The eNotes Blog Life According to Keats 10 Quotes on the Essence ofLiving

Life According to Keats 10 Quotes on the Essence ofLiving Though he had only 54 poems published in his lifetime, John Keats is recognized as one of the greatest poets of the romantic era. Mostly noted for his series of odes, Keats used gentle language and natural imagery to illustrate his subtle philosophies on life. John Keats was born in London on October 31, 1795. He was the eldest of four children from a lower class family with little education and constant financial struggles. By the age of 14, Keats had lost both of his parents. After their death, he left school to pursue a career as an apothecary. However, it was not long until Keats decided that he would leave medicine to pursue poetry. Keats’s best work falls between ages 23 and 24 when he consecutively produced some of his greatest works, such as â€Å"Ode on a Grecian Urn† and â€Å"To Autumn.† By 1820, however, Keats was showing symptoms of tuberculosis. He traveled to Italy hoping that the climate would improve his condition, yet the disease claimed his life in February of 1821. Keats was only 25 years old.   Though Keats’s life was brief, his work exemplifies a unique philosophy. Throughout his personal letters and poetry, Keats explores the significance of happiness, beauty, and creativity amidst a world of suffering. Perhaps we could all learn something from the way Keats contemplated the realities of everyday life. Here are 10 of Keats’s quotes that remind us to appreciate the essence of living: O for a life of Sensations rather than of Thoughts!†Letter to Benjamin Bailey :  November 22, 1817 â€Å"Stop and consider! life is but a day; / A fragile dew-drop on its perilous way / From a tree’s summit.† Sleep and Poetry â€Å"Scenery is fine, but human nature is finer† Letter to Benjamin Bailey :  November 22, 1817 I am certain of nothing but of the holiness of the Heart’s affections and the truth of Imagination- What the imagination seizes as Beauty must be truth- whether it existed before or not- for I have the same Idea of all our Passions as of Love they are all in their sublime, creative of essential Beauty- Letter to Benjamin Bailey :  November 22, 1817 â€Å"Beauty is truth, truth beauty’- that is all/ Ye know on earth, and all ye need to know.†Ode On A Grecian Urn â€Å"A thing of beauty is a joy for ever:/ Its loveliness increases; it will never/ Pass into nothingness;†Endymion â€Å"Do you not see how necessary a world of pains and troubles is to school an intelligence and make it a soul?†Letter to George and Georgiana Keats  : February 14 May 3, 1819 â€Å"I go amongst the buildings of a city and I see a Man hurrying along- to what?†Letter to George and Georgiana Keats  : February 14 May 3, 1819   â€Å"I compare human life to a large Mansion of Many Apartments, two of which I can only describe, the doors of the rest being as yet shut upon me†Letter to J. H. Reynolds :  May 3, 1818   â€Å"Nothing ever becomes real till it is experienced- Even a proverb is no proverb to you till your Life has illustrated it.†Letter to George and Georgiana Keats : February 14 May 3, 1819 Curious to learn more about John Keats? Ask your questions on   Homework Help or browse his biography and other works.

Al Hirschfeld's Art Research Paper Example | Topics and Well Written Essays - 1750 words

Al Hirschfeld's Art - Research Paper Example This made him become one of the most significant figures in contemporary art (Shea 4). Hirschfield was born in Missouri, St. Louis on June 21, 1903. His family moved to Manhattan when he was eleven, where he joined the Art Students League. On the tender age of seventeen, he already worked at Metro Goldwyn Pictures, later becoming the Selznick Studios artistic director. Hirschfield relocated from New York to France - Paris, where he expended much of his twenties studying art. He stood as a young man thriving through the art world in Paris and the theatrical world in New York when he toppled upon his passion (Shea 5). One evening in the year 1926, he went to a theater with his friend Richard Maney, the legendary promotional agent. During the show, Al Hirschfield sketched Sasha Guidry, the French actor on his program. Richard Maney recognized Hirschfield’s talent instantly and invigorated him to reconstruct the sketch on a sheet of paper. Richard sold the finished slice to the He rald Tribune (Niemi 7). Shortly, Hirschfield’s work appeared in the press. Drawn in the dimmed theater, his simple yet unique images caught the responsiveness of much of the publishing world. In 1929, he made a remarkable agreement work in New York Times. While working for the New York Times, the artist style gained unparalleled notoriety fetching synonymous with theatrical reputation. His aptitude to contain the spirit of an actor or a presentation in few lines made his exertion seem both honest and natural. Of his portraiture, Hepburn Katherine warned: â€Å"It tells the entire story - terrifying† (Clare Bell 38). For many, though, Hirschfield’s â€Å"the whole story† was their first exposure to a bigger audience. According to Channing Carol, he was accountable for jump - starting her profession. â€Å"Al Hirschfield picked me out of twenty nonentities in a little review named â€Å"Lend an Ear†, and placed me on the fore page of the New York Ti mes.† She added (Clare Bell 39). Throughout the 1940s, Hirschfield began to diversify as an artist, exemplifying books for authors including Fred Allen, Brooks Atkinson and S. J. Perlman. He continued to work on many artistic mediums including watercolor, etching, sculpture and lithography. By the 1950s, his imagining stood universally recognized as a Broadway fundamental part and the rest of the theatrical world (Clare Bell 11). In the year 1951, he initiated work on a book in which he was both the illustrator and author – â€Å"show business is no business†. He eventually sequentially introduced â€Å"the world of Hirschfield† in 1968 in which, he clarified much of his autobiography and process. More than 10 years later he published his third book in 1979 titled, â€Å"Hirschfield by Hirschfield†. During his long career, Hirschfield’s imagery has remained a keystone of the industry he adores with a passion. In their plain, unobtrusive manne r, they have spoken volumes concerning their subjects and have renowned the modern history of a significant American art. Between this actor and the critic, Hirschfield carved out a room for himself in American and global theatrical culture. Al Hirschfield died at the age of 99, on January 20th, 2003. Though his caricatures often distort and exaggerate the faces of his focuses, he become often labeled as being an essentially "nicer" caricaturist than numerous of his contemporaries and his appeasement

Milgram Study findings and importance Essay Example | Topics and Well Written Essays - 2000 words

Milgram Study findings and importance - Essay Example Milgram experiment involved three main characters, namely the experimenter (E), the subject or the teacher (T) and the learner (L). The experimenter (authority) and the recipient or the learner plays some secret roles, not to be known by the subject. The subject is made to believe that for every wrong answer the recipient is subjected to some electric shock, however, in reality; the learner was never subjected to such punishments. The learner who should be an actor plays some pre-corded sound to convince the subject that he/ she actually receives the electric shock. The teacher and learner are put in two separate rooms where they do not see each other, but can communicate to each other. The teacher is provided with some words to teach the learner. The teacher was made to read the initial pair of words then enables the learner to predict the possible match, the teacher also reads for possible answers; then the learner gave his/ her feedback by pressing a certain button to select the correct answer. The teacher would then execute some electric shock to the learner, for every wrong feedback, the shock increased by about 15 volts as the test progressed. However, could the learner give the correct answer, the subject moved to the next question (Walton, 2009). The learner could complain about the heart condition to convince the subject that he/she is receiving an actual electric shock. Furthermore, he banged the wall as a response to the shock stimuli. A subject was expected to stop the test after subjecting about 140 volts to the learner. It was at t his juncture that the subject would actually inquire what the experiment was about. Some subjects offered to continue with the test only after assurance that they would not be held accountable for all the damages on the learner, some laughed it off while some were stressed or depressed on learning that the learner is actually hurt. At some point, the subject wished to stop out of moral belief that the learner was in actual pain, but the experimenter or the authority would order him/her to continue. However, the experiment was stopped should the subject make four or five successive attempts to stop or after subjecting 450 volts of electric shock to the learner, on three successive operations. The experimenter would always assure the subject that the learner would not suffer any permanent tissues damage; hence he was to continue until the learner learnt all the words. To ascertain the result of the experiment, Milgram selected about 100 senior psychology students to determine the response among the 100 subjects or hypothetical teachers. It was found that only three su bjects out of the hundred would continue with the experiment, until the maximum voltage of 450volts was executed to the learner (Moore, 2004). Milgram also selected about forty psychiatrists who ascertained that majority of subjects would quit the test after subjecting the learner to a ten successive shock executions. They also found out that after reaching 300 volts, most subjects would stop the test once requested by the learners, and only three out of the hundred subjects would continue with the test even after the learner stopped responding to the questions, out of the pain from electric shock. It was clear the very few subjects were willing to execute full voltage to the learner, out of moral beliefs. Furthermore, at some point majority of subjects inquired the implication of the experiment, and were willing to give back the amount they were paid. This was out of pity or remorse to the inflicted learners. Subjects demonstrated some degree of stress and depression during the exp erimental session. The majority was sweating, groaning, biting their lips

Importance of Computer in Schools Essay Example for Free

Importance of Computer in Schools Essay Tara Dodrill began writing professionally in 1990. She is a travel writer and photographer working for print and online media, primarily covering Florida, ecotourism and off-the-beaten-path destinations. Her writing credits include RUMBUM, Yahoo News, Visit South magazine,and North Carolina Coastal Guide. She studied journalism and education at Ohio University and real estate at Hondros College. Computer classes in schools are important to a well-rounded education. Students are instructed on the basics of computer use as early as kindergarten. Educational software, often presented in a game-like format, entertains younger students while they learn key concepts. ? Technology Skills * The importance of computer study in schools goes beyond the reinforcement of classroom subjects and remedial assistance. Nearly all students will be faced with the need for technology skills when they attend college or enter the workforce. Keyboarding Classes * Keyboarding classes in elementary schools have replaced the old-fashioned typing classes once offered in high schools. Students learn at a young age how to use computers to generate reports, type essays and research homework assignments. * Career Preparation * Computer skills learned in middle school and high school will benefit students during higher education courses and their careers. Students as young as 12 learn how to create Power Point presentations, video projects and photo slideshows. Online Access * By learning how to use computers, students even in low-income areas have access to the world at large. Online learning courses, which were once a rarity at colleges, now comprise a large portion of many schools course catalogs. Adult Learners * Students who are introduced to computer courses at an early age adapt quickly to advances in technology, and typically do not fear additional training and new concepts as adult learners. Effect of Science and technology in our lives As what I understand about how Science and Technology affects our lives, That there are advantages and disadvantages. The Advantages are, it makes our lives simple by using equipment that can easily finish and do well the work or job. We can save more time and energy so that we can perform and do our other job. We can now easily communicate our love ones and relatives by using cellphone and internet, it can connect us even they are in the other part of the world and then with digital camera, we can see them just like they are in front of us. Technology now can give us more information about what are happening around the world that help us to get aware and prepare for disaster and calamity that might happen in our country or in our place. Science and Technology can cure our diseases, provide us shelter and foods for crowd people. Most of the people think that there are more advantages of science and technology as compare to the disadvantages. The major advantage of science and technology is that it has made our lives easier like invention of technology has decreased the manual work. The use of technology in agriculture has increased our productivity. Doing work at workplaces is easier because of invention of computers and notebooks. Development of technology in kitchens, beauty parlors, workplace, research labs and in all fields of life has become the necessity. Now we can study and understand our history,culture and society and by the help of Science and Technology we can share our stories of whats happening in our life, what we see and what we discover to by this way we can also help the children of the next generation. The major advantage of technology and science is to assist mankind in living well and more easily and in better health. There is also disadvantages on Science and Technology Many years comes our atmosphere slowly destroy because of the air pollution that came from the factory and it can cause Green House Effect (GHE) it is a process by which thermal radiation from a planetary surface is absorbed by atmospheric greenhouse gasses and is re-radiated in all directions. And it is harm for the people. Science and Technology make people lazy because people just depend on it and not do there work well. It will increased the anxiety of our lives, when technology goes in the wrong hand it can have an negative impact in our society it can create cyber crime, hacking, stealing of personal information and pornography websites. It also gives opportunities to the terrorist to make crime like bombing. As technology develops we forget our traditions style of living. it simply destroying our life styles. It also destroying our nature because of illegal logging, and mining and others, this is the cause of landslide and flood that can kill many people because nature cant stop it anymore.

The Illiad In Dantes Inferno :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Iliad in Dante’s Inferno   Ã‚  Ã‚  Ã‚  Ã‚  Dante makes many references to Homer and the Iliad throughout the Inferno. The fates of favorite characters are described during the course of Dante’s travels. Beginning with his vision of Homer in Limbo, continuing through increasingly gory levels of Hell until Dante reaches the eighth bolgia where he meets Ulysses who is engulfed in fire. Dante’s infatuation with the Iliad is clearly illustrated in his Divine Comedy.   Ã‚  Ã‚  Ã‚  Ã‚  Dante introduces Homer early in the Inferno. After the writer passes the gates of Hell and safely crosses the Acheron he is in the most comfortable section of Hell. Homer, along with other virtuous pagans(those who were not enlightened by Christ’s appearance on earth) and unbaptised children are there. Homer is spending eternity with philosophers, poets, and writers. The first circle has light and a sense of comfort, two things it doesn’t share with any other level of Hell. The only torture Homer has to endure is the lack of hope for salvation.   Ã‚  Ã‚  Ã‚  Ã‚  Dante’s next stop (after his confrontation with Minos) is the second circle where the carnal are relegated. In this circle he meets three main players in Homer’s Iliad, Paris, Achilles, and Helen. All of the inhabitants of this circle are swept up like leaves in a storm, denied the light and reason of God they are eternally dammed to ride the hurricane like winds around the second circle.   Ã‚  Ã‚  Ã‚  Ã‚  Much later in his journey Dante meets the man who conceived the Trojan Horse. Ulysses is in the eighth bolgia among his fellow evil counselors. He is is entrapped in a tongue of flame with his partner in crime, Diomede. The flame comes from one source but is spilt in two, the split symbolizes the falling-out that must come in a partnership based in evil. Ulysses is placed in this circle for many reasons. During the Trojan war he gave birth to the deadly idea that the Achains build infamous Trojan Horse. He also caused the death of Deidamia, Achilles lover when he talked Achilles into leaving her to go to Troy.

Piaget’s Theories Essay

The summary of Piaget’s theories includes stages of learning through cognitive development. The cognitive perspective was revolutionized by Jean Piaget, a Swiss psychologist. Piaget proposed â€Å"that all people pass in a fixed sequence through a series of universal stages of cognitive development†. (Feldman, 2008, p. 20) Piaget’s theory outlined four stages of development. Piaget’s Four Stages of Learning The four stages of learning are sensorimotor, birth to 2 years old, preoperational, ages 2 to 4, concrete operations, ages 7 to 11, and formal operations, ages 11 to 15. Campbell, 1976, p. 1) Piaget’s four stage learning model demonstrates how the mind processes new information encountered at different ages. The child does not move from one stage to the next until it has reached physical maturation and has experienced relevant situations. (Feldman, 2008, p. 151) In the sensorimotor stage the infant learns through interaction with the environment, which could include mouthing and touching items to build an understanding of oneself at this stage of cognitive development. The infant is unable to speak therefore learns through assimilation. (Campbell, 1976, p. 1) Catherine P. Cook-Cottone used Piaget’s Theory of Cognitive Development to analyze student counseling sessions. In her article â€Å"Using Piaget’s Theory of Cognitive Development to Understand the Construction of Healing Narratives† she identifies the stages of learning of students in sessions. Students in the sensorimotor stage â€Å"may enter the counseling situation with a very limited ability to conceptualize and describe their presenting problems†. Cook-Cottone, Fall 2004, Volume 7, p. 182) In the pre-operational stage conceptualizing abstractly is not possible. There needs to be concrete physical situations for the child to understand there is a difference. The child needs to see objects in simple ways with important features setting it apart from other objects. (Feldman, 2008, p. 151) In â€Å"Using Piaget’s Theory of Cognitive Development to Understand the Construction of Healing Narratives† there is a sequence of learning for the students in therapy who work through resolving their problems. Cook-Cottone, Fall 2004, Volume 7) In pre-operational stage students are able to label the areas of concerns. â€Å"As students gain therapueutic experience with concepts or issues, they begin to develop increasingly organized schemata for the problem-related experences†. (Cook-Cottone, Fall 2004, Volume 7, p. 182) Concrete operations stage the child begins to think abstractly and is able to conceptualize. (Feldman, 2008, p. 151) The child creates logical explanations for the physical experience it is relating to or sees. Catherine P.  Cook-Cotton states â€Å"Once labels are consistently used in the counseling situation, students narratives become increasing more focused on making many connections among experiences. (Cook-Cottone, Fall 2004, Volume 7, p. 183) The fourth and final learning stage is formal operations. This stage is the final learning phase for an individual. There is no longer a need for concrete objects to reason, and hypothesis begins. (Campbell, 1976) In â€Å"Using Piaget’s Theory of Cognitive Development to Understand the Construction of Healing Narratives† the students â€Å".. ave achieved a formal integration of the problem-specific content, they begin to make a sophisticated associations among more abstract ideas in addtion to being able to make associations amoung concrete experiences†. (Cook-Cottone, Fall 2004, Volume 7, p. 183) Piaget’s Theory vs. B. F. Skinner Operant Theory With â€Å"operant conditioning, formulated and championed by psychologist B. F. Skinner, individuals learn to act deliberately on their environments in order to bring about desired consequences†. (Feldman, 2008, p. 19) Cognitive Development operates on the individual assessing, learning and developing through inner self and their experience with the environment. With operant conditioning the individual learns by reinforcing a behavior through a series of rewards or consequences to avoid the behavior. In other words, positive or negative consequences determine the learning, and ultimate behavioral outcome. Conclusion Piaget’s theory of cognitive development revolutionized the way learning was observed. The focus turned to how an individual learns from within instead of observing the environment and what the individual learns from their surroundings.

10 Things You Dont Know About Fat

Along with proteins and carbohydrates, fat is an essential nutrient that provides energy for the body. Fat not only serves a metabolic function but also plays a structural role in the building of cell membranes. Fat is found primarily beneath the skin and is essential for maintaining healthy skin. Fat also helps to cushion and protect organs, as well as insulate the body against heat loss. While some types of fat are not healthy, others are required for good health. Discover some interesting facts you may not know about fat. 1. Fats Are Lipids but Not All Lipids Are Fats Lipids are a diverse group of biological compounds characterized generally by their insolubility in water. Major lipid groups include fats, phospholipids, steroids, and waxes. Fats, also called triglycerides, are composed of three fatty acids and glycerol. Triglycerides that are solid at room temperature are called fats, while triglycerides that are liquid at room temperature are called oils. 2. There Are Billions of Fat Cells in the Body While our genes determine the number of fat cells we are born with, newborns typically have around 5 billion fat cells. For healthy adults with normal body composition, this number ranges from 25-30 billion. Overweight adults on average can have around 80 billion fat cells and obese adults can have as many as 300 billion fat cells. 3. Whether You Eat a Low-Fat Diet or High-Fat Diet, the Percentage of Calories From Dietary Fat Consumed Is Not Linked to Disease As it relates to developing cardiovascular disease and stroke, it is the type of fat you eat not the percentage of calories from the fat that increases your risk. Saturated fats and trans fats raise LDL (low-density lipoprotein) cholesterol levels in your blood. In addition to raising LDL (bad cholesterol), trans fats also lower HDL (good cholesterol), thus increasing the risk of developing disease. Polyunsaturated and monounsaturated fats lower LDL levels and reduce the risk of  disease. 4. Fat Tissue Is Composed of Adipocytes Fat tissue (adipose tissue) is composed mainly of adipocytes. Adipocytes are fat cells that contain droplets of stored fat. These cells swell or shrink depending on whether fat is being stored or used. Other types of cells that comprise adipose tissue include fibroblasts, macrophages, nerves, and endothelial cells. 5. Fat Tissue Can Be White, Brown, or Beige White adipose tissue stores fat as energy and helps to insulate the body, while brown adipose burns fat and generates heat. Beige adipose is genetically different from both brown and white adipose, but burns calories to release energy like brown adipose. Both brown and beige fat get their color from the abundance of blood vessels and the presence of iron-containing mitochondria throughout the tissue. 6. Fat Tissue Produces Hormones That Protect Against Obesity Adipose tissue acts as an endocrine organ by generating hormones that influence metabolic activity. A major function of adipose cells is to produce the hormone adiponectin, which controls fat metabolism and increases the bodys sensitivity to insulin. Adiponectin helps to increase energy use in muscles without affecting appetite, to reduce body weight, and to protect against obesity. 7. Fat Cell Numbers Remain Constant in Adulthood Studies have revealed that the numbers of fat cells in adults remain constant overall. This is true regardless of whether you are lean or obese, or whether you lose or gain weight. Fat cells swell when you gain fat and shrink when you lose fat. The number of fat cells an individual has in adulthood is set during adolescence. 8. Fat Helps Vitamin Absorption Certain vitamins, including vitamins A, D, E, and K are fat-soluble and can not be properly digested without fat. Fats help these vitamins to be absorbed in the upper portion of the small intestines. 9. Fat Cells Have a 10 Year Lifespan On average, fat cells live for about 10 years before they die and are replaced. The rate at which fat is stored and removed from adipose tissue is about one and a half years for an adult with normal weight. The fat storage and removal rates balance out so that there is no net increase in fat. For an obese person, the fat removal rate decreases and the storage rate increases. The fat storage and removal rate for an obese person is two years. 10. Women Have a Higher Percentage of Body Fat Than Men Women have a greater percentage of body fat than men. Women need more body fat to maintain menstruation and also to prepare for pregnancy. A pregnant woman must store enough energy for herself and for her developing child. According to the American Council on Exercise, average women have between 25-31% body fat, while average men have between 18-24% body fat. Sources Fat turnover in obese slower than average. Lawrence Livermore National Laboratory. Published 2011 September 25. (https://www.llnl.gov/news/fat-turnover-obese-slower-average)What are the guidelines for percentage of body fat loss? The American Council on Exercise. Published 2009 December 2. (http://www.acefitness.org/acefit/healthy-living-article/60/112/what-are-the-guidelines-for-percentage-of/)Dynamics of fat cell turnover in humans. Spalding KL, Arner E, Westermark PO, Bernard S, Buchholz BA, Bergmann O, Blomqvist L, Hoffstedt J, Nà ¤slund E, Britton T, et al. Nature. 2008 Jun 5; 453(7196):783-7. Epub 2008 May 4.