The Mid-life Crisis in Love Song of J. Alfred Prufrock :: Love Song J. Alfred Prufrock

T.S. Eliot's "The Love Song of J. Alfred Prufrock" is a poem which enters the dynamic consciousness of its title character, whose feelings, thoughts and emotions are displayed in a motley but organized sequence, as they ride the man's wavering mood. His is a mood wavering more often towards haplessness than fulfillment, because Prufrock is a man caught in a vicious cycle of introspection, journey, and retreat. More specifically, J. Alfred Prufrock, as developed by Eliot, is a man experiencing a mid life crisis, brought about by society, and sustained by his own fear and reluctance. Throughout his "song," Prufrock questions himself. He does so not after a performed action, nor during, but nearly always before. Seemingly inbred in him is the tendency to think deeply into everything he does, so that the consequences of his actions may not attract the attention of a society he sees constantly lurking behind him. Nervous and fearful of this hovering critic, Prufrock finds himself considerably shaken by life actions as simple as descending a staircase. A task considered perfunctory and performed without conflict by others, Prufrock, when atop the staircase asks himself, "'Do I dare?' and 'Do I Dare?'"(Eliot 811). His reluctance comes with the response to the question, which Prufrock in his self-consciousness answers for society, answering, "(They will say: 'How his hair is growing thin!') and "('But how his arms and legs are thin!'." Prufrock's conflict thus arises because in his consciousness it is not the end of the stairs which await him as he stands at the top, but a society crouched in the shadows and poised to attack. Henceforth, the cycle is revealed; Prufrock professes an intention, hesitates in paranoia at the prospect of achieving it, and then retreats into self consciousness upon contemplating what society would think of him, and his 'thinning hair' as he did it. This fact incites one to wonder if Prufrock, who repeatedly asks himself, "And how should I presume?" is trapped by and within his own mind, as it continues to engage in the aforementioned cycle. It is within this 'thinning hair' and these 'thin arms and legs' where Prufrock's inhibitions, and consequently the crises he finds himself in, are rooted. Only a man in a mid-life crisis could be so shaken by a bald spot, so unnerved by silent comments aimed at his 'thin arms and legs' (which leads one to envision his torso to be the opposite) by a society which fuels its oppression of Prufrock with his own self-consciousness.

Baby Thesis

(Baby Thesis) Factors that can affect a student's academic performance Submitted By: Rose Ann J. Soltes Submitted To: Michael Rey C. Bucol Introduction When students earn a below average grade on a test or a report card, it does not necessarily mean that they did not study hard enough. There are many intelligent children who do not perform well in school, not because they cannot comprehend classroom lessons, but because of external factors that affect their academic success   Waking up early for school has recently been acknowledged as a reason why students are not performing to the best of their ability.Sleepy students are less likely to pay attention to their teachers. Published an article in 2006, which discusses a study regarding the start time. Across the country, schools on average begin around 7:30AM. However, the study, led by a CAD. IT teachers, discovered that students perform better later in the day for biological reasons. The article states that specific high schools th at started later saw an improvement in their students’ academic achievement simply because they were able to wake up later. The extent of student’s learning in academics may bedetermined by the grades a student earns for a period of learning has beendone.It is believed that a grade is a primary indicator of such learning. If alearner earns high grades it is concluded that they may also have learned alot while low grades indicate lesser learning. However, many experiences and studies found out that there are also several factors that would account for the grades. No single factor can be definitely pointed out as predicting grades. It has been an interplay of so many factors – gender, IQ, study habits, age, year  level, parent’s educational attainment, social status, number of siblings, birthorder, etc.In fact, almost all of existing environmental and personal factorsare a variable of academic performance. However, at this point in time, theresearchers wo uld like to investigate the possible relationship of study habitsand the factors affecting it to the academic achievement of under graduate. Theinvestigation of on this area thus becomes a real and compelling motivationfor the researchers to conduct this study. Statement of the Problem This study intended to find out the factors affecting the study habits of  undergraduate CAD. IT students.It also aimed to answer the following questions: 1) What is the profile of the respondents according to: 1. 1 Time management 1. 2 Learning Skills 1. 3 Study Skills 2) What extent of influence did the independent variables have on studentstudy habits? 3) Did the independent variables significantly influence students studyhabits? Recommendation The researchers believes that students, particularly CAD. IT will be benefited from the findings of this study since the study provides basis for awareness and better understanding of how their current study habits affected their academic performance.Likew ise gives them a morefocused and clear perspective on how the specific behaviours related totheir studies influenced study habits. Consequently, this awareness alsogives a much deeper understanding of their selves as students consideringthat the college life is typically beset of developmental adjustment demands. School administrators-like subject area coordinators, may also beguided in the formulation of future modification of educational policies,curriculum and strategies toward a more effective delivery of learning. Teachers- will also be help in understanding better the diversity of  learning of their students.As such, it is hoped that they could develop more effective methodologies in teaching their subject matter. Guidance and Counselling Centre-will also be help by this studythrough providing a more focused and factual knowledge on the factorsaffecting students study habits. This increased the understanding of theGuidance Counsellors on the interplay of the variables studie d in thisresearch. Such knowledge is hoped to help the Guidance and Counselling practitioners towards the development and implementation of more effective programs in consideration of these variables. Research SettingsThe study will be conducted inside the computer aided design and information technology (CAD. IT) Data Gathering The researchers will ask permission from the administration office to allow the student to answer the questionnaire. The answering of the questionnaire will be done in the CAD. IT intitution. Answered questionaires then, will be gather, responses coded andwill be subject to the appropriate statistical computation for reliability. These students name will then be deleted from the list of the total population so asnot to include them again in the selection of the sample population.Instruments Use Self- developed questionnaire composed of 10 items questions will be use to measure Study Habits of CAD. IT Students. Survey Questionnaire on Study Habits Name_______ ________________ Course ;Year______________  Age______Gender_______  Date________________ Direction: Please put check (v) on the space that corresponds to what you  are actually doing, thinking, and feeling regarding the statement. There are noright and wrong answers to this questionnaire. Rest assured that your  answers will be treated in strictest and will be used only for this study. . What is your gender? Male _____ Female ______ 2. What year are you in college? 1styear ____ 2nd year ______ 3rd year _____ 4th year ______ 3. What is your average grade? A _____ A- ______ B______ B- ______ C______ D ______ 4. How far in advance do you start studying for finals? One month ____ Two weeks______ One week _____ Daysbefore_____  The night before_______ 5. What time of day do you do the most studying? Morning (6 a. m. to noon _____ Afternoon (noon to 6 p. m. ) _____  Evening (6 p. m. to 9 p. m. ) _____ Night (9 p. . to 12 a. m. ) _____  Late night (12 a. m. to 6 a. m. ) ____ _ 6. On average, how many hours do you study for finals? 20-24 hours ______ 15-19 hours_______10-14 hours _______ 5-9 hours  ________  1-4 hours _________ 7. What is your favorite way to study? Repeating points out loud _____ Writing index/flash cards, then usingthem_______  Writing outlines _______ Highlighting text ______ Studying in agroup__________   Going to review sessions ______ Other, please describe :  ________________ 8. Where is your favorite place to study?Dorm room _____ Bedroom _______ Dorm common room/lounge  _______  Library ______ Coffee shop _______ Parents’ home ______ Campuspub/bar _____  Student union _______ Other, please describe: _______________ 9. What is your favorite study break? Exercise _______ Watching TV/movie ____Surfing the Internet _______  Napping _________ Socializing ______ Playing video games ________  Praying/meditating ______ Other, please describe: _______________ 10. Do you feel increased stress or anxiety leading up to exam time? Yes ____ No _____   CONCLUSION

Romeo&Juliet Analysis

Character Analysis Romeo is an essential character worth analyzing in William Shakespeare's famous play, Romeo and Juliet. One way to describe Romeo is determined. Throughout Act 1 in the play at and after the party, he is determined to get Juliet. â€Å"What lady’s that, which doth enrich the hand of yonder knight? † (I. ib. 46-47) In this line, Romeo is a the party and it is â€Å"love at first sight. † Romeo is very in love with Juliet. When Romeo first sees her at the Capulet ball, he completely forgets about Rosaline and falls in love with Juliet at first sight.When he meets her, Romeo quotes, â€Å"My lips, two blushing pilgrims, ready stand to smooth that rough touch with a tender kiss† (I. iv. 97-98). By this line, Romeo is discussing how each of his lips is ready to kiss Juliet. Romeo is so much in love with Juliet that he becomes very romantic forgetting all about Rosaline. Romeo loves Juliet. â€Å"O. she doth teach the torches to burn light! à ¢â‚¬  He says this in   (I. v. 49) after he sees her at the party. Romeo tries to talk to her all night. The first thing Romeo tells Juliet that he wants to kiss her. He gets into fights with people over her.Romeo marries Juliet in secret, and even eventually kills himself because he thinks that she is dead. Even when Romeo is banished for killing Tybalt, he cannot bring himself to leave Juliet, and even sneaks with determination back to Verona to facilitate their getaway. Romeo is determined to have Juliet, but at the beginning of the story, Romeo is very depressed. Montague quotes, â€Å"Away from light steals home my heavy son and private in his chamber pens himself, shuts up his windows, locks fair daylight out, and makes himself an artificial night†(I. i. 138-141).Montague is talking about how Romeo looks so sad that it seems as if he does not want to come home. Romeo would rather be locked up in a room with shut windows blocking daylight in or out. Romeo was sad beca use he loved a girl named Rosaline. However, Rosaline didn’t love him back. She believed in chastity and Romeo just wanted her. â€Å"Not I, believe me. You have dancing shoes With nimble soles; I   have a soul of lead So stakes me to the ground I cannot move. † (I. iv. 14-16) In this line, Romeo and his friends are going to the party. He is telling them that he does not want to go because he is depressed, and misses Rosaline.An additional way to describe Romeo is daring. This is easily seen by his sacrifices for Juliet. In addition to his tremendous sacrifices,   he   is also undaunted about marrying into a rival family. In fact, he tells Juliet that he would rather die than have her not love him–that is daring! His fearless attitude is demonstrated when he says, â€Å"And but thou love me, let them find me here. My life were better ended by their hate, Than death prorogued, wanting of thy love† (II. ii. 85-87). By marrying her, he is being very br ave and daring, too. He knows how much trouble the marriage could bring, especially since they have to marry in secret.There are many physical descriptions of Romeo as a handsome, young man. In Romeo, Shakespeare created a physically desirable character. â€Å" Well, you have made a simple choice; you know not how to choose a man: Romeo! no, not he; though his face be better than any man’s, yet his leg excels all men’s; and for a hand, and a foot, and a body, though they be not to be talked on, yet they are past compare: he is not the flower of courtesy, but, I’ll warrant him, as a gentle as a lamb. † This is the nurse talking to Juliet in (II. v. 41-47). The nurse is telling Juliet that Romeo is handsome, and better than any other man on the earth.Also, â€Å"When he shall die, take him and cut him out in little stars and he will make the face of heaven so fine that all the world will be in love with night and pay no worship to the garish sun. † ( III. ii. 22-26). This quote is Juliet talking about Romeo. She is explaining what will happen when Romeo dies. When she says â€Å"†¦ he will make the face of heaven so fine.. † Juliet’s language conveys the message that he is very handsome. Romeo is a character in Shakespeare’s Romeo and Juliet. He is depressed, determined, daring, and handsome. These traits only scratch the surface of what an interesting character Romeo is.

aquaducts in rome essays

aquaducts in rome essays In this short paper I will discuss three main subjects. One will be the problem regarding landowners and their responsibility towards aqueduct maintenance. Second, Ill introduce my source of information and give a short summary of it. Third and finally I will discuss and answer some main questions from the textbook asking about the proclamation sent by Emperor Theodosius. The problem was maintenance on the aqueducts. Who was responsible for the upkeep? For those responsible, what were their duties and obligations for the upkeep of the aqueducts? What were the penalties if they didnt do their duties? This was the problem. Emperor Theodosius, of the Roman Empire resolved these questions by his proclamation in 438 A.D. In his proclamation he makes the responsibility of the upkeep and maintenance of the aqueducts to the landowner that the aqueducts pass through. The Emperor goes on to state that because of this extra duties on the landowners shall be exempt from extraordinary burdens (Discovering the Western Past, pg. 15 5th paragraph second line), (Discovering the Western Past, pg. 15. 5th paragraph 2nd line). Since, the landowners were responsible for the upkeep, they were responsible for clearing the aqueduct out when it was clogged of dirt and soot. In addition, they were responsible for keeping trees trimmed away from the aqueducts. If the landowner did not keep up with his duties on the aqueduct the punishment for this was the forfeiture of his lands to the imperial treasury. The textbook Discovering the Western Past, asked many questions ranging from the complexity of the machines to the simple tools that these civilizations had to use. What were the political ramifications of the decisions the emperor made? Why not just hire more people to do the job or even better buy slaves and make them continue to do the upkeep? Well, for a couple of reasons why the emperor didnt hire or buy s...

Free Essays on Nietzsche And Freud

Nietzsche and Freud both had the same idea that society was a major factor effecting ones behavior. However they differed in their perception of the innate qualities of humans and how human progress is best achieved. It will be shown in this paper how Nietzsche and Freud differ in their perception of the innate qualities of humans. Nietzsche believed that humans were innately good and that the essence of humans lied within their will. Freud believed that humans’ innate qualities were bad and it was society which was needed to suppress these qualities. Nietzsche felt that society had too much control over individuals. He states that society had adopted a type of slave morality. Nietzsche felt that if the individual wanted to succeed he or she had to break free of society to better him or herself. The basis of this idea was the theory of the will. Nietzsche believed the will was the human essence. Will is an innate quality because it is not conscience from what society says. Nietzsche believed that individuals were basically born good and it was society that made one bad. In order to avoid society corrupting an individual, one had to follow their will. He wanted the will to be unobstructed by society and in order to do this one had to do away with conscience and consciousness. Conscience is ones sense of right or wrong which comes from what society says. Nietzsche believed that ones consciousness is an illusion and it must be abandoned. By leaving behind what society said and following ones will the individual could achi eve greatness. Success and progress is best achieved, according to Nietzsche, only when there is an infinite expression of the will present. Freud felt it was society that was beneficial to the individual. Contrary to Nietszche, Freud believed that individuals were naturally born bad and it was society which made him or her bad. Freud believed that individuals were born with an id. The id is basica... Free Essays on Nietzsche And Freud Free Essays on Nietzsche And Freud Nietzsche and Freud both had the same idea that society was a major factor effecting ones behavior. However they differed in their perception of the innate qualities of humans and how human progress is best achieved. It will be shown in this paper how Nietzsche and Freud differ in their perception of the innate qualities of humans. Nietzsche believed that humans were innately good and that the essence of humans lied within their will. Freud believed that humans’ innate qualities were bad and it was society which was needed to suppress these qualities. Nietzsche felt that society had too much control over individuals. He states that society had adopted a type of slave morality. Nietzsche felt that if the individual wanted to succeed he or she had to break free of society to better him or herself. The basis of this idea was the theory of the will. Nietzsche believed the will was the human essence. Will is an innate quality because it is not conscience from what society says. Nietzsche believed that individuals were basically born good and it was society that made one bad. In order to avoid society corrupting an individual, one had to follow their will. He wanted the will to be unobstructed by society and in order to do this one had to do away with conscience and consciousness. Conscience is ones sense of right or wrong which comes from what society says. Nietzsche believed that ones consciousness is an illusion and it must be abandoned. By leaving behind what society said and following ones will the individual could achi eve greatness. Success and progress is best achieved, according to Nietzsche, only when there is an infinite expression of the will present. Freud felt it was society that was beneficial to the individual. Contrary to Nietszche, Freud believed that individuals were naturally born bad and it was society which made him or her bad. Freud believed that individuals were born with an id. The id is basica...

The 3 Best Sites to Learn a New Word Every Day

The 3 Best Sites to Learn a New Word Every Day In terms of vocabulary development, we were all little geniuses in childhood, learning hundreds of new words every year. By the time we entered first grade, most of us had active vocabularies of several thousand words. Unfortunately, we werent geniuses for very long. By age 11 or 12, equipped with a sizable survival vocabulary, most of us lost some of our early enthusiasm for language, and the rate at which we picked up new words began to decline significantly. As adults, if we dont make deliberate efforts to increase our vocabularies, were lucky to pick up even 50 or 60 new words a year. The English language has so much to offer (at least half a million words by most reckonings) that it would be a shame to let our vocabulary-building talents go to waste. So heres one way that we can regain some of our youthful brilliance: learn a new word each day. Whether youre a student preparing for the SAT, ACT, or GRE, or simply an unabashed logophile (or lover of words), starting each day with a fresh word can be intellectually nourishing- and more enjoyable than a bowl of All-Bran. Here are three of our favorite daily word sites: all are free and available through e-mail subscriptions. A.Word.A.Day (AWAD) Founded in 1994, A.Word.A.Day at Wordsmith.org is the creation of Anu Garg, an India-born computer engineer who clearly enjoys sharing his pleasure in words. Simply designed, this popular site (over a million subscribers from more than 170 countries) offers concise definitions and examples of words that relate to a different theme every week. The New York Times has called this the most welcomed, most enduring piece of daily mass e-mail in cyberspace. Recommended for all word lovers. Oxford English Dictionary Word of the Day For many of us, the Oxford English Dictionary is the ultimate reference work, and the OED Word of the Day provides a complete entry (including a wealth of illustrative sentences) from the 20-volume dictionary. You can sign up to have the OEDs Word of the Day delivered by e-mail or RSS web feed. Recommended for scholars, English majors, and logophiles. Merriam-Websters Word of the Day Less expansive than the OED site, the daily word page hosted by this U.S. dictionary-maker offers an audio pronunciation guide along with basic definitions and etymologies. The Merriam-Webster Word of the Day is also available as a podcast, which you can listen to on your computer or MP3 player. Recommended for high school and college students as well as advanced ESL students. Other Daily Word Sites These sites should also be useful to high school and college students. Dictionary.com Word of the DayThe Learning Network (The New York Times)The Quotations Page Word of the Day Of course, you dont have to go online to learn new words. You can simply begin making a list of new words that you encounter in your reading and conversations. Then look up each word in a dictionary and write down the definition along with a sentence that illustrates how the word is used. But if you need a little encouragement to work on building your vocabulary every day, sign up for one of our favorite word-a-day sites.

Narcissistic personality disorder Research Paper - 1

Narcissistic personality disorder - Research Paper Example All of these symptoms characterize an individual with poor social interactivity and will likely manifest opportunistic personality traits in the pursuit of exploiting others in their social and professional environments. The narcissist’s lack of empathy creates distance between himself and others in a variety of social and professional environments when disregard for the well-being of others becomes an ongoing, blatant display of self-importance. When confronted by others about these behaviors, an individual with this disorder should be expected to be defensive and manifest behaviors typical with a person who has experienced radical blows to their self-esteem. The narcissist may become disruptive and begin a process of attempting to denigrate the confronter either publicly or privately in an effort to restore their own reputation, an attitude common with individuals who maintain absolutely false perceptions of reality. ... n, this characterizes an individual with unhealthy relationship focus who will likely superimpose false self-confidence over what is actually low self-esteem that continues to place the narcissist amid a distorted reality that leads to unsatisfying relationships and extreme grandiosity that can produce antagonistic responses from others they encounter in their social environment. The triggers of narcissistic personality do not seem to be universally defined, however some of these attitudes of self-importance are developed earlier in adolescence during the period of cognitive development where the individual is experiencing identity formation, influenced by parental involvement or the quality of adolescent relationships during these formative years. However, there is also evidence that environmental triggers also lead to the development of narcissistic personality disorder that occur later in adult life. As one relevant example of adult onset narcissistic personality disorder, conside r a high-performing salesperson who rises to authority quickly and is especially talented in a specific creative field. Constant attention and endorsement from superiors can lead an individual to experience sensations of invincibility that impact the quality of relationships with coworkers and senior-level management. An individual fitting this classification may abuse their expense accounts, degrade associates, and begins to lose personal understanding of how this behavior disturbs the quality of relationships in the professional environment (McDonald, 88). In this lifestyle scenario, the trigger of narcissistic personality disorder is constant reassurance from important colleagues or superiors that the individual is successful and provides extreme value to the organization for their