The Two Worlds in Stopping by Woods on a Snowy Evening :: Stopping Woods Snowy Evening

The Two Worlds in Stopping by Woods "Stopping by Woods" The visible sign of the poet's preoccupation is the recurrent image of dark woods and trees. The world of the woods, a world offering perfect quiet and solitude, exists side by side with the realization that there is also another world, a world of people and social obligations. Both worlds have claims on the poet. He stops by woods on this "darkest evening of the year" to watch them "fill up with snow," and lingers so long that his "little horse" shakes his harness bells "to ask if there is some mistake." The poet is put in mind of the "promises" he has to keep, of the miles he still must travel. We are not told, however, that the call of social responsibility proves stronger than the attraction of the woods, which are "lovely" as well as "dark and deep"; the poet and his horse have not moved on at the poem's end. The dichotomy of the poet's obligations both to the woods and to a world of "promises"--the latter filtering like a barely heard echo through the alm ost hypnotic state induced by the woods and falling snow-is what gives this poem its singular interest.... The artfulness of "Stopping by Woods" consists in the way the two worlds are established and balanced. The poet is aware that the woods by which he is stopping belong to someone in the village; they are owned by the world of men. But at the same time they are his, the poet's woods, too, by virtue of what they mean to him in terms of emotion and private signification. What appears to be "simple" is shown to be not really simple, what appears to be innocent not really innocent.... The poet is fascinated and lulled by the empty wastes of white and black. The repetition of "sleep" in the final two lines suggests that he may succumb to the influences that are at work. There is no reason to suppose that these influences are benignant. It is, after all, "the darkest evening of the year," and the poet is alone "between the woods and frozen lake.

Difficulties of Obtaining a Divorce in Victorian England Essays

Bound in Union: The Difficulties of Obtaining a Divorce in Victorian England Divorce Legislation of the Victorian * 1839: Child Custody Act- Women, if proven innocent of adultery, could obtain custody of their children under seven. (Previously custody had been, without exception, awarded to the father.) * 1857: Matrimonial Causes Act- established regulations for secular divorce, making civil divorce, rather than divorce by act of Parliament, possible. Also outlined grounds for divorce, which differed for men and women, and secured property rights for divorced women. * 1870: Married Women’s Property Act- Allowed women to keep their earnings and inheritance along with small sums of money, though all other property fell to the husband. * 1873: Custody Acts- Women could gain custody of children up to 16 years of age even when adulteresses * 1882: Married Women’s Property Act-Women could keep all property, real and personal acquired before and after marriage. * 1884: Matrimonial Causes Act- Allowed wives of adulterers to immediately petition for a divorce rather than waiting the formerly required two years * 1886: Custody reforms granted mothers automatic custody of children after the death of the father. (Legal Milestones for Women 1832-1928) Divorce rates during the Victorian Period remained significantly lower than those of the present. Only one in ten women divorced once married due to several contributing circumstances (â€Å"Life for Women†). The law, religious doctrine, societal stigma, and the limited financial opportunities available to women all functioned as deterrents to divorce. Yet despite the encumbrances and inequity inherent in Victorian divorce, legislation made significant stride... ...orce in Australia. The beginning of his paper focuses on how Victorian England’s laws affected Australia, and the paper remains throughout intriguing and informative. Works Cited "Life for Women." Victoria's Past. 3 January 2005. 16 Mar. 2005 . Finlay, Henry. "Divorce and the Status of Women." 16 Mar. 2005 . "Legal Milestones for Women 1832-1928." 16 Mar. 2005 . Feinberg, Patricia. "The Divorce Bill." March 2001. Victorians Uncovered. 16 Mar. 2005 . Ziembra, Melissa. "Marriage and Divorce in Victorian England." 16 Mar. 2005 .

Nation-States in Modern Times

The natives of Waitangi in New Zealand had to give up their sovereignty to the British throne at the time that the Crown arrived in the country.   Since then, the natives have tried to fight for their right to govern their areas of New Zealand again.   If do they get this permission from the New Zealand government, which they most probably will not get in modern times, the natives of New Zealand might make their own nation-state, that is, a place that is ruled by a certain entity and occupied by people belonging to the same culture and having the same values that are unique to that group (â€Å"Nation-State,† 2007). This is the nature of the nation-state: It is a government form that may not be able to thrive in the era of globalization marked by cultural homogeneity, and featuring immigration laws, skills exchange, outsourcing, foreign direct investment and the likes. In the olden days, Greece was a nation-state.   Athens was the city-state of Greece, protecting a common culture under its own laws.   Greece was the ruler of Athens at the same time.   It had the power to dissolve Athens.   Yet, Athens was an extremely popular cultural hotbed.   It was not wise to dissolve Athens (Polopolos).   Most importantly, Greece and Athens serve as excellent examples of governance for the politicians of the modern world.   As a matter of fact, people use Greece’s example in thinking about how to develop a civilization.   Alexander the Great continues to be remembered. It is definitely possible for nation-states to develop in our day by following the example of Greece.   Weaker groups such as the natives in New Zealand represent a minority nowadays, and may not be able to form their nation-state.   At the same time, America used to be referred to as a ‘melting pot,’ even though the ‘Americanization’ of the world as a synonym for ‘globalization’ could easily have turned America into a lover of its own culture.   America could have become like Greece if it had wanted to preserve its culture; however, the nation’s political mind is very much occupied with the business sense of things. America chooses not to become a nation-state because it benefits immensely from foreigners.   What about Europe?   Can Europe become a nation-state with European Union, the Euro and its likes?   Perhaps places like France and Italy, in particular, might consider becoming nation-states with the strongest regard for their culture.   In point of fact, parts of Europe have been especially concerned in recent times with the upkeep of their traditional agricultural styles.   As an example, certain European farm products like the French cheeses have become â€Å"entwined with the national cultural identity† (Kaplan & Calzonetti, 2005).   Would globalization allow Europe or parts to Europe to turn into nation-states or city-states? – Perhaps so.   Do we expect it to happen? – Probably not. Let us turn to the Middle East.   Could it happen among the Arab nations, with the strongest ties to their culture?   Could Israel become a nation-state, with Jerusalem as its city-state?   Yes, it is possible once they stop fighting over the Middle East.   Arabs hate Americanization, apparently.   But they cannot live without America and Europe buying their oil.   They want to preserve their Islamic culture against the unIslamic behavior shown on Western television nevertheless. They also do not want American clothing to be worn in their societies.   Hijabs and extremely long skirts are still the norm in Saudi Arabia, very difficult for most foreigners to adjust to.   Perhaps Arab nations and/or Israel will be the first to turn into nation-states, if they are not already.   At this time they are not cultural states clearly because they fight too much.   At a time of peace alone will art and culture be nurtured.   Perhaps Middle East should really stop fighting now and become a nation-state if it wants to. References Kaplan, Eben, & Calzonetti, Claire. (2005, December 9). The WTO’s Troubled ‘Doha Negotiations.’ Council on Foreign Relations. Retrieved 27 November 2006, from http://www.cfr.org/index.html. â€Å"Nation-State.† (2007). Wikipedia. Retrieved 7 May 2007, from http://en.wikipedia.org/wiki/Nation-state. Polopolus, Leonidas C. â€Å"Athens, Greece: A City-State that Grew from Optimality in the Golden Era to Excessive Urbanization by the 21st century.† University of Florida. Retrieved 7 May 2007, from http://www.clas.ufl.edu/users/kapparis/AOC/ATHENS.htm.      

Ipremier Case Essay

When an event like this occurs in an organization, the first question asked post mortum is how can we prevent his from happening again. From iPremier’s perspective there are a few steps that can be taken. First, an overall evaluation of their security infrastructure and the individuals that support the structure. iPremier used a third party vendor to handle IT systems and support. This may be an area of weakness and the service that is provided by Qdata should be looked at closely. Although it may be cost effective to use a thirdy party vendor for this service, it is important to constantly evaluate their service and infrastructure compliance. Second, although Qdata manages iPremier’s IT systems it is important for iPremiere to have standard operating procudures and compliance standards. Preparing such documentation after an outage is the perfect time because a lot of what went wrong is still in their head and helps provide some ground level requirements. Once iPremier establishes their processes and procedures they should periodically â€Å"test† the process in a live drill. At my company we run several maintenance processes every month as well as disaster recovery testing once a year with some in between quarterly testing. It’s important to put the process, procedure and plan together, but equally important to test it in order to identify gaps. This process also needs to be written and locatable in the event it is needed for reference. Establishing a location for the process both in paper form an electronically is key. Lastly, communication from leadership to staff and to the clients that iPremier supports must be immediate. It is extremely important that staff be communicated to in a timely matter when information may have been compromised. There is also legal obligation on iPremiers part to notify clients that there information may have been compromised. iPremier maybe on some level required to compensate or identify ways for clients to mitigate the risk of their information being compromised. Overall, at the time of a service interruption post mortum evaluation will always find ways in which the interruption could have been prevented. Unfortunatley, organizations learn from disaster and it is the primary way in which we learn our weaknesses. Going forward if iPremier establishes the needed processes and procedures and takes the time to test their plan, they will prevent this specific issue from happening again, but are always other issues that will come up. Then it is time to re-evaluate your plan, processes, and procedures.

Censorship: Kay Anderson vs. Michael Moore

Is controversial documentary is about our first amendment rights. Although, we as Americans are guaranteed the right to have freedom of speech, Kay Anderson and his allies would like to limit who or what message the town of Orem, Utah is exposed to. Simply because Mister Anderson does not agree with the political views of Michael Moore, he wants to censor what the whole town is allowed to hear. Utah Valley State College (UVSC) is located in Orem where Michael Moore was scheduled to speak.Since the tickets were sold to college age or older persons, one would surmise that those individuals attending would not be easily swayed by what Kay Anderson sees as the evil of Michael Moore’s message. Why should the general public in Orem not enjoy the same liberties that Kay Anderson does in determining who or what message they want to hear? It is as simple as if the person wanted to hear Michael Moore’s message, they bought the ticket to his speaking engagement.Many of the college age students that Mister Anderson was trying to shelter from Michael Moore’s message were made more curious simply because of the uproar caused by Kay Anderson’s shenanigans. Mister Anderson is a bully who was trying to limit the choices of others in Orem. Just because Mister Anderson might not share Michael Moore’s political views, why should the general population of Orem have no say in whom or what they are exposed to? Bringing Sean Hannity to speak at the UVSC campus was just a way to try to placate the Mister Anderson.It did not help the money situation. It actually cost the college a little more money just paying Sean Hannity’s travel expenses than paying Michael Moore’s speaking fee and travel expenses. In the end just because Kay Anderson and a few students disagreed with Jim Bassi and Joe Vogel’s decision to bring a controversial speaker to the UVSC a campus was divided. With the loss of revenue from alumni donations, the college w as the one hurt in the end.

Innocence of Liesel Meminger Essay

Innocence is something that all of us know and relish. It is something sweet and peaceful that we all deem precious. In the novel ‘The Book Thief’, one little girl possesses this trait, in a very surprisingly place. In the heart of Nazi Germany, Liesel Meminger’s innocence is easily distinguished. In the story, Liesel Meminger is forced to adapt to a new family and environment due to her past traumatic experiences. Throughout part one of the book, Liesel shows her juvenility on numerous occasions shown by her interactions with others, in what she says, and through her attitudes. Rosa Hubermann was walking around their neighborhood to show Liesel her job, collecting clothes from the wealthy to iron. Upon arrival at a house, Rosa Hubermann told Liesel, â€Å"‘You go.’ Liesel was horrified. A giant brown door with a brass knocker stood atop a small flight of steps. ‘What?’ Mama shoved her ‘Don’t you ‘What’ me, saumensch. Move it.’† (The Book Thief, Hardcover Pg.42) This shows that Liesel is juvenile because she is terrified at her mama’s orders even though the job is simply to collect clothing. Also, she was in such disbelief at her mama’s decision when she was forced to retrieve the clothing because she never thought her new mama would put her in a position to bring her tremendous discomfort. Liesel is performing her usual routine, cleaning the spat saliva off the front porch from the mouth of Frau Holtzapfel. â€Å"†¦once in a while some stars had the nerve to rise and float, if only for a few minutes. On those nights, she would stay a little longer and wait. ‘Hello, stars.’† (The Book Thief, Hardcover Pg.45) Due to Liesel’s young imagination, she takes the time to converse with the stars. Any adult would not even regard the stars let alone talk to them because they have lost the innocence found in childhood, but Liesel is different and takes the time to do such things. Still in disbelief of her brother’s recent death, she is on her knees at her brother’s icy cold grave, digging in denial. â€Å"Somewhere in all the snow, she could see her broken heart, in two pieces.† (The Book Thief Hardcover Pg.24) This shows how Liesel is innocent because when all she loves is seized in that graveyard she is lost and does not know what to do. It was the cold graveyard, the thought of her mom leaving her forever in the midst of her younger brother’s death that overwhelmed Liesel to a broken heart. The Book Thief by Markus Zusak is important to read because it reveals something special in an very unexpected place. Germans who lived in Nazi Germany are still to this day commonly stereotyped as being ruthless and hate filled. Liesel has given a previously unseen perspective of these times, a look through the eyes of an innocent child that knows nothing of bitter hatred and antagonism. This is all easily perceived through her interactions with other characters , her own dialogue, and attitudes.

Communications - Single-loop & Double-loop Learning Essay

Communications - Single-loop & Double-loop Learning - Essay Example It is also possible to simply reject the basis of this goal since a great amount of experience has already been gained. It can be undertaken by an individual or even an organization. Learning regimes are helped essentially by the aligning of instruction and assessment methods with theoretical basis. Instruction takes care of the assessment methods and assessments in return discern the exact basis of a student’s repertoire with knowledge. Theories look after the different ways under which strategic basis is manifested. All of these help in jotting down the learning styles which are adopted by different students. It is a need to align the instruction needs and assessment methods in order to reap rich rewards for the students as per their learning regimes. This will essentially make them into learned individuals at the end of the day. Both instruction and assessment methods incorporate the element of learning from a long haul. The different educational paradigms that come into pl ay include the positivist, the constructivist and the critical – all of which support as well as obstruct the alignment process in essence. Supporting the alignment process would mean that the organization is getting the work done in a pretty easy fashion (Garette, 2001). On the other hand, obstructing the alignment process would entail its basis within the critical paradigm of educational discussions. Thus the paradigm basis will manifest the wrongdoings in a person or an entity so to speak. The type of paradigm that an organization uses depends a great deal on its kind of work. The usage of all these three educational paradigms would mean that there is a complete mesh and the organization will reap the benefits in the long run Chris Argyris has provided for a clear cut description of the single-loop and double-loop learning mechanisms which have been instrumental at highlighting how organizational learning has been studied in the time and age of today. This is in light of t he ever-changing mechanisms that are closely associated with organizational learning and how employees have been able to shape up their domains on a proactively consistent basis. This comes from the aegis of the organizations themselves where the top management realms play their significant roles. Modifying the goal is important because it tells an individual exactly how to reach the goal and thus achieve his long term objectives and desires. Same is not the case with single-loop learning where there has been witnessed an inability for the goal modification realms (Marsick & Watkins, 1996). These are some of the most discussed aspects that come under the realms of organizational learning and have been depicted in a number of examples in the past as well. One should believe that double-loop learning is much better because it is comprehensive and encloses a number of aspects when one compares the same with single-loop learning. It is a fact that any organization that allows learning t o come about in a natural fashion with its folds is an organization that knows how to run its varied processes and carry out relevant tasks in a quantifiable manner. What learning essentially does is to bring in the much touted value and quality