Prufrock Essays - Literature, Chapbooks, Free Essays, Term Papers

Prufrock Essays - Literature, Chapbooks, Free Essays, Term Papers Prufrock The Deeper Side of Prufrock: A Personal Analysis Thomas Sterns Eliot wrote the poem The Love Song of J. Alfred Prufrock over a period of six years and published it circa 1917 at the ripe old age of twenty-nine. As his first published poem, Prufrock revealed Eliots original and highly developed style. Its startling jumps from rhetorical language to clich, its indirect literary references, and its simultaneous humor and pessimism were quite new in English literature. (World Book, 236) Prufrocks quest for a life he cannot live and a question he has difficulty confronting is intriguingly played out in various aspects of his humanity. He is doing battle in all aspects of his personality, which establishes him as a neurotic character. Neurosis, as defined by the Thorndike/Barnhart World Book Dictionary, is: any one of various mental or emotional disorders characterized by depression, (I should have been a pair of ragged claws / Scuttling across the floors of silent seas.) anxiety, (So how should I presume? / And how should I presume? / And how should I begin? / And should I then presume?) and abnormal fears, (Do I dare disturb the universe?). The personality of Prufrock embodies these characteristics. The physical, mental, and spiritual aspects of his life are governed by this ailment. Its fingers entwine about his very soul, affecting every area of his consciousness. Physically aging, this thin, balding male is aware of his decaying image, thus more self-conscious and less confident. This cannot be more clearly stated than in lines 40-45: With a bald spot in the middle of my hair (They will say: How his hair is growing thin!) My morning coat, my collar mounting firmly to the chin, My necktie rich and modest, but asserted by a simple pin (They will say: But how his arms and legs are thin!) These physical insecurities prevent him from living the life he longs for by distracting him from the things that have real meaning, i.e., Shall I part my hair behind and Do I dare to eat a peach? These are petty questions that he asks to avoid the Overwhelming question. Prufrock is consumed with these insignificant details of his life. Prufrock avoids life not only through trite physical worries, but through numerous mental labors as well. These mental labors range from imagining himself as being completely vulnerable Like a patient etherized upon a table to Prufrock looking at the superficiality of his life. The lines I have measured out my life with coffee spoons, setting a pillow or throwing off a shawl, and I shall wear the bottoms of my trousers rolled show the shallowness of thought he uses to avoid coming to terms with his old age. Prufrock is a lonely man. In the poem, there is no evidence of any relationship outside of the one he has with himself. He makes references to restless nights in one-night cheap hotels and women [that] come and go. He desires intimate relationships, yet lacks the courage and self-confidence to even begin to pursue love. His humanity and dignity cannot fully be realized without it. Prufrock fancies himself to be someone who has known it all the evenings, the mornings, the afternoons, the eyes, the arms. His pride leads him to believe that he someone that he is not. Prufrock believes that life is superficial, but he alone is deep. He may not be Prince Hamlet, yet he is still advisor to the Prince. This is not a lowly job. He speaks highly of himself when he states Deferential, glad to be of use, / Politic, cautious, and meticulous. Proud as he is, however, Prufrock eventually states the inevitable. He admits to being Almost, at times, the Fool. With this confession, his pride crumbles and he surrenders to the realization of his mortality. The very next lines emphasize the gravity of this new awareness, I grow old I grow old Here lies the turning point of his worldview. Prufrock once had Time to turn back and descend the stair, but now time is running out. Throughout the poem, Prufrocks concept of time changes. Initially, he takes time for granted: There will be time, there will be time To prepare a face to meet the faces that you meet; There will

What Does It Cost to Attend Northwest Indian College?

Located just south of the Canadian border on the Lummi Indian Reservation, Northwest Indian College is the only accredited tribal school serving the states of Washington, Oregon, and Idaho. And unlike many of the colleges in the Evergreen State, this institution comes with a list price that many families would consider affordable. Read on to learn more about college pricing and why it can vary so dramatically between schools and students, as well as what it really costs to attend Northwest Indian College. Like many schools across the U.S., Northwest Indian College has a sticker price that differs significantly from the actual cost most students spend to attend. You can find out the actual price of admission, or the financial aid net price, by adding up the cost of all forms of financial aid, including federal, state, and local grants, institutional aid, and scholarships. Then subtract this figure from the list price. Because Northwest Indian College is a public school, the list price of admission is generally lower than at private schools. However, it’s worth noting that public schools lack the large endowments of private institutions. So they might not be able to give out as much money in the form of financial aid. Do your research to find out what option is truly best for your family. Because Northwest Indian College is a public institution, tuition prices are somewhat lower than average. Expect to spend $13,959 whether you’re applying from in state or out of state. Students in the top 30% of acceptees and those from families earning less than $175,000 a year were less likely to pay the full sticker rate. Financial aid can significantly lower the cost of attending Northwest Indian College. For the 2016-2017 year, both in-state and out-of-state applicants paid around $5,367 annually in tuition and fees. The list price of attending Northwest Indian College is largely dependent on family income level. Check out average net prices per family income bracket below: *The numbers above don’t account for federal Pell Grants some families receive. Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. The lower cost of attendance at Northwest Indian College might be part of the reason that few students take out loans to finance their education. Currently, just 12% of undergraduates borrow money for tuition and fees. Assessing student outcomes at Northwest Indian College is a good way to evaluate ROI on your tuition dollars. Currently, the school boasts a six-year graduation rate of 86%, suggesting that a majority of students finish on time. However, prospective salaries seem to be on the low side. Ten years after graduating, the average student was earning just $27,900 annually. Attending Northwest Indian College offers numerous advantages, including the fact that the region is known for its affordability. With a cost of living index of 129.6 , Bellingham, Wash., is only slightly more expensive than the average city in the United States. One of the biggest expenses is housing, which will run you $843 for a one-bedroom, $1100 for a two-bedroom, and $1593 for a three-bed. Working part time can help students afford their degrees. If you’re looking for a position in Bellingham, expect to earn $12 an hour, which is the state minimum wage. The average income in this part of Washington is $42,440 a year. Work-study is a great option for Northwest Indian College students who prefer not to pursue off-campus work. Not only are these jobs convenient in that you don’t have to leave school, but they also tend to include down-time for reading and catching up on homework. Additionally, students can earn extra cash by applying for independent scholarships. If you scored well on the PSATs, consider the National Merit Scholarship program , which provides recognition and grant money to the top 1 percent of test takers. This program helps support the educational goals of 15,000 students a year. Find out what other Northwest Indian College scholarship opportunities are available on the school website. Sky-high college tuition rates can cause both students and parents to hesitate on their college admissions journeys. Fortunately, the Applications Team is there to support families throughout the process. From narrowing down college lists to negotiating financial aid offers, our expert team members are always in your corner. For more information on our services, call today or contact our experts online.

Diplomacy in the international system Essay Example | Topics and Well Written Essays - 3500 words

Diplomacy in the international system - Essay Example ubmitted at the outset that within the current framework, the globalisation of world politics and the complex nature of international relations in the contemporary environment has meant that increasingly the dynamic of international relations is intrinsically dependent on where the balance of political power lies within the international framework (Siracusa, 2010). As a result, the role of diplomats in contemporary international relations is very wide and can often take a multifaceted role depending on the priority of state objectives (Siracusa, 2010). Indeed, Randin comments that: â€Å"one aspect of the existing literature on co-operation in the international relations context is that most of it stems from a view of international relations that often fails to take into account security challenges other than those posed by states to states† (2006, p13). Accordingly, on this basis it is argued as a central proposition in this paper that the role of diplomats is fundamental not only as a method of facilitating co-operation between states; they also serve as important tools in implementing state objectives. In turn, the extent of diplomatic influence will be intrinsically dependent on where the balance of power lies within the international framework as evidenced by the post September 11 system of international relations (Baylis & Smith, 2005). As such, in reviewing the contemporary relevance and role of diplomats, this paper will review international relations theory and highlight the gap between theory and reality due to the multifaceted and wider roles falling within the ambit of diplomacy duties within the contemporary socio-political framework of international relations (Baylis & Smith, 2005). With regard to the theoretical models, a central theory in international relations is realism, which developed in the aftermath of the Second World War as reflected by the United Nations Charter, which focuses on mutuality of obligations in preventing a repeat of the

Cultural Assessment (M4C) Essay Example | Topics and Well Written Essays - 500 words - 1

Cultural Assessment (M4C) - Essay Example Working upon doctrines of mind-body dualism, mechanical analogy, physical reductionism, definite regimen and control, and specific cause for every disease, the Western scientific paradigm offers treatments that are statistically different and proven. It has many implications for health care in U.S. in that it works upon the mind and body separately and the body is considered as a number of interrelated systems working together and any abnormality in any of these systems is cured by treating the cause of that disease. 2. Since, Western science looks at the disease from a mechanistic view, it focuses more on the treatment which makes it very expensive. The body is considered as all materialistic and if something is not seen under the microscope, it means that it does not exist. In a culturally diverse society as U.S., the Western scientific paradigm can be a problem because it may cause cultural clashes between the communities because of difference of opinions and beliefs.

Reality, Illusion, Appearance, and Deception in Shakespeares Hamlet Es

Reality, Illusion, Appearance, and Deception in Shakespeare's Hamlet   Ã‚  Ã‚  Ã‚   As appearances play an important role in today's society, so they also play an important role in William Shakespeare's play Hamlet. From the first scene to the last, Shakespeare elaborates on the theme of appearance versus reality through plot and character.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The play's plot is full of incidents and events that are not what they appear to be. One such incident is Ophelia's ambiguous death. When, from the Queen, the audience first learns of her passing, the girl's death seems very peaceful, poetic and accidental. But later, during the Graveyard Scene, when the clowns are discussing her death, they classify it as a suicide. Does Ophelia, as it appears, absent-mindedly set foot too far into the murky waters and, held down by her heavy garments, meets with her untimely death? Or, does she, mad with grief caused by Hamlet's "insanity" and her father's death, willingly march to her muddy grave? Another example occurs when Laertes, Ophelia's brother, and King Claudius devise the Triple-Pronged plan. They set up a duel between Hamlet and Laertes. Since both young men are presumably using bated swords, this confrontation appears to be a simple, ordinary fencing match, no one will get hurt. Despite its h armless appearance, this duel proves deadly, for not only does Laertes plan to use an unbated and poisoned sword, but Claudius also prepares a poisoned drink for Hamlet.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are also many spy plots set up during the play which may also be considered as deceiving events. These spy plots demonstrate the appearance versus reality theme since they are invisible to the spied upon, but weave a web of dishonesty. In Act II, Scene... ...C. Quote. Literary Companion to British Authors: William Shakespeare. San Diego: Greenhaven, 1996. Danson, Lawrence. "Tragic Alphabet." Modern Critical Interpretations: Hamlet. Ed. Harold Bloom. New York City: Chelsea House Publishers, 1986. 65-86 Findlay, Alison. "Hamlet: A Document in Madness." New Essays on Hamlet. Ed. Mark Thornton Burnett and John Manning. New York: AMS Press, 1994. 189-205. Hopkins, Lisa. "Parison and the Impossible Comparison." New Essays on Hamlet. Ed. Mark Thornton Burnett and John Manning. New York: AMS Press, 1994. 153-164. Rose, Mark. "Reforming the Role." Modern Critical Interpretations: Hamlet. Ed. Harold Bloom. New York City: Chelsea House Publishers, 1986. 117-128 Wiggins, Martin. "Hamlet Within the Prince." New Essays on Hamlet. Ed. Mark Thornton Burnett and John Manning. New York: AMS Press, 1994. 209-226.

Tok Can a Machine Know

In today’s day and age, the question â€Å"Can a Machine Know? † is very important and relevant to what we are doing with machines in making them more and more humanlike and capable of human functions. A machine, as defined on Dictionary. com â€Å"is an apparatus consisting of interrelated parts with separate functions, used in the performance of some kind of work. † That seems simple enough, not very complicated at all. But then if you look up â€Å"know†, the definition is very hard to grasp. Dictionary. com defines â€Å"know† as: â€Å"to perceive or understand as fact or truth; to apprehend clearly and with certainty. This doesn’t give much justice to the word and requires you to define other terms such as understand and truth and certainty. It is much easier to use the term as defined according to Plato. His view is regarded to be the â€Å"classical† definition. According to Plato, at least three criteria must be satisfied in order for there to be knowledge; a statement must be justified, true and believed. And so if a machine meets all these requirements then it must in fact know. With machines, the main argument against their capabilty to know is that everything they can do is because humans programmed them to do it. Machines cannot do anything on a whim; they have no imagination or creativity. Creativity is one of the things that makes humans rather special and not just walking computer processors. It enables us to make decisions which are not based simply on algorithms or past history or other data. We can be bold, reckless, brave, and foolish or act in many other emotional ways. This is impossible to program as emotions do not lend themselves to mathematical analysis. Yet emotions are an essential part of knowledge. For example I know whether I am happy today or not and it probably affects what I do today more than the facts I actually know. Computers can never be happy or sad. They cannot love or grieve. They cannot, in other words, be human and know. But the other side of the argument is that humans are just computers which contrary is the exact opposite stated in the above paragraph. We are just many bits and pieces that are all working together to let us live and experience life. In fact humans are classified as biological machines, and if humans can know anything, machines should be able to know. Many consider the only aspect that makes humans and other higher organic creatures different from the commonly defined machine is our ability to express emotions and intuition. These emotions and intuitions come from our mind, which is a system; a system of biochemistry, electricity, some mechanics and maybe a bit of quantum mechanics, but a system nonetheless. If you take any individual part of this system away, none of these parts will understand anything. They're simply exchanging information with different parts according to set rules. This is exactly what a machine does when given instructions and prior facts and figures. As I was researching this topic and looking at both sides of the argument, I admit I was very torn. At first I thought no, there’s no way a machine can know. They don’t have brains and everything they do is programmed beforehand for them by humans. But as I delved more deeply into the question I found that some advanced robots are not quite like that. On Youtube, there are many videos which include Honda’s robot, named ASIMO, that show machines can think very much on they’re own. One video talks about how this robot can actually â€Å"see†, a trait we usually only give to living organisms. Though it has two cameras for eyes, the way it processes the information it views through the cameras is very humanlike, like a child learning their surroundings. A man shows the robot objects that it has already learned to indentify and ASIMO says what they are out loud. But then the man shows it two completely different objects, a toy car and a toy robot, and tells ASIMO what they are. The man then shows the robot the two objects again and asks it what they are. ASIMO dutifully replies what each is correctly. This amazed me because it showed machines could actually learn from experience, just like humans. But that wasn’t all, ASIMO was later told indentify a chair. At first a normal looking wood chair was placed in front of it and the robot nodded. Then a stool was placed in front and ASIMO nodded again, even though the stool looks nothing like a chair. But then it is showed a table and ASIMO shakes his head no. This was very astounding to me because it showed a machine making a judgment. So to actually determine whether or not a computer can know, we must go back to Plato’s description of knowledge and see if a machine fits. The main purpose of most machines is to record vast amounts of data which are all truthful so that fulfills the first criteria easy enough. Then it must be justified which is done by the programmer feeding information to the machine. And last but not least it must believe and because the computer must follow the code it’s given, then it must believe and thus it fits all of Plato’s criteria for knowledge. But this just seemed too easy so I decided to look into the ways of knowing, and if the machine fit all those components, then it definitely knows. Though a machine can use reason to solve problems that no human can, use intuition to figure out if an object is a chair or not, speak in every language known to man, see objects and know what they are, and be able to hear a human and respond, machines still cannot experience emotion and that is the one thing stopping them from knowing. As stated in a previous argument, an essential part to knowing is through emotion and creativity and imagination. Without these things a machine cannot know. Until humans are able to make a machine that has the capacity that the human brain does, a machine will never know like a human. It will understand how to perform certain tasks and learn new things, but it will never be able to create something of its own or experience any type of emotion. In saying this, I do believe that in the near future, with technological advances, there will soon be a machine which can think for itself and have its own ideas and creations. Due to Raymond Kurzweil’s theory of Singularity, humans will create machines that have intelligence which surpasses their own and by that time machines will most definitely know. Because of the human sciences striving to create robots that are humanlike, they will eventually become successful and once the breakthrough is made, then there will be thousands of different machines that can know and our society will have totally changed. But as of right now, a machine cannot know. It can perform very humanlike tasks and talk and walk and speak but there is still the barrier of not being able to imagine or feel which separates humans from machines.Bibliography http://www.sciforums.com/showthread.php?t=53888;page=3

Definition of Pogrom

A pogrom is an organized attack upon a population, characterized by looting, destruction of property, rape, and murder. The word is derived from a Russian word meaning to commit mayhem, and it came into the English language to refer specifically to attacks perpetrated by Christians upon Jewish population centers in Russia. The first pogroms occurred in Ukraine in 1881, following the assassination of Czar Alexander II by a revolutionary group, Narodnaya Volya, on March 13, 1881. Rumors circulated that the murder of the Czar had been planned and executed by Jews. At the end of April, 1881, the initial outbreak of violence occurred in the Ukrainian town of Kirovograd (which was then known as Yelizavetgrad). The pogroms quickly spread to about 30 other towns and villages. There were more attacks during that summer, and then the violence subsided. The following winter, pogroms began anew in other areas of Russia, and murders of entire Jewish families were not uncommon. The attackers at times were very organized, even arriving by train to unleash violence. And the local authorities tended to stand aside and let acts of arson, murder, and rape occur without punishment. By the summer of 1882 the Russian government tried to crack down on local governors to stop the violence, and again the pogroms stopped for a time. However, they began again, and in 1883 and 1884 new pogroms occurred. The authorities finally prosecuted a number of rioters and sentenced them to prison, and the first wave of pogroms came to an end. The pogroms of the 1880s had a profound effect, as it encouraged many Russian Jews to leave the country and seek a life in the New World. Immigration to the United States by Russian Jews accelerated, which had an effect on American society, and particularly New York City, which received most of the new immigrants. The poet Emma Lazarus, who had been born in New York City, volunteered to help the Russian Jews fleeing the pogroms in Russia. The experience of Emma Lazarus with the refugees from the pogroms housed at Ward’s Island, the immigration station in New York City, helped inspire her famous poem â€Å"The New Colossus,† which was written in honor of the Statue of Liberty. The poem made the Statue of Liberty a symbol of immigration. Later Pogroms A second wave of pogroms occurred from 1903 to 1906, and a third wave from 1917 to 1921. The pogroms in the early years of the 20th century are generally linked to political unrest in the Russian empire. As a way to suppressing revolutionary sentiment, the government sought to blame Jews for unrest and incite violence against their communities.  Mobs, fomented by a group known as Black Hundreds, attacked Jewish villages, burning houses and causing widespread death and destruction. As part of the campaign to spread chaos and terror, propaganda was published and spread widely. A major component of the disinformation campaign, a notorious text titled  Protocols of the Elders of Zion  was published. The book was a fabricated document which purported to be a legitimate discovered text advancing a plan for Jews to achieve total domination of the world by means of deception. The use of an elaborate forgery to inflame hatred against Jews marked a dangerous new turning point in the use of propaganda. The text helped to create an atmosphere of violence in which thousands died or fled the country. And the use of the fabricated text did not end with the pogroms of 1903-1906. Later anti-Semites, including the American industrialist Henry Ford, spread the book and used it to fuel their own discriminatory practices. The Nazis, of course, made extensive use of propaganda designed to turn the European public against the Jews. Another wave of Russian pogroms took place roughly concurrent with World War I, from 1917 to 1921. The pogroms began as attacks on Jewish villages by deserters from the Russian army, but with the Bolshevik Revolution came new attacks on Jewish population centers. It was estimated that 60,000 Jews may have perished before the violence subsided. The occurrence of pogroms helped propel the concept of Zionism. Young Jews in Europe argued that assimilation into European society was constantly at risk, and the Jews in Europe should begin advocating for a homeland.