Critical analysis on Philip Larkin

Critical analysis on Philip Larkin The poem The Trees by Philip Larkin deals with the reflective descriptions of the speakers observation of trees. Despite its misleading superficial simplicity, the poem bears a deeper meaning underneath: the trees that are reborn every year symbolize renewal and hope in the face of the humans who have to face death eventually. Yet, throughout the poem, Larkin ambivalently ponders about this symbolism, as he delightedly views the picture of the growing trees but denies the immortality of their youth as a superficial veneer marked by the inward aging and an eventual death. The poem is in a strictly regular metrical and rhyming structure, arranged into 3 different stanzas, each one four lines long. Such regularity of structure is reflective of the natures cycling of birth, growth and renewal. The Trees demonstrates the transience of youth as a result of the destructive passage of time, one of the recurring themes of Larkins works. In the introductory stanza, through the portrayal of the burgeoning trees as both cheerful and melancholy, Larkin purposefully reveals the meaninglessness of life. Larkin illustrates the trees as coming into leaf. The speaker deploys the diction leaf as a symbol of life and conveys a positive, hopeful connotation. Through this physical depiction, Larkin establishes an image of fresh, growing trees, and sets a mood of liveliness in the scene. Larkin further strengthens this lively mood as he describes the comforting view of recent buds [that] relax and spread. The poet cleverly deploys sibilance to effectively evoke the sound of rustling tree leaves, signifying life and youth. Hence, Larkin further emphasizes the vivacious image of the bustling trees, and enhances the encouraging, hopeful atmosphere. Through the deliberate choice of verbs relax and spread, Larkin personifies the leaves and uses trees as a metaphor for humans, comparing their stage of youth to a humans entering of a ne w stage in life. Such comparison between the trees and humans implies that Larkin is contemplative about the cheerful, comforting message of hope that trees give to humans. The speakers use of trees as a consolation to humans can also be found in his other poem Forget What Did where the natural and celestial recurrences appear as consolation in the face of individual sufferings. However, immediately after such use of metaphor, Larkin repudiates that their greenness is a kind of grief. Larkin deploys the alliteration greenness and grief to highlight that such beauty of life is a grief because it is merely ephemeral. The negative connotation conveyed by the diction grief suggests Larkins abrupt shift of tone from optimism to pessimism. Furthermore, Larkin deliberately deploys the noun grief to create a rhyming couplet of leaf in the first line and grief in the last line of stanza. This rhyming couplet effectively contrasts the two distinct connotations of positivity and pessimism, fur ther highlighting the speakers ambivalence. Additionally, as the speaker compares the growth of trees to something almost being said, the repeated use of ambiguous diction such as something and almost signifies the speakers state of two different minds. Through the predominant tone of ambivalence, Larkin underscores such greenness of nature that seems so cheerful is no less transitory than human life and effectively conveys that all life has an end. In the second stanza, Larkin underscores that trees that outwardly seem perpetually young, in fact, age and eventually have to die, demonstrating the theme of inevitability of death. Larkin questions the immortality of trees in comparison to the transitory lives of humans, as he asks is it that they are born again// and we grow old?. Through the deployment of the diction born again signifying fresh renewal, and of diction grow old signifying death, Larkin reveals the theme of contrast between youth and age. The speaker deliberately utilizes the punctuation of question mark to reveal his pensive tone that effectively causes the reader to ponder about what life really means to the reader and even to look back at all the time this reader had robotically spent in his life. Immediately following the question however, Larkin denies, No, [trees] die too, commenting that the lives of trees are no less transient than those of humans. Larkin utilizes caesura to effectively highlight that his t hought about trees endless youth is immediately defeated by his realization that trees do eventually die as well as humans. This caesura underscores his abrupt wavering of tone from speculative to pessimistic, and further emphasizes the ambiguous mood of the poem. It is through this predominant ambiguity of the poem that Larkin reflects the opaque meaning of life in his perspective. Additionally, Larkin compares the trees renewed youth every summer to a yearly trick of looking new. The speakers deployment of diction trick connotes that all the hope and consolation one may get from viewing the trees vivacious coming into leaf are a superficial veneer. This diction further suggests a negative connotation in the speakers voice, and builds his pessimistic tone that shows his desultory, hopeless attitude towards revitalizing into having a more meaningful life. Through the word choice rings of grain, Larkin implies that despite the fresh outer appearances, the trees are growing old inside , as they leave traces in the trunk, underscoring the theme of contrast between youth and age. The reader can also interpret this expression of the poet in a different way: the speaker is using the trees as a metaphor for humans. As trees outwardly seem lively but inwardly grow old and die in the end, the speaker is mockingly comparing this to the humans efforts to renew their lives by using various ornate luxuries or by going to prestigious colleges or workplaces, even though eventually the only thing that remains after time passes is their death. Through such pessimistic tone, Larkin hints that death is inevitable and therefore underlines his melancholy attitude towards life that is seemingly full of opportunities but is fundamentally ephemeral and meaningless. This theme of inevitability of death also plays a significant role in the poem Dockery and Son. In Dockery and Son, Larkin conveys that no matter what Dockery does in his life, whether getting married or having a son, and n o matter what Larkin himself does in his life, whether eating an awful pie or sleeping, life is first boredom, then fear. Whether or not we use it, it goes. This poem The Trees reflects Larkins similar idea that life eventually has an end and thus is pointless. In the final stanza, Larkin expresses his admiration for the trees that indefatigably strive for a renewal in contrast to his own resignation to reach for a revival in life. Marked by the use of the transition word yet still, implying a change of tone from pessimism to a more positive one, Larkin compares the trees with unresting castles. The speaker uses this metaphor to create an image of masculine, firm trees, like castle turrets. This image of adamant trees is further developed by the speakers deployment of diction full-grown thickness. Larkin creates this image to suggest his new tone of distant admiration towards the trees that tenaciously repeat the cycle of birth, aging and renewal every year. Yet, his constant wavering of tone between pessimism and hopefulness greatly contrasts the image of adamant, unwavering trees. Moreover, Larkin depicts the trees as alive with speech, as they seem to say to him about something. Larkin personifies the trees through the diction say and fu rther emphasizes this personification through the deployment of sibilance. The personification of the trees serves to create the effect of aliveness and joviality of the trees. Additionally, Larkins repetition of the onomatopoeia afresh further enhances the sound of tree leaves bustling and rustling by the wind, thereby signifying life. Through this onomatopoeia, Larkin evokes images of nature and hope. This imagery is symbolic of the trees continuous, unwavering life and renewal. This last line of the poem is a message that Larkin gets from trees to leave the past behind and begin a new life with hope. And yet, the reader can infer from the dominant tone of ambivalence that the speaker is hesitant to act upon this message from nature. Larkin cleverly uses no enjambments at the end of each stanza but instead ends each with a period. The speakers use of this punctuation effectively reflects the predominant message of the poem that even though nature repeats in cycle, there is an end eventually, underscoring the theme of inevitability of death. In conclusion, Larkin purposefully expresses his reluctance towards life, which is meaningless to him. He ambiguously conveys that trees that appear to be young, hopeful and consoling to human eyes, are in fact just as equally mortal as humans. From his ambivalence, Larkin conveys that death after life is inevitable, showing his negligence of the trees cheerful message to begin his life afresh. As an analyzer of this poem, the reader feels differently from the way Larkin feels from viewing the trees: the reader feels from it joy and affirmation, and even motivation to try harder in all he does, as nature and its serene views are what he tends to turn to rely on when faced with dilemma. Yet, the reader feels melancholy when faced with the fact that such feelings are vain after death; indeed, as Alun R. Jones states in his critical notes on Larkins works, the effect [of Larkins writing] is akin to that achieved at times by Mozart and Schubert at their most tender and poignant.

Negative Effects of Technology Depicted in Aldous Huxleys Brave New Wo

Negative Effects of Technology Depicted in Aldous Huxley's Brave New World Imagine a life where the technology is so great that no one ever has to be worried about being sad or bothered by all the day to day stress. In Brave New World published in 1932, Aldous Huxley brings the reader into the future of London to see just what technology can do to a society. As the novel opens, the reader learns about how the futuristic London is a Utopia, what life is like, and all about the great technological advancements. After Bernard is introduced to the reader, he goes to the Reservation and meets John, the Salvage, where he finds out how different life is between the two societies. In the end, the Controller Mustapha Mond sends Bernard and John away from London so the stability of the society will not be affected by the truth of "real freedom." Throughout the novel, Huxley portrays a dystopia through the settings, its characters and the theme. Dystopia is displayed by the speech, thoughts, and actions of the character whereby the reader learns that London is not perfect in every way, shape or form. The futuristic London has its flaws as is shown by Bernard and John. The narrator says, "Talking about [Lenina] as though she were a bit of meat.' Bernard ground his teeth" (53). At this point, Bernard is upset with two controllers because they are talking about having sex with a girl. In London, since there are no mothers or fathers, they have no idea what the meaning of love is so they have sex as if it were a game. In this scene, Bernard is upset at the fact that they are talking about this girl in such a manner that shows no respect for her. It is as if he has some kind of feelings for the girl even though he is not supposed to have ... ...an take soma to heal everything quickly. Huxley portrays this as not true happiness or freedom. Technology, it seems, is so great that people are enslaved by it. The futuristic London is supposed to be the perfect place- the Utopia of the future. Throughout the novel, Huxley portrays London as a dystopia instead of a Utopia by using theme, characters and setting. The advancement in the technology no longer lets people experience the finest things in life- emotions. The true meaning of life has been transformed to make London the perfect place, but it is perfect only to the slaves who are a part of it. One message that Huxley is trying to impart to the reader is technology is good, but too much technology can ruin the world that people live in today; it becomes all encompassing towards its own goals. Huxley, Aldous. Brave New World. New York: Harper & Row 1946. Negative Effects of Technology Depicted in Aldous Huxley's Brave New Wo Negative Effects of Technology Depicted in Aldous Huxley's Brave New World Imagine a life where the technology is so great that no one ever has to be worried about being sad or bothered by all the day to day stress. In Brave New World published in 1932, Aldous Huxley brings the reader into the future of London to see just what technology can do to a society. As the novel opens, the reader learns about how the futuristic London is a Utopia, what life is like, and all about the great technological advancements. After Bernard is introduced to the reader, he goes to the Reservation and meets John, the Salvage, where he finds out how different life is between the two societies. In the end, the Controller Mustapha Mond sends Bernard and John away from London so the stability of the society will not be affected by the truth of "real freedom." Throughout the novel, Huxley portrays a dystopia through the settings, its characters and the theme. Dystopia is displayed by the speech, thoughts, and actions of the character whereby the reader learns that London is not perfect in every way, shape or form. The futuristic London has its flaws as is shown by Bernard and John. The narrator says, "Talking about [Lenina] as though she were a bit of meat.' Bernard ground his teeth" (53). At this point, Bernard is upset with two controllers because they are talking about having sex with a girl. In London, since there are no mothers or fathers, they have no idea what the meaning of love is so they have sex as if it were a game. In this scene, Bernard is upset at the fact that they are talking about this girl in such a manner that shows no respect for her. It is as if he has some kind of feelings for the girl even though he is not supposed to have ... ...an take soma to heal everything quickly. Huxley portrays this as not true happiness or freedom. Technology, it seems, is so great that people are enslaved by it. The futuristic London is supposed to be the perfect place- the Utopia of the future. Throughout the novel, Huxley portrays London as a dystopia instead of a Utopia by using theme, characters and setting. The advancement in the technology no longer lets people experience the finest things in life- emotions. The true meaning of life has been transformed to make London the perfect place, but it is perfect only to the slaves who are a part of it. One message that Huxley is trying to impart to the reader is technology is good, but too much technology can ruin the world that people live in today; it becomes all encompassing towards its own goals. Huxley, Aldous. Brave New World. New York: Harper & Row 1946.

Mgt/311 Motivational Plan

University of Phoenix Material Employee Portfolio: Motivation Action Plan Determine the motivational strategy or strategies that would likely be most appropriate for each of your three employees on basis of their individual characteristics. Indicate how you would leverage their employee evaluations to motivate each of the three employees. Describe one or more of the motivational theories and explain how the theories connect to each of your selected motivational strategies. Team Member Name |Summary of Individual Characteristics |Motivational Strategy and Action Plan |Relevant Theory | | | | | | | |Hard worker |Management training program |Give recognition to Charles for completing tasks | |Charles Fletcher |Dedicated |Promotions |on time and successfully. | |Willingness to help others |Pay raises and bonus |Keep him focused on training so he may be | | |Always available | |promoted quickly | | | | | | | | | | | | | | | | |Tom McGraw |Talkative |Warning to talk less |Tom needs challe nges to keep him interested and | | |Hard working |Tasks that challenge him |not become bored. | |Team player |Benefits |He does like to talk so placing him in positions | | | |Employee Stock Option Plan |that will allow him to help others may have a | | | | |positive outcome | | | | | | | | | | | | | | | | | | | | | |Mike Eaglin |Enjoys his job |Need to convince his present manager that Mike needs to be |Mike needs a new position or area to work so he | | |Needs more of a challenge |placed in a new area so he can feel challenged. |will not become bored and will feel challenged. | |Hard worker |Benefits |Training him in different areas will not only | | |Dedicated |Employee Stock Option Plan |benefit him but will also benefit the company. | | | | | | | | | | | | | | | |

Living with Domestic Violence Essay Example

Living with Domestic Violence Essay Example Living with Domestic Violence Essay Living with Domestic Violence Essay Name Surname: Mehmet Tamer Ozdil Instructor’s Name: Nilgun Eker ING 102 CRN 30052 Date: July 19, 2011 Living With Domestic Violence Domestic Violence is an epidemic in societies with dramatic, negative effects on individual, families and communities. It has many different names such as family violence, battering, wife beating, and domestic abuse. All these terms refer to same thing , abuse by marital, common law or dating partner in an intimate relationship. Domestic violence is not limited to physical beating. It is any behaviour that is intended to the use of humiliation, fear nd physical or verbal assault. There are many reasons of domestic violence such as poverty, hardship and unemployement. But whatever the reasons are domestic violence has important effects on children, women and future families. First of all, domestic violence directly affect on children with most important effects. Children who witness regular acts of violence have greater emotional and behavioural pr oblems than the other children. Even very young children can be completely frightened and affected. Some of the current effects may include nightmares, anxiety, withdrawal and bedwetting. According to Clara Harlow’s studies (in the article â€Å"This Day Forward† , 2000) boys who live with family violence have extremely dangerous attitude such as aggressive and disruptive. The same studies indicate that girls exposed to family violence aim to withdraw and girls not exposed have more active behaviour than the others (2000). Secondly, family violence has many negative effects on women. One of these effects is psychological. Battered women experience increased levels of deppression, lower self-esteem and higher levels of psychological distress when compared with nonbattered women. The most severe effects of deppression is suicide attempts. As Flitcroft and Stark stated. Twenty- six percent of women taken hospitals because of suicide attempts had appareantly been ill- treated (1999). The women who are beaten by their partners have also social and physical problems such as loss of opportunity, isolation from society especially family friends, loss of income or work and it has long term impact on financial security and career. They may have poor health and physical injury. If they are pregnant, they may miscarry or the baby may be stillborn. As a result of this problems, women probably became drug or alcohol addicts. Finally, the continuity of violence at home makes domestic violence a part of future families. In a family , children typically follow their parents because they want to learn what life is and when they became adult, they usually behave in the same way their parents did. Children growing up seeing violence, have a great risk of troubled relationships in the years ahead. The possibility of experiencing violence and abuse in relationships which will be established in the future is higher than the children not exposed to family violence. Researches show that many of fathers in families which fell apart had domestic violence when they are child. It can be understood from this statical, domestic violence repeatedly happen in future families. In conclusion, domestic violence may be the biggest problem in today’s world. Economic conditions and unemployement are two of the reasons of domestic violence, but it has many negative effects which is more important then the reasons on children , women and future families. Violence cannot be stopped completely but it is possible to decrease the rate of domestic violence in many ways. People should be educated about family violence. This can be most effectiveby educating young people to help them understand that violence is never an acceptable behaviour. Communities should be encouraged to establish centers for domestic violence and there must be some entertainments, musics and jokes that might trivialize domestic violence. Original Sentences *studies indicae that boys exposed to family violence tend to be overly aggressive and disruptive. *studies shows that girls who are exposed to family violence tend to withdraw and behave more passively than girls not exposed to violence

How Federal Title I Program Helps Students and Schools

How Federal Title I Program Helps Students and Schools Title I provides federal funding to schools that serve an area with high poverty. The funding is meant to help students who are at risk of falling behind academically. The funding provides supplemental instruction for students who are economically disadvantaged or at risk of failing to meet state standards. Students are expected to show academic growth at a faster rate with the support of Title I instruction. The Origin of Title I The Title I program originated as the Title I of the Elementary and Secondary Act of 1965. It is now associated with Title I, Part A of the No Child Left Behind Act of 2001 (NCLB). Its primary purpose was to ensure that all children were given the opportunity to be provided with a high-quality education. Title I is the largest federally funded education program for elementary and secondary schools. Title I is also designed to focus on special needs populations and to reduce the gap between advantaged and disadvantaged students. Benefits of Title I Title I has benefited schools in many ways. Perhaps the most important is the funding itself. Public education is cash strapped and having Title I funds available affords schools the opportunity to maintain or initiate programs that target specific students.  Without this funding, many schools would not be able to provide their students with these services.  Furthermore, the students have reaped the benefits of Title I funds having opportunities that they otherwise would not have. In short, Title I has helped some students succeed when they may not have otherwise. Some schools may opt to use the funds to initiate a school-wide Title I program where every student can benefit from these services. Schools must have a child poverty rate of at least 40% to implement a school-wide Title I program. A school-wide Title I program can provide benefits to all students and is not just limited to those students who are considered to be economically disadvantaged. This path gives schools the biggest bang for their buck because they are able to impact a larger number of students. Requirements of Title I Schools Schools that utilize Title I funds have several requirements to keep the funding. Some of these requirements are as follows: Schools must create a comprehensive needs assessment that specifies why Title I funds are needed and how they will be used.Schools must use highly qualified teachers to provide instruction.Teachers must utilize highly effective, research-based instructional strategies.Schools must provide their teachers with quality professional development designed to improve the areas identified by the needs assessment.Schools must create a targeted parental involvement plan with associated activities such as a family engagement night.Schools must identify students who are not meeting state standards and create a strategic plan for helping those students grow and improve.Schools must show annual growth and improvement. They must prove that what they are doing is working.

Cross-Cultural Management Essay Example | Topics and Well Written Essays - 2500 words

Cross-Cultural Management - Essay Example The management practices at EZ-ABC are authoritative and do not motivate employees towards achievement of the organizational goals. The national culture of Korea is characterized by high power differences and high uncertainty avoidance. Korean culture is masculine and values collectivism unlike Canadian culture which appreciates individualism and autonomy in work. . Cross-cultural management Introduction Case study analysis The practices are not geared at fair compensation for all employees since a city tax deduction which is discriminatory and illegal is included in the employees’ salaries. The management practices aim at exploiting employees since a majority are foreigners. EZ-ABC does not allow employees to design their own lesson plans or interact with fellow employees during work. Sandy who is Australian woman with a doctorate in education leadership is authoritative and does not delegate some jobs to subordinates since she is in control of every decision in the school (F itzsimmons & Shantz, 2010). Lee who is a retired military man in charge of the local branch of EZ-ABC in Kangman district believes that higher salaries are the only motivating factor for employees (Fitzsimmons & Shantz, 2010). The management practices encourage competition among employees since those who receive low ratings are fired. The school norm does not allow teachers to share experiences or form informal groups. Ian who is an American teacher is forced to sign a document which will lead to his ultimate dismissal even if he is late again for one minute. Sandy is interested in furthering her own objectives of designing her own curriculum in order to run an ESL school once the curriculum is popular across the EZ-ABC chain (Fitzsimmons & Shantz, 2010). EZ-ABC policy prohibits discussion of pay among co-workers and Visa and apartment lease is tied to employer. If an employee is interested leaving the job, a letter of release must be granted by the employer which many employers are reluctant to offer (Fitzsimmons & Shantz, 2010). Evaluation of management practices of EZ-ABC using motivation theories and cultural dimensions There are two broad categories of motivation theories that are the content theories and process theories. According to content theories, the unsatisfied needs of individuals will create tension. Maslow’s theory of motivation asserts that individuals are motivated by satisfying their needs in a hierarchy (Bhattacharyya, 2010). The first needs that should be satisfied are the physiological needs which include food and shelter. The second needs include safety. EZ-ABC has not provided safety needs since employees need security of tenure in their work. The third class of needs is the sense of belonging which is not available in EZ-ABC since employees need to feel loved and appreciated by forming both formal and informal groups in the workplace. The fourth category is self-esteem needs. The employees at EZ-ABC have no self-esteem since the y are not happy with the current management practices. The highest hierarchy is self-actualization. For instance, Sandy has failed to attain this need since Lee has rejected the curriculum designed by Sandy. According to McClelland’s theory, employees need a sense achievement, affiliation and power in order to be motivated in their work. Some employees who need achievement may strive for personal success. For instance, Lee and Sandy are in need of power dominance and achievement which makes them take control of every decision in the organization. EZ-ABC should fulfill the employees need for affiliation and need of collective achievement in the school (Bhattacharyya, 2010). Process theories of motivation deal with the choices made by employees in their behaviors. Examples of these theories include equity

Multiple alleles and sex chromosomes Assignment

Multiple alleles and sex chromosomes - Assignment Example A person’s blood type is determined genetically. It is imperative that a thorough understanding of the DNA is ascertained for better grasping of the multiple alleles’ direct contribution to the inheritance of ABO blood systems. Histones allow the packaging of DNA and condense it into chromatin. Histones are highly alkaline proteins with a positive charge while DNA is negatively charged (Pollard and Earnshow, 2007). Accordingly, Histones and DNA will interact with the Histones acting as spool materials in which the DNA can attach itself. Histones and the DNA will form the nucleosomes, which on further packaging and separation by linker DNA’s, result in chromatins. Further condensation of the chromatins and other proteins will result in the chromosomes. Chromosomes can, therefore, be defined as a carrier of genetic information as it contains highly packed DNA and Histones (Pollard and Earnshow, 2007). DNA consists of nucleotide substances that are further comprised of deoxyribose, phosphate groups and the four bases. DNA is generally a linear sequence of ACTG bases that define the physical traits in an organism. DNA can be viewed as a double helix, which when separated produces two parallel linear strands of the nucleotide letters where each strand is complimentary to each other (Pollard and Earnshow, 2007). A interlocks with T while G interlocks with C. The exact order of the four bases along the molecule represents the coded genetic information. ... Genomes are the genetic information defining each organism, which is determined by the genome sequences depending on how the four bases are aligned (Pollard and Earnshow, 2007). It is also important to note that apart from genes, a genome also contains other DNA sequences that do not encode genes. The human body has three billion pair of DNA, 28000-34000 pairs of genes and 23 pairs of chromosomes (Pollard and Earnshow, 2007). This translates into a myriad sequences which could explain the wide scope of genes. Genes are the basic and structural and functional units of genetics; therefore the basic unit of inheritance that is composed of DNA and RNA. They control the cells by directing the formation of proteins. An allele is an alternative form of a gene and it represents the different version of a similar gene (Pollard and Earnshow, 2007). A gene is comprised of two alleles and each individual carries only two alleles of each gene, which exhibit a dominant recessive relationship. The dominant allele will prevail over the recessive gene and is responsible for the resulting phenotype. Recessive alleles will, therefore, not affect the phenotype of the individual. A pair of allele resulting from the various combinations of alleles can be referred to as the genotype while the resulting physical trait as a result of the genotype is called the phenotype (Pollard and Earnshow, 2007). Multiple alleles arise where there are three or more different alleles of a particular gene in a gene pool. This results into polymorphism where two or more phenotypes exist in a given population (Pollard and Earnshow, 2007). The occurrence of multiple alleles can be attributed to difference in the non-coding DNA found between genes rather than