Saturday, December 31, 2011

Lure of Dewdrop Pond

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Jenny Larson

The Lure of Dewdrop Pond

There are many features that attract me to a natural outdoor setting and Dewdrop Pond is just that. Even though Dewdrop Pond was man-made due to drainage problems it is still aesthetically appealing to me. For some, the awareness that a natural setting is man-made can distort and take away the effect of beauty underlying the setting. I am quite sure that the creator or creator’s of Dewdrop Pond considered this carefully while making plans for the construction of the pond. The construction would have include features that would help the pond area to eventually seem as if it were always a part of the landscape. The whole conglomeration of features that were appealing to me gave me feelings of ease, pleasure, and relief.

The feelings I experienced varied at different times of day while visiting the pond. Early afternoon evoked more of a happy and delightful experience and mid evening summoned an especially relaxing and soothing feeling. While visiting the pond one afternoon, the sun was shining bright, there was a beautiful breeze carrying the fresh scent of water and trees, and the squirrels were frolicking on the landscape chasing each other up and down the trunk of a tree. The early afternoon is usually a busy part of the day for me and to be able to visit a pond or lake of some sort is an excellent way to enjoy a break from the hassles of my somewhat chaotic life. In the evening, the sunshine mellowed, the air was a little cooler, the birds started to chirp, numerous amounts of ducks came out to feed, and the trees and water were still. It was absolutely beautiful - it was as if I was being medicated with drugs, only I was being medicated with the peacefulness and tranquility of nature. It was so refreshing and relaxing to be outside enjoying the compliments of the landscape.

One of the most enjoyable compliments or features of a natural outdoor setting is a body of water. Where there is water there is life. Not only does water provide life but it also provides beauty and luster. The beauty and luster was displayed through the different textures on the surface waters. In the early part of the day there was a steady breeze creating a wrinkled effect. The wind produced tiny wrinkles that rose and fell steadily but quietly allowing sparkles to appear as the direct sunlight danced upon the undulating surface. During the evening, the water was much like a mirror. The east side of the pond was unruffled and serene as could be. I could see a crystal clear picture of the fading blue sky, the clouds, and the trees. It was as if I were lying down and looking up into the sky. The rhythm of my eye movement started at the surface of the water and slowly moved up the sky. The only movements that ruined the pure reflection of the sky were the ripples left behind from a ducks trail.

Another enjoyable feature included in the natural theme of the pond were the variations of colors and textures among the greenery. During the day, the alteration of green hues was more vibrant and noticeable. The leaves on some trees and bushes glistened more than others in the direct sunlight. In the evening, the trees appeared to be breathing easy and relaxed. For some reason, at this time of day I noticed the different textures among the trees and shrubs either on the island or around the perimeter of the pond. Some leaves were small to medium in size and some were medium to large in size. Despite these variations, I found that I mostly enjoyed the trees when the wind blew. It was completely satisfying to listen to the trees and shrubs whisper in the wind. While listening to the trees I would tip my head back, close my eyes direct my nose into the prevailing winds, and smell the fresh air. The sound of the wind and smell of fresh air intoxicated me and simply provoked me to smile.

Not only do all the natural features described above enchant me, but also the adornment of the arched bridge and the bench. The bridge removes a barrier between the perimeter of the pond and the island. It unites what once was separate and serves as a link. It is also an attractive vantage point to view the ducks and turtles below, and it allowed me to migrate from one area to another. After crossing the bridge there sits a bench. The bench serves as a resting place which allowed me to become one with the surrounding habitat. I can watch the ducks eat and listen to them communicate. I can watch and listen to all of the other birds occupying the area. I can admire the water and appreciate the contrast between the green trees and the blue sky. It was not difficult for me to relax and enjoy the fine things in a natural environment.

When I look at the whole picture of Dewdrop Pond, I saw many interdependent features including size, placement, and shape that completed the image portrayed. The pond is not too big nor is it too small. It fits the scale of the plot well. The placement of the pond looks natural because it sits at the bottom of a slope. The pond is round and symmetrical. There are asymmetrical aspects as well, such as the displaced island and the uneven scattered rocks and plants that blend well around the margin of the pond. This is to make the pond seem natural instead of man-made. The combination of each characteristic creates balance and organic unity within the habitat. If any plants, wildlife, or rocks were removed the result would be undesirable. I believe the desired result was to make Dewdrop Pond a natural and inherent part of the landscape, which in fact is what happened.

The natural atmosphere of Dewdrop Pond creates a sense of balance and stability, which are essential emotions I need in my life. These emotions help relax and put me at ease. The balance and stability of Dewdrop Pond is what lures me into its atmosphere. Dewdrop Pond touches a cord that allows me to put aside the everyday worries and stresses. It permits me to breathe a sigh of relief and just smile.



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Friday, December 30, 2011

Cage of Butterflies

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Ambition in Macbeth

In Shakespearean times, ambition was seen to be wrong, as it went against the natural order. You had to accept yourself for who you were. People were not encouraged to better themselves.

In act I scene I, the three witches plan to meet Macbeth upon a heath. They announce the major theme of the play appearances can be deceptive.

Fair is foul, and foul is fair line.

Macbeth in Act I echoes this in Scene three,

So foul and fair a day I have not seen


These contradictions introduce a feeling of opposing forces at war. They are a symbol of the struggles that take place in the play.

This could tie in with the scene in which Lady Macbeth tells her husband to '..Look like the innocent flower, but be the serpent under it.'

At the beginning of scene three, the witches greet him with, Hail, Macbeth that shalt be King hereafter. This stuns Macbeth leaving him lost for words.

He is then told that he will be Thane Of Cawdor, but Macbeth knows he lives a prosperous gentleman. Macbeth is unaware that The Thane Of Cawdor was a traitor to the King and had fought on the opposing side in the battle.

Notice how Macbeth and Banquo repeat the witches words, almost as though the witches have some supernatural influence over them.

With that the witches disappear. By this time, the audience is sensing something very wrong, as they were firm believers in witches and witchcraft. Women who were thought to be witches were burned at the stake.

If the witches were not in the play, then there would not be any ambition sparked off in Macbeth.

Soon, Ross and Angus see Macbeth and Banquo and they tell Macbeth that he is the new Thane Of Cawdor. The Thane was a traitor to the King.

Thoughts cross Macbeths mind, thoughts of murder, treachery and deceit. His ambition is getting the better of him.

Later in Act I scene V, Lady Macbeth receives a letter from her husband telling her about the witches prophecies. She believes instantly in the prophecy and assumes even more quickly than Macbeth that Duncan must be murdered for it to come true. Her only worry is that her husband is to full o the milk of human kindness to do the deed. She sees this as a weakness that she must chastise out of him.

When they meet and discuss murdering Duncan, she calls him a coward and says he is like the cat in the adage (proverb) that wants to eat fish but will not get its feet wet. This gives the impression that the ambition in Macbeth is there, but he is afraid of the consequences or the outcomes.

We feel some sympathy for Macbeth, as the witches sparked his ambition and he is being pressurised by his own wife with emotional blackmail. What is he to do?



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Roll of Thunder Hear My Cry

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The book 'Roll of Thunder Hear My Cry' is about a black family who experiences a lot of racism and is a victim in an unfair community which puts blacks down. The main contention for this essay is - fear is one of the main themes in the book. Fear is a main theme in the book because the black people are always scared of white people. The book has shown how black people have felt powerless against whites and therefore wanted revenge. The book has also revealed that blacks are careful when becoming friends with white people for there is fear of betrayal.

In the book many incidents are shown of how blacks feel powerless against whites and want revenge. Because blacks are treated so badly they have no power about what goes on within the community. Every morning as the Logan children would walk to school, the white kids bus would speed past showering them with mud and water. The Logan children were powerless to stop them and wanted revenge. So, at lunch time, they dug a hole in the road so the bus would fall in and would stop spraying them every time they walked past. The Logan children did this because they were feeling powerless and wanted revenge on the white bus driver. The contention that blacks feel powerless and want revenge is also shown when Cassie is made to apologise to Lillian Jean, she feels annoyed and powerless. She then pretends to be friends with Lillian Jean and takes her into the woods. In the woods Cassie bashes Lillian Jean and tells her if she tells anyone what happened, Cassie will tell everyone Lillian Jean’s deepest secrets. Cassie got revenge on Lillian Jean this way.

Blacks feel that white people will reject them because of the colour of their skin, or because of their different manner. This is demonstrated when T.J tells the Wallances about mama’s teaching methods and how they are wrong. Because T.J has done this he thinks that white brothers R.W and Melvin Simms will accept him as one of their own, whereas really they are laughing at him behind his back. T.J thinks if he becomes good friends with the Simms, he would then gain the trust of white people and that they will pay more attention to him. Cassie says “I wonder how come T.J don’t know they laughing at him? You s’pos he’s that dumb? Mama replies ‘T.J’s not dumb, Cassie.’ ‘ He just wants attention, but he’s going after it the wrong way.” Black people in the book would not only feel that they are being rejected by whites but would also feel scared if white people did reject them. We see this through what happened to the Berries.

Something we see quite often in the book are blacks showing fear that white people will betray them. Blacks are scared that they will be betrayed because white people don’t care about black people, they look down on them. Whites don’t care that blacks are poorer than they are. As Mr. Morrison said while telling a story around the dinner table “We weren’t nothing to them. No better than dogs. Kilt babies and old women, didn’t matter to them.” Another example of when black people might get rejected by whites is when Stacey asks papa about Jeremy and whether he should be friends with him or not. Papa says that Stacey shouldn’t become friends with Jeremy, because the white person will end up betraying the black person. Papa says that friendships between black and white people never work out, because the white people soon think that they are better than the black and betray them. Jeremy later on asks Stacey if he wants to go up to his trees house. Stacey doesn’t want to go into the trees house because he is scared if he becomes friends with Jeremy, he will betray him. Jeremy said “Hey, why don’t y’all come on over and see it (the tree house)? My pa’s gonna be gone all day and it’d be lots of fun and I could show y’all.” ‘No’ says Stacey quietly.

We know that fear is one of the main themes in this book because we have seen it when we looked at all these different contentions Blacks feeling scared and powerless therefore wanting revenge on whites, blacks are afraid that’s they will be rejected by whites because their different and there’s also the fear that if black people develop a friendship with whites they will be betrayed and hurt. The many contentions we have seen throughout this essay shows us that blacks are worthless to them, that’s why blacks have this constant fear of whites in many forms.


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Thursday, December 29, 2011

Films

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FILMS PERTAINING TO CONFLICT YOU MIGHT FIND INTERESTING AND ILLUMINATING

Most of the films listed below are available in Trexler Library and, if not on reserve, can be checked out. I have tried to add links and/or synopsis that will help you identify the subject matter of the film. Dr. McRay

The Year of Living Dangerously [In processing at Trexler Library]
See scenes and cast members at Peter Weir’s website
http//www.peterweircave.com/danger/

From the publisher’s note In the year 1865 the god-King Sukarno has brought Indonesia to the brink of chaos. Engulfed in the violence are Guy Hamilton, a Western journalist; Billy Kwan, his Chinese-Australian cameraman; and Jill Bryant. Kwans disillusionment with his hero Sukarno propels him to commit a desperate act, and a complex drama of loyalty and betrayal is played out in the eye of the political storm. The movie made from Kochs compelling novel directed by Peter Weir and starring Mel Gibson and Sigourney Weaver--was a major critical and commercial success for MGM and is still a popular modern classic.

Hollywood epic of an epic life starring Ben Kingsley, Sigourney Weaver and Sir John Gielgud..Effective in capturing the tensions during the end of Pax Britannica and calls for India home rule amid severe internal divisions of the Indian Subcontinent.

Steven Spielberg does a superb job of capturing the events leading up to the young British boy who is separated from his parents as the Japanese invade China where his parents were stationed in the British embassy. The young boy is captured and put into a Japanese internment camp meeting others as equally confused as he about where he is and how he got there.

Features Dennis Quaid as the Irish-American man wed to a Japanese-American woman right before WWII breaks out and the internment of she and her family in internment camps in the US. Raises many questions about the place of civil liberties and human rights during war.

Chronicle of a Disappearance

From the library summary Provides a personal mediation on what it means to be Palestinian. Examines the effect of the political impasse in the Middle East on the identity of the Palestinian People.

A year ago no one had heard of a female being used as a suicide bomber..in this film a young girl examines her motives and finds a big psychological divide as she contemplates her fate.

Sometimes referred to as the School for Assassins the training school in Georgia is the subject of this short discussion by a former instructor about why it should be shut down.

From Bullfrog Films this documentary traces the plight of refuges from Sierra Leone and Liberian refugees in Guinea and measure the efforts of the government and UNHR to protect refugee rights.




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Petrarchan Sonnet and Shakespearean Sonnet

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Outline

1. Brief introduction to Petrarchan sonnet and Shakespearean sonnet.

2. History of Petrarchan sonnet and Shakespearean sonnet.

3. Stylistic features and analysis of Shakespeare's sonnet


In the late 1500s it was fashionable for English gentleman authors to write sonnets, i.e. lyric poems composed of fourteen lines, following one or another of several set rhyme-schemes. The sonnet is composed with a formal rhyme scheme, expressing different thoughts, moods, or emotions, sometimes summed up in the last lines of the poem.

It is generally recognized that the sonnet has two characteristic sonnet types the Italian (Petrarchan) and the English (Shakespearean).

William Shakespeares first and second years in London were spent writing in the Petrarchan style. The Petrarchan sonnet has an eight line stanza, or octave, and six-line stanza, or sestet. The octave has two quatrains, rhyming abba, abba, but avoiding a couplet; the first quatrain gives the theme, and the second develops it. The sestet is built on two or three different rhymes; the first three lines reflect on the theme, and the last three lines bring the whole poem to an end.

Actually the sonnet, as a form of poem, developed in Italy probably in the thirteenth century. Sonnet, also called sonnetto which is an Italian word for little sound. The sonnet is a fourteen line poem written in iambic pentameter. An iamb is a short beat - long beat rhythm. It has also been called the trough and crest unit because of its shorthand scansion marks. The first word or syllable is unstressed while the second is stressed, as in the cat or delight. So a line in a sonnet has five of these iambs. For instance, the curfew tolls the knell of parting day is a line in iambic pentameter.

The primary sonnet form was perfected by Petrarch in the fourteenth century. One octave (8 lines) addresses one theme or thought, turning on the volta or shift, and the poem concludes dramatically in one sestet (6 lines). The rhyme scheme for the octave is generally abba abba while the sestet can rhyme as either cd cd cd or cde cde.


Sonnet form one octave and one sestet

Rhyme scheme abba abba cd cd cd or abba abba cde cde. Because Petrarch achieved this more than 200 years before English poets even knew about them. Therefore, English readers named the sonnet as Petrarchan sonnet after his name. Charles Gayley explains this twofold division of the Italian sonnet as The octave bears the burden; a doubt, a problem, a reflection, a query, an historical statement, a cry of indignation or desire, a Vision of the ideal. The sestet eases the load, resolves the problem or doubt, answers the query, solaces the yearning, realizes the vision. It might be understood that the octave presents the narrative, states the proposition or raises a question; the sestet clearly expresses the narrative by making an abstract comment, applies the proposition, or solves the problem. It is obvious that the Italian sonnet has very strict form. But as a matter of fact English poets have not followed the Italian rules strictly. In fact they made many changes. English poets do not always divide the sonnet into the octave and sestet parts and they also often vary the rhyme-scheme. But according to the rules, no Italian sonnet allows more than five rhymes. Most of them are iambic pentameter , but it is also true that certain poets have experimented with hexameter and other meters.

Sir Thomas Wyatt and Henry Howard, Earl of Surrey, were among the first to introduce the sonnet into England. Thomas Wyatt, who translated Petrarchan sonnets and left over thirty examples of his own in English. And Surrey modifies the Italian form of sonnet. Gradually the Italian sonnet pattern was changed.

The English (Shakespearean) sonnet, on the other hand, is so different from the Italian (though it grew from that form) as to permit of a separate classification. Instead of the octave and sestet divisions, this sonnet characteristically embodies four divisions three quatrains (each with a rhyme-scheme of its own) and a rhymed couplet. Thus the typical rhyme-scheme for the English sonnet is


abab cdcd efef gg.

The couplet at the end is usually a commentary on the foregoing, an epigrammatic close. The Spenserian sonnet combines the Italian and the Shakespearean forms, using three quatrains and a couplet but employing linking rhymes between the quatrains, thus


abab bcbc cdcd ee.

Certain qualities common to the sonnet as a form should be noted. Its definite restrictions make it a challenge to the artistry of the poet and call for all the technical skill at the poets command. The more or less set rhyme patterns occurring regularly within the short space of fourteen lines afford a pleasant effect on the ear of the reader, and can create truly musical effects. The rigidity of the form avoids a too great economy or too great waste of words. Emphasis is placed on exactness and perfection of expression. And since Shakespeare attained fame for the greatest poems of this modified type, his name has often been given to the English form. So this English form of sonnet is usually called Shakespearean sonnet.

Shakespeare in all his life wrote altogether 154 sonnets. It is commonly believed that Shakespeare wrote his sonnets between 1592 and 1598. They are roughly divided into two groups; sonnets 1-16 are the young man sonnets, while 17-154 are called the dark lady sonnets (Halliday).


Shakespeare's Sonnet

Shall I compare thee to a summers day? Shall I compare you to a summers day?

Thou art more lovely and more temperate You are more lovely and more delightful

Rough winds do shake the darling buds of May, Rough winds shake the much loved buds of May

And summers lease hath all too short a date And summer is far too short

Sometime too hot the eye of heaven shines, At times the sun is too hot,

And often is his gold complexion dimmd; Or often goes behind the clouds;

And every fair from fair sometime declines, And everything that is beautiful will lose its beauty,

By chance or natures changing course untrimmd; By chance or by natures planned out course;

But thy eternal summer shall not fade But your youth shall not fade,

Nor lose possession of that fair thou owest; Nor lose the beauty that you possess;

Nor shall Death brag thou wanderst in his shade, Nor will death claim you for his own,

When in eternal lines to time thou growest Because in my eternal verse you will live forever

So long as men can breathe or eyes can see, So long as there are people on this earth,

So long lives this and this gives life to thee. So long will this poem live on, giving you immortality.


Shakespeare's sonnet 18 is perhaps the best known and the most well-loved of all 154 poems. It is by far one of the most interesting poems, which is generally recognized as one of the most moving lyric poems among all his sonnet poems. It is also one of the most straightforward in language and intent. The stability of love and its power to immortalize the poetry and the subject of that poetry is the theme. There is great use of imagery within the sonnet. It is mainly due to the simplicity and loveliness of the poem's praise of the beloved young man that it has guaranteed its place in readers mind and heart. The speaker of the poem opens with a question that is addressed to the beloved Shall I compare thee to a summers day? This question is comparing him to the summer time of the year. It is during this time when the flowers are blooming, trees are full of leaves, the weather is warm, and it is generally thought of as an enjoyable time during the year. The following eleven lines in the poem are also dedicated to similar comparisons between the beloved and summer days. In lines and , the speaker explains what mainly separates the young man from the summers day He is more lovely and more temperate. Summers days tend toward extremes they are sometimes shaken by rough winds (line) which happens and is not always as welcoming as the young man. However, in line 4, the speaker gives the feeling again that the summer months are often too short by saying And summer's lease hath too short a date. In the summer days, the sun, the eye of heaven (line 5), often shines too hot, or too dim, his gold complexion dimmed (line 6), that is there are many hot days during the summer but soon the sun begins to set earlier at night because autumn is approaching. Summer is moving along too quickly for the speaker, its time here needs to be longer, and it also means that the chilling of autumn is coming upon us because the flowers will soon be withering, as every fair from fair sometime declines. (Line 7) The final portion of the sonnet tells how the beloved differs from the summer in various respects. His beauty will be the one that lasts forever, Thy eternal summer shall not fade. (Line ), and never end or die. In the couplet at the bottom, the speaker explains how that the beloveds beauty will accomplish this everlasting life unlike a summer. And it is because his beauty is kept alive in this poem, which will last forever. It will live as long as men can breathe or eyes can see. (Line 1) On the surface, the poem is simply a statement of praise about the beauty of the beloved young man and perhaps summer to the speaker is sometimes too unpleasant with the extremes of windiness and heat that go along with it. However, the beloved in the poem is always mild and temperate by his nature and nothing at all like the summer. It is incidentally brought to life as being described as the eye of heaven with its gold complexion. The imagery throughout the sonnet is simple and attainable to the reader, which is a key factor in understanding the poem. Then the speaker begins to describe the summer again with the darling buds of May giving way to the summer's lease, springtime moving into the warmth of the summer. The speaker then starts to promise to talk about this beloved, which is so great and awing that he is to live eternally in this sonnet. The beloved is so great that the speaker will even go as far as to say that, So long as men breathe, or eyes can see, the young man will live. The language is almost too simple when comparing it to the rest of Shakespeare's sonnets; it is not heavy with alliteration or verse, and nearly every line is its own self-contained clause, almost every line ends with some punctuation giving a pause. But it is just due to this that makes Sonnet 18 stand out for the rest of the sonnets. It is much more attainable to understand and it allows the reader to fully understand the greatness of this truly beloved is that he may live forever in this sonnet. An important theme of the sonnet, in general, is the power of the speakers poem to defy time and last forever. And so by doing this it is then carrying the beauty of the beloved down to future generations and eventually for eternity. The beloveds eternal summer shall not fade quickly because it is embodied in the sonnet So long as men can breathe or eyes can see, (line 1) the speaker writes in the couplet, so long lives this, and this gives life to thee. (Line 14) With this point, the speaker is able to accomplish what many have done in poetry and that is to give the gift of an eternal life to someone that they believe is special and outshines everyone else around them. It is probably because of the physical beauty that the speaker can see, or to some more extent, because of the internal beauty as seen in line, Thou art more lovely and more temperate, that the beloved is deserving to live on forever.



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Wednesday, December 28, 2011

The Inventer of Kindergarten

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Friedrich Froebel was born in Germany in 1782 and his early childhood was lonely, lacking in parental attention. This period of early solitude affected his entire life, and he spent a great deal of time playing alone in the gardens of his Fathers property where he remained in close contact with nature all of his life. Despite this early setback, he went on to study and work in an array of occupations, some of which included learning woodcraft, the skills of farming, bookkeeping and training as an architect, all of these having a major influence towards his final calling. He spent some years teaching at the Frankfurt Model School which was based on the progressive pedagogy of Johann Pestalozzi. This in turn took him to Switzerland where he trained under Johann Pestalozzi (1746-1787) who was also a very influential pioneer of early education. His two year visit in 1808, weighed heavily on his mind, as he was impressed with the warmth and human kindness that was evident in the classroom, however he felt a lack of harmony in Pestalozzi’s teachings. Froebel left the institution accepting the basic principles of Pestalozzis theory permissive school atmosphere, emphasis on nature, and the object lesson. However he felt that something was missing in Pestalozzis theory the spiritual mechanism that, according to Froebel, was the foundation of early learning.

After spending the next two and half decades involved in further teaching and a variety of study, Froebel was finally in a position to colaborate all that he had learned and he subsequently opened his first institution dedicated to early childhood education. “Eventually Froebel’s concern for children’s moral, spiritual, physical and intellectual growth led him to focus on their needs just prior to entering school”. He wanted to provide a place for children aged 4 - 6, a sort of half-way house between home and entering school; a place that would nurture and protect his young pupils from the harsh realities of the world; a place that respects and fosters the growth of the whole child. Froebel believed that children were like tiny flowers, where by they are varied and need plenty of care. Therefore he reasoned for his school to be called Kindergarten - the garden of children. Kindergartens became part time educational programs, orimarily serving the middleclass families of the day.

Aside from concentrating his efforts into educating the young, he also set about the training of many young woman to become the teachers, whom at the time were sparsely represented in the teaching profession. The mid nineteeth century was a time in history that began to see a shift in the beliefs of the womans role, and Froebel whole heartdly encouraged young woman to enter the vocation of teaching as he favored their maternal tendencies over those of their male counterparts. This bold move by Froebel was met with much ridicule and distaste but helped the cause of the evolving feminine movement that is alive and strong today. He also encouraged mothers to participate in the training in an effort to help them support their childrens natural development through educational play.


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Another very important part of the kindergarten, was the items and materials Froebel himself designed and created otherwise known as "gifts". “The gifts consisted of various materials used to teach the child the nature of form, number, and measurement”. It is important to remember that this was a time in history known as the industrial revolution, and German working class children only attended school for approximately four years before being apprenticed into a craft or trade. Most of these occupations required manual skills and dexterity and so we must give Froebel credit for creating gifts that not only interested and amused the young children whom they were designed for, but also prepared them for skills they would latter need in the workforce; developing them through meaningful activities. Central to Froebels philosophy was the conscious unity of all things, he felt that all things relate and connect.

Brosterman, N. Inventing kindergartens. New York Delmar Publishers.

Braun, S. & Edwards, E. History and theory of early childhood education. Belmont Wadsworth Publishing Co.

Bruce, T. Early childhood education. Columbus Charles E. Merrill Publishing Co.

Krogh, S. & Slentz, K. Early childhood education Yesterday, today and tomorrow. London Lawrence Erlbaum Associates.


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Tuesday, December 27, 2011

Music of Peru

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Peru is where the indigenous population built one of the greatest pre-Columbian civilizations of America - the Empire of the Incas. The Inca Empire extended from Quito, in Ecuador to northern Chile in the south, Peru suffered one of the main waves of Spanish colonial conquest, Living and cultural patterns developed by the Spaniards were superimposed upon the indigenous population.

During the early centuries of the conquest, native dances and instruments were considered dangerous. The church fought the indigenous art on religious grounds. In 1614, the Archbishop of Lima mandated that all native musical instruments were to be burned.

Pre-Columbian Peru seems to have had an active musical life as judged from musical instruments excavated from prehistoric ruins. Pan-pipes, flutes, whistles, rattles, bells and trumpets made out of pottery, shell, bone, wood or metal were found. This is when the Spaniards introduced string instruments into Peru.


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Therefore, the music of Peru is respected and valued. Although Spaniards attempted to restrain Inca music and dance, a syncretism developed associating much of the indigenous music and dance with Church holidays so that the Catholic Church, in spite of itself, preserved some original forms.

The music of Peru had been brought down from generation to generation in the oral tradition of the Indians, to the offspring of the Incas.

During the 16th century, the Spaniards introduced the harp and the mandolin into Peru. The mandolin structurally underwent specific changes in Peru. These changes were primarily in size and later became the charango. This instrument is the favourite string instrument of Southern Peru and Bolivia it is used as a solo instrument for courtship and as accompaniment to singing, and as a member of larger ensembles that often include kena flutes, violins guitars, drums and other native and Spanish derived sounds.

The pentatonic scale seems to have been the scale used in Peru from ancient or certainly pre-Hispanic times, since the pentatonic scale was virtually unknown in Spain.

The official language of Peru is Spanish; however Quechua and Aymara continue to be spoken, especially in the highlands.


Andean Music/ Folk Music.

The central Andean regions of the countries of Ecuador, Peru, Bolivia, Argentina and Chile are among the richest in the world with regard to a variety of musical and folkloric traditions. Long before the Spanish conquest, and even before the Inca civilization, the diverse native cultures of the region had rich musical traditions. Ancient tombs have yielded flutes, trumpets, drums, and other musical artifacts many ceramic jars found in ancient tombs depict musical instruments being used in various contexts that are difficult to interpret.




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Oedipus Rex - Greek Tragedies

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The play 'Oedipus Rex' may be viewed as a classic Greek tragic drama.

Discuss

The play “Oedipus Rex” is often viewed as an example of a classic Greek tragic drama because it contains both tragic and dramatic elements. The main character, the protagonist; Oedipus, due to his hubris, makes errors in judgement which lead to his eventual downfall. This process contains many instances of dramatic irony, which build up tension in the audience and leads to the catharsis, the final realisation by the audience.

Greek tragedies were played at religious festivals, thus the audience knew the basic storyline, and so to keep the audience involved and entertained, dramatic irony had to be used. The words spoken take on double meanings only apparent to the audience, and thus keep their attention until the tragic end. This is clearly evident in Oedipus Rex as some of the first words he speaks is “the world knows my fame, I am Oedipus”. Of course, the world is well aware of his fame, but as someone who was prophecised to kill his father and murder his mother, whereas Oedipus thinks he is famous for having rid Thebes of the Sphinx. Not only is this an instance of dramatic irony, it also shows Oedipus’ nature and personality as an arrogant and confident ruler. Another typical aspect of Greek tragic drama reflected in the first scene is that none of the characters are aware of the fact that Oedipus is the cause of the corruption in Thebes and Creon’s words “Drive the corruption from this land…don’t nurse it in your soil root it out” foreshadows what will eventually happen, which add to the dramatic irony.

Throughout the play, various scenes and speeches build up and reflect Oedipus’ character, which causes many instances of hamartia, leading to his tragic downfall. He is shown as arrogant, confident and headstrong; unwilling to stop even when he knows it may lead to dire consequences. After he is told that to rid Thebes of contamination, he must find the killer of Lauis, Oedipus first curses the killer, “let the man drag out his life in agony”, then himself, “Should he be an intimate of our house”. This shows his willingness to act swiftly in order to save Thebes; an important quality in a leader, but also one of his downfalls as he acts too quickly. These two lines are also ironic as the audience knows the real story. Oedipus attempts to cajole; “We beg you on our knees”, and then threaten; “Mock me for that, go on and you’ll reveal my greatness,” the blind prophet Tiresias to tell him just who is responsible for the plague in Thebes, and Tiresias leaves him with a clue. He says, “This day will bring your birth and destruction.” It foreshadows the events about to occur and is a hint to Oedipus; however, Oedipus misses his point. Thus this is one of many instances of error in his judgement. Another is the instance when Jocasta realises a possibility of the truth and begs Oedipus not to pursue the matter further; “Oh no, listen to me, I beg you, don’t do this”, but he ignores her and this leads to the truth being told to Oedipus and eventually leading to his downfall. The audience at this stage realises that Oedipus eventually does find out the truth, but still clings on to a faint hope that he does not. However, the climax of the play is when Oedipus threatens the shepherd with death so that he may be told the truth. This not only shows Oedipus’ character as determined and willful because he pursues the matter so far, but is also the peripeteia of the play, the point where a complete reversal of the situation occurs. This is when Oedipus says, “I stand revealed at last, cursed in birth…marriage…the lives I cut down…” At this, the audience is certain of the outcomes of the play and is somewhat sated if not content with the results as Oedipus does eventually learn the truth. This leads to the audience reflecting upon the process of the play and the eventual catharsis when any tension or doubts they may have had are resolved.


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Oedipus’ downfall is due to his overbearing personality. He is so confident in himself that he believes he can challenge the Gods, fate and defy the prophets. Oedipus is regarded as the hero that saved Thebes, a confident ruler of the city who tried to save himself by challenging fate, but the riddle he answered brought salvation only to the city of Thebes and not to Oedipus himself. He believed that he didn’t kill his father because he did not know the whole story. He saved Thebes, but was then condemned for it. Oedipus is portrayed as the victim to a certain extent; however, he is still in some ways responsible. Thus, the audience sympathises with Oedipus because of the instances of paradox exhibited in the play.

A further dramatic element of the play is the presence of symbolism. Oedipus’ name literally means “sore foot” which foreshadows his earlier predicament. Oedipus eventually blinds himself, this is symbolic of the fact although throughout the play, he could see, he was “blind” to the truth, and is juxtaposed with the blind prophet Tiresias, who, although blind, could “see” the truth. This adds to the many instances of dramatic irony already present in the play, his self punishment reflects his lack of insight and is linked to his headstrong nature. Mount Cithaeron is used to symbolise Oedipus’ life. It was where his troubles began when he was left there as a child, and presumably, where it will end as he says, “let me live on the mountains, on Cithaeron.” He was cast away on the mountains as a child, and will be cast away again as an older man.

Through the personality flaws of the main character, a tragedy is derived. Oedipus displays many errors of judgment, and an overbearing hubris which makes this play the tragedy it is. Sophocles uses dramatic irony and symbolism to emphasise the extent of the tragedy, that and the presence of the peripeteia and catharsis leads to the play Oedipus Rex being regarded as a classic Greek tragic drama.




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Monday, December 26, 2011

Catcher in the Rye

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What have you learnt about ‘rebels’ from your area of study?

In this area of study ‘rebels’, one has learnt, from many different sources of media; reading, viewing and writing. In this text the composer will be focusing on three different mediums, to help the reader understand the meaning of rebellion A poem “walk away” written by Mary Phillips. This poem express’s growing up in a rebellious fashion. The movie “10 Things I Hate About You” Directed by Gil Junger the main focus of this movie is conformity. And a short story called “chalk and cheese” by Jeffery Archer from the collection of short stories to cut a long story short. This story represents phoniness. These three mediums are all related to the book “Catcher in the Rye” written by J.D Salinger. These mediums will aid the consumer to comprehend the concept of rebellion.

When studying the book “The Catcher in the rye” the reader can learn many things from the author as he expresses the rebellious feelings an adolescent can adopt against the fact of growing up. Holden Caulfield (the main character in the book) sees childhood as the ideal state of being. He thinks adulthood is filled with corruptness. The only way anyone can win in the adult world is if the cards are stacked in his favour. The characters in 'The Catcher in the Rye' play a diverse set of roles in the rebellion between childhood and adulthood.

Children do not think of appearances very highly, but in order to be respected in the adult world you must always look your best. Holden did not care what people thought about him as long as he felt good. He would wear his red hunting cap backward. He also would have his hair cut in a crew cut style, which is thought of as a kid’s haircut.

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Holden fears change in maturity. He believed that being an adult is hard, however he tries to be an adult by going to the lavender room and wanting to loose his virginity. However, he doesn’t succeed and doesn’t fit in. When Holden and Maurice fought between each other, Holden just broke down and cried. He couldn’t handle the situation. That meant he wasn’t ready for adulthood after all. After the fight, Holden felt lonely and depressed, he started talking to Allie believing that he was near. At that point he wanted to escape adulthood by committing suicide.

He thought that once one dies, they would never have to grow up, they’ll be carefree and maintain in their own state.

At the museum which Holden visited occasionally he realized the morals of growing up. The museum was the only place that he actually liked and enjoyed going to. He found that the museum was a place where there are no changes and brought back childhood memories. He liked the fact that it didn’t change, “They were always showing Columbus, nobody gave a damn about old Columbus, but you always had a lot of candy and stuff with you….” “Then, just before you went inside the auditorium, right near the doors, you passed this Eskimo. The best thing, though is in that museum everyone always stayed right where it was. Nobody ‘d move. You could go there a hundred thousand times, and that Eskimo would still be just finishing catching those two fish. Nobody’d be different. The only thing that would be different is you.” This was when he realizes that life moves forward. When Holden showed the two boys where the Egyptian section was, the two boys were afraid and ran back but Holden continued to walk forward. This was a sign that Holden was ready to move on and enter adulthood and so does everyone else. This was a change in Holden’s morals of growing up.

When reading the Book 'The Catcher in the rye' one has learnt that growing up as a teenager is a very difficult time in a person's life and that life moves forward even though the only thing one might want is to stay young.

The poem that relates to this book the best is “walk away”. There are many relationships between J.D Salinger’s book and the poem.

The author of the poem has written about a boy/man who is waiting for his date. When she arrives late, he doesn’t accept the fact that she is late and steps in his car and drives off.

This relates to the book in the sense that Holden did similar actions to girls and others. On the arranged date which Holden had organized with Sally, although she is a very attractive young girl, after a few hours of being with her, Holden decides she is very superficial and phoney, Holden of all people can not stand this and tells her to leave which results in making her cry.

In both texts the young mans characters won’t be led astray by other people and stand their ground when they don’t like the actions of some one else. This shows a sign of growing up. In this poem the composer is rebellious in not wanting to wait for the girl. He shows an immaturity; it could also be that he might be afraid of having a relationship with the girl which might have caused his reaction. He is definitely not a caring person and rebels towards having a relationship with the other sex.

As mentioned previously there are three rebellious parts to the book that Holden under goes. Conformity plays a large role in “Catcher in the Rye”.

Conformity was a key element of American attitudes in the 1950’s. Even at “Pencey prep” the idea of conformity was crucial to the school life. Everyone looked the same, acted the same and even spoke the same. However Holden doesn’t conform. He acts as an individual rather than as part of a group. Holdens individualistic attitude is especially evident and important while he is in school but is also noticeable throughout the rest of the novel. Salinger uses the conformity principle to place Holden in a different place to everybody else. It makes everyone except Holden to have a robotic outlook on life whereas Holden does what he thinks is the right attitude on life.

From the book "Catcher in the Rye" one can see that it has very similar conformist aspects to the movie “Ten things I hate about you”.

The film is not only a sweet and romantic teen-comedy but also very similar issues of conformity to J.D Salinger’s book.

To commence the movie, we are introduced to the sisters Katarina and Bianca, who are quite different as to their temperaments. While the first one is a rebellious and tempestuous girl a heinous bitch according to Ms. Perky, her sister is a popular hottie at Padua High School. Their overprotective father decides that Bianca is not allowed to date until her older sister does.

Therefore Biancas would be suitors are bound to find someone who is tough enough to date Kat. Luckily, Patrick Verona, who is new at Padua High School seems to be as scary as Kat and they are convinced he would be the perfect match for her.

Katarina and Holden have very similar attributes when it comes to conforming. Both of these characters do not like to stick to the norm. They wear their cloths unkempt, do not socialize with others to well and don’t always say the appropriate things, conformed people would expect.

One obvious link lies in the naming of characters and the setting at Padua High School. Some characterizations parallel, for example. Kat’s “moody, complicated character” exhibits the traditional “terrific amount of raging energy”, and she “definitely has all the incorrigible spirit required of the shrewish Kat”. All this characterizations are very similar to the ones Holden adopted in the book “Catcher in the Rye”

Phoniness, which is probably the most famous phrase from 'The Catcher in the Rye', is one of Holdens favourite concepts. It is his catch-all for describing the superficiality, hypocrisy, pretension, and shallowness that he encounters in the world around him. In Chapter , just before he reveals his fantasy of the catcher in the rye, Holden explains that adults are inevitably phonies, and, whats worse, they cant see their own phoniness. Phoniness, for Holden, stands as an emblem of everything thats wrong in the world around him and provides an excuse for him to withdraw into his cynical isolation.

Though oversimplified, Holdens observations are not entirely inaccurate. He can be a highly insightful narrator, and he is very aware of superficial behaviour in those around him. Throughout the novel he encounters many characters who do seem affected, pretentious, or superficial Sally Hayes, Carl Luce, Maurice and Sunny, and even Mr. Spencer stand out as examples. Some characters, like Maurice and Sunny, are genuinely harmful. But although Holden expends so much energy searching for phoniness in others, he never directly observes his own phoniness. His deceptions are generally pointless and cruel and he notes that he is a compulsive liar. For example, on the train to New York, he perpetrates a mean-spirited and needless prank on Mrs. Morrow. Hed like us to believe that he is a paragon of virtue in a world of phoniness, but that simply isnt the case. Although hed like to believe that the world is a simple place, and that virtue and innocence rest on one side of the fence while superficiality and phoniness rest on the other, Holden is his own counterevidence. The world is not as simple as hed like and needs it to be; even he cannot adhere to the same black-and-white standards with which he judges other people.

Phoniness in the book “Catcher in the Rye” has a very strong relevance to the short story written by Jeffery Archer, Chalk and Cheese.

In this story two brothers as different as chalk and cheese, start their adult live on two different paths one becoming a business man and the younger one becoming an artist, very much admired by their mother. As the artist shows off unsuccessful exhibition after exhibition his quiet brother slowly works his way up the executive ladder, but mother and friends only show respect to the budding artist. The businessman not being capable of seeing what others see in his brother’s paintings is buying art books to help him learn about art. This way he becomes an art lover and buys many valuable paintings. When the older brother dies, the younger one is very greedy about the inheritance. The will is read, which says “that out of the collection the younger brother will receive paintings, which should allow him to live in a style worthy of his talent”. As the delivery man comes with the paintings he stares in shock at 1 one of his own art work. This relates to J.D Salingers book, by Holden always criticizing everyone of being phoney but not realizing him self he was heading down the same track. In Jeffery Archers story the artist never realized how phoney he was until he stood in front of his own paintings which where of no value.

In conclusion J.D Salinger and the poet Mary Phillips have described the period of growing up as a difficult and confusing time in ones life. The story “Catcher in the Rye” as well as the movie “Ten things I hate about You” both show the reader and viewer that the easy path of conforming is not always the best. For achieving higher goals you have to be an individualist. As between the two texts by J.D Salinger and Jeffery Archer phoniness should be detected by one self before going to far.



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Drunk Driving

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When an intoxicated individual makes a decision to sit behind the wheel of an automobile and drive home, he endangers everyone on the road. This one decision, which may not seem important at the time, can have a crucial impact. When the choice whether or not to drive under the influence of alcohol faces a person, he often does not realize the consequences of his actions, and therefore makes an extremely uneducated decision. Many people believe that increasing fines for drunk driving offenders will play a significant part in the cutting down of driving under the influence. However, while stiffer DUI laws will look affective on paper, they will not make a substantial step in the fight against drunk driving.

The only benefit of increased drunk driving fines goes to the law enforcement agency that collects the fines. Because the majority of DUI stops happen to individuals who do not believe that they have become drunk, a person who chooses to drive does not even consider the fine that he may receive, no matter the amount. If an intoxicated person believes that he has the ability to drive home safely, a new law passed by state representatives will not stop them. A state increasing its DUI fines, will not make the police notice a decline in the amount of drunken driving stops, nor a decreased amount of alcohol related accidents. The only change that would come from such an increase would come in a boost in state government funds pouring in from DUI offenders.

While the fight against drunk driving seems to have no end, many other solutions exist besides the raising of fines. One such solution lies in education. If the general public becomes properly educated about the meaning of intoxication, they will have the ability to make a proper choice when it comes time to decide whether or not to drive home. An individual needs to know facts such as how many drinks it takes to push them above the legal blood alcohol limit to drive. The legal blood alcohol content in Kentucky stands at 0.08. this means that if an officer stops a driver who’s blood alcohol content proves above 0.08, the officer recognizes this person as impaired, and can proceed with giving them a DUI. The public also needs to know consequences far more great than a simple fine, such as the risk you take of killing yourself or others when driving while impaired. Simply knowing certain facts about driving under the influence can become the difference between a person driving drunk and taking a cab home. The difference between life and death lies in this choice, so it should lie in the hands of an educated person, not someone who does not know the facts about drunk driving.

Another factor that can affect a person’s decision to drive drunk comes with his friends. A person needs to possess enough common sense to not let someone who is obviously intoxicated sit behind the wheel. While a possible fine will not stop someone from driving drunk, a close friend telling them not to drive will prevent them from doing so. In order to stop an intent person who has decided that he wants to drive drunk, a friend must also prove intent in stopping them. The saying, “Friends don’t let friends drive drunk,” could not have any more accuracy. Many times, a person will use every excuse in the world to convince someone to let them drive. A true friend should never let someone drive drunk, no matter the circumstances.


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The fact remains true, that no matter what anyone does, whether increasing the punishment, or educating the public, we cannot completely solve the problem of drunk driving. “Preaching to me about the evils of drinking didn’t stop me though.” This quotation from “An Indian Story”, by Roger Jack, demonstrates the average person’s attitude towards alcohol. People posses their own determination and will do what they want to do, and this willpower becomes even stronger when alcohol enters the picture. Judgment becomes impaired, and a person’s decision making goes downhill. This fact alone contributes greatly to the fact that people will always drive drunk, no matter what anyone does.

Although nothing can totally prevent drunk driving, certain steps such as the education of not only the potential driver, but his friends as well, can play a significant role. The increase in fines, however, would prove completely ineffective and have no impact whatsoever on the amount of drunk driving that takes place. People simply do not consider the legal punishment when making the decision to drive while intoxicated. Knowing that consequences can go so much further that an easy fine and even be as serious as death, however, may sway someone’s choice. The prevention of drunk driving does not lie in legislation, but in education. Educated people make educated decisions, and educated people will not make the decision to drive drunk.



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Sunday, December 25, 2011

Martin Luther King: I Have A Dream

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On August 8, 1946 Martin Luther King expressed his feelings regarding American justice. King considered the nature and value of justice, as they appear in both structure of society as a whole, and in the personality of an individual human being. He believed that individuals are not self-reliant and no one working alone can gain all of the genuine necessities of life. He is convinced that this can be achieved by having communities gather together for mutual achievement of common goals. Justice is not the exclusive responsibility of any one class of citizens, but emerges from the harmonious interrelationship of each component in society. Martin Luther King was an extraordinary leader, directing the African Americans in peaceful protests to achieve equality for all human kind. Composing one of the most eloquent and enlightening speeches throughout American history, “I Have a Dream,” King demands America to stand by the promise in which it was founded on, that all men are created equal. Many people are only exposed to the conclusion of this speech. The introduction of the speech, obviously well organized and thought out, leads the audience into not only an unexpected but an unforgettable, improvised conclusion. Revealing the entire commentary, spectators may alter their conception of the speech and the civil rights movement all together.

The conclusion was neither written nor organized in advance. In this conclusion, King speaks from his heart, it can be thought of as somewhat emotional and celabratory. King is extremely optimistic in the conclusion and at this moment in time, he may be looked at by some as having unrealistic expectations. He recognizes that the struggle for civil rights will not be easy, and it will not happen over night. Despite the fact that there is hard work ahead, he illustrates his desire for what America can be like if it lives up to it’s creed “We hold these rights to be self-evident; that all men are created equal.” Immediately King establishes his argument in the conclusion and continues using illusory language i.e. “I have a dream...” He describes his ideal vision of the future, laying dreamlike images as a foundation for others to follow into the future.

King’s vision portrays the walls of segregation being torn down. One day he sees young black children and young white children uniting as friends, a thought that was considered impossible and extremely radical in the 1960’s . King states that Alabama will no longer be a state of prejudice and Mississippi will no longer be a state of injustice, a place where whites and blacks can live together graciously. “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character,” King declares passionately. He dreams of a nation involving no separation, but justice.

The conclusion differs from the body of the speech, exemplifying King’s hope for America’s future. The body of the oration includes more facts about the necessary elimination of segregation that was present in America. It begins by examining the promise made for freedom discussed in the Emancipation Proclamation. Although this promise of freedom was made a hundred years before King’s speech was given, the blacks continue to live in poverty and be looked upon as an inferior race, denied of both benefits and basic rights. Considering the “Jim Crow” laws instated in southern states following the civil war it is easy to see how segregation is more similar to slavery than freedom. King reminds the people of the words used in the Constitution and the Declaration of Independence, “This note was a promise that all men- yes, black men as well as white men- would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness.” In this excerpt King presents his knowledge of what the black race is entitled to as citizens of the United States, and demonstrates his determination to see this promise fulfilled.

Black America had been suffering against racism and segregation for over one hundred years. Politicians continued leading them on to believe that eventually their time will come where they will finally inherit their God given rights. In the body of his speech, King reminds America that justice should be served now, not tomorrow, not next week, not next year. At this time fairness is essential. Metaphorically speaking, King pronounces the urgency of racial justice by stating, “Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood.” His request for urgency continues, “This sweltering summer of the Negro’s legitimate discontent will not pass until there is an invigorating autumn of freedom and equality.”

He reveals that this fight for freedom will not be resolved until equality is at hand. King proposes that there will be “neither rest nor tranquillity in America until the Negro is granted his citizenship rights.”


King sought to establish and maintain a respectable ethos advocating peaceful protests such as boycotts, sit-ins, and freedom rides, which is evident in the passage, “In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred.” King leads people in the direction of peace, not hate; inspiring the audience to act in a non-violent fashion. He reminds people to accept and appreciate white support because promoting that everyone shared the same destiny.

Condensing the speech to the conclusion changes the entire outlook of what the speech stands for. Once the written manuscript ends, King spontaneously speaks of the dream he has.

King portrays himself as having ideological and optimistic views for the future of America. On the other hand, throughout the body of the speech King states his knowledge of what African Americans are entitled to, refusing to give up until they are given their rights. Noting the entire speech, one realizes the political, aesthetic, and historical differences between the two. There is an evident political contrast between the body and the conclusion of the speech. The body summons the fact that African Americans were grateful when freed from slavery through the Emancipation Proclamation, “This momentous decree came as a great beacon light of hope to millions of Negro slaves, who had been seared in the flames of withering injustice.” However, they remain unfree living in a world which segregation and discrimination still exist in defiance of the promise that was made, “One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination.” King appears optimistic in the conclusion. Although they have been handed the bitter reality of injustice, there is a light at the end of the tunnel. King presents his knowledge of what the African Americans are entitled to as citizens during the body. In the conclusion, he acknowledges that they have been cheated but persuades his followers that the way to achieve justice is to be hopeful and non-violent.

King is extremely inventive in his arguments from the beginning to the end of his speech. Utilizing illusory language to argue, he enchants his entire audience. In the body of the speech, King compares the promise of African Americans freedom to a bad check. “In a sense we have come to our nations capital to cash a check. America has given the Negro people a bad check, a check which has come back marked ‘insufficient funds.’” King continues this discussion stating his refusal to tolerate “the bank of justice is bankrupt.” In the conclusion, he encourages his associates to keep the faith although denied of their inalienable rights, “With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.” Throughout the entire speech, King brings up many inventive arguments, yet the context of his argument evolves from a bitter matter of fact tone, to an idealistic one.

The country’s landscape during the 1960’s could be compared to a war zone, riddled with hatred and intolerance by both whites and blacks. Having little hope that racial injustice would ever end, many African-Americans lashed out in blind rage. The author Richard Wright in his novel “Native Son” captured this anger over a lifetime of oppression. In his book Wright describes how blacks were treated no better than animals and lived in fear of their oppressors. Such deplorable treatment of blacks was what demonized the white man in the mind of Bigger Thomas, a young black man who went on to kill a white girl leaving him with an overwhelming sense of empowerment. Such a disconnection of whites and any trace of humanity were widespread in black communities and began to boil over. African-American rage manifested itself in the form of riots, such as during the 11 Chicago race riots, which consumed the city for three days. In the body of his speech Dr. King states, “The Negro is still languished in the corners of American society and finds himself in exile in his own land.” In this excerpt Dr. King is describing the foundation for the discontent covering the country, similar to how Bigger Thomas felt in the book “Native Son.”

One hope remained, one light pierced through the darkness, one African-American leader remained optimistic. Dr. Martin Luther King and his non-violent movement were revolutionary for their time. Dr. King brought hope where there was none, he brought tolerance where there was only hatred. This spirit is conveyed throughout the concluding part of his 16 Lincoln Memorial speech. His idealistic vision displayed at the end of his speech is what was able to unite such diverse people under the umbrella of hope. People of all creeds and colors (including whites) were present and unified during the speech, demonstrating the incredible reach Dr. King had. Among those present at the Lincoln Memorial was Malcolm X, a militant black leader well documented for his support of black separatism. Capturing the heart and support of a hardened man with such opposing views proves how truly unique and remarkable King’s vision was during those times. “I have a dream that little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.” This passage describes his peaceful vision in the midst of more militant ideas held by Malcolm X and the majority of disillusioned blacks.

Looking at what we are provided from Martin Luther King’s “I Have a Dream,” it is difficult to judge the content and character of the entire speech. We are given a truncated synopsis leading one to judge the overall speech based on the color of flowery language in the conclusion. The conclusion can be seen as the overall skin; filled with hope, optimism and idealistic views for what the future ultimately shall bring. In the body of the speech, we discover the soul of King’s improvised words. Once acquainted with the entire body, we are able to look at it in a different light, judging the undiminished deeper content. Dividing the body into sections, we see that King is seeking the promise of freedom, he summarizes the constitution, and he demands justice for all. It is clear that there are political, aesthetic and historical differences between the skin and the soul of the speech. The soul discusses the purpose and reasoning of their argument. The skin exhibits the spirited attitude that African American’s had in the 1960’s. King’s rhetoric may even be compared to John F. Kennedy’s rhetoric a few months earlier in his Commencement Address at the American University in Washington, “Let us examine our attitude toward peace itself. To many of us think it is impossible. Too many think it unreal.” King concludes not only his speech, but Kennedy’s as well with his miraculous dream that peace will exist.



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Religion in Schools

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Religion in Schools

What is the solution to the problem of religion and prayer in schools? Our student body is increasingly diverse. Schools must give special consideration to the fact that many school students belong to minority religions or are raised in non-religious environments. The nations public schools must be welcoming to students from a variety of backgrounds - students of all faiths or no faith. There are several positive ways of dealing with this including a “moment of silence” or letting the students take turns with their beliefs, as well as negative suggestions that include, ignoring the issue.

The Framers, who put together the Constitution, recognized the importance of keeping government out of religion and religion out of government. This created a wall of separation between church and state in the establishment clause of the First Amendment. The government also guaranteed religious liberty in the First Amendments free exercise clause. The government is unable to endorse or intentionally burden any religious practices or beliefs, due to the first amendment and free exercise of religion. For more than two and a half decades, fulfillment with the establishment clause has been examined under a test in the U.S. Supreme Court. The Lemon test has proven largely successful in protecting the religious rights of all Americans, including religious minorities. The principle that public schools must be religiously neutral has been established in a long line of U.S. Supreme Court decisions. Any school-sponsored religious activity must conform to the Lemon test. Students must never be given the impression that their school officially prefers or sanctions a particular religion or religion in general. Further, students must never feel forced by pressure from their peers or from the public to stay or join with any religion. Some things that parents argue are that they want their child to be raised in a “religious environment”, or that they should pray before class starts, and/or before a meal. It is thought that banning school prayer would lead to moral decline. Finally, some parents that want religion in their schools want certain aspects about religion taught in the curriculum. Such as in science class, the theory to evolution is taught along with creation of mankind as told in Genesis of how the world began.

There are also many reasons against having religion in schools. So many different religions nowadays; for example, Christianity, Judaism, and Buddhism, that teachers can’t target just one, and they can’t teach them all, due to lack of time, so don’t teach any at all. If it is taught, it becomes unconstitutional and a clear violation of our First Amendment to teach religion in schools, so it is not allowed. People who oppose school prayer believe that prayer is not effective. School prayer is obviously a form of religious indoctrination, and this should not be the schools’ place to teach the kids.


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There are several of things that can be done to help solve this problem. Firstly, don’t allow prayer unless it is personal, private and kept to the one who is praying. Another would be to allow for a moment of silence. This shouldn’t be forced or looked upon as a time to pray but as a time to regroup. Finally, another solution to help prevent controversy over this issue would be to have each student take turns throughout the year to pray out loud, to their God, about there beliefs, or chose to decline their turn.

I think the best option would be to allow for a “moment of silence”. This would help to clear the thoughts in your head or it can be used however the student intends. Life is so busy for most students that this time would be good for students for just a couple of minuets before every class, or activity. This helps remind the religious students of the high morals and values to which they aspire. It would help to remind them to remain honest, respectful, and kind to each other. The next best thing I think would be to leave it the way it is. School prayer is allowed, privately, and to yourself. Finally, to let students pray out loud taking turns per day might let every denominations be heard but, in turn, would result in inter-denominational conflict among people of all religions.

The “Moment of Silence” would take place at the beginning of each period throughout the school day, before lunch, before all school activates, and before graduation ceremonies. This doesn’t have to be for prayer, or meditation, it is just silence. The student can choose how to spend this time, as long as it is quietly. Students can chose to pray, self-reflect, plan their day, engage in any other silent mental activity, contemplate, study, or lay their head down just for a break, it doesn’t matter, just the time in life’s busy schedule to take a break. This would not only be good for the student but the teachers as well. To regroup from the last class, and prepare for the next class, and take a “breather”. Some schools already institute a moment of silence that students and teachers can use to pray silently, or meditate, or simply center them selves. In late 2000, a federal court affirmed the constitutionality of the moment of silence law, which came into effect in Virginia on April 1, 2000. “The Natural Prayer Project (NPP) recommends that schools follow a suggestion made by Colin Powell, the Attorney General. He recommends a simple moment of silence.” (Ontario Consultants on Religious Tolerance) It would appear that Jesus promoted private prayer, and condemned public prayer. Some Christians who follow the Bible would logically oppose prayer in school and other public places. There are many places in the bible that have Jesus praying in private. For instance, Matthew 14 reads Jesus went up on the mountain by himself to pray. Or Matthew 66-44 states Jesus went with three disciples, left them behind and went further to pray alone. This is a well-known passage in which his disciples fell asleep at Gethsemane.

Public schools can neither foster religion nor preclude religion. Our public schools must treat religion with fairness and respect and vigorously protect religious expression as well as the freedom of conscience of all other students. In so doing our public schools reaffirm the First Amendment and enrich the lives of their students. (Secretary of Education, Richard W. Riley). So the moment of silence is good by abiding by the government as well as fulfilling the needs of those who would like to take advantage of freedom of speech by using the moment of silence how they wish.

So to get the moment of silence allowed in schools a proposal should be submitted to the higher courts, or who ever needs to be addressed about the issue. If it starts in Baltimore County, then it could spread to all of Maryland. After that, the surrounding states could institute the law of a moment of silence, and soon this could be a national law for the Unites States.



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