Free Essays on Swinburnes Hertha

she is all. The third part is from lines 32-56. In this part Swinburne shows his blasphemous behavior when he has Hertha question Man’s devotion to God. She seems to not understand why she was forgotten. She asks the God of her creation why he has gotten all the credit for her acts. Her questioning almost sounds like jealousy. By the fourth area, lines 57-86 her jealousy has reared it ugly head. She is troubled by the way her children forsake her, and pray to a man, when it is woman who creates. She continues her jealous rant into the fifth area, lines 57-111. This is where she relates more to the earth as her body, and this God as a figment of man. She also decrees that these Gods of man shall die, because they are nothing compared to her truth. The sixth area found on lines 112-156 has Hertha excepting her fate as a second to Man’s God. She, sounding like the mother she is, states that even if she is not remembered she still wishes the best for her children. The seventh and final section has Hertha asking why, but accepting her fate. She also returns to the premise that these God’s time is almost ov... Free Essays on Swinburne's Hertha Free Essays on Swinburne's Hertha Algernon Swinburne’s â€Å"Hertha† Swinburne’s â€Å"Hertha† is an example of, as was explained in class, a matriarchal poem. I noticed that the poem seems to be separated into seven different parts. The first starting on line 1 and going to about line16. The first area this poem discusses is the explanation of character. Hertha is the Germanic goddess of earth, fertility, and growth. From her God and man were created. Man being her child, and creation and God their creation. She merely explains her place in the scheme of things, and sets her claim of being before all. From line 17 to 31 is the second part, which hopes to do pretty much the same as the first part. That is explaining her place in creation. In this part she say that she is the beginning and end, the felt and unfelt. In other words she is all. The third part is from lines 32-56. In this part Swinburne shows his blasphemous behavior when he has Hertha question Man’s devotion to God. She seems to not understand why she was forgotten. She asks the God of her creation why he has gotten all the credit for her acts. Her questioning almost sounds like jealousy. By the fourth area, lines 57-86 her jealousy has reared it ugly head. She is troubled by the way her children forsake her, and pray to a man, when it is woman who creates. She continues her jealous rant into the fifth area, lines 57-111. This is where she relates more to the earth as her body, and this God as a figment of man. She also decrees that these Gods of man shall die, because they are nothing compared to her truth. The sixth area found on lines 112-156 has Hertha excepting her fate as a second to Man’s God. She, sounding like the mother she is, states that even if she is not remembered she still wishes the best for her children. The seventh and final section has Hertha asking why, but accepting her fate. She also returns to the premise that these God’s time is almost ov...

Free Essays on School Veto Power Over Books On Reading List

in it that may offend people, there may be a reason that the teacher has picked the book. I firmly believe that if the teacher can give a logical reason for keeping the book because of questionable terms, then that the book should be allowed. Still, parents and those opposed to the book must be heard as well. There might be a logical reason why the book shouldn’t be on the list; that is where the voting comes into play. Overall, some type of agreement has to be made among parents, administrators, and teacher. Both parties need to be open and flexible and both need to keep the best interest of the children as their top priorities. The parents don’t have all of the power in this case. Nor do the teachers. They should have equal power, and i... Free Essays on School Veto Power Over Books On Reading List Free Essays on School Veto Power Over Books On Reading List Why should or shouldn’t we let parents have veto power over which books their children may be taught in public schools? There are many theories on this topic and feelings go both ways. Can parents really have an important opinion or do they have to just agree with the books that have been put on the list? Obviously this question has to be addressed and action must take place, but what do we do? In my opinion, the school’s English department carries most of the power in public schools when deciding which books will be read by the students. If a representative group of parents, teachers or administrators view a particular book unacceptable for students, then there should be an opportunity for them to discuss their consensus with those who have an opposing view. The teachers decision is not the final decision in this case. For example, if a word is used in a book that the teachers see as adequate for children to read but others disagree, some type of voting system should be set up to settle this problem. One reason that teachers choose a book for students to read is that they hope the book will help students become better readers and more developed people. If the book has words in it that may offend people, there may be a reason that the teacher has picked the book. I firmly believe that if the teacher can give a logical reason for keeping the book because of questionable terms, then that the book should be allowed. Still, parents and those opposed to the book must be heard as well. There might be a logical reason why the book shouldn’t be on the list; that is where the voting comes into play. Overall, some type of agreement has to be made among parents, administrators, and teacher. Both parties need to be open and flexible and both need to keep the best interest of the children as their top priorities. The parents don’t have all of the power in this case. Nor do the teachers. They should have equal power, and i...

Explain Geoffrey Parker's concept of the western way of War How does Essay - 1

Explain Geoffrey Parker's concept of the western way of War How does the Western way of war influence current US action in Iraq and Afghanistan - Essay Example II. What are the parallels between the US action in Iraq and Afghanistan, and the main concepts discussed in Western Way of War? The main parallel of the Middle East wars with Parker’s work is the use of the war strategy that focuses on the enemy’s total defeat and eventual destruction. A. How did the US respond in the face of the looming war in both countries? In the face of the looming wars, the US decided that it would be best to attack the two countries. The use of new military technology, techniques and strategy was evident in the US response. B. How did the military prepare for the attacks and counter attacks? The US was far inferior to the enemy in terms of numbers. This necessitated the use of advanced economic organization to make war strategies practical4. V. How Has the Western Way of War influenced the eventual outcome of the wars in both Iraq and Afghanistan? The wars were being used as a tool to achieve what politics could not had had failed to achieve. The US used the war as a means of stamping its authority and advancing its politics in the two