The Poetry of Elizabeth Bishop Essay Example for Free

The Poetry of Elizabeth Bishop Essay In my answer I will be talking about my ideas on the themes, styles, and images in the poetry of Elizabeth Bishop. Elizabeth Bishop was born on the 8th of February 1911 in Worcester, Massachusetts. Her father died when she was eight months old and her mother, in shock, was sent to a mental hospital for five years. They were separated in 1916 until her mother finally died in 1934. She was raised by her grandparents in Nova Scotia. There are four main themes in the poetry of Bishop. These include nature, childhood, domesticity/motherhood, and the resilience of the human spirit. The two poems I will be discussing about in my answer related to the following themes are ‘Sestina’ and ‘The Filling Station’. The two themes I will be discussing about are domesticity and childhood. The first poem I will be discussing on is ‘Sestina’. The theme in ‘Sestina’, which I will be discussing, is childhood and domesticity. In ‘Sestina’ Bishop is looking back at her childhood in a child’s perspective. The use of the third person voice in Sestina blends the poets adult perspective with the childs. A sestina is a seven stanza poem with 6 lines in every stanza except for the last one, where there are only three. If we look at the last word in every line of the first stanza we realize that house, almanac, stove, grandmother, child, and almanac are used over and over again as the last word of every line, except the last stanza where there are two words in every line. The reason why Elizabeth Bishop titled her poem after the form it was written in was because she wanted the reader to understand the way a child sees. A child rearranges things until it makes sense, the way the words are rearranged over and over again. In stanza five of the child is drawing a picture. The picture is an outlet of the child’s emotion. I think this is a great way of doing so, after all a picture tells a thousand words. The picture the child draws therefore reflects truly what the child dreams of, †Å"a rigid house† and â€Å"a man with buttons like tears†. Apparently, this is a complete contrast to the current situation. It is a happy past that she’ll never have again. It is the bitter mirror image of the present and the past of dream and reality. Although, in the last two stanzas the mood of the poem takes a turn for a brighter theme because of the child’s picture â€Å"†¦little moons fall down like trees from between the pages of the almanac into the flower bed†¦Ã¢â‚¬  Personally, I take the image of flowers in the rain as a very interesting one. It resembles the silver lining in every cloud and the light at the end of the road. It’s about restoring hope in the face of affliction. This is clearly shown at the beginning of the last stanza. The verse â€Å"time to plant tears, says the almanac† marks the turning point of the poem. It is also at this moment that the child becomes happy, therefore not being completely unhappy. It’s time for the grandmother to bury her tears in the earth and grow hope. The message of the poem is then unveiled: there will be a rainbow after the rain, just as there will always be hope for tomorrow. â€Å"The grandmother sings to the marvellous stove and the child draws another inscrutable house†. The grandmother stops crying and starts to sing, the child stops dwelling on the past and starts to draw the future. The almanac in the poem represents the domestic. Its secular and full of information. We have this domestic scene with a stove a grandmother and a childbut then we have tears. The tears tip the poem towards the absurdity. The child can sense the grandmothers tears even though she is trying to hide it. The child expresses this through the picture she drew if a man with buttons like tears,, and by watching the teakettles small hard tears dance like mad. And in the last stanza where it ends with an inscrutable house, the last thing that should be inscrutable is her house. But in this case there are many symbols and the child is having a difficult time making sense out of things, so even though we have this domestic scene, it isnt really. I think that the tears are from the lack of the grandmothers children, the childs mother. Maybe thats the unspoken reason. The second poem I will be discussing is ‘The Filling Station’. In this poem I will be discussing the theme of domesticity/motherhood. I think it is the domestic details that fascinate the poet in this poem. I think so because the poet seems to write in a lot of detail about the domestic items in the â€Å"little, filling station†. Instead of saying it’s an oily filling station, she describes it further in saying it’s â€Å"oil-soaked, oil-permeated to a disturbing, over-all black translucency†. This is one example of her in-depth detail of the filling station in the poem. The two things in which she goes into extreme detail in are the â€Å"doily† and the â€Å"plant†. She becomes very interested in these two domestic objects because they greatly contrast the atmosphere which the poet saw the filling station to be, â€Å"somebody embroidered the doily. Somebody waters the plant, or oils it maybe.† This shows how interested the poet was in these two objects. I understand the â€Å"somebody† in stanza six to be a caring mother. This may be linked to Bishop’s personal life in that she lost her own mother and is longing for a caring mother figure in her life, or, at least, in her life as a child. The realisation that the mother isn’t to be seen happens gradually as we see that it’s a family filling station and that there is wicker furniture, a woman’s touch surely, but then the sudden realisation floods Bishop in the sixth stanza when she repeats the word â€Å"somebody† again and again. The repetition of â€Å"somebody† appears to be a method of ignoring who this person might be even though the association is obvious. Bishop seems to be hiding from the realisation, reinforcing the thoughts that this is about her own lack of a mother. One of the things I love the most about the poetry of Elizabeth Bishop is the imagery. Elizabeth Bishop is well-known for her ability to take the mundane or most unimportant things in life and use her imagination to change it into something completely out of the ordinary. ‘The Fish’ is a great example of this. Elizabeth Bishop is renowned to write poetry about the beauty of poetry. This poem is not an exception. Bishop merely catches a fish, yet by her imagination and creativity, which is a part of her poetry, she is able to imagine the fish beyond what it is, not only talking about its skin but also talking about its innards and portraying it as a war veteran. In fact, the ending speaks of how Bishop even begins to see the colours of the rainbow. Sad to say, the poem focuses more on poetry itself; it is unlikely the poem is speaking of morality or life and death between herself and the fish. This is what makes it such a great poem. The main thing I like about this poem is the vivid imagery Bishop gives, especially when describing the fish. In this poem, the central image is of the poet holding the fish beside her rented boat. There are three main groups of factual images. The first group contains thirteen physical images of the fish: â⠂¬Ëœtremendous fish†¦ mouth†¦ brown skin †¦ speckled with barnacles†¦ infested with tiny white sea-lice†¦ his gills were breathing in the terrible oxygen†¦ the coarse white flesh the big bones and the little bones†¦ his shiny entrails†¦ the pink swim-bladder†¦ his eyes†¦ mechanism of his jaw†¦ his lower lip’ The second group contains seven factual images of the boat: ‘ beside the boat†¦ the little rented boat†¦ the pool of bilge where oil had spread a rainbow around the rusted engine†¦ to the bailer rusted orange†¦ the sun-cracked thwarts†¦ the oarlocks on their strings†¦ the gunnels†¦Ã¢â‚¬â„¢ The third group contains seven factual images of fishing: ‘ my hook fast in a corner of his mouth†¦ five old pieces of fish-line†¦ or four and a wire leader with the swivel still attached†¦ with all their five big hooks grown firmly in his mouth†¦ A green line, frayed at the end where he broke it†¦ two heavier lines†¦ and a fine black thread still crimped from the strain and snap †¦Ã¢â‚¬â„¢ Overall, there is a great variety in the imagery used in this poem, which is why I like the imagery in this poem. The writing style of Bishop was very different in comparison to her notable contemporaries such as Robert Lowell and John Berryman. In contrast to their confessional style involving large amounts of self-exposure, Bishops style of writing, though it sometimes involved sparse details from her personal life, was known for its highly detailed and objective, distant point of view and for its necessity on the personal subject matter that the work of her contemporaries involved. In contrast, when Bishop wrote about details and people from her own life, as she did in her story about her childhood and her weeping grandmother in Sestina, she always used discretion. Sestina, in other words, is not personal confession, as the lack of personal names indicates, but representative in the way that a tale is. Along with the persona, the point of view, and the poetic form, the language creates a complex experience for the reader. One sympathizes with the grandmother and the child, sensing sorrow, yearning, and the tensing of the childs effort to be an individual within the sheltering, suffocating domestic scene. Yet one also hears wariness in Bishops telling of their story.

Multiple Sclerosis :: essays research papers

Multiple Sclerosis Jason Garoutte November 18, 1996 English / Mr. Blunt Multiple sclerosis is one of the most misunderstood diseases of this century. Since it's discovery, there is still no known causes, no proven treatments, and no known cure, yet it affects possibly five hundred thousand people in the United States alone. People need to learn more about this disease so it can be brought to the attention of the nation. Multiple Sclerosis is a disease of the central nervous system. It destroys the fatty myelin sheath that insulates your nerve cells. Without this insulation, nerve communication is disrupted. The body then makes this worse by repairing it, and clogging the area with scar tissue. Signals going from your brain and brain stem, such as muscle coordination signals or visual sensation signals, are slowed greatly, or just blocked off. Thus, a person afflicted with Multiple Sclerosis can suffer any number of symptoms. Researchers are not sure yet as to the cause of Multiple Sclerosis. There is a kind of deadlock among scientists and doctors whether it's hereditary, viral, or a combination of the two, with the disease being hereditary, but with a viral trigger, or just a simple chemical imbalance in the immune system. One thing is certain, though. Some sort of defect in the immune system causes white blood cells to attack and destroy the myelin sheath. There are five main types of Multiple Sclerosis. The first type is Benign Multiple Sclerosis. It is the least severe, has little progression, and takes up twenty percent of all cases. The second type is Benign Relapsing-Remitting Multiple Sclerosis. It carries symptoms that fluctuate in severity, mild disability, and it makes up thirty percent of the total. The third type is Chronic Relapsing Multiple Sclerosis. It is characterized by disability that increases with each attack, and it is the most common with forty percent of all cases. Chronic Progressive Multiple Sclerosis is the fourth type. It has continuous disability that worsens as time goes by, and ten percent of all cases are this. The last type is a very rare class called Acute Progressive Multiple Sclerosis. This kind can kill in weeks or months, in contrast with the usual years or decades. Due to the type of disease and the areas it affects, there are a great number of possible symptoms. These symptoms can fool the most experienced physician into thinking that it is a psychological disease. The most common symptoms are bouts of overwhelming fatigue, loss of coordination, muscle weakness, numbness, slurred speech, and visual difficulties. These symptoms may occur for a number of years before one is actually diagnosed, and these symptoms

Spectroscopy Lab Report

cName: Nicholas CasselGen Chem 1210 23 March 2013 Blinded By the Light Abstract: In this experiment we were provided a cereal box spectrometer to observe the emission lines of noble gases and hydrogen. Based on the scale readings on the spectrometer and the Balmer-Rydberg formula, their wavelengths and percent error were able to be extrapolated. Based on the literature values, the cereal box spectrometer proved its value as a decently accurate spectrometer. Introduction: Every element and subsequent atom associated emits light; also know as electromagnetic radiation, when in an excited state.Analyzing this emitted light can give insight to the makeup and characteristics of them. The light given off by an energetically excited atom is not a continuous distribution of all possible wavelengths, but rather consists of a few wavelengths giving a series of discrete lines. Spectroscopy is the analysis of that emitted light and its dispersion into to it’s component wavelengths and col ors. Niels Bohr explained the discrete spectrum of hydrogen? by relating it to the electron. Normally the electron in the hydrogen atom is located in the first energy-level.When a hydrogen atom atoms gains energy, the electron moves from a lower energy-level to one of higher energy. The energy gained by the atom is exactly the amount of energy needed to move the electron from the lower energy-level to the higher energy-level. With its electron in a higher energy-level, the atom is now in an unstable, higher energy, excited state. The tendency is for electrons to occupy the lowest level available. So shortly after gaining the energy, the electron returns to a lower energy-level. Energy must be given up when this occurs, and the energy is lost as light.Each line in the emitted light of hydrogen represents the movement of an electron from a specific outer level to a specific inner one. We judge this emitted light against the electromagnetic spectrum with a spectrometer. A spectrometer is an instrument that gathers light particles (photons) and is able to determine the chemical make-up of the source. A spectrometer breaks up a beam of light into its component colors. Usually it uses a prism or a diffraction grating. Light goes in as a beam of white light and is split into a rainbow. Particular atoms generate light at particular frequencies (colors) and so can be identified in the lab.The electromagnetic spectrum is the range of all possible wavelengths of electromagnetic radiation. This range extends from sub-radio waves to gamma rays. Visible light falls within this spectrum. The light emitted by each element is independently different and has different â€Å"colors† that can be seen on the spectrum. The Balmer-Rydberg formula is used to describe the emission lines of hydrogen across the entire spectrum and not just visible light. The purpose of this laboratory experiment is to see the emitted wavelengths of elements through a spectroscope and calculate th e wavelengths with the Balmer-Rydberg formula.Then with the calculations, relate them to the atom. I believe that with the correct calculations and comparisons the wavelengths, each emission line will be able to be determined. Experimental The procedures as per the lab manual page 258 (Grossie, Underwood, 2012) were to first calibrate our spectroscope with helium. Looking at helium through the spectroscope, the emission lines where seen and recorded. That data was then put into Microsoft Excel and put into a graph. From the graph a formula was extrapolated. The spectroscope was used to observe and record the fours spectral lines of hydrogen.The calibration plot from helium determine the wavelengths of each of the lines by extrapolation. Comparing the calculated wavelengths to those determined from the calibration plot, and then calculate the percent error for the values. Then the spectroscope was used to view the spectral lines of argon, krypton, neon and Xenon. These noble gasses a re then calculated in the same manner as hydrogen. Data Results The wavelengths (? ) for helium for the calibration were given to us in our lab manual on page 261 (Grossie, D. , et al. 2012). With the spectroscope, the helium in the discharge tube was observed. The emission line scale eading and colors were then recorded on table 1. 1 which can be found below. These values where then put into an excel spreadsheet and graph was formed (table 1. 2). An equation was then extrapolated from the data that would give the experimental wavelength (expt ? ) values that will be used for later values. The trend line for table 1. 2 was established to see the relationship between wavelength and scale readings. Expt ? =a ? +b Expt ? =7. 1541 ? + 343. 12 TABLE 1. 1 Helium Calibration ? (nm)| Scale Reading| Color| 667. 8| 45| Red| 587. 6| 35| Yellow| 501. 6| 22| Green| 492. 2| 20| Blue-green| 471. 3| 18| Blue| 47. 1| 15| Violet| TABLE 1. 2 Helium Calibration Graph Then, by measuring and calculating the emission lines in the hydrogen line spectrum, the data on table 1. 3 was collected. The calculated wavelength (Calc ? ) was determined by the Balmer-Rydberg formula. 1? =R(1m2-1n2) R=Rydberg Constant=1. 0968x107m-1 The percent error was then calculated by the following equation. error %=(calc ? -expt ? )calc ? The experimental wavelength (expt ? ) was determined with, Expt ? =7. 1541 ? + 343. 12 TABLE 1. 3 Hydrogen Emission Scale Reading| Color| Expt ? | m| n| Calc ? | ? % error|   |   |   | 1| 2|   |   | |   |   | 1| 3|   |   |   |   | 1| 4|   |   | 45| Red| 665. 05| 2| 3| 656. 11| 1. 36| 26| Green| 529. 12| 2| 4| 486| 8. 87| 13| Blue| 436. 12| 2| 5| 433. 94| 0. 5| 29| Indigo| 550. 58| 2| 6| 410. 07| 34. 26| |   |   | 3| 4|   |   | |   |   | 3| 5|   |   | |   |   | 3| 6|   |   | The measuring and calculating of the emission lines in the Neon, Argon, Krypton and Xenon line spectrums yielded the data on tables 1. 4-1. 7. The calcu lated wavelength (Calc ? ) was determined by the Balmer-Rydberg formula. 1? =R(1m2-1n2) R=Rydberg Constant=1. 0968x107m-1 The percent error was then calculated by the following equation. error %=(calc ? -expt ? )calc ?The experimental wavelength (expt ? ) was determined with, Expt ? =7. 1541 ? + 343. 12 TABLE 1. 4 Neon Emission Ne Scale Reading| Color| Expt ? | Calc ? | % error| 45| Red| 665. 05| 640. 2| 3. 88| 38| Orange| 614. 97| 607. 4| 1. 24| 35| Yellow| 593. 51| 588. 2| 0. 9| 27| Green| 536. 28| 540. 1| 0. 7| TABLE 1. 5 Argon Emission Ar Scale Reading| Color| Expt ? | Calc ? | % error| 10| Violet| 414. 66| 454. 6| 8. 78| 32| Yellow| 572. 05| 514. 5| 11. 18| 54| Red| 729. 44| 528. 7| 37. 96| TABLE 1. 6 Krypton Emission Kr Scale Reading| Color| Expt ? | Calc ? | % error| 30| Green| 557. 74| 476. 3| 17. 09| 13| Violet| 436. 12| 406. | 7. 31| 15| Blue Violet| 450. 43| 415. 4| 8. 43| 34| Yellow| 586. 35| 520. 8| 12. 58| TABLE 1. 7 Xenon Emission Xe Scale Reading| Color| Expt ? | Cal c ? | % error| 21| Green| 493. 35| 513. 1| 3. 84| 18| Blue| 471. 89| 464. 3| 1. 63| Discussion The helium trend line in table 1. 2 shows that as the longer the wavelength gets, higher the scale rating becomes. This is because the longer the wavelength is, the less energy it has. The emission lines of hydrogen were then observed and recorded on table 1. 3 with the scale readings. The m and n levels were already given to us on the table prior to the beginning of the lab.Using the Balmer-Rydberg formula, the wavelength could be calculated. Using the calibration of helium, the experimental calculation was able to be determined with the equation extrapolated from excel. The two results gave rise to the error calculations. Comparing the hydrogen results with tables 1. 4 – 1. 7, its can be seen that there is a trend of the longer the wavelength is, the more percent error there is. Through our cereal box spectrometers, the emission lines of the low energy waves viewed a the color red are more broad than that of the high energy waves because theirs are much longer respectively.This makes it more difficult to determine the exact scale reading. With the correct calculations as proposed, each emission line was able to be determined. Conclusion The ability to observe emission lines then decipher the element is a useful application in the fields of astronomy. Astronomers are able to view the emissions and determine the chemical make up of a specific object billions of miles away. The data collected indicated that as the lower the energy of the waves, there was a error percentage. This error is also from a cereal box spectrometer.It can be inferred that there is an inherent amount of decreased precision in assessing the scale readings. Future experiments could still make use of the cereal box but also have a laboratory quality spectrometer to compare accuracy too. There could be significant human error in the construction of the cereal box versions. The results of thi s experiment, bar any inaccuracy, where still in line of the calibrated helium. References: Grossie, D. & Underwood K. (2011). Laboratory Guide for Chemistry. â€Å"Atomic Spectrometry†, Wright State University. Dayton, OH.

Code Of Ethical Conduct For Early Childhood Programs

As the new director of a childcare center serving families from a high-risk community, I would look to the National Association for the Education of Young Children’s (NAEYC) Code of Ethical Conduct Supplement for Early Childhood Program Administrators for guidance in how to conduct myself in a responsible and professional way (Baptiste Reyes, 2009). This supplement was adopted July 2006 for the purpose of giving administrators whose programs care for young children guidelines to help them make responsible decisions as an administrator. This code has five sections (Ethical Responsibilities to Children, Ethical Responsibilities to Families, Ethical Responsibilities to Personnel, Ethical Responsibilities to Sponsoring Agencies and Governing Bodies, and Ethical Responsibilities to Community, Society, and the Field of Early Childhood Education) and is broken up into two subsections (Ideals and Principles) (Baptiste Reyes, 2009). The ideals subsections are what child care professi onals should strive to achieve, whereas the principles subsections are what guide professionals in their conduct and in making ethical decisions (Baptiste Reyes, 2009). Utilizing this code of ethical conduct, I will attempt to fix the rift in trust between the parents of the children at my child care center and my staff (including myself as the director). As a director, I would choose some of the more seasoned staff members to meet with me as part of a task force to rectify the problems at theShow MoreRelatedA Professional Teacher Is Not An Easy Task Essay1310 Words   |  6 Pagesto give a particular form of the professional teacher. Each feature is designed in the standards of preparation of professionalism and are relating to moral and behavior principles. First one is possess the knowledge and skills. 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