Metaphysical Poets Essay Example for Free

Metaphysical Poets Essay The term metaphysical poets was coined by the poet and critic Samuel Johnson to describe a loose group of British lyric poets of the 17th century, whose work was characterized by the inventive use of conceits, and by speculation about topics such as love or religion. These poets were not formally affiliated; most of them did not even know or read each other (Wikipedia). Their work is a blend of emotion and intellectual ingenuity, characterized by conceit or â€Å"wit†Ã¢â‚¬â€that is, by the sometimes violent yoking together of apparently unconnected ideas and things so that the reader is startled out of his complacency and forced to think through the argument of the poem. Metaphysical poetry is less concerned with expressing feeling than with analyzing it, with the poet exploring the recesses of his consciousness. The boldness of the literary devices used—especially obliquity, irony, and paradox—is often reinforced by a dramatic directness of language and by rhythms derived from that of living speech. Esteem for Metaphysical poetry never stood higher than in the 1930s and ’40s, largely because of T.S. Eliot’s influential essay â€Å"The Metaphysical Poets† (1921), a review of Herbert J.C. Grierson’s anthology Metaphysical Lyrics Poems of the Seventeenth Century. In this essay Eliot argued that the works of these men embody a fusion of thought and feeling that later poets were unable to achieve because of a â€Å"dissociation of sensibility,† which resulted in works that were either intellectual or emotional but not both at once. In their own time, however, the epithet â€Å"metaphysical† was used pejoratively: in 1630 the Scottish poet William Drummond of Hawthornden objected to those of his contemporaries who attempted to â€Å"abstrac t poetry to metaphysical ideas and scholastic quiddities.† At the end of the century, John Dryden censured Donne for affecting â€Å"the metaphysics† and for perplexing â€Å"the minds of the fair sex with nice speculations of philosophy when he should engage their hearts . . . with the softnesses of love.† Samuel Johnson, in referring to the learning that their poetry displays, also dubbed them â€Å"the metaphysical poets,† and the term has continued in use ever since. Eliot’s adoption of the label as a term of praise is arguably a better guide to his personal aspirations about his own poetry than to the Metaphysical poets themselves; his use of metaphysical underestimates these poets’ debt to lyrical and socially engaged verse. Nonetheless, the term is useful for identifying the often-intellectual character of their writing (Encyclopedia Britannica). Without doubt Samuel Johnsons choice of the word metaphysical to describe the followers of Donne was directly influenced by these earlier usages (the Clevel and passage is quoted in Johnsons Dictionary of 1755 to illustrate the definition of ‘Metaphysicks’). The category of poetry that indulged in metaphysics was a live one for later seventeenth-century poets, but for them metaphysics was a word used to mark the point at which strongly argued verse bordered on self-parody. There is more value than this, however, in the group name. Even in the earlier seventeenth century members of the core group of metaphysical poets were connected by a number of social, familial, and literary ties. Izaak Walton relates that Donne and George Herbert enjoyed ‘a long and dear friendship, made up by such a Sympathy of inclinations, that they coveted and joyed to be in each others Company’ (Walton, 57–8). Donne addressed poems to Herberts mother, Magdalen, and preached her funeral sermon, as well as writing a poem to Herberts brother, Edward, Lord Herbert. Herbert of Cherbury in turn read both Donnes poetry and that of his own brother with care, and was a friend of Thomas Carew and Aurelian Townshend. Henry Wotton was the addressee of epi stles in both verse and prose from his close friend John Donne, and at one point intended to write a life of Donne. Henry King (whose father ordained John Donne) was in daily contact with Donne at St Pauls Cathedral, where the older poet was dean while King was chief residentiary. Donne bequeathed to King a portrait of himself dressed in his winding-sheet. Not surprisingly Kings verse is haunted by that of his friend, from whom he received manuscripts, as well as books and themes for sermons. Later in the century there were other close groupings of poets, who, although not linked by direct personal familiarity with Donne and Herbert, were bound to each other by ties of family, friendship, and literary consanguinity. Thomas Stanley was a cousin of Richard Lovelace and the nephew of William Hammond, and became a friend of John Hall, one of the most underrated of the minor metaphysical poets. Cowley was a friend and eventually elegist of Richard Crashaw. Pockets of metaphysicality also survived in several institutions: it cannot be an accident that Henry King, Abraham Cowley, Thomas Randolph, William Cartwright, and John Dryden all attended Westminster School. But by the later seventeenth century the bonds of friendship and affinity that had linked Donne and Herbert were in the main replaced by looser ties of literary indebtedness. Declaratory utterances to imagined or absent addressees who are summoned into being by the force of the speakers eloquence are common among poems by members of these networks, as are works that explore the balance and imbalance between the demands of the body and the spirit. Direct attempts to persuade, either through comparisons or through arguments that self-consciously display their logical elisions, are also among the most evident legacies left by Donne to his poetical heirs. No single one of these elements constitutes a metaphysical style, and it would also be wrong to suppose that all of them must be present in a given poem for it to be regarded as belonging to the tradition. It is also incorrect to believe that a poet who sometimes wrote poems in a metaphysical manner was always and in every poem a metaphysical. The metaphysical style was various. It also changed in response to historical events. Donnes Poems and Herberts The Temple were both posthumously printed in 1633. Those publications immediately extended the literary communities of their authors through time and space, and the fact that both volumes were posthumous had a significant effect on the kind of influence they exerted. Donne and Herbert rapidly became models for imitation, but they could also be regarded as ideal representatives of an age that had passed. Imitation of them could therefore become an act not just of nostalgia, but of politically or theologically motivated nostalgia—as occurs most notably and heavy-handedly in the high Anglican pastiches of Herbert included in The Synagogue by Christopher Harvey, which was regularly bound with The Temple after 1640. In the political and ecclesiastical upheavals of the 1640s the metaphysical style moved on. Imitating Herbert in particular could signal a desire to resist the depredations suffered by the English church during the civil war. Richard Crashaws Steps to the Temple (1646) explicitly links itself by its title to Herberts volume. The editions of 1646 and 1648 include ‘On Mr. G. Herberts Booke’, which declares ‘Divinest love lyes in this booke’. Henry Vaughans preface to the second volume of Silex scintillans (1655) ascribes to Herberts influence his conversion from writing secular poems, and he marks the debt by adopting the titles of several poems by Herbert for his own works. By the second part of Silex these allusions to Herbert carried a political charge, intimating Vaughans resistant attitude to the forcible ejection of conservatively minded ministers from churches in his native Wales by commissioners acting under the parliamentary ordinance for the propagation of the gospel. The gradual replacement of networks of closely connected individuals by relationships between dead authors and their readers is perhaps a central reason for the emergence of metaphysics (in the pejorative sense) in later seventeenth-century verse. The two later poets stigmatized by Johnson as ‘metaphysical’, Cleveland and Cowley, knew Donne only as a voice in a book. Efforts to reanimate that voice often show signs of strain. But the move from personal to textual connection between members of the group did not always have undesirable consequences. Andrew Marvell, who ever since John Aubreys ‘Brief life’ has tended to be regarded as an isolated figure in the literary landscape, has perhaps the most distinctive poetic voice of any member of the group. By describing pastoral figures with wounded or sullied innocence who argue perplexedly about their own fate and the unattainability of their own desires, Marvell transformed the metaphysical style into an idiom appropriate for a period of political division and national crisis. He was not entirely disconnected from its other practitioners: he was at Trinity College, Cambridge, at the same time as Abraham Cowley, and he wrote a commemorative poem for Henry, Lord Hastings, in Lacrymae musarum (1649), a volume that included poems by Dryden as well as John Hall. He and Hall were both among those who composed dedicatory poems for Richard Lovelaces Lucasta (1648). Like Cleveland, Marvell owed his reputation in the later part of his career largely to his political and satirical poems, but his posthumously published Miscellaneous Poems (1681) shows that a reader of earlier metaphysical verse who actively responded to his changing times could transform the idiom of his predecessors (Oxford Dictionary of National Biography). Works cited Colin Burrow, ‘Metaphysical poets (act. c.1600–c.1690)’, Oxford Dictionary of National Biography, online edn, Oxford University Press, Feb 2009 [http://www.oxforddnb.com/view/theme/95605, accessed 5 Aug 2012] Encyclopedia Britannica www.britannica.com/EBchecked/topic/377915/Metaphysical-poet Wikipedia http://en.wikipedia.org/wiki/Metaphysical_poets

beer :: essays research papers

Imagine that you are sitting on your front porch on a sunny summer afternoon and you ask for a nice cold beer. Then out of the blue your friend rifles a nice big keg of beer at you, which in turn knocks you backward off of the porch. Here’s another image to contemplate. A man tries to force a refrigerator door shut. When he finally thinks he has it shut, the door busts off the hinges and a beer keg rolls out. These two ads for Heineken beer in the new keg cans. These ads end with the catchy phrase the keg can can go where regular kegs cannot.   Ã‚  Ã‚  Ã‚  Ã‚  When you first see an ad like this many questions come to mind : first, where are they going with a campaign like this; second, why would Heineken make cans in a shape of a keg, and why would an ad like this entice me to drink Heineken? To most people this add stirs the mind to wonder why Heineken would make keg cans and these amusing commercials to promote them. The commercials carry the humor for the pure fact to catch the attention of the viewer and make them wonder, â€Å"What if a beer out of a keg can tastes like beer out of a keg?† This is one of the fifteen appeals of advertising, the need to satisfy curiosity. Since this is a new type of container for beer its is an unknown commodity to the viewer. Heineken is also an imported beer which is not consumed by most average Americans, which also adds to the curiosity of the ad.   Ã‚  Ã‚  Ã‚  Ã‚  Another of these appeals which the ad goes to is the need for prominence. Since Heineken is an expensive imported beer. The manufacturers of Heineken most likely think an ad which shows people drinking or around Heineken shows that they hold a higher social stature. Companies make you think if you spend the money you will have the fame and fun. Also these commercials have another of the appeals. The need for affiliation. Now this may not jump out in the ad. It just seems as if it is an idea used by the company very discreetly. Heineken seems to say that if you buy the keg cans you wont be one of the people who try to take kegs with them everywhere. You will be one of the people who have the portable kegs , the ones in a can , and fit in with the â€Å"Heineken† crowd.

Math Self-efficacy

Math Self-efficacy 1 Running head: SELF-EFFICACY AND STANDARDIZED TEST PERFORMANCE Accepted for publication in the Journal of Educational Psychology. This version may slightly differ from the published version. Does Math Self-efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance? Lisa A. Fast University of California, Riverside James Lewis University of California, Riverside Michael J. Bryant California Institute of the Arts Kathleen A. Bocian University of California, Riverside Richard A.Cardullo University of California, Riverside Michael Rettig University of California, Riverside Kimberly A. Hammond University of California, Riverside Math Self-efficacy 2 Abstract We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (n = 1163) provided self-reports of their perceived math selfefficacy and the degree to which their math classroom environment was masteryoriented, challenging, and caring. Individual student scores on the California Standards Test for Mathematics were also collected.A series of two-level models revealed that students who perceived their classroom environments as more caring, challenging, and mastery-oriented had significantly higher levels of math efficacy, and higher levels of math efficacy positively predicted math performance. Analysis of the indirect effects of classroom variables on math performance indicated a small significant mediating effect of self-efficacy. Implications for research on self-efficacy and the perceived classroom environment are discussed. Math Self-efficacy 3 Does Math Self-efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance?In the current high-stakes testing environment, any attribute of a student that positively influences achievement is of interest. The degree to which a studen t believes that he/she is capable of performing specific tasks, referred to as self-efficacy, is particularly relevant given that self-efficacy has been argued to have powerful effects on achievement behavior (Bandura, 1986). Those with higher self-efficacy are proposed to have higher aspirations, stronger commitments to their goals, and recover more quickly from setbacks than those lower in self-efficacy. Beliefs in one’s efficacy can vary across academic subjects (e. . reading vs. writing) and self-efficacy for mathematics has received close attention. Students with higher math self-efficacy persist longer on difficult math problems and are more accurate in math computations than those lower in math self-efficacy (Collins, 1982; Hoffman & Schraw, 2009). Math self-efficacy is also a stronger predictor of math performance than either math anxiety or previous math experience (Pajares & Miller, 1994; Pajares & Miller, 1995, respectively) and influences math performance as stron gly as overall mental ability (Pajares & Kranzler, 1995).The demonstrated importance of self-efficacy in academic achievement has provoked widespread interest in specific factors that affect a student’s self-efficacy beliefs. Bandura’s (1997) social-cognitive theory proposed that self-efficacy is most strongly affected by one’s previous performance and research largely supports this (Chen & Zimmerman, 2007). His theory also suggests that self-efficacy is affected by observing others (e. g. watching peers succeed at a task), verbal persuasion (e. g. encouragement from parents and teachers), and interpretation of physiological states (e. g.Math Self-efficacy 4 lack of anxiety may be a signal that one possesses skills). Although several studies indicate that manipulating features of learning environments along these theoretical premises has immediate and detectable effects on self-efficacy (Schunk, 1982, 1983, 1984; Schunk & Hanson, 1985), it seems possible that st udents’ perceptions of their learning environments also affect their efficacy beliefs. Ames (1992) argued that learning environments may not provide a common experience for all students and that students’ subjective interpretations of their environment determine how they respond to it.For example, a teacher might be described by an objective observer as helpful, but if a student perceives him/her as unhelpful, then the perception of unhelpfulness will guide the students’ behavior more than the teachers’ actual helpfulness. Focusing on perceptions of the classroom environment is consistent with Bandura’s (1997) theory, which suggests that self-efficacy is influenced by how an individual interprets relevant information. For example, a student might interpret a perceived unhelpful teacher as evidence that he/she lacks ability.In the current study, we focus on three aspects of the perceived classroom environment that affect self-efficacy: Mastery-orien tation, Challenge, and Caring. The degree to which students perceive their classroom environment as one that encourages mastery versus performance goals has been prominently studied (Ames, 1992; Dweck, 1986; Maehr & Nicholls, 1980, respectively). Classrooms structured around mastery goals emphasize effort and the intrinsic value of learning; students who adopt mastery goals are more likely to believe that effort leads to success (Weiner, 1979) and display positive attitudes towards learning (Ames & Archer, 1988).In contrast, classrooms structured around performance goals emphasize ability and competition Math Self-efficacy 5 between peers; students who adopt performance goals are more likely to use shallow learning strategies (Meece et al. , 1988) and avoid challenging tasks (Dweck, 1986). Although both of these classroom goal structures theoretically influence the achievement goals that students adopt, only mastery goal structures are consistently related to selfefficacy.Several st udies have found that students who perceive their classroom environment as more mastery oriented have higher academic self-efficacy (Dorman, 2001; Friedel et al. , 2007; Middleton & Midgley, 1997), whereas performance oriented classrooms have been found to be unrelated, positively related, and negatively related to self-efficacy (Friedel et al. , 2007; Wolters et al. , 1996; Schunk, 1996, respectively). Studies using path analysis have also found that self-efficacy mediates the influence of mastery-oriented classrooms on performance (Bong, 2008; Greene, Miller, Crowson, Duke, & Akey, 2004).In particular, Wolters (2004) found that mastery goal structure had a significant positive effect on students’ math grades, but when math self-efficacy was included in the model, the effect of mastery structure on course grades became nonsignificant. The degree to which a classroom environment is perceived as challenging also influences self-efficacy. A challenging environment is one in whi ch students are provided with progressively difficult tasks as their proficiency increases. Vygotsky (1978) argued that challenge is essential for intellectual development and Grolnick et al. 2002) proposed that individuals are born with a need to test their abilities and master their environment. Accordingly, evidence indicates that students enjoy learning when tasks are challenging (Zahorik, 1996). Although challenge has been most prominently discussed as an important facilitator of intrinsic motivation (e. g. Malone & Lepper, Math Self-efficacy 6 1987), some researchers suggest that it also leads to stronger beliefs in one’s academic abilities (Meyer, Turner, & Spencer, 1997; Stipek, 2001).Participating in challenging activities allows students to notice their incremental improvement in a subject, which increases feelings of self-competence. In support of this, Gentry and Owen (2004) reported that middle and high school students who perceived their classroom as challenging were more likely to have higher academic self-efficacy. Similarly, Meyer, Turner, & Spencer (1997) found that fifth and sixth-grade students who were characterized as â€Å"challenge-seekers† had higher math self-efficacy, while students who were characterized as â€Å"challenge-avoiders’ had lower math self-efficacy.Finally, the degree to which students perceive their classroom as a caring environment also has an important influence on self-efficacy. In a caring classroom (also referred to as Teacher Involvement: Newman, 2002; Personalization: Frasier & Fisher, 1982), the teacher expresses personal interest in students, provides emotional support, and generally creates a comfortable atmosphere. Murdock and Miller (2003) suggest that students who perceive their teachers as caring are more likely to view themselves as academically capable and set higher educational goals for themselves.Positive relationships between students and teachers provide a critical development al resource for children; students are more likely to seek help when they need it and develop a wide range of competencies when they feel emotionally supported by their teachers (Crosnoe, Johnson, & Elder, 2004; Pianta, Hamre, & Stuhlman, 2003). Accordingly, evidence suggests that students who perceive their teachers as more caring have significantly higher academic self-efficacy (Murdock & Miller, 200; Patrick et al. , 2007). Pianta et al. (2008) also found that fifth-grade students had higher performance on math tests whenMath Self-efficacy 7 their classrooms were rated higher in emotional support. In addition, the effect of emotional support on math achievement was larger than the effect of quantity of math instruction. The authors noted that, â€Å"this is especially interesting because math is perhaps not a subject where teacher-student relations are as much a focus,† (Pianta et al. , 2008, p. 389). In summary, math self-efficacy appears to play an important role in math achievement and mediates the influence of mastery-oriented classroom environments on math achievement.Global academic self-efficacy also seems to be positively affected by caring and challenging classroom environments. However, several issues remain unclear. Little is known either about the influence of caring and challenging classroom environments specifically on math self-efficacy or whether math self-efficacy mediates the influence of challenging and caring classroom environments on math achievement. Further, virtually nothing is known about the relationships between math self-efficacy, perceived classroom environment, and achievement in the context of standardized math test performance.These are important gaps in the literature in light of the No Child Left Behind (NCLB) Act of 2002 that requires all students to take standardized math tests annually in grades 3 through 8 and once during high school. Scores on these tests are increasingly being used for â€Å"high-stakes† purposes that affect both students and teachers. According to the National Center for Fair and Open Testing (2007), standardized test scores of fourth, fifth, and sixth graders can be used for the following purposes in California: to place students into instructional groups (e. . remedial or special education programs), determine school eligibility for federal funding, make decisions about whether principals, Math Self-efficacy 8 teachers, and staff are offered continued employment, and determine whether or not teachers get bonuses. Several researchers have argued that the implementation of NCLB has led to a focus on testing and evaluation that permeates the school environment (Meece, Anderman, & Anderman, 2006; Ryan et al. , 2007). It is important to examine how student motivation (e. g. elf-efficacy) and classroom environments are related to one another in this legislated performance-oriented environment. In the current study, we predicted that math self-efficacy mediates the inf luence the perceived of classroom environment on standardized math test performance (Figure 1). Specifically, we predict that students’ perceptions of the degree to which their classroom environment is mastery-oriented, challenging, and caring has a direct and positive influence on math self-efficacy, and math self-efficacy has a direct and positive effect on student performance on standardized math tests.Each of these three aspects of the classroom environment will positively affect self-efficacy for the following reasons. Mastery-orientation will have a positive influence on math self-efficacy because environments that encourage students to take pride in their effort and value learning for its own sake, rather than simply emphasize the importance of good grades, will allow students to feel more confident in their ability.Challenge will also be associated with higher math self-efficacy because being afforded the opportunity to progressively master tasks that are slightly bey ond one’s current capacity allows a student to observe his/her own progress and gradually increase beliefs in his/her ability. Finally, caring will have a positive influence on math self-efficacy because Bandura (1993) argued that affective processes affect self-efficacy. In particular, environments that arouse anxiety and other negative emotions have a negative affect on efficacy beliefs (Usher, 2009).We Math Self-efficacy 9 hypothesize that environments in which teachers take a personal interest in and emotionally support students are less likely to arouse negative emotions than environments in which teachers are impersonal and emotionally disconnected, and therefore caring environments will positively affect self-efficacy. Methods Participants The 1,163 participants in our study were fourth, fifth, and sixth graders who attended elementary school in an inland southern California suburban school district during the 2005-06 and 2006-07 academic years.The schools were located in low to middle income neighborhoods, with 59% (n = 682) of our participants receiving free and/or reduced lunch. Participants came from 88 separate classrooms. The mean cluster size was 13. 22 (SD = 5. 95) and ranged from 2 to 25 students per classroom. The majority of our sample consisted of Latino/a (62%) and Caucasian (31%) students and other ethnic groups included African American (4%), Asian (1%), Pacific Islander (

Mandatory Legal Drinking Age Should Be Banned - 982 Words

Do you know of anyone who has had an alcohol related death. There are so many deaths in the U.S alone that have been caused by alcohol. Alcohol is a go to drink now a days. Alcohol has been traced back to around 12,000 years. The MLDA didn’t always used to be set at 21. In the late 60s states began to lower their MLDA, although this resulted in many deaths alcohol related. President Reagan signed off a law saying that the MLDA (Minimum legal drinking age) must be at 21. This was proven to be safer and reduced number of alcohol related deaths. There are many debates that argue whether or not we should lower our MLDA in the US. The MLDA should stay at 21. There are many reasons supporting this such as, lowering the MLDA would increase our alcohol related fatalities. Lowering the MLDA is also medically irresponsible. Consuming alcohol can do damage to stomach liver brain and much more. We should keep out MLDA at 21 because it is safer for our population. The first reason that we should not lower the minimum legal drinking age is that lowering the minimum legal drinking age would be medically irresponsible. Drinking alcohol at such a young age can do much harm to the body as it is still maturing. According to ProCon.org Headlines, the brain develops until around 20 years of age. The brain s frontal lobes are very important and developing all through adolescence. The brain s frontal lobes are essential for emotion regulation. Having alcohol can interfere with developingShow MoreRelatedSociety s Attitude Towards The Drinking Age1294 Words   |  6 Pages Society’s attitude towards the drinking age has been a major controversy in the United States. The attitudes regarding the drinking age have been based off statistics and society’s varying opinion. Alcohol is a toxic depressant that has a damaging effect on the human body. 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