Business Students Most Admire A New Generation of Leaders

Business Students Most Admire A New Generation of Leaders by: Jeff Schmitt on March 06, 2016 | 0 Comments Comments 2,829 Views March 6, 2016Most Admired By Business Undergrads: Starbucks Howard Schultz (top left), Apples Angela Ahrendts, Pakistani activist Malala Yousafzai, Facebooks Sheryl Sandberg (bottom left), Teslas Elon Musk, Facebooks Mark Zuckerberg and PepsiCos Indra NooyiEvery generation has its heroes. Twenty years ago, business students gravitated towards Jack Welch, Bill Gates, and Sam Walton. They were oracles and problem-solvers who set the bar and personified their era. Today, undergrads are patterning themselves after a new generation of business icons. And they aren’t the command-and-control number crunchers of the past.Instead, they dirty their hands by tackling the big issues. They overcome setbacks, defy odds, break down barriers, and open doors. Passionate and purpose-driven, they are teachers, advocates, and servants who understand their true shareh olders are the global community. Many of these difference-makers are household names like Elon Musk, Sheryl Sandberg, and Salman Khan. But business majors are also finding role models among authors, chefs, and parents whose values and vision speak to their ideals.Recently, PoetsQuants honored 50 business majors as the best and brightest from the Class of 2016. Selected by their schools, these students distinguished themselves by their academic performance, extracurricular leadership, personal character, and innate potential. As part of their nomination, these undergraduates revealed the executives and entrepreneurs they most admired. While the names were intriguing, their reasoning provided some real insight into what makes the next generation of business leaders tick.PHILANTHROPY AND SOCIAL CONSCIOUSNESS ARE THE NEW LEADERSHIP CAPITALMost notably, these top students value leaders who devote their resources to helping the less fortunate. Several say they are inspired by the reinvent ed Bill Gates, Microsoft founder turned global philanthropist who has emerged as this age’s answer to John D. Rockefeller and Andrew Carnegie. The University of Michigan’s Reetika Purohit, who’ll be joining Goldman Sachs this summer, acknowledges Gates’ imprint – asserting that â€Å"even today, no computers can run without Microsoft’s software systems and products.† However, she wonders if his philanthropy will someday be his biggest legacy. â€Å"His philanthropic work across the world in third-world countries for water and sanitation and providing vaccines highlights the importance of remembering how immeasurable the intrinsic reward is of helping those in need.†When it comes to social good, Starbucks’ Howard Schultz also comes to mind for students. Georgetown’s Vaibhav Agarwal, a future member of JP Morgan’s mergers and acquisitions group, appreciates how Schultz has the courage to spark conversations a bout social justice. â€Å"Schultz has embodied the idea of â€Å"conscious capitalism,† that social engagement doesn’t have to come at the expense of corporate profitability,† Agarwal writes â€Å"His unconventional and often controversial approach has redefined the roles and responsibilities of corporations in the public forum and has paved the way for other executives to leverage their platforms towards a more open discussion and future social progress.†Malala YousafzaiOf course, some of the best leaders aren’t necessarily the conventional choices. Boston University’s Emily Tillo lists Malala Yousafzai, a teenage Pakistani activist who was nearly murdered by the Taliban for her beliefs, as both a professional and personal inspiration. â€Å"I consider [Yousafzai] to a social entrepreneur because of everything she’s done to push for universal education rights and for her efforts in creating the Malala Fund, which invests in educati onal opportunities for young girls. After reading her autobiography, I Am Malala, I was amazed at her maturity, fearlessness, and passion for learning. Her story helped me appreciate the value of my education and caused me to reflect upon how fortunate I am to live in a country that celebrates, rather than condemns, knowledge.†ELON MUSK EMBODIES THE ASPIRATIONS OF A GENERATIONThe Class of 2016 also lionized several leaders who defy convention and break the rules. Virgin’s Richard Branson was one leader who captured the imagination of students. â€Å"I love the fact that he isn’t afraid to be a contrarian,† writes Boston College’s Claudio Quintana, a risk-taker himself who started his first company at 13.Teslas Elon MuskRisk also endeared Amazon’s Jeff Bezos to Cara Grandstaff of the University of Florida.   â€Å"Bezos [left] a comfortable, steady career to take a huge risk as an entrepreneur. I also greatly admire him because even through his huge successes, he has remained incredibly humble.†Ã¢â‚¬Å"Humble† is a quality sometimes applied to the most popular business leader among the Class of 2016: Elon Musk. In fact, he seemingly embodies the Millennial craving to take chances and make a difference. â€Å"I respect his courage and willingness to see problems from a completely different way than anyone else has ever done,† explains Stetson Starkey, a North Carolina University who, like Musk, enjoys solving complex problems. â€Å"His willingness to take huge risks in order to achieve global goals encourages me to dream big as well.†From Listening to William and Mary’s George Rudebusch, you quickly realize that Musk’s drive and and imagination is also contagious. â€Å"His ingenuity is inspiring. His leadership is one-of-a-kind. His ambition is unmatched. He has founded six organizations, three of which have revolutionized (or created) its industry. He currently sits at the hel m of two multi-billion dollar organizations. And he’s not even 45 years old. I turn toward his drive and work ethic when I am in need of a bit of motivation. What I appreciate most about him is the way he lives his life: no minute is wasted; no opportunity is left unpursued.†PERSONAL ATTENTION REAPS BIG RETURNSLiz MyersMusk isn’t the only leader setting the right example. At Japan Airlines, CEO Haruka Nishimatsu establishes a culture of trust by getting to know his employees personally. Even more, writes the University of Illinois’ Monica Chen, he is an executive who truly walks the walk. â€Å"His loyalty to the company, like taking pay cuts to match everyone else’s for example, is the type of leadership that I respect and aspire to embody in the future.†For the graduating class, maybe the most key to success was finding a positive mentor willing to devote some time and attention to them. And Cornell’s Ashini Ganesalingam experienced just that during her internship at J.P. Morgan when she worked for Liz Myers, the firm’s head of Global Equity Capital Markets. While Myers’ resume would automatically command respect, it was her demeanor that warranted reverence. â€Å"She is one of the women who have reached the top senior ranks on Wall Street because of her passion, skill, and humility,† Ganesalingam writes. â€Å"I was impressed by not only how she led the team, but also how invested she was in everyone’s personal growth, including the interns.† Five Most Admired Business Leaders Today.tftable {font-size:12px;color:#333333;width:100%;border-width: 1px;border-color: #729ea5;border-collapse: collapse;} .tftable th {font-size:12px;background-color:#acc8cc;border-width: 1px;padding: 8px;border-style: solid;border-color: #729ea5;text-align:left;} .tftable tr {background-color:#d4e3e5;} .tftable td {font-size:12px;border-width: 1px;padding: 8px;border-style: solid;border-color: #729e a5;} .tftable tr:hover {background-color:#ffffff;}Business LeaderClaim To Fame1. Elon MuskSerial Entrepreneur Founder of Tesla Motors2. Bill GatesCo-Founder of Microsoft Global Philanthropist3. Steve JobsCo-Founder of Apple4. Sheryl SandbergChief Operating Officer of Facebook Author of Lean In5. Indra NooyiChairperson CEO of PepsiCoSource: PoetsQuants survey of top undergraduate business students Page 1 of 512345 »

Essay about Genocide - 1949 Words

Living through genocide is a horrific tragedy that no one should ever have to endure. While there have been numerous genocides within the last century, the holocaust was a genocide that killed over 12 million innocent people and segregated them by religion, sex and age. Since the end of the holocaust, many survivors wrote their stories accounting the horrific lives they led, while some eliminated parts of their story, others felt that it was necessary to show the entirety of what had occurred. With these first hand accounts, the reader is able to see the differences between how men and women lived their everyday lives as well as how they were treated by Hitler’s regime. In Elie Wiesel’s, Night, and Sara Nomberg-Przytyk’s, True Tales from†¦show more content†¦Having the word tore in this quote, the author is trying to explain how the simplicity of a haircut could turn into something horribly painful. After being released from harshness of the barbers, m en formed together trying to find familiar faces at that time, â€Å"they used whatever strength they had to cry† (Wiesel 35) the symbolism of crying makes it more surreal to the reader, the meeting of friends is not a joyous occasion but is to make sure friends are alive. Living under the â€Å"threshold of death† (Wiesel 36), men needed to give up every personal belonging they brought with them; they were one step away from dying. Within a â€Å"few seconds, we had ceased to be men† (Wiesel 37). This meant that the men they saw coming into the camps were not what they would become, they changed into prisoners who did not have an identity of their own, they were the living dead. With time passing and people becoming hungry, sick and weak, people became walking skeletons that were on the brink of death. While Elie’s main goal was to stay alongside his father through out their time in the holocaust, the dependence of his father on Elie eventually became a clear challenge. With his father getting sick and needing some assistance there was a time where he needed to use a restroom. After asking one of the guards where it was, the guards response was by hitting Elie’s father, knocking himShow MoreRelatedGenocides And Genocides Of Genocides987 Words   |  4 PagesAfrican Holocaust Genocide is a million African people being butchered by hand by their neighbors, with household tools and homemade weapons—machetes, hoes, and hammers. Genocides are commonly overlooked throughout many countries. Africa has had many genocides and wars occurring over the past century. The most known genocides are ones that occurred in Rwanda and Darfur. Researchers have found that most genocides show the same patterns and key elements. As different genocides of Africa have occurredRead MoreGenocide : Genocide And Genocide1021 Words   |  5 Pages In Rwanda during 1994 Genocide happened between the Hutus and Tutsis. Hutus and Tutsis had disagreements on who will have power which effected the whole population of Rwanda. This leads to the question why there is Genocide in Rwanda? Genocide happened by two clans who caused mass causalities. Others did little to help which caused Genocide to happen in Rwanda. Sources disagree on the definition of genocide. According to American Heritage 4th edition â€Å"Genocide is the systematic and planned exterminationRead MoreGenocide And The Genocide Of Genocide930 Words   |  4 Pagesdid repeat itself with the Rwanda Genocide. Instead of one leader controlling the actions of a powerful military force, Rwanda was a complete chaotic mess, with mass killings of their own people. As Hintjens says it was â€Å"one of the highest casualty rates of any population in history from non-natural causes.† Explaining the 1994 Genocide in Rwanda and The Order of Genocide both discuss and write about the pre genocide, social friction, prime factors of the genocide, and the reasoning of killings fromRead MoreGenocide, The Rwandan Genocide And The Bosnian Genocide1999 Words   |  8 PagesThree genocides that have taken place since the Holocaust are the Cambodian genocide, the Rwandan genocide, and The Bosnian Genocide. The term genocide was defined by the United Nations in 1948 meaning following acts such as killing, causing serious physical/mental harm, or deliberately inflicting conditions of life calculated to bring physical destruction, with intent to destroy a national, ethnic, racial, or religious group. Genocides do not just happen out of nowhere, often it is due to long-standingRead MoreGenocide : Genocide And Genocide1841 Words   |  8 Pagesin a planned and systematic genocide. The group of people being murdered in this genocide were the Tutsis† (U.S. House). To begin, genocide has different ways of being interpreted. Due to the inflammatory feeling between the Hutu and the Tutsi, conflicting views were created which led to clashing beliefs. There are eight stages of genocide that pertain to the conflict in Rwanda. Finally, genocide should never be just ignored/pretend that it never happened. The genocide against Rwanda’s Tutsis wasRead MoreGenocide Essay3156 Words   |  13 PagesGenocide It is amazing the word genocide has not been identified earlier in time. It is quite evident that it has been Practice with various controlling entities throughout history. It can be seen in the Peloponnesian War by statements giving by Thucydides†; He describes in his writings the slaughtering of people in Melos after refusing to surrender. Many references of various battles in ancient time would slaughter the men in the populace in the city, to display their dominance and show some traitsRead MoreGenocide Essay845 Words   |  4 Pages Genocide, the deliberate killing of a large group, especially those of a particular ethnic group or nation. Genocides have been happening for more than a century, the first genocide being the attempted annihilation of the Herero by the Germans in South West Africa from 1904 to 1907. Since then at least thirty genocides have happened since accounting for 4,000 deaths at the least, to 17,000,000 million deaths at the highest (List of Genocides). The second known genocide was carried out by the TurksRead MoreThe Genocide Of The Rwandan Genocide Essay1711 Words   |  7 PagesThe Rwandan Genocide took place in 1994 and involved members of the Hutu mass killing Tutsi and Tutsi sympathizers who were Hutu. The genocide resulted in the deaths of around 800,000 people, majority Tutsi. The separation of classes came from Belgian internationals creating the two ethnic classes and giving power to the Tutsi who were taller and had lighter skin, and generally appeared more European. In response to this, after the country gained independence from Belgium, Hutu extremists gatheredRead MoreThe Rwandan Genocide And The Genocide1654 Words   |  7 PagesRwandan Genocide A genocide is defined as the deliberate killing of a group of people, especially of a certain ethnicity. By that definition and almost any other a dictionary could define, the killing of the Tutsis was certainly a genocide.The Rwandan Genocide occurred in 1994, in an African country called Rwanda. A long history of building friction between the Hutus and the Tutsis undeniably caused the mass murder of over 800,000 Tutsis, but various countries’ failure to act allowed the genocide to goRead MoreGenocides And Genocides Of The Holocaust1455 Words   |  6 PagesGenocides Occurring After the Holocaust The Holocaust was a mass murder of millions of individuals’ primary to and during World War II. â€Å"Only 54 percent of the people surveyed by the Anti- Defamation League (ADL) in a massive, global poll has ever heard of the Holocaust† (Wiener-Bronner). The Holocaust was from 1933-1945 and was run by German leader named Adolf Hitler. Hitler was a man who wanted to create his own race of people. Therefore to create this race, he wiped out anyone who did not have

Benefits And Benefits Of Youth Sport Essay - 1393 Words

Being involved with athletics at a young age is typically looked at as being a good activity that gets children involved and gets them out for their 60 minutes of play a day. Little do many people know, there are many benefits to youth sport than just a child’s daily exercise. Along with there being many positives and benefits to youth sport, there are also negatives that can come about. Many of the benefits include physical, psychological, intellectual, and social benefits. Some of the negatives that can occur from youth sport are the possibilities of loss of self-confidence, frustration, burnout, and injuries. There are many ways to try and make sure that the youth reap all of the benefits from sport at a young age and there are certain elements that coaches, parents, and teachers should take to maximize the befits of sport. It is important for children to be involved in sport because active participation helps children develop skills. Research shows that there are many physical benefits to youth sport. Some of the developments that a child can make from participation in sport are agility, coordination, endurance, flexibility, speed, and strength (Taskforce, 2013). The research from â€Å"Maximizing the Benefits of Youth Sport† says that there are more specific developments that children develop from sport. The specific developments include: enhanced functioning and health of cardiorespiratory and muscular systems, improved flexibility, mobility, and coordination, increasedShow MoreRelatedBenefits of Youth Sports1382 Words   |  6 PagesBenefits of Youth Sportsâ€Å"Sports do not build character. They reveal it,† said John Wooden, legendary UCLA basketball coach. Playing sports not only provides physical activity, but also other positive benefits. This is especially true for children. A w ell-structured and organized youth program will provide benefits and positive experiences for young athletes. While children are having fun participating in sports they are also building character, learning to work as a team, and playing fairly. MostRead Morebenefits of youth sports1111 Words   |  5 PagesThe positive effects of youth sports Athletics can have a very major impact on a child’s life. Students who participate in youth athletics learn many life skills that can positively affect their lives. Athletics benefit children in physical, psychological, and social development. Studies show that youth who participate in organized sports during middle and high school do better academically and are offered greater job prospects than children who do not partake in sports activities (Marilyn Price-MitchellRead MoreThe Benefits of Youth Sport Essay2219 Words   |  9 Pagesorganized youth sport program? Young people will gain many positive experiences by participating in organized physical activities, but none as important and influential as the social skills, physical skills, and mental skills developed and nurtured during their time in youth sport. As a result, the young participants can continue to build upon and cultivate these skills which will ultimately be transferred into their development as successful a dults. Along with the social and emotional benefits, physicalRead MoreBenefits Of Youth Sports : A Positive Impact On All Those That Participate1286 Words   |  6 PagesMuto English IV November 24, 2015 Benefits of Youth Sports Youth sports have a positive impact on all those that participate. Over seventy-five percent of United States families with school-aged children have at least one child who engage in organized sports. (Bailey, 1) Parents sign their children up for organized sports for numerous reasons, like, keeping their children fit and active, building a sense of teamwork, or others may be fulfilling their passion for sports through their children. WhateverRead MoreYouth Sports Help Children Develop Values, And Teach Children1092 Words   |  5 Pageseveryone fails at something. No matter how good you are, you will not always succeed. Youth sports help children develop values, and teach children resilience. Not only do they teach children values, but they teach children why it is important to be physically active. Youth sports teach children how to transfer values into the classroom and become a better student. However, there should be guidelines in place to support youth development and increase a positive experience. Finally, we need to make sure ourRead MorePros And Cons Of Tackle Football1161 Words   |  5 PagesYouth tackle football is a popular sport for children today but this sport can have pros and cons. One of the most controversial sport that a child can play is tackle football. Tackle football is a full contact sport. In any full contact sport, there are risks like concussions, injuries and the lasting effects of those injures. There are also pros in playing this sport like teamwork, sportsmanship, character, and exercise. Youth football can also have psychological pros and cons that can affectRead MorePositive Effects Of Youth Sports793 Words   |  4 PagesA child who is involved with youth sports will benefit from them not only as they are participating, but also when they are grown. Children who play sports will exhibit better health, higher self-esteem, and stronger social skills. A child who plays sports will show increased signs of health. Childhood obesity has been a big topic in America today. By being involved in sports, children are less likely to be obese due to physical activity. Since a kid is less likely to be obese due to the increaseRead MoreImproving Sports At School Time1566 Words   |  7 Pageseducation. Even public schools do not allocate enough time for kids to practice sports as much as they do for class-based education. In fact, physical activity for children is not only about pleasure time. Rather, it helps grown-up children to extend their capacity to grasp concepts explained in their classes. Children who are active while doing physical activity are expected to be active at class time. Thus, encouraging sports at school time is essential for child development not only for educationalRead MoreBenefits in Youth Football1608 Words   |  7 Pagesof man, sports have had a tremendous role in the way people live their lives. From the time we are born, until our elderly age, most of us are involved in some way with sports. Whether it is a scrimmage game of soccer at recess in elementary school, playing on the varsity athletic team or simply watching the Olympics or sporting events on television, sports have an influential role in our everyday lives. The outstanding popularity of the sports industry has profoundly affected youth sports organizationsRead MoreThe Importance Of Contact Sports1050 Words   |  5 Pagesa life with no football, hockey, or basketball. This might be the near future if people decide that concussions are too great of a risk for our youth. Over 3 million youths play football; another million continue on to high school; only about 70,000 participate in college; and 2500 are playing professionally. One of the main concerns with contact sports are concussions. Concussions are defined as a hard blow or hit to the head, and concussions can sometimes lead to CTE, Chronic Traumatic Encephalopathy

What Are the Advantages free essay sample

This paper will review the advantages of brain-compatible learning environments by first discussing what brain-based learning consist of, the relationship between the brain and student learning, the advantages of brain-compatible learning environments, how these environments can be implemented, brain-compatible teaching methods and how we can measure the success of brain-based learning. Brain-based education is best understood in three words: engagement, strategies, and principles. Brain-based education is the engagement of strategies based on principles derived from an understanding of the brain. † (Jensen, 2008) Brain-based learning focuses on how the brain can best learn the content being taught. Brain-based learning recognizes that the brain does not learn in a linear fashion like how must schools are structured today. A brain based learning environment focuses on social connections and motivation to encourage learning. Students learn best when presented with challenges and are encouraged to come to conclusions on their own regarding the content being taught. Not everyone learns as the same pace and brain-based learning environments must accommodate for this by incorporating techniques that allow for non-linear learning. How we learn is complex and no two brains learn the same way, however there is a basic learning process all brains follow. Input is received through the thalamus while at the same time being sent to other processing areas (e. g. isuals to occipital lobe and language to the temporal lobe), this allows for immediate action if the information is urgent and is perceived as a threatening situation. The brain creates a quick interpretation of the data it takes in; if the data is interpreted as threatening the amygdala is triggered which then engages the sympathetic nervous system. Non-threatening data is held in the frontal lobe for five to twenty seconds, during this time it is filtered; non-essential data is purged from memory, while meaningful data is sent to the hippocampus. In the hippocampus it is organized, indexed and eventually stored in the cortex long term. The brain is instinctively wired to remember the facts surrounding survival, things such as where to find food, who our closest relatives are, how to defend ourselves, how to make tools, how to take care of our children, what gives us pleasure, what gives us pain, distinctive aromas and tastes are all facts we instinctively remember. On the other hand, â€Å"word-based, names, equations, vocabulary and facts are not the types of memories that we are â€Å"automatically good at remembering† (Hileman, 2006) So merging the things we are good at remembering with the things we want our students to learn is a basic technique of brain-based learning. An example of this would be using smells or emotions to help remember key facts. Another brain-based learning technique is timing, â€Å"our brain cycles through attentional highs and lows every 90 to 110 minutes† (Hileman, 2006) As a result we must space activities, lectures and assessments throughout the class periods to coincide with this cycle, this may be challenging in environments that are structured in shorter periods but not impossible. Repetition is another brain-based learning technique. When material is repeated connections are strengthened in the brain. We must be careful though as there is a fine balance between repeating a technique to aid in retention and being so repetitive that the learner becomes bored and no longer receptive to the material. Movement is also a brain-based learning technique that increases blood flow and oxygen to the brain thus enhancing and stimulating learning. Visuals can also increase learning, â€Å"between 80 and 90 percent of all information that is absorbed by our brain is visual† (Jensen, 2008) Our brains are designed to identify differences in a group of objects and images with contrast, color and/or movement will attract a learners attention. Design the decor so that entering students will get a glimpse of what they will be learning throughout the year. † (Veverka, 2011) Not only will this decor provide visual enhancement, it will also engage the learner by subconsciously providing the learner with repetitive views of the content. Hileman suggests that novelty is another way to stimulate and engage the brain, making subtle changes in the learning environment such as changing rooms, a change in lighting, field trips or guest speakers can engage learners. Hileman also suggests that color can motivate brain activity. â€Å"It has been suggested that every color has a wavelength, and every wavelength, from ultraviolet to infrared affects, our body and brain differently† (Hileman, 2006) Some colors have calming effects while other simulant effects, effectively using colors to engage learners is another brain-based learning technique that can be easily incorporated into a brain-based classroom. The final technique Hileman suggests is automatic leaning, most f what we learn is non-conscious, our brain quickly assesses input and makes decisions on how to react without conscious thought. How a teacher is perceived by their students can impact the learning environment, teachers must maintain a positive attitude, must have an enjoyment of learning and develop a rapport with their students to allow for a safe and positive learning environment for students. Social behavior can also play a part in brain-based learning as humans are social creatures. Therefore creating cooperative learning environments can help access the social aspect of learning. There are many techniques involved with brain-based learning, but there is a question of how these techniques can these incorporated into the traditional classroom. In short they can’t, traditionally classrooms are not designed to utilize the brains natural learning ability , traditional classrooms rely on lectures and memorization with the goal of getting students to pass tests. To implement brain-based learning techniques we must step away from the traditional classroom and focus on teaching in a way that augments how the brain can best learn. We must stimulate different areas of the brain and incorporate varying teaching styles into the learning environment. There must be a focus on â€Å"creating an environment, specifically, that can mean giving students periodic breaks in instruction so new information can sink in. It can even be as simple as including water breaks to refresh students. † (Kormanik, 2002) In Kormanik’s article one teacher, Lynn Hessler, took a brain-compatible learning course that discussed techniques such as aromatherapy, music and positive thinking in the classroom.

Summary of the Poem When I Have Fears That I May Cease to Be Essay Example

Summary of the Poem When I Have Fears That I May Cease to Be Paper When I Have Fears That I May Cease to Be, Summary of the Poem The central metaphor in the first quatrain is the comparison between writing poetry and harvesting grain. The speaker compares the pen with an implement of harvest(â€Å"glean’d my teeming brain†) and books with the buildings(â€Å"garners†) where grain is stored. The metaphor expresses the first of the speaker’s three main concerns: that death will cut short his poetic career. Just as a person’s natural life spans youth, adulthood, and old age, so the growing of grain follows the natural progression of the seasons. For the poet to die young, however, precludes his chance of â€Å"harvesting† the fruits of his mind, which become â€Å"ripen’d† only as the poet ages. These fruits, which are poetic works, grant the poet fame, represented by the â€Å"high-piled books† in line 3. The fear of obscurity was one Keats carried to his death only three years after composing â€Å"When I Have Fears That I May Cease To Be†. Though he had no way of knowing his life would indeed be cut short before he achieved the kind of recognition he sought, he echoes this concern in the final line of the sonnet. Lines 5-8 We will write a custom essay sample on Summary of the Poem When I Have Fears That I May Cease to Be specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Summary of the Poem When I Have Fears That I May Cease to Be specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Summary of the Poem When I Have Fears That I May Cease to Be specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Some readers believe that the second quatrain continues to discuss the fear that death will cut short the speaker’s poetic career. These readers infer that the â€Å"high romance† symbolized by the night clouds is a literary concept, a level of artistic expression the speaker will never â€Å"live to trace,† or to realize. But another reading is possible. The night sky as a symbol for the ultimate questions that haunt man dates back to ancient times. The Hebrew Psalmist, for instance, reflects on die stars in Psalm 8(in the King James Bible) and asks himself, â€Å"What is man? While Keats’s use of the word romance† might suggest a literary meaning, die reader must also acknowledge more philosophical implications. The clouds move across die moon and stars, making â€Å"shadows† that recall Plato’s analogy of me cave wall. These shadows, cryptic and insubstantial as they are, reveal die greater mystery of the heavens. By living, the poe t hopes he can divine the explanation for — die â€Å"Truth† of — the universe, and by extension me riddle of his own existence. Whether or not he lives to do so, however, remains at the discretion of â€Å"the magic hand of chance,† or fate. If he dies too soon, he knows, he will not be able to solve the mystery of the heavens, to â€Å"trace their shadows. † This fear that he will die in ignorance of the soul’s ultimate destiny is one mat goes far beyond the question of poetic fame in the first quatrain. It is also a concept mat remains unsettled by the final two lines of the poem — not dissolving, as do â€Å"love† and â€Å"fame,† to â€Å"nothingness. † Lines 9-12 The third quatrain speaks of another kind of â€Å"high romance,† that of â€Å"unreflecting love. In these lines, the speaker first addresses his beloved in typically romantic terms(â€Å"fair creature†), yet the quatrain’s main concern is not the beloved at all. Instead, it is the self. The speaker’s meditation on his beloved leads instantly to his twin fears of time and death. Because of life’s fleetingness, his love is only â€Å"of an hour. † Further, the consciousness of time — and of love’s transience — precludes what the speaker suggests is the best kind of love: love devoid of analytical scrutiny and therefore free of the fear of loss and death. This kind of love has a â€Å"faery power† (in mythology, fairies are immortal) precisely because it is â€Å"unreflecting. † Because the speaker’s nature is to be self-conscious, die opposite of â€Å"unreflecting,† he fears he will never experience this kind of love. Lines 13-14 In the end, the speaker’s recognition that he lacks the qualities of â€Å"unreflecting love† leads him to the state of alienation described in the final couplet. Because he is too self-conscious to love, he is forced to â€Å"stand alone. † Isolated, he continues to â€Å"think. † But thinking is, in this poem, equal to death. As he reflects on time’s inevitable course, two things the speaker holds most valuable in life — â€Å"love and fame† — are shown to be insubstantial given the fact of death, and they dissolve into â€Å"nothingness. † Thus the speaker stands on â€Å"die shore/ of the wide world,† at die edge of what we perceive in life but also close to what might exist beyond. In this state, there is only a hint of solace. While love and fame prove illusory, me â€Å"high romance† of the universe discussed in the second quatrain does not â€Å"sink† into â€Å"nothingness. It is this mystery, represented by the â€Å"huge cloudy symbols† of Line 6, that the speaker comes closest to in die poem, his fear of death leading to the ultimate question of his own existence. Overview Written in 1818, this poem expresses concerns that run through his poetry and his lettersfame, love, and time. Keats was conscious of needing time to write his po etry; when twenty-one, he wrote, Oh, for ten years that I may overwhelm Myself in poesy. By age twenty-fouronly three years later, he had essentially stopped writing because of ill health. There were times he felt confident that his poetry would survive him, I think I shall be among the English Poets after my death. Nevertheless, the inscription he wrote for his headstone was, Here lies one whose name was writ in water. Definitions and Allusions Line 2. glean: in this poem, Keats is using the meaning of collecting patiently or picking out laboriously. teeming: plentiful, overflowing, or produced in large quantities. Line 3. charactery: printing or handwriting. Line 4. garners: granaries or storehouses for grain. Line 6. igh romance: high = of an elevated or exalted character or quality; romance = medieval narrative of chivalry, also an idealistic fiction which tends not to be realistic. Analysis This poem falls into two major thought groups: Keats expresses his fear of dying young in the first thought unit, lines 1-12. He fears that he will not fulfill himself as a writer (lines 1-8) and that he will lose his beloved (lines 9-12). Keats resolves his fears by assertin g the unimportance of love and fame in the concluding two and a half lines of this sonnet. The first quatrain (four lines) emphasizes both how fertile his imagination is and how much he has to express; hence the imagery of the harvest, e. g. , gleand, garners, full ripend grain. Subtly reinforcing this idea is the alliteration of the key words gleand, garners, and grain, as well as the repetition of r sounds in charactery, rich, garners,ripend, and grain. . A harvest is, obviously, fulfillment in time, the culmination which yields a valued product, as reflected in the grain being full ripend. Abundance is also apparent in the adjectives high-piled and rich. The harvest metaphor contains a paradox (paradox is a characteristic of Keatss poetry and thought): Keats is both the field of grain (his imagination is like the grain to be harvested) and he is the harvester (writer of poetry). In the next quatrain (lines 5-8), he sees the world as full of material he could transform into poetry (his is the magic hand); the material is the beauty of nature (nights starrd face) and th e larger meanings he perceives beneath the appearance of nature or physical phenomena (Huge cloudy symbols) . In the third quatrain (lines 9-12), he turns to love. As the fair creature of an hour, his beloved is short-lived just as, by implication, love is. The quatrain itself parallels the idea of little time, in being only three and a half lines, rather than the usual four lines of a Shakespearean sonnet; the effect of this compression or shortening is of a slight speeding-up of time. Is love as important as, less important than, or more important than poetry for Keats in this poem? Does the fact that he devotes fewer lines to love than to poetry suggest anything about their relative importance to him? The poets concern with time (not enough time to fulfill his poetic gift and love) is supported by the repetition of when at the beginning of each quatrain and by the shortening of the third quatrain. Keats attributes two qualities to love: (1) it has the ability to transform the world for the lovers (faery power), but of course fairies are not real, and their enchantments are an illusion and (2) love involves us with emotion rather than thought (I feel and unreflecting love). Reflecting upon his feelings, which the act of writing this sonnet has involved, Keats achieves some distancing from his own feelings and ordinary life; this distancing enables him to reach a resolution. He thinks about the human solitariness (I stand alone) and human insignificance (the implicit contrast betwen his lone self and the wide world). The shore is a point of contact, the threshold between two worlds or conditions, land and sea; so Keats is crossing a threshold, from his desire for fame and love to accepting their unimportance and ceasing to fear and yearn.

Who Is More Powerful Prime Minister Blair Or President Clinton essays

Who Is More Powerful Prime Minister Blair Or President Clinton essays "We know that no one ever seizes power with the intention of relinquishing it" . In co-operation President Clinton and Prime Minister Blair are renowned for being capable and powerful politicians, be it through the media or through the publics own perceptions this has been shown through high profile world politics in which both men have had major roles. An example of this has been with the Kosovan war in which both leaders joined together showing how important their decisions were. Clinton and Blair have both proved their abilities in gaining public support and retaining the approval given to them from the majority in the form of power. Equally they have retained this power in the face of austere media coverage, as with the Monica Lewinsky scandal involving Clinton or being Blair at the present time. The roles of President and Prime Minister have long been considered the highest positions of political power that resides in America and Britain. However both draw on different sources f or their power and stability in these roles. It is for this reason that the stability of these sources and the extent to which Clinton and Blair can make independent changes must be accessed if we are to understand the limitations of their power. Both Clinton and Blair have different power bases from which to be judged. Ostensibly it is President Clinton who appears to have the most significant power base as the political leader of one of the most influential countries in the world. As a significant military power, America is seen as a powerful ally in times of conflict. In addition to, as commander and chief of a military superpower Clinton has reflected power with the ability to represent America's interests abroad with substantial force as with the Gulf War, in this way Clinton can certainly be perceived to be more militarily powerful than any other leader. America's economic force is also an essential factor in establishing the importance of ...

Evolution and Natural Selection Lab Coursework Example | Topics and Well Written Essays - 250 words

Evolution and Natural Selection Lab - Coursework Example Archaeologists found that there were fossil remains of extinct animals as they dug deeper into the strata. They could see similarities in the different fossils but could not comprehend why or how they existed. Darwin influenced the theory of evolution in his study of finches and tortoises of the Galapagos Islands. Though different, Darwin could note similarities that converged the different birds to the same ancestors. The tortoise in the different islands though seemingly similar, Darwin noted that they had distinct variation. His breakthrough was in 1859 when he published the book On the Origin of Species (Evolution and Natural Selection, 2010). First, Darwin views a species as organisms that can vary over time and space. He says that the equivalent of today’s organisms that existed earlier in life varied in form and behavior from those of today, as do those in distanced geographic regions today. Fossils also differ thus supporting the claim (Evolution and Natural Selection, 2010). Second, he says that all organisms have shared common ancestors. The relations can be traced over millions of years ago. Different organisms diverged from their common ancestry to form their own independent species. Sharing of common ancestry is manifested by the similarities that different species share today e.g. we share common ancestry with chimpanzees dating back around eight million years back. Lastly, Darwin puts forth that evolution is steady slow process. Fossil records showed this form of process plus the emergence of unprecedented novel organisms in Darwin’s time (Evolution and Natural Selection, 2010). Natural selection entails variation, inheritance, excessive speed of population growth and differential survival and reproduction. Related organisms vary in form and behavior and include variations in body size, facial markings, hair color and so on. Inheritance involves passing of certain traits