The Inspiring Rhyme of Gwendolyn Brooks :: Literary Analysis, We Real Cool

In â€Å"We Real Cool,† by Gwendolyn Brooks, one can almost visualize a cool cat snapping his fingers to the beat, while she is reading this hip poem. Her powerful poem uses only a few descriptive words to conjure up a gang of rebellious teens. Brooks employs a modern approach to the English language and her choice of slang creates a powerful jazz mood. All of the lines are very short and the sound on each stop really pops. Brooks uses a few rhymes to craft an effective sound and image of the life she perceives. With these devices she manages to take full control of her rhyme and cultivates a morally inspiring poem. Brooks’ selection of single syllable words helps set the rhythm of a jazz mood. The monosyllable words provide a rhythmical tool for generating a snappy beat to her tale. Her repetition of rhyming words close together adds unity to the poem. By placing the one syllable words close together: â€Å"cool / school† (1-2) and â€Å"sin / gin† (5-6), it emphases each word. The feelings and imagery are clear in this poem. The rhyming lines in her verse contain only three words, and it keeps the poem’s rhythm moving. The short verse makes it easy to remember. The short lines speed it up, but the sound on each stop really stands out. Only the subtitle is longer, which Brooks utilizes to encompass the setting. Her careful use of short words keeps the beat and describes what the boys are doing, like leaving school, or staying out late. These simple Anderson 2 words represent the gang’s lack of language skills. This symbolizes uneducated boys talking. She does it with such vivid verse and ethnic slang that it gives this poem a unique style. Brooks employs more than one rhyming device. She exercises end rhyme in the poem. Brooks’ words rhyme at the end of each sentence. Often in rhymes, the sentence ends with the rhyming word, but not here. The poem’s sentences end in the middle of the line, because Brooks chose to create a metrical pause or caesura. The repetition of â€Å"We† at the end, helps to keep the audience focus on the gang. Brooks applies internal rhyme before the end. â€Å"We / Sing in. We / Thin gin† (5-6) shows internal rhyme. The gang is proud and boasting about their lives. This conjures up visions of the boys bad choices, but it also helps you see the connection in the lines.

Can We Talk

CAN WE TALK? RESEARCHER TALKS ABOUT THE ROLE OF COMMUNICATION IN HAPPY MARRIAGES JOSEPH BUTLER COM 200 INTERPERSONAL COMMUNICATION PAUL HUBBLE September 11, 2012 Yes I can relate to the article on the importance of self- disclosure in relationships, without revealing this sensitive information about one’s inner desires or should I say one’s personal feelings there will be limited knowledge of that person’s private feelings in the relationship.Terri Orbuch, a research scientist at the Institute for Social Research at the University of Michigan wrote; â€Å"In 1987, a review in the journal of sex and Marital Therapy found that higher rates of self- disclosure were tied with higher rates of marital satisfaction. Expression of love and support was also linked to happy marriages. † Tribune News Service [Washington] 17Jan 2011. My spouse had this very hard way of expressing her inner feelings to me. We lived each day wandering or trying to figure out what to say to one another at times.Also we would live and sleep together as strangers without knowing what or if a problem exist in the relationship. It is hard to live with someone and not know that person in the relationship, intimately or sexually. Yes, I agree that self- disclosure is important to satisfaction in relationship. Yes, there are certain similarities in gender concerning the role played by each in a relationship. Terri Orbuch who wrote;† Affective Affirmation†Ã¢â‚¬â€Basically, behavior that makes your partner feel loved, cared for or special—plays a role in happy marriages and that men need it more than women. † Tribune News Service [Washington] 17 Jan 2011.Doris Wild Helmering, Happy Marriages, part two wrote; â€Å"People who have good marriages are not critical of each other. The spouses realize that their partners have flaws and no one is perfect. When they see shortcomings in their spouse, they smile and think, â€Å"So what†, or â€Å"W ho cares? † With flaws that they are not able to easily discount, they ask their spouse for help. † [St. Louis,Mo. ] 02 Oct. My spouse and I find a common ground, if one think there is a problem let the other know so that we do not have to live with the problem. No, I do not think I fit into the generalization regarding ender. I live open minded and flexible in my relationship with a spouse.Reference Doris, W. H. (1995, Oct 02), Happy Marriages, part- two. St. Louis Post- Dispatch (pre- 1997 Full text), pp. 04-04, E. Retrieved from http://search. proquest. com/docview/305087665? accountid=32521Schoen Shoenberg, N. (2011Jan 17), Can We Talk? Researcher talks about the role of communication in happy marriages. McClatchy – Tribune News Service,pp. n/a. Retrieved from http://search. proquest. com/docview/840600645? accountid=32521Schoen

Prejudice in the Merchant of Venice Essay

Prejudice is a significant theme in The Merchant of Venice. This is expresses at various occasions throughout the novel. One of the most significant examples of prejudice in this novel is the Anti-Semitic views of the Christian citizens in Venice. A second act of prejudice in The Merchant of Venice occurs when the Prince of Morocco arrives in Venice. The third example, though more subtle, is the prejudice towards the Prince of Arragon. These three examples fall in to two major categories, racial prejudice and religious prejudice. The Anti-Semitic views in The Merchant of Venice play an important part in the novel. Without the Anti-Semitic views, the elopement plot and the bond plot would not be in existence. If Jessica were Christian, Shylock would have embraced the marriage of Lorenzo and Jessica. Religion, however, intervenes and causes Shylock’s anger at his daughter. The bond plot simply is based on religious tension. Shylock the Jew would not have been so hostile towards Antonio and Bassanio had they all been Jewish or Christian. The behavior in the court room also made a heavy contribution to the Anti-Semitism in The Merchant of Venice .The punishments for Jews were far worse than those given to Christians. Jews had seriously harsh restrictions allowing them to only be money-lenders. The second example of prejudice occurs between Portia and the Prince of Morocco. This prejudice, however, is not religious like the prejudice between Shylock and Antonio, but is more of a form of racial prejudice. As the second act begins, Morocco states, â€Å"Mislike me not for my complexion, the shadowed livery of the burnished sun.† (2.1.1-2). This was said to Portia to ask her not to judge the prince on his complexion, but rather that he be judged on what is inside of him. Portia, however, had decided that she would not enjoy marrying the prince. She expresses her prejudice by saying, â€Å"If I could bid the fifth welcome with so good heart as I can bid the other four farewell, I should be glad of his approach. If he have the condition of a saint and the complexion of a devil, I had rather heshrive me than wive me.† (Shakespeare 127-131) Her decision was clearly made and despite the Prince’s efforts to help her understand that he was just like any man she remained adamant about her agreement. The third example of prejudice, also racial, is towards the Prince of Arragon. The Prince of Arragon is mocked in various manners throughout the scene in which he chooses the casket. The Prince’s name added a form of comedy to the story. His name, Arragon, similar to Arragon, told the reader about his attitude and personality in general. The Prince of Arragon also stated, â€Å"What’s here? The portrait of a blinking idiot presenting me a schedule!† (2.9.58-60). This statement is also insulting towards the prince due to the fact that he can’t even recognize his own self. Secondly, he referred to the image in the mirror as a blinking idiot. The prejudice here is given my Shakespeare and added instead of being given on from another character, it is expressed as a trait of the Prince of Arragon himself. Shakespeare, in this case, shows prejudice, not a character. The role of prejudice plays an important role in The Merchant of Venice. This prejudice, however insulting and mean it seems now was not as badly viewed in the Elizabethan era. In fact, this prejudice was completely normal. The persecution and prejudice towards Jews, colored people, and people from certain nations was a regular part of daily live. Without the prejudice in The Merchant of Venice, the novels plot would be meaningless.

Psychology Paper Parenting Styles

Parenting Styles, Discipline, and Behavioral Outcomes Many psychologists throughout history have indulged in studies related to parenting behavior and how children are affected from such behavior. The work of Diana Baumrind, which is considered to be one of the most influential and well-studied theories of parenting behavior, was the first to identify three styles of parenting (Sclafani 44). These styles of parenting are called authoritative, authoritarian, and permissive. This paper will further explain descriptions of these styles and the typical behaviors of children as a result of each style.This paper will also provide insight on the parenting style I was raised on along with my thoughts on types of discipline I might use in the future with my own child. As discussed in the introduction, there are three different styles of parenting, authoritative, authoritarian, and permissive. Each style has different characteristics and outcomes of behavior from a child, both negative and pos itive. Authoritative parenting is considered most effective. Authoritative parents provide direction and clear rules but not for the sake of blind obedience (Kimball 44).Authoritative parents are willing to discipline the child if misbehavior occurs and rewards behavior that is considered accomplished. Authoritative parenting also provides the nurture and acceptance and enforces independence a child needs as they grow older. This parenting style is associated with high achieving children. These children are typically well-mannered, well- behaved, and goal- oriented. These children also have self- confidence and are excellent in engaging in group activities with peers.Through research it has also been found that fewest numbers of drug issues and problems when the children reach adolescence are associated with this parenting style (Sclafani 46). Another parenting style to discuss is the authoritarian parenting style. With this parenting style, parents provide little nurture and accept ance but are extremely controlling and demanding. These parents strongly believe in rule enforcement and order. Authoritarian parents normally do not interact with their children in positive ways and usually install fear into the child. Punishment is usually harsh and given without explanation.Children with authoritarian parents are often anxiety- ridden. Studies have shown that these children have lower self- esteem, show high aggressiveness and typically do less well in school. Permissive parenting consists of high nurture and acceptance, but these parents lack structure and control. These parents look at their children as â€Å"free spirits† who need space to learn and grow. Permissive parents are usually inconsistent with discipline. Children with permissive parents normally are impulsive and irresponsible. These children also lack any self- control since none was expected (Sclafani 47).What exactly causes a teenager to rebel? This question is asked by millions of parents across the nation. Adolescents are in the formal operational thought stage. Parents must realize that their teenage children will have the desire to make their own decisions and challenge any inconsistent discipline. In the broadcast video, Teens: What makes them tick, when questioned why they choose to rebel, the majority of teenagers had one main reason, they are pulling away from their parents. With authoritarian parents, teenagers feel trapped and unloved.These parents are constantly nagging, lecturing and focusing on the negative aspects along with being punitive. The teenager begins to believe the negativity and ultimately has identity foreclosure. Normally, these teenagers lack self- confidence and find ways to deal with these internal issues. Teenagers can partake in unhealthy habits such as substance abuse, becoming promiscuous, or engaging in activities outside of the room to stay away. Teenagers of permissive parents normally rebel in similar ways but have different reas oning. With permissive parents, no boundaries are set and the adolescent has total freedom to do as he or she chooses.These adolescents are normally aggressive as well, especially if parents â€Å"cave in† to the aggressiveness to avoid confrontation. When I was an adolescent, I was raised by my father since my mother did not play an active role in my life. I would classify my father’s style of parenting as authoritative. Sure, my father had his days when the other styles were apparent but for the most part he was consistent. There was plenty of love and nurture along with clear boundaries set. My father listened and sympathized with me, providing guidance as I grew older.My father’s techniques were very effective although it took a while to set in along with my character. It is because of my father, I strive to better myself every day. Discipline plays a huge role in shaping a child’s personality and behavior. In the future, I plan on taking the authorit ative approach with my child. I want my child to be involved and able to make their own decisions. I plan on giving responsibilities that is age appropriate. When my child misbehaves, I will not resort to physical and verbal punishment. I rather give â€Å"time- outs† and later explain why that behavior is not allowed and inappropriate.I want to set clear boundaries and rules and explain them not in a negative aspect, but how these boundaries and rules will benefit my child. Last but not least, I will give praise when deserved and encourage my child to continue accomplishments. As discussed in my paper, different parenting styles can make a world of difference in a child’s behavior. Authoritative, authoritarian, and permissive all have different outcomes. These styles also depend on the parent’s state of mind and past experiences. These parenting styles can shape a child’s future and create an image of how that child views itself. 914

Changes Brought by Civil Rights Movement

The Civil Rights movement, during the 1960s and 1970s, created many changes for both American society and its schools. The transformations were the result of such movements as Bilingual Education, women†s† rights activity, and the passing of the Public Law 94-142 legislation. The incorporation of these new laws and ideas into society all came with their own consequences. Each of them helped, in some way, to lessen the inequality of minority groups in America, like students whose primary language was not English, women, and handicapped children. They also faced opposition by certain groups, who did not eel that their inclusion in American life was necessary. Those fighting for the minorities, though, were steadfast in their efforts, and made many successful The Bilingual Education movement in America began in the late 1960s. It was made to be an important issue due to the fact that many Spanish-speaking children were attending schools that only included the English language in their curriculum. This resulted in low academic achievement rates for the students. Bilingual education programs were developed to try to resolve this dilemma in the American schools. In these programs, teaching was given in both Spanish nd English. Some attempts were eventually made to set a standard for the bilingual education and make it a nationally recognized idea. The Bilingual Education Act, passed by Congress in 1968, made an approach to legitimize the instruction of non-English speaking children (U & W, 317). It did not set any standards though, so how well the act was observed was basically left up to whose arguments were stronger–the opposers or the defenders. The Supreme Court popularized the issue in 1974, in the Lau vs. Nichols case. This case involved â€Å"Chinese American children in San Francisco who spoke little or no English† (ibid. . Those fighting for the children wanted them to receive extra attention in teaching English. After the Supreme Court ruled in favor of the children, various proposals were given to attempt to solve The inclusion of bilingual education in America†s school†s curriculum brought about different ideas on how to resolve the issue. The first of these approaches suggested that there be a special curriculum for non-English speakers, so that they can concentrate on learning the English language. The second involved taking non-English speaking students out of regular classrooms until they learned the language fully. The third approach, bilingual education, suggested teaching the student†s native language and English equally. According to Urban and Wagoner in American Education: A History, â€Å"advocates of this last approach sometimes emphasized biculturalism as well and These attempts were both supported and opposed by various parties. Those who defended incorporation of bilingual education into American schools included politicians and other Hispanic leaders, who were trying to prevent assimilation. Opposers included â€Å"teachers, Anglo politicians, and some Hispanic intellectuals†, who thought that it was important for the children to ssimilate in to the society (ibid. ). Women†s rights activity also became popular in the 1960s, but did not have many large effects on the schools. Teachers did not want to be involved with the feminists, and so the activists also distanced themselves from the teachers. The hard work and determination of the feminists did though, bring about the passing of the Title IX of the Higher Education Act in 1972 (ibid. , 320). This act instilled gender equality in institutions of higher education, and has played a monumental role in regulating fairness among the sexes in colleges and The Title IX continues to aid in maintaining equality between college men and women, among other things, though there is still work to be done. The act has been successful supporting attempts to bring more female administrators into schools. In actuality though, women principals and administrators in schools and school districts are still scarce (ibid. ). Public Law 94-142, the Education for All Handicapped Children Act, was an act of legislation passed by Congress in 1972. It assured that all handicapped children received equal public education. It also allowed disabled hildren to be students in regular classrooms, an idea called â€Å"mainstreaming† (ibid. ). Included in the act, was a development called the individualized education plan (IEP). This plan was for all handicapped students enrolled in the program, and it would analyze the children†s† progress, as well as any goals that Public Law 94-142 encountered intense debates from both supporters and opposers. The children and their parents greatly approved of the special education program because it provided a much more favorable education than what they were receiving previously. They were getting a chance to be educated n the same atmosphere as children without disabilities. Others who opposed mainstreaming and the special education programs included various school officials, and the parents of non-handicapped children. The officials believed that Congress was violating the school system, by enacting educational legislation, without providing a way to fund it. The parents were angered because they felt that the handicapped children brought in to the classrooms would take too much attention away from their children†s† education. This issue was never quite resolved with the legislation, and it still remains today. The Bilingual Education movement, women†s rights activity, and Public Law 94-142 are just a few of the ideas, movements, and acts of legislation that produced changes in American society and the education system in the 1960s and 1970s. Some, like bilingual education, affected what was taught in the classroom. Others, like the women†s rights movement, and Public Law 94-142, transformed the schools themselves, and also who was attending them. Each included their own outcome and consequences when they were enacted. The outcomes, in fact, have allowed for standards that exist in American schools today.

Linguistic Assignment Example | Topics and Well Written Essays - 500 words - 2

Linguistic - Assignment Example In most cases, nouns and pronouns perform the grammatical functions of subject. Because of this, nouns and pronouns should appear at the beginning of a sentence (Lyons, 75). Again, the same rules apply to the use of adjectives, since adjectives or adjectival phrases may also perform the grammatical function of a subject. Because of this, it is expedient to have a preposition or a prepositional phrase coming after the adjectival phrase functioning as the subject. It is for this reason that the sentence below may be correct. The converse of the foregoing is also true that in most cases, content words do not only serve as the subject, but also as the object. Since the object appears at the ultimate position of an active sentence, it is sound that a sentence is completed with a noun, a pronoun or an adjective. For this reason, it may be grammatically correct to say: In a different wavelength, Winston Churchill’s sentence: This is something up with which I will not put is wrong because it splits the to-infinitive. Prepositions are always combined with verbs to form the to-infinitive. Therefore, splitting the to-infinitive may make understanding the sentence difficult because it ignores the short-dependency that the to-infinitive put-up should

Are families adapting or declining Research Paper

Are families adapting or declining - Research Paper Example Moreover, the living spaces that developed close to factories and other worksites were expensive and could not be expanded as had previously been done in the rural setting. It came to be that when people lives around others who were strangers to them, their families became a refuge for them from the strange new environment in which they lived (Lasch 168). Despite the lack of any significant industrial growth in developing countries, the development of mass media, education and other services had a hand in the creation of modern families. An example of this is in some African countries where there has been a movement towards abandoning the traditional practice of polygamy and this is being replaced by monogamy due to the strengthening of marital bonds. Furthermore, the strengthening of the bond between the parent and the child over any other familial relationships has ensured that the nuclear family has developed and this is also due to the fact that emphasis is being put on what the parents owe to their children instead of what the latter owe to their parents (Coontz 9). The modern family has also seen a decrease in the number of children born within it and this can be described because of the declining death rates among children. The declining child death rates also leads to a decline in the birth rates, because parents are now more secure because they know that there are enough resources available today to ensure that their children survive. Another reason for this is the fact that the economic conditions of today do not allow parents to have more than a few children at a time because they cannot afford to have more even if they wanted to. This results in not only fewer children, but it also means that there are fewer ties to the extended family and this in turn means that in subsequent generations, there will be fewer uncles, aunts and cousins than in previous generations. Therefore, it can be said that the current economic factors as well as the small numbe r of children being born are not sufficient to sustain the type of extended family that existed before in our society (Cherlin 19). When it comes to the matter of whether the modern family is doing better than how the institutional family did, then the answer would be yes. This is mainly due to the changes that have been brought about by the modern lifestyle and these include an increase in the family’s income, a decrease in the mortality rates, an increase in life expectancy, a high nutritional status, more educational opportunities, among many others. Modern families are therefore better off with these changes than they were without them despite the fact that the institutional or extended family is collapsing. The demise of the extended family is a consequence of its members trying to adapt to the modern way of life and it is a fact that its decline and eventual fall is inevitable. It can be claimed that the modern family has come because of the commoditization of the famil y life. In order for the economy to remain profitable, ways have been devised to ensure that almost everything, especially human activity, has been turned into a commodity or a form of commodity. This commoditization of life has increased the rift between family members because some activities that used to be done exclusively within families have now