“Cousin Kate” and “The Seduction” Essay Example for Free

â€Å"Cousin Kate† and â€Å"The Seduction† Essay Both poems are written by female poets, who express their love by exploring physical and emotional aspects. Both poets imply that men are motivated by the physical side of love while women treasure the emotional side. The female characters in each poem to begin with are naà ¯ve, innocent and vulnerable. However each being mistreated left them both experienced before their time. The Seduction is set in the mid 1970’s when a teenage girl is at a party and is lured by a sleazy boy. Cousin Kate is about a young maiden who is taken advantage of by a lord ho then leaves her for her cousin Kate. Both are left with an experience and a child. The poems were written in very different periods and reflect love and marriage in different social manors through time. ‘Cousin Kate’ was written in the Victorian reign around the 1870s. Love and marriage in the 1870s was very different to present time, as the Victorian citizen’s approach and mind-set was to expect women to provide children especially sons to become an heir, ‘Your father would give lands for one, To wear his coronet.’ This shows that the father would be willing to pay a lot of money (land) to have a grandson. Birth out of marriage was considered wrong; ‘The neighbors call you good and pure, Call me an outcast thing’. Society saw Kate as a good person and a good marriage that they accepted into the community. Whilst they considered the cottage maiden as an outcast for having a child out of wedlock. They were also perceived to have a duty to marry and obey their husband; in the bible it says St.Paul in Ephesians 5:22: ‘Wives, be subordinate to their husbands as to the Lord. For the husband is head of his wife just as Christ is head of the church, he himself the savior of the body. As the church is subordinate to Christ, so wives should be subordinate to their husbands in everything.†Ã¢â‚¬â„¢ Similarly in the Seduction although much more recent, societies view of birth outside marriage especially among teenage pregnancy is still frowned upon. ‘And better, now to turn away, move away, fade away, Than to have the neighbors whisper that ‘you always looked the type.’ The Seduction reflects a more modern attitude to love, where people frequently meet at social gatherings.’ She met him at the party and danced with him all night’. This shows that relationships can be started without knowing each other, when you are drinking. The poem also shows that men and women are now perceived as equal, in that both men and women are at the party and both are drinking alcohol. Messages of love have been interlinked with the environment to help you portray their attitudes towards one another. The setting in the Seduction has been created by using imagery and personification which helps the reader to envisage the scene. ‘Far from the blind windows of the tower blocks.’ This could imply that no one is there to see what could happen or that no one cares. An industrial dock yard is not a nice place to be and most probably not many people go there. ‘Towards the frightening scum on the water’, because this setting is so unromantic it implies that the sleazy boy is only after one thing. ‘She chattered on, and stared at the water, The Mersey, green as a septic wound.’ Here the author has used a simile to help explain nervousness of the girl. These words are effective because it emphasizes her innocents, although it seems to be dark and ery. The opening of ‘Cousin Kate’ tells us that she is just a simple country girl working to live. ‘I was a cottage maiden Hardened by sun and air, Contented with my cottage mates,’. Having this opening shows the emphasis of her innocents and it gives us a small idea of who she is. The author Christina Rossetti has pieced together a small picture of what her life was like but tells you enough for you to finish the scene in you mind. This all changes when later on it contrasts with the mention of her cousin Kate and the new lords. Both poets have used the environment help them create an image and an atmosphere which when added to the dramatic monologue is very effective. Also it transfers the feelings and emotions from the character to the reader. The poets have both used a range of techniques to help present the atmosphere and attitude to love. The atmosphere at the beginning of ‘The Seduction’ is quieting down after leaving a party with a random person who has got her drunk. It slowly turns into a dark and depressing mood but the girl is excited, naà ¯ve and unaware. The poet has used words like ‘she giggled’ and ‘he muttered’. This is successful as it shows the contrast between the innocent girl and the sinister boy. At the end of the poem the atmosphere has changed to a despaired attitude this shows how the poets view has changed. The emphasis of the change is described using poetic techniques like Connotation, Imagery, Oxymoron’s and alliteration. ‘And a bag filled with shimmering, sweet paint thinner.’ This implies that the boy was going off to get high when he is meant to be at school, I have chosen this quote also as an example of imagery and alliteration. Similarly the beginning of ‘Cousin Kate’ is peaceful, illustrated though words such as ‘contended’, ‘care’ and ‘flaxen’. However later on in the poem the narrators’ feelings are mixed; ‘Even so I sit and howl in the dust’ shows that she does feel sorrow and the reader can empathise with her. Also the poet has used dust to create a sad atmosphere. Whereas she perceives her cousin as wealthy and happy; ‘You sit in gold and sing’. This gives contrast from poor and rich, sorrow and joy. The narrator is also angry with the lord, ‘I would have spit in his face’. This illustrates her anger towards him, which creates tension and increases the reader’s knowledge of the narrator. Another way the poets express their attitudes to love and marriage is through the relationships between men and women. ‘Cousin Kate’ suggests the role of the men in the Victorian society were much more superior to women as they are the ‘hunters and gatherers’. By this I mean that the men are the leaders and are loved by women and the women should do as they are told. Conversely the male in the poem is not seen as likeable character, ‘He lured me to his palace home’. The word ‘lured’ projects an image of an ungentlemanly character which has falsely persuaded the victim. This is effective as he treats her as she is an object; ‘He changed me like a glove’. Equally ‘The Seduction’ the male character is perceived as someone who is not a pleasant person and a bad influence, ‘He spat into the river’. This is valuable as it illustrates how shocking and uncouth the boy is. Eileen McAuley has used verbs to convey the actions of the characters in ‘The Seduction’; for example the girl’s movements are submissive toward the strong minded boy. Although the same as ‘Cousin Kate’ the women in that period of time are meant to be submissive to their ‘master’. Consequently both poems are exploring the role of women in relationships and despite the fact that there is over a hundred years between the poems they both seem to be implying that society still criticise young mothers. Although the men are described as sleazy and sinister, this could be a miss conception as these may be the views from a women perspective. These descriptions of the male characters are portrayed as a stereotypical chauvinist male and could be offensive from a mans point of view. Finally the two poets have used the structure to help represent the theme of love. Both poems are written in stanzas and each tells another part of the story. ‘Cousin Kate’ is set out in a very traditional manner which help you to grasp the thoughts and emotions of the narrator. It repeats certain words in the first person like ‘I’, ‘he’ and ‘you’ this is done to show the difference between the characters but mostly cousin Kate and the narrator because ‘Kate’ has stolen the narrators ‘man’ (father); also because of the style it has created the piece of writing to be a dramatic monologue. Similarly ‘The Seduction’ also uses a lot of repetition of words in the third person like ‘she’ and ‘he’ this helps to show that it is a narrative. The poem is almost split into two sections; the fir half concentrates on the build up to when she discovers that she is pregnant and the second half only talks about if only it had not happened; also the first half is showing her innocents forming into an experience. This is successful because she is a young girl who still day dreams and wishes to be out with her friends; ‘Day trips to Blackpool, jumping all the rides?’ McAuley has also used a rhetorical question as if to say should she be out with her friends or does she get what she is deserved; but then it carries on to question what does the girl deserve? I believe that there is a subliminal message beyond the words and technical styles of writing, in both poems which can be related to the present time. The most obvious one is not to be naive and fall for boys tricks. However boy tricks are not always bad and good things may come of it. I consider the most successful technique is not a poetic technique, but more the structure the poets have written them in because it creates the mood, the speed and most of all in my eyes the tension and suspense.

Concept of Facts and Theories

Concept of Facts and Theories 2. Facts are needed to establish theories but theories are needed to make sense of facts. Discuss this statement with reference to two areas of knowledge. Growing up in a small village that is hugely effected by supernatural beliefs, beliefs in invisible identities. Villagers believed that sickness and catastrophes are directly related to a variety of invisible person-like beings such as, demons, angels, spirits, ghosts, devils and gods. When the villagers are asked to justify their belief in such entities, they often appeal to testimony first: to reports of sightings, suspicious events that they believe are caused by such beings, and fueled by imagination as a way of knowing. Second, many villagers claim a sense of presence, they sense the presence of their beloved ones who are dead years ago. Numerous testimonies regarding invisible identities made the community in the village consider the existence of these identities a theory that they believed in. Invisible agents or identities provided a quick, convenient and comforting explanations for events. Many questions arose from my experience with this case. How do theories make sense of the testimony or a fact? Or how are facts needed to establish such theories? Can a theory supersede and replace the need for data and testing? Is it always possible for theories in various areas of knowledge to be tested and proven wrong? This essay will investigate these questions and more, using the areas of knowledge of history and natural sciences, using ways of knowing where appropriate. First it is necessary to define the terms used in the statement. Facts are the subset of truths that have been proved and verified[1]. Truth exist in unlimited numbers, when they are discovered and tested, they become facts. A theory is a detailed clarification. The aim of a theory is to provide us with clarifications of physical things, phenomenon and events. We can make sense of facts by establishing theories, theories are established by formulating hypotheses, either by observation or sometimes by intuition and analogy and deducing conclusions from these hypotheses that can be tested directly or indirectly by observation or by experiment. For example, we all know that the sun emits light, its a fact. The fact doesnt give reasons about why this phenomenon occur, thats an observation of a fact. A theory is an explanation of a set of facts[2].The aforementioned theory was created using a set of evidence and mathematic calculations that supported and explained the long process from sc ratch. Breaking up the claimed statement into two fragments. First, that facts are needed to establish theories and second, that theories are needed to make sense of facts. If we look at the two aforementioned claims through Physics, we can bring up the relationship between experimental physics and theoretical physics. Experimental physics is directly relied on observation and data collection while theoretical physics use laws and mathematical analysis to predict theories. For example, in physical cosmology and astronomy, dark energy is a form of energy which is hypothesized to permeate all of space[3]. A search team was formed to observe distance measurements in supernovas. To illustrate, Researchers would study the relationship between the distance to an object in a supernova and its radiation, which gives how fast it is receding from us. This led to the discovery that the universe is expanding at an accelerating rate. This method of formulating a theory was the same as Aristotles interpretation of science. He viewed science as a closed circle where any observer or in this case, scientist can gather facts and then, by induction, formulate a theory. The same view goes to how one of my colleagues who is an archeologist attempted to prove the existence of an ancient frankincense trade route from Oman to the rest of the Middle East it is believed that frankincense is the first substance to be traded and was a crucial part of the Middle East economy thousands of years ago. The Route was proven to exist when a treasure trove that contained hundreds of archeological sites in the Middle East was discovered. Two distinguished discoveries came to light, the team uncovered an ancient fortress virtually identical to one they previously discovered in Oman. His team also uncovered a broad variety of other artifacts, including thurbiles made of mud which is used as incense holder. Thurbiles come in different shapes and designs but the team have noticed a certain pattern in the design of the thurbiles that they found in the sites where small shapes and plants were drawn to decorate the thurbiles. Linking this case to my question, the discoveri es in the different archeological sites were considered facts and were linked together because the designs found in the archeological sites were virtually identical. A theory was established to explain the observations which is that these archeological sites share same patterns and designs therefore they were linked and connected together. Theories are also necessary for facts to be established. An example of this is that theorists had predicted the existence of the Higgs boson which is a particle in the Standard Model of particle physics for more than five decades ago[4], which then encouraged the experimental physicists to search for the Higgs. And now the existence of the Higgs has been established as a fact. Another example is that the theory of gravitation predicted the behavior of objects on the moon and other planets long before the activities of spacecraft and astronauts confirmed them. In the previous two examples, the theories helped narrow facts that are found from a wide range of experiment and researches to a narrower scope providing few simple rules that summarize hundreds of observations. These rules make scientists have a focused area of research to examine. Some theories that have been regarded and accepted for centuries had a great impact on the new compelling theories supported by facts but can a theory supersede and replace the need for data and testing? Deducing a theory in mathematics for example does not require any objective facts gathered from our surroundings in order for it to be true. In a sense, Mathematics is true without reference to reality. Purely analytic statements can be demonstrated a priori. A proof of a theorem cannot involve experiments or other observed evidence in the same way such evidence is used to support scientific theories. In the previous two examples, the variables in the theories were directly observable which led to the theories making specific, clear predictions about the future. Deducing a theory can enrich our interpretations and meaning by providing us with a different approach to look at the same facts. I believe the statement should be edited to Facts are needed to establish truthful theories about the surroundings. Interpretations are an approach to make factual propositions meaningful. Theories can help us make sense of facts. Since we have defined facts as subset of truths that have been verified and verification can make theories true or false, we can also conclude that facts without a connecting theory are just facts fluctuating in a sea of logical space, independent of one another. Bibliography: Wikipedia, , accessed January 19, 2017, https://en.wikipedia.org/wiki/Dark_energy#cite_note-6. , accessed January 21, 2017, https://en.wikipedia.org/wiki/Higgs_boson#cite_note-OnyisiFAQ-8. Onyisi, P. (23 October 2012). Higgs boson FAQ. University of Texas ATLAS group. Retrieved 2013-01-08. Https://www.facebook.com/MarkCC, Good Math/Bad Math, September 08, 2015, accessed January 19, 2017, http://www.goodmath.org/blog/2015/09/08/not-a-theory-really-its-not-a-theory/. [1] http://www.differencebetween.net/miscellaneous/difference-between-fact-and-truth/ [2] http://evidence-based-science.blogspot.co.uk/2008/02/what-is-scientific-law-theory.html [3] Wikipedia, , accessed January 19, 2017, https://en.wikipedia.org/wiki/Dark_energy#cite_note-6. [4] Onyisi, P. (23 October 2012). Higgs boson FAQ. University of Texas ATLAS group. Retrieved 2013-01-08.

A Trip To The Moon Review Film Studies Essay

A Trip To The Moon Review Film Studies Essay Nowadays, cinema is significantly commercial and digitalised. However, the unique and often entertaining black and white films of the early twentieth century should not be forgotten. They should in fact be revered as films in their own right. A perfect example of early cinema at its peak is A Trip to the Moon (aka Le Voyage dans la Lune), which was directed by film pioneer George M li s in 1902. The majority of films from this period dealt with simple scenes of everyday life, such as the knocking down of a garden wall or the arrival of a train. However M li s made the transition from these early shorts to a more modern form of montage, which led A Trip to the Moon being regarded as a masterpiece of early cinema. The first scene of the film opens with a group of astronomers holding a meeting in order to discuss how to travel to the moon. The main astronomer, played by M li s, suggests that they build some type of capsule and fire themselves at the moon. After some argument, the scientists agree and build a cannon and a bullet-shaped capsule. They are launched at the moon via cannon by a group of showgirls and land comically in the eye of the moon. Once on the lunar surface, they meet the Selenites, the alien hostile inhabitants of the moon. One of M li s main inspirations for the film would be Jules Verne s novel From the Earth to the Moon, from which he got the idea of the projected capsule at the moon. The film also contains elements from H.G. Wells novel The First Men in the Moon, for example, the underground moon cave with gigantic mushrooms and the vulnerable inhabitants, the Selenites. M li s was a master of visual illusion due to him being a professional magician and a producer of theatre. He followed the example set by the main stage magicians of the nineteenth century, such as Jean Robert-Houdin, by integrating the newest technology into his theatrical spectacles. With film, M li s embraced its theatrical possibilities and through experimentation, he made swift advances in special effects, film editing, intricate sets and costumes, and literary content. The set design of the various scenes is elaborate. The painted backdrops merge flawlessly with the constructed parts and props, creating settings with great depth. The set design, costumes, and anthropomorphic objects provide the film with a fantastical surreal appeal, which both attract and astonish audiences. M li s was one of the first filmmakers to make use of special effects, using a number of ingenious techniques to create illusions. Cinematic devices such as stop-motion photography and film splicing were used to give the illusion of objects vanishing or changing. Examples of these techniques can be seen in the Selenites disappearing into a puff of smoke when hit by the scientists and the approach of the capsule towards the moon. For the duration of the film, themes of spectacle, absurdity, and burlesque are given far more importance than scientific logic or realism (Gunning 70). For instance, in the supposedly scientific scene of the launching of the capsule, the cannon is loaded by a troupe of showgirls dressed in a burlesque version of sailor suits (Gunning 70). M li s openly acknowledged the dominance of special effects over the storyline in his films as he once wrote, As for the scenario, the story or tale, I considered it last I utilized it only as a pretext, a context for tricks or pleasing theatrical effects (Gunning 71). A Trip to the Moon is not a forgotten gem of early cinematic history, but a film of energy, imagination, exploration, and humour that still pleasure audiences today. 2. A film review of Duck Soup (1933) The film Duck Soup, starring the Marx Brothers, is a funny satire with lively gags and some of the best physical comedy ever in cinema. Although it is nowadays regarded as a comic masterpiece, the film received poor reviews when it first came out in 1933, mainly for its satirising of politics and warmongering. Even to this day the Marx Brothers are greatly revered because of their masterful ability to treat their audience to riotous slapstick comedy, puns, riddles, and deadpan humour. All of the Marx Brothers comedy films were extensions of their vaudeville days (Gardner 15). Duck Soup is a perfect example of this as the visual gags that had previously been a success on stage, were then incorporated into their comic routines in their films. The 1933 film was directed by Leo McCarey. The film stars Groucho Marx, who plays Rufus Firefly, the new appointed president of the fictional nation of Freedonia. Firefly has a questioning attitude towards work ethic, which can be seen as he attempts to decrease work hours by shortening the length of lunch breaks for the workers. Rufus becomes infatuated with Mrs. Teasdale, but he is in competition for her hand with Ambassador Trentino of the neighbouring country of Sylvania. Rufus immediately insults the Sylvanian ambassador by slapping him across the face instead of shaking his hand. War is consequently declared between the two countries. However, the plot of the film is not of any real importance as it mainly serves as a chance for the brothers to make fun of dictators, government bureaucracy and the irrationality of reckless war. Duck Soup features the Marx Brothers at their very best. Both the continuous sequence of laughs and the satirical storyline are hilarious in their own right, but the film also provides the individual comedy sequences for the brothers, which are the real highlight of the film. The film contains some of their best material, providing a variety of comic settings and dialogue and some quite entertaining musical sequences. Two of their most iconic are featured in Duck Soup the mirror sequence and the lemonade stand scene. The mirror sequence is by far the most entertaining scene in the film, where Harpo, and Chico, and Groucho are all dressed the same and they mimic each other s movements as if they re looking in a mirror at themselves. Another excellent example of Marx comedy is the peanut stand scene where Chico and Harpo engage in a quarrel with the owner of a lemonade stand next to Harpo s peanut stand. Another humorous and surrealistic aspect of the film is in the final battle scene where the Brothers are dressed in an outrageous pastiche of military uniforms that complete the anti-war attitude of the dialogue (Gardner 87). The military uniforms worn by the Brothers are from several diverse nations and from different historical eras. The film is a constant reel of comedy, from the opening scene, where we meet Groucho s character, to the final scene of the shelter being bombed. Similar to other great comedies of the 1930s, Duck Soup does not require special effects or a completely logically storyline to attract an audience. Nowadays, Duck Soup is widely considered to be a stunning success of film comedy, and the Marx Brothers best film.

I am a Child of the World :: Law College Admissions Essays

I am a Child of the World One of the questions I was asked most frequently when I arrived at college was "where are you from?" Unlike most students, I could not quickly answer this question. Whereas many students have spent most of their lives in one or two areas, my feeling of "home" was not that simple. I was born in Canada and lived there until I was seven; then my family moved to Belgium. After five years in Belgium, we moved to Minnesota, where I spent my high school years. As I left for college, my parents moved to Switzerland and have since divorced. Currently, my mom lives in Minnesota, and my dad resides in Liechtenstein. I am still a Canadian citizen, but have permanent residency status in the United States. While these events could have led to a confused identity and feeling of homelessness, I believe that my experiences have given me a unique perspective on the world and an ability to feel "at home" wherever I may be. The experience of living in Europe was one of the most important aspects of my personal development, as exposure to different at a young age gave me a broad worldview that I would not have gained by staying in one place. Daily life in a foreign country teaches one to have patience, respect, and tolerance for people who speak a different language and have different customs. Cultural differences can make simple tasks such as going to the grocery store difficult at first, but over time my family adapted to the norms of Belgian culture. The opportunity to travel throughout Europe also gave me a unique set of experiences that have stayed with me. After all, how many ten-year-olds from Canada have stood in awe of the Acropolis or felt the somberness of the war cemeteries at Normandy? These experiences, combined with my Canadian heritage, have provided an important backdrop for developing a sense of respect for those who are different, a sense that I have found lacking in American society. While my experiences abroad have contributed a great deal to my personal growth, they have also made it difficult to identify with one place as home. Minnesota became the closest thing to home after spending my teenage years there, but my parents' divorce during my sophomore year of college further tested my ability to maintain a sense of identity.

Historical Methodology Essays -- Racism Literature Books Papers

Historical Methodology The Strange Career of Jim Crow, by C. Van Woodward, traces the history of race relations in the United States from the mid and late nineteenth century through the twentieth century. In doing so Woodward brings to light significant aspects of Reconstruction that remain unknown to many today. He argues that the races were not as separate many people believe until the Jim Crow laws. To set up such an argument, Woodward first outlines the relationship between Southern and Northern whites, and African Americans during the nineteenth century. He then breaks down the details of the injustice brought about by the Jim Crow laws, and outlines the transformation in American society from discrimination to Civil Rights. Woodward’s argument is very persuasive because he uses specific evidence to support his opinions and to connect his ideas. Considering the time period in which the book and its editions were written, it should be praised for its insight into and analysis of the most i mportant social issue in American history. From the beginning of the book, Woodward argues that prior to Jim Crow, segregation in the Southern states was not as strong as many assume. To support this claim he cites Slavery in the Cities, where author Richard C. Wade provides evidence for segregation while at the same time states that, â€Å"‘In every city in Dixie†¦blacks and whites lived side by side, sharing the same premises if not equal facilities and living constantly in each other’s presence.’†[1] In the rural areas during slavery, African Americans and whites also had a large amount of social interaction, because, as Woodward explains, â€Å"control was best maintained by a large degree of physical contact and association.†[2] .. ...better in the 1950’s. [22] Given the historical context in which the book was written, its popular reception, its persuasiveness, and the realities of the history of race relations which it exposes, the book’s significance cannot be denied. [1] C. Vann Woodward, The Strange Career of Jim Crow. (Oxford University Press: New York, 1955), 14. [2] Woodward, 22. [3] Woodward, 19. [4] Woodward, 21. [5] Woodward, 37. [6] Woodward, 53-54. [7] Woodward, 54. [8] Woodward, 65. [9] Woodward, 69. [10] Woodward, 71. [11] Woodward, 72-73. [12] Woodward, 130-132. [13] Woodward, 81. [14] Woodward, 98. [15] Woodward, 115. [16] Woodward, 118. [17] Woodward, 119. [18] Woodward, 128. [19] Woodward, 174. [20] William S. McFeely, The Strange Career of Jim Crow, Afterword, 224 [21] McFeely, 227. [22] McFeely, 224.

Poetry Analysis Essay

â€Å"Echoes of Goodbye† by Patricia A. Queen is a skilfully crafted poem that describes the hardships of someone who lost their father at a young age and is recollecting memories of their haunting past. The prevalent themes discussed in the poem, concerning death, loss and suffering, are enhanced by the many poetic devices employed by the poet. The first stanza adopts a foreboding tone and utilises vivid, striking imagery to enhance its meaning. Emotion and passion is what really sets this poem alight and brings it to life. In the first two lines, powerful, descriptive phrases such as â€Å"endless footsteps† and â€Å"grieving people† enrich the ideas and themes of loss, and create a reminiscent air typical of the gothic genre. The poet uses personification to evoke a melancholy yet cryptic aura: â€Å"The black clouds hide the crying sky† (3). The first stanza concludes by establishing an image of sadness in the reader’s mind – â€Å"Amid those timeworn, lonely echoes of goodbye†. This quote further implies a haunting, echoing tone which is maintained throughout the poem. The rhyming pattern used in the first four lines is AABB, and this particular pattern emphasises the rhythm of the poem. Furthermore, the imagery in first stanza implies the setting is a gravegrard, with the â€Å"endless footsteps† and â€Å"timeworn echoes of goodbye† suggesting the speaker is in a place of sadness and death. These incredibly meaningful first four lines set the scene for the rest of the poem. The second verse of this poem introduces a different type of narration by recalling memories in the form of an anecdote. This is seen in the first line, â€Å"A young man lived here with a wife, a child, a song†. The cumulative listing of his most dear assets reiterates all the earthly possessions he has left behind. The main ideas discussed in this stanza are isolation and abandonment. This is especially seen in the last line, â€Å"Left them in a dark, black and shadowed shroud†. The deliberate alliteration of the ‘sh’ sound heightens the tension and displays use of another poetic technique. This line also makes reference to the undercurrent of sadness and sorrow that lie beneath the surface of the poem. The third stanza explores how pain and guilt can be a central experience of the theme of loss and death, and this is specifically expressed through the symbolic association of the child in the poem, to ideas of innocence and ignorance. This is blatantly seen through the clever positioning of a rhetorical question in the last line: â€Å"Why hadn’t he told he told me goodbye? † This one line alone directly questions the reader and plants seeds of doubt, especially when viewed from a naive child’s perspective. This poem is also an allegory for the persona’s struggle, longing and loss. This effect is achieved by incorporating a personal touch seen in line 9 & 10: â€Å"They buried my daddy†¦I cried as I held Momma’s hand. † The painful imagery such as in the line, â€Å"Those tears on her face revealed all the pain† allows the emotion to seep through the language used, to strike chords of sorrow in our hearts. The reference to the funeral in line 13 forces the reader to associate it with death and also rouses sad connotations, which is the intended purpose of the poem. In this stanza the poet also breaks the original four-lined stanza form and alters the rhyming pattern to ABAB/CDCD. This technique exemplifies the variety of the poem and introduces a new pulse. By arranging the ideas in the third stanza as a series of nostalgic yet aching memories, the poet reveals all the raw emotion and grief experienced by the persona which adds authenticity and a realistic edge to the poem. The fourth stanza is identical to the first, and this has deliberately been done to create a suspenseful and ominous ending. The circular structure of the poem brings us back to where the poem began, to end it on a sinister and unpromising note. In this stanza he technique employed by the poet is foreshadowing, since it leaves us unsure of events to come and places a cloud of uncertainty in our minds. Lastly the poem draws to a close, â€Å"Amid those timeworn, lonely echoes of goodbye. † The repeated sensory imagery provides a fitting conclusion to an exceptional poem.

Training and Development Paper

Training is an essential part of any field without which even a qualified person cannot contribute effectively to an organization. It is important to evaluate every kind of training in order to determine whether it is producing the desired goals or it needs to be improved. Evaluation mostly involves getting ongoing feedback from the learner, trainer and supervisor so that there is continuous improvement in the quality and quantity. The different ways through which training can be evaluated are as follows: · Effectiveness of training can be measured through employee performance evaluations which are carried out from time to time as a regular appraisal process. The impact of training can be known by evaluating employee’s performance and training can be altered if necessary. · Training also has impact on business performance therefore evaluating business performance through sales, production costs, output, absenteeism, and turnover. Business performance can also be evaluated through qualitative improvements like quality of products and services, customer satisfaction achieved through superior customer service and greater innovation. · The most useful way is through employee feedback. Employees should be asked directly that if the training was according to their expertise and expectations, what have they learnt and how will they put the training into action, can the training be improved so that it better work etc. Employees might hesitate to give responses face to face therefore, training assessment or evaluation forms can be used for this purpose. · Finally, observation can also be a useful technique for evaluation the effectiveness of the training. Observation should be according to the objective of the training. If the training’s purpose was to enhance the communication skills of the employees then it can be observed how employees communicate with each other and with their customers in order to determine the training effectiveness.Training should be treated as a necessity in the organizations and therefore, it should be continuously reinforced and sustained so that the employees can always show better performance than before. Training should be ongoing in order to sustain the performance of the learners. In order to accomplish this training should be never stopped instead it should be properly evaluated and improved from time to time.There will not come any time when employees don’t need training because the business environment is continuously changing which require different abilities and skills at different times. Therefore, continuous training is the right way to sustain and reinforce better performance. Another way is support from the top management. When the superiors support their subordinates in acquiring knowledge then training can be reinforced. Thus, providing training is not the end instead sustaining and reinforcing it is also critical to ensure its effectiveness.REFERENCESBramley, P. (1991). Evalu ating Training Effectiveness: Translating Theory into Practice. New York: McGraw-Hill.