Epic of Beowulf Essay - The Author/Poet of Beowulf -- Epic Beowulf ess

The Author/Poet of Beowulf      Ã‚  Ã‚  Ã‚  Ã‚   Little is known about the poet who wrote Beowulf; we have only what information we can deduce from logically reasoning from whatever evidence scholars find in the poem itself.    First of all, consistency of style suggests that the poem was written by one person only (Thompson 14). There is no appreciable variation from uniform linguistic and metrical characteristics. Antithesis is a strong feature of the style:â€Å"This tendency to antithesis, frequently verging on paradox, and the constant play of irony are but stylistic manifestations of those movements of the poet’s thought which shape the very stuff of the poem† (Blomfield 58). There is the reference to the burning of Heorot woven into the description of its first glories, and the prediction of family strife while yet all is well in Hrothgar’s court. The writer’s style includes depth and vibrancy, and â€Å"a high degree of abstraction and formalism† (Blomfield 64). There are many digressions in the poem: â€Å"the poet’s digressive, revaluative style† (Tripp 64). The author is omniscient: â€Å"The poet reserves the right to say what people are thinking † (Shippey 39).    Secondly, the employment of several conventional poetic devices suggests that the author was an educated person. Beowulf is distinguished primarily by its heavy use of   allliteration, or the repetition of the initial sounds of words. The Old English poet would â€Å"tie† the two half-lines together by their stressed alliteration (Chickering 4). Each line of poetry ideally contains four principal stresses, two on each side of a strong medial caesura, or pause. â€Å"At least one of the two stressed swords in the first half-line, and usually both of them, begin with the same sound as... ...raki, translated by Jesse L. Byock. New York: Penguin Books, 1998.    Shippey, T.A.. â€Å"The World of the Poem.† In Beowulf – Modern Critical Interpretations, edited by Harold Bloom. New York: Chelsea House Publishers, 1987.    Tharaud, Barry. â€Å"Anglo-Saxon Language and Traditions in Beowulf.† In Readings on Beowulf, edited by Stephen P. Thompson. San Diego: Greenhaven Press,1998.    Thompson, Stephen P. â€Å"The Beowulf poet and His World.† In Readings on Beowulf, edited by Stephen P. Thompson. San Diego: Greenhaven Press,1998.    Tripp, Raymond P. â€Å"Digressive Revaluation(s).† In Beowulf – Modern Critical Interpretations, edited by Harold Bloom. New York: Chelsea House Publishers, 1987.    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000   

Absorbent Mind essay Essay

Absorbent Mind Mind- â€Å"The human consciousness that originate in the brain & is manifested especially in thought, perception, emotion, will, memory & imagination. The collective conscious and unconscious process in a sentiment organism that directs & influence mental & physical behaviour.† Guideline by Navadisha Child’s aim:- Reproduction of adult or Self Construction In child development Physical characteristics always accompanied with psychological characteristics. One of these characteristics is ‘Absorbent mind’. Aim of first plane – Independence & Adaptation For Achieving aims Nature given a dynamic power to child in his first plane of development dynamic power-Absorbent Mind- Means – manner of absorption or absorb the idea of sequence or attitude towards the existance Purpose- 1 guiding for getting intelligence 2 help in creating behaviour by own (cause of not fixed) 3help in process of adaptation & self creation 1.Characteristics of absorbent mind:- (in first Plane i.e called fundamental creation in process of self construction Second embryonic life)) †¢ Universal †¢ Disappear at the age of 6 †¢ Works continuously even in sleeping †¢ Work tirelessly †¢ Can not withdraw or erase/convert/replace †¢ Instantaneous †¢ No capacity of discriminate & judgment/non selective †¢ Different form adult’s mind †¢ Adopt from purposeful environment – adaptation of language /movement/social behaviour/order †¢ Collecting raw food from environment †¢ Voluntary †¢ Not measurable †¢ No alteration †¢ Capturing everything †¢ No sequence †¢ Invisible †¢ Enthusiasm for absorption †¢ Permanent †¢ Propels by nature †¢ global Analogy:-sponge, camera, spotlight, photographic plate †¢ Difference between child’s mind & adult’s mind What derive these fundamental aspects:- 1. Link to love †¢ Born with love for environment †¢ Immerse himself with everything present there †¢ With open arms accepting the experience whatever is coming on their way †¢ Involvement with full of energy & enthusiasm †¢ Everything is wonder & glowing †¢ Inner urge( created by nature) in child force him towards work †¢ Inexhaustible work 2. conscious will arrived in 2.5yrs, nature reciedes 3. special kind of memory occurs I.e MNEME- unconscious memory 1. unique for 1st plane 2. Vital capacity 3. Limitless impulsive 4 power of retention (locked up for whole life) Absorbent mind is creative in nature which helps building the human characteristics without selection. Starts in the womb itself. Adaptation of environment:- Two phases |Birth to three |Three to six | |Unconscious phase |Conscious phase/conscious worker | |No will |Life begins again/ time of exploration –powers given by nature | |No intelligence |Will/intelligence takes place | |New child for new day |Capacity –choose/move/aware | |Creating unconsciously |concentration | |Certain adaptation in place- |integration(help in usage of capacities) | | |Exercise on real activities | Aspects of Adaptation (functions of absorbent mind):- |Acquisition of Movement |Acquisition of language |Acquisition of social behaviour | |Born with reflexible movement, Sucking , breathing,|Language creator |Emotions & emotional stablity | |rooting ,touching startled | |Safe & secure | |Voluntary movements-mind driven |Observe lip movements |Culture/intellectual | |Forms mental development |From sea of sounds-attracts towards human |Spritiual / time/ place | | |language | | |Focusing on human way of doing |tone |order | |Absorbs every movement present in environment/ base|Hearing/expressions /integration | | |is same | | | |Senses help in mental development |Absorb surrounding language | | |0-3 manner/ 3-6- decide to develop |Tool of gradually building language | | |Specific way of movement but base is same |3-6 – refine & use in own way |3-6 – incartion in conscious phase | Adult’s Role: Understand the role of absorbent mind in child’s development Help him to create great foundation in first stage of development 1. [pic]

Service Learning Group Project Senior Center Assessment...

Service learning is an important element of nursing education. It is not merely service which benefits the community, nor is it simply providing community health promotion. As the name suggests, service learning also facilitates student learning opportunities that differ from the classroom or clinical experience. The senior center group project was valuable, in that it allowed for the enhancement of personal health care knowledge, as well as the opportunity to share that knowledge with the older adult community. The initial visit to the senior center involved assessments of blood pressure, blood glucose, oxygen saturation and heart rate. The participants were informed of their assessment values and encouraged to write them down. Many of the seniors asked questions related to what the numbers meant, if the values were within a healthy range and ultimately how they translated to daily living. Research shows that older adults are more likely to learn and retain new information that is perceived as relevant to their life, and should â€Å"include education with the explicit aim of enhancing active involvement of patients so that they become partners in their health care process† (Cooper, Booth, Gill, 2003). It was evident that there was both a need and readiness for further education regarding the assessments. For this reason, we chose to teach about the health assessment results, including: target ranges, tips to achieve optimal levels, as well as how the numbers relateShow MoreRe latedReflection Essay726 Words   |  3 Pagesexcellence in teaching, scholarship, and service. In the area of teaching, I have successfully taught one of the multi-section core chemistry courses (i.e., CHEM I and CHEM I-lab courses) and an upper-level course, Survey of Instrumentation for non-chemistry majors. 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