The Broken Heart of Sylvia Plath Essay -- Biography Biographies Essays

The Broken Heart of Sylvia Plath "Dying is an art, like everything else. I do it exceptionally well." Sylvia Plath has long been recognized as a poetic icon. After committing suicide in her thirties, many of her previously unrecognized works gained notoriety and praise. Throughout her life, she struggled to be accepted into the literary world. After writing many poems, short stories and "The Bell Jar," she remained unsatisfied with the success and momentum she gained with each, and took her own life. It is through her words we see a woman that used her writing as a means of expression, many times expressing grief, sadness and anger. Plath began writing a series of poems shortly before her death that provide is with an opportunity to see the internal conflicts she felt. Many of these poems focus on death and suffering. Plath uses death imagery in poems found in Ariel to represent her need to escape reality and therefore dissociate herself from emotional and physical existence. I will show how Plath's life experiences and more importantly, her reactions to them, have contri buted to her depressive, death-obsessed state. I will also provide examples from several of her poems demonstrating Plath's use of death imagery and analyze why it is used in the way that it is. Lastly, I will show how many of her poems from Ariel demonstrate Plath's self-loathing, and her need to feel a sense of success-even if that success comes from an accomplished suicide. Although Sylvia Plath had many opportunities throughout her life, and accomplished what many only dream of, we see how the few tragedies she did endure, affected her. At age eight her father died from complications related to diabetes. Plath had been very c... ...g and gruesome at times, but each tells a story-a story of a woman, her life, her struggles, her successes and her failures. All of them allow us to step into the broken mind and heart of Sylvia Plath. Works Cited Broe, Mary Lynn. Protean Poetics: The Poetry of Sylvia Plath. Columbia: U of Missouri P, 1980. Bundtzen, Lynda. Plath's Incarnations: Women and the Creative Process. Ann Arbor: U of Michigan P, 1983. Holbrook, David. Sylvia Plath: Poetry and Existence. London: Athlone P, 1976. Phillips, Robert. "The Dark Funnel: A Reading of Sylvia Plath." in Butscher, Edward, ed. Plath, Sylvia. The Collected Poems. Ed. Ted Hughes. New York: Harper and Row, 1981. Rose, Jacqueline. The Haunting of Sylvia Plath. Cambridge: Harvard UP, 1992. Rosenblatt, Jon. Sylvia Plath: The Poetry of Initiation. Chapel Hill: U of North Carolina P, 1979.

Learn Anything

AN ISO 9001 : 2008 CERTIFIED INTERNATIONAL B-SCHOOL MARKS: 80 Information Technology N. B. : 1)Attempt any sixteen questions questions carries equal marks. 1. 2. 3. What are the characteristics of a technologically enabled organization? How does an Organization acquire & disseminal knowledge? Why do you suppose inquiry – only applications were developed instead of fully on lines system? 4. 5. What kind of technology is least flexible? Most flexible? How does strategic planning differ between a firm that offers services & one that manufacturers a product?Is there a difference in the impact of technology on strategy in any two types of firms? 6. What kind of business activities do you think are most amenable to common systems in different countries? 7. What kind of programs do you think are likely to make the most use of floating – point instructions? 8. 9. 10. 11. 12. 13. Distinguish between computer hardware & software which most concerns a manager? What kind of softwar e does a server for a local area network need to have? What is OLAP? How does it contribute to the organization? Similar article: Text Mining for BusinessesWhy are standards so important in communications? What industries are most likely able to take advantage EDI? Are there applications where it does not matter if multiple databases are simultaneously updated? 14. Most organizations today have computers and software, all of which are supposed to work on a network, from different Vendors? What are the potential problems with using products from many different sources? .. 2.. 15. What are the differences in design for multi-user system versus a personal system on a pc? )All 16. Does a system have to use the most modern technology to be successful? Why or why not? Are there disadvantages to utilizing the most up-to-date technology? 17. 18. 19. Why should one insist on a demonstration of a package? What is a spaghetti organization? How can you transform a huge firm like General Motors with the help of information technology? 20. How more user development eventually eliminates the need for professi onal systems analysis and programmers? 21. 22. 3. 24. How can a company use multimedia today? How does one go about identifying the expert to be used in developing an expert system? Describe how a virus actually works? What kind of files does it want to infect? What kind of changes does information technology either create or facilitate within and between organizations? What other changes are associate with IT? 25. What are the drawbacks of work place monitoring? Why management might wants to monitor worker productivity?

National School Lunch Program Essay

The Food and Nutrition Service administers the program at the Federal level. At the State level, the National School Lunch Program is usually administered by State education agencies, which operate the program through agreements with school food authorities. 2. How does the National School Lunch Program work? The National School Lunch Program is a federally assisted meal program operating in over 101,000 public and non†profit private schools and residential child care institutions. It provides nutritionally balanced, low†cost or free lunches to more than 31 million children each school day in 2009. In 1998, Congress expanded the National School Lunch Program to include reimbursement for snacks served to children in afterschool educational and enrichment programs to include children through 18 years of age. 1. What is the National School Lunch Program? NATIONAL SCHOOL LUNCH PROGRAM 3. What are the nutritional requirements for school lunches? Generally, public or nonprofit private schools of high school grade or under and public or nonprofit private residential child care institutions may participate in the school lunch program. School districts and independent schools that choose to take part in the lunch program get cash subsidies and donated commodities from the U.S. Department of Agriculture (USDA) for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced price lunches to eligible children. School food authorities can also be reimbursed for snacks served to children through age 18 in afterschool educational or enrichment programs. School lunches must meet the applicable recommendations of the Dietary Guidelines for Americans, which recommend that no more than 30 percent of an individual’s calories come from fat, and less than 10 percent from saturated fat. Regulations also establish a standard for school lunches to provide one†third of the Recommended Dietary Allowances of protein, Vitamin A, Vitamin C, iron, calcium, and calories. School lunches must meet Federal nutrition requirements, but decisions about what specific foods to serve and how they are prepared are made by local school food authorities. 4. How do children qualify for free and reduced price meals? Any child at a participating school may purchase a meal through the National School Lunch Program. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those with incomes between 130 percent and 185 percent of the poverty level are eligible for reduced†price meals, for which students can be charged no more than 40 cents. (For the period July 1, 2010, through June 30, 2011, 130 percent of the poverty level is $28,665 for a family of four; 185 percent is $40,793.) Children from families with incomes over 185 percent of poverty pay a full price, though their meals are still subsidized to some extent. Local school food authorities set their own prices for full†price (paid) meals, but must operate their meal services as non†profit programs. 5. How much reimbursement do schools get? Afterschool snacks are provided to children on the same income eligibility basis as school meals. However, programs that operate in areas where at least 50 percent of students are eligible for free or reduced†price meals may serve all their snacks for free. Most of the support USDA provides to schools in the National School Lunch Program comes in the form of a cash reimbursement for each meal served. The current (July 1, 2010 through June 30, 2011) basic cash reimbursement rates if school food authorities served less than 60% free and reduced price lunches during the second preceding school year are: Free lunches: $2.72 Free snacks: $0.74 Reduced-price lunches: Paid lunches: $0.26 Paid snacks: $0.06 $2.32 Reduced-price snacks: $0.37 6. What other support do schools get from USDA? In addition to cash reimbursements, schools are entitled by law to receive USDA foods, called â€Å"entitlement† foods, at a value of 20.25 cents for each meal served in Fiscal Year 2010†2011. Schools can also get â€Å"bonus† USDA foods as they are available from surplus agricultural stocks. Through Team Nutrition USDA provides schools with technical training and assistance to help school food service staffs prepare healthful meals, and with nutrition education to help children understand the link between diet and health. 7. What types of foods do schools get from USDA? States select entitlement foods for their schools from a list of various foods purchased by USDA and offered through the school lunch program. Bonus foods are offered only as they become available through agricultural surplus. The variety of both entitlement and bonus USDA foods schools can get from USDA depends on quantities available and market prices. A very successful project between USDA and the Department of Defense (DoD) has helped provide schools with fresh produce purchased through DoD. USDA has also worked with schools to help promote connections with local small farmers who may be able to provide fresh produce. The National School Lunch Act in 1946 created the modern school lunch program, though USDA had provided funds and food to schools for many years prior to that. About 7.1 million children were participating in the National School Lunch Program by the end of its first year, 1946 †47. By 1970, 22 million children were participating, and by 1980 the figure was nearly 27 million. In 1990, over 24 million children ate school lunch every day. In Fiscal Year 2009, more than 31.3 million children each day got their lunch through the National School Lunch Program. Since the modern program began, more than 219 billion lunches have been served. 9. How much does the program cost? The National School Lunch Program cost $9.8 billion in FY 2009. By comparison, the lunch program’s total cost in 1947 was $70 million; in 1950, $119.7 million; in 1960, $225.8 million; in 1970, $565.5 million; in 1980, $3.2 billion; in 1990, $3.7 billion; and in 2000, 6.1 billion. For more information: For information on the operation of the National School Lunch Program and all the Child Nutrition Programs, contact the State agency in your state that is responsible for the administration of the programs. A listing of all our State agencies may be found on our web site at www.fns.usda.gov/cnd, select â€Å"Contact Us†, then select â€Å"Child Nutrition Programs.† 8. How many children have been served over the years?

The Black Man and Langston Hughes

The term identity is defined by Webster’s dictionary as being â€Å"the state or fact of remaining the same one or ones, as under varying aspects or conditions† however in exploring the concept of Identity in black literature, we can find no definite explanation or definition. We can try to accept that it has been rooted in social situations that are generally more discriminatory, such the institution of slavery. In some way shape or form, the average or normal African American is confronted with the question of where do I fit in amongst the white society? The problem with African American Identity has many dimensions, such as community, class, and color. The reality of the African American is one that is inescapable in America. Color which is inherent in the concept of self, manifest in race consciousness. This is extremely significant because an African American establishes his identity with other individuals, known or unknown, on the basis of a similarity of color and features, that allowing the individual to be included in groups membership, â€Å"the subject of his self identity. After the African Americans began to search for their identity looking through heritage, tradition, and folk traditions. Langston Hughes to me has been nourishing the black sensibility and inspiring it to create Afro American literation and transforming it into a â€Å"literature of struggle. † The poetry of Langston Hughes has the theme of â€Å" I, too sing America† He made extraordinary contributions to American literature and has came t o be regarded as a leading voice in the Renaissance of the arts in the 1920’s. Hughes growing up asked the same question to himself of who he was, his lack of identity in society, which put a large impact on his mind and soul and made him a poet of the blacks. Hughes developed a distinct movement of â€Å"negritude† which may be regarded as the soul of the Renaissance. Rising from the consciousness of his skin color and passing through various stages of identification with people and territory of Africa, and finally grounding it in the American Past. Negritude â€Å"in the poetry of Hughes evolves into a definite and enduring concept expressive of definite vision. He Hughes doesn’t suffer from what W. E. B Dubois terms as a double consciousness. â€Å"Two souls, two thoughts, two unreconciled strivings, two warring ideals in one dark body. † Search for identity seems to be a vital aspect in the work of Langston Hughes. The identity of an American black citizen was denied to him and there was a loss of identity which a modern man living in the 20th century experiences. The Black people of America are American, the African and Black Americans are at the same time. Africa which is thought to be homeland for blacks, was dealt with by Langston Hughes, who missed the natural beauty of Africa and dreaded being caged in the mayhem of civilization. He searched his roots back in Africa. Primitivism had already become a fascinating alternative for people for people not interested in the 2nd industrial revolution. It gave new meaning of going back to the roots and ones identity. The poem â€Å"The Negro Speaks of Rivers† is an example of the of the urge and need of the Negro to go back to his own land to find ethnic connections. The poet says: I've known rivers: I've known rivers ancient as the world and older than the flow of human blood in human veins. In the poems entirety the rivers symbolize the glorious past, which have been flowing since humanities inception. So the African who has known rivers cannot be rootless or without past. Hughes also established a definite identity between the Blacks of America and the continent of Africa which he states in his poem called â€Å"Negro† I am a Negro: Black as the night is black, Black like the depths of my Africa. I've been a slave: I've been a worker: I've been a singer: All the way from Africa to Georgia I carried my sorrow songs. It was not easy to just up and go back to Africa. It became the dreamland for the poet, a country in which he could escape into when he finds life difficult to cope with. The poet to me seemed widely aware of misery, frustration, and isolation which to him is something that other blacks are facing. This epiphany of his leans him to the universal significance and appeal to the poets treatment of black life in America. His retreat into African is not a romantic escape from realities of life, but it provides a point of view to look at the realities of the life of black people in America. To say the blacks were treated horribly by white Americans is an understatement, they were compared to beasts and were treated accordingly. The black man was lynched, maimed and burnt, while the black woman was raped and desecrated. Lynching of the black on the charge of raping a white woman was one of the most commonplace events. Fear to the race and hatred, for the black was a common behavior of the white masses. The treatments to the blacks becomes evident in the following lines of â€Å"I, too sing America† I, too, sing America. I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Hence the stanza shows that the black worker doesn't find any place in the heart of the whites. He is sent to the background by the company bosses who are indifferent towards the blacks. The African American feels lonely in the northern city where there are large The Negro feels lonesome in the northern city where there are a large number of people, yet he still feels lost in the Poem â€Å"One† he relates his profound sense of isolation Lonely As a bottle of licker On a table All by itself. The whites don’t permit the political freedom to the blacks. Blacks are deprived of their basic necessities of life. They don’t have a proper place to live in. Their miserable condition is shown in the poem â€Å"Vagabond† Who have nowhere To eat. No place to sleep, The tearless Who cannot Weep. In this the blacks are alien on their own land. The blacks want a chance to eek out a decent living and have equal rights across America. Langston Hughes says â€Å"undemocratic doings take place in the shadow of the world’s greatest democracy† The blacks have no right to participate in the political affairs. Langston Hughes poetry is also preoccupied with the social problems faced by the blacks. Man is called a social animal. Blacks are not given the equal place in the society. The poet shows this inequality in the poem â€Å"Merry Go Round† the social whites have no sympathy even for a young black child. He has to sit in a segregated section. Hughes writes: Colored child at carnival: Where is the Jim Crowe section On this merry-go-round, Mister, cause I want to ride? Down South where I come from White and colored Can't sit side by side. Thus the merry go round is a metaphor for America. It is a kind of Satire on the American Society which we know as a free Society. A clear picture of the exploitation of the blacks is presented that cultural, social, and psychological space has been denied to them. Hughes never forgetting the images he has seen growing up, he has grown up shell shocked. He can clearly make out the contradiction of principles, for America was a democracy, but for the Negroes, America was fighting for a free and equal world. One where Jim Crow was eradicated, however he understands that the flame of freedom can not be extinguished by lynching and imprisoning blacks. From all this it become evident that Langston Hughes deals with the racial discrimination, lack of identity in the society and lack of freedom for the blacks. His aim and ultimate effect of his poetry is raising awareness and strengthening of the black people in their struggle for freedom in America. He was proud of his Afro-American legacy and tradition. He forcefully projects the theme of identity in his poems. He not only inspires the black to make it to the top but more than that he evokes a vision of a just society. works sited Georgene Seward, Psychotherapy and Culture Conflict (New York: Ronald Press, 1956), p. 129. Arthur A. Schaumburg's â€Å"The Negro Digs up his Past†, in Alain Locke's The New Negro, pp. 931-37. Jay Saunders Redding, To Make a poet Black (Washington:McGrath, 1969), p. 3. James A. Emanuel, Langston Hughes (New Haven: College and University Press, 1967), pp. 148-162. W. E. B. DuBois, The Souls of Black Folk (New York: New American Library, 1969), p. 45. Langston Hughes, â€Å"The Negro Speaks of Rivers. † Selected Poems (New York: Alfred A. Knopf, 1979), p. 4. Langston Hughes, â€Å"Negro. † Selected Poems (New York:Alfred A. Knopf, 1979), p. 8. Langston Hughes, â€Å"I, too, Sing America. † Selected Poems (New York: Alfred A. Knopf, 1979), p. 275. Langston Hughes, â€Å"One. † Selected Poems (New York:Alfred A. Knopf, 1979), p. 92. Langston Hughes, â€Å"Vagabonds. † Selected Poems (New York: Alfred A. Knopf, 1979), p. 91. Langston Hughes, â€Å"The Big Sea† The Collected Works of Langston Hughes ( New YorkJoseph Mclauren, 1979) Volume 13 P 165 Langston Hughes, â€Å"Merry-Go-Round. † Selected Poems (NewYork: Alfred A. Knopf, 1979), p. 194.

Cross-Ethnic Friendships in Schools Make Youths Feel Less Vulnerable, Assignment

Cross-Ethnic Friendships in Schools Make Youths Feel Less Vulnerable, Safer - Assignment Example It is important in any age, but it is especially important for teens. The psychological problems a child may face can result in serious conflict that can influence student’s study progress. In this situation a person can become lonely and this loneliness can influence his life greatly. It is necessary this issue should be analyzed properly. In the modern world psychological problems are closely connected with multicultural relations. This problem was depicted in the article under consideration. Analyzing primary and secondary sources we will try to prove that cross-ethnic environment is very beneficial for children. The number of researches has been devoted to the issue of cross-ethnic friendship in schools. Schools are the places, where the identity is formed. Here the children learn the main principals they will follow in their life, they learn how to communicate and how to behave. The work that was conducted in the University of California, Los Angeles and the University of Groningen in the Netherland has revealed the interdependence between the concepts of friendship and vulnerability. Researches state: â€Å"we propose that cross-ethnic friendships might partly account for the relation between classroom ethnic diversity and perceived vulnerability. Forming friendships with classmates from different ethnic groups as classroom diversity increases (greater availability) can help ward off potential harassers from those groups as well as buffer the negative effects of peer harassment† (Graham & Munniksma, 2013, p. 2). It can be easily explained that the representatives of different cultures try to unite and organize communities, where they may feel safe. The professors, who work in the abovementioned universities underlined such cross-ethnic communications and friendship can bring only advantages to students. However, it is essential to take into account a great number of peculiarities. The school program and other facilities should be formed cons idering special characteristics of every ethnic group in order to make the study comfortable for them. Such approach can solve many problems connected with the education itself as far as with the psychological issues. The researchers emphasize that the cross-ethnic friendship is not a rare phenomenon today. It is enough to visit an ordinary American middle-school class to see the diversity. The studies have shown that the more diverse the class, the more protected the children are. It means they do not feel themselves vulnerable. Real friendship is not temporary issue, and certainly it should not be considered such. People who have real friends are lucky ones. Those who have friends are psychologically stable. Friendship provides the emotional security and some kind of shelter. The study reveals that person who has at least one friend is not so helpless, is more self-assured and not psychologically vulnerable. The interesting question arises on the matter of similarity and dissimila rity between the students who study in semi diverse class and those who study in multi diverse one. In the most cases people choose friends considering their special characteristics, like gender, ethnicity, the color of skin etc. Actually, this is the main reason of discrimination which arises in our society today. The next important issue is propinquity. â€Å"

Good species Essay Example | Topics and Well Written Essays - 500 words

Good species - Essay Example Second is the United Nation which replaced the League of Nation established in the year 1945 purposed to promote peace and stop chaos between nation-states. Third, is the global World Trade Organization (WTO), established to encourage free trade between nations. Fourth, are the regional organizations e.g. EU, NATO, AOS and AU and Product-specific IGOs like OPEC (Campbell, MacKinnon, and Stevens 51-121). NGOs, on the other hand, are private and individualized organizations that are free from government involvement. There are three classes of NGOs that are the environmental, humanitarian/Human rights and development. Environmental NGOs have obligations to promote clean and natural environment globally. Environmental NGOs duties involve the initiation of water, land and air clean-up; animal, landscape and resource preservation; and maintainable land use and resources (Campbell, MacKinnon, and Stevens 51-121). Development NGOs offers aid to promote social, political and economic growth in third world countries. Its efforts are on the expansion of economic and social structures, which enhance communities and terminate poverty in the society. Development NGOs duties involves school establishment, offering small loans to individuals, establishment of health-care amenities and programs, and providing farming education to the communities (Campbell, MacKinnon, and Stevens 51-121). Humanitarian/ Human rights NGOs have the obligation to supervise and report all abuses to human rights. Amnesty International is the most eminent NGOs responsible in researching and taking actions to stop and prevent human rights abuses. The organization carry out its duties with the guidance of rights reserved in Universal Declaration of Human Rights; rights that ask all the governments and other potent bodies obey the law. The organization duties involve various operations formulated to terminate women violence,

Housing Market in Australia Essay Example | Topics and Well Written Essays - 1500 words

Housing Market in Australia - Essay Example Bourassa (1996) has stated that the measures required for identifying the affordability of housing-ownership is primarily based upon the accumulated data but it is required to ignore the distribution of wealth and income as well as the ranges of housing prices. For analyzing the trend of housing pattern in Australia, Bourassa (1996) builds a study based upon the previous research of Grigsby and Rosenburg. The study then, proposes a method of Borrowing Constraint. The method of Borrowing Constraint was applied from the year 1989 to 1990 for household survey data for Melbourne and Sydney, Australia. The results concluded that there are hypothetical changes in interest rates and deposit requirements are kept minimum. Along with these results, furthermore, it had been concluded that under any given scenario, there is very diminutive percentage of people who are living in rented households to afford private ownership without putting themselves into the circle of poverty (Bourassa). Anothe r study conducted by Beer (1999) stated that there have been many changes in the private rental sector within the housing system of Australia. It has moved itself from the tenure of transition that is primarily comprised of saving of young household. Increase in the prices of real houses, increasing interest rates, increase in the rate of deaths of household through separation and divorces, changes in the pays of workers and inability to maintain the position of the tenure. Moreover, Beer (1999) also stated that there has been decline in access to public housing. Research conducted by Beer (1999) had emphasized on the changing dimensions of the private rental housing within Australia. The nature of investors and the size of investment in the sector of housing stocks had also been examined. Furthermore, the impact of the investment strategies on the housing sector market of Australia was also highlighted (Beer). Hayward (2008) conducted a study to determine whether the property owner s in Australia are reluctant or not. The paper covered the history of public housing and property owner in Australia. The study conducted by Hayward (2008) revealed that the golden era of public housing in Australia was from 1945 to 1956. During this time, the Commonwealth State Housing Agreement (CSHA) laid a foundation for making public housing system more viable in Australia. After that, the history of public housing started to cripple in this country. Emphasis on housing policy shifted from rentals to home ownership. Despite of viewing the development of State Housing Authorities, some people claim that this decade was not as substantial nor it was that decade where it would be favorable to return. In long run, the history of Australia is the one where the Government has been best reluctant landlords. The era from 1945 to 1956 is considered as best understood in this general trend (Hayward). The paper presented by Wulff and Maher (2010) examined the housing characteristics of pr ivate renters in Australia in long run. The study comprised of a sample of 4677 private renters. The sample had been drawn from ABS Survey of Rental Tenants 1994. The results revealed that 40% of the renters were long-term renters, having rented their property for more than 10 years, which shows that there has been substantial trend of rented household in Australia. Long-term conditions were further divided into