Choose what you see fits Essay Example | Topics and Well Written Essays - 2250 words

Choose what you see fits - Essay Example The US government has developed a distinct policy system to govern human activities that have various implications on the wellbeing of the environment. Relative regulations guide human behavior to ensure that it is consistent with the provisions of Environmental Protection Act. Since effective enforcement of the Environmental Protection Act is complex, there are distinct roles that are played by various factions of the government to ensure optimal outputs. To enhance a coherent consideration, this paper assumes the activist approach to environmental protection. Unlike other approaches, this is participatory and puts inconsideration the views and considerations of various factors. From a personal point of view, it is more sustainable because besides pushing for radical positive changes, it ensures that the end solution is reflective of the views of all stakeholders. It is against this background that this paper reviews the engagement of various branches of the government in the environmental policy. During his campaign period, President Barrack Obama made clear his intentions to safeguard and protect the wellbeing of the environment. Based on this, Rosenbaum argues that the environmental movement fully supported his presidential aspirations (144). The office of the president acts as an oversight for all agencies that address environmental issues. The president himself plays an active role in ensuring that relative regulatory provisions are followed to the latter. The office supports the environmental initiatives that are proposed by various groups, agencies and individuals. By ensuring a stable political environment, the office of the resident has also gone a long way in ensuring that relative environmental initiatives are implemented effectively and in a timely manner. In his consultative review, Layze asserts that the governmental approach to environmental concerns is relatively fragmented (35). At this point, it is worth noting that the National

SLA Theories Essay Example | Topics and Well Written Essays - 1500 words

SLA Theories - Essay Example From this study it is clear that the problem that therefore arises is that there is no common medium of communication in regards to the difference in language and therefore the acquisition of the second language for the communication and proper understanding to be very effective. One major factor that needs to be accepted and owned is that when it comes to the learning of the second language or foreign language, processes that are undergone while learning the language and the persons who are engaged in the learning of this kind of language are very much essential. This study highlights that the social condition arises to difficult in second language acquisition due to various situations that students find themselves in. Learners typically interact with other learners and some speakers of the target language are affected by through this process. Particular utterances, moves, and verbal exchange are the ones that determine the learners’ caption of the second language acquisition during learning. In such cases, hearing can be learnt in a different way opposite to understanding what has been said. This limits the acquiring of the new words or vocabularies and the sounds of those words. Activities also relate or contribute a lot to problems related to second language acquisition as used by new learners where a unique part is to be played to enhance it. Linguistic features if ignored they can contribute a lot to failure to adopt a second language acquisition during the TL which in full refers to target language. These feature s if limited can result to its limit due to the influence of the vernacular which can outdo the second language. In the provision of the solution to the problem, it is therefore quite in order for the putting into using various theories in the Second Language Acquisition (SLA).  

I Wandered Lonely As A Cloud | Analysis

I Wandered Lonely As A Cloud | Analysis Romantic poetry was strongly fascinated by feelings and the power of imagination. This inclination was mainly initiated by William Wordsworth who sought to change the face of poetry and the way his neoclassic predecessors perceived poetry. Wordsworth famously asserted his revolutionary views in the Preface to the second edition of the poetry collection called the Lyrical Ballads which was published in 1802. His ideas and aims mainly concerned the realms of language and subject within poetry. He rejected the neoclassical theory of poetry for its use of both upper-class subjects and unnatural poetic diction (Abrams 213). Although romantic poetry opposed the idea of rationalizing nature or approaching it in a scientific way, Wordsworth very much respected the law of nature and he did not seek to falsify it in his poems (Durrant 5). Nevertheless, he regarded the human mind as a tool, capable of achieving independence within the natural law; however not to refute it, but certainly able to transform it. William Wordsworth thoroughly asserted his ideas on subject and language of romantic poetry in his critical essay the Preface to the Lyrical Ballads. Thus subjects and principles proclaimed in the Preface to the Lyrical Ballads were henceforth reoccurring and omnipresent in Wordsworths work. This essay aims to illustrate that his poem I Wandered lonely as a Cloud embodies the revolutionary theory of poetry asserted in the Preface to the Lyrical Ballads. Moreover, it aims to show the intertextuality between the two compositions regarding highly romantic themes like nature, the simplification of language and the function of feelings. The first thing that strikes the reader, while reading the poem I Wandered lonely as a Cloud, is the choice of nature as a dominant subject and its exact description. The fact that William Wordsworth, like so many other romantic poets, utilized nature in his poems is likely to be originated in the contempt of the use of both elevated subjects and language. He thoroughly condemns the fact that the language of popular poetry during his time was full of gaudiness [6] and exaggerated, inane [6] diction. In the 1802 Preface to the Lyrical Ballads, he therefore argues that poetry should deal with materials from common life [7] in a [à ¢Ã¢â€š ¬Ã‚ ¦] language really used by men [7]. Wordsworths revolutionary ideas stood in direct contrast to the predominant neoclassic notion that serious language should only be applied while dealing with noble or aristocratic subjects (Abrams 213). Subsequently, Wordsworth strongly espoused the notion of purifying language [8] in order to bring the joy of p oetry to people who lead a more rural life [8] and do not understand the sublime terms used in neoclassic poetry. In light of this concept, it becomes more obvious why Wordsworth used nature as a main subject in his work, as he did in I Wandered lonely as a Cloud. The main reason is likely to be that people who lead a rural life tend to be closer to nature than the aristocratic part of the society who lives in the city. The detailed, yet simple description of the daffodils and the landscape surrounding them, in other words the immediate and direct feelings transmitted through nature, are probably better conceivable to rural people who are very much in touch with nature. It becomes therefore apparent that I Wandered lonely as a Cloud is not solely a nature poem or a mere depiction of landscape, but that nature functions as some sort of stimulus for a poet (Abrams 214) in order to think and experience an influx [11] of feelings. William Wordsworths idea of the spontaneous nature of feelings and the calm recollection of such is distinctly visible throughout the poem I Wandered lonely as a Cloud. In order to comprehend and grasp Wordsworths complex perceptions of how feelings are to be experienced and processed, it is inevitable to first look at some excerpts from the Preface of 1802, in which William Wordsworth asserts his view on the subject of feelings, tranquility and indeed imagination: I have said that Poetry is the spontaneous overflow of powerful feelings: it takes its origin from emotion recollected in tranquility: the emotion is contemplated till by a species of reaction the tranquility gradually disappears, and an emotion, kindred to that which was before the subject of contemplation, is gradually produced, and does itself actually exist in the mind. In this mood successful composition generally begins, and in a mood similar to this it is carried out. (1) Although Wordsworth describes a real poets feelings as spontaneous and powerful, he makes it very clear that a calm recollection of the original impressions or emotions is desirable. The feelings which enter a poets work are thus kindred to the immediate and original version of the feelings and cannot be regarded as uncontrolled or raw emotions (Sucksmith 150) anymore. Furthermore, Wordsworth describes a poet as someone who adapts an excessive habit of meditation [10] and is therefore capable both of mastering the overflow of feelings and later connecting feelings with thoughts. In a further chapter of his 1802 Preface, Wordsworth praises the state of enjoyment [50] a poet can reach by experiencing poetry in this way. The theory of poetic creation described above becomes very overt by dividing Wordsworths poem I Wandered Lonely as a Cloud into two parts. Lines 1 to 17 clearly depict the spontaneous overflow which the speaker, a poet himself, experiences while wandering along the lakeside in state of loneliness and passivity (Durrant 20). However, lines 17 and 18 of the poem signal a change in the poets perception of his experience. While I gazed and gazed (line 17) describes the initial and unreflective perception (Sucksmith 151) of the daffodils, it is the remaining part of line 17 and its succeeding stanza which indicate the meditative reflection on that perception (Sucksmith 151) by saying but little thought / What wealth the show to me had brought (lines 17-18). This last stanza thus illustrates both the calm recollection of the initial experience and the poets joy while contemplating and remembering these images and feelings in tranquility. This process of calm recollection can be seen in li nes 19 to 21: For oft, when on my couch I lie / In vacant or in pensive mood, / they flash upon that inward eye. The powerful state of enjoyment [50] caused by poetry and triggered by the initial and raw experience, as well as its later contemplation is, as described above, strongly accentuated in Wordsworths Preface to the Lyrical Ballads. It is also a reoccurring theme especially in the third stanza of the poem I Wandered Lonely as a Cloud. The speakers elevated emotional state becomes apparent in lines 14 to 16: Out did the sparkling waves in glee: / A poet could not be but gay, / In such a jocund company. In the last stanza, therefore in the period of recollection, the speaker still feels this joy, although it is a different kind of joy. It can be described as a more grounded, reflected and certainly less exuberant form of joy. The last three lines of the poem, lines 22 to 24, illustrate this different form of delight: Which is the bliss of solitude; / And then my heart with pleasure fills, / And dances with the daffodils. As has been illustrated by the comparison of excerpts of the 1802 Pr eface to the Lyrical Ballads concerning the processing of feelings and emotions and the respective passages of the poem I Wandered Lonely as a Cloud, William Wordsworths notion of poetic composition (Sucksmith 152) is highly visible and palpable in the aforementioned poem. In conclusion, I would like to stress how William Wordsworths 1807 poem I Wandered Lonely as a Cloud beautifully incorporates the many subtleties and visions concerning poetry that were asserted in the Preface to the Lyrical Ballads. In order to fully understand I Wandered Lonely as a Cloud, it is thus of great importance to know how Wordsworth sought poets to perceive and process feelings or which language is best to use in poetry. By interpreting the poem in light of Wordsworths, at that time, revolutionary views, the strong dependence and connection of I Wandered Lonely as a Cloud to the Preface becomes evident. [1401]

Evolution of the Modern Woman in Virginia Woolfs To the Lighthouse Ess

Evolution of the Modern Woman in Virginia Woolf's To the Lighthouse Virginia Woolf's To the Lighthouse examines the role of women or more specifically, the evolution of the modern woman. The two main female characters in the novel, Mrs Ramsay and Lily Briscoe, both represent different views on life and follow different paths on their search for meaning. Lily Briscoe transcends the traditional female gender roles embodied by Mrs Ramsay; by coming into her own as an independent and modern woman, she symbolises the advent of modernism and rejection of traditional Victorian values. The traditional female gender roles of passivity and submission are first reinforced by Mrs Ramsay's attitude and behaviour towards her husband and the guests at her house. Mrs Ramsay is not a helpless woman but she is not independent in the way that Lily Briscoe is. While she is perfectly capable of being the boss of trivial and "womanly" things such as dinner, the higher level decisions are always made by her husband. For example, in the beginning of the novel, Mrs Ramsay tells her son, James, that, weather permitting, they would go to the lighthouse the next day. Mr Ramsay insists that, "it won't be fine" (9). They do not go to the lighthouse. Mrs Ramsay submits to her husband's decision. Mrs Ramsay has the ability to "arrange people", both literally at the dinner table, and figuratively, as she plays match maker with her guests. However, her actions are either domestic and/or maternal. But what have I done with my life? thought Mrs Ramsay, taking her place at the head of the table . . . 'William, sit by me,' she said. 'Lily,' she said, wearily, 'over there.' . . . she [had] only this - an infinitely long table and plates and knives. At ... ...it is irrelevant because she is dead. By Lily's completion of her painting of Mrs Ramsay and the arrival at the lighthouse, Mrs Ramsay can also be "ended", in a sense. James, having forgiven his father, no longer has to Freudianly prefer his mother. Lily, having finished her painting, can now reject Mrs Ramsay as a model, both for the portrait and for her life. Lily is the embodiment of art in the novel; she strives for meaning in art. Mrs Ramsay, however, finds meaning in less abstract terms, she is fulfilled by her children and hopes to see them married. Lily finishes her painting but Mrs Ramsay does not live to see her children married. This is a statement on the validity of art and abstraction, as embodied by Lily Briscoe, and a negation of realist thought. Works Cited Woolf, Virginia. To the Lighthouse. New York: Harcourt, Brace, Jovanovich, 1989. Evolution of the Modern Woman in Virginia Woolf's To the Lighthouse Ess Evolution of the Modern Woman in Virginia Woolf's To the Lighthouse Virginia Woolf's To the Lighthouse examines the role of women or more specifically, the evolution of the modern woman. The two main female characters in the novel, Mrs Ramsay and Lily Briscoe, both represent different views on life and follow different paths on their search for meaning. Lily Briscoe transcends the traditional female gender roles embodied by Mrs Ramsay; by coming into her own as an independent and modern woman, she symbolises the advent of modernism and rejection of traditional Victorian values. The traditional female gender roles of passivity and submission are first reinforced by Mrs Ramsay's attitude and behaviour towards her husband and the guests at her house. Mrs Ramsay is not a helpless woman but she is not independent in the way that Lily Briscoe is. While she is perfectly capable of being the boss of trivial and "womanly" things such as dinner, the higher level decisions are always made by her husband. For example, in the beginning of the novel, Mrs Ramsay tells her son, James, that, weather permitting, they would go to the lighthouse the next day. Mr Ramsay insists that, "it won't be fine" (9). They do not go to the lighthouse. Mrs Ramsay submits to her husband's decision. Mrs Ramsay has the ability to "arrange people", both literally at the dinner table, and figuratively, as she plays match maker with her guests. However, her actions are either domestic and/or maternal. But what have I done with my life? thought Mrs Ramsay, taking her place at the head of the table . . . 'William, sit by me,' she said. 'Lily,' she said, wearily, 'over there.' . . . she [had] only this - an infinitely long table and plates and knives. At ... ...it is irrelevant because she is dead. By Lily's completion of her painting of Mrs Ramsay and the arrival at the lighthouse, Mrs Ramsay can also be "ended", in a sense. James, having forgiven his father, no longer has to Freudianly prefer his mother. Lily, having finished her painting, can now reject Mrs Ramsay as a model, both for the portrait and for her life. Lily is the embodiment of art in the novel; she strives for meaning in art. Mrs Ramsay, however, finds meaning in less abstract terms, she is fulfilled by her children and hopes to see them married. Lily finishes her painting but Mrs Ramsay does not live to see her children married. This is a statement on the validity of art and abstraction, as embodied by Lily Briscoe, and a negation of realist thought. Works Cited Woolf, Virginia. To the Lighthouse. New York: Harcourt, Brace, Jovanovich, 1989.

Duquesne Education Essay

I have always held the belief that apart from scholastic excellence, a man’s education is incomplete if certain values and ideals are not inculcated into him. Having a degree is worthless if the degree you have does not have a positive effect on you. One question I ask myself is why must I be educated? Should we be educated because we want to back a good degree that will enable us get a good job or what? I offer my view of true education below. True education is not all about grades and certificates. True education must change who we are, affecting how we think. We should understand that as educated people, we should give back to the society. We are educated so that we can make a positive change in our society and be better persons than we were before we were educated. This should be the goal of true education In my quest to get a university education, I have had to put these considerations before me. For one thing, I just do not want to go to a school for the mere purpose of backing a degree. I want to be educated in an environment where I will be useful not only for myself but the society. I want a university where I can get the same degree and still have the platform of forming values that will make me a better person. I checked programs offered by different universities and how this helps in making me a better person in the future. Of all the universities I checked, I found the programs and the environment of Duquesne most suitable for me and having a degree from the university will make me more successful person in future. How am I certain of this? To begin with, the environment and programs offered by the university makes the student understand his/her role in the society. The various humanitarian programs instill some values into the student and help to shape his view about life and one’s relationship with his fellow man. In addition this, you can not graduate from Duquesne without learning responsibility. Your ideals will be transformed and this prepares you for the life ahead of you. I will also be able to develop relationships that will influence my life, people who believe in the same cause.

High school dropouts: proposal Essay

This research seeks to answer the question of the influence that dropping out of high school has on a person’s tendency toward crime. Studies have shown that most persons who do not have a high school diploma are at an economic disadvantage compared to those who have finished high school. It has also been shown that many prisons have a high concentration of members who have not finished high school. This study will take questions to a group of inmates at a local prison as well as a group of high school students in the same area. It will use questionnaires that contain items which attempt to probe issues concerning the criminal exposure of inmates during and after high school as well as that of current high school students. The results will be analyzed and correlated using graphs and charts in order to shed light on the influence that the lack of a high school diploma has on criminal activity. Introduction Several reasons have been cited by researchers to explain why students decide to drop out of high school. One of these reasons is a lack of adequate early-childhood preparation (Reynolds et al. , 2001). Children who receive inadequate educational preparation in the early stages of their lives often find it difficult to grasp the concepts being taught at the high school levels. These children might also not have had proper exposure to the types of behaviors and study habits necessary for success in high school. These, and other problems associated with them, often lead to an inability to cope with the demands of the educational environment (2001). Lack of adequate financial support also plays a part in causing students to drop out of school (Ingrum, 2006; Reynolds et al., 2001). It is often the case that students are unable to access the materials necessary for success in school due to lack of funds. Furthermore, poverty often drives students to seek jobs (or even less honorable ways of earning money) before their high school education officially ends. This often has also to do with a lack of appropriate emotional and family support, which often ebbs when finances are low. Furthermore, some parents of these students have hardly attained high school diplomas themselves and are therefore incapable of assisting these children with assignments (Sum et al., 2003). Finally a lack of intellectual aptitude, which manifests in the form of learning disabilities, has been cited as having a significant part to play in prompting students to drop out of school (Ingrum, 2006). Schools are largely accommodating to those persons of average intelligence who have little or no endogenous difficulties learning. These students often find it particularly difficult to perform even the fundamental functions of education, such as reading and simple arithmetic. Many who do drop out are disadvantaged compared to their counterparts who possess diplomas. These people are more likely to be unemployed, as employers for substantial and adequately paying jobs generally seek high school graduates. These persons are also more likely to be underemployed, as it is often difficult to find full time positions that seek to employ persons who have not completed high school. Because of these previously mentioned effects, high school dropouts are also more likely to be on welfare, and it has also been demonstrated that these persons are more likely to be incarcerated (Lochner & Moretti, 2003). Many programs exist that center on the rehabilitation of dropouts because such persons are considered more likely to be desperate. The reality of being marginalized when it comes to eligibility for adequately paying jobs often drives persons toward feelings of low self worth and even toward such extreme measures as crime (Lochner & Moretti, 2003). It is often the case that persons who fall into this desperate category are those who have mental or physical challenges and who need the help of these programs (Ingrum, 2006). However, a large proportion of them are considered more likely to have emotional/behavioral problems, and it is quite often members of this group of dropouts that show up in prison populations (Lochner & Moretti, 2003). Such persons are considered a drain on the government for several reasons, one of which is lost revenue from taxes. Persons who have no high school diploma are usually able to command lower wages or salaries than those who have graduated. This lower wage translates to a lower portion of income tax payable to the government. Furthermore, these persons are often also on welfare, and the cost of these programs to the government increase with each person that benefits from it. The cost of prison programs is also significant to the government. Since, therefore, it is considered that the prison population contains a higher concentration of dropouts than the general population (Lochner & Moretti, 2003), it might be seen that high school dropouts contribute more on average to the drain on the government due to prison programs than do members of the general population. Hypothesis Lack of education as demonstrated by dropping out of high-school leads to an increased likelihood of criminal arrests in young people. Methodology: variables and instrumentation The main instrument that will be used in this study is the questionnaire. This will be administered to 130 prison inmates from (NAME OF PRISON) in (NAME OF CITY & STATE) and 130 students of a high school in the same neighborhood. The questionnaire given to the inmates will consist of approximately 25-30 items that will deal with the level of high school education attained and arrests suffered by the inmate. The participants will be given choices regarding their schooling, ranging from below eighth grade level (< 8) to below twelfth grade level (< 12). They will also be given a chance to indicate whether high school diplomas were received by the time they reached 18 years of age or after 18 years. The questionnaire will also contain items that deal with the inmates’ criminal history. Items will attempt to elicit information concerning the number of arrests participants have experienced. It will also distinguish between number of arrests and number of convictions. Participants will also provide information regarding the number of juvenile arrests and convictions they have had, as well as the length of the sentence(s) which they currently serve and/or have served in the past. The questionnaires for the students will include items concerning the students’ career goals, role models, access to homework help, and the difficulty of specific core classes or skills (Mathematics, English, and Reading). They will be asked to give their GPA’s. The students will also be asked questions about those they know who have dropped out of school. They will be asked how many of their friends or acquaintances dropped out in the different grades—ninth to twelfth, and ask to rate the degree to which these dropouts’ behaviors might be considered deviant. The students will also be asked whether they ever considered dropping out of school and whether they think they would. Finally, they will be asked questions concerning their exposure to weapons and people who commit crimes. The responses to the questions for both groups will all be presented on a Likert scale ranging from â€Å"strongly agree† to â€Å"strongly disagree. † Interviews will also be sought with two or three of these inmates. The possibility of conducting an interview via the internet (instant messaging or voice programs) or via phone will be investigated. The interview questions will be more open ended, but will tend toward eliciting information concerning the inmates’ views on how they consider their lack of a high school diploma to have influenced their current situation. No interviews will be sought with the students.