Jungle Night :: essays research papers

Critical Analysis of Jungle Night The speaker of the poem is a civilian observer, probably a local. There is a sense of tension and fear in the speaker’s tone. The speaker uses an observatory tone in the poem, a combination between 1st and 3rd person. The author shows us that the speaker is an observer when he says "They are not there†¦/You finger the trigger of your Bren." (ll. 8&10) You can clearly see that the author creates tension when he says "Half-fearing, half-desiring the sudden hell/ Pressure will loose." (ll. 11-12) The poet has a way of building us up to a climax then letting us down, and again he gets us on the edge of our seat, only to sit back down quickly. This poem is written very literally and does not have any deep hidden meanings. The author gives us a sense of predator prey between the "Man with the green cigarette" and the "Man with the dark blue cloak." We are given a feeling that the cigarette man is hunting and stalking waiting to kill the man with the cloak. The author also uses the image of a "Man with the tiny anvil" who we see as really un-important however we fail to realize that he actual adds a great deal of suspense with the way he taps the metal. In the first stanza he "†¦Strikes it softly like a bell-Tink-tink; tink-tink." (ll. 3-4) and in the second to last stanza "Strikes-twice; Strikes-twice" (l. 21) which gives a sense that something more is yet to come. In the first stanza when the two men are first introduced, the author uses very soft words, which gives us a sense of peace and serenity. However in the second to last stanza he uses onomatopoeia again saying "Drip-drip; drip-drip"(l. 19) and "Strikes-twice; strikes-twice"(l. 21) which shows us that there is a greater sense of urgency arising and perhaps something is going to happen between these men. Through the use of the language the author is able to give us a sense of what the lone soldier with the Bren is feeling when he sees the two men walk by. The speaker gives us a very human feel when he says, "They are not there/then one of the whistles softly/you finger the trigger of your Bren (ll. 8-10), which allows us to connect with this soldier on a very real and human level.

5 Dangerous Things You Should Let Your Kids so

GEVER TULLY: 5 DANGEROUS THINGS YOU SHOULD LET YOUR KIDS DO Welcome to â€Å"Five Dangerous Things You Should Let Your Children Do. †Ã‚  I don't have children. I borrow my friends' children, so  (Laughter)  take all this advice with a grain of salt. I'm Gever Tulley. I'm a contract computer scientist by trade,  but I'm the founder of something called the Tinkering School. It's a summer program which aims to help kids to learn  how to build the things that they think of. So we build a lot of things. And I do put power tools into the hands of second-graders.So if you're thinking about sending your kid to Tinkering School,  they do come back bruised, scraped and bloody. So, you know, we live in a worldthat's subjected to ever more stringent child safety regulations. There doesn't seem to be any limit on how crazy  child safety regulations can get. We put suffocation warnings on all the — on every piece of plastic film  manufactured in the United States or for sale  with an item in the United States. We put warnings on coffee cups to tell us  that the contents may be hot.And we seem to think that any item  sharper than a golf ball is too sharp  for children under the age of 10. So where does this trend stop? When we round every corner and eliminate every sharp object,  every pokey bit in the world,  then the first time that kids come in contact with anything sharp  or not made out of round plastic,  they'll hurt themselves with it. So, as the boundaries of what we determine as the safety zone  grow ever smaller, we cut off our children from valuable opportunities  to learn how to interact with the world around them.And despite all of our best efforts and intentions,  kids are always going to figure out  how to do the most dangerous thing they can,  in whatever environment they can. So despite the provocative title, this presentation is really about safety  and about some simple things that we can do  to rais e our kids to be creative, confident  and in control of the environment around them. And what I now present to you is an excerpt from a book in progress. The book is called â€Å"50 Dangerous Things. †Ã‚  This is five dangerous things.Thing number one — play with fire. Learning to control one of the most elemental forces in nature  is a pivotal moment in any child's personal history. Whether we remember it or not,it's a — it's the first time we really get  control of one of these mysterious things. These mysteries are only revealed  to those who get the opportunity to play with it. So, playing with fire. This is like one of the great things we ever discovered, fire. From playing with it, they learn some basic principles about fire,  about intake, about combustion, about exhaust.These are the three working elements of fire  that you have to have to have a good controlled fire. And you can think of the open-pit fire as a laboratory. You don't know what they're going to learn from playing with it. You know, let them fool around with it on their own terms and trust me,  they're going to learn things  that you can't get out of playing with Dora the Explorer toys. Number two — own a pocketknife. Pocketknives are kind of drifting out of our cultural consciousness,  which I think is a terrible thing. Laughter)  Your first — your first pocketknife is like the first universal tool that you're given. You know, it's a spatula, it's a pry bar,  it's a screwdriver and it's a blade. And it's a — it's a powerful and empowering tool. And in a lot of cultures they give knives —  like, as soon as they're toddlers they have knives. These are Inuit children cutting whale blubber. I first saw this in a Canadian Film Board film when I was 10,  and it left a lasting impression, to see babies playing with knives. And it shows that kids can develop an extended sense of self  through a tool at a very young age. You lay down a couple of very simple rules —  always cut away from your body, keep the blade sharp, never force it  Ã¢â‚¬â€ and these are things kids can understand and practice with. And yeah, they're going to cut themselves. I have some terrible scars on my legs from where I stabbed myself. But you know, they're young. They heal fast. (Laughter) Number three — throw a spear. It turns out that our brains are actually wired for throwing things  and, like muscles, if you don't use parts of your brain,  they tend to atrophy over time.But when you exercise them,  any given muscle adds strength to the whole system  and that applies to your brain too. So practicing throwing things has been shown to  stimulate the frontal and parietal lobes,  which have to do with visual acuity, 3D understanding,  and structural problem solving, so it gives a sense —  it helps develop their visualization skills and their predictive ability. And throwing is a combi nation of analytical and physical skill,  so it's very good for that kind of whole-body training. These kinds of target-based practice alsohelps kids develop attention and concentration skills.So those are great. Number four — deconstruct appliances. There is a world of interesting things inside your dishwasher. Next time you're about to throw out an appliance, don't throw it out. Take it apart with your kid, or send him to my school  and we'll take it apart with them. Even if you don't know what the parts are,  puzzling out what they might be for  is a really good practice for the kids  to get sort of the sense that they can take things apart,  and no matter how complex they are,  they can understand parts of them and that means that eventually,  they can understand all of them.It's a sense of knowability, that something is knowable. So these black boxes that we live with and take for granted  are actually complex things made by other people  and you can understand them. Number five — two-parter. Break the Digital Millennium Copyright Act. There are laws beyond safety regulations  that attempt to limit how we can interact with the things  that we own — in this case, digital media. It's a very simple exercise — buy a song on ITunes, write it to a CD,  then rip the CD to an MP3 and play it on your very same computer. You've just broken a law. Technically the RIAA can come and persecute you.It's an important lesson for kids to understand —  that some of these laws get broken by accident  and that laws have to be interpreted. And it's something we often talk about with the kids  when we're fooling around with things and breaking them open  and taking them apart and using them for other things —  and also when we go out and drive a car. Driving a car is a — is a really empowering act for a young child,  so this is the ultimate. For those of you who aren't comfortable actually br eaking the law,  you can drive a car with your child. This is — this is a great stage for a kid.This happens about the same time  that they get latched onto things like dinosaurs,  these big things in the outside world  that they're trying to get a grip on. A car is a similar object, and they can get in a car and drive it. And  that's a really, like — it gives them a handle on a world  in a way that they wouldn't — that they don't often have access to. So — and it's perfectly legal. Find a big empty lot, make sure there's nothing in it  and it's on private property, and let them drive your car. It's very safe actually. And it's fun for the whole family. So, let's see. I think that's it. That's number five and a half. OK.

Paul D. Challenging the View that Morrison is a Feminist...

Does the character of Paul D challenge the view that Morrison is a feminist writer? Paul D is a character who has suffered tremendously at the hands of slavery. His brutal ordeals as part of the chain gang show how much this has affected him. This is designed to create pathos for the character and this pathos is heightened when he is portrayed as a strong yet kind character, a ‘gentle giant.’ He is also proud of his masculinity and values a sense of autonomy when he is allowed one. This suggests that his character does challenge the view that Morrison is a feminist writer. Alternatively, the character of Paul D could be viewed as a weak one. His strength at times is portrayed as negative and his â€Å"manly† thoughts mean that he†¦show more content†¦Finally, he is proud of his masculinity under Mr Garner at Sweet Home and decides â€Å"that was where his manhood lay† showing that he values the sense of autonomy given to him by Mr Garner. This challenges again, the view that Morrison was a feminist writer. Another way in which Paul D’s character challenges the view that Morrison is a feminist writer is in his kind nature. In the opening chapter he is shown to be â€Å"the kind of man who could make a woman cry† He is immediately shown as a man who can relate to the feelings of women, and as a kind and caring person who women can open up to. This is highlighted by the fact that â€Å"there was something blessed in his manner.† The word â€Å"blessed† here brings religious connotations which associate Paul D with being a healer or someone who will listen to the problems of others and help solve them. It elevates him to the point where is suggests male superiority, thus challenging the view that Morrison is a feminist writer. When he arrives at 124, he takes Sethe and Denver out to the festival. Sethe realises when they are walking that â€Å"they were not holding hands, but their shadows were.† This could suggest, had it not been up heaved by the arrival of Beloved, that the coming of Paul D could unify 124 and could finally make it a positive environment. It is also shown that Paul D is positive in the sense that he says â€Å"howdy to everyone within twenty feet.†Show MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesFine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis:Read MoreLogical Reasoning189930 Words   |  760 Pagesother subject, and it is not a book about what you ought to believe about some subject. Although many scientific studies of decision-making have shown that people tend to sift sources of information looking to reinforce existing views rather than to accept the view that is backed up with the better argument, our course is designed to combat this tendency. Facing a Decision as a Critical Thinker Imagine this situation. You are on a four-day backpacking trip in a national wilderness area with