The Illusion of Similarity between Darnay and Carton in A Tale of Two Research Paper

The Illusion of Similarity between Darnay and Carton in A Tale of Two Cities - Research Paper Example Their stark similarities and interesting differences play important roles in the story plot (Cotsell 193). This brings the discussion to one of the striking themes of the novel --- the concept of doubles. The Concept of Doubles The novel opens with these lines: It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to heaven, we were all going direct the other way - in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only. (Dickens 13) These opening lines immediately tells the readers the central plot of the story. It is about doubles, and all the similarities and differences of those doubles (Nardo 73). Even the title itself gives away the idea that the events in the story happens in two separate cities. While Dickens uses the theme of doubles to highlight several oppositions in the story, he also utilizes it to reveal similarities (Bloom 23), whether real or illusion. On a personal standpoint, one of the most interesting role of the technique of using doubles in the novel is the way the concept of how one thing could really be another is presented. One of the best examples here is the story surrounding Darnay and Carton. Darnay and Carton can easily be thought as one person due to their physical traits. Yet upon a closer look, one can see how Darnay is actually the embodiment of Carton's possibilities (Hutter 451). As the story progresses, it is easy to feel more positive towards Darnay, and just a bit sympathetic towards Carton. This style brings about what can be called a turning of tables in the end, which is the st ory's climax, when the good-for-nothing Carton surpasses the heroic image of Darnay (Nardo 74-5). This concept will be discussed further in the next paragraphs. Overview of the Two Characters During the trial in England, Carton brings up the idea that Darnay and he have very similar appearances. He says, â€Å"My lord being prayed to bid my learned friend lay aside his wig, and giving no very gracious consent, the likeness became much more remarkable† (Dickens 82). This strategy helps Carton in Darnay's acquittal from the treason charge, thus helping Darnay to wiggle out of a sticky situation. However, one striking fact here is how Dickens shows that no matter how similar they can seem to be, they can also physically look different at times. This is where the differences despite the similarities between the two protagonists start. Darnay is always well-groomed and neat, while Carton is almost always looking drunk and not very presentable (Page 121). This is just one similarit y and difference between the two men. Darnay and Carton also share similar beliefs. Both men try to make the most out of life by working for what they believe in and for what they want. Still, despite this another similarity, they have differences as well. While Darnay tries hard to be noble and to keep his dignity and honor clean, Carton sometimes uses misrepresentation and blackmail to get what he needs and wants (Page 124-5). While Darnay may

Manufacturing Systems Theory Lab Report Example | Topics and Well Written Essays - 750 words

Manufacturing Systems Theory - Lab Report Example Normally, this department employs vendor management system in order to maximize its value to the firm by dealing and controlling with suppliers. Just-in-time management system is also utilized in-order to manage inventory and minimize costs. The transformation process is the process of converting input materials into finish products and services needed by the customers. It has several subsystems that work hand-in-hand, with overlapping functions and continuous roles. These subsystems are planning, sourcing, manufacturing and logistics. The transformation process involves different systems in manufacturing. The component systems include sourcing, planning, manufacturing and logistics. The planning and development of products is an essential element for transformation. The inputs for planning include customer requirements and technical information. The information is converted through production planning and schedules using a material resource planning system. The outputs of the department are efficient use of resources, finished product and safer work environment. The manufacturing process is the core process of transformation. The inputs of manufacturing include the raw materials, people, equipments and energy. These inputs are utilized in producing goods, operating the plant and processing materials. The outputs of manufacturing are the finished goods, final assembly or end product that meets the objectives of department and the requirements of the customers. Just-in-time system, lean manufacturing system and flexible manufacturing systems are employed in modern manufacturing firms in order to be effective, efficient and responsive to the demands of the markets. Logistics is a system of warehousing and distribution of finish products intended for the customers. The inputs of logistics are the finish products that are packed and ready for the customers. The transformation process includes the management of the distribution system and allocation of shipment activities. The output is the finished products delivered to the customers, on-time and as required. Total quality management is system of measurements, analysis and improvements. Quality management system is important for the continual improvement of business processes employed in the organization. The system converts information gathered during every processes of manufacturing into analysis and recommendations that are necessary for improvements. Quality management systems may include six sigma practices, business process re-engineering, kaizen and ISO quality systems. Management involves planning, leading, organizing and controlling the whole organization and all the business processes of the firm. The inputs of management include the reports and analysis that are produced in the total quality management system. It is the responsibility of management to utilize the reports and analysis in order to allocate resources, create business strategies and forecast market demands in order for the organization to generate competitive advantage as well as sustain the existence of the business. Corporate and business strategies are the outputs of management. Marketing is another output of management that is focused on the acquisition of new customers and maintenance of existing ones. The inputs of marketing are the

Citizenship in America Essay Example for Free

Citizenship in America Essay U.S. citizens are lucky. We have freedom of speech, freedom of religion and many more rights. Citizenship can mean different things to different people. Who a country defines as its citizens may differ in different times and different places. In general, we know that citizenship belongs to a person who lives in a certain country and has certain rights. Yet, I believe that the true essence of citizenship lies in the duty to help solve problems.   In the United States, the idea of citizenship has evolved over time. For instance, in 1776, most blacks, Indians and white women had no right to vote. They had to struggle to become full citizens. The right and responsibility to vote came after a long and hard fight. Studying history is a key part of effective citizenship because from people in the past, we learn examples of good citizenship. One very good example of good citizenship was that shown by Jane Addams. Even at age six in 1866, she was an initiator and she wanted to change her world. During that time, she got this remark from Theodore Roosevelt, president from 1901 to 1909, that Addams became â€Å"the most useful citizen.† When she was 29 years old, Addams bought a large, old house called the Hull House in a poor immigrant area of Chicago. They soon learned that Addams wanted to help poor people solve the problems they faced. At Hull House, immigrants could learn English. Working parents could even leave their babies there during the day and the children were encouraged to take art classes. She also made the house available for family gatherings, weddings and other events. Addams raised money herself to pay for these programs. She also tried to change the government and often she worked in campaigns for people running for office whom she believed had honest intentions. She also wrote letters to members of Congress. She went to meetings to support giving women the right to vote. She lead marches to support laws ending the use of child labor in factories. She also tried to influence the government. In fact, people today can still petition, or try to influence the policies of government. Petitioning is one of the basic rights of all citizens protected by the United States Constitution. When garbage filled up the alleys near Hull House, she was worried that the piles of trash may cause disease and death among the children in the neighborhood. So, she did something none of us would ever think of—she applied a job as a garbage inspector. Thus, she was able to follow those garbage wagons all the way to the dumping site just to be sure that garbage is properly disposed. Addams was good citizenship personified. In my own way, I want to do the same thing as Addams did. Starting from my own home, I can begin helping my parents in cleaning our surroundings. I can also do some volunteer work in our community during weekends when there are no exams in school. Volunteer work can be fun especially when I mobilize my other friends to join in. I am sure they will be open to make themselves useful, in our own small way, in making a difference to the world out there. In my own small way, I can learn from people of the past how it is to exercise good citizenship. Making the community look good is a part of good citizenship. In fact, the community is a setting that provides much potential for helping and learning at the same time. Libraries, museums, and many places are rich sources of exercising good citizenship. For afterall, citizenship requires initiative, courage and sacrifice. As Jane Addams said, â€Å"Progress is not automatic; the world grows better because people wish that it should and take the right steps to make it better.† REFERENCES Jane Addams 1860-1935. Retrieved Oct. 10, 2006 at: http://www.webster.edu/~woolflm/janeadams.html#childhood Wikipedia. Jane Addams. Retrieved Oct. 10, 2006 at: http://en.wikipedia.org/wiki/Jane_Addams Women Working. Jane   Addams. Retrieved Oct. 10, 2006 at: http://ocp.hul.harvard.edu/ww/people_addams.html

German Public During WW2

German Public During WW2 To what extent were the German people supportive of Nazi anti-Semitic policy? Only a few years ago, a remarkable book exploded on to the academic scene which initiated a heated and sometimes acrimonious debate amongst historians. The Harvard historian Daniel Goldhagen had argued in his book Hitler’s willing executioners[1] that Germans were culturally predisposed to mistreat and kill Jews. This essay will look the extent to which Germans were supportive of Nazi anti-Semitic policy mainly through the lens of the Goldhagen debate. It will have to explore three interrelated but distinct conceptual questions. Firstly, it will have to determine the nature of the anti-Semitic policies themselves. Secondly, the essay needs to clarify what type of support was typical amongst Germans. Thirdly, the essay needs to ask how support was articulated and how reliable the various types of historical evidence is to reach so dramatic conclusions as Goldhagen did in his work. Goldhagen’s thesis can be summed up briefly by saying that he believes to have identified the single most important motivation of Germans to kill Jews. He writes: ‘[There was a] widespread profound German cultural animus towards Jews that evolved from an early nineteenth century eliminationist form to the more deadly twentieth century incarnation.’[2] While Germans throughout the past two centuries harboured this ‘eliminationist anit-Semitic attitude’ towards the Jewish people, ‘only with the control of Eastern Europe could Germans finally act upon Hitler’s pre-existing exterminationist intentions.’[3] Goldhagen attributes to Germans a general voluntarism and enthusiasm for cruelty in performing their assigned and self-appointed task of exterminating Jews.[4] Goldhagen maintains that all other ways of explaining German anti-Semitic behaviour during the various phases of discriminatory Nazi policy have failed for some reason. The only viable explanation must be, so Goldhagen argues, that Germans were somehow pre-disposed to kill Jews. His claims rests on an analysis of the actions of ordinary Germans, the Police Battalion 101 and their general willingness to execute the exterminationist orders of the Nazi leadership. He then claims that ‘all conventional explanations explicitly or implicitly p osit universal human traits’[5] so that explanations must hold true for everyone. Something Goldhagen insistently rejects. This, he exclaims, is ‘obviously and demonstrably false’[6]. He uses a two-pronged, methodologically questionable, strategy however. First, his thesis undergoes a daring generalisation when he claims that the actions of some Germans, those who willingly engage in mass murder, are indicative of the attitudes of all Germans (something that implicitly accepts by the way the Nazi assumption that assimilated German Jews are not Germans!). The second step is even more audacious methodologically. On some grounds he now claims that this attitudes is a trait specific only to Germans, no one else. He writes: ‘The one explanation adequate to these tasks holds that a demonological anti-Semitism, of the virulent racial variety, was the common structure of the perpetrators cognition, and of German society in general.’[7] In short, Germans killed Jews because they were Germans, and every German would be subscribing to the same eliminationist anti-Semitic attitude. If that is the case, the extent to which Germans were supportive of Nazi anti-Semitic ideology and policy is clear. All Germans potentially supported them, even or especially if this included the physical elimination of the Jewish people. They did so, not because they found Nazi ideology particularly persuasive, or were convinced that this is for the better good of German society, but simply because they were Germans. This identification of an ethnic group with a particular character trait of course is, strictly speaking, no explanation at all.[8] It is a conjecture that awaits evidence and elaboration. Goldhagen provides neither. His logic, as Josef Joffe writes, is simplistic and defies any reasonable historical method. ‘The killers were ordinary Germans, ergo the ordinary Germans were killers.’[9] Goldhagen’s book therefore lack the rigorous methodological standards of any decent historical work. Methodologically his work offers a circular thesis and is conspicuously devoid of argument and evidence. If such a simplistic approach fails to provide an answer to the question, we should look further. First, what was Nazi policy towards the Jews? Historians stress that Nazi policy greatly differed throughout the years of their twelve-year terror reign. Although Hitler had sketched the main outlines of his anti-Semitic attitude even before January 1933 and although Hitler and others were very sympathetic to the sporadic killings, beatings and other reprisals against Jews in German cities, they also feared this would diminish the widespread popular support that the Nazi government enjoyed in the first months after the appointment of Hitler as chancellor. What was needed was to reign in and organise properly the anti-Semitic actions, effectively basing them on a more legal basis and thereby giving them a faà §ade of legitimacy. Behind this problem stood the issue of competency of policy, and a constant state of confusion as to who was responsible for what in the many layers of the new regime. The fact however that Hitler and his inner circle deemed it necessary after coming to power to curtail the actions of the SA and place an ti-Semitic boycotts on a more legal basis indicates that, although many Germans agreed with Hitler’s assessment that Jews had a too prominent role in German economic and social life, they did not necessarily support haphazard, extralegal and sporadic anti-Semitic attacks on a daily basis. The Nazi leadership hence adjusted their policy and from now on favoured a slower approach to eliminating Jews from German public life. Graml notes that a process took place that may be termed the ‘disciplining the persecution of Jews’. He writes: ‘Disciplining the persecution of the Jews meant above all a move away from the terror of the stormtroopers to formal anti-Semitic legislation.’[10] Another significant difference in anti-Semitic policy is equally overlooked by Goldhagen but of great relevance to the question of why Germans supported Nazi policy. With the start of the war in 1939 and the occupation of Poland and other Eastern European countries is became clear that Nazi policy towards Jews distinguished sharply between assimilated German Jews and Sephardic Eastern European Jews. While the former were gradually frozen out of German public life, East European Jews suffered from exterminationist policies almost immediately after the start of the war. The goal of the Nazi leadership with respect to them was immediate and radical obliteration of any Jewish culture and life in this area, something that was eventually extended to the German Jewry as well but only as late as 1943. The difference of treatment is significant since it may indicate that Germans harboured different attitudes to their widely assimilated neighbours and Eastern European Jews. Eventual exterminat ion of German Jews may have been anticipated by the Nazi leadership fairly early on, but the regime lacked the popular support to introduce any radical measures to initiate this process. In fact, historians point out that the progrom of 1938 (Reichskristallnacht) was received with widespread horror and disapproval amongst the German population.[11] The government never engaged in similar boycotts and overt actions against German Jews until the beginning of the war. Graml writes: ‘[to implement] the anti-Semitic message into policy was not simple, other priorities existed, amongst others to solidify their [the Nazi’s] power base. The brutal and open anti-Semitic agitation practiced by the Nazi party failed to make any positive impression at all on the majority of the population.’[12] That does not mean that German Jews did not suffer a horrifying slow marginalisation in German society which culminated in the visible stigmatisation and discrimination of Jews in all parts of public life. Jews were rapidly becoming second class citizens and this process was visible and obvious to every German. It is this process of gradual marginalisation of Jews in German society that probably received most support from ordinary Germans, and which eventually led to a broader acceptance of their ‘final destination’: physical extermination. The broad catalogue of discriminatory measures against German Jews were in effect removing them from German society and ensured that the final step, their physical obliteration, was accepted as inevitable fate as they were increasingly associated with the guilt for war in Nazi propaganda.[13] To summarise, the differences in policy vis-à  -vis Jews in Germany and the occupied territories after the start of the war also elicited different responses by Germans and hence indicate different levels of support. Kulka notes that Germans probably viewed ‘racial legislation as a permanent solution of social, cultural and biological segregation but conditional upon the preservation of public law and order.’[14] Thus Germans distinguished between Eastern European and German Jews, although this differentiation grew less and less significant as the war progressed and as Nazi ideology managed to portray German Jews as similar to those of the Sephardic Jews. The second important issue concerns the constituency of supporters of Nazi ideologies and policy. Who were they? Did they all equally endorse anti-Semitic policies? Goldhagen claims that all ordinary Germans were in fact anti-Semites, and bases this claim on his account of the role of ordinary Germans in the mass killings that occurred in Eastern Europe. His conclusion is a swift and methodologically flawed one: ordinary Germans did the killing, so every ordinary German must potentially be a killer. In this logic, all ordinary Germans would be supportive of the most radically eliminationist policy. A closer look at the evidence reveals a different picture however. Goldhagen was not the first who looked at ‘ordinary Germans’ and emphasised their voluntary and at times sadistic attitude to mass murder. In fact not even the particular focus of his inquiry, the Police Battalions operating in the hinterland of the Eastern front were original. Christopher Browning already published a book on the unparalleled brutality of the Police Battalion 101 and attempts similarly to identify a plausible explanation for the behaviour of the policemen. Although Browning is equally perplexed by the cruelty and viciousness that the policemen displayed throughout the murderous procedures, he rejects any simplistic explanations but instead argues that a whole range of factors may are contributed to the callousness of the men. He stresses in stark contrast to Goldhagen, that at the root of every action lies an individual decision which must be accounted for in individual not generalist terms; an explanatory approach that deeply resonates with the opinion of other scholars.[15] Therefore, dealing with a whole group of murderers, explanations can only sketch some of the most significant factors which may have played a role in stripping the men of their humane and cultural inhibitions. Browning does not shy away from references to the wider German society, but the tone of his propositions is remarkably different to that of Goldhagen. Browning writes: ‘The men of the Reserve Police Battalion 101, like the rest of German society [sic], were immersed in a deluge of racist and anti-Semitic propaganda.’[16] However, he declines to extrapolate from his evidential base to German society as a whole. Instead he is sympathetic to a complex social explanation of their actions. ‘Insidiously, most of those who did not shoot only re-affirmed the ‘macho’ values of the majority according to which it was a positive quality to be ‘tough’ enough to kill unarmed, non-combatant men, women, and children – and tried not to rupture the bonds of comradeship that constituted their social world.’[17] According to Browning, the men were motivated by a raft of socio-psychological aspects not by simply being German. This should illustrate that talking about Germans as a collection of individuals who feature that same preternatural anti-Semitic disposition makes little sense. It fails to acknowledge the variance of opinion on Nazi ideology and policy as well as cannot explain why some become inhibited murderers and others do not. Their ethnic identity (being German) does not add up to be a plausible explanation of their allegedly eliminationist anti-Semitism since it cannot take account of the fact the Germans frequently intermarried with Jews since their emancipation in 1867. German had long ceased to be a homogenous ethnic group, tied together by ‘purity of blood lines’ as Nazi ideology suggested. Now let us proceed to the last issue, the forms in which Germans may have expressed their support for anti-Semitic policies. Again, a methodologically difficulty lies at the heart of this issue. How to distinguish between those who gave their tacit support and those who engaged in demonstrative actions of support? Which form was a more accurate reflection of endorsement for Nazi policies? Historians have pointed out that about half a million Germans were actively involved in the Final Solution, the physical extermination of Jews after 1943. This included administrative work as well as the actual killings. Important sections of the economy and government were directly involved in the killings by providing crucial assistance in terms of resources, material and time to the Holocaust.[18] Interestingly, we do not have to engage in a flight of fancy guess work but have some hard facts that may shed some light on the forms and extent of support for anti-Semitic policies amongst the German population. Nazis as well as the victorious armies conducted extensive surveys that were supposed to demonstrate the extent to which anti-Semitism messages were favourably received by the German population. Kulka sums up the evidence: ‘the post 1945 surveys†¦ give [us] a reliable indication of attitudes amongst Germans: twenty percent were supportive of Nazi policies towards Jews; nineteen percent were generally in favour [of anti-Semitic policies] but said that Hitler had gone too far. Overall the surveys found that identification with the Final Solution was quite widespread among the public in the Third Reich.’[19] The question however remains whether the silence on the Holocaust was due to indifference or reflected endorsement of physical elimination of Jews. Norbert Frei argues that the extent to which workers had been won over by Nazi policies may give us a reliable clue as to the amount of support. He argues that the Nazi slogan of Volksgemeinschaft (people’s community) somehow captures the essence of anti-Semitism and the gradual acceptance of this idea would in turn show how far Germans had consented to discriminatory measures against Jews. By the mid 1930s, Frei argues, the German workers had virtually be convinced the idea of people’s community was constitutive for German society, a concept that would preclude any participation of Jews in German public life.[20] This hints at those pockets of resistance to Nazi propaganda which many historians conventionally identify as conservative, catholic milieus and whose resilience to Nazi propaganda can only be explained by social and cultural factors, an explanation that Goldhagen explicitly rejects. Overall, to what extent were Germans really supportive of anti-Semitic policies? The question evokes a complex answer. Policy changed throughout the regime and hence the degree of support differed. Also, policies varied with regard to different ethnic groups of Jews throughout Europe, and so did the response and support of Germans for these policies. And finally, German people were not a unitary entity. Their responses to Nazi policy was influenced by their educational, cultural, religious and social background, by the different level of sympathy for the wider Nazi ideology, as well as by the way in which they were affected themselves by Nazi policies throughout the regime. Given this wide range of variances, no serious historian can offer only one universal portrait of German support for anti-Semitic measures. Bibliography Christopher R. Browning. Ordinary Men. Reserve Police Battalion 101 and the Final Solution in Poland. New York: Harper Collins 1992. Norbert Frei. People’s Community and War: Hitler’s Popular Support. In Hans Mommsen (ed.). The Third Reich between Vision and Reality. New Perspectives on German History 1918-1945. Oxford New York: Berg 2001. Daniel Jonah Goldhagen. Hitler’s Willing Executioners. Ordinary Germans and the Holocaust. London: Abacus 1996. Hermann Graml. Anti-Semitism in the Third Reich. Oxford: Blackwell 1992. Josef Joffe. ‘The Killers were ordinary Germans, ergo the ordinary Germans were killers’: The Logic, the Language and the Meaning of a Book that conquered Germany. In Robert R. Shandley (ed.). Unwilling Germans? The Goldhagen Debate. London: University of Minnesota Press 1998. Otto Dov Kulka. The German Population and the Jews: State of Research and New Perspectives. In David Bankier (ed.). Probing the Depths of German Anti-Semitism. German Society and the Persecution of the Jews, 1933-1941. Jerusalem: Yad Vashem 2000. Hans Mommsen. From Weimar to Auschwitz. Essays in German History. Cambridge: Polity 1991. P.G.J. Pulzer. The Rise of Political Anti-Semitism in Germany and Austria. New York e.a.: Wiley 1964. Roger W. Smith. ‘Ordinary Germans’, the Holocaust, and Responsibility: Hitler’s Willing Executioners in Moral Perspective. In Franklyn H. Littell (ed.). Hyping the Holocaust. Scholars answer Goldhagen. Merion Station 1997. 1 Footnotes [1] Daniel Jonah Goldhagen. Hitler’s Willing Executioners. Ordinary Germans and the Holocaust. London: Abacus 1996. [2] Goldhagen, Willing Executioners, p.375. [3] Goldhagen, Willing Executioners, p.375. [4] Goldhagen, Willing Executioners, p.375. [5] Goldhagen, Willing Executioners, p.389. [6] Goldhagen, Willing Executioners, p.389. [7] Goldhagen, Willing Executioners, p.392. [8] Cf. Roger W. Smith. ‘Ordinary Germans’, the Holocaust, and Responsibility: Hitler’s Willing Executioners in Moral Perspective. In Franklyn H. Littell (ed.). Hyping the Holocaust. Scholars answer Goldhagen. Merion Station 1997, p.48-49. [9] Josef Joffe. ‘The Killers were ordinary Germans, ergo the ordinary Germans were killers’: The Logic, the Language and the Meaning of a Book that conquered Germany. In Robert R. Shandley (ed.). Unwilling Germans? The Goldhagen Debate. London: University of Minnesota Press 1998, p.217. [10] Hermann Graml. Anti-Semitism in the Third Reich. Oxford: Blackwell 1992, p.96. [11] Hans Mommsen. From Weimar to Auschwitz. Essays in German History. Cambridge: Polity 1991, p.241. [12] Graml, Anti-Semitism, p.89. [13] Otto Dov Kulka. The German Population and the Jews: State of Research and New Perspectives. In David Bankier (ed.). Probing the Depths of German Anti-Semitism. German Society and the Persecution of the Jews, 1933-1941. Jerusalem: Yad Vashem 2000, p.274. [14] Kulka, Population, p.273. [15] Cf. P.G.J. Pulzer. The Rise of Political Anti-Semitism in Germany and Austria. New York e.a.: Wiley 1964, p.31. [16] Christopher R. Browning. Ordinary Men. Reserve Police Battalion 101 and the Final Solution in Poland. New York: Harper Collins 1992, p.184 [17] Browning, Ordinary Men, p.185. [18] Mommsen, Weimar, p.225. [19] Kulka, Population, p.279f. [20] Norbert Frei. People’s Community and War: Hitler’s Popular Support. In Hans Mommsen (ed.). The Third Reich between Vision and Reality. New Perspectives on German History 1918-1945. Oxford New York: Berg 2001, p.63.

Analysis of Birches Essay -- Robert Frost Birches Essays

Analysis of Birches  Ã‚   The discursive blank-verse meditation "Birches" does not center on a continuously encountered and revealing nature scene; rather, it builds a mosaic of thoughts from fragments of memory and fantasy. Its vividness and genial, bittersweet speculation help make it one of Frost's most popular poems, and because its shifts of metaphor and tone invite varying interpretation it has also received much critical discussion, not always admiring. The poem moves back and forth between two visual perspectives: birch trees as bent by boys' playful swinging and by ice storms, the thematic interweaving being somewhat puzzling. The birches bent "across the lines of straighter darker trees" subtly introduce the theme of imagination and will opposing darker realities. Then, almost a third of the poem describes how ice storms bend these trees permanently, unlike the action of boys; this scene combines images of beauty and of distortion. Ice shells suggest radiating light and color, and the trees bowed to the level of the bracken, suggest suffering, which is immediately lighte...

My Philosophy of Teaching Essay -- Philosophy of Education Teachers Es

My Philosophy of Teaching Teaching is the most rewarding and self-fulfilling career that I could imagine myself doing. The satisfaction that is received when watching a child’s eyes light up when they have comprehended and understood the topics that I have been teaching is a feeling of great achievement. Teaching children to become productive adults helps the foundation of our society. Today’s children are tomorrow’s adults. I want to help society the best way that I know how. I want to be a teacher. My life long dream has always been to become not only a teacher, but also a mentor. Education as an occupation is not a high paid position, but the amount of self-gratification that could be received is the best reward that I could achieve. I have always been good with children and have been involved through various activities and sports. As a coach, I have instructed youth athletes on various ways to perform in the sport that the athlete is participating in. In a real situation, when I see the athlete perform what I have taught, I feel a sense of pride and accomplishment. If I can feel that good about helping out in extra-curricular activities, I can only imagine how I would feel when teaching the core subjects in everyday school life. Essentialism may be the philosophy of teaching that I plan to practice, because I do believe in the back-to-basics approach of teaching. Essentials in the academic process along with the development of the students’ character is extremely important for these students when faced with the real world. It is extremely important that students learn the primary subjects. I do feel certain subjects need to be addressed each and every day to help the students achieve the necessary skills they will re... ... a good educator. This will open up my mind to even more knowledge, which I can transfer to my students and my classroom In conclusion, I would like to state that in my classroom, I would be the one who teaches the core subjects. I will also be the one who helps the students along with technological skills that will help them in their future. I will try and help the students from the "bad home" become self-confident, secure, and comfortable in the classroom environment. As a teacher, I will not be strictly the essentialist, perennialist, or even the behaviorist. I will incorporate all aspects of these philosophies of teaching into my classroom. I will also be a teacher that is compassionate, caring, understanding, and willing to go the extra mile for my students. I will be a teacher who is adaptable to my students’ environment and the situation in the classroom.

30 Days Challenge

Day 01 – A picture of yourself with ten facts – Day 01 – A picture of yourself with ten facts *I love God. *I have a Labrador Retriever named Buddy. *My full name is Sharmaine Anne Mediavilla Baloyo. *I'm currently 18 years old. *I love to swim but I'm too afraid to take my life vest during snorkeling. *I have a secret passion in dancing. *My greatest dream is that someday I'll be able to visit Greece. *Taking up Dentistry. *My favorite food is Lasagna. *I sometimes hate my mom but I love her so much.Day 02 – A picture of you and the person you have been closest with the longest – Day 02 – A picture of you and the person you have been closest with the longest. Her name is Imee. We've been bestfriends since Grade2. She's so smart, soft spoken, and I love her to the max. She knows a lot about me. Way back then she's my secret keeper and chismis buddy. Day 03 – A picture of the cast from your favorite show – Day 03 – A pictu re of the cast from your favorite show She plays as Blaire Waldorf in Gossip Girl, but she's known as Leighton Meester. She's my idol.Aside from being so good in acting she also has the talent in singing. =) Day 04 – A picture of your night – Day 04 – A picture of your night A picture with my friends from Ilo-ilo. This was taken after my debut party at chalet. Day 05 – A picture of your favorite memory – Day 05 – A picture of your favorite memory Dec. 12 2009, the very first time I've introduced him to all of my girlfriends. =) wala lang batabata pada sa akon kag cute!!! =) highschool.  ¦ Day 06 – A picture of a person you'd love to trade places with for a day – Day 06 – A picture of a person you'd love to trade places with for a day kay, her name is Esti Ginzburg. The girl whom Chace Crawford my love is currently dating. 🙠 She's very pretty and so hot!!! =))) Day 07 – A picture of your most treasured it em – Day 07 – A picture of your most treasured item hahaha wala lang amo ni ang phone ko nga bag o sbg latest model na sya sang nokia. pati ah, happy lng ko kay sng naguba ang phone ko nakita ko ni sa salakyan ni daddy. MY SAVIOR!  ¦ hahahah Day 08 – A picture that makes you laugh – Day 08 – A picture that makes you laugh Wala lang natawa lang gid ko ya! ))) hahaha! Day 09 – A picture of the person who has gotten you through the most – Day 09 – A picture of the person who has gotten you through the most He's my cousin, he knows everything about me. He's always there for me through thick and thin, love you nong! Day 10 – A picture of the person you do the most screwed up things with – Day 10 – A picture of the person you do the most screwed up things with Her name is Marianne Geena Zaldivar Urbiztondo. vital statistics, 24-36-24. hahhaha! pati joke. she's my bestestfriend ever. indi ko na maalala kung anon g kabalastugan ang mga nagawa natin dahil ang dami dami kaya!!! =) hahahhaa! Day 11 – A picture of something you hate – Day 11 – A picture of something you hate okay, I know most of you like cats. but me, HELL NO! I really cant forget sang time na i thought may gahibi nga baby sagwa gin check ko gulpi lang nag lumpat nagkaradusmo ko sang dalagan. Kag basta daw ka layo gid ya buot ko sa kuring. HAHAHAHAHA ;:) Day 12 – A picture of something you love – Day 12 – A picture of something you love I love dogs, especially if they're still a puppy.Cutie patootie na super cuddly pa. Makakita ko puppy sa dalan or wherever ga stop gid ko na ya, gaka stun ko kay ka mga cute cute bi. =))))  ¦  ¦  ¦ Day 13 – A picture of your favorite band or artist Day 14 – A picture of someone you could never imagine your life without Day 15 – A picture of something you want to do before you die Day 16 – A picture of someone who inspires you Day 17 – A picture of something that has made a huge impact on your life recently Day 18 – A picture of your biggest insecurity Day 19 – A picture and a letterDay 20 – A picture of somewhere you'd love to travel Day 21 – A picture of something you wish you could forget Day 22 – A picture of something you wish you were better at Day 23 – A picture of your favorite book Day 24 – A picture of something you wish you could change Day 25 – A picture of your day Day 26 – A picture of something that means a lot to you Day 27 – A picture of yourself and a family member Day 28 – A picture of something you're afraid of Day 29 – A picture that can always make you smile Day 30 – A picture of someone you miss