How Does Shakespeare Perceive True Love in Sonnet 116 and Sonnet 130 Essay Example

How Does Shakespeare Perceive True Love in Sonnet 116 and Sonnet 130 Essay Example How Does Shakespeare Perceive True Love in Sonnet 116 and Sonnet 130 Paper How Does Shakespeare Perceive True Love in Sonnet 116 and Sonnet 130 Paper Introduction ‘How does shakespeare perceive true love in sonnet 116 and sonnet 130? ’. The sonnets that are focused is ‘Sonnet 116 Let me not to the marriage of true minds’ and ‘Sonnet 130 My mistress’ eyes are nothing like the sun’. First I would like to quickly review what the definition of a sonnet is. Two kinds of sonnets have been most common in English poetry, and sonnets were named after the two famous poets. The Petrarchan sonnet and the Shakespearean sonnet. Since my presentation is focused on specific Shakespearean sonnets, I will only go in detail for Shakespearean sonnets. A common sonnet is made up by 14 line lyric poem, traditionally written in iambic pentameter. Iambic pentameter is when in lines 10 syllables long, an emphasis is put on every second syllable, for example ‘Shall I compare thee to a summer’s day? ’ In addition, the sonnets take a usual rhyming scheme of ABABCDCDEFEFGG. Sonnets are divided into 4 parts, The first three parts are four lines long and are known as quatrains; the fourth part is called the couplet and is two lines. Shakespeare’s sonnets are often used to develop a sequence of metaphors or ideas, one in each quatrain, while the couplet offers either a summary or a new take on the preceding images or ideas. I will now move on to discuss Sonnet 116. This is one of Shakespeare’s most famous poems in his collection of work. Essentially, this sonnet presents Shakespeare’s loyalty towards true love. His beliefs regarding true love remains to be pure and innocent, without physical and artificial bias. The sonnet has a relatively simple content, with each quatrain attempting to describe what love is (or is not) and the final couplet reaffirming the poet’s words by placing his own reputation on the line. This sonnet is worthy for its lack of imagery, we could speculate that it is evident in the lines itself in what he is trying convey, that he truly believes love is unmovable. The opening lines of the sonnet encourage the reader to dive into its theme at a rapid pace, accomplishing in part by the use of enjambment â€Å"Let me not o the marriage of true minds/ Admit impediments† This first quatrain asserts that true love is immortal and unchanging: It neither changes on its own nor allows itself to be changed, even when it encounters changes in the loved one. Quatrain two includes a series of nautical metaphors to further establish the permanence of true love: in line 5 it is an â€Å"ever-fixed mark,† which is a sea mark that navigators could use to guide their ships. In line 7, shakespeare refers the ‘star’ as the Northern Star perhaps, which was a constant point of reference that sailors could always rely on for navigation. Both of these metaphors emphasize the constancy and dependability of true love. Finally, quatrain three highlights that only something’s that are great or a final destructive of apocalyptic proportions could spell love’s doom, this being the sonnets theme, with love’s undying essence prevailing against the â€Å"bending sickle† of Time. Time’s â€Å"hours and weeks† are â€Å"brief† compared to love’s longevity. Moreover, there is a reference back to the nautical imagery with the use of the word â€Å"compass† in line 10. Love knows that time its going to take its toll and is going to affect one’s physical appearance and condition i. we are going to age. It reminds today, in Christian marriage vows, it is presumed that the couple are marrying for true love and ‘till death do us apart’ In the same way, love should not die ‘to the edge of doom’ Sonnet 116 closes with a rather profound ending . Shakespeare writes that if what he has claimed in the sonnet is proven untrue, then he â€Å"never writ, nor no man ever loved. † Here, it is seen Shakespeare is so determined that what he wrote in the sonnet is correct, that he is willing to put his reputation on the line. In contrast, Sonnet 130 is an unusual poem, due to its distinctly humorous tone. Since its one of Shakespeare’s later sonnets, it can initially be presumed to have been written for the dark lady; However, it is not clear. Shakespeare message in this sonnet is at first misleading because we are being presented with negative comparisons which are ultimately flattering, this is what makes this sonnet humorous. Let me explain, this sonnet is generally considered a humorous parody of the typical love sonnet with Shakespeare describing the contrasting features of his mistress, for example ‘her eyes are nothing like the son’, ‘Her lips are not red’ ‘Her breasts are not snow white’ In the next quatrain, Shakespeare extends his images of what his mistress isn’t, to talk about her foul breath which ‘reeks’. He builds up the momentum by moving on to say her voice does not sound pleasing nor does she walk like a ‘goddess’ These both show that he is stating his mistress is nothing better than ordinary externally or even worse than normal. Through the different lines he uses imagery related to the senses. In the first 6 lines, he uses visual imagery, you can see her ‘eyes’ and see her ‘lips’. In the next two lines, lines 7-8, he moves to olfactory imagery i. to do with the sense of smell. In lines 9-10, the next sense being used is the auditory, you can hear ‘her speaking’ and ‘her music’. The final sense is to do with kinesthetic (movement) ‘how the goddess go’ and ‘when she walks’. Also, in the first quatrain each line is a complete image ‘eyes are n othing like the sun’. Then on, it is spread along two lines He describes that she is not as beautiful as things found in nature â€Å"My mistress’ eyes are nothing like the sun; Coral is far more red than her lip’s red. Yet Shakespeare expresses his love for this woman, nonetheless, and in the closing couplet says that in fact she is j]an extraordinary (â€Å"rare†) woman, and that is why he loves her. He is trying to ultimately say that even though his mistress doesnt conform to a list of model-like qualities, he still loves her, which is also a recurring point in his sonnet 116, where he says that true love should not be based upon or affected by the person’s external appearance. Thus, he is saying this is infact true love.

The Invention of M Ms Candies

The Invention of M Ms Candies M Ms chocolate candies are one of the most famous treats in the world, the most popular movie treat next to popcorn, and the most consumed Halloween treat in America.   The well-known slogan by which M Ms are marketed - The milk chocolate melts in your mouth, not in your hand - is very likely a key to the candys success, and its origins date back to the 1930s and the Spanish Civil War.   Forest Mars Sees an Opportunity Forest Mars, Sr. was already part of a family-owned candy company in conjunction with his father, having introduced the Milky Way candy bar in 1923. However, father and son disagreed on plans to expand  to Europe, and in the early 1930s, estranged from his father, Forest moved to Europe, where he saw British soldiers fighting in the Spanish Civil War eating Smarties candies - chocolate candies with a hard shell, which were popular with soldiers because they were less messy that pure chocolate candies. M MCandies Are Born Upon returning to the United States, Forest Mars began his  own company, Food Products Manufacturing, where he developed, among other things, Uncle Bens Rice and Pedigree Pet Foods. In 1940 he began a partnership with Bruce Murrie (the other M) and in 1941 the two men patented M M candies. The treats were initially sold in cardboard tubes, but by 1948 the packaging changed to the plastic pouch we know today.   The enterprise was a rousing success, and in 1954, peanut M Ms were developed - an ironic innovation, since Forest Mars was deathly allergic to peanuts. In this same year, the company trademarked the familiar Melts in Your Mouth, Not in Your Hand slogan.   Forest Mars Later Life Although Murrie soon left the company, Forest Mars continue to thrive as a businessman, and when his father died, he took over the family business, Mars, Inc, and merged it with his own company. He continued to run the company until 1973 when he retired and turned the company over to his children. In retirement, he started yet another company, Ethel M. Chocolates, named after his mother. That company continues to thrive today as a maker of premier chocolates. Upon his death at age 95 in Miami, Florida, Forest Mars was one of the wealthiest men in the country, having compiled a fortune estimated at $4 billion. Mars, Inc. Continues to Thrive The company begun by the Mars family continues to be a premier food manufacturing corporation, with dozens of manufacturing plants in the U.S. and overseas. A great many name-recognized brands are part of its portfolio, not only candy brands, but also pet foods, chewing gum, and other consumables. Among the brands you may not have realized were related to M M candies and that live under the Mars umbrella include:   Three MusketeersSnickersStarburstSkittlesBountyDoveUncle Bens  Seeds of ChangeKudosBig RedDoublemintFreemintAltoidHubba BubbaJuicy FruitLifesaversWrigleysIamsCesarMy DogWhiskasPedigreeEukanuba

Scholarly Research Writing Assignment on Nursing Paper

Scholarly Writing Assignment on Nursing - Research Paper Example Health and Illness Health, illness, psychosocial aspects of health and their interrelations are an area that receives much debate among medical practitioners, psychologists and other stakeholders besides being accompanied by confusion among the public. Questions abound about the difference between health and illness and whether the absence of one translates to presence of the other, whether they are absolute or relative terms and particularly whether health means absence of all diseases in an individual’s body. The role of personal attitudes in disease causation and development in relation to the known psychosocial aspects of health and illness also elicits discussion. This calls for studies into the existing evidence on the entire concept of health, illness and the psychological influences on the two. 1. Health and Illness Before the two concepts can be compared and contrasted, it is important to understand why there is a need to define each of them. Data on morbidity is an i mportant aspect in healthcare systems around the world, and the views of individuals or societies on what health is and what it means to be ill is crucial to epidemiology. Different sections of the society seem to have different perspectives on the two concepts; lay people have their own views not necessarily based on biomedical tenets while even expert opinion appears unresolved. Moreover, illness and health perspectives or traditions impact the decisions of individuals to seek medical care or other alternatives. The patients’ views on health also may have an interesting comparison to what a medical practitioner diagnoses (Unden and Elofsson, 2001). Health is usually defined as a state, meaning that it is absolute rather than relative. In the state of health, one is completely well in terms of physical, social and psychological aspects. This description of health means that absence of diagnosable disease is not the only qualifier to determine whether a person is healthy or n ot. The other aspect that can be derived from this definition is that health is a positive concept. Illness on the other hand is defined as a state of not being well as self-reported by a patient. It is based on the physical or psychological symptoms that the patient reports and can vary from minor problems to serious ones. Illness is thus a negative concept. However, the health and illness concepts have been understood in several different perspectives. Most people’s understanding is that the two terms have an inverse relationship in that the more there is of one, the less there is of the other. This creates a scenario where health is not viewed as an absolute state and rather much of a relative state. Further perspectives are that health is an entirely different concept unrelated to illness hence definitions such as the capacity of action towards goals that are vital or the possibility of living meaningfully (Wikman, Marklund and Alexanderson, 2004). Van Dalen, Williams and Gudex (1994) explored the views of lay people on the concepts of health and illness. They found that the two concepts were closely related to such individuals, with health being termed as the absence of illness. Other individuals stated that health is the functional capacity of an individual, while other groups related it to fitness. Their study found out that personal health was less related to the

Education in China Essay Example | Topics and Well Written Essays - 1000 words

Education in China - Essay Example And because of the rapidly growing economic sector and global presence of China, it is imperative to understand how the education system works in the country. This essay discusses education in China and the similarities and differences between the Chinese and American education system. Education in China is categorised into elementary school, middle school, and high school. Similar to the United States, twelve years are spent in elementary school and high school, though in China, it is divided quite differently. In China, six years are spent in elementary school, then three years in middle school, and three years in high school, with the initial nine years spent in compulsory education (Peterson, Hayhoe, and Lu 22). One should successfully pass a competitive exam in order to be admitted into high school. High school is offering vocational education and general education. Parents pay for their children’s high school education, and scholarships are granted to those from low-inco me families. High school students are required to stay in school from 8:00 am to 5:15 pm. Generally, a particular school in every city is authorised to offer special education for pupils with impairments (Wang 73). Home schooling is not practised in China, not like in the United States. There are hardly any non-academic extracurricular and sports activities. Nevertheless, numerous students take part in after-school activities to review for examinations, particularly for university admission exams, which they can take once, not like the ACT and SAT Reasoning Test which can be taken several times in the U.S. (Liu 62). In China, a large number of students in elementary school are taught mathematics by a professional math teacher. The math teacher is also allowed to teach Chinese literacy in grades 1 and 2. In several areas, math teachers may also teach science, but science is not a major subject in the elementary school curriculum (Peterson et al. 44). In schools in far-flung or rural places, elementary teachers are also allowed to teach all subject areas, just like in the United States. However, math teachers in elementary schools are usual in China and less usual in the U.S. Moreover, Chinese pupils use a single classroom for their primary classes whilst in the United States students use different rooms for different subjects or classes (Guo and Lamb 75). The major difference between the education system of China and the U.S. is that in the former, the system in general is far stricter with more rules and in the latter there are considerably fewer limitations and greater freedom (Liu 38). For instance, a pupil having the liberty to choose his/her own classes is not common in China. Every class that a student in China should take is fixed. According to Peterson and colleagues, this lack of freedom in China may be attributed to the huge population of students and giving every student the freedom to choose his/her own classes is clearly problematic. Another import ant difference between the Chinese and American education system is the notion of head teacher. The head teacher in China performs an extra responsibility in overseeing their particular classes, providing instruction, and knowing and communicating with the students and their families. The Chinese head teacher will not merely teach his/her particular class that

A World of Difference Essay Example for Free

A World of Difference Essay Why do people live in one geographical area all their lives? Throughout my life time, this question has always fascinated me. What is the purpose, and what are the benefits? As a young girl, I grew up in the Mid-West, the famed â€Å"bread-basket† of the United States of America. My family owned a small dairy farm, and our lives revolved around the two daily milking’s. It didn’t take long; two and a half hours at the most, but those hours felt like a prison sentence. We never traveled more than a few hours from home since the cows were required to stay on a regular schedule. As I steadily climbed the ladder to adulthood, I promised myself that I would no longer live with such restraints. Exploration and travel became my dream. At the seasoned age of eighteen, I decided it was time to spread my wings and fly the coop. I joined the Armed Forces and spent a long couple of months missing home. That soon came to an end when I had the pleasure of traveling abroad for the first time in my life. I spent my first, and only, tour in South Korea. It was quite the culture shock for the young woman who had never been out of a four-state area. I managed quiet nicely though, I partied, made good friends and I met my future husband. Before I know it, I was married and had three little ones. My adventures were over, or so I thought. I plowed through the next twelve years being an at-home Mom. My days were exciting; anyone with children will tell you that each and every day is uncharted waters. My husband was in the Military and we were required to move every couple of years. It was nice seeing new places and exploring our new homes, but we never left the States. After years with my husband, I began to feel that jail cell again and I, once again, made the decision to see the world. I was hired as a Government Contractor and, as of present, have been living in the Middle East for five years. I have the luxury of a nice paycheck and, at the same time, I’m able to provide nice extras for my children. Having the knowledge of living in several different States, as well as the Far East, nicely prepared me for my next chapter. I divorced my husband and re-married a man who shares my goals of seeing the world. I’ve had the pleasure of vacationing in some of the greatest places on Earth. We have, on occasion, taken my children with us so they are exposed to the cultures of the world. This, I feel, is one of the greatest gifts I could ever share with them. When you meet and interact with different cultures, it allows your mind to grow. No text book, movie or documentary can compare to experiencing it in person. Travel, in itself, is a great education. We’ve learned that other cultures have something to contribute, even if it’s a different philosophy than our own. No matter what far-off place we encounter one thing is always the same; people are people. Eventually, my husband and I will move on to a different region on the World. And, at that time, we will start our adventures all over again. Even though homesteading in one area all your life is appealing to some; I could never again confine myself to those boundaries. The World has too much to offer, if you’re willing to ride her magic carpet. Travel and exploration are still my greatest goal. I could never envision myself living any other way. So, in some respect, I’m the opposite of the norm. When I look back on my great adventures, I could never imagine giving up my lessons of life by living in one location for a lifetime.

Schooling in the Outback Essay -- Australia, government, education

Australia is split into different states and territories that have their own government. These territories include the Australian Capital Territory, New South Wales, the Northern Territory, Queensland, South Australia, Tasmania, Victoria, and Western Australia. This is important to note because each individual state government manages the schools within its territory (Immi.Gov). They provide both the regulations and funding to both the public and private schools, though the government only provides the public schooling and private schools are offered by Churches and other groups (Immi.Gov). Some of the biggest differences between our US School system and the Australian system is how the school operates on the inside. Most of the schools throughout Australia enforce either a uniform code or a dress code, and most attendees bring their own lunches to school, although food can be purchased at the canteen - or cafeteria, in our terms (Working-In Australia.com). According to my friend Graham, the in school hours are generally the same as hours, starting at 8 AM and ending at 3 PM. The school term for Australia is also very different from our own. Where the US school duration is nine months, from September through May, the Australian school year is from January through December with four school terms in all (Working-In Australia.com). However, the school system makes up for this through having two and three week breaks periodically, once in April, July, and October. the longest break spans about a month and a half, and occurs during Christmas time (Working-In Australia.com). Schooling for children can start when they are around three years of age. At this time they can be enrolled in Preschool, though it is not required that children ... ... Martin, Peter. â€Å"Education System given a Fail.† SMH. Federal Politics, 12 Aug. 2012. Web. 03 Mar. 2014. http://www.smh.com.au/federal-politics/political-news/education-system-given-a-fail-20120820-24io3.html O’Farrell, Johanna. â€Å"Splashing Cash won’t fix Australia’s broken education system.† TheAge. Comment, 21 Dec. 2013. Web. 03 Mar. 2014. http://www.theage.com.au/comment/splashing-cash-wont-fix-australias-broken-education-system-2013 â€Å"What is the Australian Education System?† Immi. Australian Government, 19 Nov. 2013. Web. 02 Mar. 2014. http://www.immi.gov.au/living-in-australia/settle-in-australia/everyday-life/education/whatis.htm Soilemetzidis, Ioannis. â€Å"Higher Education in Australia: an Interview.† AngeloHigher. Angelo Higher 2.2 (2010): 12-20. Accessed through Web. 03, Mar. 2014. http://www.anglohigher.com/magazines/magazine_detail/47/251220-2zqpl.html

How does Orwell present Napoleon Essay

George Orwell’s Animal Farm is written in the fairy tale style of one of Aesop’s fables where it uses animals of an English farm to tell the history of Soviet communism. Napoleon’s character is based directly on the communist party leader Joseph Stalin Orwell’s physical description of Napoleon is a ‘large, rather fierce looking Berkshire Boar’ and his character is said to be not much of a talker, but had a reputation of getting his own way. From the way that this pig is portrayed in these lines means he is going to be a strong ruler because When Old Major dies a few nights after his famous Rebellion speech, Napoleon and Snowball, both boars, combine together and formulate his main principles into a philosophy called Animalism. A few nights later when they have defeated Mr Jones in battle and changed the farm name to Animal Farm they work together in running the farm. Snowball teaches the animals to read, whilst Napoleon educates a young group of puppies. It is here where Napoleon first begins to work on the beginning of the Rebellion when he tells Mollie and Bluebell that education was more important to the young than the old as he was preparing for the next generation. However what he was really doing was preparing for the uprising against Snowball, to take charge of the farm, when the dogs would play a pivotal role acting as body guards to him. Orwell contrasts Napoleon and Snowball in a way that forces them to have contradictory ideas. Snowball wants pure communism where everyone benefits equally, whereas on the other hand Napoleon prefers power. Snowball invents all of the ideas and arranging the animals into committees to help the farm in the best way possible. An example of this was the idea of building a windmill which would make ‘jobs around the farm a lot easier, as well as warming the animal’s stalls in the winter’, with the introduction of electricity. Throughout the committee meetings Napoleon was constantly disagreeing with anything Snowball said or did, even ‘urinating over the plans’. When Napoleon seizes power from Napoleon his character is shown by Orwell as jealous and cowardly. He realises that the animals are beginning to side with Snowball over the decision of the windmill so he has to act fast find a way to change this. He does this by arranging for Snowball to be chased away by ‘nine enormous dogs’, the ones which he had separated from Mollie at birth. This is also an act of a coward because Napoleon is too scared to pursue him as he is worried that the animals will protest and not follow him as a leader. By doing what he did it allowed him to rise above the other animals saying â€Å"Mess with me and the same treatment will happen to you.† Once Napoleon has seized power over the farm he really begins to strive as no other animal dares to stand up to him after what they witnessed with Snowball. This is where Napoleon begins to become a dictator by making numerous ‘announcements’ at the meetings making the farm run in the way he wants it. He does this by squashing any plans that Snowball had originally proposed and then he tells a bunch of lies to the animals about how Snowball was ‘secretly’ against them and was really working for Mr Jones in the rebellions. With Snowball gone, Napoleon is the big man on campus. He doesn’t need to talk, because he has the aptly named Squealer do his speaking for him. He doesn’t need to worry about protests, because he gets rid of public meetings. He doesn’t need to worry about sharing power, because he names himself head of every committee. Towards the end of the story Napoleon agrees into talks with the other farmers on neighbouring farms. This is where things begin to go wrong for napoleon as he begins to get follow their actions by dressing, walking and drinking like human beings. The other animals dislike the behaviour of the pigs but by now the animals are hooked and are now drunk on the alcohol. In conclusion George Orwell presents the character of Napoleon to us as a secretive liar and bully caring only about power. He goes back on a number of the farm commandments and alters them for the sake of himself, rather than the wealth fare of the animals.