A Collection of Classic Love Poetry for Your Sweetheart

The feelings of romantic love are pretty universal — even if it seems like nobody could ever have felt the way you do; thats universal, too. And thats why songs and poems often say just what youre feeling — only better than you can express it. If you want to tell your sweetheart just how you feel about him or her, whether its Valentines Day or any old day, but you cant quite find the just the right  words, maybe these classic poems from some of the greatest poets in the English language might fit the bill or give you some ideas. Heres a line that is so famous — and expresses such universality — that it has become part of the language. Its from Christopher Marlowes Hero and Leander, and he wrote this in 1598: Whoever loved, that loved not at first sight? Timeless. Sonnet 18 by William Shakespeare Shakespeares Sonnet 18, written in 1609, is one of the most famous and quoted love poems of all time. Its obvious use of metaphor in the comparison of the subject of the poem to a summers day is hard to miss — the subject being much superior to that grandest of seasons. The poems most famous lines are at the beginning, with the metaphor in full view: Shall I compare thee to a summer’s day?Thou art more lovely and more temperate:Rough winds do shake the darling buds of May,And summer’s lease hath all too short a date ... A Red, Red Rose by Robert Burns Scottish poet Robert Burns wrote this to his love in 1794, and it is one of the most quoted and famous love poems of all time in the English language. Throughout the poem, Burns uses simile as an effective literary device to describe his feelings. The first stanza is the most well-known: O my Luve’s like a red, red rose,That’s newly sprung in June:O my Luve’s like the  melodie,That’s sweetly  play’d  in tune. Loves Philosophy  by Percy Bysshe Shelley Once again, a metaphor is the literary device of choice in a love poem by Percy Bysshe Shelley from 1819, a prominent English Romantic poet. He uses metaphor again and again, to great effect, to make his point — which is crystal clear. Heres the first stanza: The fountains mingle with the riverAnd the rivers with the Ocean,The winds of Heaven mix for everWith a sweet emotion;Nothing in the world is single;All things by a law divineIn one spirit meet and mingle.Why not I with thine?— Sonnet 43  by Elizabeth Barrett Browning This sonnet by Elizabeth Barrett Browning,  published in the collection Sonnets From the Portuguese in 1850, is one of 44 love sonnets. This one is without a doubt the most famous and most quoted of her sonnets and also in all of the poems in the English language. She was married to the Victorian poet Robert Browning, and he is the subject of these sonnets.  This sonnet is a metaphor upon metaphor and extremely personal, which is likely why it resonates. The first lines are so well-known that nearly everyone recognizes them: How do I love thee? Let me count the ways.I love thee to the depth and breadth and heightMy soul can reach, when feeling out of sightFor the ends of Being and ideal Grace. In Excelsis  Ã‚  by Amy Lowell In this much more modern take on the poetic form, written in 1922, Amy Lowell uses simile, metaphor, and symbolism to express this most powerful feeling of romantic love. The imagery is more potent and elemental than that of earlier poets, and the writing resembles the stream of consciousness style. The first few lines give a hint of whats to come: You—you—Your shadow is sunlight on a plate of silver;Your footsteps, the  seeding-place  of lilies;Your hands moving, a chime of bells across a windless air.

Common Problems Met by Highschool Teachers in Teaching...

Common Problems Met by Teachers in Teaching High School Students A Research Paper Presented to The English Department Saint Louis University Laboratory High School In Partial Fulfillment of the Requirement in English IV ACKNOWLEDGEMENT The researcher would like to thank and recognize all the persons who had helped in making this research possible and successful through their assistance, contributions, suggestions, and the like. First, my utmost gratitude to my English teacher for her guidance and unselfish support in helping in the accomplishment of this research To my parents, who gladly and willingly offered their assistance, guidance, resources, and support for this project To my friends, for the moral support to help me get†¦show more content†¦In an article written by Henry Tenedero (2010), he said that teachers need to internalize that gifted and talented students have different learning styles from underachievers. He added that there are learning style characteristics that differentiate drop-outs or high risk students from well performing students. These characteristics include frequent opportunities for mobility, different choices, variety of instruction resources, environment and s ociological grouping, learning during late morning, afternoon or evening, informal seating, low light illumination and tactual or visual introductory resources. These factors may be the cause/s of the students poor performance in their classes. In another article by Tenedoro (2010), he stated that teachers need to be aware that students have prior beliefs and an incomplete understanding of things that may be in conflict with the things taught at school. This means that students’ prior knowledge can either help or hinder learning as students as the knowledge they bring to the classroom influences how they interpret what they learn. Also, if students’ prior knowledge is robust and accurate, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, or inaccurate, it can interfere with or impede new learning. One problem that a lot of teachers face,Show MoreRelatedTeacher Reflection1651 Words   |  7 Pagesand I was first introduced to it in grade school by my kindergarden teacher. This lesson has shaped my life. I love it because it applies to anybody, it does not matter what their background is, especially as children. Children are insanely impressionable, and I think it is important that they learn as soon as possible that the outcome of their life is completely up to them. This is why I want to be an elementary school teacher. 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Standard Language Ideology and Discriminatory †Free Samples

Question: Discuss about the Standard Language Ideology and Discriminatory. Answer: Introduction Primarily, language discrimination is based on accent, vocabulary and syntax. Undoubtedly, any form of discrimination is not good for the people treated differently. Noteworthy, the existence of the United States of America Civil Rights Act of 1964, is sufficient proof of the existence of various forms of discrimination to which the Act seeks to redress(Lippi-Green.2015).Specifically, the Act prohibits workplace discrimination based on the language traits of the employee based on the fact that a potential customer or employer find the worker's language trait not appealing thus asserting to the fact that discrimination based on a person accent is real as it gets. In addition, the United States government implemented a complain mechanism for the victims. This further alludes to the reality of the existence of accent based discrimination. Also, the fact that there are several tried cases reported since the year 1972 shows that there are victims of language-based discrimination. However, not all cases of language-based discrimination are reported due to various reasons. Arguably, justice is affected by language (Eades,1996).There are high percentages of indigenous imprisoned persons to which some people think it is due to their limited communication skills or their systemic language differences. Undoubtedly, the fact that an accused person is unable to clearly understand what goes on in his or her own trial, is hardly a fair trial but also a violation of the accused persons right to justice. For persons affected by language-based discrimination, personal frustration missed opportunities, the unfair trial is some of the consequences experienced by the victim (Hedley, 2006).Every human being is entitled to a right of fair trial which includes the right to defend oneself against the allegations. One such way is giving testimony in ones favor to which Robyn, was not accorded. Infringement of basic human rights is a direct and relatable consequence of language-based discrimination. This goes to show how negatively such language-based discrimination effects. According to Eades, indigenous persons are unable to seek clarification or unable to fully understand the proceedings against them due to the systemic language differences. This is highly likely to lead to a miscarriage of justice. Essentially, Language discrimination effects are purely negative. The affected party feels ashamed and sometimes feels the need to be pretentious (Tan, n .d).Also, injustice can be a product of discrimination as evidenced by the lack of opportunity to defend oneself by giving evidence and workplace language based discrimination (Hedley, 2006: Lippi-Green, 1994).Owing to the fact that the accused trial took part without her active involvement is highly unjust. Profoundly, Lippi Green and Hedley agree that discrimination has negative consequences on their victims. Mainly, Lippi focuses on workplace discrimination whereas Hedley focuses on legal injustice .However, both agree that discrimination are a violation of human rights and negatively impact on the victims. Conclusion Conclusively, language based discrimination negatively impacts on the victims. However, legal avenues such as legislation and related agencies can provide redress .Language discrimination has led to unjust legal proceedings, workplace injustices, poor academic scores in English among other limited experiences. Also, language impacts on the future careers of indigenous people .However, through legal channels such as legislations, agencies, the negative effects can be addressed. All in all no person deserves to be discriminated on any count. References Eades, D. (1996).Legal Recognition of cultural differences in communication: The case of Robyn Kina.. Science Direct..Retrieved from https://www.sciencedirect.com/science/article/pii/0271530996000110 Hedley, T. (2006, Dec 16).Failure of a justice system that feels all too familiar. The Australian. Retrieved from https://www.theaustralian.com.au/news/nation/failure-of-justice-system-that-feels-all-too-familiar/story-e6frg6nf-1111112697062 Lippi-Green, R. (1994).Accent, standard language ideology, and Discriminatory pretext in the courts. Cambridge University Press. Retrieved from https://www.jstor.Org/stable/4168513 Tan, A. (n. d).Mother's tongue.UMSL.Retrieved from https://www.umsl.edu/~alexanderjm/Mother%20Tongue%20by%20Tan.pdf

The Negative Image Of Nursing In Media an Example by

The Negative Image Of Nursing In Media Abstract Need essay sample on "The Negative Image Of Nursing In Media" topic? We will write a custom essay sample specifically for you Proceed This paper discusses the affect of the media on the public opinion about the professions of the nursing field practice. The writer claims that the media, in general, depicts a negative image due to the ignorance of the field. Much of the daily details that the nurses must do and do so above and beyond their limits remain behind the closed curtains and thus unknown to the public at large. To the contrary, evey and unique case of nurses criminals become sensationalized that, at the same time, create a certain image. To add, the traditional stereotype of the nursing as female and nurturing profession and its affect on the male practitioners are also discussed. The paper is concluded with the general description of the primary responsibilities that on the daily list of every nurse professional. The discourse of any profession by the public media warps the accurate nature of it and creates the sense of ambiguity. Media reporters are known to use hyped adjectives to draw the publics attention, and, as the result, their reports lack in clarity, are full of fuzziness, and double-meaning definitions. When the reporters attempt to describe any type of profession they either are doing so from manipulative causes, sensationalism, or a negative input/opinion. It is a rare occasion when a media representative would report about a professional from the pure informational standpoint. The public life through the media becomes sensationalized; pure and accurate information does not bring ratings. Thus, the causes are more directed toward entertainment rather than information. Besides, representations of the media are too liberal, too critical, and too manipulative. Through the publics reaction, the media is glorified and exaggerated. The contemporary media presentation of nursing as an occupation warps the public image. The professional roles that are portrayed do not represent reality and often appear to be artificial. In general, stereotyping and media influence are responsible on how a typical consumer views people in occupation. The constant stream of negative occurrences shaped the model of the public image. For example, Evans and Frank (2003) reported on the lopsided common opinion about the gender orientation in the nursing profession. They claim that the public image of the profession as being female dominated is primarily caused by the media input. In their argument, one can find that the lives of male nurses doing womens work are often mentioned and if mentioned, such depiction is often cursory and broadcast a negative connotation. Indeed, it is difficult to locate the informational, experiential, and accurate depiction of the work of male nurses. These particular authors interviewed eight male registered nurses to compare their opinions with the generally placed public image caused by the broadcast media. Certainly, the media would not consider the advantages that male nurses would bring into the field, and quite to the contrary, the media would search for the negative aspects to sensationalize the participation of male workers in the field. According to Evans and Frank (2003), the media takes a snippet of negative experiences and cause a stereotypical perception through which the public views the whole field of practice. The voices of those interviewed did reveal some peculiarities associated with the stereotyping: stereotypical view of nursing profession as the female-only field. Throughout their practice they perceived that nursing occupation is viewed as the extension of the domestic role of nurturing more so than that of the medical practice. Little the public knows how much effort and learning a male student of nursing must do in order to become a nurse. Much of this perception comes from the public medias broadcast stereotypical views. Certainly, media warps the public perception in almost every occupation, mostly from ignorance than from the arrogance (Barnett, 1996). However, the occupations, like nursing, that already suffer from the stereotypical perception (i.e. all nurses should be females because nursing is equivalent to nurturing) get the double whamming. (Grimes, 2006). Thus, the identity of the occupation becomes spoiled (aka: changed) with the consequences that come from the public reaction. The practitioners, who happen to be males feel this reaction very well with everyone from patients to their administrators reminding them of the perceived gender roles, as far as occupation is concerned. They experience first suspicion that causes them the need to defend their position from the implications against their sexuality. Here are the excerpts from the interviews: Mateo: I've had guys laugh in my face when I told them what I did. Camillus: I was too embarrassed to go back to my high school reunion as a nurse, so I stayed away. Robin: I had this gentleman who was 80. I was making his bed and he said, isn't that kind of a sissy thing? Bruce: Reactions from strangers are interesting. "Oh, that's interesting, do you enjoy it, what kind of nursing do you do?" One negative, "Why didn't you become a doctor--aren't you smart enough?" To which I responded, I have no desire to be a physician. Even the statistics is not that flattering. Fifty one percent out of 127 male nurses surveyed in the state of Oklahoma reported that their acquaintances thought they were homosexuals (Evans and Frank, 2003 and Townsel, 1996). When asked what sources support that, they would typically respond that that opinion comes from the public media. These authors also noted a more disturbing pattern that after viewing the media productions featuring the male nurses, one in 20 male professionals doubts their own sexuality and one in eight admitted that they had problems with their female friends. As Halter (2002) depicted, the majority of the public perception of the nurses in general (male and female) has been based on the sensational and thus erroneous illustration of the media productions. It is difficult for the public to know about the true and accurate accounts, which would display the courage and strength of professionals like Florence Nightingale who worked day and night (1854 to 1857) in miserable conditions saving mens lives during the bloody Crimea War (Bashford, 1997). To make soldiers survive, Florence Nightingale dug into the most nitty-gritty chores and details to dramatically increase the prosperity of hospitals. The media would not depict nurses like that brave women who jumped into the trenches to save lives of wounded. Similarly, thousands of nurses like her did the same job during any war of the recent history. The media does not desire to create a stereotype of bravery and self-surrender for the sake of saving lives. Instead, the public sees sensationalized nurses-murderers and cold-hearted sadists who like to inflict pain and abuse elderly (see also Timko, 2003). How one can define the responsibilities of people involve in this profession? And who would do it better than nurses? Here was a quote from Australian writer, Bashford (1997) in regard what media shows and tells about women in this profession: You think many of them are simply there to gain a livelihood? -- I think so. The majority does not go there from the love of it? -- I do not think it is from the love of nursing that the majority goes there. They have not taken it up as a profession? -- Yes, they take it up as a profession; but there is a great advantage to them because they have shorter hours than they would have in domestic service, from which most of them come, and there is better position." And here is what the nurses themselves were saying about their choice, We are not of trade, and therefore the eight hours question does not, and I hope never will, apply to nursing. We are professional women, and work for the benefit of mankind -- not for twelve hours, but twenty-four if necessity arise ... We have indeed fallen from the high standard of our great pioneer, Miss Nightingale, if we are going to use our votes from the very start for our own aggrandizement. Very few if any media features display or discuss the primary responsibilities of the professionals in this field. Thus public has little knowledge of what nurses have to do and practically no knowledge of what they really do when they go beyond the scope of their duties. Wolf (1988) just began naming their primary responsibilities, as in doing paper work, doing the phone calls, arranging and preparing medications, providing the direct care, handling their own patient load, assisting doctors, taking vital signs, daily hygienic routine, communicate with para-personnel, like lab technicians, administer medications, administer injections, administer and monitor IVs, prepare patients to take diagnostic tests, ordered medications, and the list goes on. The nurses ritual does not stop there and does not look the same from day to day. It is obviously much more work than the public realizes or the media displays. Much of this work is not scripted thus the public media overlooks that work most of the time. In order for the public to reap the results from the professionalism and quality of the nursing professionals, media must become more accurate and share a good portion of the professional knowledge. References Barnett, M. (1996, May). Nurses Fight Back. The Progressive, 60, 13. Retrieved July 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000340826 Bashford, A. (1997). Starch on the Collar and Sweat on the Brow: Self Sacrifice and the Status of Work for Nurses. Journal of Australian Studies, (52), 67+. Retrieved July 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000534396 Dalrymple, T. (2001, May 28). Attack of the Killer Nurses: A Look at a Curious Phenomenon. National Review, 53,. Retrieved July 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002396583 Evans, J., & Frank, B. (2003). Contradictions and Tensions: Exploring Relations of Masculinities in the Numerically Female-Dominated Nursing Profession. The Journal of Men's Studies, 11(3), 277+. Retrieved July 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001966172 Grimes, R. (2006). Changing Our Image. Journal of Environmental Health, 68(6), 4+. Retrieved July 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5013910354 Halter, M. J. (2002). Stigma in Psychiatric Nursing. Perspectives in Psychiatric Care, 38(1), 23+. Retrieved July 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000734255 Timko, M. (2003, July). Florence Nightingale - Fantasy and Fact. World and I, 18, 284. Retrieved July 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002541372 Townsel, L. J. (1996, September). Male Nurses: An Increasing Number Find Fulfillment and Security in Non-Traditional Field. Ebony, 51, 46+. Retrieved July 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000401311 Wolf, Z. R. (1988). Nurses' Work: The Sacred and the Profane. Philadelphia: University of Pennsylvania Press. Retrieved July 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5728049