Bibliography Relation to Analysis of Emily Dickinson´s...

Anderson, Paul W. The Metaphysical Mirth of Emily Dickinson. Georgia Review 20.1 Spring 1966): 72-83. Rpt. in Nineteenth-Century Literature Criticism. Ed. Jessica Bomarito and Russel Whitaker. Vol. 171. Detroit: Gale, 2006. Literature Resource Center. Web. 14 Feb. 2014. Anderson accomplishes the discernment of Dickinson’s poems and their allusions to many classic myths. He denotes the figurative language that Dickinson utilizes in her poetry to relate to her themes. With these key elements in mind, Anderson is then able to compare Dickinson’s works to other authors who have tried to reach the same goals, however, Dickinson is able to better achieve the extrapolation of the myths through her profound and truly exquisite writing. In Dickinson’s A Narrow Fellow In the Grass, the tone is described to be bashful and resonant with the perception of the human existence theme. In his explanation of Dickinson’s uses of Jungian’s collective unconscious concepts and of myth, she is a classic as she adeptly composes a description of a snake, excluding its gruesome characteristics. He explains that Dickinson creates a graceful deviation of the idea of a snake, calling it a â€Å"narrow Fellow†, unlike its typical portrayal, through personification. In order to further reinforce Dickinson’s excellent innovation in her poem, Anderson compares this literary work to Robert Bridge’s â€Å"Low Barometer,† and demonstrates Dickinson’s above and beyond depiction of the â€Å"narrow Fellow,† and how itShow MoreRelatedInterpretation of the Text13649 Words   |  55 Pagesliterary work Literature is writing that can be read in many ways. We can read it as a form of hi story, biography, or autobiography. We can read it as an example of linguistic structures or rhetorical conventions manipulated for special effect. We can view it as a material product of the culture that produced it. We can see it as an expression of beliefs and values of a particular class. We can also see a work of literature as a selfcontained structure of words - as writing that calls attention to itself

Disabilities Essay Download Pdf - Free Essay Example

Sample details Pages: 3 Words: 965 Downloads: 1 Date added: 2017/06/26 Category Education Essay Type Review Tags: Disability Essay Did you like this example? Education: Issues and Inequalities A large number of children are being deprived of their right to study. Education is important to be able to build a better nation. However there are some cases wherein children are being banned from going to school because of their disability. Don’t waste time! Our writers will create an original "Disabilities Essay Download Pdf" essay for you Create order Issues are arising and they need to be answered. Inequalities, especially in education, are not acceptable. This paper is about the strengths and weaknesses of inclusion and integration policies and support for children with special educational needs. To fully understand the subject it is best to define the issues and concepts involved. A review on research and studies done on education for special children will be presented. In the article written by Anastasia Vlachou (2008) she shows awareness on teachers to change their view regarding inclusion. Integration has been reported that requires change, creates discomfort and involves a considerable challenge to those whose careers, work and social relationships reinforce a segregated system. According to Vlachou (2008), it would be naÃÆ' ¯ve to believe that integration policy will happen as part of a natural evolution in attitudes towards students with special needs. Vlachou (2008) article will be discussed in the literat ure review together with the study done by several researchers. At the end of the paper the personal view of the writer regarding the subject will be presented. The inequalities and issues will be summarized to support the writers claim in the conclusion. Definition of Terms To fully understand what the topic is, it is best to define the important terms used in the paper. Inclusion as defined in the Webster dictionary à ¢Ã¢â€š ¬Ã¢â‚¬Å" to put in or consider as part of a group or category. McBrien and Brandt of Association for Supervision and Curriculum Development define inclusion as based on the situation of the disabled child in school. The practice of educating children in one classroom, including children with physical, mental, and developmental disabilities is important. Inclusion classes often require a special assistant to the classroom teacher. The 1975 Education for All Handicapped Children Act (P.L. 94-142) made inclusion a controversial topic by requiring a free and appropriate education with related services for each child in the least restrictive environment possible, and an Individualized Education Program (IEP) for each qualifying child. In 1991, the bill was renamed the Individuals with Disabilities Education Act (IDEA) and the revision broadened the definition of disabilities and added related services. (Hummel,2008). Another definition of inclusion is defined in the website of teachernet.com. One of the greatest challenges facing schools is the provision of appropriate learning opportunities for all pupils (www.teachernet.com). Within schools there are pupils with a range of abilities from different cultures, religions and social backgrounds. Some of these pupils experience barriers to learning as a result of their disability, heritage, gender, special educational need, ethnicity, social group, sexual orientation, race or culture. Research has proved that children from lower socio-economic backgrounds and/or specific ethnic and social groups are more likely to underachieve at school. This may lead to disaffection, low self-esteem, and marginalisation by others and, in some cases, formal exclusion from school. (www.teachernet.com). Some schools are more successful than others in meeting th e needs of pupils from diverse backgrounds. Mason, H. (2003) of Birminghan, UK presented process of inclusion in education: Increasing the participation of students with disabilities in, and reducing their exclusion from, curricula and communities of local schools; Restructuring the cultures, policies and practices in schools so that they respond to the diversity of students needs; Accepting diversity as normal and as a rich source for all students; Responding to the diverse needs of all students; Accommodating both different styles and rates of learning; Ensuring the quality of education to all students through appropriate curricula, support and teaching strategies; Accepting that inclusion in education is one aspect of inclusion in society. Another important term to define is the word integration. Integration traditionally refers to the education of children with special needs in mainstream settings. (Mason,H. 2003). Organ (1993) defines the term integration that pertains to a social domain; it does and should refer to individuals of different background who opt to interact. Review of Literature The review contains the study done by researchers on inclusion and integration policies in education of children with special needs. The article written by Schwartz, Odom and Sandall (1999), includes their research and found out that most of successful inclusive programs view inclusion as that starting point for all children. Children with disabilities are not expected to earn their way into early childhood programs by having the necessary entry skills (e.g. toilet training, communicating in sentences). ( Schwartz, Odom and Sandall, 1999), Programs may need to make special accommodations to make the inclusive experience successful. Jimmy lacked many of the skills that were typical of his four-year-old classmates; but the classroom teacher, itinerant teacher, and assistant teacher, with the help of the other classmates, arranged activities in ways that encouraged and even required Jimmy to participate. (Schwartz, Odom and Sandall,1999), This view of inclusion is based on th e belief that inclusion can be appropriate for all children; making it work successfully depends on planning, training, and support The Language of Learning: A Guide to Education Terms, by J. L. McBrien and R. S. Brandt, 1997, Alexandria, VA: Association for Supervision and Curriculum Development https://www.teachernet.gov.uk https://www.icevi-europe.org/tt/ttw3/topic5.html Dr Heather Mason, Birmingham, UK Publication Date: Wednesday Aug 13, 1997 The true definition of integration Henry Organ https://www.paloaltoonline.com/weekly/morgue/spectrum/1997_Aug_13.GUEST130.html Including Young Children with Special Needs by Ilene S. Schwartz, Samuel L. Odom, and Susan R. Sandall https://www.newhorizons.org/spneeds/inclusion/information/schwartz3.htm#author School Site https://www.atocbkk.com/school_site.php https://www.ccboe.net/Teachers/Hummel_Heather/onlineresources.html

Analysis Of The Book Cold Blood - 1418 Words

Perry Smith and Dick Hickock are two remarkably different characters. In the beginning of the novel, they’re known only as the murders of the Clutter family, but Truman Capote tells their life stories in such a way that they become more than that. Even though these two men are basically introduced as murderers, they quickly become relatable and interesting characters. So much is learned about their feelings and lives that one can not help but almost look past their reckless ways. Both of these men have unique character traits that amalgamate in an intriguing way. Throughout In Cold Blood, Capote includes many instances that show how Dick and Perry, when combined, make the perfect murderer. Perry, the more personable of the two killers,†¦show more content†¦To add insult to injury, Perry gets into a motorcycle crash that left him oddly figured and in constant pain. His life, as a whole, was a series of unfortunate events. His screwed-up childhood left him with child-li ke tendencies in his adult life, such as sucking his thumb and wetting the bed. Despite his childish emotions and lack of an education, he believes himself to be an extraordinary man with many hidden talents and immense intelligence. At one point he says to his sister, â€Å"You think I like myself? Oh, the man I could have been! But that bastard never gave me a chance. He wouldn t let me go to school. O.K. O.K. I was a bad kid. But the time came I begged to go to school. I happen to have a brilliant mind. In case you don t know. A brilliant mind and talent plus. But no education, because he didn t want me to learn anything, only how to tote and carry for him. Dumb. Ignorant. That s the way he wanted me to be. But you, Bobo, you went to school. You and Jimmy and Fern. Every damn one of you got an education. Everybody but me. And I hate you, all of you—Dad and everybody† (Capote 185). In contrast to his sensitive and intellectual side, Willie-Jay says that he has one e xtreme flaw: â€Å"explosive emotional reaction out of all proportion to the occasion† (Capote 43). Perry clearly has many unique characteristics. Each one of the small things about him lends a hand in the eventual murder of the Clutters. Dick, the masculine ‘brass boy’, is the opposite

Spatial Imagery in Borges free essay sample

â€Å"Reality is not always probable, or likely† (Borges), this quote from Jorge Luis Borges, a perfect example of what makes Collected Fictions mysterious and entertaining to read. His readings are not superficial, and must be taken by critical thought and completely different modes of thinking. Borges’ stories use many techniques to express his messages. In select fictions, the idea of geometry, which is simple and exact, is used to convey themes of infinity and perceiving reality, which are hardly exact at all. Whether Borges uses hexagons to explain a concept of infinity and God, or rhombi and labyrinths to prove an order to chaos, these fictions let the reader explore his perplexing and ambiguous philosophy through ideas of spatial imagery. The story Death and the Compass deals with spatial imagery in two ways, one being with geometric rhombi, and the other is the reader’s idea of labyrinths. A rhombus is used in this story to specifically draw the main character strait to the criminal. Borges mentions the rhombus for the purpose of simplifying the story into something that makes sense; the crimes of the story fit into a perfect, known shape. â€Å"I knew you would add the missing point, the point that makes a perfect rhombus, the point that fixes the place where a precise death awaits you† (p. 156). The end of the story proves that the simple idea is not that simple at all, it all represents how this logical order of crimes brings the protagonist to a chaotic sense of himself because of the elaborate scheme that brings him to his own demise, which becomes part of the order. The other way Death and the Compass deals with spatial imagery is the way Borges lets the reader picture what a labyrinth should look like. Labyrinths are a recurring theme in a lot of Borges’ works, but in this particular story the villain sets up a labyrinth inside the main character’s head to set him up. â€Å"†The next time I kill you,† Scharlach replied, â€Å"I promise you the labyrinth that consists of a single straight line that is invisible and endless†Ã¢â‚¬  (p. 56). This I see as spatial imagery because the reader has to decide what kind of labyrinth the protagonist is caught in, the picture is unclear. This quote suggests that there are many realities, and Borges may mean that every individual is caught in a labyrinth of perception that they cannot escape from. What one may seem as a truth may not be even close to what is real. Borges does not just use this concept in Death and the Compass, but in many of his works. The Library of Babel is another piece of well-constructed art using visual metaphors bound with ideas of infinity, God, and unachievable realities. To describe the universe, Borges sets a picture of hexagons attached to more hexagons that make up a library and that continue forever. â€Å"I declare that the Library is endless. Idealists argue that the hexagonal rooms are the necessary shape of absolute space, or at least of our perception of space† (p. 112-113). This quote suggests that Borges believes the universe is infinite, but in a very concrete way. He uses a very unique technique in allowing an unimaginable theme of infinity is described in the very real idea or a hexagon, a finite thing. A hexagon is only a hexagon if it follows certain rules, but infinity has no rules. The hexagons are the order of the universe; it is not just open space, which means there must be a builder of the hexagons. So does this mean Borges believes in a creator, or God in his own philosophy? â€Å"Mystics claim that their ecstasies reveal to them a circular chamber containing an enormous circular book with a continuous spine that goes completely around the walls. But their testimony is suspect, their words obscure. That cyclical book is God. † (p. 113) In this quote, Borges reinforces the idea of a creator as God. It seems that this creator is the master book in the giant library of books that holds everything in. The books that are held in the hexagons of life also point to an interesting idea, â€Å"the Library is â€Å"total†-perfect, complete, and whole- and that its bookshelves contain all possible combinations of twenty-two orthographic symbols† (p. 15), Borges mentions these books because although every combination possible is presented, even if unconceivable to human thought, is still only a finite number. This is an absolute contradiction of the idea of infinite hexagons with books in them. Still another problem arisen by this quotation is that there seems to be no evidence of a creator if every single book in the library is of all possibilities, but these messages expressed in these books have to be endless. Man searching for his purpose in the universe, then is meaningless, and this argument is all because of spatial imagery Borges uses with hexagons. Borges is a mastermind at manipulating the reader’s thoughts into traveling in many directions on the roller coaster of imagination. In Death and the Compass the story leads the reader in a logical direction with spatial imagery and explains alternate reality through labyrinths, and hexagons represent the idea of an infinite universe with the ambiguous existence of a creator in Library of Babel. The technique of spatial imagery can be endless and the messages that are found can be argued and lead to more questions than answers, but the next time I write this essay, all the answers will be revealed to you.