Sunday, January 26, 2020

Leadership In The Dead Poets Society English Literature Essay

Leadership In The Dead Poets Society English Literature Essay For this leadership report, we have chosen the movie  «Ã‚  Dead Poets Society  Ã‚ ». This movie was awarded for the best scenario in 1989 and was a great international success. We have selected this movie for different reasons that we will explain below. First, some members of our work group were teenagers when the movie was released. At that time, in some way, they identified themselves to the characters of the movie who are also teenagers. Carpe Diem had become a very popular concept in French schools because teenagers were concerned by the vision of life presented in the movie. The youngest members of our work group saw the movie for the first time a few years ago and were also impressed by the originality of the scenario. Moreover, we think that this movie covers many leadership aspects: each main character has his own type of leadership and there are interesting interactions and influences between the characters to speak about. For us, this movie has been like a leadership laboratory where to continue to learn from. We would like to point out that we have analysed leadership in this movie taking into account that the story takes place in 1959, that is to say at a time when educational standards were different from todays. In this respect, the behaviours of the adults like Mr Nolan (Director of the School) and Mr Perry (students father) sometimes may have appeared to us abusive, but at that time it was probably more common than today. The  «Ã‚  Dead Poets Society  Ã‚ » can be summarised as follow: In 1959, John Keating, an unconventional English literature teacher, has newly arrived at Welton Academy. This school is known for its prestigious teaching but also, and not the least, its rough and strict education. For the students, Mr Keating will be much more than a teacher: he will be their guide. He will teach them what cannot be learnt from books: speak up their mind, make their own choice of life, and in the end become free spirits. He will deeply influence his students especially Todd and Neil. Here is below a diagram that we have drawn up in order to represent the different characters and the influences they have on each others. This report will be divided in three different sections. First, we will focus on Mr Nolan, Director of Welton, and Mr Perry, Neils father, as they both appear as strong authority figures in the movie. In a second part, we will present Mr Keatings personality and leadership as an alternative to the authority figures. In a last part, we will focus on the personality and leadership of three other main characters that are students: Charlie Dalton, Neil Perry and Todd Anderson. We will then conclude this report by an open discussion on some particular aspects of leadership. Authority figures Mr Nolan Mr Nolans personality and relationships with the students Mr Nolan is the Director of Welton. His mindset is based on the Four Pillars of Welton which are tradition, honour, discipline and excellence. He truly believes in these values and is programmed to execute them. He wants the values of the school to be strictly regarded by the students. They all must know the four Pillars and adhere to them. As we will see in the following paragraph, his personality is authoritarian and his leadership can be qualified as traditional and conservative. At the beginning of the movie, his speech as part of the Welton welcoming ceremony reflects his mindset: he has a formal, solemn and very rigid attitude. He represents the prestigious Welton School and has a mission: prepare boys for college. It is his vision as a leader. During the ceremony, we can see pride on his face, particularly when he announces: Last year we graduated 51. And more than 75% of those went on to the Ivy League. (03:10) Both Mr Nolan and the ceremony he leads are traditionalist and conservative. We immediately understand that there is no place for imagination, innovation and creativity in this school. Later on, when he meets some of the students at the end of the ceremony, we can see how important excellence is for him and how he subtly puts pressure on the boys: Mr Nolan to Todd: You have some big shoes to fill. Your brother was one of our finest (04:42) Mr Nolan to Neil : We expect great things from you this year (04:50) The major trait of his personality is authority. His authority shows up very clearly in the middle of movie (01:12:06) when he arrives in the teachers room. He is very irritated due to an article that was written in the Welton Honour (school journal) that he qualifies as profane. This word profane that he uses is very strong. He wants strict sanctions to punish the ones that have written this article. He is also very suspicious. He has full power in the school and he is sure to find the guilty persons shortly. He expects a denunciation. His aim is to track down the ones that have dared to disregard the rules and the principles of the school and, in the end, defied his authority. Mr Nolan uses repression to serve the schools values which illustrates some dictatorial behaviour. Mr Nolan uses corporal punishment as a leadership tool. For instance he beats Charlie Dalton who is the boy who had written the article and then had dared to challenge him in public. Mr Nolans relationship with Mr Keating Mr Nolan is suspicious towards Mr Keating and discreetly observes him while he is teaching outdoor (01:03:06). The dialogues between Mr Nolan and Mr Keating look like a cordial confrontation as we will explain below. Mr Nolan says to Mr Keating that he is older, has more experience, knows what education is and that he was teaching English as well  «Ã‚  (à ¢Ã¢â€š ¬Ã‚ ¦) long before your time  Ã‚ » (01:15:25), which shows that he expects respect from Mr Keating. Mr Nolan is imposing his vision of education on Mr Keating who is new in the school. Mr Nolan uses the word  «Ã‚  unortodox  Ã‚ » to qualify Mr Keatings methods. Mr Keating does not seem impressed and is both polite and sarcastic when he answers to Mr Nolan: Well, your reprimand made quite an impression, Im sure (01:16:09). Mr Nolan is not dupe and changes tactics towards Mr Keating asking him more concrete questions on his class. Mr Keating explains his own vision of education and life. Mr Nolan is then able now to openly criticize Mr Keatings methods. Here follows a portion of the dialogue between the two characters illustrating the above: Keating: I have always thought the idea of education was to learn to think for yourself   (01:16:30). Nolan: At this boys age? Not on your life! Tradition, John. Discipline. Prepare them for college and the rest will take care of itself.  . This dialogue clearly shows that none can dispute Mr Nolans views on education at Welton. This discloses an autocratic leadership from Mr Nolan. All teachers must have the same vision. Mr Nolans behaviour shows some aspects of the transactional leadership model that we saw in class: when people have agreed to do a job, a part of the deal is that they cede all authority to their manager. That is what he wants Mr Keating to understand. Moreover, it is obvious for Mr Nolan that the prime purpose of a subordinate is to do what their manager tells them to do. There is no possible discussion. Mr Nolans leadership and honour After Neils death, Mr Nolan keeps his self-control. He wants to put a final point to this incident by finding an ideal guilty person. Such a serious incident must not soil his honour and the prestigious image of Welton. A guilty person responsible for this tragic event must be found. This will exonerate Welton. Mr Keating is for Mr Nolan the perfect scapegoat as his methods and way of thinking are too different from the schools principles. All over the film, Mr Nolan is still the same: authoritarian and dictatorial: He does not tolerate to be challenged. He cannot stand  «Ã‚  thinking different  Ã‚ ». There is no change from the start to the end of the movie. He steers a course and his objective his clear: to be Weltons servant and keep it in traditionalism and austerity to preserve its prestige. Mr Perry Mr Perry is Neils father. As we will see below, he can also be regarded as a strong authority figure. Mr Perry is a very strict man. He has a rigid behaviour both in his own way of life and in the way he educates his son. The way he wears, the severity of his face (when he is angry at his son) and some details like the way he carefully aligns his slippers on the ground when he goes to bed at the end of the move (1:38:27), reflect his mindset. His conception of life is based on strict order, discipline and planning. On the one hand, Mr Perry is very authoritarian with Neil: You do what I tell you, is that clear? (08:09) He commends Neil: I have spoken to Mr Nolan, youre taking too many extracurricular activities this semester. I have decided you must drop the annual school. (07:31) On the other hand, Mr Perry becomes gentler with his son only when Neil agrees with him If you need anything, let us know. In that way, Mr Perrys leadership towards Neil has some patterns of the transactional leadership: he has full authority on his son and Neil just has to obey him. If Neil obeys, his father offers him his support, if not, he is punished. More than authoritarian, the leaderships style of Mr Perry is dictatorial: Mr Perry does not listen to his son and imposes his own views to Neil without asking him his advice. He is uncompromising. For instance, he says to his son: Tomorrow, I am withdrawing you from Welton and enrolling you in Braden Military School. You are going to Harvard and youre gonna be a doctor. (1:36:20) Mr Perry does not understand his son. For instance, he says: You have wasted your time with this absurd acting business (1:18:52). It is like if Mr Perry and Neil were not speaking the same language: Mr Perrys language is based on reason and Neils language is based on passion. Mr Perry also behaves as if he was himself persecuted by his son why is it that you insist on defying us (1:36:10). For instance, he also says dont ever dispute me in public, do you understand (07:59). He uses blackmail you know how much this means to your mother, dont you (08:15). He wants his child to do the studies and have the carrier that he would have liked for himself I have made many sacrifices to get you here and you will not let me down (1:20:07). You have opportunities that I never even dreamt of and I am not going to let you waste them (1:36:41). The result of Mr Perrys leadership is that communication with his son is impossible. His son cannot see any exit to the situation, except suicide. An alternative to the authority figures: Mr John Keating A leader must have the courage to act against an experts advice. James Callaghan : thats what Mr. Keating does. He goes against the schools rules. John Keatings leadership has two sides: a charismatic one and also a visionary and entrepreneurial one. Charismatic leadership Charisma is a sparkle in people that money cant buy. Its an invisible energy with visible effects. Marianne Williamson John Keatings leadership is mostly based on his personality. He is dynamic, enthusiastic, very dedicated to his students and very excited about schooling. The least we can say is that he is a very eccentric teacher that contrasts with the schools strict atmosphere. He makes a strong impression on his first day of class. The first scene when he meets the students for the first time is very important for the future relation he will have with them. They are all expecting a strict work atmosphere and teacher, but instead of that John Keating gets in the classroom whistling. The way the students are staring at each others shows how surprised they are by John Keatings casual manner and apparent lack of concern. He is the master of orchestra, trying to get the best of everyone. He can be seen as a guide, a spiritual leader who is providing an alternative way of learning, usually a funnier one. He makes the students realize they are the actors of their own destiny and that they have to choose their path. He pushes the students to go find answers by themselves using words as find your own walk, strive to find your own voice, free up your mind ,dare to strike out and fine new ground (1:02:39). He seems to have a halo over his students, like a preacher. He believes in them and the students believe in him. Mr Keatings aim is that the students get more confidence in themselves and dare go further taking initiatives. The movies tagline He was their inspiration. He made their lives extraordinary also very well illustrates the charismatic leadership of Mr Keating. Entrepreneurs and visionary leadership Leadership is the capacity and will to rally men and women to a common purpose and the character which inspires confidence. Bernard Montgomery He is an entrepreneur: he has the guts to do things differently, to take initiatives. He is a risk taker. Indeed, instead of following 100 years of conventional education like his predecessors have done, he chooses an alternative: teach the students how to become free men and seize the day. He teaches in unconventional ways. For example, the first lesson is done outside the classroom. Mr Keating makes it like a game, more tempting and dynamic. Here is below a sample of the dialogue between Mr Keating and one of the students illustrating the above: Mr Keating: Why the author does use these lines? A student: Because hes in a hurry Mr Keating: No! Ding! Thank you for playing anyway! (13:57) Later on, he asks the students to rip out the pages of a literature book, which is unbelievable for the students. Doing this, Mr Keating wants to teach them that what is written in books is not always right and that they must think by themselves as free men. Mr Keatings relationship with the students Tell me, I will forget. Show me, I may remember. Involve me, I will understand. Chinese Proverb Mr Keating has a special way of teaching: he involves his students. Indeed, he has a strong conviction and belief that his students could do and be the best. He feels he has to fulfil a mission: to take to them far away, the further they can go. He just has to show them the way, which explains why he has a special bond with the students. The relation is based on trust, more than a teacher/ student relationship. The fact that the students are keen to follow him and play his game shows that he has succeeded in making this vision come true. As an alumni of this school, he, better than anyone else, knows what it is like to be in their position. We can assume that it is why he is trying to be different and wants his lessons to help the students in real life. He is a sensible and intuitive man: since the beginning, he is able to detect his students personality. He is very fast in getting the flaws of his students. He understands them and acts to help them develop their skills. This can be noticed in his behaviour with Todd. He sees that Todd needs some help. He detects Todds fear and takes actions to make Todd go beyond it: Mr Keating à ¢Ã¢â€š ¬Ã‚ ¦ I would kike you to compose a poem of your own, an original work. (Hes leaving the class and comes back a few seconds later) Mr Anderson. Dont think that I dont know that this assignment scares the hell out of you, you mole. (42:28) The limits of Mr Keatings leadership However, an unexpected event will put an end to Mr Keatings methods: the suicide of one of the students, Neil. Mr Keating is held responsible for Neils death by the Management of the school and is then dismissed. Mr Keatings objectives were to develop the students. However, he has had no control over them and their actions. He has proposed an appealing alternative of learning, but has not cleared up the negative possible consequences. We can think that he has been too idealist and that he has brought with him too many big changes in an organization whose values and objectives were totally different from his. For this reason, we can assume that Mr Keatings leadership was expected to probably fail one day or another. Portrait of three different leaders among the students Charlie Dalton Where he comes from Charlie evolves in the same religious school environment as his friends. This environment is very authoritarian. It is based on rules and habits that must be respected. We know that Charlie comes from a wealthy family and that his father is a banker. Charlies personality Charlie has a strong personality. He likes provocation and is sometimes a rebel. He is also the funny guy of the group. He is a happy-go-lucky person and can reveal himself thoughtless of the consequences of his actions. All over the film, there are examples showing his rebel side. We can see this trait of his personality very clearly when he announces to his friends that he has released an illegal article in the school journal. In this article, he pleaded for the admission of girls at Welton, which is by nature an insult to the Management of the school. Charlie does not see the consequences of his act, but his friends do. Following the release of this article, the Director of the School, Mr Nolan wants to find the guilty person and for this purpose he organizes a meeting with all the students. At the meeting, Charlie follows up his idea and defies the authority of Mr Nolan, pretending that he is receiving a call from God asking for the admission of girls:  «Ã‚  Welton Academy Hello  !   Yes, he is. Just a moment. Mr Nolan, its for you. Its God! Hey says we should have girls at Welton (1:13:07). He is also very proud. The scene that best shows his pride is just after he was kicked out by Mr Nolan as a punishment for the release of the article in the journal. As he is talking with his friends, he does not admit that he got hurt, but raises his head and reminds his friends of his warriors nickname Nuwanda (1:15:15). Charlie likes his new teacher, Mr Keating, not only because of his original vision of poetry, but also because Mr Keatings teaching methods make him free to experiment daring innovations. Charlie likes to experiment freedom. This is what we can see in the scene where Mr Keating asks the boys to walk in line. Charlie decides not to do the exercise saying to Mr Keating that he is Exercising the right not to walk (1:02:58). Mr Keating accepts Charlies position as he is precisely teaching the boys how to become free men. Charlies leadership At the beginning of the film, Charlie appears as a natural leader due to his personal traits: his is extravert, self-confident and impulsive. He has a sense of humour that the others appreciate. Because of his strong personality, his is the one that is noticed first in the group. He is the one who makes initiatives in the group. For instance, he is the first to hear Mr Keating and rip out the page of the poetry book: Mr Keating: Go on. Rip out the entire page. You heard me. Rip it outà ¢Ã¢â€š ¬Ã‚ ¦Thank you, Mr Dalton (22:15). He also chooses his own nickname Nuwanda (1:05:50) as if he was an Indian warrior. He is the only one in the group to do that and the others seem to admire him for his creativity. This shows that he also has some charisma. Charlies strong personality remains constant all over the movie, but does not match with the austere and strict rules of the school. However, Mr Keatings class and methods allow Charlie to express himself more freely. Time after time, Charlies leadership over the group is getting less important because of Neils leadership that is showing up and growing. For instance, when Mr Keating asks the boys to stand up on the tables, Charlie is not the first to go, but Neil is. We can say that Charlie does not remain a strong leader in the students group because his friends do not always understand and agree on his behaviours. Charlie acts on his own without consulting his friends. The result is that Charlie appears as uncontrollable and as someone who can put himself and his friends in danger (he released an illegal article in the journal). Charlie has then not kept the others confidence and cannot be considered by the others as their leader. Neil Perry Neils personality Neil is also a student at Welton and is one of most important characters in the movie. He lives in an authoritarian and respectful environment not only at Welton but also at home. He is expected to be compliant with strict and heavy rules and obey the strong authority of his father and school. Like all the students at Welton, he is supposed to follow a detailed order built around the four values of Welton: discipline, excellence, tradition and honor. Neil is an enthusiastic and a dynamic boy. He is the initiator of the re-launch of the Dead Poets Society. Judging by the way he acts and talks, he is very determined and self confident. For instance, a lot of his sentences begin with I want. His excitement and passion show up very well when he decides to follow his vocation: drama. In the movie, we can see that Neils personality has three different sides. Each of these sides appears depending on his circle of acquaintances: Neil appears as submissive to his fathers authority, he is more like a leader in his own group and finally he has a special bond with Mr Keating. Neils relationship with his father Neils personality weakens in front of his father, who represents the family authority: Neil seems to become compliant and passive. He does not dare to face him up, or to tell him that he wants a path different from what his father expects. He has a whole life planned by his father. His fathers authority overwhelms Neil and Neil cannot fight with him, but only express his agreement. Here are two examples of his apparent obedience to his father: 1. Mr Perry: Youre taking too many extracurricular activities this semester, and Ive decided that you should drop the school annual [à ¢Ã¢â€š ¬Ã‚ ¦] Mr Perry: [..]. Dont you ever dispute me in public. Do you understand? Neil: Father, I wasnt disputing Mr Perry: After youve finished medical school and youre on your own, then you can do as you damn well please. But until then, you do as I tell you. Is it clear? Neil: Yes, Sir. Im sorry. (7:23) 2. Mr Perry : Dont you dare talk back to me. Its bad enough that youve wasted your time with this, this absurd acting business, but you deliberately deceived me. How did you expect to get away with this? Answer me. Who put you up to it? Was it this new man? Keating? However, we have noticed that there is a big difference between what he says to his father and the way he acts. Indeed, although it is difficult for Neil to tell his father what he wants for himself, he does not hesitate to write a false letter usurping his fathers signature in order to play in the drama in which he has a role. Neils relationship with his father contrasts with the one he develops with his teacher, Mr Keating. c) Neils relationship with Mr Keating One of the most interesting relationship in the movie is the one between Mr Keating and Neil, and more noteworthy the way it evolves. Neil is the first professors follower. He becomes totally fascinated by this teacher. Every time Mr Keating speaks, Neil is like captivated by Mr Keatings words. He admires him and considers him as a model with whom he can have free and confidential talks about his passions and dreams. Neil sees in his professor a mentor, teaching him how to live his life. He fully trusts his speech without questioning Mr Keatings mindset. d) Neils relationship with Todd Regarding his relation with Todd, Neil is like a mentor to him; he takes him under his protection and decides to help him live his life. Various scenes highlight the fact that Neil wants to help Todd by opening his mind to the world. For instance, Neil succeeds in convincing Todd to be part of the Dead Poets Society even if at first Todd does not want to because he does not want to take turn in reading. Neil does not want Todd to be excluded. He then offers to adapt the Dead Poets Society rules so that Todd does not have to read and feel comfortable in joining the Dead Poets Society. Here is a scene illustrating the above: Neil: Todd, are you coming tonight? Todd: No Neil: Why not? God, you were there. You heard Keating. Dont you want to do something about that? Todd: Yes, butà ¢Ã¢â€š ¬Ã‚ ¦ Neil: But? But What? Todd: Keating said that everybody took turns reading, and I dont want to do that. Neil: Gosh, you really have a problem with that, dont you? Todd: No I dont have a problem. I just I dont want to do it, okay? Neil: All right. What if you didnt have to read? What if you just came and listened? Todd: Thats not how it works. Neil: Well, forget how it works. What if they said it was okay? Todd: What are you gonna go up and ask them? No Neil. Neil: I will be right back. à ¢Ã¢â€š ¬Ã‚ ¦ (30:47) In this scene, Neil pushes Todd to participate in the Dead Poets Society meeting. He could have just let him be alone but he wants him to come: he cares for him. Neil reproduces with Todd the same type of relationship that exists between Mr Keating and himself: He listens to his friend and tries to help him the same way Mr Keating listens and tries to help Neil. Neil maybe recognizes himself in Todd as a shy boy who does not dare to speak his minds. Indeed, Neil behaves the same way when he is in front of his father. Neil knows too much this feeling of weakness and just cannot let his friend like this. Finally Neil becomes a leader in his friends group thanks to his fascinated, enthusiastic and dynamic personality. He pushes his friends to rebuild the Dead Poet Society which makes him become a leader. e) Neils leadership Based on the characteristics of his personality as described above namely passion, enthusiasm and energy, we can say that Neil is a charismatic leader. He is the initiator of the re-launch of the Dead Poets Society and he has been able to communicate his energy to the other boys. Moreover he represents a model especially for Todd. He is also an entrepreneurial leader. Indeed, he is a risk taker who does not hesitate to break rules. Indeed, he rebuilds a society that is unauthorized and must remain secrete. He also writes a false letter to serve his objective which is play in a drama: he dares to take initiatives. He is also a relational leader who cares about developing the others skills particularly with Todd as we have explained in the above section. f) Neils evolution Leadership is a serving relationship that has the effect of facilitating human development. Ted Ward Mr Keatings leadership has revealed Neils personality: It evolves throughout the film. At first, we discover a person with an erased personality in front of the familys authority. Thanks to Mr Keating, Neil is going to develop his self-awareness and freedom of mind. This new awareness will lead him to position himself as leader in his friends group. Neil then becomes more passionate and dreamy. He fulfills his passion for drama thanks to the self-confidence he has developed. However, this personal development will not help him to speak up his mind to his father because he probably realizes that there is a too big difference between his fathers expectations and his own ones. He believes that communication with his father is just not possible and that he has no solution, but suicide. Todd Anderson Where he comes from Todd is a new student at Welton. His brother was himself a student at Welton before. Todds brother was one of the finest students and is remembered in everyones memory as an excellent student. As the Director of the School meets Todd for the first time, he says to Todd that he will have big shoes to fill. When Todd is introduced to Neils friends, one of them immediately refers to his brothers success: you are that Anderson! Valedictorian, National Merit Scholar (07:05). The strong image of his successful brother is difficult to cope with for Todd. Todd depreciates himself. This probably comes from the fact that his parents are completely focused on his brother and not sufficiently on Todd. For instance, each year Todd gets the same present from his parents for his birthday. As a result, Todd feels like abandoned by his parents. He feels like an outsider. This may illustrate the psychodynamic leadership theory: The parents have an influence on their childrens leadership when they are grown. Todds brother probably has had the esteem and confidence of his parents as the older son, which helped his development and success. Todd, the younger boy, probably has had less attention from his parents which has resulted in his lack of self-confidence. When he arrives at Welton, his family environment, and more especially his brother, is a heavy burden to cope with for Todd. Todds personality Todd is shy and introvert. He does not feel comfortable with others. He does not take any initiatives to make friends, but only responds to initiatives made by Neil and his friends. He is often on his own, studying at his desk. Todd lacks self-confidence and does not want to be noticed in a way or another. For instance, when Neil offers him to be part of the Dead Poets Society, Todd says no, noà ¢Ã¢â€š ¬Ã‚ ¦ Keating said that everybody took turns reading and I do not want to do that (30:58). He does not want Neil to ask the other boys if they would agree on the fact that Todd would not read. This shows that he wants to be transparent to others. He also has some self-awareness as he points out his weaknesses to Neil: I am not like you Neil, you say things and people listen, I am not like that (45:49). Todd sticks to the rules strictly that is how it works (31:20) he says about the rules of the Dead Poets Society. He does not explore creativity and is then not able to look at alternatives different from the existing framework. For Todd, the authority of the adults (parents, director and teachers) prevails over everything else. When Neil wants to write a false letter usurping his fathers signature, Todd says that it is impossible to do that. Instead, he tries to convince Neil to ask his father the right to be in a play. In doing this, he tries to protect Neil from any serious problem with his father: he will kill you if he finds out you went to an audition and did not tell him (44:38). On the one hand, due to his personality and family context, Todd does not dare things. He is very static and conformist. On the other hand, he is cautious and does not take any unconsidered risks. Todds relationships Todd develops a strong friendship with Neil. He admires his friend who has charisma, vision and creativity. Todd is considered by Neil, which is something Todd had lacked so far as his parents have been focused on his brother only. Todd seems to consider Neil as a mentor: He can talk with him of personal difficulties, and get boosted b

Saturday, January 18, 2020

Dickinson’s poem: “Because I could not stop for Death”

Emily Dickinson’s poem Because I could not stop for Death is her personal take on the mystical relationship between life and death. She addresses death from a somewhat cynical and very unique point of view, using metaphor and symbolic imagery to relay her main point, which is that eternity exists here on earth. To get to this point she contrasts the relationship between eternity and the present, and she poeticizes her personal assumptions pertaining to the afterlife. In the first two lines of her poem, she personifies death as a tall dark and civil man, whose flattering kindness causes her to be swept away.This is most apparently enforced through lines 6-8 when Dickenson says, And I had put away/ My labor and my leisure too/ For His Civility- (Dickenson, 6-8). Here it is easily identified to the reader that Dickenson feels no threat from death and she is even slightly honored to be in his company. The irony of this statement proposes that death is possibly a casual and antiqua ted part of life, and not as vile or harsh as some of the many methods through which we go about achieving it. A major motif used in the poem is the aspect of time.The contrast between the temporary and haste-full rush of the present with the open-ended nature of eternity is the main focus of the work, and the force that drives it. It can be seen throughout the poem in multiple ways. This contrasted relationship between the present and eternity is first initiated with the opening line, Because I could not stop for Death-/He kindly stopped for me- (Dickenson, 1&2). This motif is further used when Dickenson refers to immortality being in the carriage with her, and then when she says, We slowly drove- He knew no haste (Dickenson, 5).Death’s inclination to drive the carriage slowly is most likely due to the idea that time has no meaning in the hereafter. Time on earth is measured by the sun, but this time frame does not apply to death, nor to Dickenson anymore now that she is dea d. Her recognition of this fact is another pinnacle point of contrast between the present and eternity. She even acknowledges this value of the sun to signify time when she says, We passed the Setting Sun- / Or rather- He passed Us- (Dickenson, 12 & 13).Once she passes the sun, and the sun passes her, their relationship no longer has a bearing on her existence. From this moment on in the poem, all of Dickinson’s verses represent her personal assumption of the afterlife, and these lines attempt to find meaning in the unknown. As Dickinson settles into the reality of her own death, she uses phrases like Dews drew quivering and chill- (Dickenson, 14), and terms like Gossamer and Tulle referring to the thickness of her clothing, to point out that it is very cold where she is going and she failed to prepare for the trip.This is a very ironic notion considering that one main premise of this poem is that death is unexpected and waits for no one’s schedule to be clear. Dickins on then likens her soon to be grave to that of a house, which she says looks like the swelling of the ground (Dickinson, 18). Before she comes to her final realization, Dickinson makes her very last comparison to time and eternity when she says, Since then – ‘tis Centuries – and yet / Feels shorter than the Day (Dickenson, 20 & 21).Here she identifies that she no longer has the same concept of time, as when she was living. This corresponds with her last two lines and her realization that all along immortality had been right beside her. She realizes this through recognizing that the horses heads were facing eternity. I took this as another way of saying time is ever-changing and moving forward and like the children she sees playing, and all of the other surroundings, we are among this endless stream as well.In sum, Dickinson’s poem Because I could not stop for Death, becomes a critique on the way most view life. Few are given the possibility to know the exa ct moment of their death. Dickenson acknowledges this fact and turns it into a very mystical about entrance into the afterlife. With no more than 24 lines she tells a very saying tale, and where most stories begin with one living and then dying, her begins with her death and ends with her finding the truth behind immortality. This poem is a fable for the living.

Thursday, January 9, 2020

Secret Answers to Expressing Myself College Essay Samples Exposed

Secret Answers to Expressing Myself College Essay Samples Exposed The duration of your essay is not what universities start looking for. The structure of such essay is contingent on the topic. As you are interested in getting the essay to communicate the ideal information about you, you should do thorough preparation for the sample college admission essays to accomplish its purposes. Our admission essay examples can prove that we're here in order to provide simply the ideal assistance to assure you which you submit an application essay which you can be confident in. New Ideas Into Expressing Myself College Essay Samples Never Before Revealed The personal essay is private, even though the message should truly be greatly recognizable if you will need to produce a connection using your audience. The MLA rule book claims that the paragraphs should start with leaving a half-inch space at the start. The bulk of the essay utilizes standard English and English grammar. For a begin ning, the typical application essay topics need you to use language that's totally free from language flaws and grammatical mistakes. The way you begin your essay is important to the reception your essay will receive, so this step should take up lots of your essay writing process. Whatever college essay topic you select or are assigned, the trick is to compose an excellent stand-out essay. To learn about essays, it's important to realize why essays are such an important portion of academics. An essay can be wholly heartfeltand terrible. 1 important thing that you ought to do when writing your essay is to allow it to be personal. If you are in need of a well-crafted essay, then you can depend on us to deliver. You'll observe a similar structure in a number of the essays. Or you are able to view 18 essays all on a single page. Really, the application essays are a lot closer to a brief story. If you haven't been provided a prompt to write about, you must produce your own interesting creative essays. What's Really Going on with Expressing Myself College Essay Samples Most college authorities ask you to compose an application essay before getting an admission. Write about why it is going to be important to you and why you should get a college education. Colleges want to find a feeling of maturity and introspectionpinpoint the transformation and demonstrate your private growth. It's important the student has the ability to develop a thesis statement that's fitting with their objectives. Get the Scoop on Expressing Myself College Essay Samples Before You're Too Late Apart from the situations that you should always remember, in addition, there are some items which you shouldn't do when creating the content of your college essay. If quality work is all you want, you should think about giving us an opportunity to follow you and offer you with college essay help that will provide you with value for each and every penny you pay. There are lots of solutions to your essay writing needs online but some are much better than others. Just because you've already written a college essay for a single university doesn't mean that it may also apply on your next applications. Get your creative juices flowing by brainstorming all the potential ideas you can imagine to tackle your essay question. If something is well worth expressing, it truly is actually worth expressing with structure and craft. If you're beginning to feel frustrated or overwhelmed by your essay, take a rest and do something different. This essay would like to know whether this mindset of out-of-the-box-ness is something you're already comfortable with. Be certain that your essay explains everything the r eader must know to comprehend what you were facing. Oftentimes, the most effective essay topic is one which lets a number of your imperfections seep through. The essay is intended to be a revealing look within your ideas and feelings. Your essay is an exceptional reflection of who you are as an individual. Admissions officers don't expect you to be perfect, and thus don't make your essay unbelievable by attempting to pretend that you're. Explain your commitments, and you'll be the sort of student colleges find immensely attractive. Essay prompts are intentionally open-ended, and there are many techniques to begin selecting a topic. Developing a wonderful college essay may lose its purpose in the event the content of what you've written is not what the university is asking for.

Wednesday, January 1, 2020

Effects of Iranian Hostage Crisis - 1853 Words

How Has the Iranian Hostage Crisis Affected the United States? For most Americans, the story begins in 1979 with the Iranian Hostage Crisis, when a group of revolutionary university students took over the American Embassy in Tehran, Iran, and held 52 American diplomats, intelligence officers and Marines hostage for 444 days. But for most Iranians, and to fully understand the repercussions of this aforementioned event, the story begins almost three decades prior, in 1953. This was the year that the United States overthrew the recently established democracy in Iran, led by Prime Minister Mohammed Mossadegh. He had become very popular in the country for having the ambition to finally take advantage of the wealth that Iran needed to grow†¦show more content†¦However, at that time to the American people the crisis invoked a feeling of national inferiority; for one of the first times, the US had been manipulated by a foreign country and could do nothing about it. However, the Iranian Hostage Crisis proved to be more than just an embarrassment for the country. It’s evident 33 years later that the Iranian Hostage Crisis had other significant effects on the political environment of the United States, including the negative influence on the 1980 presidential election, complete destruction of diplomatic US- Iran relations, and the establishment of a precedent for foreign, anti-American terrorism as an effective strategy against the US. It’s debatable whether President Jimmy Carter would have won the election of 1980 if the Iranian Hostage Crisis never happened. However, even the most profound of historians know that the conflict with Iran did indeed spark the beginning of the Ronald Reagan era and put Jimmy Carter in company with only a select number of presidents to not be re-elected to a second term. President Carter’s inability to resolve the problem made him look like a weak and ineffectual leader. Perhaps the most demonstrative example of the president’s inadequacy was an ill-advised executiv e decision that he made in April of 1980, the same year of the election. With lagging and inauspicious diplomacy talks ongoing with Iran, Carter grew frustrated. Not backed by his most important advisors, the president made the call toShow MoreRelatedThe Effects of the Iranian Hostage Crisis1117 Words   |  5 Pages The Iranian hostage crisis was one of the most dramatic events in a series of problems that took place during President Jimmy Carter’s term. The crisis, beginning in November of 1979, received the most coverage of any major event since World War II. It was one of many problems faced in light of the United State’s complex relationship with Iran. The effects on both the US and Iran were astronomical, especially politically as well as economically and socially. It took a heavy toll on American relationsRead MoreThe Iranian Hostage Crisis And Its Effect On The United States1660 Words   |  7 PagesPlan of Investigation The purpose of this investigation is to answer the question on how did the Iranian Hostage Crisis affect the relationship between United States and Iran. The main body of evidence will observe in depth the Iranian and United States relations during the hostage crisis. Evidence of this investigation will include secondary documents and books pertaining to the hostage time in Iran and US foreign policy. Speeches from the US President to the American public and to the world willRead MoreKen Pollack Of The Brookings Institution1637 Words   |  7 Pagesconflict beginning in the late 1800s until 1980. The Iran Hostage crisis on November 4th, 1979, served as the defining event between the United States and Iranian relations through the constant struggle for control of power resulting in hostile diplomacy between the two countries. In the early 19th century, the United States and Iran established cordial political relations (Amies 22). During the early 1950s, a struggle for power in the Iranian government occurred between Shah Mohammad Reza PahlaviRead MoreTaken Hostage967 Words   |  4 Pagesï » ¿Iranian Hostage Crisis The relationship between the American people and their government drastically changed in the 1970s. The people began to distrust their government after The Watergate Scandal, oil prices, and the falling economy. President Jimmy Carter, elected in 1976 was seen by the public as an honest man that was working for the people not for the evils of Washington DC. Carter, being an outsider, grew very popular with the American people. His lack of insider perspective became troublesomeRead MoreJimmy Carter and the Iranian Hostage Crisis Essay1297 Words   |  6 Pagesenters the history books for his role in rescuing 52 American citizens during the Iranian Hostage Crisis of 1979. The political unrest that led to the Iranian Hostage Crisis of 1979 began the previous year when Shah Mohammed Reza Pahlavi’s rule turned into a near dictatorship. He used a secret police force called SAVAK to control anyone who opposed him and ensure that he stayed in power (â€Å"Iran-U.S. Hostage Crisis†). Because of the tense political situation, the U.S. military began airlifting itsRead MoreIranian Hostage Crisis 1617 Words   |  7 Pagesseveral thousand down to less than 100 (Bowden, 2006, p. 19). The U. S. Marines stationed at the embassy were given orders not to shoot, but they could and did use tear gas. When the staff realized what was going on, several had already been taken hostage and they retreated to the second floor secure room and third floor vault in the Chancery. There they continued to destroy sensitive documents and dispose of weapons fearing what the students may do if they find them. When the staff in the embassyRead MoreThe Revolution Of The United States1150 Words   |  5 Pageshad not planned to maintain control over the embassy and the hostages for too long. They had originally overrun the embassy to prove to the United States that they were not completely safe from the revolution and to prove a point that the Americans were no longer welcome. But the revolutionaries were forced to stay because â€Å"the American side now found itself without anyone in authority in Tehran with whom it could negotiate, and the Iranian side found itself captive of its own angry rhetoric and unableRead MoreThe Iranian Hostage Crisis Of 19791667 Words   |  7 PagesThe Iranian Hostage Crisis of 1979 was an event that profoundly impacted Western-Iranian relations, to the extent that its residual effects still linger today. Iran’s revolution of 1979 resulted in a regime change that saw U.S.-supported Mohammed Reza Shah Pahlavi toppled by the formerly-exiled Ayotollah Khomeini, who promptly instated a strongly anti-Wester n regime that established itself as ideologically in direct opposition to many Western values. This anti-Western, and particularly anti-AmericanRead MoreForeign Policy Has The Diplomatic Pendulum Swept So Wide An Arc Essay1078 Words   |  5 Pagesthe Iran Hostage Crisis, had its seeds planted during the Iranian Revolution when Reza Shah Pahlavi was deposed and offered refuge in the United States to treat his growing cancer. His deposition resulted from the people’s growing dissatisfaction with the Shah’s handling of the country, many calling it anti-Islamic (PBS). Only to make things worse, on November 4, 1979, a group of furious student Iranian revolutionaries invaded the U.S embassy in Tehran and took over 60 Americans hostage demandingRead MoreThe Political Influence Of The United States1565 Words   |  7 PagesIran hostage crisis occurred in 1979 when a United States embassy in Iran was taken over by a group of student protestors and the people inside were held hostage for 444 days. The United States’ responded politically by turning other nations against Iran, and economically by freezing Iran’s assets and limiting it’s ability to trade. The fallout from this incident can still be felt today and led to major changes in international policy, as well as media coverage. Prior to the Iran hostage crisis