Analysis Of Lord Byron’s Destruction Of Sennacherib Sample College Essay

The Destruction of Sennacherib Before analyzing the poem itself and doing a comparative study with other poems of this particular genre it is important to discuss in brief, the background of England and the Romantics views regarding them which influenced their writings in many ways. It is noteworthy that the Late Romantic poets including Byron were barely beyond adolescence when Napoleon was defeated at Waterloo therefore they had read and heard about the idealism that motivated the French Revolution but suffered little from the terror and upheaval that followed it.

Neither had they experienced the disillusionment and resurgence of patriotism of the early Romantic poets, Wordsworth and Coleridge. Although England emerged as a victor in the Napoleonic Wars, it had suffered as much as the nation it vanquished. The age old British tradition of civil liberties was in grave danger. The expanded war time economy was threatened by severe financial and agricultural crises. Guardians of the status quo became increasingly determined to suppress any evidence of dissent or resistance which might lead to revolutionary activity.

However, while for Byron liberty and freedom were “an ideal, a driving power, a summons to make the best of certain possibilities in himself”, for the earlier Romantics like Wordsworth and Coleridge it wasn’t something that personal, who after their first enthusiasm for the French Revolution “surrendered to caution and skepticism”. The late Romantic poets especially Byron and Shelley ceased to remain suppressed over such matters. They insisted on justice for all men and, for themselves, almost unlimited freedom of thought and expression. The Destruction of Sennacherib” is Byron’s living example of the subject. Although Byron differed from his fellow Romantics his allusion to ancient history as represented in this poem builds an association with his contemporaries over the Romantic obsession with the ancient past. “The Destruction of Sennacherib” is written in quatrains or four-line stanzas that are very tightly constructed. They not only rhyme aabb, but the rhyming couplets also form grammatical units, so that each quatrain is made of two equal phrases.

This doubleness is important to the poem’s content because Byron demonstrates several motifs of duality — life/death, summer/fall, sheen/rust — to his readers, even in his poetic structure. Furthermore Byron uses alliteration creating a musical quality, “And the sheen of their spears was like stars on the sea,” suggesting a peaceful and serene atmosphere in contrast to the destruction that is to follow. The tone of the poem changes in stanza 2 and the parallel similes in that stanza provide the transition from one tone to the next.

Similes uses by Byron help picture the overall scene while using similes based on natural processes — summer turning to fall, snow melting, armor rusting — to suggest the transitory nature of all life. Moreover repetition of the word “And” creates a predominant rhythm in the poem while at same time giving the poem a dramatic intensity. A brilliant short narrative poem, “The destruction of Sennacherib” envisions a battle scene from the Old Testament that records in one sentence the defeat of the Assyrians by God’s Angel of Death.

The poem begins with a powerful image of King Sennacherib anchoring down on the battlefield almost like god himself as if nothing could counter or averse the destruction that this invading army threatens. There is almost this feeling of arrogance, and ruthlessness in the initial image of his coming down “like a wolf on the fold,” almost as a tyrant in the image of a predator as much as there is the heroic aspect conveyed through the description of his cohorts “gleaming in purple and gold. Byron thus brings out two points of view each paradoxical in to each other and it is difficult to say whether Byron has depicted him as a hero keeping in mind the Romantics preoccupation with the fallen heroes or an anti hero to convey the mightiness of God. Keeping in mind the heroic aspect one may refer to Coleridge’s poem “Kubla Khan” in which Coleridge in a similar manner describes the majestic awe of the “stately pleasure dome” created by Kubla Khan and feels that he cannot create such majestic art himself and for him he represents a hero.

However, in Byron’s poem the heroic aspect is distant just as we don’t find Byron turning inward, or looking into himself in this poem. But Byron is alive in the rhythm of the poem in the energetic beats which were part of his personality. Byron shared with Coleridge the fascination with the remote in time and place the mystery inhabiting such distant places. However the difference lies in the realism that Byron conveys, a clear picture of annihilation after war, of limitation of man gainst the will of God; against the imaginative exalted experience of human nature that surfaces something beyond ordinary human experience, something that has to do with the mind and its abstractions rather than objective face off reality as depicted by Byron. In general, Byron’s lines are energetic and heroic rather than sensitive or prophetic and he uses imagination only to recreate historical events like he does in this poem.

However, Byron’s realistic account tends to evoke emotion through an accumulation of images such as that of the horse with his nostrils wide open but breathless with a mouth twisted and the foam coming from his mouth askew, “white on the turf”. The color white represents purity and divinity and the sufferings of the horse are heightened because of it. In the third stanza we notice that King Sennacherib dies and the rest of the poem merely pictures the effects of war and what death after conquering man leaves behind.

Byron’s technique in lines 11-20 resembles the “panning” technique of the motion picture cameraman. Through this technique Byron depicts the catastrophe of war and how Nature as represented by the horse suffers for man’s cruelty. While some critics equate the horse’s death with Sennacherib’s stating that he intended for the horse to be a symbol of the king’s crushed power. While Byron’s poem, “The Destruction of Sennacherib,” differs from Kubla Khan thematically, in Shelley’s poem “Ozymandias” a similar thematic structure in conveyed. Ozymandias,” depicts the shattered, ruined statue in the desert wasteland, with its arrogant, passionate face and monomaniacal inscription (“Look on my works, ye Mighty, and despair! “). The once-great king’s proud boast has been ironically disproved; Ozymandias’s works have crumbled and disappeared, his civilization is gone, all has been turned to dust by the impersonal, indiscriminate, destructive power of history. Similar to that of King Sennacherib a once mighty King now defeated to the pits.

Like Byron, Shelley was also concerned with the real world being a fierce denouncer of political power and a passionate advocate for liberty. Like Byron he condemns the arrogance of power and advocates the possibility of freedom and liberty won through revolution. Shelley and Byron both had similar beliefs regarding art stating it to be sole medium that remains immortal through the flux of time and adequately discuss the themes of death, transient nature of time reflected in his mentioning on the change in seasons from summer to autumn and the triviality of mortals in time .

However, Byron almost rejoices for the triumph of truth over pagan Assyrians and acknowledges mightiness of God, “And the idols are broke in the temple of Baal; And the might of the Gentile, unsmote by the sword; Hath melted like snow in the glance of the Lord,” Shelley’s “Ozymandias” more relatively pronounces the insignificance of human beings to the passage of time, offering despair almost personal that he himself or his art would eventually be lost in nothingness, “Of that colossal Wreck, boundless and bare The lone and level sands stretch far away. However, both poems evoke emotion in their own level while enkindling a revolutionary spirit , use simple language with avid images and use imagination to create a historical setting by which their ideals come forth while the earlier romantics employed it for sensuous pleasure.. Similarly, we see in Blake’s poem “The Tyger” almost a revolutionary aspect of questioning perhaps the political system, a rebellion of the social practices in the image of the predator; the tiger like Byron’s image of the wolf.

However, with Blake it goes further into a rebellion of God and the religion while Byron remains firm on his religious ideals. Stylistically “The Tyger” is similar to The Destruction of Sennacherib with its powerful language and, the energetic beat and simple aabb rhyme scheme. While Blake has a symbolic meaning attached to it, Byron’s poem as claimed by critics is intended for the sensations i. e. how it feels and sounds. This aligns Byron with Keats and his reliance on the five senses.

To conclude, despite similarities between the Romantics especially between Shelley and Byron their differences are greater. Each was a unique individual and interpreted what they saw in their own manner, Byron in his aristocratic libertarianism, Shelley in his democratic idealism and Wordsworth keeping London 1802 in mind as a stark criticizer of the flaws in the English fabric. The apocalyptic vision is shared by all romantics however Byron revolutionism paved the way for many 19 Century poets, such as “The charge of the light Brigade” by Tennyson.

Death in Byron’s poem is more than the simple cessation of life. Sennacherib’s demise is called a “destruction,” a word chosen by Byron to underscore the complete dissolution of the king’s power against God. Even though “The Destruction of Sennacherib” depicts the tragedy of war, Byron himself, along with many other Romantic artists, felt that fighting and dying on the battlefield was a noble endeavor. Above all, the poem projects Byron’s passion for liberty and freedom that was so invested in his personality, foreshadowing his heroic death in Greece.

6 Health Benefits Of Vitamin C

Vitamin C or ascorbic acid is one of the most studied vitamins in the last 50 years. A search of the scientific literature reveals that over 53,000 studies have been done on vitamin C since 1968. According to these studies, vitamin C promotes strong immunity, is good for the cardiovascular system, brain and skin, and has many other health benefits.

  1. Anemia due to iron deficiency is common. It can occur in women who have heavy menstrual blood loss, or in people who have hemorrhoids, colon polyps, or colon cancer. Once the cause is determined, the doctor may recommend iron supplements. Iron supplementation should be combined with vitamin C supplementation as this will help improve iron absorption and help reduce the iron-induced side effect of constipation.
  2. A cataract is a clouding of the lens that occurs with aging. The good news is that cataracts can be prevented. A 2013 study found that a diet high in fruits, vegetables, and vitamin C may help prevent cataracts.
  3. Vitamin C plays an important role in the formation of collagen, the main component of arteries and skin. Collagen is also important for dental health. Research shows that a diet high in foods containing vitamin C is beneficial for skin, teeth, and bones. A diet rich in vitamin C is a good way to optimize this important antioxidant. Vitamin C is also very beneficial for the skin – a 2018 study in which participants took vitamin C by mouth along with collagen protein showed a significant improvement in skin health after just 12 weeks. In addition, research has shown that applying vitamin C directly to the face and other parts of the body helps protect the skin from sun damage.
  4. Vitamin C can also be helpful in maintaining a good memory, a question that worries many. Physician Dale Bredesen of the University of California Los Angeles (UCLA) has compiled a comprehensive protocol in his book The End of Alzheimer’s Disease. Vitamin C is among his recommended supplements as part of a natural approach to treating Alzheimer’s. A 2018 animal study testing memory found that rats exposed to tobacco smoke had poor memory. However, when the rats were given vitamin C before exposure to tobacco smoke, their memory improved. In addition, a 2015 study found that sleep-deprived rats given vitamin C had better mnemonic recall compared to rats not given vitamin C. Vitamin C is thought to help prevent oxidative damage to the hippocampus, the part of the brain involved in memory-related processes.
  5. Gum and dental disease is a leading risk factor for developing cardiovascular disease. The more advanced gum disease, the higher the risk of a heart attack. Vitamin C is good for gums, according to a 2018 study, and a 2015 study found that vitamin C also plays an important role in maintaining healthy gums in older adults.
  6. Vitamin C (ascorbic acid) is recommended for the prevention of colds for a decade. To this day, there is no cure for SARS, but a 2014 study showed that vitamin C can reduce the risk of SARS and shorten the duration of a cold compared to placebo (sugar pills). According to other studies, physical stress increases the chances of preventing the development of SARS with the help of vitamin C. However, this topic is not well understood, more research is needed. Recommended dosage: 500-2000 mg per day.

 

Classroom Observation Report

There really is no better place to see what kind of role technology plays in a college student’s life than in the classroom itself. For my observation assignment, decided to observe a classroom on campus of The Ohio State University. I was TABLE to spend two hours observing this classroom, during which time was TABLE to observe roughly 80 students and see what/if patterns there were and if there were any noteworthy observations to make.

Luckily there was, and I have since been TABLE to formulate a few different theories/opinions on how students use technology in spaces on campus. Observation To conduct my observation, chose a large lecture hall (about 150 seats) knew of in Jennings Hall. The class ended up being a Statistics class taught by Jackie Miller. Chose to sit in the back and made sure to arrive about fifteen minutes early so I could watch the students come in. When arrived there were already four people seated, each sitting in a different corner of the room.

As more and more students filed in, I noticed many of those who came n talking with someone, also sat next to that person. Additionally, each of these pairs sat in the back half of the room. As class began there were about half of the seats in the entire room still empty, so about 70 to 80 students present on that day. The first thing that came to my attention was the number of students using laptops who were seated in the back of the room compared to those using them seated in the front of the room. I could not see one single person using a laptop seated in the front half of the room, but I counted 18 people using them in the back half.

Of these 18, most were spaced out from each other with the exception of two different pairs of people who were sitting next to each other and appeared to be friends due to how much they talked throughout the lecture. About half of the people using the laptops were on websites that did not have anything to do with the class (faceTABLE, twitter, esp.). Many of those sitting around me who were not using laptops were either actively testing throughout the lecture, or at least had their cellophanes sitting on their desks and were checking them regularly.

From what could see, students seated in the front half of the room seemed to be paying far more attention than those seated in the backed half. Most in the front half were taking notes the entire class, and when the professor asked questions only those in the front half of the room volunteered to answer. During this lecture I learned that the professor broadcasts her lectures on the internet for students who could not make it to class. She also places “poll questions” on the board periodically during which time the students must text their answers to a number which is then displayed on the screen.

It shows the percentage of students that selected each answer and also shows the total number of students who answered anything at all. It said that there was 30 to 35 students who tested in an answer to the question, but about 70 to 80 in the class. As class was ending, many of those sitting in the back had already gotten backed up and darted out the door while those in the front waited to jot down some last minute notes the professor had put up before leaving. Analysis When analyzing my time spent observing in the classroom, I have mixed opinions what to take from it.

Most of those who were using laptops in the classroom were seated in the back half of the room as well as being fairly spaced out (with the two exceptions). I believe this shows a desire for privacy and space from others that was not shown from those students who were not using technology. The reason is students who were not using technology and seated in the front of the room were much more engaged and focused on the material being taught than those who were using technology.

I think it would be very interesting to see if there is any correlation between students ho were using the tech oenology and seated in the back of the room with getting sub-par grades as well as students seated in the front not using technology with good grades. Even with all of the wrongful use of technology though, I think this classroom did use it very positively in certain aspects. Having online lectures would be very beneficial for someone who was unTABLE to make it to class, even though that could get abused by students who just choose not to come and listen at home, which was not what it was intended for.

Also, the use of cellophanes to text in answers is something I found very interesting and would be something that would make me want to become more engaged. This could, and did become negative at times when some students what choose to take out their phones and text others rather than use them for the purpose they were supposed to be using them for. Looking at both sides of these examples holistically would be beneficial to a professor trying to decide if this use of technology is helpful.

Thinking comparatively, I believe much of the non-class related testing done in class goes back to all he professors that each student had before their current ones. Many teachers tell students testing is prohibited in class, but hardly any really enforce that rule. Students stop paying attention to that when they hear it because they have never had that rule enforced before. The students are comparing their current classes and professors to prior ones. Informally, technology is allowed to be used just about anywhere and every. Where on campus.

From the oval to the classrooms, just about all students are using some form of technology on campus. Most students do know the appropriate behavior when it comes to technology I believe. They know to keep all volume off to not distract others, or more importantly, not get themselves in trouble. Do not think there is any doubt that technology is beneficial and helps enhance learning in the classroom. Although there may be instances, much like described in my observation, where technology use is being abused in the classroom, I believe it more than makes up for it outside of the classroom.

From Google to Carmen, students have an endless amount f resources from which to use and helps themselves learn with that were not around years ago. I will be the first one to admit technology can and will distract you from learning at times, but without it, learning many of the materials and concepts we are learning today would be much more difficult. In conclusion, it seems as though students use technology more negatively in the classroom than outside of it (as strange as that sounds). Overall conducting this observation was very insightful as well as fun. I look forward to the next part of this project.