make me feel better. According to her, being confused for a boy was this terribly embarrassing ordeal that she carried with her all her life. She apologized profusely for the mixup, and continued to do so throughout the school year, whenever I happened to stop by the uniform shop. Through her, I learned that not adhering to strict gender rules on how one should dress caused embarrassment and humiliation, and I therefore should’ve been profoundly humiliated when the mixup occurred. When future incidents similar to this one occurred (I was confused for a boy a second time in a restaurant a few months later), I knew that I should be ashamed of myself. I had utterly failed at being feminine, so much so that I might as well have been a boy. Oh the horror. The fear of â€Å"not being girly enough† grew more intense with every snide remark and homophobic slur, and I soon found myself staying home on weekends, retreating to my room, my fortress, playing video games while my peers downed copious amounts of alcohol and partied, for the few months it took my hair, the symbol of my femininity, the only thing that differentiated me from a boy, to grow back. Once it did, I was quickly re-accepted into my group of peers. I was a girl, I looked like a girl, and I acted like a girl, and this seemed to please them. I â€Å"knew my place†, so to speak. Gender Roles and Sexuality While gender has both biological and neurological components, my personal experiences with gender have allowed me to see gender as more of a social construct. In terms of gender, I’m a believer in behaviorism, the psychology that emphasizes socialization over biology in creating gender identity. In my experiences, for the most part, gender was not a naturally occurring phenomenon, it was taught. My experiences mostly relate to feminist postmodernism, which, out of all the categories of feminism in relation to gender, emphasizes the influence of social constructs the most. Queer Theory, a methodology within postmodernism that was introduced by Professor Judith Butler in her book Gender Trouble, also relates to my experiences. The theory states that gender identity is not created by biology, but by â€Å"gender performance. † She argues that individuals are not distinctly â€Å"male† or â€Å"female†. Male and female were opposites on a spectrum, and most people fell somewhere in the middle of the spectrum, but â€Å"acted† more male or female depending on the situation. Growing up, I displayed different characteristics that were specific to both males and females. I was quiet, a characteristic usually attributed to girls, and I was â€Å"tough†: I occasionally picked fights, a characteristic usually attributed to boys. Butler’s theory that people act exclusively male or female to conform to gender expectation is completely relatable. In order to be a â€Å"girl†, I had to give up my â€Å"other half†. In my above narrative, I mentioned that, to be part of the popular girl’s posse, I had to sever ties with the boys. In this situation, I was either a â€Å"girl† or a â€Å"boy†, and I had to choose which one I wanted to be. I ultimately chose girl, although I would have much preferred if I could maintain both my male and female characteristics and qualities. Queer Theory also states that gender â€Å"performances† are restricted by sanctions (Steckley, Letts 360). We avoid acting out (or performing) in ways that conflict with gender norms because we want to avoid negative sanctions. In my experiences, negative sanctions imposed by my peers (including overt forms of bullying, being labelled a â€Å"dyke†, and being rejected) fostered in me a deep-seated fear of ostracism, and I learned to conform to gender norms and roles in order to gain acceptance among my lassmates. I believe the â€Å"ideology of fag† perfectly sums up my aforementioned experiences. The ideology of fag is a set of beliefs which dictates that â€Å"if you violate a gender role, you must be gay† (Stekley, Letts 360). Prior to my ostracism, the word â€Å"gay†, to me, was a neutral word. It simply refe rred to homosexuality. However, in high school, â€Å"gay† became an accusation, a threat. Being a â€Å"lesbo† or a â€Å"dyke† was something immoral. It was an insult hurled at me with the utmost contempt. It became the most powerful sanction, the one that I believe played the biggest role in my gender socialization. My classmates made it clear that a â€Å"dyke† was something that I didn’t want to be, and therefore, to eliminate any traces of lesbian-ness, I had to â€Å"become† a girl. If I was gay because I violated gender roles, because I dressed like boys and enjoyed activities that boys typically enjoyed, then all I needed to do to not be gay was to stop violating these gender roles. Gayness, in essence, was in no way related to who you were sexually attracted to; it referred to the violation of gender norms. Acting aggressive, initiating fights and being obnoxious â€Å"meant† that a girl was a lesbian. A passive, nurturing, sensitive boy was gay. This relates to Ann Oakley’s concept of gender and gender roles. Gender roles are â€Å"sets of expectations concerning behavior and attitudes that relate to being male or female† (Steckley, Letts 354). Gender roles, their enforcement, and the severity of the consequences doled out to those who reject them differ across cultures and societies. In my classroom, in my pseudo-society, there was no room for androgyny. Gender roles were rigidly enforced, and anyone who strayed from them was ridiculed and marginalized. Boys who did not assert themselves, or boys who ventured into the category of subordinate masculinity, as opposed to complicit or hegemonic, were routinely beaten, demeaned and humiliated until they â€Å"manned up†, hid their homosexuality (in most cases, however, they were not gay, simply â€Å"too sensitive†) and participated in complicit masculine practices. Girls who did not act typically feminine, sensitive and unabashedly â€Å"girlish† were marginalized as well, and although they did not suffer to the same extent that the marginalized boys did, and were not subjected to beatings, they nevertheless were severely pressured into assuming a â€Å"traditional† female gender role. Today, my hair is longer. It is blonde at times, brown at times, it is often black, but it is never short. My uniform consists of tights, shorts and skirts. I have worn pants approximately 3 times this semester, and on each occasion it was because I was running late. I never leave the house without at least some form of makeup. I justify my sudden change in taste by reassuring myself that I have simply â€Å"grown up†. I’ve navigated away from my boyish nature in the same way that I navigated away from cartoons and cheeseburgers: It followed the natural order of things. However, despite my reassurances, the real reason behind my change is not becoming â€Å"more mature†. The truth is, I’m scared. I’ve been socialized into this gender role and I know that scrutiny is awaiting me if I ever choose to leave it. I fear breaking gender norms and being subjected to negative sanctions in the same way I fear dark alleys at night. It is a rational fear, in that it protects me from being ostracized and it satisfies a very basic human need: the need to be accepted. Work Cited Steckley, J. , and Kirby Letts, G. (2010). Elements of Sociology. Oxford University Press Canada. How to cite Being a Girl, Essay examples

Definition of Courage free essay sample

Over the past 3 years, Allison has never lost hope, she constantly strives for recovery and right now she is ready to face her results that will have an immense effect on her life. Allison is courageous. Courage is defined as the ability to do something that frightens one. One of the main factors in striving towards success is that of courage. The amount of courage you possess will determine how successful you are in the end. Courage is determination. Courage is bravery. Courage is being dauntless. By pursuing something that you are exceedingly fearful of, you demonstrate a vast amount of courage that most will never come to uphold. Courage is standing up and fighting for our country instead of ridiculing the government and saying war is unbeneficial. Courage does not have to be a grand act such as sprinting into a burning building in order to save numerous lives. An eleven year old kid confronting a vicious bully at school also requires a massive amount of bravery which in turn qualifies standing up for oneself an act of courage as well. We will write a custom essay sample on Definition of Courage or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Courage is shown in any situation where someone is confronting and overcoming anything they are uncomfortable with varying from waiting for life altering results to simply asking a crush out on a date for the first time. Courage is not power. Ruling over someone and making hasty decisions that will affect people other than oneself is not courage, such is confidence in authority. Courage is not fearlessness. Someone who is fearless has no doubts to overcome; therefore there would be no situation where courage could be expressed. Courage is definitely not anger, or rash action. Courage is generally always accompanied by fear, a plummeting gut, and quivering knees. Overall, courage is the seeming weak rising up against a supposed strong. Weather the weak will overpower the strong depends on how much courage the weak is willing to put forth. Weather Allison will recover from her disease depends on how much she is willing to fight against the horrible illness. Courage is an active characteristic that everyone is capable of displaying, but is actually shown by few.