Analysis Of Poem Facing It By Yusef Komunyakaa - 1063 Words

War is one of the most controversial topics in today’s society. However, because poetry tends to focus on the experiences of the author, it is quite widespread. Grief, fear, and pain are some of the most prevalent emotions in literature. In his poem, â€Å"Facing It,† Yusef Komunyakaa tells his experience with war and how it has affected him. The poem begins with the author experiencing a loss of identity as he is at the Vietnam Veterans Memorial. Then, he experiences nostalgia whilst reminiscing his past. Lastly, he experiences flashbacks that deter his ability to distinguish the past from the present. Komunyakaa wastes no time in loading his poem with themes. He touches on grief, war, gaining control, acceptance, and sentimentality. The†¦show more content†¦This sets the tone because it represents the process of grief. However, over time, they feel emotions from anger to depression, to acceptance, etc. In these stages, emotions and memories catch up to them f orcing them to release their emotions. The author also uses stones as a symbol of strength and courage. The line, â€Å"I’m stone,† translates to â€Å"I’m strong† or â€Å"I’m brave.† In the line, â€Å"†¦the stone lets me go,† the author uses personification by giving life to the stone. It means that the stone or bravery is no longer weighing on the author. In other words, the author no longer feels obligated to suppress his emotions. The line, â€Å"He s lost his right arm / inside the stone.,† translates to â€Å"He’s lost his right arm while being brave,† in reference to service in the Vietnam war. Lastly, the author uses methods to produce a description that paints an image in the reader’s mind. The lines, â€Å"The sky. A plane in the sky. / A white vet’s image floats/ closer to me, then his pale eyes/ look through mine. /,† puts the reader in the author’s position. The poets use of form helped build the theme of the poem. Komunyakaa uses open form, a structure that follows no guidelines, in the poem. Specifically, he uses free verse—this form consists of lines that have irregular meter, no stanzas, and no rhyme. The author included both stressed and unstressed syllables, as well as many feet in the lines of the poem. This connects to the themeShow MoreRelatedAnalysis of Facing It by Yusef Komunyakaa Essay example667 Words   |  3 PagesAnalysis of Facing it by Yusef Komunyakaa Cruel and terrible events forever leave a mark on our memory. Especially, when these events are directly related to person, the memory reproduces every second of what happened. Unfortunately, humanity fully cognized the term of war. Facing it by Yusef Komunyakaa reveals another several sides of the war. Poem tells the reader about which consequences, the war left and how changed peoples lives. The hero identifies itself with the Vietnam VeteransRead MorePoetry Analysis On Facing It798 Words   |  4 PagesPoetry Analysis on â€Å"Facing It† Veterans are more susceptible to the memories of war, pain, suffering, and death. Memorials such as the Vietnam Memorial bring back many memories for veterans when they view these memorials. Those memories can attack the mind, and cause a veteran to feel vulnerable. Many veterans can only associate those memorials with the pain, suffering, and death that they had seen while at war. Yusef Komunyakaa expresses the pain that is felt within war veterans when they remember

Memorial Day Quotes and Sayings

On Memorial Day, we commemorate the  soldiers who sacrificed their lives in battles to win or preserve our freedom. Many of them were young men and women who did not live long enough to fully experience the privileges that they fought to sustain. Use these Memorial Day quotes and sayings to honor their sacrifice. Francis A. Walker: We come, not to mourn our dead soldiers, but to praise them. Francis Marion Crawford: They fell, but oer their glorious grave floats free the banner of the cause they died to save. Daniel Webster: Although no sculptured marble should rise to their memory, nor engraved stone bear record of their deeds, yet will their remembrance be as lasting as the land they honored. Lucy Larcom: Life hangs as nothing in the scale against dear Liberty! Marcus Garvey: Chance has never yet satisfied the hope of a suffering people. Action, self-reliance, the vision of self and the future have been the only means by which the oppressed have seen and realized the light of their own freedom. Elizabeth Barrett Browning: And each man stand with his face in the light of his own drawn sword. Ready to do what a hero can. George F. Kennan: Heroism ... is endurance for one moment more. George Henry Boker: Fold him in his countrys stars. Roll the drum and fire the volley! What to him are all our wars, what but death be mocking folly? Benjamin Harrison: I have never been able to think of the day as one of mourning; I have never quite been able to feel that half-masted flags were appropriate on Decoration Day. I have rather felt that the flag should be at the peak because of those whose dying we commemorate rejoiced in seeing it where their valor placed it. We honor them in a joyous, thankful, triumphant commemoration of what they did. James A. Garfield: For love of country, they accepted death. Omar Bradley: Bravery is the capacity to perform properly even when scared half to death. Philip Freneau: But fame is theirs — and future days. On pillard brass shall tell their praise Lise Hand: Thats what it takes to be a hero, a little gem of innocence inside you that makes you want to believe that there still exists a right and wrong, that decency will somehow triumph in the end. Louis Pasteur: It is surmounting difficulties that makes heroes. James Gates Percival: Green sods are all their monuments, and yet it tells a nobler history than pillared piles or the eternal pyramids. Albert Einstein: So long as there are men there will be wars. Joshua Lawrence Chamberlain: Heroism is latent in every human soul. However humble or unknown, they (the veterans) have renounced what are accounted pleasures and cheerfully undertaken all self-denials; privations, toils, dangers, sufferings, sicknesses, mutilations, life-long hurts and losses, death itself? For some great good, dimly seen but dearly held.

Solving the Puzzle of Jack the Ripper Free Essays

In August 1888, the dwellers of London’s East End arose from sleep to find their lives a little darker than before. Mary Ann Nichols, a prostitute, had been viciously murdered, nearly decapitated by two cuts to the throat, her abdomen displaying multiple cuts (Begg 46). Over the next three years, ten other women would be murdered in the Whitechapel area. We will write a custom essay sample on Solving the Puzzle of Jack the Ripper or any similar topic only for you Order Now While there is no definitive proof linking these murders to one killer, analysis reveals that six of them display similarly rare crime characteristics: mutilation of genitalia, prostitute victims, and posing of bodies (Keppel, et al. 8-9).Five are commonly attributed to Jack the Ripper (1-2). Though they may not have been well known in life, these women—Mary Ann Nichols, Annie Chapman, Elizabeth Stride, Catharine Eddowes, and Mary Jane Kelly—would be discussed for the next hundred years. What is it about these cases that have captured the curiosity of so many people for so long? Crime historian Donald Rumbelow answers: â€Å"What fascinates people is not the murders themselves. It’s the puzzle. Who? Who did it? Why weren’t they caught? It’s that puzzle that teases everybody† (â€Å"Jack†). During the past century, more than two hundred suspects have been offered as solutions to the puzzle. These individuals come from various professions, ethnic races, social strata, and economic standings. In police correspondence, Chief Constable Sir Melville Macnaghten appears to list three suspects by name, M. J. Druitt, Kosminski, and Michael Ostrog, saying that any of them are â€Å"more likely than Cutbush to be the killer† (Ryder). After analyzing this memorandum, investigative journalist Paul Begg suggests that these names were arbitrarily selected just to show that Cutbush was not a likely suspect (171). This is simply one example of confusion surrounding the identity of the killer. The most likely suspects include Walter Richard Sickert, a Danish artist; Severin Klosowski (also known as George Chapman), a Polish immigrant; and Francis Tumblety, an American quack doctor. It has also been proposed that the speed with which the murders were committed combined with the subsequent evasion of police suggest that more than one person might have been involved. Forensic psychiatrist David Abrahamsen asserts that Prince Albert Victor Edward and James Kenneth Stephen committed the crimes together (104). Keppel’s study of serial killers reveals that the Ripper murders were committed by someone with a high need to exert control over his victims. This was displayed â€Å"through the use of a knife to penetrate the victims’ bodies and desecrate their sexual regions† (18) along with â€Å"posing and mutilation [of the bodies] †¦ leaving them on display in sexually degrading positions with the wounds exposed† (19). In light of this study, Jack the Ripper must exhibit the characteristics of a need to dominate, aggression towards women, and picquerism, which is defined as â€Å"gaining sexual satisfaction from stabbing or blood letting† (Schroeder). Walter Sickert is one suspect who fits this description. In a recent book, popular fiction crime novelist Patricia Cornwell makes a case for Walter Sickert as Jack the Ripper. He was an actor â€Å"gifted at disguise,† a painter, and a writer with a â€Å"penchant for changing his name† (3). Cornwell suggests that Sickert had some sort of abnormal formation of his genitalia, not only leaving him â€Å"incapable of an erection† but also rendering him without â€Å"enough of a penis left for penetration† (5). She claims that Sickert developed an egotistical self-concept and a meanness towards women, qualities which, combined with a seeming inability to feel, above average intelligence, and a penchant to manipulate others, make Sickert a likely suspect (50-2). Cornwell’s study of Sickert’s artwork reveals â€Å"morbidity, violence and a hatred of women† (12). She contends that some of the depictions are all too similar to actual Jack the Ripper murder scenes. Her analysis of letters Jack the Ripper supposedly sent to police and the media also lead her to the conclusion that Sickert is the likely killer. She states that â€Å"handwriting quirks and the position of the Ripper’s hand when he wrote his taunting, violent letters lurk in other Ripper writings that are disguised. These same quirks †¦ lurk in Sickert’s erratic handwriting as well† (14). She even asserts that there is physical evidence linking Sickert to the Jack the Ripper letters. DNA evidence found on the adhesive stamp of a Ripper letter match that on two letters known to be written by Walter Sickert and on items owned by Sickert (13). For Cornwell, this evidence was so conclusive that she had no choice but to write her book (9-10). A second theory points to Severin Klosowski, also known as George Chapman. Severin Klosowski was a polish immigrant and a carpenter by trade. Christopher Morley describes him as having dark hair and blue eyes with a long chin and mouth, characteristics consistent with descriptions of Jack the Ripper. Having immigrated to England in 1887, Klosowski was in London during the time of the murders. Morley also states that Klosowski had some training as a junior surgeon while in Poland. Morley recounts an incident involving Klosowski attempting to kill his wife, Lucy. Interrupted in the act by a customer, Lucy noticed â€Å"a handle protruding from under the pillow and discovered a sharp and formidable knife. † Klosowski was reported to have said to her later on â€Å"that he had intended to cut her head off. † Klosowski’s similarity in appearance to the Ripper, previous attempt to murder, and residence in Whitechapel convinced Chief Inspector Frederick George Aberline that he was Jack the Ripper. A third theory identifies Francis Tumblety, an Irish American quack doctor, as Jack the Ripper. Tumblety lived in London when the murders were committed (â€Å"Jack†). Morley states that he was a strong suspect and under police watch because a shirt covered with blood was found in his home. British author Stewart Evans recounts: â€Å"He was arrested after the Miller’s Court murder, at which time, of course, the murders ceased. He escaped from England in early December 1888 and got back to America and was never arrested by Scotland Yard, despite the fact that they sent a team of detectives to America to try and catch him† (â€Å"Jack†). Morley describes Tumblety as a homosexual whose â€Å"feelings towards women were remarkable and bitter in the extreme. According to Morley, Tumblety gave â€Å"an all male dinner party, lecturing his guests on the evils of women, and proudly displayed his extensive collection of female body parts, which he kept in glass jars. † Further adding to his qualifications as the killer, Evans asserts that â€Å"Tumblety used many aliases† (â€Å"Jack†), a quality suitable to a killer who would give himself a name. Like Evans, others have found it too coincidental for the murders to have ceased right after Tumblety’s arrest for homosexual acts and his subsequent escape to America. Abrahamsen offers a twist in considering the identity of Jack the Ripper by asking how one man can take enough time to strangle and mutilate a woman’s body without being spotted by anyone (94). He suggests that in the murder of Elizabeth Stride, the signature slashings were interrupted, necessitating an accomplice to warn the killer of approaching policemen (89). Abrahamsen also points out differences among witness descriptions of the suspected killer, which he interprets as evidence of not one but two killers (90). He suggests James Kenneth Stephen (J. K. ) and Prince Albert Victor Edward (Prince Eddy) as joint killers. Abrahamsen suggests that Prince Eddy’s absent, womanizing father combined with his overly involved mother created a situation in which he was emotionally stunted (142-4). Prince Eddy also displayed homosexual tendencies which were ripe for exploitation (152). Being â€Å"emotionally and sexually immature †¦ he would have been curious about sex, but could not transfer his feelings into normal sexual desire for a woman† (152). Abrahamsen suggests that J. K. , who was hired to be Prince Eddy’s tutor, assumed a dominant role in their homosexual love relationship (152). J. K is described by Abrahamsen as having all the qualities necessary to be Jack the Ripper: â€Å"rigid [and] inflexible† (113), physically fit (121), â€Å"emasculated by the rejection of his mother† (120), adept at the use of language (118), viewing â€Å"women as evil† (120), possessing â€Å"striking looks and intellectual brilliance† (124). Abrahamsen suggests that the killings began as a result of J. K. eeling that his sway over Prince Eddy was decreasing and thus creating a situation that would â€Å"link Eddy to him permanently† (170). After a century has passed, the evidence and facts of the Jack the Ripper murders are increasingly more difficult to piece together. Though modern investigative techniques, such as the DNA evidence from Cornwell and Keppel’s profiling, have offered new clues, questions remain. Perhaps the only statement that can be made with any certainty is that after one hundred years, the serial killer named Jack the Ripper is certainly in his own grave somewhere and unable to kill or terrorize ever again. How to cite Solving the Puzzle of Jack the Ripper, Essay examples

Assessing Conditions For Children With Need †MyAssignmenthelp.com

Question: Discuss about the Assessing Conditions For Children With Need. Answer: Introduction Every nine out of ten kids living with disability have dropped school or they have not been in the school while approximately eighty percentages of all children with disability are in developed countries. Majority of these kids are not being included in school programs this is because of their statues such as ideological, physical or having communication barriers. Sometime kids have physical or intellectual impairment which may contribute to falling of kids to participate in social life and community life. For instance a kid at ages of 13 who lost a limb accidently, have lost legs due to polio or may have been born without limbs due to factors such as cerebral Passy they are regarded as disables in such scenario they cannot climb stairs(Francis, 2015). Normally parent hold back kinds in their house or neighborhood and they cannot interact with other kids. These factors contribute to omitting these kids to join life in the community and hence cannot join family gatherings due to their statues. Understanding that every kid is an individual, most people thick that best solution is do without or remove the impairments to enhance kid to walk again. Medical experts are often being consorted out. For instance doctors would operate on their bodies or they commend a special case of therapy to make their legs to function well again. They many things should be done to eradicate these perception and consequences even its impossible to heel threw impairments(Tylor, 2001 ). Identification and evaluation of student with special needs School board should first asses kids who needs special needs education because most of the student gets good grade hence they needs special education and services while other dont have a place to call home. Government should work hand in hand with special schools administration to offer these services. Most of the children at school witness challenges such as ranging from physical differences, not able to communicate and perception with behavior such as making of new friends these difficulties may be contributed by factors such as emotional problems, physical disorder, behavior problems and psychiatric disorder. Kinds with such special needs require or they must be entitled to special schools to receive such services and accommodation through government sponsor schools. Its a basic right for every child to receive a free and appropriate education in a conducive environment(Cole, 2008 ). Adoption process and the care practices In past years children with disability have been put in consideration that is hard but through the experience and research shows that most of them can be placed to most able families who may want them to either look after or educate them. For a guardian whom wants to adopt the kid one should focus on the key issues such as emotional, physical capability and availability of resources to be successful guardian(Meltzer, 2010 ). Medical This include serious health key condition of the kid heart defects, chronic conditions, asthma and diabetes or other associated problem to the kid. Children with such health issues may require special and numerous tests, expensive materials, and special accommodation. Family responsible to adopting this kid should be prepared to face these crises with certainty. Behavior issues With kids who have behavior words they do not resound to previous adherences. For those diagnosed with effects such as ADHD, fetal alcohol spectrum dis order most require special initials which are mandated to be specific abilities and disabilities. If the plans are not inclusive issues to contribute to disagreements and thus prompting to risk of children school problems. Parent are advised to be more flexible while ate the same time be more creative to adopt these kids. Development issues In development stages is the one the most overwhelming to the family in dealing in changing of the visions and the future by providing education and be caring. Having a defect such as autism or mental retardation often contribute for kids to be withheld in the majority, parent should demands and then make sure kids receive the services such as therapy, schooling which they require and they deserve. Learning issues Most kids with learning deformity like central auditory processing disorder are noted to be struggling with assignments regardless of their ability hence they requires special learning facilities in order to meet their possible and improve self-esteem issues and other behavioral challenges. Guardians of such kids should be insistent in both working averse learners and school should provide them with these kinds of needs. Mental health issues Children with anxiety can sneak from their guardians and living or staying with such kind of kids with mental issues can facilitate members to panic or have crises or defiances. Guardians have to find a well trained professional to help and make decisions on the best therapy, medications or if need of hospitalizations. The results of luck of knowledge can result to wrong guesses which can be significant. Even though parents do not take time to adopt any assistance issues they are not aware of hardship is on raising a kid with disability. Discover student strength Investigation of the student strength is key issues such as looking the grades of previous exams and records. Fill out the strength data shit on the progress of the kid. Discuss with the special needs student what his or her likes are. Assess what they are most interested in such as what they feel they are good at and what are the objectives of their education. Providing with role models Associate the kids with positive role models who will mentor them on how other person with disability got successful in life. These will motivate the kids in such ways that if such person made it to the top, even I can make it to the top. Illustrators are advised to come up with subjects or units with titles such as people living disability who made it Developing strength based learning strategies Once the student strength are identified it is best to design a way to utilize those abilities, if for instance the kid is good in drawing but has an issue on reading then if a student is good in singing he or she should be propelled on how to use different music equipments. On the hand if a kid shows capacity of knitting but does not know the place value should encourage kids to knit at least ten to fifteen roes per day. There numerous ways which can be used on combing strength of kids and illustrators work in order to achieve learning objectives. The layout of the classroom may help or hinders learning of the kid but most illustrators can change their class room depending on the efficiency of reaching the students movements. Kids with special needs to be seated next to the tutor or close to chalk board if they have eyesight problems. Tutors are advice to arrange classroom in manner that kids with these challenges can be able to move across easily especially if some have visual problems or they have issues on mobility. Desk and tables should be arranged in groups so they can ease work force of the kids to work together and help each other. Display charts and posters should pin on the same level with eyes of the kid but rather not to mush high. Addition of texture and other and other real objects used in touching will help kids with visual defects. Lessons planning Lesson planning makes teaching to be more effective and efficient, to plan a lesson as tutor one should focuses on setting a class in context and timely manner tis will enhance to be able to adjust lessons and distribute work to the kids depending on their abilities, interest and motivations. Associating kids on their daily work will enable them to understand subject easily in such scenario when learning about the measurements kids can find out other heights. It is advisable to use real objects and visual aids. Group work should be encouraged since it facilitates participation of learners and enhance responses and other feelings. While handling special needs children one have to give them a lesson that relates to their deformities otherwise any lesson should all the activities. In an example a student who is perfect in ADHD who enjoys adrenaline which thrives a stimulation compound such kids should be exposed in jobs such a fire fighting jobs. Kids with learning issues who can demons trate that they are good in art they might as well join as graphic designer or artist. Individual plans Tutors needs to bear in minds needs planning their lessons one of the instances is to have an individual work plans for every person, it should well know that individuals plans which can be complemented to ensure that learning outcomes have been achieved. The blueprint should be explained and consultation with both guardian and childrens. Guardians must be given a copy of descriptive plan. Use of assistive media and technologies Doing research on applications on the store which can be used to help the kid to cope with challenges, such as universal learning tools where a student in scenario of not good in writing but very good in speech to text programs thus help the kid to speak to the machine and as well the computer will generate words in writing thus helping the kid to be able to learn. Kids with autism who often love iPod but has difficulty in encoding information can be taught on how use other argumentative communication applications, kids will normally click the buttons and then they can synthesize the sounds. Tutors are advice to arrange classroom in manner that kids with these challenges can be able to move across easily especially if some have visual problems or they have issues on mobility. Desk and tables should be arranged in groups so they can ease work force of the kids to work together and help each other. Choosing positive future careers Majority of the student with special needs have no idea of themselves as working employees in the future or they negatively look down themselves. Encouragement advices and lecture should be done helping them and make connections with their strength and the requirements of the specific jobs in their careers. In an example a student who is perfect in ADHD who enjoys adrenaline which thrives a stimulation compound such kids should be exposed in jobs such a fire fighting jobs. Kids with learning issues who can demonstrate that they are good in art they might as well join as graphic designer or artist. Creation of good learning environment This involves well design of classrooms which distinguish them depending on their strength by proving kids with such as ADHD who can learn by rolling with ball hence jiggle around while still completing homework. In case a student diagnosed with Down syndrome who basically enjoys mimic others an instructor should be guided to build a puppet theater which can work to help the kid and have a positive feedback. Conclusion A lot has been pointed concerning parents living with specials children acknowledging that disability or illness it is just the beginning of the journey at time s one feels overwhelmed by the challenges of the associates and out of the strength of the emotion. One may feel alone or isolated even though they are many supporters while some relatives may invaluable in terms of source of helping information. Most of the services are provided by the public agencies that can assist the entire family. Campaigns and talks should be done to the parents who have special children to communicate to each other on the issues and seek assistance where needed. References Forlin, C. (2010).Teacher education for inclusion: Changing paradigms and innovative approaches. London: Routledge. Andrew Pollard, . C. (2005). Reflective Teaching. Cole, R. W. (2008 ). Educating Everybody's Children: fo. Diverse Teaching Strategies. Davis, B. G. (2009). Tools for Teaching. Francis, T. . (11 Feb 2015). Cross-Curricular Teaching in the Primary School. Gay, G. (2010 ). Culturally Responsive Teaching: . Theory, Research, and Practice. Global, F. K. (n.d.). How to Teach Now: . Five Keys to Personalized Learning in the Global. Hargreaves, A. (2003). Teaching in the Knowledge Society: Education in the Age of Insecurity. Jim Walters, . F. (2007). Managing Classroom Behavior and Discipline. Shelly Frei. Learning, U. D. (2012). Teaching Every Student in the Digital Age. Universal Design for Learning. Meltzer, L. (2010 ). Promoting Executive Function in the Classroom. Morrison, G. S. (2017). Early Childhood Education Today. Peter F. Oliva, . R. (2012 ). Developing the Curriculum. Roger Pierangelo, . G. ( 2008 ). Teaching Students With Learning Disabilities. Roger Pierangelo, . G. (2008 ). Teaching Students With Learning Disabilities. Thomas J. Sergiovanni, . L. (2014 ). The Principalship: A Reflective Practice Perspective. Tylor, A. (2001 ). Current Index to Journals in Education. Oryx Press, .