Poetry Comparative Research Paper POETRY COMPARATIVESince Writing Sample

Poetry Comparative Essay, Research Paper

POETRY COMPARATIVE

Since the beginning of the universe, world ever wondered why they were what they were, and tried to specify the curious dream they were in. This dream was called life. It was found similar to a great trade of things, which were largely wholly opposite to each other. One would name it an eternal anguish and the other would name it a joyful game So when authorship was invented, people started to set their thoughts about this holy value on paper. These two verse forms I read carry a immense sum of life s elements, demoing the diverseness of pure feelings contained in it.

The first norm that separates these verse forms is the opposite feelings displayed against life ( tone ) . In the verse form called Life we spot a feeling of depression right from the beginning of the verse form. The poet asks Why? which when read with the rubric shows us that something atrocious is traveling in the poet s head. On the other side Mother Teresa, seeing the positive side of life starts by the words Life is an chance, benefit from it. The first poet complains about the people who find life guilty for passing brickbats. Why should it non? These sentences show us that he s fed up faulting life for every failure, which underlines that life didn T smiling at him. As a Contradictory to that, Mother Teresa thinks that life is a vocal to sing. These illustrations show the difference of temper between the poets.

One of the most of import abilities that make a poet a successful one is his enunciation. Looking at both of the verse form we see that Mother Teresa s happy tone brings her a alone linguistic communication, which enables her to compose her verse form with original similes. One illustration to that may be the line where she calls life a promise to be fulfilled. However we notice merely several pieces of enunciation from the pessim

istic poet. It s original when he says: And if you can t run the race and adding Why are you in it after that. It shows us that he makes original statements largely when he gets angry. He besides does some rhyming when he says ; Life isn t carnival, Life doesn T attention, Life is merely at that place. Overall we can state that the happier verse form contains more nonliteral linguistic communication, which is a consequence of the temper in it.

When we have a close expression at Mother Teresa s verse form we see lines that are really poetic, but which seem to miss world after some point. The cause for that is that Mother Teresa seems to undervalue the negative sides of the eternal subject life, by utilizing a little part of it and by work outing it in a word: Life is a sorrow, get the better of it. However we can understand by the sentence I don t want to decease, when I haven t of all time lived that it isn t easy as said to get the better of sorrow or any obstruction which is from the dark side of life. From these points made, we can recognize that life has an ability to do you experience like a male monarch, or non even like a thing. To stress we can state that the tones of the poets really good depict the position life have placed them.

Without a uncertainty parallel sentences, give the Mother Teresa s poem it s significance and the rhyming sound. The statements Life is give the verse form a orderly form every bit good as underscoring the subject of Life every clip. Besides in the other verse form we see three parallel construction sentences all beginning with Life excessively. So, parallel sentences can be considered as an influencing device in the organic structure of the verse forms.

All in all, I believe that life is a long manner, a gift, a free drive with rough roads every bit good as roads with fantastic positions. All we need to cognize when something dejecting happens is that everything comes to an terminal, and that we must be happy, because what is genuinely sad is when we come to an terminal.

Belonging In Human Existence

Belonging is dependent on the perspective of the individual Belonging is an inevitable human condition that empowers an individual for better or sometimes for worse. It is a concept that deals with the human need or desire to feel a connection with a person, place, community or thing. Perceptions and ideas of belonging, or of not belonging, vary within each individual and can be shaped by personal experiences and relationships.

There are many ways through which an individual can belong to a relationship, however some find it difficult to establish similarities in identity with others, so must suppress their individuality in order to belong or else completely withdraw. While there are texts that explore many aspects of belonging, there are some that also represent this choice not to belong, or barriers that prevent belonging. Such texts include the film Into the Wild directed by Sean Penn, the poems I Had Been Hungry All the Years and This Is My Letter To the World by Emily Dickinson.

In the film Into the Wild, Christopher McCandless is a young man whose perspective of belonging within society has been altered by the dysfunctional and materialistic relationship of his parents. The fragile nature of his family’s relationship is portrayed in the dinner scene, which is muted and employs an unstable hand held camera that emphasises the tension and separation that is present.

As a direct result of his experiences of dysfunctional relationships, Christopher develops a negative view of society as a whole. ”You know, about getting out of this sick society…I don’t understand why people, why every person is so bad to each other so often. ”’ Christopher’s individual perception of the way society works has been shaped by the relationships and experiences he has witnessed and gone through as a child. For this reason he perceives society as poisonous, and instead of trying hard to belong to this ‘sick society’, he chooses to escape. ‘”No longer to be poisoned by civilisation he flees, and walks alone upon the land to become lost in the wild. ’

In the film, Sean Penn depicts this view of an oppressive society that Christopher develops, using dark metaphors of conflict to strengthen this. For example, fence-posts are described as ‘black sword-tips’ and red tiles ‘hardened blood’. Throughout the film Into the Wild, the environment acts as a vehicle for belonging in which Christopher is able to understand the importance of connections between people and happiness. This is portrayed through a number of scenes of him in the environment which are shot in natural light, contrasting to the fluorescent lighting used in the civilized scenes.

This lighting technique reflects Christopher’s own views that the environment is a place where he can truly learn about belonging, something he couldn’t do whilst in his own fractured society. In the film Into the Wild the protagonist shows a preference for knowledge over belonging. ‘”Rather than love…give me truth”’ Christopher McCandless has learnt from previous experiences that love and relationships count for nothing unless there is truth. It is because of this lack of truth in society that he does not feel the need to belong within it.

However, after going on his journey and developing new relationships and experiences along the way, he regrets his decisions towards the end. This is seen through the director’s use of the diary to convey his thoughts. In an extreme close up, he writes ‘lonely’ slowly and deliberately, and underlines it to emphasise the strength of his sense of loneliness. The music is moving and poignant, highlighting his regret over his isolation. In addition, the final scene shows a sequence of rapid flashbacks showing characters with which he created relationships.

The voiceover is in second person ‘”What if I were smiling and running you’re your arms? ”’, stresses his regret at his refusal of connections. This use of voice over in addition to a positive number of images finishing with a still shot of Christopher, implies that our sense of belonging is important to both happiness and a sense of self. Christopher McCandless’s perspective on belonging has been shaped by his individual, negative experiences and dysfunctional relationships. In consequence he rejects the idea of belonging to such a society where these relationships exist.

However, after setting off on a journey where he creates new relationships and experiences in which beauty and truth are evident, he regrets his choice to seclude himself from society and the chance he had to belong. The poem I had been hungry all the years by Emily Dickinson portrays an outsider who yearns to belong. ‘I looked in windows, for the wealth I could not hope to own. ’ This could be read as a metaphor for the persona’s exclusion from society. The implications of the word wealth which she perceives others as having, is a reference to belonging within society.

There is a direct contrast between their wealth and her own condition, as she can’t hope to obtain it. This quotation also suggests that at this point in her experience, she thinks those who obtain such wealth are in a state that is preferable to hers. The speaker’s circumstances change so that she is able to have a ‘taste’ of belonging. However, now that she has experienced it she has learned that this ‘wealth’ is perhaps too great for her to handle. Dickinson compares her feelings about having “plenty” to the situation of a bush that naturally grew on the mountain being planted in the road. ‘Myself felt ill and odd. As berry of a mountain bush ? Transplanted to the road. ’ This would not be a good environment for the bush as it isn’t likely to flourish in the road.

Planting the bush suggests a permanent change, which we could also see as the permanence of the persona’s change from deprivation to plenty. The bush that grows from the berry is also in the wrong environment, or not in its natural place; in other words, the road is foreign or alien to it. This bush image could suggest that plenty is unfamiliar to the persona’s nature and her natural place is actually outside looking in through windows rather than being inside and belonging within society.

The speaker realises that she is no longer hungry, and that she no longer desires what she lacked “all the years,” now that it is available to her. Based on the knowledge acquired from the change in her status, she finally defines “hunger” as: ‘A way Of persons outside windows, The entering takes away. ’ Dickinson is describing that the desire to belong is taken away once a person actually experiences it. This experience of belonging in society has changed her views about what she actually desires and yearns for.

Here, the persona was first an outsider who finally experiences belonging and then realises it is not as good as she imagined. This can be contrasted with Christopher McCandless in the film Into the Wild as he experienced society and all its flaws primarily, and then went to find happiness alone. However Christopher and the persona in I Had Been Hungry All the Years both find, although at different stages and shaped by different experiences, that the cost of belonging in society is perhaps too great. The poem This Is My Letter to the World by Emily Dickinson explores the idea of alienation and not being accepted or belonging in society.

This poem could be read as a person who has waited so long for outside contact that she decides to complete the message for herself. ‘This is my letter to the world That never wrote to me,’ The speaker describes how the world has neglected her and thus she does not belong to society. Instead of waiting for society to recognize and accept her, she writes a message to the world in an attempt to make contact. In this way, the poem could be said to balance a love for seclusion with the desire for outside contact.

The writer is unsure of where her message will end up, or who will read it in the future. Her message is committed To hands I cannot see;’ Although she does not know who will read her letter, it is assumed that it will be read by society in general. The persona hopes that she will not be judged, but accepted for the message she has delivered. ‘For love of her, sweet countrymen, Judge tenderly of me! ’ The love she has for nature has compelled her to write this message, and so she hopes that society can accept her love for nature and therefore understand why she had to deliver this message. This acceptance would ultimately lead to her belonging within society.

Belonging is a complex human condition that is perceived differently by every individual as a result of the different experiences we go through and the relationships we form. These experiences can develop the perceptions that individuals have on the concept of belonging. In the case of Christopher McCandless in the film Into the Wild and the persona of Emily Dickinson as shown through her poems I Had Been Hungry All the Years and This Is My Letter To the World, there is evidence of individuals who choose not to belong to society because of the negative outlooks that their experiences have given them.

As a result of this, they both isolate themselves from civilisation. The difference between these two individuals is that Emily Dickinson, after going through her new experience of belonging, comes to the conclusion that she does not need to belong within society. In contrast, Christopher McCandless goes through a journey of isolation and discovers all too late that ‘Happiness is only real if shared’.

Training And Education Assignment

An inclusive learning environment is one in which all those participating feel able to actively engage, feel safe and feel welcome. The inclusive learning environment provides opportunities for all members of a group to engage in the learning process and aims to remove any barriers to full participation by all learners. An example of inclusive learning in our workplace is during each member of staffs personal development review. Every employee is asked how they would like to develop themselves and are given the opportunity to choose to learn a new skill. E. G. Renee is given the opportunity to train as a first eider or a fire warden. There are many different learning approaches and they all can be very effective dependent on which way the learner finds it easiest to understand. For example some learners prefer the visual method of learning where they find using pictures or images to help them better understand, while others may prefer a physical learning approach where they find using their body, hands and sense of touch as the best way to learn. Other individuals may find it easier to gain understanding from a social approach and prefer to earn in groups or with other people.

The verbal approach to learning could be beneficial to individuals who prefer to learn using words, both in speech and written form. A good example of how we cater for different learning styles in our workplace is when an individual learns to use a piece of equipment in the factory. The individual is shown how the task should be carried out, this is good for the visual learners. The same task is also explained in spoken word by the trainer which is ideal for the verbal learner. Every task is also accompanied by a written instruction called a one point lesson.

The learner also can practice the task in a safe and supervised environment which covers the physical learning approach. We also have other resources to aid with the learning process. We regularly show videos that give a visual description of tasks in the workplace. We use also use Powering presentations, give hand-outs and have visiting industry professionals come and give presentations on how to use their equipment. Obviously we need to ensure that the individual learners have understood what they have learned. We have a number of ways of assessing the level of understanding that the learner has.

For example, during the learning process we ask questions or ask the learner to demonstrate the task they’ve been shown. This formative assessment is very good as it’s an on-going assessment and it allows us to use a different learning approach if the learner is showing a lack of understand. We also assess the learner after the training has taken place. This consists of practical and written testing. This Summarize Assessment is standardized to ensure that the learner has reached the level of understanding required.

If the learner doesn’t meet the required level of understanding as a result of this assessment, further training is undertaken and a different learning style may be used. As part of the learning process we also ensure that basic functional skills are incorporated into the workplace. These skills enable people to progress in vocational learning and operate more productively in work. Our employees are able to demonstrate their functional skills as part of their everyday roles. For example, all employees have to complete E- Learning programmer which requires them to use CIT to complete Food Safety lubrications.

This also allows them to demonstrate English skills in the form of reading and writing. Almost all roles require employees to develop their mathematical skills. The manufacturing roles require counting stock, weighing ingredients, calculating recipes and quality checks of average weights. The office based roles require the use of Excel for spread sheets, ordering stock, managing data etc. It is very important to ensure that we engage and motivate our employees and encourage them to develop their skills and continue to learn within the workplace. There are a number of ways that this can be achieved.

Firstly we try to give our employees what they want and need. We don’t just assume that each and every one of your employees has all the tools, training, and support from supervisors they need. We check in with them personally and find out during their PDP and weekly team briefs. Another way we engage is by asking for our employee’s input and we use their ideas. This way, they have a vested interest in seeing the project succeed. This can not only empower and motivate our employees, but it can also lead to new and more reductive ways of working that normally would be overlooked during more stable times.

We also motivate our staff by implementing incentive programs. They have been shown to be highly beneficial in motivating our employees, and a major benefit is that the cost can be based on actual performance and paid out only after an employee has reached the desired goal. “Do well and you’ll get rewarded” makes a positive impact on our company as a whole, with our employees working harder to meet the target. We also understand the power of good communication as an excellent motivator. We use many Hansel to communicate.

We have our “you asked, we answered” scheme where any employee can ask any question or make a request (anonymously if required) and every question is answered. We have weekly team briefs, pre shift communications along with many newsletters and motherboards. We also have an internet portal and Google+ available for all employees. Finally as part of the learning and training process for our employees, we ask for and give out constructive feedback. Constructive feedback is important for everyone to receive and give because it promotes good communication, a better workplace ND personal growth.

By receiving constructive feedback, individuals have the ability to change and gain a better understanding or become a better employee. Not all feedback is constructive. It needs to be provided in a helpful and healthy way because if it is not, no one listens and it helps no one improve or become a better person. Constructive feedback is not about pointing out flaws, but about discussing specific issues and areas that require improvement. We offer suggestions to our employees for improvement which shows care and concern or the individual and their personal development.

We give feedback to our employees in a number of ways. It is often through one to one personal everyday communication. This could be in the form of a “thank you, your work was of superb quality and you did a really good job today”. It is also a very big part of our PDP process. Feedback is also given to the group of employees. This may be a message in the team brief or a notice on one of the boards. We also have weekly TOPS safety tours. Employees may be approached and feedback given on how they are completing a task.

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