Modern Poetry Comparison Essay Example for Free

Modern Poetry Comparison Essay Over the past few weeks, my class and I have been studying a bank of poems, all of the same theme, they all deal with racist issues in modern life. I have chosen two of these poems to compare, these are, The Negro and Prayer of a black boy. Throughout the coursework I shall be calling Prayer of a black boy Poem A, and The Negro, poem B. Poem A uses imagery contrasting white and black cultures, lots of words and expressions in the poem underlines the wonder and amazement of the Negros natural environment, and the barrenness and unproficness of the white mans. I will be disusing these and pointing out the affects they have. Poem B is in 6 clear stanzas but uses imagery of a symbolic and/or historic kind, and so I will also explain the affects this has upon the poem, and although Poem A is written continuously, it can easily be broken into six stanzas for comparison. Also both poems are written in the first person, we know this because they say I. Due to Poem B being in six stanzas it is very quick and easy to read and understand, so I have split Poem A into six parts as well to make it easier to compare. Poem A tells us that the mans roots are very black, and that he is proud to be Black and that him and his people originated from Africa, I concluded this from the line Black as the depths of Africa. In poem B the man says he is tires of this world, he is saying a prayer, which means he is fed up of the way white people act and live and he wants out, also he says since the cock crew he wandered, this means he is worn out of looking for a better place of peace amongst the white people. Poem A explains that the man in the poem has always been used as a slave and that he has been treated like a second class citizen because of his race. Also he says Caesar told me this means that black people have been slaves for a very long time, even when Caesar was around. But he seems to be proud of what he and his race have done to get where they are now. During the second part of Poem B, the man describes a beautiful scene of where and what he wants to be, but then he thinks about what will really happen, which is that his people are slaves and workers all day then he says they are spat out of the factory in which they work. He also dreams of going back to his own country and living freely amongst his people, but he then awakes with great disappointment to se he is still stuck in a white mans world. In the third part of Poem A the man explains that he worked on ancient buildings as well as very modern buildings, which shows us a sense of time, of which he and his people have been treated with a lower standard from the white people, and over a long period of time. The man in Poem B tells us that what the so called gentleman is, he doesnt want to be, because he can see the real white people and they are not kind and generous as a real gentleman is thought to be. Also he compares his brown skin with the brown sugar bags in the street, which are from his country and makes yet again think of being at home with black people. The forth part of Poem A, tells us that he is a singer, and this shows he is proud of the situation he is currently in. We have a mention that he worked his way up from his homeland (Africa) to Georgia, where he sings ragtime for white people and they like it, and this makes him very proud to be who and what he is, a Negro. In the forth section of Poem B the Negro explains that he really wants to be back where he knows is a lot better place, which is his country, because in this country there is nothing better than his home, Africa. In section five of Poem A, he tells us that he and his race have been victims all their lives, he tells us the horrors oh what has happened in the past to him and his race. They have been treated unfairly and with no trial they are punished. Poem B section five, tells us that the man doesnt want to learn the ways and religion of the white people, he wants to know his own history and practise his own religion, the religion of the black people from his home country. He asks why he should read about things he doesnt know or understand of. The white peoples religion comes from a book, (the bible), whereas black religion is carried through time in stories and songs. The final section of Poem A is the exact same as the first stanza, he repeats how proud he is of where how hard him and his race have worked, and that he is proud of his wonderful country, his wonderful home, Africa. The final section of Poem B isnt the same as its first, in this final part, the black man explains that white people are too sad for his kind, and that his culture are in touch with there countries natural habitat and that the white people are far too industrious. The final line tells us that the white culture needs to lighten up a bit.

J.B. Priestleys Inspector Calls :: Priestley Inspector Calls Essays

J.B. Priestley's "Inspector Calls" J B Priestley presents the readers with a fascinating play of guilt and innocence, of prejudice and hypocrisy. But there are parts of this play that i fail to understand. Mr and Mrs Birling are a middle class couple with two children, Eric and Shelia. Shelia is engaged to an upper class man named Gerald Croft. It is not everyday that an inspector should turn up at a house filled with people with such a high status. However, Mr Birling and Mr Croft are respected gentlemen, so why does Priestley leave it so unclear to them, and us, as to whether Eva Smith is one person or several? There are many possible answers to this question as different people will have different views and opinions as to why Priestly does this. However, I am going to discuss my interpretations of why he chose to do this. There are certain things that readers must notice to be able to understand the question; â€Å"Does it affect your response to the play that Priestly leaves it unclear whether there is one Eva Smith or several.† For example, the fact that on questioning members of the Birling family and Mr Croft, the inspector insists that only one person sees the photograph at any one time, and that that person must be the one who is being questioned. Of course, it is possible that this is the way in which this particular inspector does his work. However, if he were to let everyone in the Birling household see the picture at the same time, by the time he questioned the other family members they would have had time to react to the picture and would be able to pretend that they didn’t know the girl, whereas dealing with them individually enables the inspector to notice any suspicious behaviour. Also, could it be that there is a political message hidden in this investigation? The actions of Mr and Mrs Birling show that they are unaware of the impact that they have on the lives of people in the working class, such as Eva Smith. They show no sign of remorse or regret, even after hearing that their actions and the selfish decisions of their children and future son-in-law contributed to the killing of a young vulnerable woman. However, if this woman was of a higher status, perhaps their views would be very different. Class was a very important aspect of social life in the 1900s and I believe that the Inspector was trying to show the Birlings and Mr Croft, that it is not the most important thing about people. Eva Smith was working class, she had little money and was lonely.

Social-Ecological Model Theory

A behavior I would like to modify or change would be the sexual activity of today’s youth. Focusing more on using protection, being safe, or abstinence if possible. We know that if you aren’t careful and using protection it is very easy to attain a sexually transmitted infection (STI) or a sexually transmitted disease (STD). I would use the social-ecological model theory to accomplish a prevention and promotional change in behaviors. The social-ecological model provides a framework for understanding the different influences and their relationships to one another. In the social-ecological model theory there are different stages or levels to your prevention or promotional program. The five stages or levels are: Individual, Relationship, Community, Societal, and Policy. Individual would be intrapersonal. Relationship would be interpersonal. Community would have institutional factors. Societal would have community factors. And Policy would local, state, and national laws and policies that contribute to the prevention of your program. The first level of the social-ecological model (SEM) theory is Individual or intrapersonal stage. It represents the individual who might be affected by a sexually transmitted infection. And the sexual prevention program aims to increase the individual's knowledge and influence his or her attitudes. You do so by providing, the need for STD testing, the intention to be tested, the risks and benefits of being tested, and access to affordable and convenient STD testing, diagnosis, and treatment. Centers for Disease Control and Prevention, 2009) The second level of the SEM behavior theory is Relationship or interpersonal level. It represents STD prevention activities implemented at the interpersonal level. These activities are intended to facilitate individual behavior change by affecting social and cultural norms and overcoming individual-level barriers. Friends, family, health care providers, community health workers or promoters, and patient navigators represent potential sources of in terpersonal messages and support. Activities included are: providers making STD testing recommendations to their patients, patients receiving reminders about the need of regular STD testing, patient navigators helping to remove logistical and other barriers to screening. (Centers for Disease Control and Prevention, 2009) The third level of the SEM behavior theory is Community which has institutional factors. It represents STD prevention activities implemented at the organization level. These activities are intended to facilitate individual behavior change by influencing organizational systems and policies. Health care systems, employers or worksites, health care plans, local health departments, tribal urban health clinics, and professional organizations represent potential sources of organizational messages and support. At this level you would; promote the use of client and provider reminder systems, provide provider assessment and feedback on their performance, encourage the coverage and expansion of benefits for screening, adopt worksite policies that support preventive care. Centers for Disease Control and Prevention, 2009) The fourth level of the SEM theory is Societal which has community factors. It represents STD prevention activities implemented at the community level. These activities are intended to facilitate individual behavior change by leveraging resources and participation of society-level institutions such as comprehensive abstinence coalitions, tribal health departments, media, and community advocacy groups, which represent potential sources of societal communication an d support. Several interventions appropriate for this level, includes: working with coalitions and collaborates to promote STD testing and expand resources, conducting public awareness and educational campaigns, collaborating with tribal health departments to expand STD screening. (Centers for Disease Control and Prevention, 2009) The final level is Policy. It represents STD prevention activities at the policy level. These activities involve interpreting and implementing existing policy. Federal, state, local, and tribal government agencies may support policies that promote healthy behavior, including screening. Some examples include: collaborating with coalitions to communicate policy decisions to the public (i. g. insurance mandates for STD testing), and translating local policies for community members (i. g. proclamation of a STD prevention awareness month). (Centers for Disease Control and Prevention, 2009) Works Cited Centers for Disease Control and Prevention. (2009, September 9). The Social-Ecological Model: A Framework for Prevention. Atlanta, Georgia, United States. Washington Coalition of Sexual Assault Programs. (2012, November 16). The Social Ecological Model. Olympia, Washington, United States.

What Blücher Has to Do With Young Frankenstein

In Mel Brooks classic film parody  Young Frankenstein  (1974), Cloris Leachman plays a  character called Frau Blucher. If youve seen this great film, you know that every time someone utters the words Frau Blucher the whinnying of horses can be heard. Somehow an explanation for this running gag arose, claiming the hidden reason for the horses reaction was that Frau Bluchers name sounds like the German word for glue, and implying that the horses fear ending up in a glue factory. But if you bother to look up the word glue in German, you wont find any word that is even close to Blucher or Blà ¼cher. Do the words  der Klebstoff  or  der Leim  sound even remotely similar? What Is the Meaning of Blucher in German? If you look up  Blà ¼cher, some German dictionaries  list the expression er geht ran wie Blà ¼cher (he doesnt loaf around/he goes at it like Blà ¼cher), but that refers to the Prussian general  Gebhard Leberecht von Blà ¼cher  (1742-1819), who earned the name Marschall Vorwà ¤rts ([Field] Marshal Forward) for his victories over the French at Katzbach and (with Wellington) at Waterloo (1815). In other words, Blà ¼cher (or Blucher) is just a German surname. It has no particular meaning as a normal word in German and certainly does not mean glue! Turns out that director Mel Brooks was just having some fun with a classic cinematic villain gag from old melodramas. There is no real logic for the horses neighing since most of the time there is no way they could even see or hear Frau Blucher or the people saying her name.