Thomas Hardy Notes on Hap - 2802 Words

Author: Thomas Hardy First Published: 1898 Type of Poem: Sonnet Genres: Poetry, Sonnet Subjects: Suffering, Despair, God, Pain, Good and evil, Gods or goddesses, Fate or fatalism, Life, philosophy of, Life and death, Time, Joy or sorrow, Luck or misfortune The Poem Thomas Hardy has structured â€Å"Hap† to meet all the requirements of the form of an English sonnet: Its fourteen lines are written in iambic pentameter, the rhyme scheme abab, cdcd, efef, gg is complied with, and the three quatrains are followed by a rhymed couplet to conclude the poem. _____________________________________________________________________________________ Hap - Thomas Hardy *If you need to find something quickly, I suggest you hit CTRL + F and type in what you are†¦show more content†¦The idea however is quite challenging. It reminds me of a young philosopher who is questioning why bad things happen to good people. Surely it is chance, but what Hardy is hinting towards is what if it is a bad thing only because we THINK it is a bad thing? It is almost circular. I do not know much about Hardy but what I do know is that he tried really hard to believe in god but in the end, he came out completely agnostic. This poem shows that struggle. ------------------------------------------------- â€Å"Hap† is a poem by Thomas Hardy (1840-1928) that he wrote in 1866, while working as a trainee architect, and for which he could not find a publisher. It did not reach the general public until 1898 when Hardy included it in his first collection, which was entitled â€Å"Wessex Poems†, which only appeared after he had concluded his career as a highly successful novelist. The poem is a sonnet, although it is presented as three stanzas in that the traditional octave is split into two stanzas each of four lines and the sestet is a stanza on its own. The rhyme scheme is ABAB CDCD EFEFFE, which is a variant on the Shakespearean form, although the clean break between octave and sestet is more associated with the Petrarchan sonnet form. The poem can be seen as Hardy’s reaction to the basic thinking that underlies Darwin’s â€Å"The Origin of Species† which had been published in 1859. Hardy understood Darwin to imply that the mechanism that drove naturalShow MoreRelatedAnalysis Of Hardy s The Best Hope Ever Sown 872 Words   |  4 PagesIn the third stanza, Hardy states: â€Å"But not so. How arrives it joy lies slain / And why unblooms the best hope ever sown?† Immediately in this stanza, he realizes that there is no point to human pain and suffering, because he can t find evidence that humans pain has meaning to God. He dismisses the idea brought about by the first two stanzas, and admits his faith in meaning is crushed. He’s lost his hope that he’s held onto for so long, and there’s no â€Å"joy† left. He comments that his hopeRead MoreThomas Hardy Poems16083 Words   |  65 PagesHAP IF but some vengeful god would call to me From up the sky, and laugh: Thou suffering thing, Know that thy sorrow is my ecstasy, That thy love s loss is my hate s profiting! Then would I bear, and clench myself, and die, Steeled by the sense of ire unmerited; Half-eased, too, that a Powerfuller than I Had willed and meted me the tears I shed. But not so. How arrives it joy lies slain, And why unblooms the best hope ever sown? --Crass Casualty obstructs the sun and rain, And

Emily Bronte s Wuthering Heights - 1693 Words

The Series of Unfortunate Events Emily Bronte, a highly esteemed and imaginative writer, is the mastermind behind the novel Wuthering Heights. When Bronte was very young, her mother passed away from a serious, untreatable sickness. After her death, Branwell, Bronte’s older brother, took care of the children (Pettingell). Her brother, a poet and painter, turned to an alcoholic and drug abuser was responsible for the children as they all grew up together. He was irrational and never treated Emily and her sisters the way they deserved (King). The turmoil inside of the Bronte family led to a lot of chaos and misfortune. The decisions that her brother had to make caused a direct impact on Bronte and her sisters because he was their caretaker.†¦show more content†¦When Mr. Earnshaw passes away, the abuse continues to worsen as Hindley gains possession of the Earnshaw manor, Wuthering Heights. Having the power over the estate and everything regarding the land, Hindley forces Heathcliff to be a servant in h is own home. â€Å"He drove him from their company to the servants, deprived him of the instructions of the curate, and insisted that he should labour out of doors instead; compelling him to do so harder as any other hand on the farm† (Kettle 118). After being forced to work in the fields with appalling conditions, Heathcliff escapes from Wuthering Heights and for the next three years, has no contact with anyone. Hindley’s life turns upside-down when his wife dies and he turns to alcohol and gambling to help dull his aching heart. Heathcliff now returns to the area with the thirst to get complete revenge on all who has done him wrong, beginning with his jealous alcoholic brother, Hindley. To start off his master plan, Heathcliff lends his brother money to â€Å"encourage† him with his gambling and alcohol addictions. Hindley ends up drowning in debt and is no longer able to own Wuthering Heights. Heathcliff is luckily there to take the land off of his hands. Hea thcliff is successful in getting revenge due to previous events between the brothers. The scaring and unfortunate childhood that Heathcliff endeavors, shapes his character in theShow MoreRelatedEmily Bronte s Wuthering Heights1167 Words   |  5 Pagesability to distinguish one person from the rest of the people. Emily Brontà «, author of Wuthering Heights, was a copy of her siblings and therefore used her extreme passion for learning and teaching to set herself apart from her siblings. In the novel, Wuthering Heights, Brontà « creates many similar characters but differentiate between them solely on their mental capacity. Growing up in a household of writers and artists, Emily Brontà « felt like a copy of her siblings and therefore used Gnosticism asRead MoreEmily Bronte s Wuthering Heights1384 Words   |  6 Pages Emily Brontà «Ã¢â‚¬â„¢s Wuthering Heights is not only one of the most widely read books in English but it also encourages different critical approaches. One of th e most interesting approaches is the psychoanalytical approach in this circumstance. Through the entirety of this book it is understood that childhood has an impact on adult life, â€Å"psychological history that begins in childhood experiences in the family and each with patterns of adolescent and adult behavior that are the direct result of thatRead MoreEmily Bronte s Wuthering Heights1814 Words   |  8 PagesTitle: Wuthering Heights Author: Emily Brontà « Date of Publication: 1847 Genre: Gothic Romance / Fiction Biographical information about the author Emily Jane Brontà « (born 30 July, 1818 | Died December, 19, 1848) was born in Thorton. She was one of six Bronte children; she kept to herself usually and was unusually quiet. In 1835 she briefly attend Miss Wooler’s school at Roe Head. Around 1837 Emily taught at Law Hill School. In 1842 she and Charlotte studied in Brussels. Historical information aboutRead MoreEmily Bronte s Wuthering Heights1182 Words   |  5 PagesHarsh, wild and unforgiving; the Yorkshire moors on which Emily Brontà « played, provided the backdrop and catalyst of turmoil in her most tragic book Wuthering Heights. Born in 1818 in rural England, Haworth she lived in the heart of these wild, desolate expanses which provided her an escape where she truly felt at home and where her imagination flourished. Along with her sisters and brother, the Brontà « children in their pastimes would often create stories and poems largely based on their playfulRead MoreEmily Bronte s Wuthering Heights1144 Words   |  5 PagesTitle: Wuthering Heights Author: Emily Bronte Main Characters (Protagonist/Antagonist), Title, Traits: Heathcliff: Antagonist, morose, cruel, vengeful, sullen, brought in by Mr. Earnshaw. Treated badly by Hindley, Catherine’s brother. He falls in love with Catherine and loves her after her death. Catherine nee Earnshaw Linton: protagonist of the story. She’s childish, immature, spiteful, ignorant and arrogant. Beautiful, free spirited, mischievous. In love with Heathcliff and she dies halfwayRead MoreAnalysis Of Emily Bronte s Wuthering Heights 1589 Words   |  7 PagesReading Analysis Wuthering Heights Tramel – 2nd period November 4, 2016 Introduction The self-consuming nature of passion is mutually destructive and tragic. The gothic Victorian novel, Wuthering Heights, was written by Emily Bronte and published in 1847 where Bronte challenges ideas of religious hypocrisy, social classes, gender inequality and mortality. Wuthering Heights was first ill received being too much removed from the ordinary reality in the mid-nineteenth-century; however, Emily Bronte’s novelRead MoreAnalysis Of Emily Bronte s Wuthering Heights 2133 Words   |  9 PagesKimberly Boots Ms. Loomis AP Literature and Composition 16 January 2015 The Meaning Behind It All Emily Brontà «Ã¢â‚¬â„¢s Wuthering Heights is not only one of the most widely read books in America, but it also encourages different critical approaches. One of the most interesting approaches is the psychoanalytical approach in this circumstance. Through the entirety of this book it is understood that defending oneself in different ways is a way to escape the stresses of reality. â€Å"Our unconscious desiresRead MoreAnalysis Of Emily Bronte s Wuthering Heights 3443 Words   |  14 PagesRRS Wuthering Heights Title: Wuthering Heights Publication Date: 1847 Author: Emily Bronte Nationality: English Author’s Birth/Death dates: July 30, 1818 – December 19, 1848 Distinguishing traits of the author: Emily Bronte, otherwise known as Ellis Bell, had many siblings growing up in the isolated town of Thornton, Yorkshire. One of which was Charlotte Brontà « author of the masterpiece, Jane Eyre. At the time of their publishment Jan Eyre was known as the superior book but over time Wuthering HeightsRead MoreThe Uncanny And Emily Bronte s Wuthering Heights1746 Words   |  7 PagesAssessment 1: Critical Commentary Freud’s The Uncanny and Emily Brontà ©Ã¢â‚¬â„¢s Wuthering Heights The principal idea in Sigmund Freud’s interpretation of The Uncanny theory centres around the Heimlich, translating to ‘homely’ and thus, what is familiar, and the Unheimlich, which is often translated to what is ‘Uncanny’ defined as ‘what is [†¦] frightening precisely because it is not known and familiar’ (Freud, 1919) or later described as something that is ‘secretly familiar which has undergone repression’Read MoreEmily Bronte s Wuthering Heights1215 Words   |  5 PagesEmily Bronte grew up in an oppressive society, being forced to learn in her own home and dealing with the deaths in her family, she felt the need to take control. In Emily Bronte’s Wuthering Heights, emphasis on the mistreatment of woman and the issue of control present themselves symbiotically. In the novel, the main female Catherine and the main character Heathcliff simultaneously unleash their darkest inner conflicts through various display s. Throughout the novel, it is evident that there exists

Role-Reversal in Macbeth Free Essays

When Macbeth first receives the prophecy predicting he will be king and Banquo’s heirs will be kings, he is satisfied with the idea of being king. Banquo’s heirs do not concern him at this point. Once he assassinates Duncan and is crowned king, however, this isn’t enough. We will write a custom essay sample on Role-Reversal in Macbeth or any similar topic only for you Order Now Now he wants his heirs to be king. He asks himself, why should he have taken all this risk just to put Banquo’s heirs on the throne? Unsatisfied with just ruling himself, he plots to kill not only Banquo, but Fleance. His ambition has grown and become even more menacing.Banquo’s murder without consulting his wife because he wants to protect her from the corruption that he has involved himself with. His role is now completely changed and there is no turning back for him. Macbeth’s evil deed causes him to suffer from fear and guilt, which leads to even more evil crimes. Then Macbeth becomes paranoid, suffering from hallucinations and sleeplessness. He becomes less human as he tries over and over to establish his manhood. His ruthlessness in killing Banquo and Macduff’s family shows how perverted his idea of manliness really is.As Macbeth goes off on his own course during this time, Lady Macbeth’s guilt is overwhelming and, cut off from him, she descends into madness. Her guilt emerges in Act III, Scene ii when she says she would rather be dead, and it grows from then on until her death. Lady Macbeth’s character change is also evident in Act III, Scene ii when she backs out of Macbeth’s mysterious murder plan and tells him, You must leave this. The relationship between the couple is being torn apart by this time. And Macbeth allows the witches to take the place of his wife by allowing them to boost his ego, thinking he cannot be harmed by any man.Macbeth is, of course, mistaken about the witches’ prophecies, but this just that he now allows his evil nature to control his actions. By the end, Macbeth has degenerated into evil personified, totally inhumane When Macbeth first receives the prophecy predicting he will be king and Banquo’s heirs will be kings, he is satisfied with the idea of being king. Banquo’s heirs do not concern him at this point. Once he assassinates Duncan and is crowned king, however, this isn’t enough. Now he wants his heirs to be king. He asks himself, why should he have taken all this risk just to put Banquo’s heirs on the throne?Unsatisfied with just ruling himself, he plots to kill not only Banquo, but Fleance. His ambition has grown and become even more menacing. in his actions. They are headed in separate directions – Macbeth towards a life of evil and Lady Macbeth towards insanity and grief. As Shakespeare developed the characters of Macbeth and his wife, their changing roles ironically ended up resembling the other one’s role. At the beginning of the tragedy, Macbeth was the hesitant character with a strong conscience, respected general, a devoted husband, and a loyal subject of the king while Lady Macbeth was powerful and firm.However, by the time these two characters were completely changed, Macbeth ended up being decisive and greedy, as Lady Macbeth turned out to be weak since her guilty conscience drove her insane. Shakespeare’s exchange of roles in Macbeth is clever yet unusual, but after all, things aren’t always what they seem. In Shakespeare’s tragedy, Macbeth, the characters and the roles they play are critical to its plot and theme, and therefore many of Shakespeare’s characters are well developed and complex. Two of these characters are the protagonist, Macbeth, and his wife, Lady Macbeth.They play interesting roles in the tragedy, and over the course of the play, their relationship changes and their roles are essentially switched. At the beginning of the play, they treat each other as equals. They have great concern for each other, as illustrated when Macbeth races to tell Lady Macbeth the news about the witches and she immediately begins plotting how to gain for her husband his desire to be king. At this point, Lady Macbeth is the resolute, strong woman, while Macbeth is portrayed as her indecisive, cowardly husband. He does have ambition, but at this point, his conscience is stronger than that ambition. Lady Macbeth explains this characteristic of her husband in Act I, Scene v, when she says, Yet do I fear thy nature; it is too full o’ th’ milk of human kindness to catch the nearest way. The next stage of change developing in the characters of Macbeth and Lady Macbeth is in Act II. This is the act in which Macbeth kills King Duncan. Macbeth’s character change is apparent because it is obvious that he has given in to his ambition and has murdered the king.He is not entirely changed, though, because he is almost delirious after he has committed the crime. He exclaims, Will all great Neptune’s ocean wash this blood clean from my hand? No; this my hand will rather the multitudinous seas incarnadine, making the green one red. He believes that instead of the ocean cleaning his hands, his hands would turn the ocean red. Macbeth’s role has changed somewhat but not entirely, since he has committed the crime but his conscience is still apparent after the murder. Lady Macbeth’s role similarly changes somewhat in Act II.The reader sees a crack in her strong character when she tells Macbeth in Scene ii of Act II that she would have murdered Duncan herself if he had not resembled her father as he slept. Her boldness is still evident, though, when she calms Macbeth after the murder and believes a little water clears us of this deed. Unlike the roles of Macbeth and Lady Macbeth, their relationship remains unchanged from Act I to II. Their relationship is still very close as seen through Duncan’s murder – a product of teamwork. At the end of Act III, both the roles and the relationship of Macbeth and Lady Macbeth have reached the final stage of their change. Now that Duncan is dead and Macbeth is hopelessly headed toward a life of immorality, Lady Macbeth fades into the background. Macbeth takes it upon himself in Act III to plot Banquo’s murder without consulting his wife because he wants to protect her from the corruption that he has involved himself with. His role is now completely changed and there is no turning back for him.As Macbeth goes off on his own course during this time, Lady Macbeth’s guilt is overwhelming and, cut off from him, she descends into madness. Her guilt emerges in Act III, Scene ii when she says she would rather be dead, and it grows from then on until her death. Lady Macbeth’s character change is also evident in Act III, Scene ii when she backs out of Macbeth’s mysterious murder plan and tells him, You must leave this. The relationship between the couple is being torn apart by this time in Macbeth. They are headed in separate directions – Macbeth towards a life of evil and Lady Macbeth towards insanity and grief.As Shakespeare developed the characters of Macbeth and his wife, their changing roles ironically ended up resembling the other one’s role. At the beginning of the tragedy, Macbeth was the hesitant character with a strong conscience, while Lady Macbeth was powerful and firm. However, by the time these two characters were completely changed, Macbeth ended up being decisive and greedy, as Lady Macbeth turned out to be weak since her guilty conscience drove her insane. Shakespeare’s exchange of roles in Macbeth is clever yet unusual, but after all, things aren’t always what they seem. How to cite Role-Reversal in Macbeth, Papers

A Closer Look At High Risk Youth Essay Example For Students

A Closer Look At High Risk Youth Essay It is important not to overreact to isolated incidents. Young people will have problems and will learn, at their own rate, to struggle and deal with them. But it is critical for parents and helping adults to be aware of the factors that put a youth at particular risk, especially when stressful events begin to accumulate for these vulnerable individuals. A good starting point for identifying and intervening with highly troubled and depressed young people is the careful study of suicidal adolescents. Family history and biology can create a predisposition for dealing poorly with stress. These factors make a person susceptible to depression and self-destructive behavior. ? History of depression and/or suicide in the family? Alcoholism or drug use in the family? Sexual or physical abuse patterns in the family? Chronic illness in oneself or family? Family or individual history of psychiatric disorders such as eating disorders, schizophrenia, manic-depressive disorder, conduct disorders, delinquency? Death or serious loss in the family? Learning disabilities or mental/physical disabilities? Absent or divorced parents; inadequate bonding in adoptive families? Family conflict; poor parent/child relationshipsPersonality traits, especially when they change dramatically, can signal serious trouble. These traits include:? Impulsive behaviors, obsessions and unreal fears? Aggressive and antisocial behavior? Withdrawal and isolation; detachment? Poor social skills resulting in feelings of humiliation, poor self-worth, blame and feeling ugly? Over-achieving and extreme pressure to perform? Problems with sleeping and/or eatingPsychological and social events contr ibute to the accumulation of problems and stressors. ? Loss experience such as a death or suicide of a friend or family member; broken romance, loss of a close friendship or a family move? Unmet personal or parental expectation such as failure to achieve a goal, poor grades, social rejection? Unresolved conflict with family members, peers, teachers, coaches that results in anger, frustration, rejection? Humiliating experience resulting in loss of self-esteem or rejection? Unexpected events such as pregnancy or financial problemsPredispositions, stressors and behaviors weave together to form a composite picture of a youth at high risk for depression and self-destructive behavior. Symptoms such as personal drug and alcohol use, running away from home, prolonged sadness and crying, unusual impulsivity or recklessness or dramatic changes in personal habits are intertwined with the family and personal history, the individual personality and the emotional/social events taking place in a persons life. It is not always easy for one person to see the whole picture. Thats why it is essential that people who have hunches that something is wrong take the lead to gather perspectives from other friends, family members and professionals who know the young person. It is all too often true that the survivors of an adolescent suicide only put the pieces together after the fact, when they sit together and try to figure out what happened. How fortunate a troubled young person is to have a caring adult take the initiative to look more closely before something serious happens!The University of Minnesota Extension Service has two additional publications that can be helpful:? Supporting Distressed Young People (FS-2786), by Ron Pitzer? Helping Friends in Trouble (FS-2787), by Joyce WalkerSeveral common themes run through these two. First, young people must learn and practice coping skills to get them through an immediate conflict or problem. Coping strategies must emphasize self-responsibility to find positive, non-destructive ways to find relief. Second, communication skills are important. This involves being able to talk and selecting a good listener. It is important to express feelings, vent emotions, and talk about the problems and issues. Peers are good sympathizers, but it often takes an adult perspective to begin to plan how to make changes for the better. Third, young people need help to learn problem-solving skills. Sorting out the issues, setting goals and making plans to move forward are skills that can be taught and practiced. .u6eacb9c339f17e7abeba2c3764dc2fb2 , .u6eacb9c339f17e7abeba2c3764dc2fb2 .postImageUrl , .u6eacb9c339f17e7abeba2c3764dc2fb2 .centered-text-area { min-height: 80px; position: relative; } .u6eacb9c339f17e7abeba2c3764dc2fb2 , .u6eacb9c339f17e7abeba2c3764dc2fb2:hover , .u6eacb9c339f17e7abeba2c3764dc2fb2:visited , .u6eacb9c339f17e7abeba2c3764dc2fb2:active { border:0!important; } .u6eacb9c339f17e7abeba2c3764dc2fb2 .clearfix:after { content: ""; display: table; clear: both; } .u6eacb9c339f17e7abeba2c3764dc2fb2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6eacb9c339f17e7abeba2c3764dc2fb2:active , .u6eacb9c339f17e7abeba2c3764dc2fb2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6eacb9c339f17e7abeba2c3764dc2fb2 .centered-text-area { width: 100%; position: relative ; } .u6eacb9c339f17e7abeba2c3764dc2fb2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6eacb9c339f17e7abeba2c3764dc2fb2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6eacb9c339f17e7abeba2c3764dc2fb2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6eacb9c339f17e7abeba2c3764dc2fb2:hover .ctaButton { background-color: #34495E!important; } .u6eacb9c339f17e7abeba2c3764dc2fb2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6eacb9c339f17e7abeba2c3764dc2fb2 .u6eacb9c339f17e7abeba2c3764dc2fb2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6eacb9c339f17e7abeba2c3764dc2fb2:after { content: ""; display: block; clear: both; } READ: Spelucian explorers EssayUltimately, most young people will develop and assume the responsibility for their own protection and peace of mind. But during the years of learning and practice, parents, teachers and helping adults need to be aware of the signs and patterns that signal danger. Awareness of adolescent stress and depression opens the door for adults to begin constructive interventions and stimulate emotional development.