Journal 2 Essay Example | Topics and Well Written Essays - 250 words - 6

Journal 2 - Essay Example Human Resource Development can be defined as the process of preparing or enhancing competencies, skills, attitudes and the knowledge of the employees in an organization. The employees can qualify to be called human resources when they become useful components in the organization by acquiring the ability to play their roles efficiently (Kuchinke, 2010). Human Resource Development ensure that the staffs are able to work efficiently. Therefore, this process aims at producing knowledgeable, competent and skilled employees that will be able to work optimally toward realizing the organization goals and objectives. Human Resource Development is conducted through various ways such as career planning, organization development, training, and development, which help in imparting appropriate skills and knowledge onto the employees. Human Resource Development is a continuous process that takes a proactive approach in order to capacitate employees in their different roles and ensuring that they ac hieve their full potential. This process also helps to better the lives of the employees, as it concentrates on all-around development of the human resources (Poell, 2011). In conclusion, Human Resource Development is a crucial process that focuses on the development of the employees both at the workplace and in other aspects of their lives. It is done through training and development, whereby suitable knowledge and skills are imparted on the employees, thus making them competent and knowledgeable (Kuchinke,

Ethics Dilemma Paper Essay Example for Free

Ethics Dilemma Paper Essay ETHICS DILEMMA PAPER One of the most difficult things in the criminal justice field is related to ethics in the criminal justice profession. Whether it being a corrections officer, police officer, or a judge. The main goal is to ensure you as a professional are making the right decision for the greater good and that it falls within the guidelines that are set before you in the laws that have been written. In the recent dilemma that occurred in Broward County on February 19, 2014 is an example of an ethics dilemma in the criminal justice field that happens much too often. I will explain to you the nature of the dilemma, the ethical/unethical decision that was made, the outcome of the situation, and suggest some alternative courses of actions that could have taken place instead and why. NATURE OF THE DILEMMA On February 19, 2014 a Broward County Sheriffs deputy of 20 plus years on the force conducted a traffic stop of a vehicle traveling unlawfully in the HOV (High Occupancy Vehicle) lane. Once the deputy had the vehicle stopped he was informed by the woman in the drivers seat that she was recording him conducting the traffic stop. Once the sheriffs deputy gained knowledge of  this he proceeded to force his way into the womans vehicle trying to grab her phone, then pulling her out of the vehicle and dragging her onto the ground causing injuries in several places as another deputy stood by with his gun drawn. All the while this was going on he continued to yell at her stating she was committing a felony and telling her I know the law better than you , and placing her under arrest. The ethical dilemma this situation brings forward is: was the actions taken by this deputy really necessary and justified on an ethical basis? (Miller, 2014). ETHICAL DECISION MADE In this particular situation an unethical decision was made based on the circumstances of the incident at hand. The deputy was committing a crime (felony) himself by unlawfully forcing his way into her vehicle, and detaining her against her will for a crime she did not commit. All for a simple civil infraction (driving in an HOV lane), that could have been handled in a totally different and professional manner. This was the only law the woman was breaking at the time, and the only probable cause the deputy had to go on for the actions that he took. OUTCOME OF THE SITUATION Once the dust settled upon this unfortunate situation, the deputy assumed and thought that the woman was breaking the law by recording the audio and video of the deputy. He assumed that he had to give the woman permission to audio record him. Unfortunately to his disadvantage the Florida courts ruled upholding a expectation of privacy provision (Silverman, 2012) to their all-party law, which the courts ruled does not apply to on-duty police (or anyone in public), as long as you are not interfering with them in conducting their duty. In this particular case the deputy appeared to be uneducated in this revision to the law that the law enforcement agency clearly neglected to educate its department on. ALTERNATIVE COURSES OF ACTION/ WHY According to the situation at hand some of the alternative courses of actions that the deputy could have taken and the woman that was being stopped could have been drastically different. Ethically speaking the deputy could have not taken his actions to the extreme that he did all over the simple recording violation that he thought the woman was committing. His life was not in danger nor was there any indication of any physical threat coming from the woman. The deputy totally handled that situation in a very unprofessional and unethical manner. On the other hand the woman could have easily been justified in using deadly force on the deputy if he was not a law enforcement officer. She would have been justified well within the guidelines of Floridas Justifiable Use of Force law considering he unlawfully forced his into her car and violently dragged her out. Fortunately for him he was a law enforcement officer or he could have been killed. Another course of action for the sheriffs deputy and the department could have been to properly educate themselves and their officers of the most current laws regarding these types of situations. In addition to making sure each and every deputy gets a refresher course on the necessary use of force procedures every few years. CONCLUSION In conclusion of this ethical dilemma situation, what I can draw from this is several things. One being always treat people in a way I would like to be treated unless circumstances dictate otherwise; it is the right and ethical action to take. Sometimes we just do not get that luxury of doing such an action when dealing with certain types of people and situations and yes certain actions are necessary. Always take the time to educate yourself on certain laws or information you are not sure of before acting on what you think may be correct. Just like the famous saying, Ignorance of the law is not an excuse, and this is very true but it does go both ways for law enforcement and the public. References Miller, C. (2014). Photography is not a crime. Retrieved from http://photographyisnotacrime.com/2014/02/19/broward-sheriffs-deputy-violently-attacks-woman-recording-traffic-stop/ Silverman, S. (2012). Reason.com free minds and free markets. Retrieved from http://reason.com/archives/2012/04/05/7-rules-for-recording-police

Modernismo in Spanish-american Poetry of the 20th Century

Modernismo in Spanish-american Poetry of the 20th Century Abstract This research analyses Spanish modernismo in Spanish-American poetry. The paper investigates in depth the impact of Ruben Dario and Leopoldo Lugones, the most influential modernista poets of the twentieth century, on the development and spread of modernismo in Spain. The received results demonstrate that Spanish modernismo was new for Latin America and differed much from European Modernism. Due to the spread of nationalism, modernista poets experienced rejection and criticism from the members of Spanish society that regarded their literary works as the imitation of European poetry. However, Lugones and Dario opposed the existing restrictions and implemented new forms of poetic expression. In this regard, some findings of this research are consistent with the previous studies, while other results provide new valid data to the issue of Spanish modernismo in the twentieth century.   Ã‚  Ã‚   1 Statement of the problem Spanish modernismo is considered by some researchers and critics to represent a real revolution in Spanish-American literature of the twentieth century. The fact is that by the end of the nineteenth century the poetry of Latin America began to decease, thus innovations had to be implemented to revive it. Modernismo was new for Latin America, and the poets who greatly affected the formation of this movement were Leopoldo Lugones and Ruben Dario, as they were the first persons who implemented European poetic traditions into their writings, transforming the linguistic basis of poetry. However, this viewpoint is sometimes challenged by literary scholars who make attempts to eliminate the impact of modernismo on Spanish-American poetry. Gwen Kirkpatrick suggests that such a biased vision is explained by the fact that â€Å"many discussions of modernismo are stereotypically describing a ‘rubenismo’, the hackneyed copies of Ruben Dario’s style , while forgetting the movement’s audacity and its sweeping display of subject matter and styles†1. The conducted researches aggravate the issue by drawing a parallel between Spanish modernismo and European modernism. As a result, they provide ambiguous and invalid findings in regard to modernismo in Spanish-American poetry, instead of clarifying various aspects of the twentieth-century Hispanic literature. 2 Introduction Spanish modernismo as a crucial literary trend of twentieth century Hispanic poetry was initiated by Leopoldo Lugones and Ruben Dario and achieved its peak in the years of 1888-1915. It had the major impact on Spanish poetry, but also affected other literary genres, such as short stories and novels. Modernismo appeared as a successful combination of the Symbolist and the French Parnassian literary movements and was especially widespread in Argentina, Mexico and Cuba2. Modernismo in Spain reflects various social and economic changes of the late nineteenth – early twentieth centuries. It is mainly characterized by the substitution of the former structural and thematic components for new elements that include experiments with meter and rhyme and the utilization of such themes as landscape and eroticism. Thus, modernismo possesses three principal features: 1) novelty in rhyme and meter; 2) new appreciation of poetry’s role and 3) increase in subject themes. Social changes influenced the poets’ understanding of their roles and made them adhere to the literary traditions of such European poets and writers as Edgar Allan Poe, Baudelaire and Whitman. Latin America differed from other European countries because of the fact that it made constant attempts to maintain the principles of national identity. As a result, Spanish literature used to adhere to conventional values, and any withdrawal from these particular traditions was regarded as a real danger to the issues of nationality. Modernist poets such as Dario and Lugones were usually considered as escapist s and Spanish-American poetry – as the imitation of foreign ways of expression. In view of these complex social and cultural restrictions, the rise of modernismo in Spain signified the elimination of the older stereotypes and the establishment of new models for poetry. The beginning of the twentieth century was also characterized by the spread of sciences and industries that contributed much to the formation of a rationalistic vision on life and universe. However, due to the existing restrictions, modernista poets of that period could only unite European values with traditional ideals in their literary works. In this regard, modernismo in Spain collided with more complexities than Modernism in other countries. These complexities resulted in the fact that Spanish poetry of the earlier twentieth century revealed much ambiguity and inconsistency. Various attempts of Spanish poets to utilise modernista elements in their works were regarded as the imitation of European literary sources, and modernismo in whole – as the trend of dependence. However, recent criticism on Hispanic poetry of the twentieth century challenged this viewpoint, providing valid data to prove the uniqueness and importance of Spanish modernismo. The themes and innovations of modernismo gave rise to many aesthetic and cultural tendencies of Spanish-American poetry of the twentieth century. The aim of the research is two-fold: 1) to analyse how modernismo represented a revolution in Spanish-American poetry in the 20th century; 2) to evaluate the importance of Ruben Dario and Leopoldo Lugones in the formation of modernismo. The paper is divided into sections. Chapter 1 provides a statement of the problem that uncovers the principal thesis of the dissertation. Chapter 2 conducts a general overview of modernismo through social and historical contexts. Chapter 3 observes the critical works that are written on the issue of Spanish modernismo. Chapter 4 discusses the theoretical tools that are applied for the analysis. Chapter 5 evaluates in detail the impact of Ruben Dario and Leopoldo Lugones on modernismo and the way they changed Spanish-American poetry. Chapter 6 provides a summarization of the received results, while Chapter 7 demonstrates the limitations of the research and gives the suggestions for further analysis of Spanish modernismo. 3 Review of the literature Various critical works are written on the issue of modernismo in Spain, providing rather contradictory findings. Cathy Jrade considers that modernista poets regarded the world as â€Å"a system of correspondences†3. Thus, they were in search of the ways to uncover the concealed truth about Latin America and the universe in whole. Some critical works on Spanish modernismo are aimed at analyzing modernista poetry through social contexts, including Noà © Jitriks Contradicciones del modernismo, Franà §oise Perus Literatura y sociedad en Amà ©rica Latina and Angel Ramas Rubà ©n Darà ­o y el modernismo4. According to Ricardo Gullon, â€Å"What is called modernismo is not thing of school nor of form, but of attitude†¦ That is the modernismo: a great movement of enthusiasm and freedom towards the beauty†5. Discussing Spanish modernismo and the poets who contributed to the formation of this movement, Gwen Kirpatrick points at Leopoldo Lugones as â€Å"a true precursor of what might be called the dissonant trend in Spanish American poetry†6. The researcher considers that Lugones greatly influenced other poets of the subsequent generations by rejecting the traditional poetic norms and implementing new modernista elements. Lugones’ legacy is especially obvious in the works of Cà ©sar Vallejo, Alfonsina Storni and Ramà ³n Là ³pez Velarde. Octavio Paz points at the fact that Lugones’ and Dario’s poetry is the beginning of â€Å"all experiences and experiments of modern poetry in the Spanish language†7. However, Paz also differentiates between Lugones and Dario; although he regards Dario as the initiator of modernismo, it is â€Å"Leopoldo Lugones who really initiates the second modernista revolution†8. On the other hand, some researchers criticize Lugones’ poetry and his impact on Spanish-American literature. For instance, Roberto F. Giusti claims, â€Å"What is Lugones’ literary personality? It is a difficult question to answer due to the simple fact that he lacks one†9. Amado Nervo contradicts this viewpoint by pointing at powerful aspect of Lugones’ poetry, especially Las montaà ±as del oro. Although Nervo acknowledges the impact of fo reign thinking on the works of Lugones, he nevertheless identifies many individualistic features of this modernista poet. As Nervo puts it, â€Å"Lugones’ personality is powerful, the most powerful in our America†¦ The outside influences, the variety of reminiscences, the trivial and intimate suggestions of sages, poets, anti artists clash in his soul with his own and diverse ideas†10. However, Ezequiel Martà ­nez Estrada suggests that Lugones’ poetry lacks real sincerity, he considers that â€Å"We see him [Lugones] change and contradict himself, but we never see him express himself with absolute sincerity†11. The different perception of Lugones’ poetry can be explained by the changes within Spanish society that shaped people’s understanding of poetry throughout the twentieth century. According to Manuel Pedro Gonzalez, those poets who directly succeeded Leopoldo Lugones greatly admired the poet’s excessive language and powerfu l verse12, but later generations of Spanish poets failed to rightfully perceive Lugones’ innovations, although they also borrowed some elements of his poetry. In view of such contradictory criticism on the issue of Spanish modernismo, the following analysis makes an attempt to solve this controversy and demonstrate a considerable impact of Ruben Dario and Leopoldo Lugones on Spanish-American poetry of the twentieth century.   Ã‚   4 Research methodology The research utilises two theoretical research methods – a qualitative method and a discourse analytical approach. These methods provide an opportunity to investigate the issue of Spanish modernismo through various perspectives. The qualitative method is applied to the research to observe different views on the discussed issue, while the discourse analytical approach is aimed at analyzing cultural and social contexts that contributed much to the formation of modernismo in Latin-America. The discourse analytical approach explains the reasons for regarding Spanish modernismo as a revolution in Spanish-American poetry and the qualitative method interprets literary works of modernista poets. According to Ricoeur, â€Å"interpretation†¦ is the work of thought which consists in deciphering the hidden meaning in the apparent meaning, in unfolding the levels of meaning implied in the literal meaning†13. As appropriate methods for investigation, the q ualitative method and the discourse analytical approach demonstrate Spanish poetic traditions and the ways modernismo implemented new poetic forms.     Ã‚   5 Discussion 5.1. Background In the sixteenth and seventeenth centuries Spanish-American poetry experienced its prosperity due to the occurred historical and political events. However, gradually the poetry of Latin America exhausted its potentialities and reflected only illusionary visions of reality. At the end of the nineteenth century Spanish-American poetry almost completely rejected the poetic traditions of Romanticism, because it was impossible to adhere to these traditions in view of quick changes in values and modernization of life in many places of Latin America. As Octavio Paz rightfully points out, â€Å"Modernity is our style for a century. It’s the universal style. To want to be modern seems crazy: we are condemned to be modern, since we are prohibited from the past and the future†14. It was in that period when some Latin American cities began to inherit European ideals on culture, science and art. As Kirkpatrick puts it, â€Å"New immigration, varying degrees of industrialization, and labor-oriented social movements changed the maps of Spanish American cities in the early twentieth century†15. Thus, Spanish-American poets began to gradually reject the romantic representation of reality, instead revealing their interest in certain objects such as the female body and machines. Leopoldo Lugones was one of the first poets that applied to these themes in some of his poetic works, like Las montaà ±as del oro. Overall, modernista poets demonstrated great obsession with the principles of modernity and made constant attempts to increase the role of a poet in Spanish society. They withdrew from their participation in political affairs, instead transforming writing into a profession. In view of various innovations modernismo was aimed at creating a novel reality and styles of expression. According to Gordon Brotherston, the modernista poets, such as Ruben Dario, Manuel Machado, L eopoldo Lugones, rejected the material obsession that emerged as a result of industrial and scientific achievements, instead revealing true moral and cultural values16. As Paz puts it, â€Å"it has been said that modernismo was an evasion of the American reality. It would be truer to say that it was a flight from the local present reality†¦ in search of a universal reality, the only true reality†17. Spanish modernista poets reveal an idealistic treatment of poetry, paying a particular attention to the innovations of poetic forms and themes. The values of these poets appeared in contrast with the existing social norms and were reflected in their poetry. Modernismo represented a real revolution in Spanish-American poetry, because it was aimed at destroying the isolation of Latin America and at creating a novel discourse that could uncover the concealed truth about social and political situation of the country. However, the spread of modernismo was different in various part of Latin America. In particular, in Buenos Aires and Santiago of Chile, the South regions, modernismo was developed in a fast way, while in the area of Hispanic Carribean the process was considerably slow. In general, modernista poets were in search of the ways to create a language that would reflect social and spiritual discourse, making them closer to European poets. In this regard, the language of modernista poets is ambiguous. Applying to the qualitative approach it is possible to reveal this ambiguity, because this method provides an opportunity to rightfully interpret the controversial literary texts. According to Taylor, â€Å"Interpretation†¦ is an attempt to make clear, to make sense of an object of study. It aims to bring to light an underlying coherence or sense†18. Thus, on the one hand, the language of modernista poets appears as a visionary tool that uncovers reality changed as a result of various scientific innovations, while, on the other hand, it shapes national identity. Due to the fact that these two aspects are closely connected with each other, modernismo manages not only to reveal reality, but also to change the political and social courses established in Latin America. As Gonzalez puts it, modernismo introduces various aspects of modernity and alters Spanish poetry in whole19. According to Ricardo Gullon, â€Å"t he modernist writer is in first term modern man, and as so he becomes aware of himself as a citizen and believes in the possibility of the political and social reform†20. Ruben Dario and Leopoldo Lugones were the first poets to reflect social modernity and the negative consequences of scientific innovations in their literary works. In their modernista poems they made attempts to combine national identity with foreign features. The following sections provide a more detailed discussion of Lugones’ and Dario’s impact on the formation of Spanish modernismo.   5.2. Ruben Dario as the initiator of Spanish modernismo At the end of the nineteenth century Ruben Dario (1867-1916) implemented the concept of modernismo to reflect a new period in Spanish-American poetry. Dario identified modernismo as the trend that corresponded with the essence of his time, when modernity began to influence various aspects of reality. Although Dario is regarded as a nationalistic poet, he is individual in his poetry, bringing up both social and national issues. Ruben Dario rejects the traditional elements of poetry by changing the conventional norms of verse and by introducing smooth rhythms into his poetic works. Simultaneously, Dario challenges and criticizes the reality that is presented in many literary works of Spanish-American literature of the nineteenth century. Through his poetry Dario rises against the materialization of Spanish life and against the wrong scientific ideals that prevailed in Latin America in that period of time. He also maintains individualism and independence, eternity and dream world; Dario is especially obsessed with beauty, demonstrating that beauty can be found in many displays. He moves beyond traditional portrayal of beauty, paying a particular attention to females’ sexuality as one of the principal images of beauty. For instance, in his poem Rhymes Dario claims, â€Å"Out on the sea a swift boat rowing, / rowing: the lover with his beloved, / flying to the land of dreams. / In the sunset light and the million glints / that flashed on the sea, those streaming oars / seemed made of burnished gold†21. This simple verse reveals the beauty of nature and the beauty of a loving couple; nature seems to correspond with their feelings – it is bright and clear, tender and light. However, by the end of the poem nature is changed, as Dario expresses uncertainty as to the future of these lovers: â€Å"Their fate? I do not know. I remember / that after a pallid twilight, the sky / darkened and the sea grew rough†22. Thus, nature conveys despair of Dario and the inability of lovers to change anything. Similar to nature that is exposed to constant changes, love also has the beginning and the end. This modernista poet pays much attention to language and he is in constant search of perfecting it. Musicality of Dario’s poetry and his exotic images inspire other Spanish poets, despite the fact that Dario is more interested in words than in the expressed meaning. Dario’s poetic language acquires power and symbolism; he gives new meaning to simple words and forms his unique rhetorical lexicon that reflects the spirit of Hellenism and Versailles. Applying to various poetic experiments, Dario increases the amount of metrical forms, either transforming classical forms or creating new ones. Dario’s first literary work Azul (1888) reveals musicality and sensuality of his sonnets. It was a real break in Spanish-American poetry due to the fact that Dario managed to substitute a complicated poetic verse of Spanish poets for a simplified and expressive form. In this collection Ruben Dario masterfully combines the symbols taken from ancient literary sources with his own symbols. Some of Dario’s symbols are the swan that symbolizes eroticism and chastity or centaur that embodies both human and animal features. In this regard, modernismo depends on various influences and literary trends; it manages to combine vulgarity and delicacy, reality and illusion, beauty and violence, extremes and simplicity. Ruben Dario’s modernista poetry introduces many elements into Spanish-American poetry of the twentieth century. In particular, in many poems of Blue Dario applies to the theme of escapism, that is, he escapes reality and involves his readers into the dream world. Dario’s escapism is refined and full of classical illusions. In response to various scientific inventions and reason, Dario creates poems that are closely connected with nature and passions. Although the poet usually depicts such negative feelings as sadness, disappointment, ennui and despondency, they are so expressive that they evoke powerful emotions. In the poem Melancholy Ruben Da rio states, â€Å"Brother, you that have light, please give me light / I am like a blind man. I grope about in the dark. / I am lost among the tempests, lost among torments, blinded / by fantasies, and driven mad my music. / That is my curse. To dream†23. Another element of Dario’s poetry that is widely adopted by all modernista poets is the tension between love and sexuality. In his later collection of poetry Songs of Life and Hope (1905), Dario brings up more profound issues of a man and universe, life and death, utilizing irony and bitterness. This is especially obvious in such poems as The Fatal Thing and Youth, Divine Treasure. In this regard, Dario and other modernista poets are often accused of inspiring anarchy in the country, but in reality Dario contributes to the creation of a certain ideological structure in Spanish-American poetry that is closely connected with culture. Applying to classical allusions and cultural images, Dario implicitly demonstrates his cultural tastes. Thus, Jean Franco suggests that â€Å"modernismo comes to imply not only a literary renewal under the influence of France but a certain exaltation of taste†24. In some of his poetic collections, including Songs of Life and Hope, Ruben Dario demonstrates his obsession with classical symbols and the images created by Dante in his epic poem. Dario is in constant search of combining these images with the aesthetic values of modernismo, the poetry with the whole universe. In other poems Dario, similar to Lugones, draws a parallel between natural phenomena and humans’ emotions; for instance, in the poem Nightfall in the Tropics Dario portrays nature through emotions: â€Å"Bitter and sonorous rises / The complaint from out the deeps, / And the wave the wind surprises / Weeps. / Viols there amid the gloaming / Hail the sun that dies, / And the white spray in its foaming / ‘Misere’ sighs†25. This verse reveals Dario’s experiments with language and form; and, according to Kirkpatrick, it is in these â€Å"experiments, ironies, discordance, and ambiguities, later poets will find the legacy from which they will construct new poetic languages†26. In this regard, Leopoldo Lugones borrows some modernista elements from the poetry of Dario, but he also implements many new elements of modernism o.  Ã‚      5.3. The influence of Leopoldo Lugones on Spanish-American poetry Although Leopoldo Lugones’ earlier poetic works are characterized by the adherence to romantic ideals, he gradually rejects these elements, bringing up the issues and values that are closely connected with modernismo. Despite the fact that Lugones’ patriotic tunes and concise rhyme are not the explicit features of modernismo, his changes in themes and the depiction of certain ideologies through poetry demonstrate the poet’s important role in the transformation of Spanish-American poetry of the twentieth century27. According to Kirkpatrick, simultaneously combining some genres and moving from one extreme to another in his poetic works, â€Å"Lugones dramatizes the conflict between modernismo’s formalism and the shift into the twentieth century’s more private sense of poetic language†28. Similar to Dario, Lugones maintains the idea of language perfection, but he regards language as a tool that should be refined. Lugones considers that poetic language should be as much expressive as possible, but â€Å"by directing attention to language as a technical instrument, Lugones initiates a dissonant trend in modern Spanish-American poetry†29. With the help of expressive language Lugones manages to combine various elements in his poems, such as ironical eroticism and the portrayal of landscape, colloquial speech and unromantic scenes. Lugones takes his images from outward things, depicting the changed urban and rural scenery of Spain. Simultaneously, Lugones’ modernista elements reflect his obsession with French literary poetic traditions; however, â€Å"Lugones discounts the American setting as being too primitive to allow for the development of a complex and refined expression†30. Although in his early poems Lugones only implicitly reveals modernista elements, he intensifies them in his later poetry. This especially regards Las montaà ±as del oro (1898), where Lugones makes an attempt to combine rather contradictory elements through an allegorical form. It is in this poetic collection that Lugones introduces such innovations as enormous excesses, undisguised exaggeration and bizarre humour that are utilise d in his later poems. Introducing various thematic opposites in Las montaà ±as del oro, Lugones manages to achieve integrity of expression. The structure of the book resembles Dante’s poems, revealing that Lugones applies to some classical allusions in his poetry. This is especially obvious in the following words: â€Å"I was alone / between my thoughts and eternity. I was / crossing with Dantesque steps the night†31. In the poem Metempsicosis Leopoldo Lugones combines the powerful images of landscape and animal features to reveal the opposites between two elements: â€Å"An evil moon was loosing itself – with its yellow skeleton face / in distances of dream and problem; / and there was a sea, but it was an eternal sea, / asleep in a suffocating silence / like a sick, fantastic animal†32. Metempsicosis is followed by other poems, such as A Histeria, Rosas del Calvario, Oda a la Desnudez, Antifonas, Nebulosa Thule and others that are full of erotic images and the theme of darkness. In his female images Leopoldo Lugones combines both calm beauty of a woman and fierce portrayal of femme fatale. Applying to such conventional symbols of female images as moon, apples, flowers, breast and others, Lugones demonstrates that these images are beautiful, but they embody darkness and destruction. As a result, Lugones’ female images reflect the desire for possession and desecration: â€Å"I want a golden crown to encircle / your heart†¦ and I want you to triumph, naked like a host, in the ideal Easter ceremony of my pleasures†33. Similar to Dario, Lugones’ sexual images are usually connected with various religious images and Greek mythology, the feature that is characteristic to modernismo. However, Lugones’ images are more turbulent and definite, like in the poem A Histeria: â€Å"And so your embrace was like the knot of a noose, / and like glacial floes were your lips, / and bitter wires were my tendons, / and so the enormous stallion was a black wind†34. Thus, Lugones draws a parallel between violence and females’ sexuality; this connection is evident in Los Celos del Sacerdote: â€Å"desired crucifix of the weddings / and the triumphant grace of your waist. / like an amphora filled with magnolias, / and the impenetrable iris of your sex, / iris fool of blood and anguish†35. In another poem Oceanida Lugones applies to specific sexual images of Vista that symbolize eroticism and beauty. Some poems of Lugones’ poetic collection Las montaà ±as del oro reflect the sadomasochistic components that constitute one of the most important themes of Lugones’ poetry. In particular, the poet combines the images of violence and punishment with the images of females’ sensuality: â€Å"I shall praise the affection of your embrace, / just as the lecherous ascetic in his battles pulls tight the hairshirt around his kidneys†36. The images of sexuality and violence are repeated several tines throughout the poems, thus repetition is one of the most crucial poetic tools of Lugones. These repetitions, mainly taken from Poe’s literary style, provide Lugones with an opportunity to move from one extreme to another, maintaining the necessary integrity of expression. For instance, in the poem Oda a la Desnudez Lugones constantly repeats the word ‘nakedness’: â€Å"Look at the nakedness of the stars; / the noble nakedness of the savage panthers of Nepal, the pure flesh / of the newborn; your divine nakedness which shines like a lamp†37. Leopoldo Lugones implicitly brings up the tensions between nature and scientific discoveries, between reason and myths, between people and environment. In this regard, Lugones is similar to Ruben Dario who criticizes science and material obsession of his era in his modernista poems. Lugones combines ancient elements with new discoveries of the nineteenth century, evaluating both positive and negative sides of the present. Thus, according to the discourse analytical approach, Lugones’ and Dario’s poetic language is closely connected with the components of social and political contexts38. The poem Hymn to the Moon from Lugones’ Sentimental Lunario reflects French adoptions and is characterized by irony and new metric form. The poem The Cicadas from The Book of the Landscapes is belonged to one of the most modernista poems of Leopoldo Lugones; applying to daily images, the poet portrays them through ironical vision. However, one of the best modernista poetic collections of Leopoldo Lugones is certainly Los crepà ºsculos del jardà ­n (1905), where the poet intensifies sexual and erotic elements. In this collection Lugones not only utilises many modernista structures and symbols, but he also implicitly criticizes modernismo’s technicality. As Lugones constantly experiments with his poetry, he implements new elements taken from different literary movements and classical literary sources; thus he manages to observe both strong and weak sides of modernismo. Exaggeration appears the principal tool of expression in Los crepà ºsculos del jardà ­n; as Kirkpatrick puts it, Lugones â€Å"exaggerates certain themes by extending their development too far, or points out certain techniques by explicitly commenting on their use within the poems themselves†39. Thus, the poet creates not one swan in his poems, but several swans; portraying the image of a woman, he does not restrict himself to some features, instead he describes every aspect of her appearance, even the colour of her clothes. Although Leopoldo Lugones initiates the second wave of modernismo in Latin America, he moves away from it in his later poetic works, because he feels that he has already researched this new area and continues to experiment with other literary trends40. Utilising all modernista elements in his Los crepà ºculos del jardà ­n, he begins to study the archetypal elements of Jules’ Laforgue’s poems. However, Lugones’ later withdrawal from modernismo does not minimize his crucial role in the formation of modernismo. As Kirkpatrick rightfully claims, â€Å"Although Ruben Dario is the undisputed master of the movement, many later poets have found the complex, sometimes troubling, poetic experiments of Leopoldo Lugones to signal openings for a renewed poetic practice†41. The fact is that Lugones’ constant changes of forms and styles, turbulent eroticism and the portrayal of common life attracted attention of many Spanish-American poets. Tensions and ambiguity that are slightly seen in the works of other modernista poets are considerably intensified in Lugones’ poetry42. 5.4. The Legacy of Modernismo Ruben Dario and Leopoldo Lugones as the major contributors to the formation of Spanish modernismo left a considerable legacy to other poets who began to utilise modernista elements of Lugones and Dario in their poetic works. Some of these poets are Ramà ³n Là ³pez Velarde, Cà ©sar Vallejo, Jorge Luis Borges, Octavio Paz, Alfonsina Storni, Julio Herrera y Reissig, Federico Garcis Lorca, Pablo Neruda and Vicente Huidobro. Their poetry is characterized by expressiveness and freedom, perfection of language and search of new forms, classic allusions and new themes, simplicity of syntax and musicality of words, free verse and powerful visual images. For instance, in his poetic works Ramà ³n Là ³pez Velarde follows Leopoldo Lugones, combining the elements of eroticism with various prosaic elements. Other modernista poets also utilise prosaic components in their poetry, including Baldomero Fernà ¡ndez Moreno and Enrique Banchs. These poets implicitly appl y to Lugones’ method to create opposites; however, they differ from Lugones, using simple colloquial language. Besides, the tone of their poems is quiet in contrast to excessive and exaggerated tone of Lugones. Julio Herrera y Reissig, another modernista poet, greatly resembles Lugones in his representation of sexuality and

GOYA :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Francisco Jose de Goya y Lucientes was born on March 30, 1746, in Fuendetodos, a village in northern Spain. The family later moved to Saragossa, where Goya's father worked as a gilder. At fourteen years old, Goya was apprenticed to Jose Luzan, a local painter. Later he went to Italy to continue his study of art. On returning to Saragossa in 1771, he painted frescoes for the local cathedral. These works, done in the decorative rococo tradition, established Goya's artistic reputation. In 1773 he married Josefa Bayeu, sister of Saragossa artist Francisco Bayeu. The couple had many children, but only one--a son, Xavier--survived to adulthood.   Ã‚  Ã‚  Ã‚  Ã‚  From 1775 to 1792 Goya painted cartoons (designs) for the royal tapestry factory in Madrid. This was the most important period in his artistic development. As a tapestry designer, Goya did his first genre paintings, or scenes from everyday life. The experience helped him become a keen observer of human behavior. He was also influenced by neoclassicism, which was gaining favor over the rococo style. Finally, his study of the works of Velazquez in the royal collection resulted in a looser, more spontaneous painting technique.   Ã‚  Ã‚  Ã‚  Ã‚  At the same time, Goya achieved his first popular success. He became established as a portrait painter to the Spanish aristocracy. He was elected to the Royal Academy of San Fernando in 1780, named painter to the king in 1786, and made a court painter in 1789. A serious illness in 1792 left Goya permanently deaf. Isolated from others by his deafness, he became increasingly occupied with the fantasies and inventions of his imagination and with critical and satirical observations of mankind. He evolved a bold, free new style close to caricature. In 1799 he published the Caprichos, a series of etchings satirizing human folly and weakness. His portraits became penetrating characterizations, revealing their subjects as Goya saw them. In his religious frescoes he employed a broad, free style and an earthy realism unprecedented in religious art.   Ã‚  Ã‚  Ã‚  Ã‚  Goya served as director of painting at the Royal Academy from 1795 to 1797 and was appointed first Spanish court painter in 1799. During the Napoleonic invasion and the Spanish war of independence from 1808 to 1814, Goya served as court painter to the French. He expressed his horror of armed conflict in The Disasters of War, a series of starkly realistic etchings on the atrocities of war. They were not published until 1863, long after Goya's death.

Frank Norris’s Novel McTeague Essay -- Frank Norris McTeague Essays

Frank Norris’s Novel McTeague   Ã‚  Ã‚  Ã‚  Ã‚  Frank Norris’s novel McTeague explores the decay of society in the early twentieth century. Set in San Francisco, â€Å"a place where anything can happen†¦where fact is often stranger than fiction† (McElrath, Jr. 447), Norris explores themes of greed and naturalism, revealing the darker side of human psyche. What can be found most disturbing is the way that Norris portrays McTeague, in shocking detail, as nothing more than a brute animal at his core. Norris explores the greed and savage animalism that lurks inside McTeague.   Ã‚  Ã‚  Ã‚  Ã‚  McTeague is first portrayed as a gentle giant. The reader is introduced to McTeague as he sits in his dental parlor, smoking his cigar and drinking his steam beer. He is described as a tall, slowly moving man. McTeague’s mind was as his body, heavy, slow to act, sluggish. Yet there was nothing vicious about the man. Altogether he suggested the draft horse, immensely strong, stupid, docile, obedient (Norris 7). Immediately one can visualize McTeague, a large lumbering mass, going about his daily activities in quiet solitude. The dental practice that McTeague runs provides him with a sound income, and in the first few chapters of the novel, he desires nothing more out of life than to practice what he loves. â€Å"When he opened his Dental Parlors, he felt that his life was a success, that he could hope for nothing better† (Norris 7). Upon meeting Trina, his best friend Marcus’s love interest who comes to him because of a broken tooth, his psyche begins to change and animalistic feelings begin to well up inside McTeague. â€Å"The male, virile desire in him tardily awakened, aroused itself, strong and brutal. It was resistless, untrained, a thing not to be held in a leash an instant† (Norris 25). Norris uses the animal imagery to describe the deterioration of McTeague’s human qualities. When McTeague tells Marcus of his intentions with Trina, there is a palpable tension between the two characters. Although at first they act like gentlemen, there is a silent rivalry between them.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Well, what are we going to do about it, Mac?† he said. â€Å"I don’ know,† answered McTeague in great distress. â€Å"I don’ want anything to—to come between us, Mark.†Ã¢â‚¬ ¦ â€Å"Well, say, Mac,† he cried, striking the table with his fist, â€Å"go ahead. I guess you—you want her pretty bad. I’ll pull out; yes, I will. I’ll give he... ...ull at his right wrist; something held it fast. Looking down, he saw that Marcus in that last struggle had found strength enough to handcuff their wrists together. Marcus was dead now; McTeague locked to the body. All about him, vast interminable, stretched the measureless leagues of Death Valley (Norris 340). In this last scene, McTeague is left to die in the brutal conditions of Death Valley, a force that his primitiveness and greed cannot escape.   Ã‚  Ã‚  Ã‚  Ã‚  Norris develops the novel in a way that takes the reader through the mind of McTeague. The final effect is one of chilling realism. McTeague develops a greed and brute quality that can be realized in all of us. Norris magnifies the deconstructive traits that lurk inside of society and all of us and shows them too us, if we dare to look for them. Works Cited Brief, Peter. 1,300 Critical Evaluations of Selected Novels and Plays: â€Å"McTeague.† Vol. 3, McT-ROB. Salem Press, 1978. McElrath Jr, Joseph. Twentieth Century Literary Criticism: â€Å"McTeague.† Vol. 24. Gale Research Company, 1987. Norris, Frank. McTeague. USA: Signet Classic, 1964. Rexroth, Kenneth. Afterword from â€Å"McTeague.† USA: New American Library, 1964.

Male Pattern Baldness :: essays research papers

Male Pattern Baldness   Ã‚  Ã‚  Ã‚  Ã‚  Androgenic alopecia or male pattern baldness is a typical pattern of hair loss in men, which is for the most part caused by a single dominant autosomal gene. Other factors include the male hormone androgen, age, and genetic predisposition.   Ã‚  Ã‚  Ã‚  Ã‚  Each month the scalp hair grows at an average rate of half an inch. Every hair has an approximate lifetime of four to seven years, which after this it falls out and is replaced by a new hair. For the most part, 15% of hair is growing, while the 85% of the hair rest. This wide spread disease effects about 2/3 of the worlds male population at some point or another. Generally, hair loss begins to start around the age of 30 at the temples. Never the less, the condition is more of a psychological problem than a medical.   Ã‚  Ã‚  Ã‚  Ã‚  The condition androgenic alopecia is the result of the androgen on the hair follicles that have genetic receptor sites, in other words male pattern baldness is resulted by the presence of endocrine hormones (like testosterone) on the hair follicle (which is where the hair is produced) that have genetic receptor sites.   Ã‚  Ã‚  Ã‚  Ã‚  Male pattern baldness usually is a symmetrical disease, so if there is a non-symmetrical area of baldness, it is not the cause of androgenic alopecia. The typical pattern begins of occur at the hairline, then over time forms an “M';. The crown also begins to become thinner, as does the existing hair. Eventually, the “m'; meets the thinned crown and forms the most common bald shape, the horseshoe. Currently, there are no treatments for male pattern baldness, so the condition is permanent.

Single Mothers and Higher Education

Every day in America another woman becomes a mother. In an average year 4,248,000 women in the United States become mothers (Ventura, 2012). â€Å"One out of every three American children is born to a single mother† (Single Mothers 2006). With divorces still at 856,000 a year (Amato, 2010) thousands of children are suffering from single parent families. Divorce is not only hard on children but also women. Most women do not have higher educations before the divorce and this causes financial hardships. Due to this hardship women return to college in hopes to seek a higher education and be able to provide better for their children. The review of literature not only demonstrated the amount of stress one goes through but also the financial burdens they are faced with during this time. Literature came to show although the difficulties during these times were rough, but the outcomes were beneficial. Single Mothers and Higher Education If being a single mother is not hard enough, being a single mother going towards a higher education is even harder. Every day, women in America go back to school in hopes to achieve a higher education. Single mothers face many challenges when it comes to pursuing a college degree. These single mothers are not only working they are also care for their children and trying to achieve a higher education. In reports from 2011 37% of mothers were single parents (Postal 2013). Not only are these mother struggling these children of single mothers are also struggling. They are born into poverty and have a higher chance of becoming teen parents along with higher rates of drop outs during high school years. Higher educations for these moms are one way they can help their kids beat the odds. When being born into a single mother household yours odds are stacked against you. Right out of the gate you are â€Å"more likely to live in poverty and have poor development outcomes† (Postal, 2013). â€Å"Completion of an undergraduate degree is one way single mothers can mitigate the risk that they and their children will live in straitened circumstances† (Synnott, 2010). These challenges make it hard for single mothers to continue to push forward and some of them never see the end of the light where as others are able to finish and able to provide a life that would of never been possible without a higher education. Over the last four decades the rate of marriages have went down and the divorce rates have risen causing a large amount of single mothers to be left in this world to fend for not only themselves but also their children (McLanahan & Casper, 1995). Reports back in 1999 showed that over 20% of families are being raised by single mothers (Capser & Bryson, 1998). The struggles that one faces in a single parent family are larger than those who come from dual families. Single parents struggle with not only poverty but also have poor support systems. In 2000, 25% of single-mother and 12% of single-father families lived in poverty, compared with 5% of married-couple families with children† (U. S. Bureau of the Census, 2001). The average income for a single mother in 2011 Census was $23,000 (U. S. Bureau of the Census, 2011). With an income like this they are barely able to make ends meet and most of them are on some form of public assistance. Poverty is not the only issue when coming fr om single parent families adequate support is also a big issues. A lot of these children struggle in school due to lack of food, shelter or help at home. Although the government has put programs into place to help families who struggle with poverty these programs are just a temporary fix and when these women do get jobs they are barely able to make ends meet. Women who can get jobs have a hard time finding someone to watch their children. Most single moms don’t even make enough to cover a child care provider in order to make it to work. The quality of childcare is also at stake when you can only offer a small amount of compensation for their services. So more and more women are forced to stay at home and live off the government until they are able to achieve a better education, or they are forced to work more than one job in order to make it. More and more women now days are the sole provider for their households. Without a good job they suffer tremendously that is why higher educations are so important now days. In order to obtain a higher education there is a cost and a lot of single mothers cannot afford that cost. Single mothers fear they can’t keep their household up and pay tuition too. Money is one of the most common problems many single mothers orry about. The government has seen this time and time again and they have discovered that women do not go back to school because of lack of funds and they have built programs catered to single mothers so they can achieve a better education. Since the government has been able to fund programs to help pay for higher education they are able to help these women make it through t he system and come out on top. Not only has the government set aside special funds for single parents they have also put out scholarships and some colleges offer discounted tuition rates. In a recent report from Action Project out of New York City they found â€Å"over half of workers make less than $10 an hour, over 70% don’t get health insurance through their job, only 17% have a regular schedule, and just 25% have used a paid sick day. It may be little wonder, then, that single mothers earn less than half of what households with a married couple bring in – $32,597 compared to $71,830† (Walton 2012). Single mothers on average are making only ten dollars an hour they don’t even bring home enough money to cover their bills then they have to pay childcare which takes up half their checks (Walton 2012). Walton found that for an infant in childcare center it could cost as much as $20,200 a year in New York City (Walton 2012). Mind you these women are only making $32,597 a month that does not leave them much to live on during the year (Walton 2012). This is why it is very important for women to have a good solid education so they can make more than ten dollars an hour and can provide a better life for their family. Women who do go forward and get a higher education even if it’s just an Associate degree are better off financially. On average women who graduate with two-year degrees are earning an average salary of $34,960, and some earn significantly more (O’Shaughnessy, 2012). With a 4 year degree they can start off in the low 40’s (O’Shaughnessy, 2012). In the long run 4 year degrees tend to pay off the best for single mothers not only do they make more but better opportunities. Although there are some two year degrees can pay out too. A lot of degree’s in the medical field like nursing start to pay out after you have a 2 year degree but once you hit the 4 year degree your salary can increase tremendously (O’Shaughnessy 2012). Getting an education gives you a chance to move forward in life it also gives you opportunities that you would not have before. Now day’s jobs seek only those with a degree whereas before you could get into places without it now they demand it. Although it’s still possible to make a good living without a degree you are better off in the economy today to get one. Over the years more and more programs have been put out there to help aid single mothers. These programs promote education and show them their dream can become a reality. When a single mother who makes $22,000 a year looks at college and sees one class cost anywhere from 400-1200 a class they don’t think it will ever be possible (Walton 2012). Many programs have been put into place though to help them through this rough patch in life and help them achieve their goals. San Joaquin Delta College has a grant in place called the Cal Grant this grant covers as much as 50 percent of your cost for school† (Parrish, 2013). In order to receive this grant you must have a certain GPA. Another one of their programs they have which helps pay for tuition makes you be involved in the community programs to be eligible. Another great program that college also has is miracle mile association which helps single mothers though college with private donations. Another great program that was started at this college by a student who received the miracle mile was the Dome of Hope. Gwendolyn Primous was a student who got the grant and got inspiration to help others achieve the same goal of getting a higher education. Gwendolyn Primous stated: â€Å"I want to help people,† she said. I want to help them with their education and provide mobile tutoring. I want to help prepare people for work and break the cycles of habitual unemployment and working the system† (Parrish, 2013). It’s because of people like her who have been in the shoes and walked the life of poverty that understand the importance of these programs and the need to have them in place. Another great grant that has been offered to students who have overcome social and economic obstacles to obtain a higher education is the CONNTAC inc scholarship (Helen. 009). It provided students with 10,000 dollars to obtain a higher education. This program sees the obstacles one faces in order to get where they are and they want to help make the path easier by helping financially. A program called the Jeremiah Program has been put into place to allow single parents to achieve a higher education and fight the poverty they have been living in. This program was developed in 1998 with the philosophy â€Å"that mothers who succeed can life entire families out of poverty† (Quinton 2013). They have living quarters for these women to live in during their education and the women who start out there make no more than ten bucks and hour but after graduation they are making almost twenty dollars an hour. It’s amazing what this program does for these women. This program not only gives them an education, but a better life for their children and family. There are many other grants out there for single mothers people just have to look and have to want to do all the paperwork to get them. Another well-known program is Pell-Grants. These are based on your income and do not have to be paid back. The max Pell-grant is 5500 a year, although this is not enough to pay for college it can sure help along the way and cut down on the amount you have to pay† (Parrish, 2013). Last would be government subsidized and un-subsidized loans these are loans that are not based on your credit and can help you pay for your books, tuition and college related expenses. The key though is they do have to be paid back and the interest on these loans does add up. There are several ways to pay for college and many financial advisors out there to help you achieve the goal you just have to want to do it. These forms of loans can add up fast and when you have to repay them after college you can find yourself in a bit of a bind with the interest rates. It’s good to have these as a backup but grants and scholarships are always a better route to go. As post-secondary education is not always the easiest to achieve it is something that once you earn it no one can take it away. Zahn found in his studies in 2004 that those who go forth to get a 4 year degree improve the economic status for single mothers (Zahn 2004). Due to the amount of single mothers more and more studies have been done to show the importance of higher educations. With the advanced career more jobs will be offered to you. If you have a degree you are more likely to be chosen for an interview than someone who just has a high school diploma. The employer looks at those candidates as someone with specific expertise in that field. When it comes between degree or no degree employers see the candidate as someone who is goal orientated and someone who will succeed because degrees are not just handed out. By obtaining the higher education you will be looked at in new ways and have a better chance at a better job. Statistics just another word for a set of numbers people fall into on a daily basis. The U. S. Census Bureau found that women are becoming the lead breadwinners for their families (U. S. Census 2011). Of these female readwinners two thirds are single mothers (Rampell 2013). â€Å"The single mom statistics which was carried out in the United States reveal that there are almost 13. 7 million single parents as of November 2009. These single parents are responsible for providing for around 21. 8 million children. Out of this figure an estimated 26% are of age 21† (U. S Census Bureau of 2009. ) With these numbers being so high it covers a large percent of our population. Single mothers are hardworking i ndividuals that if given the right opportunities can go far in life. With all the new programs they have out to help single mothers go to college and achieve a higher education it’s sad more people don’t jump on the band wagon and stick to it. A lot of people find excuses and I feel they truly don’t want to better their lives. Out of 12. 2 million single parent families in 2012, more than 80% were headed by single mothers (US Census Bureau, 2009). With single mother hood on the rise its our job to open their eyes and see the benefits of achieving a higher education and the opportunities that will be available if they are to achieve this goal. There are many ways we can help single mothers walk across that stage and reach that ultimate goal. Donations are always a great way to get there. Most the time single moms don’t go back to school because funds are tight and they can’t afford to take care of children and get an education. With donations to programs like miracle mile association women are able to go back to school and get that education they deserve and their children are able to have a more financially stable house hold. It’s never easy no matter what age you go back to school but just knowing your cost are taken care of is a huge burden lifted so you can focus more on the education and less on the how am I going to pay for it. Another great way we can help is to make people more aware of these programs because a lot of people don’t know they exist. Spread the word and let people know that this goal can be achieved in these little steps. Also being a support network for someone who has gone back to school can be a big help too because it is scary and it is hard to get back into the swing of things, but with help it is possible.