Eliots Inferiority Exposed in Love Song of J. Alfred Prufrock and Sweeney Among the :: Love Song J. Alfred Prufrock

Eliot's Inferiority Exposed in Love Song of J. Alfred Prufrock and Sweeney Among the Nightingales "The Love Song of J. Alfred Prufrock" tells the story of a single character, a timid, middle-aged man. Prufrock is talking or thinking to himself. The epigraph, a dramatic speech taken from Dante's "Inferno," provides a key to Prufrock's nature. Like Dante's character Prufrock is in "hell," in this case a hell of his own feelings. He is both the "you and I" of line one, pacing the city's grimy streets on his lonely walk. He observes the foggy evening settling down on him. Growing more and more hesitant he postpones the moment of his decision by telling himself "And indeed there will be time." Prufrock is aware of his monotonous routines and is frustrated, "I have measured out my life with coffee spoons":. He contemplates the aimless pattern of his divided and solitary self. He is a lover, yet he is unable to declare his love. Should a middle-aged man even think of making a proposal of love? "Do I dare/Disturb the universe?" he asks. Prufrock knows the women in the saloons "known them all" and he presumes how they classify him and he feels he deserves the classification, because he has put on a face other than his own. "To prepare a face to meet the faces that you meet." He has always done what he was socially supposed to do, instead of yielding to his own natural feelings. He wrestles with his desires to change his world and with his fear of their rejection. He imagines how foolish he would feel if he were to make his proposal only to discover that the woman had never thought of him as a possible lover; he imagines her brisk, cruel response; "That is not what I meant, at all." He imagines that she will want his head on a platter and they did with the prophet John the Baptist. He also fears the ridicule and snickers of other men when she rejects him. Prufrock imagines "And would it have been worth it, after all," and if she did not reject him it would bring him back to life and he could say

Mortiz Schlick: the Meaning of Life in Play Essay

I do not agree with Schlick’s contention that the meaning of life is grounded in the act of play and not work. I disagree for three main reasons. First, I find Schlicks account of forgetting the purpose of activities to be somewhat flawed. He demonstrates how the purpose of an activity does not yield meaning and that work is a means to a goal. I find a discrepancy in this in regards to his acceptance of Goethe’s rule. Schlick also holds that in order for us to understand how to lead a meaningful life through creative-play, that we do it by emulating children or youth. I disagree with Schlicks supposed template for meaningfulness due to the feelings associated with creative-play and what it is to feel meaning in something. I argue that he is appealing to emotions rather than the quality of meaning. Finally, I discuss Schlicks understanding of youth and what it means to attempt to emulate it. I believe that he is too presumptuous and assumes that all youth is experienced in a similar manner; this is not the case each individual possesses a different aspect of what youthful living is and was. Schlick holds that creative play may produce valuable goods in the same way that unpleasurable activity or work can. He then goes on to say that the more activities become play, the more work would be accomplished and value would arise from it. He finishes by saying that work is human action because we think of the outcomes or benefits, and not because we arrive at them. He uses examples such as the artist using the act of creation as a means of forgetting the rewards of the project he toils away at. I disagree with Schlick, or his understanding of forgetting the fruits beared from the act of creative play. In this sense, Schlick is assuming that we cannot have a goal in mind in order to derive meaning from the moment. He stresses that purposeless activities are the key to deriving meaning but what gives rise to the initiation of these activities? If there is no reason for the artist to pick up a paint brush then why bother do it? Schlick may argue that the artist finds meaning through painting because the entire process of creation is a joyful moment, even the tasks that are required to prepare to make art. I question what made the person become an artist then. There will be a precursor to each individuals decision that will be a reason as to why they decided to pursue something. I believe that Schlicks idea that the artist may lose himself in the moment of creation and derive meaning from it holds true to his theory, but I argue that it was necessary for a goal or purpose to be understood prior to seeking it. The goal provides a means to deriving meaning out of the appreciation of the activity. Unfortunately, not all goals or purposes can necessarily be thought of as a moment in which one could be enthusiastic about. I find it hard to believe that life threatening situations could be regarded as moments in which someone became enthusiastic or finds bliss to derive meaning. Certain goals, such as survival, provide stressors necessary for we as humans to complete a goal. It is in these moments of high stress that I would argue the meaningful moment be derived from the outcome or completion of the goal. Schlick may argue that life loses the power of creation when focused on distant goals but prior to that he mentions Goethe’s rule of working hard to play hard. It seems Schlick is willing to accept the possibility of individuals working towards goals so long as they never forget the value of joy and festivities. I believe this to be a flaw because he is considering work as a means to the meaning life, if the outcome of work is to be joyous and playful. This potentially contradicts his previous contention that the meaning of life is grounded in play. It does not specifically depict work as a meaning to life, but describes how it can be a necessary component of it. The combination of work and play grounding a meaning in life seems to be the result of this flaw. Secondly, Schlick emphasizes that children are living the most profound, meaningful lives because they do not have a work centered perspective of life. Complementary to his argument that life’s meaning lies in creative-play and not work, we can learn from the essence of what it is to be a child to appreciate creative-play as a child does. With this in mind, we find meaning by losing ourselves in the moment while completing activities, or rather change our attitude towards the activities we are doing so that we disregard the goal and appreciate the moment. Children are used as a template in order for older individuals who do not believe they are experiencing meaningful events to learn how to perform purposeless activities that yield meaning subjectively. Youth in this sense however is coined more properly as enthusiasm. Youth can be attained at any age because it represents a state in life referring to the purposeless enjoyment, learned from children’s play. I do not agree with Schick’s argument in terms of youthful living accounting for a meaning in life. I disagree with this notion because although the state of youthful living may bring about the acknowledgement of meaningfulness while captured in a moment, it is still very much a feeling of meaningfulness. This feeling is an emotion that we appeal to in order to enjoy, perplex or anger us for example to experience the meaningful moment. We may find meaning in creative play by tickling our brains with complicated conundrums or releasing our anger during a workout at the gym, but this meaning is not understood subjectively unless we feel it is meaningful. To lose oneself in a moment of purposeless activity that provides a sense of meaningful existence is still relying on a subjective enjoyment of the situation, which is translated through our senses and perceived by however we view the activities ourselves. In this sense, it seems that the ultimate goal of living youthfully is to appeal to the feelings which we find the most beneficial while performing activities that seem without purpose. These activities do have purpose in that they warrant desired feelings and results. To summarize this point, meaningful activities or purposeless activities derive meaning through subjectively losing oneself in the moment or becoming enthusiastic about the activity, which is transcribed into the emotions which one feels in order to understand that the moment or activity has meaning. Thus living youthfully is a cycle in which we attempt to experience feelings or emotions through activities that we subjectively feel are meaningful. Although the creative-play theory holds that intrinsically valuable activities are meaningful, I believe based on these notions that living youthfully in Schlick’s sense demonstrates how one can find enjoyment in life at all stages. It does this by changing our paradigm of work being a task of frustration, and allows us to enjoy the menial aspects of life by appreciating everything about it. Thirdly, I find a different flaw in Schick’s argument towards youthful living making for a meaningful life. Youth in Schlick’s analogy is represented by a sort of enthusiasm for doing things where the aim of the activity is lost, and meaning is derived from being in the moment. This term youth is not universal all over the world. In many underdeveloped countries youthful living is complicated by class or caste distinction, race and sex. By appealing to a state which he claims is supposedly shared universally by children or youth world-wide, he is saying that they all are able to bring to fruition a meaningful activity. What about areas where child labour is a regular staple to the economy? Do individuals learn youthful behaviour from children or who have work centered lives without play? Are young girls who lack rights and are married off at an early age demonstrating the very same youthful behaviour that enables creative-play? Would experiences such as these not depict a sour view of childhood and youth? It seems to me that youthful behaviour could be drastically different, parallel to our own area. In this case, creative play is subjective to different regions of the world. No one person will share the direct aspects of youth that is described by Schlick, because there is no precise cookie-cutter depiction of youth to be embodied. He states that â€Å" The more youth is realized in life,the more valuable it is, and if a person dies young, however long he may have lived, his life has ad meaning†(71). This cannot be true if youth is not understood in the sense that Schlick assumes the world shares, because no youth would yield no value. Therefore, Schlick’s contention that the meaning in life is grounded in play and not work requires revision based on my arguments. There can be reason for our goals if we proceed to enjoy and celebrate our success from work. Although we benefit from creative-play during the moment we are still able to endure menial or mundane tasks so we may succeed and appreciate life itself and derive meaning from the moment. Schlick should also account for our emotions being a possible vector for the meaning of life in his understanding. We can appeal to feelings to make those meaningful moments seem as meaningful as they are. It’s not necessarily what we do but what we feel when doing it that may make for a meaning in life at the given moment. In order for us to appeal to creative play through youth, we must first understand that youth is not a fixed term in the sense that Schlick implies. Experiences of youth are various in scope and do not yield the same type of play that Schlick believes is a model for learning creative play. Schlick must redefine this template to encompass a fundamental feature that we all share as individuals. That way an objective feature of people will provide means to subjective meaningfulness in life in accordance with Schlicks model. References Klemke and Schlick. On the meaning of life. New York, NY: Oxford University Press Inc. , 2008.

Free Essays on Military Tribunals

Military Tribunals: Unjust and Unnecessary Nearly 200 years ago, the creators of the Constitution wrote that â€Å"In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defense.† The sixth amendment of the Bill of Rights guarantees that every person who is a United States citizen is entitled to a â€Å"speedy and public† trial. Bush’s new proposal of military tribunals is the antithesis of what the sixth amendment guarantees. By lying down new rules that contradict our Constitution, Bush threatens the very foundation that our great nation was built on, which is the foundation of just and fair r ights, rights that will be protected under any circumstance regardless of how convenient it would be to ignore them. Tribunals are wrong because they blatantly defy our Constitution. Our Constitution is what keeps all the power in every branch of the United States checked. The American Civil Liberties Union refers to the tribunals as â€Å"part of an ongoing erosion of the basic checks and balances that are so central to our democracy.†(ACLU 1). Without a Constitution, there would be no order and no system of government. By disregarding what is written in our constitution and allowing these tribunals to take place, Bush has single-handedly â€Å"distorted [the Bill of Rights] beyond recognition.† (Stephen 2) It is true that â€Å"Congress gave [Bush] the power to use all necessary and appropriate force to fight terrorism† but that does not mean that the solution is tribunals. (Biskupic 1) Tribunals take away a person’s right to... Free Essays on Military Tribunals Free Essays on Military Tribunals Military Tribunals: Unjust and Unnecessary Nearly 200 years ago, the creators of the Constitution wrote that â€Å"In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defense.† The sixth amendment of the Bill of Rights guarantees that every person who is a United States citizen is entitled to a â€Å"speedy and public† trial. Bush’s new proposal of military tribunals is the antithesis of what the sixth amendment guarantees. By lying down new rules that contradict our Constitution, Bush threatens the very foundation that our great nation was built on, which is the foundation of just and fair r ights, rights that will be protected under any circumstance regardless of how convenient it would be to ignore them. Tribunals are wrong because they blatantly defy our Constitution. Our Constitution is what keeps all the power in every branch of the United States checked. The American Civil Liberties Union refers to the tribunals as â€Å"part of an ongoing erosion of the basic checks and balances that are so central to our democracy.†(ACLU 1). Without a Constitution, there would be no order and no system of government. By disregarding what is written in our constitution and allowing these tribunals to take place, Bush has single-handedly â€Å"distorted [the Bill of Rights] beyond recognition.† (Stephen 2) It is true that â€Å"Congress gave [Bush] the power to use all necessary and appropriate force to fight terrorism† but that does not mean that the solution is tribunals. (Biskupic 1) Tribunals take away a person’s right to...

Children Play Essay Example

Children Play Essay Example Children Play Essay Children Play Essay Childhood is an amazing time in life. There were the good and bad experiences while others were scary. Thinking back, reflecting and reliving those moments made me realize I had and an amazing childhood. It feels like Just yesterday, I was running around playing hide-and-seek with the wind blowing through my little ponytails. There were many games I recall loving as a child. Ring around the Rosie, ludo, hopscotch and many more. I was hyper and excited for those always. I recall most children from the neighbourhood would gather at the park and we ran around like razy Just to have fun. Looking back at that moment I dont know what we were thinking! My most enjoyable childhood moments would be between myself and two other friends named Faraz and AnJo. I use to have a medium size red toy truck made out of metal. Anjo and I would site on the truck, and get Faraz a chubby boy to push us round the neighbourhood. Some of my other friends from school would come over on weekends and we would play dollhouse on the deck. Anjo and I had so many good times together, even sitting together on one bike, riding around the block until we oth fall and got injury. I can recall one time Anjo was sleeping over at my house, and at midnight she started to cry to go home. My father had to drop her home and the next day I mocked at her a lot. My awful experience was when a boy next door stole my red truck. I was very sad, I cried and cried until my mom got it back from him. 2. The feelings I can remember during my play were both happiness and sadness. Happiness was when I can get together with my friends and is involved with different games. Running around and screaming was all happy moments. As a child I was so active, I could have run, skip and Jump very quickly. It was amazing when I could have meet and interact with different young children. It was all happy moments. Sadness was when my mother would get very upset with me because I would think of nothing else than to keep on playing with my friends. Sometimes when I play I fell and get injured, either a bruise, cut, sprain or strain. I cry until mom takes me to the doctor. But still I would want to play again after. 3. In my current life to recreate my play feelings I will get together with my friends. We would sit together and reflect on our childhood memories. I would plan sleepovers on weekend at my house. Its my favourite to have my girlfriends over at my house. Also we would plan other activities like go watching movie, go to a party, hiking, cycling, picnicking at the park, beach or garden and most of all shopping. These activities will let us interact with each other and making more memories as been friends. As a child it was all about play and having fun. No child feels happy until their life is occupied with lots of play. As child I as innocent and had very little idea of responsibilities. Sometimes I would get into trouble with my parents for not realizing that there is other activity, which is important in my life. As I grow and got older I do know life is a challenge. There are times for play and times for work. As an adult now, I have responsibilities of attending school, complete my education, work and be responsible of my self. I wouldnt want to make any change to my life with regard to play, because it was all a growing and learning experience for me, that made a part of my life. 4. Play was very important to me because its been an enjoyable moment of my life. I could have do what I want being a child Play contributed to my lite in a lot ot ways. During my play time, I was challenge to perform my best so I can win in the game, I learnt to be fair and not to cheat, if I loose in on game try harder the next time, learn to share toys and board games, still be friends with others if they win and I lost, and most of all value my friends and dont be selfish. If I follow all these qualities that were learnt through my play I will be successful in my life.

Offendotron and Microagression

Offendotron and Microagression Offendotron and Microagression Offendotron and Microagression By Maeve Maddox New words for me this week are offendotron and microagression. Both relate to a much-discussed topic: giving and taking offense. I found the word offendotron in an article by Martin Daubney. I couldn’t find it in either the OED or Merriam-Webster, but the Urban Dictionary defines it: offendotron: Person offended by anything, however innocuous. Like offendotron, microaggression has yet to make it into my big dictionaries, but unlike the O word, microaggression already enjoys wide use. According to an article on the blog Ricochet, the Student Government Association at Ithaca University in upstate New York, â€Å"concerned about the problem of microaggression,† is considering the creation of a tracking system â€Å"that students can use to anonymously report incidents of perceived bias on campus.† The word was coined by Harvard professor Chester Pierce in 1970 as a term for â€Å"the insults and dismissals† inflicted on black Americans by non-black Americans. Since then, the meaning has been expanded to include sexist and other remarks: The concept of microaggression has leapt from the shadows of academic writing into the bright light of general conversation, especially in the wake of widely consulted work by professors Derald Wing Sue and Madonna Constantine over the last seven or so years. Microaggressions, as these academics describe them, are quiet, often unintended slights- racist or sexist- that make a person feel underestimated on the basis of their color or gender.- John McWhorter, Time Magazine, March 21, 2014. Aggression is an openly hostile act against someone. Aggressors are conscious that they are being offensive. Microaggression, on the other hand, is an act that is not necessarily perceived as hostile by the person who commits it. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:What Does [sic] Mean?3 Cases of Complicated HyphenationSentence Adverbs

Entry of the Brand Kensie into My Store Research Paper

Entry of the Brand Kensie into My Store - Research Paper Example I believe that the location of my store on this street is ideal for the most working class and middle-class parents can see the store and walk in to find clothes for their children. The location is also ideal to attract more customers as they go by their schedules. My store is located near office blocks and also restaurants. It is convenient for those going to work and also those going out for lunch or dinner. My decision to bring in the Kensie brand in my store stems from the fact that my sales and revenue have been steady over the past few years. Many customers come back to buy more junior clothes for their children. Since my store targets middle-income earners, it means that most can afford the prices of the Macy brand. It is important to understand that the merchandise I sell is localized as a reflection of the location where my store is located (Los Angeles). Having offered localized merchandise for some time now, I decided to expand my product choice by bringing in the Kensie brand. The target market of the Kensie brand is still young children. The introduction of this brand is certainly going to stir excitement and curiosity among shoppers at my store which eventually draws more customers. However, due to competition, it is necessary to note that other stores may decide to take on the same marketing strategy as me. To avoid this, it is critical that I make careful planning to ensure that my store stands out. One of my competitive advantages is the location of my store and my target market. My strategy involves the continued sale of exclusive and localized merchandise. Increasing my merchandise by bringing in the Kensie brand is a sure way to increase my sales. One of the challenges that I have to face with my target market of the middle and high-income earners is that these two groups are always seeking to get hold of the newest and most exciting thing in the market. This group is challenging and difficult to impress.

Case study Assignment Example | Topics and Well Written Essays - 250 words - 11

Case study - Assignment Example An example of self-determination in the case study is the student, Courtney who appears top in their class for having read the most books. This implies that she is determined to do the best in their class. Some students are less concerned with winning habits in school perhaps due to laziness or other factors, as for Courtney, she is the best student for having read the most books, which gives her the promised opportunities. This is also meant to boost her confidence in the long run. State anxiety portrays the familiarity of obnoxious feelings when faced up with explicit circumstances, demands or a fastidious object or occurrence, (Carlson & Heth, 558). Trait anxiety refers to the disparities amid people based on their propensity to experience state anxiety in response to the expectancy of a menace or challenge. Courtney experienced both in the manner that she was faced with a challenge of reading a book in front of the entire class and was not able to. Reading was the occurrence, which made her display trait anxiety since she never had the experience of reading in front of a big