No Coward Soul Is Mine Analysis

No Coward Soul Is Mine Analysis Emily Brontes No Coward Soul Is Mine was written in order to reach out and touch faith so to speak. Death, faith, and passion were things that did not run scarce in Emily Brontes life and with that No Coward Soul Is Mine was inspired and written. Writing to cope with the pain of growing up, neglected and uneducated Bronte reaches out to God to fill her wounds and give her a life after life. Within No Coward Soul Is Mine, Bronte whole heartedly reveals her views on God through the poems theme, provides descriptions of her interpretation of God himself as a character, allows the reader to illustrate what she sees through nature, and also pulls the readers attention with her use of passionate and powerful words while setting the tone of the poem. In No Coward Soul Is Mine, the main purpose for Brontes use of first person is to express her thoughts, beliefs, and views on God and how other things relate back to him like faith and death (Fernà ¡ndez). Emilys beliefs are that God is everywhere and is the source of everything. She wants to show the world that God is her life and reason to live and does so in her own way. Her thoughts are brilliantly used in the form of nature, providing unique descriptions of nature to depict what God is like. Brontes beliefs are shared and expressed through her metaphoric use of faith throughout the poem, whether it is the breath she breathes, or her never ending love and adoration for God. Her view on God is moving and full of enthusiasm keeping the reader listening and wanting more of Brontes thoughts. In her very first line of the poem, where she states, No coward soul is mine (Bronte, p. 948), she wants to prove to everyone that she isnt a coward through God and never will be, and by making this quote the title enforces its importance to represent her as a strong and independent woman with the partnership of God. No Coward Soul Is Mine is also a very affectionate and emotional poem that Bronte allows the reader to feel and react to. Bronte allows the reader to effectively view her morals and values. The poem permits the reader to interact with and relate to where the author is coming from in an easy perspective. In addition, the poem represents a sense of reflection of Bronte herself and opens up her opinions and beliefs to the reader while also depicting her relationship with God. Her thoughts are obvious since the portrayed image of her character of God is very descriptive and personal, which is why it was written in the first-person. Brontes character of God is not a character at all but actually her faith and principles. In the first stanza she writes Heavens glories shine and Faith shines equal arming me from Fear (Bronte). In this line, she is saying that through God and faith she is fearless. Faith is the belief in something that cannot be seen, but in which one has complete trust (Fernà ¡ndez, 2000). In the second stanza, her character is strong and she states that anyone can possess him. Bronte is preaching about God and telling the audience what he can offer them and continues in the third and fourth stanza encouraging the audience to look away from evil and vain and to trust and give your faith to God. She continues on and compares her character to rocks and other objects in nature that symbolize someone that is strong not only physically, and emotionally, but also spiritually. She also makes references to the breath that we breathe and that gives us life although we cannot see it. Much like in The Pulle y by George Herbert, the character of God is so powerful and giving just at Bronte states. Herbert states that God gave us all of our blessings all of which are strength, wisdom, pleasure, beauty and honor. This poem also portrays a close relationship with the character of God (just as No Coward Soul Is Mine does), and also explains how man provides his respect for God through only Gods knowledge of eternal rest. Both poems give their character use of Gods recognition to the highest power and with nothing less than respect. Even though they cannot see him physically, they spiritually both reach out to him. His spirit is not dead, he is made one with nature, he is a presence (Pinion, 1975). Bronte is sure of two things: her faith and the certainty of Gods existence. Through nature, Bronte provides the reader with brilliant images of whom and what she sees as signs of a presence of God. No coward soul is mine, No trembler in the worlds storm-troubled sphere: I see Heavens glories shine, and faith shines equal, arming me from fear (Bronte, p. 948). Bronte Speaks clearly and gives the reader a chance to understand exactly what message she is portraying and providing clarity in her visual images. In this excerpt, she carefully paints the image of everlasting love and faith, also the afterlife. Her images are colorful and exciting and she uses large amounts of enthusiasm to express her feelings and expresses those by using powerful images of nature. By using physically powerful images throughout the poem to praise and worship God, she gives the audience a very clear and precise understanding on how God is portrayed through her eyes. As upbeat as most of the poem is, she also uses some degrading imagery, mostly towards those who live their lives in vain and continue to do so. Her strict intolerance is quickly expressed through her one simile in the poem which contains st rong use of vain. In moments of vision, religion can pierce the veil and become one with the universal and external spirit (Winnifrith Chitham, p. 59). Bronte also expresses how death is not to be feared and that even after you stop breathing your spirit and faith will live on somewhere. There is not room for Death, Nor atom that his might could render void: Thou -Thou art Being and Breath, And what Thou art may never be destroyed (Bronte, p. 948). She uses numerous things to associate God with and does so effectively and efficiently without confusing the reader. Even when speaking of death she does not disappoint the reader with a drop in tone; however, somewhere throughout the vivid images she does lose the rhyme of the poem although the tone seems to flow fine and smooth without it. The tone in No Coward Soul Is Mine is passionate, while the language is uplifting, emotional and even accusatory. Faith, death, and passion keep an even and overall happy tone throughout the poem. Using faith and passion to keep the reader content and open-minded, but also by using death to pull the reader back to reality, she balances the tone perfectly and does so without confusing the reader. The poem contains mostly metaphors with the exception of one simile which is referring to men. Worthless and withered weeds. Or idlest froth amid the boundless main (Bronte, p. 948). The use of the word as and the particular simile used here gives this phrase a nice tone, and also expresses Brontes contempt for the vain men (Elite Skills Classics). However, Brontes metaphors are not to be looked at individually but as a whole. Together they are characteristics of God and what he is through her eyes. Her religion is everything and without her faith she is nothing. Her commitment to her faith i s astounding and it is all based on her trust in God which she conveys in the overall tone by appearing to be so clam and care free throughout No Coward Soul Is Mine. Bronte uses these metaphors to exult God through the poem (Pinion, p. 201). She is not afraid of death because she knows that God will give her some kind of life after she is gone. She is not tolerant of those who take her God in vain or act in vain. She wishes to become a slave inseparable from her religious thoughts (Davies, p. 173). Overall the tone is conservative which is completely appropriate for Brontes religious and touching poem. Emily Brontes No Coward Soul Is Mine is a clear display of a strong faith and belief. Death, faith, and passion are what drive Bronte to continue to keep her faith in God and what he stands for. She is spiritual and expresses so within No Coward Soul Is Mine. Bronte whole heartedly reveals her views on God through the poems theme, provides descriptions of her interpretation of God himself as a character, allows the reader to illustrate what she sees, and also pulls the readers attention with her use of passionate and powerful words, while setting the tone of the poem.

The Poisoning of Our Ozone Layer :: essays research papers

The Poisoning of Our Ozone Layer The poisoning of the Earth’s ozone layer is increasingly attracting worldwide concern for the global environment and the health effects of life on the Planet Earth. There is not just one particular cause for the ozone’s depletion; the accumulation of different pollutants into our ozone layer has all added up and equaled a worldwide problem. There is not just one effect from the poisoning of the ozone, but instead multiple ramifications from diseases to death. The damage to the ozone is increasing with every second; moreover, there are many ways we can help reduce the problem and preserve the ozone layer. Ozone is a pale blue gaseous form of oxygen, in chemical form it is also known as O3. Ozone can be beneficial or harmful depending on its location in the Earth’s atmosphere. If the ozone is located in the troposphere (which extends from the surface of the Earth up to approxiametly10 miles) it is a harmful pollutant and a major component in smog and other environmental health problems. Such tropospheric ozone can damage plastic, rubber, plant and animal tissue. Ozone located approximately 10-25 miles above the Earth’s surface, in a part of the Earth’s atmosphere called the stratosphere is very beneficial. The ozone is a major factor that makes life possible on Earth. About 90% of the planet’s ozone is in the ozone layer. Ozone in this layer shields and filters out the Earth from 95-99 percent the sun’s ultraviolet radiation. A low level of ozone does not protect or prevent the sun’s ultraviolet rays from reaching the surface of the Earth, therefore, overexposing life on Earth causing many diseases. The depletion of the ozone is caused by many factors, but the one cause that will be elaborated on in the next paragraph is the main reason our ozone is continuously being poisoned. The major cause in the depletion of the Earth’s ozone layer is because of the release of chlorofluorocarbons into the atmosphere. Chlorofluorocarbons also known as CFCs, are industrially produced chemical compounds that contain the elements chlorine, fluorine, carbon, and sometimes hydrogen that will break down the protective ozone in the atmosphere. Since CFCs are heavier than air, the process of CFCs reaching the ozone will generally take from two to five years to get into the stratosphere. When CFCs reach the stratosphere, the sun’s ultraviolet radiation cause them to break apart.

Literacy Plan Essay

As I am starting to learn the basics of how to become an effective teacher, I am learning what type of teacher I am and what type of teacher I want to be. Growing up, aspiring to be a teacher, I never thought teachers had to learn how to do some methods I have seen. For example, teachers always knew how to capture the students’ attention again after the children would get off task. I thought this skill came naturally to teachers and I would obtain it with time. On my adventure of this learning process of becoming a teacher, I have learned this skill is something you learn how to do and there are many other skills to learn along the way. These skills and methods come from multiple studies and research done by theorists over the decades. Learning all these theories at first was overwhelming, but over time I got a grasp on the basics of just a few theorists and their theories. There are so many researchers that have put their opinions out in the open for teachers to take into account and work from. There is Vygotsky, Cambourne, Holdaway, Piaget, Skinner, and Dewey just to name a few! After acquiring this basic knowledge of some theories, I have come to realize that there is one theorist’s methods I agree with the most when it comes to teaching literacy. This theorist is Brian Cambourne. Cambourne is an educational anthropologist from Australia who has emphasized his research in literacy learning. He has come up with many conditions pertaining to literacy learning. His theory compliments my beliefs the best, compared to the other theories I have learned about. I believe in having students experience different types of literature. This process allows students to become familiar with different ways of writing, and how to say things in many different ways. This also gives them a chance to figure out what style of language they like best and grasp an idea of what type of literacy come easiest to them. When students understand more types of literacy, it vastly opens up their range of vocabulary that can only benefit them in the future. This condition of students exploring all types of literacy is what Cambourne calls immersion and I find it to be a step that does not seem to be obvious to children. I feel students do not know when they are looking at different types of literacy. I believe in making an effort in explaining what type of material the students are reading from, rather than just handing them something and telling them to read it. This is the reason why I believe demonstration is the next big important process. Demonstration is a very important step in my eyes for literacy learning. Demonstration is modeling literate behaviors, formally and informally (Cambourne). I personally am a visual learner and prefer to have the teacher model what I am going to do before I have to employ it on my own. When a model was not available to me, I would become stressed and overwhelmed with this feeling of not knowing what I am doing. I do not want my students to become frustrated when they are reading and writing; I want them to enjoy it and be excited about it. Therefore, when I become a teacher, I especially want to practice Cambourne’s condition of demonstration by having a whole group lesson in order to formally demonstrate for my students. This can be done while the students are at their desks, but I believe having this process done in a carpet area reminds students that what I, the teacher, am about to say is important to hear. Also, I believe in the saying, â€Å"monkey see, monkey do. † Therefore, I believe a teacher should always speak proper grammar, self-correct, and demonstrate reading strategies at all times in front of the children because they are going to mimic what they hear and see the most by the adults in their lives. After a demonstration is complete, I believe an expectation of what the students should know is built. Cambourne believes this condition of expectation is that the students â€Å"get the message†. I believe that if a teacher’s demonstration was done correctly, the students will know that information and the teacher can expect them to know it. Not only does expectation build, but I believe the responsibility the student has for knowing what him/herself can accomplish grows. This process of being responsible for their own learning, I believe, does not come naturally. I think the teacher must allow these students to take on these responsibilities themselves. For example, if a teacher never lets a student choose their own book, that student will never gain the responsibility of knowing what books are right for him or her or learn how to pick the right kind of book for him or her. Learners will choose what they will explore intellectually as they go through literate behaviors (Cambourne). Once students have become aware of the skills that are being demonstrated to them, I believe the next important step is allowing students time to practice what they have learned. Cambourne calls this condition employment. I am a strong believer in â€Å"practice makes perfect†. I understand that nothing is perfect and there is always room for improvement. So maybe â€Å"practice provides improvement† is a better quote to go by. A learner will never become better at what they are learning if it is not practiced. With students practicing what they have learned, mistakes happen. This condition is what Cambourne calls approximation. I believe it is a good thing to let the learners make mistakes as they are exploring literacy because they will only learn from it! I know that when I become a teacher, I want to stress that making mistakes is okay and will benefit anyone because they will only learn from it. I could even purposely make mistakes in order to model self-correction as well. But learners will only understand their mistake when feedback is given in a timely fashion. Coming to Alverno, I have probably received the most feedback I ever have here compared to the rest of my educational career. I have come to firmly believe that feedback provides new knowledge for learners because it brings another perspective into their personal work. My feelings about feedback correspond with Cambourne’s condition called response. He believes this feedback should come from someone with more knowledge, such as a teacher. I want to make sure I conference with each of my students, individually, in order to look over what they have been working with and provide timely, appropriate feedback. I feel these conferences build a student’s confidence by being told what they are doing well, and they get to understand what kind of mistakes they are making in order to fix them and grow. After reading over Cambourne’s theory, there was nothing I could not agree with. I remember while I was reading it, all I could say was, â€Å"yes, yes, and yes! † I do have to say developing my philosophy about literacy learning was a challenge. I feel like I am still developing my philosophy, but I have a grasp on my basic beliefs for my future teaching career. I know what kind of teacher I would like to be and when reading Cambourne’s theory I could picture myself doing each condition and feeling proud by teaching literacy in such a way.

MTV essays

MTV essays Everyone remembers Michael Jackson's red leather jacket covered with zippers and the sexy style of Madonna. MTV, or music television, nationally publicizes these images and entertainers, and others like them. The station also promotes an idealized teen lifestyle, reflecting the images of these famous artists, that contrasts with the realities of the Generation X lifestyle. While some view the station as "illustrated radio" or an entertainment network for viewers' pleasure, others more accurately assess it as an advertising enterprise that endorses products and promotes attitudes. The advertisements that are both hidden in videos and placed in regular slots, influence viewers. Whether or not MTV critics agree with these "messages" that the network sends out, it has become a huge franchise generating large profits and great popularity. During the 1980's, MTV grew from being strictly a music video station to an original, three-station network that became the choice of several generation s of viewers and the advertisers who court them. MTV's entertainment, commercialism, and messages satisfy and influence many types of viewers, giving them a healthy sense of group identity. In 1981, MTV became one of the first stations to be able to appeal to such a populous audience as the twelve to twenty-four year old age group. The chief operating officer of Warner-Amex Satellite Entertainment Company (WASEC) felt that there was "a body of young people being ignored," hence the company designed MTV (Denisoff 37). Although at first success was unpredictable, the MTV network fought off competition by such competitors as the powerful Turner Broadcasting System (Daspin 20). "There isn't room for two or three services doing the same thing," commented MTV's Bob Pittman (Hedegaard 38). Later, the MTV network came out with VH1, or Video Hits One, a music station for older viewers, and Nickelodeon, a children's service station (Daspin 19). These two stations a...

A Person Who Had a Big Influence on My Life Essays

A Person Who Had a Big Influence on My Life Essays A Person Who Had a Big Influence on My Life Essay A Person Who Had a Big Influence on My Life Essay It was a stormy night. The atmosphere was heavy and the environment was clouded with darkness. Rain was pouring like cats and dogs. I had been an orphan since the day I was born and now the orphanage had abandoned me. Lying in the dark, stormy streets I was getting wet head to toe. There was no one walking around, or at least thats what I thought . My eyesight barely managed to let me detect that sevven men in black coats, black shoes, black mask and black gloves were heading my way. I was filled with terror. I wished that they didnt detect me.However, my luck, as usual, had always been cursed. So it decided to side with the devil. I managed to get up but I was too frightened to move. Then I suddenly heard a loud noise. That is when I felt someone pushing me and a moment later I realized that I had bumped into a wall. I also, now having regained my senses understood that it was a gunshot. I saw a man lying on the floor. He was shot dead. However, that was all only in my imagination of my own creation. I realized that when he suddenly stood up. He held my hand and looked at me for a second.His look was one of concern and his grasp was one which seemed to reassure my safety. It felt like he would not let go. We started running and he quickly pushed me into his house. He locked the doors and shouted to everyone that he had returned. Abruptly, many children came rushing down the stairs and from the kitchen came a woman who gave me a cheerful smile. The man introduced me to the kids and the woman. Not only did he save me and give me a new life, but he also gave me a family and he took away my loneliness.

Queen Elizabeth I Research Paper Example | Topics and Well Written Essays - 1250 words

Queen Elizabeth I - Research Paper Example But not many people really know that much about her, regardless of how recognizable she might be. However, Queen Elizabeth I was much more than a just a leader and inspiration, as well as, patron of the fine arts. She was, also, in many ways, a woman well ahead of her time. She defied, both, the expectations of her â€Å"weaker† genders’ ability to lead and the societal and biological conventions expected of her gender. History King Henry VIII is remembered as the British King who grew quite round and had a rather large number of wives; several of whom he had executed. Henry’s first wife, a devout Catholic, gave him his eldest child, Mary. He had this marriage annulled, which ended, both, his married relationship but, also, the relationship of England with the Catholic Church. His second marriage, to Anne Boleyn, produced his second daughter, Elizabeth, born on September 7, 1533. Anne Boleyn, sadly, was beheaded on her husband’s order for the crime of adul tery, when Elizabeth was only two years old. In a solely political move, Henry had both of his daughters legally eliminated from consideration as his heirs; he did this, most likely, to make room for a male heir. It was Henry’s wife, Jane Seymour, who finally produced him his only male heir, Edward, in 1537. Edward would take the throne with his father’s death in 1547, however, he ruled for only 6 years before his own young life ended in 1553. Edward had named, his cousin, Lady Jane Grey, to be his heir. Mary, whose legitimacy to take the throne had been reinstated, disagreed with her half brother’s choice. She, ultimately, took the throne, from Lady Jane Gray, within nine days of her taking power. Mary became Queen; her primary agenda became to stamp out the Protestantism, which her father had promoted during his reign, and reinstate Catholicism as the national religion of England. (Wilde) Until this point, Elizabeth’s life was rather typical of any Prot estant child of English nobility. She received a good education; she excelled in the areas of music and languages. When Mary took the throne, Elizabeth has supported her half-sister’s decision. However, Protestant plots against Mary, encouraging the placement of Elizabeth on the throne, resulted in Elizabeth being, technically, arrested. She was released quickly, having had no involvement in any such plots. However, It has been thought that Mary remained suspicious of Elizabeth until her death in 1558.(Wilde) Elizabeth’s life changed rapidly as she became Queen Elizabeth I, sovereign of England and Ireland; the beginning of what would be a, nearly, 45 year rule.(Prichard 618) Discussion Thrust into the crown, Elizabeth immediately inherited all of Mary’s problems as she took the throne. The two most paramount concerns were the religious division of England and the current war with France. In one of her first actions as Queen was to put an end to the religious tu rmoil; during her time as Queen, Mary, had burned Protestant churches and executed 300 Protestants as heretics. Elizabeth quickly passed the â€Å"Act of Supremacy,† which reestablished the Church of England and the â€Å"Act of Uniformity,† which established the formatting of a universal prayer book.(Wilde) She ended the war with France and imprisoned, her cousin, Mary, Queen of Scots, for conspiracy against her and attempts upon her life. Mary, Queen of Scotland, also, had a blood connection to the throne and supporters that

Experimental film analysis Essay Example | Topics and Well Written Essays - 1250 words

Experimental film analysis - Essay Example In Free Radicals, he synthesizes all his artistic abilities and sensitivities in order to create a truly majestic work. This paper intends to read Lye’s doodling on film through an examination of the multimedia character of the Free radicals. Although, the paper attempts to read the Free Radicals from within, i.e. by examining its medium and content on its own, it would try to incorporate necessary theoretical insights as well. 2. The Artistic Background of the Free Radicals Len Lye was always particular in drawing the source of his inspiration from music from various (often distant and little known) cultural backgrounds. In one of his first and best animated sound films, which is A Colour Box, Lye uses Caribbean jazz in a time when it was not much known to the outside the world. Peculiarly, in Lye’s animation films, shadows, streaks and colors are easily blended to an extraordinary music with quite perfection. Color could be seen bouncing back from the screen. It is th is very synchronization of colors and images with the music makes Lye’s animations more than appealing. Lye’s animated films were not only quite different from the movies produced in their respective times but also technologically advanced than other. This technological edge is one of the distinct features of Lye’s films. It was in 1926, Len Lye moved to England from New Zealand. He was attracted to the modernist movement in England and active in such circles having many friends among the stalwarts of arts and literature. Lye was also attracted into various art forms such as surrealist stories and poems and moving sculpture. He was both eclectic and eccentric. The indigenous art of Maori people in the New Zealand had strong influence on Ley’s idea of art, especially his conception of visual art. Moreover, he was extremely fascinated by the oceanic cultures from around the world. It is necessary to remember that he was expelled from the racist New Zealand for living among the Maori people. In his way to England, he had also visited many pacific islands and closely interacted with the aboriginal people. It might be because of this influence of the indigenous culture, Lye’s painted-on-celluloid art resembled a lot to the finger paintings which are common among the aboriginals. In 1944, Len Lye moved to the United States wherein he got more acquainted with the African music traditions. As his interests in kinetic sculpture grew, it was well reflected in the films he made later. 3. The Free Radicals as Doodling on the Film The Free Radical was made in 1958 and it was peculiar with its intense black and white nature. It appeared as drawings on a chalkboard. According to Kasmere, â€Å"an assured, signature work that Stan Brakhage called â€Å"an almost unbelievably immense masterpiece†,  Free Radicals  synchronizes etched hieroglyphs, squiggly horizontal lines and verticals of varying thickness to energetic drum music f rom The Bagirmi Tribe of Africa. Nothing in the film is static. â€Å"White ziggle-zag-splutter scratches†, inscribed using a variety of tools including arrowheads and saw-teeth, appear abruptly, leap, quiver, and dance alongside the beat, then vanish suddenly. Occasionally the flat picture plane is transformed into a three-dimensional space as fluid, rough-edged wiry shapes appear to rotate, as though circled by a camera/eye. At times one denotes the outline of quickly passing hill covered or jagged mountainous landscape as the line-play slips