One Poet Two Poems Essays - Because I Could Not Stop For Death

One Poet Two Poems Two Poems. Two Ideas. One Author Two of Emily Dickinson's poems, Because I Could Not Stop For Death and I Heard A Fly Buzz-When I Died, are both about one of life's few certainties: death. However, that is where the similarities end. Although both poems were created less than a year apart by the same poet, their ideas about what lies after death differ. In one, there appears to be life after death, but in the other there is nothing. Only a number of clues in each piece help us determine which poem believes in what. In the piece, Because I Could Not Stop For Death, we are being told the tale of a woman who is being taken away by Death. This is our first indication that this poem believes in an afterlife. In most religions, where there is a grim reaper like specter, this entity will deliver a person's soul to another place, usually a heaven or a hell. In the fifth stanza, Death and the woman pause before ...a House that seemed A Swelling of the Ground- The Roof was scarcely visible- The Cornice in the Ground- (913). Although the poem does not directly say it, it is highly probable that this grave is the woman's own. It is also possible the woman's body already rests beneath the soil in a casket. If this is at all accurate, then her spirit or soul may be the one who is looking at the house. Spirits and souls usually mean there is an afterlife involved. It isn't until the sixth and final stanza where the audience obtains conclusive evidence that Because I Could Not Stop For Death believes in an afterlife. The woman recalls how it has been ...Centuries- and yet feels shorter than the Day I first surmised the Horses' Heads were toward Eternity- (913). To the woman, it has been a few hundred years since Death visited her, but to her, it has felt like less than 24 hours. Since the body cannot live on for hundreds of years, then it must be none other then the soul who has come to the realization that so much time has passed. The final part with the horses refers to the horse drawn carriage the woman was riding in when she passed away. In those two final lines, the horses seem to be leading her into Eternity, possibly into an afterlife. It is just the exact opposite is Dickinson's other poem, I Heard A Fly Buzz-When I Died, With this particular piece of literature, the clues which point to the disbelief in an afterlife are fewer and not as blatant, but are all still present. In this poem, a woman is lying in bed with her family standing all around waiting for her eventual death. While the family is waiting for her to pass on, she herself is waiting for ...the King... (914). No, we're not talking about Elvis, but instead this King is some sort of omnipotent being, a god. Later as the woman dies, her eyes (or windows as they are referred to in the poem) fail, then she ...could not see to see- (914). When she says this, what she seems to mean is she could not see any of the afterlife or Kings she expected to be there. The woman's soul drifted off into nothingness with no afterlife to travel to. To conclude, the beliefs of the two Dickinson poems in regards to life after death differ significantly. In one, life does exist, in the other it does not. To determine which poem believes in what, one must dig through the clues in each.

English Colonies of the Chesapeake Bay and New England regions Essays

English Colonies of the Chesapeake Bay and New England regions Essays English Colonies of the Chesapeake Bay and New England regions Essay English Colonies of the Chesapeake Bay and New England regions Essay Essay Topic: Confessions Compare and Contrast the English Colonies of the Chesapeake Bay and New England regions. What were their similarities and differences? At the beginning of the 16thcentury, there were two English colonies in the US: the Chesapeake Bay and New England. Despite them being created by English immigrants pursuing distinct goals, these colonies differed by a lot of factors including the purpose of their immigration and approaches to providing economic and social policies. The main purpose of this paper is to compare and contrast these two sights and find out reasons for their development. After John Rolfe discovered that the lands of the Chesapeake Bay were appropriate for planting tobacco and other technical cultures, a lot of English people decided to move to Maryland and Virginia to build farms and become rich. Therefore, people who moved to the Chesapeake Bay did that not because they were suffering from persecution in their home country, they did that pursuing exclusively lucrative goals (Stefoff, 2008). The main class was formed from gentry, aristocratic classes of England, who had moved there with their servants. As the residence of the province which offered high opportunities, settlers created particular borders for new migrants: they needed to pay for their settlements by working a number of years for existing settlers. After the number of workers on plantations decreased, farmers started buying slaves from Africa so that to the beginning of the 18thcentury they comprised two-fifths of Marylands population (Stefoff, 2008). The political power was implemented by landowners, lawyers or wealthy merchants; nevertheless, their acts still abided principles of English constitution and they were still respecting the English crown, unlike those preferring more liberal views. Most immigrants in the Chesapeake Bay retained their Anglican religious views although a lot of Presbyterians and Catholics were living in these counties (Russel, 2000). Settlers of New England colonies were not like those who moved to fruitful Chesapeake lands starting from the main purpose of their departure. Most of them came to new lands not to become richer but to escape religious persecution which they had been suffering from in England. They viewed new lands as places with religious freedom; that is why they refused to obey prescriptions of the Church of England and worshiped freely. The dominating religious views were mainly Puritanical, other confessions were not so popular there. Talking about economic policy, they provided policies of old England with minor changes explained by territory differences. New England was never a region with a rapidly growing economy; it did not have developed plantation aristocracies and slaves trade system like farmers in the Chesapeake Bay did. While settlers of Maryland tried to retain religious tolerance, New England settlers were more concerned about the religion which was fundamental for their social stru cture where every member had to be the member of a church. However, settlers there were much more hospitable than those in southern counties. The political structure was much more liberal; nevertheless, their political structure was still under control of Great Britain (Murrin, 2008). Consequently, although New England and the Chesapeake Bay colonies were created by English people, they provided distinct economic and social policies which were the main causes for different levels of their economic development. Whereas the Chesapeake colonies were inhabited by English gentries who desired to become richer, New England colonies were known as places where people could find religious freedom and absence of strict control by the government. Despite these counties using quite different social policies, they both accepted all challenges related to moving to new settlements and successfully built the foundation of the modern USA states which now are located on these lands. References Murrin,J.M. (2007).Liberty, equality, power: A history of the American people. Princeton, NJ: Recording for the Blind Dyslexic. Russell,D.L. (2000).The American Revolution in the Southern colonies. Jefferson, NC: McFarland Co. Stefoff,R. (2008).Cities and towns. Armonk, NY: M.E. Sharpe.

Anxiety disorder Essay Example | Topics and Well Written Essays - 1250 words

Anxiety disorder - Essay Example Anxiety can be that severe, or it could be simple little fears that many people share. Many people are afraid of the dark, and get extreme anxiety if they are left in a dark room, or in a place with no lights. Claustrophobia is another common fear or anxiety, where a person gets extremely uncomfortable when they are cramped in tight spaces for a period of time. The phobias however, can range to other extreme, irrational phobias, such as autophobia, the fear or being alone, which can ultimately develop into being afraid of your own shadow and reflection. These types of extreme phobias often lead to painful and life effecting anxiety attacks. The anxiety caused by these mental conditions can hinder a person’s life, and could even have greater negative consequences than that. Anxiety is a mental condition that affects everybody. From being anxious about the little things, or developing full blown anxiety attacks, anxiety affects everyone at one point in their lives. This hard to deal with nervous breakdown can have negative impacts on the rest of our lives, as well as how we view the world. Whatever if is you are afraid of, chances are it causes you some anxiety. This fear, or irrational sense of fear from, or cause by something, can sometime have a root in your past, but other times it cannot. This fear can also come at you all of a sudden, or some phobias or anxieties develop over time, and thus may be rooted somewhere in your past. Anxiety and fear can result from these phobias, and can lead to unwanted mental conditions or even hinder your everyday, normal routine and life activities. This is an unwanted result of the anxiety, which often leads a more negative then positive result on the person who is under an anxiety attack from their fear of phobia. An exact definition of what exactly anxiety is, is slightly hard to come by,

Inclusive education Essay Example | Topics and Well Written Essays - 500 words

Inclusive education - Essay Example Rather than viewing the situation in such a way, the educator would do better to view the ultimate diversity that such a situation could bring to the table and work to make it beneficial for all involved. Secondly, with regards to the perception that a teacher has with relation to a student with a disability, this has a prominent role with regards to whether the student himself/herself will achieve a level of success. In this way, the reader can be made intimately aware of the way in which perception of disability has a unique and powerful effect on the level of educational attainment that can be realized (Morsink, 1984). As such, the educator must be made aware of their engrained prejudices that exist so as to seek to identify these and work to lessen their effect on the application of education and the approaches that they exhibit both inwardly and outwardly with regards to the students with disabilities within their classroom. Not only is such an approach to disability disheartening to the child himself/herself, it also is oftentimes outwardly visible; although the educator may wish to conceal this, to the other students within the classroom. In this way, the preconceived notions of whether or not a student is able to integrate well with the other students, the course, and/or the material is oftentimes of far greater importance than whether or not the student is truly and innately capable of integrating with the material. Ultimately, what the reader can infer is that the approach to the situation is what is most important from the educator’s standpoint. If one seeks to push back against the inclusion of children with special needs, they should only do so based upon concrete facts and/or evidence and not due to any preconceived and unsubstantiated beliefs with regards to the overall effect that such an inclusion

Boundary Location Assignment Example | Topics and Well Written Essays - 500 words

Boundary Location - Assignment Example This boundary allocation was considered very important. This is because it was meant to give a clear direction on different boundaries of regions (Keen 1995). This was meant to create peace in those regions. It is important to note that lots 12 and 13 were bordering each other. These lots were supposed to be differentiated properly to avoid conflicts between the neighbors. It must be noted that these two lots were put in to place by professionals who understood how to divide boundaries. It must be noted that lot 12 and 13 were divided in accordance to legal requirements that regulates issues that pertain to land (Conrow 2003). Boundary location between lots 12 and 13 was done in a better way. These boundaries were put in place by legal experts. Let me also note that location of these boundaries is in tandem with laws that regulate land in the country. It is important to note that the allocation of the two boundaries took long time. This was contributed by the complications and complexity of the whole process. It is also important to note that boundary location between lot 12 and 13 put in to account the interests of the residents in those regions. It is therefore important to highlight this will result in to creation of peaceful coexistence between the two neighbors. According to me, allocation of lot 12 and 13 was legal and proper (Wilson 2010). The part shown in figure 3 is not part of my client’s property. This is because this part has been demarcated clearly. According to the picture, my client does not deserve this region because it is within another person’s land. Let me highlight that clear demarcations, as fences should be used to differentiate different regions. This will ensure that there is no conflict between residents in those regions (Anderson 2011). The owner of cottage has to realize that it is located in another person’s land. According to the figure, demarcations show clearly that it within another

Evaluation of Sigmund Feud and his theory

Evaluation of Sigmund Feud and his theory Sigmund Freud may have pioneered psychoanalysis and initiated interest in behavioral patterns, but some of his concepts/theories are controversial. Sigmund Freud is one of the well know scientist of his time in the area of psychology, he is intentionally referred to as the godfather of psychology. Freud was an Austrian neurologist and the founder of psychoanalysis, who created an entirely new approach to the understanding of the human personality. He is regarded as one of the most influential and controversial minds of the 20th century. Sigismund (later changed to Sigmund) Freud was born on the 6 May 1856 in Freiberg, Moravia (now Pribor in the Czech Republic). His father was a merchant. The family moved to Leipzig and then settled in Vienna, where Freud was educated. Freuds family was Jewish but was himself non-practicing. In 1873, Freud began to study medicine at the University of Vienna. After graduating, he worked at the Vienna General Hospital. He collaborated with Josef Breuer in treating hysteria by the recall of painful experiences under hypnosis. In 1885 Freud went to Paris as a student of the neurologist Jean Charcot. On his return to Vienna the following year, Freud set up his private practice, specializing in nervous and brain disorders. The same year he married Martha Bernays, with whom he had six children. Freud developed the theory that humans have an unconscious in which sexual and aggressive impulses are in perpetual conflict for supremacy with the defenses against them. In 1897, he began an intensive analysis of himself. In 1900, his major work The Interpretation of Dreams was published in which Freud analyzed dreams in terms of unconscious desires and experiences. In 1902, Freud was appointed professor of neuropathology at the University of Vienna, a post he held until 1938. Although the medical establishment disagreed with many of his theories, a group of pupils and followers began to gather around Freud. In 1910, the Intentional Psychoanalytic Association was founded with Carl Jung, a close associate of Freuds, as the president. Jung later broke with Freud and developed his own theories. After world war one, Freud spend less time in clinical observation and concentrated on the application of his theories to art, literature, and anthropology. In 1923, he published The Ego and the Id, which suggested a new structural model of the mind, divided into the Id, the Ego, and the Superego. In 1933, the Nazis publicly burnt a number of Freuds books. In 1938 shortly after the Nazis annexed Austria, Freud left Vienna for London with his wife and daughter Anna. Freud was diagnosed with cancer of the jaw in 1923, and underwent more than 30 operations. He died of cancer on 23rd September 1939. (http://bbc.com.uk/history./freud_sigmund.shtml) Freud studied hysteria at length, and became involve with Josef Breuer. Dr. Breuer became Freud mentor, and together they co-authored a book on hysteria. It was during these studies that Freud came to realize that the personality was made up of having three aspects the id, ego, and super ego, (Krogh, D.). The id is the part of personality that is responsible for survival and self gratification, it is our primitive mind. It is the source of our libido and has only one rule, satisfying the pleasure principles, (Gay, P.). The ego deals with our rational thought, it develops our growing awareness that you cannot always get what you want. It has a tough job compromising negotiation between the id and the super ego. It pleases the id but also remains responsible and bears the long term consequences in mind. The super ego is the last part of the mind to develop. It is best described as the moral of personality. The super ego has two sub systems, those been the ego ideal and conscience. The ego ideal lays down the laws regarding positive behavior and standards which the ego must live up to. The conscience are the sets of rules which define deviant behavior, it houses thoughts and behaviors that would result in punishment if they were to be acted out. Freud was also responsible for defining the five stages of psychosexual development, which are briefly explained below. Stage One: The oral stage, (0-18 months). During this stage, the physical focus is on the mouth. The young child receives libidinal pleasures while feeding. Any problems at this stage, for example, over indulgence or privation could lead the child to an oral personality in adulthood suggesting, that the adult would partake in extensive oral activities e.g. smoking, drinking, or eating disorders, (Gay, P.). Stage two: The anal stage (18-36 months). Freud believed that the child experienced erogenous pleasure while defecating. Potty training takes place round about this time, so that the child had to learn control over its bowels. Also the caregiver puts emphasis on the child to control urges regarding deviant behavior (often called the terrible twos). If the caregiver is too controlling the child is likely to grow to have a retentive personality e.g. the adult will have rigid thought complexes, be overly organized, and obsessed with neatness. On the other hand, if the caregiver is not controlling enough, the child will grow up to be messy, untidy and could possibly be defiant with little self-control, (Feldman, R, F). Stage Three: The phallic stage (3-6 years).The physical focus at this stage for both boys and girls is the penis boys wonder why girls havent got one. In return, girls start noticing that they are without one and become curious. Also during this stage, Freud suggested that children have sexual feelings for the opposite sexed parent, (so they deal with Oedipus and Electra complexes respectively). Boys experience castrations anxiety and girls suffer penis envy (the lack of). Fixation at this stage could result in promiscuity and immoral behavior, (Feldman, R,F.). Stage four: The latency stage,(6 years to the onset of puberty). This is a calm period where virtually no psychosexual conflicts are taking place. Boys and girls tend to be gender aware thorough this stage and have little in common with the opposite sex, (Feldman, R.F.). Stage five: The genital stage (post puberty). If all transitions of the above stages have been smooth and the caregiver has responded in a relevant well balanced manner. A healthy competent adult should emerge, fully equipped to contribute to society emotionally, and physically. If on the other hand, one or more of the transitions have been impaired, a fixation of the impaired stage will occur. Stress will trigger the adult to regress to the particular impaired stage in question, (Feldman, R,F). As straight forward and relevant as Freuds theories were, he was not without criticism , Carl Jung, Karl Krus et al, and T.S. Szasz are among a few who strongly object to Freuds findings (Robinson, P. Feud and his critics). Could they have a point? For all Freuds genius, he failed to incorporate genetic influences regarding behavior in his studies. Freud dealt only in the unconscious mind, with a few age related triggers thrown in, and that our whole personality is based on the development of these triggers. These triggers were purely Freuds interpretation. Behavior on the other hand, deals solely with environmental factors, and believes that babies are born as a blank slate, often termed tabula rassa Freud is also accused of been totally subjective and having a bias attitude. An example of this would be that he based all his findings on his recollections and findings (Robinson, P. Freud and his critics). He did conduct research using his youngest daughter Anna, but this form of opportunity sampling is not productive, because being his daughter, she would strive to produce socially desirable answers. When conducting psychoanalysis, Freuds patients were always middle class women. This was not a representative samples of the population, the data collected from his analysis would again be bias. Other arguments against the proficiency of Freuds practices are that due to patient Problems occurring in childhood, this may result in parental blame. There are also problems surrounding false memory syndromes, it has been found that patients receiving Freudian analysis have imagined childhood abuse. These allegations could be imagined and have no facts, (Robinson, P. Freud and his critics). Also the whole model of psychoanalysis is non-scientific, it cannot be falsified. So there we have it, the basic from which Freud conducted his psychoanalysis. In its day it was a revolution but certainly not without opposition, as previously discussed Freud managed to put words, terms, and phases to complex notions regarding personality and unravel almost simplify intricate developmental processes, enabling Freudian psychologists to accurately define and hopefully rectify a patients regressed emotional problems. Was Feud practicing a pseudo-science? Are his findings mere quackery? Were his theories on psychoanalysis a revolutionary breakthrough? Either way people will remain divided.

Dont Drink and Drive :: Legal Issues, Social Issues, Informative

Topic: Don’t Drink and Drive Specific Purpose: To persuade my audience that action is needed to deal with the problem caused by motorists’ who drink and drive. General Purpose: Solving the problems caused by drinking and driving will require action by friends, family, and law enforcement. Thesis Statement: Drinking and driving not only endanger your life, it endangers the lives of the innocent victims whose path you cross. Introduction: While watching TV one night, a special news report came on. There was a terrible accident in Marshal County involving a drunk driver. Six children were killed in the crash, a man driving a blue sedan had hit head-on with a mini van, carrying six children and their grandmother. All the children were pronounced dead at the scene, the grandmother and the man driving the sedan were the only survivors. Body: A.  Ã‚  Ã‚  Ã‚  Ã‚  Don’t drink and drive, period. 1.  Ã‚  Ã‚  Ã‚  Ã‚  The cemeteries are full of people who thought they were â€Å"Ok to drive† along with the innocent victims whose paths they crossed. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Support law enforcement. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Don’t complain that an officer gave your kid an MIP, DUI, or DWI†¦ thank them. Transitions: Now that we’ve seen how drinking and driving are serious problems for motorists’ and their communities, let’s look at some causes. B.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"It causes the deaths of over 16,000 people in America every year, an average of 44 each day, one every 33 minutes.† Conclusion: â€Å"Drinking and driving and alcohol abuse are claiming the lives of thousands of young people each year. If you critically injure or kill someone after making