John Keats when i have fears 2 Essay Example for Free

John Keats when i have fears 2 Essay John Keats’ poem â€Å"When I have Fears that I may cease to be† is about the poet’s contemplation of his own mortality. When Keats woke one day with blood on his pillow, the doctor in him knew that stain to be the mark of his own undoing by consumption. This poem is one way of dealing with that knowledge by asserting that the things that seem the most important at the moment—poetic fame and love—are really nothing compared to the great wide world. The poet has finally come to accept his place in the grand scheme of things, so the tone shifts from questioning hesitancy to peaceful acquiescence. Lines 1-2 discuss how the poet’s brain is filled with possibility—ideas not yet written down by his pen in mounds of important books—and his fear that he may die before he is able to reach his poetic potential. This idea is compounded by the use of both imagery and alliteration in the first quatrain of the poem. The description of the â€Å"full-ripen’d grain† in line 4 compares his poetic imagination to a grainery; that is, a place chock full of ripe food that will nourish the body the way his poetry will fulfill the mind. His use of repeated sounds in â€Å"glean’d,† â€Å"grave’d,† â€Å"garner,† â€Å"garner,† and â€Å"grain† show just how fertile his imagination can be and raise the question of how tragic it may be if he dies before he has reached his peak. Lines 5-8 continue this contemplation of his poetry by considering the raw materials of his work—â€Å"night’s starr’d face† and â€Å"high romance† in the â€Å"huge cloudy symbols†Ã¢â‚¬â€in other words, Keats is seeing everything that he would render into meaningful poetry given the time, but without that chance, he can only mourn the loss of the possible poem that exists in his mind. He also gives a glimpse as to his view of composing poetry when he claims that â€Å"the magic hand of chance† could aid him in rendering mystical nature into a poem. Keats is using the mystery of nature as a symbol for the mystery of his future poetry, poems that will be lost if he ceases to be before committing them to paper. Lines 9-12 move beyond his poetic potential to consider the possibility of love lost in the event of his untimely death. These lines are halting, a nod to the â€Å"faery power of unreflecting love†; it is almost as though Keats worries more over the loss of his future poetry moreso than any chance at love. Love itself is a sham here, an attempt at happiness that, when compared to the power of harnessing nature, loses any real chance at success. This section is only three and a half lines long, not even a full quatrain, a rhythm that gives the reader a sense of rushing; this is the same quality felt by Keats, and it reinforces the essence of the poem—time is running out. The repetition of the word â€Å"when† also conveys the sense of time passing; with each moment, death approaches. Yet for all of these considerations, Keats realizes in the last two and half lines that the things he seeks the most, Fame and Love, are really nothing when compared to the grand scheme of things. The image of the shore is crucial here; when compared to the ocean, Keats’ personal struggles are meaningless, but beyond that, the shoreline represents a boundary line. Just as Keats fears crossing the lines between life and death, he can come to terms with mortality when he finds himself in another in-between zone. Overall, â€Å"When I have Fears that I may cease to be† is a poem about accepting the limitations placed on one by life and time. Though material gains like fame or spiritual experiences like love may seem like all-encompassing purposes for a life, Keats shows that, upon reflection, these things pale in comparison to the larger issues in the world. Through the clever use of specific words and rhyme schemes, Keats conveys his message using poetic techniques.

Explore how Shakespeare develops Essay Example for Free

Explore how Shakespeare develops Essay Explore how Shakespeare develops the themes of duty, responsibility, love and loyalty in the Antony and Cleopatra. Throughout the play Antony and Cleopatra, Shakespeare develops and explores the themes of duty, responsibility, love and loyalty; from the very beginning of the play Shakespeare places these themes in conflict with one another and these conflicts are embodied in the most obvious sense through Antonys rejection of the Roman Empire and its ideals for the love of Cleopatra and a far more frivolous laid back life in Egypt. And in turn these differences in ideals are conveyed to the audience in the beginning of the first act when Philo and Demetrius come to the stage and discuss Antonys dotage over Cleopatra and how it Oerflows the measure. Philo laments at how Antony, once a powerful warrior, triumvir of the Roman Empire and a triple pillar of the world has given up all this power and become the bellows and the fan [that] cool a gipsys lust. The language used by Shakespeare at this point in the play helps to establish the antithetical nature of the Egyptians and the Romans; Philo describes Antony with powerful hyperboles and metaphors, evoking potent superhuman, heroic imagery as he speaks of Antonys eyes that glowed like plated mars, passionately and verbosely referring to his captains heart which was so powerful that it burst the buckles on his breast. The conviction with which Philo speaks brings the political and war faring nature of the Romans to the forefront and it becomes clear that the world Antony used to occupy is greatly at odds with the world he now inhabits with Cleopatra who is derogatorily described as having a tawny front (highlighting the Romans latent racial prejudices) and whose gipsys lust has reduced Antony to a strumpets fool. Philo never once uses positive words or language to describe the love between Antony and his queen; he constantly uses words that undermine the actual power she has a queen. The potency of his hatred for Cleopatra is conveyed eloquently through his use of language; Philo makes it obvious that in Rome intangible emotions such as love are undervalued in comparison to the far more corporeal physicality of great fights and the musters of war. It is very obvious that Philo does not view the relationship between Antony and Cleopatra as a great or Romantic but one of blind and foolish lust which has distracted Antony from his responsibilities and his duty. Furthermore, when Antony himself speaks of his love for Cleopatra the contrast between his former Roman ideals and his new Egyptian way of thinking become clearer, his first line to Cleopatra as he enters the stage is Theres beggary in the love that can be reckoned, implying that his love for her is immeasurable and takes precedence above all, the fact this is powerful and Romantic statement is the very first thing Antony says as he enters the stage magnifies the sentiment behind it. Further evidence of the greatness of Antonys love for Cleopatra is given when she chides him about the messenger from Rome who may be carrying a message from Caesar or his wife Fulvia, both of whom represent his responsibilities at home and both of whom he dismisses in his grand and dramatic statements that he provides her in response to her teasing (let Rome in Tiber melt and the wide arch of the ranged empire fall!), reassuring her that the two of them and their love for each other stand up peerless. It is Antonys use of imagery here that really encapsulates the depth of his love for Cleopatra, his acknowledgment of the greatness of Rome has a paradoxical quality to it as he confirms the greatness of its wide arch in the same breath and sentence as he confirms it.

The expansion of higher education

The expansion of higher education Analyse the historical development of Higher Education and the role which it plays in society. Compare and contrast recent developments with predecessors. Who were the main stakeholders? The 1900s was the start of the expansion of Britains, universities. University courses offered to students increased and so did the student body. The Universities Grants Committee 1919 administered central government funding of universities. Mass education was provided by universities in 1970 before this it was the territory only for the social elite; it was the 1807 Parochial School Bill that made provision for educating the laboring classes which led to the mass of education. Women attending university also increased greatly, and teaching provisions expanded which included a range of new subjects and specialties on offer. The Butler Education Act 1944 signaled the expansion of secondary education and therefore there was a greater demand for university places. Late 1950s, the higher education sector needed expanding as there was a shortage of university places due to the increasing number of students leaving school with an official qualification, entitling them to a chance to go to university. Classical education was questioned, and policy makers became convinced of the importance of science and technology and recommended the transformation of some technical colleges into universities, becoming institutes of technology, recommended by The Percy Report of 1945. The Barlow Report of 1946 recommended more university places for science students, funded by the state as they believed it would double the annual output of science graduates. In 1956 selected technical and further education (FE) colleges were updated to university status from being just Colleges of Advanced Technology. In mid 1960s most of these became the new universities. In the mid 1960s the chairman, Sir Geoffrey Crowther, of Central Advisory Council, reported that he was to raise the school leaving age to 16 years old, and compulsory part time education up until the age of 18 years old. In doing this it highlighted there was a need for more university places and to expand university facilities, as higher education was a universal provision now, for all with the necessary ability. In 1961, there were less than 15 per cent of applications going to university. Although there was major growth in higher education as the founding of the new institutions were in line with the expansion of existing universities. In 1962 the government outlined a plan to raise student numbers to 150,000, a 40,000 increase over five years, this was through the idea that an increase of funding from  £104 million to  £165 million per year would be given. In 1966, a white paper set out the Labour governments intention to establish polytechnics in England and Wales. Thirty were set up between 1968 and 1973. Courses were to concentrate on those with a vocational emphasis, offer part time and sub degree or full time and sandwich courses. These were run by local education authorities (LEAs). 1973, the Russell Report states that the number of people in adult education has grown by 750,000, so effectively enabling the laboring classes to have the opportunity to go to university showed more graduates, opening up more opportunities. The Education Act 1973 was the act that made the provision that postgraduates were no longer eligible for LEA grants, so this would have the effect that only those who could fund their education would be able to pursue their education further, after the completion of an undergraduate course. The Education Act 1975, extended provisions of the 1962 Act that stated, students at universities or in further education establishments had  £304 available to them in the academic year 1962/63 and  £346 in 1968/69, an increase of about 14 per cent, this student grant would therefore help in resources enabling more individuals to attend university. 1988 Student Support, white paper, proposed top up loans for students, yet the secretary of state education, Mr. Kenneth Barker, states We have the most generous system of student support in the western world, yet fewer of our young people enter higher education than in other European countries. HC Deb 09 November 1988 vol 140 cc307) The top up loan averaging over  £400 in a full year is not means tested like today but helped as it is available to everyone and individuals were allowed to take as much or as little as they want of that  £400. In 1990, Education (student loans) Act established the reduction of student grants as the introduction of top up loans that were available for all higher education students, meaning there would be less free money available and more loans to be paid. In 1991, the Conservative government made polytechnics grant university status. Polytechnics concentrate mainly on applied research; this is solving practical problems of the modern world, rather than to acquire knowledge for knowledges sake. Where as universities does strategic research, this being research conducted to produce specific applied programs. The status of polytechnics to be equivalent and the universities means that funding and grants are available and accessible to those students who at polytechnics. The White Paper on Higher Education 1991, recommended expansion of student numbers in higher education. The Prime Minister John Major said the end of the divide between universities and polytechnics would Build on our plans to transform education and training for 16 to 19-year-olds by removing the barriers between the academic and vocational streams. Where as, Marenbon, Medieval philosophy fellow at Trinity College, Cambridge, stated that conservative politicians, as much as Labour ones, believed in the nonsense about making vocational education of equal esteem to academic education. In 1992, Further and Higher Education Act unified the funding of Higher Education under the Higher Education Funding Council for England (HEFCs), which introduced competition for funding between institutions and abolished council for National Academic Awards, which validated degrees outside universities since 1965, was to close and abolish the binary divide, The binary divide being the division of higher education into two sectors, the university sector and the polytechnic sector A study by Mr. Ramsden and Mr. Brown for the Universities UK, longer-term strategy group, shows that New university research income grew from 4.6 per cent to 5.8 per cent of total income in this period. Old universities with medical schools saw this proportion increase from 33.1 per cent to 39.1 per cent. Old universities without medical schools remained stable, the percentage going from 23.1 per cent to 23.3 per cent. This situation would hardly have improved if new universities had remained polytechnics Analysis: Mixed report for class of 92, Claire Sanders, (28 June 2002). The next change in higher education was after a four year gap in 1996, the Student Loans Act extended the provision of student loans, Be it enacted by the Queens most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same Education (Student Loans) Act 1996, CHAPTER 9, [29th April 1996] Dearing Report 1997 was the review of higher education. Higher education colleges as well as Universities educated 2.8 million students in 1996/97 (figure 1); this is less than a quarter of who were from the group which used to be the backbone of the old universities. 64 % of students were mature students perusing a qualification and 37 % part timers. Nearly one million of people enroll with higher education institutions do not to gain a qualification, but to meet a particular skill need (applied research) or fill a gap in their knowledge (strategic research), or just because they wanted to learn. Higher education is a key contributor to national, regional as well as local economic growth and regeneration. Also in 1997/98 statistics show how the United Kingdom attracted 209,000 international students to study in the U.K. (figure 2) In 1998, the Education (student loans) Act transferred the provision of student loans to the private sector this would allow the students to have protection as there would be fixed terms and no loop holes for debts to be recovered until the relevant time. The Regulations also provided new repayment terms for disabled borrowers, which meant they had separate terms from normal students as it would be harder for them to find a job under discrimination possibly. The terms were set at the discretion of the loans administrator. A major change towards the higher education institutions was also in 1998 the Teaching and Higher Education Act established the General Teaching Council (GTC) abolished all student maintenance grants and required students to contribute to tuition fees. Tuition fees paid by all, except the poorest students from 1998/9. Means tested loans/grants meant that about 30% of pupils did not have to pay tuition fees because their income or that of their parents/spouses is not enough. Students that had family incomes of less than about  £35,000 a year paid less, this was 30% of students, and they then had the maximum level for 1998/9 of  £1,000. Maintenance grants given to students towards living expenses with loans from 1999/2000 was replaced by loans, these repayments of loans were at the rate of 9% of a graduates income once it is above  £10,000. This is very similar to the way the students of today 2010 are surviving and also in the same way that the availability of a supplementary hardship loan of  £250 a year but terms of either being a single parent, having a disability, are in their last year and some other similar stories are entitled to this loan, which again has to be paid back. From the above paragraphs discussing the development of higher education from the early 1800 to 2000, I will now explore the most recent changes, developments, and controls of higher education, making notes of the impact of previous legislation, laws and reforms that determined the way of the higher education institutions and universities of today. Higher education today is open to all classes, religions, cultures, sexes, ages and societies as has changed from just the elite group, the upper classes. Nowadays it shouldnt only attempt to engage with students outside the elite circle, of powerful and wealthy parents but also attract those with the opportunity for higher education is denied by reason of funding. This is the process of widening participation; this is different from just opening the doors to university for the lower classes but also individuals from under-represented communities. There are organizations that prepare them for higher education, ensure success on their programme of study, improve their employment prospects and open possibilities for postgraduate study, and give them opportunities to return to learning throughout their lives. The value of higher education argued and there are many tensions between what students want and what staff want, for example, between the vocational and professional on one hand, or the more academic. There are a lot more vocational courses running at colleges and sixth forms, where students complete successfully which qualifies then to go to university if they please, so, nowadays there are courses from sports management to computer games design, all manner of vocational courses are on offer in higher education Andy Sharman, 2006, this is a very big social change. The British schooling system measures pupils achievements by having league tables, even higher education institutions and universities have a benchmark, and this seems to be the means towards higher educational achievement. In the higher education context a benchmark is used to measure a level of performance, resources, or outcome against which an institution or group might be compared too. The majority of Universities of today are competing for a world-class statuses, these statuses are given to the universities and higher education institutions by the contribution of the students perceptions (stakeholders), scholarly citations, research and also availability of facilities and resources. The United Kingdom, to gain first class status of its universities is to convey the impression of high standards in learning, teaching and research quality. So, ask some people question whether children at school are taught he test it can be argued whether lectures teach in the way they do for a sta tus rather then to handout knowledge within a specific topic area.

The Struggle of the Educational System Essays -- Public Education Scho

The Struggle of the Educational System It seems as if the American government has struggled to evaluate the current educational system in order to determine if significant social issues, including increasing regional poverty, and declining literacy rates in specific urban regions are related to economic differentiations in the education system. There needs to be more emphasis placed on determining a system that provides greater equity between disadvantaged inner-city schools and wealthier suburban, middle class schools. The gap between the nation’s best and worst public schools continues to grow. Our country is based on freedom and equality for all, yet in practice and in the spectrum of education this is rarely the case. Many obvious distress signals seen in today's American urban schools include the increasingly overloaded and under-funded schools, confusion over actual goals and purposes, and a tendency toward a separation into two unequal class divisions within the public schools. Our nation has sadly become a society where many people are concerned only for themselves with little concern for those who are less fortunate. One of the most significant issues raised in public education in recent years is the radical difference that exists in funding levels between wealth and poor school districts. â€Å"Many states have allotted educational funding related to tax revenues, and this has determined a higher level of educational spending in wealthy neighborhoods and a much lower level of spending for inner-city poor and rural poor communities† (Frady 15). A number of states have considered and implemented plans for the equalization of school funding, but this has not come without considerable opposition. Though individuals in low-income neighborhoods areas have defined this equalization as a positive process for improving urban schools, wealthier suburban populations have complained that this will take away funding necessary to maintain programs that are already in place. â€Å"The basic formula for educational spending today is determined by a program called the "foundation program (Kozol 238)". The way that the program works is a local tax based on the value of homes and businesses within a given district raises the initial funds for schools. Then to compensate poorer districts, the state provides sufficient funds to lift the poorer districts to an estimat... ...eets. The lack of equal quality education is producing a generational cycle of poverty in the country that is casting a gloomy burden on our schools and society for the future. Many individuals stay in poverty because they don't know there is a choice and have no one to teach them how to overcome it and become successful. Schools are the only place where students can learn the choices of other social classes. The chances of them overcoming the heavy obstacles that await them without the skills the need are very slim. Their chances of being economically successful in today’s competitive society is small. Those who have had a more extensive and advantageous educational experience will continually overshadow them. â€Å"The children of poverty and those who are products of inner city schools will most likely remain prisoners of an extensive legacy of economic and social exile† (Gross 185). The neglect for the educational needs of the children in urban schools threatens the economic well being of the nation. Unless the inequalities in education between suburban and urban schools are diminished, the schools and their students will always be victims of the divisions of race and class.

The Values, Ideals, and Actions of Fanny Fern Essay -- Fanny Fern

The Values, Ideals, and Actions of Fanny Fern   Ã‚  Ã‚   Literature from the 1820à ¢s to the 1860à ¢s brought attention to the expanse of the American experience and gave rise to many unique voices. Some of the best writers of this era challenged their fellow citizens to live up to the ideals that the founding fathers had written into America's sacred documents. The voices that cast these challenges are as varied and wide spread in their approach as this nation's natural boundaries are diverse. Fanny Fern (1811-1872), was one of the writers who made a big splash with her fearless unconventionality during this literary renaissance. Her masterful use of satire and her belief that the ideal of individualism should include women, gained her enormous popularity and doomed her chances of being included in the American literary canon for over a century.    Fanny Fernà ¢s real name was Sarah Payson Willis Parton, but she used the pseudonym in all her legal affairs and with members of her family. Similar to Mark Twain in the sense that the pen names became more closely associated with the writers than their real names, Fern, like Twain, wrote satirical essays, sketches, and novels about the shortcomings of American society. For twenty-one years Fern reminded people that America needed to work on it problems with literature, education, prisons, prostitution, venereal disease, family planning, divorce, education, child rearing, and rights for women. Her unflinching, yet female perspective gained her enormous popularity. Although Fern did not completely abandon traditional womenà ¢s topics like love, marriage, and children, the most far-reaching issues that she addressed were economic independence for women and the need for improvements in dome... ...cked to comprehend and remember the attack, and to see a direction they may take for correction (Harris 15)." Fern gave us the ironic contrast between American citizensà ¢ values, ideals and actions.       Works Cited Emerson, Ralph Waldo. "Self Reliance." The Heath Anthology of American Literature. Ed. Paul Lauter Boston: Houghton Mifflin, 1998. 1622-1638. Fern, Fanny. Ruth Hall & Other Writings. Ed. Joyce W. Warren. New Brunswick: Rutgers UP, 1986. Harris, Robert. "The Purpose and Method of Satire." VirtualSalt 20 Aug. 1990. 13 April 2001. <http://www.virtualSalt.com/satire.htm> Warren, Joyce W. Fanny Fern: An Independent Woman. New Brunswick: Rutgers UP, 1992. White, Barbara A. "Fanny Fern (Sara Willis Parton) 1811-1872." The Heath Anthology of American Literature. Ed. Paul Lauter Boston: Houghton Mifflin, 1998. 2037-2038.

William Blakes The Tyger Essay -- William Blake Tyger Essays

William Blake's The Tyger In â€Å"The Tyger,† William Blake uses meter and rhyme to enhance both the meaning and the rhythm of his piece. The chanting nature is reinforced by frequent end-stop and catalectic endings for the lines. By melding these devices, Blake has managed to create a powerful poem – hidden in the casual style of a nursery rhyme. The meter of â€Å"The Tyger† is mostly trochaic tetrameter (four feet per line; stressed-unstressed). Or trochaic three-and-a-half meter, really – Blake uses a catalectic ending (the dropping of the last unstressed syllable) on every trochaic line. This, along with the insertion of several iambic tetrameter lines, allows every end syllable to be stressed – thus forming a forceful beat to the poem, reminiscent of the tiger’s power. The set beat goes along with the words of the first stanza to create an image of a tiger prowling steadily through the dark forest. Blake uses this chanting, plodding rhythm as an almost musical backdrop for the reading of his poem – where he varies, it simply adds to the harmony. The first instance of iambic tetrameter occurs in the first stanza’s last line. Personally, I think Blake switched meters for that line in order to draw attention to that particular line, and place more emphasis on the first (and pervading) question of the poem. That line is the first to be non-catalectic, and, as a result, seems more complete – which is supported by the meaning of the line. The speaker is wondering what higher power could possibly have created the tiger; in speaking of a higher power, it seems only natural that that line should somehow bigger than the others, and have more weight or emphasis. Blake uses the same idea in the fifth stanza, where both ... ...to folded steel, he personifies the stars, who â€Å"water’d heaven with their tears† – presumably at the beauty and power of the tiger. This lends majesty to both that which brought them to tears – God – and that which received the tears – the tiger. The stars give the reader almost an ‘outside’ perspective on the tiger; Blake uses them in order to show what others feel for its majesty, which reflects into what conclusions the reader will draw about the subject. Through his meter and techniques, Blake well manages to enforce a chanting rhythm and powerful voice. Demanding questions and vivid images belie the simple nature of his end rhyme – which turns out to be not simple at all, but to explore a deep, driving question. (All while alluding to his previous work.) â€Å"The Tyger,† upon close inspection, is shown to both sophisticated and complicated in its methods.

Which Do You Think Contributes More to Personal Happiness

How one responds to a situation is a huge factor that contributes to personal happiness, for the state of happiness is achieved from accomplishing a certain goal. In the 18th century, the 13 colonies was in feud with its mother country, Britain; refusing to pay taxes without representation. George Washington, the General of the Continental Army, was hopeless and at the brink of surrender.Yet through the motivational articles such as Paine's Common Sense,† the establishment of the Declaration of Independence, and the arrival of the French, Washington's morale was boosted. At Yorktown, the Americans and French were able to force Cornwallis to surrender, and the war was finally over. Washing successfully accomplished his goal of leading the colonies to victory. This accomplishment of gaining independence not only gave the 13 colonies happiness, but mainly Washington as well.As a result of this happiness, the colonies were able to unite into the United States of America. One's resp onse in a situation definitely supports personal happiness. In the midst of my freshman year in high school, I was asked to help a friend who was struggling in the subject of Biology. After long hours throughout the week, he was finally able to interpret the information. The aftermath was successful and through my teachings, I understood the importance of happiness.Happiness allows me to feel not necessarily a higher being, rather like an older brother who is helping. This enlightenment taught me that happiness can only be achieved by how one reacts to a certain event. In this particular case, because I helped a friend understand the subject of Biology, I fulfilled a good deed, and therefore rewarded with happiness. Although society always seeks for happiness, it not a feeling that can be forced, rather obtain through good deeds and accomplishments.