Dickinson, Emily Two Poems Essays - American Christians,

Dickinson, Emily Two Poems Two Poems. Two Ideas. One Author Two of Emily Dickinson's poems, "Because I Could Not Stop For Death" and "I Heard A Fly Buzz-When I Died," are both about one of life's few certainties: death. However, that is where the similarities end. Although both poems were created less than a year apart by the same poet, their ideas about what lies after death differ. In one, there appears to be life after death, but in the other there is nothing. Only a number of clues in each piece help us determine which poem believes in what. In the piece, "Because I Could Not Stop For Death," we are being told the tale of a woman who is being taken away by Death. This is our first indication that this poem believes in an afterlife. In most religions, where there is a grim reaper like specter, this entity will deliver a person's soul to another place, usually a heaven or a hell. In the fifth stanza, Death and the woman pause before "...a House that seemed A Swelling of the Ground- The Roof was scarcely visible- The Cornice in the Ground-" (913). Although the poem does not directly say it, it is highly probable that this grave is the woman's own. It is also possible the woman's body already rests beneath the soil in a casket. If this is at all accurate, then her spirit or soul may be the one who is looking at the "house." Spirits and souls usually mean there is an afterlife involved. It isn't until the sixth and final stanza where the audience obtains conclusive evidence that "Because I Could Not Stop For Death" believes in an afterlife. The woman recalls how it has been "...Centuries- and yet feels shorter than the Day I first surmised the Horses' Heads were toward Eternity-" (913). To the woman, it has been a few hundred years since Death visited her, but to her, it has felt like less than 24 hours. Since the body cannot live on for hundreds of years, then it must be none other then the soul who has come to the realization that so much time has passed. The final part with the horses refers to the horse drawn carriage the woman was riding in when she passed away. In those two final lines, the horses seem to be leading her into Eternity, possibly into an afterlife. It is just the exact opposite is Dickinson's other poem, "I Heard A Fly Buzz-When I Died," With this particular piece of literature, the clues which point to the disbelief in an afterlife are fewer and not as blatant, but are all still present. In this poem, a woman is lying in bed with her family standing all around waiting for her eventual death. While the family is waiting for her to pass on, she herself is waiting for "...the King..." (914). No, we're not talking about Elvis, but instead this King is some sort of omnipotent being, a god. Later as the woman dies, her eyes (or windows as they are referred to in the poem) fail, then she "...could not see to see-" (914). When she says this, what she seems to mean is she could not see any of the afterlife or Kings she expected to be there. The woman's soul drifted off into nothingness with no afterlife to travel to. To conclude, the beliefs of the two Dickinson poems in regards to life after death differ significantly. In one, life does exist, in the other it does not. To determine which poem believes in what, one must dig through the clues in each.

Free Essays on African Women, Women Of The Third World,

Guinea West Africa obtained it’s Independence in 1958, as a consequence of its rejection on de Gaulle’s proposed new constitution. A socialist republic was immediately declared. The current Guinea government is now based on a constitution that was adopted in 1990 and went into effect in 1991. The new constitution established Guinea as a republic (Guinea, 1). This choice was to have important repercussions for the Guinean masses, imposing gigantic pressures on them. However, what happened to the Guinean woman? Where did she stand in the new order? Guinea was and is in a state of evolution, while still bearing the deep imprint of its cultural past. Ancestral values die-hard. In addition, in certain places and some circles they hold sway. However, it must be emphasized that Guinea is one of the countries that included the integration of women it its political program. It is one of the first states to promote a policy of integration and emancipation of women. When it was necessary to oppose the reactionary forces which sought to keep Guinea under colonial domination, â€Å"the women of Guinea armed themselves and took their place in the forefront of the fight against the enemy† (Cabral, 55). For example the heroic M’Ballia Camara, who was assassinated on February 9, 1955, and disemboweled while she was carrying the child of the colonials’ puppet of that period, David Sylla (Cabral, 55). The date of her death is celebrated as the National Day of Guinean Women. Guinea also has the highest rate of female participation in government of any African state. By way of comparison, in 1997 Algeria had eight women deputies out of a total of 261 while Guinea 22 of its 72 deputies were women (World Bank Atlas). Similarly, a woman, Mme. Malfory Bangoura, who had never attended a French school, was appointed Minster for Social Affairs and leader of the women’s section of the PDG (Parti Democratique de Guinee) (World Ba... Free Essays on African Women, Women Of The Third World, Free Essays on African Women, Women Of The Third World, Guinea West Africa obtained it’s Independence in 1958, as a consequence of its rejection on de Gaulle’s proposed new constitution. A socialist republic was immediately declared. The current Guinea government is now based on a constitution that was adopted in 1990 and went into effect in 1991. The new constitution established Guinea as a republic (Guinea, 1). This choice was to have important repercussions for the Guinean masses, imposing gigantic pressures on them. However, what happened to the Guinean woman? Where did she stand in the new order? Guinea was and is in a state of evolution, while still bearing the deep imprint of its cultural past. Ancestral values die-hard. In addition, in certain places and some circles they hold sway. However, it must be emphasized that Guinea is one of the countries that included the integration of women it its political program. It is one of the first states to promote a policy of integration and emancipation of women. When it was necessary to oppose the reactionary forces which sought to keep Guinea under colonial domination, â€Å"the women of Guinea armed themselves and took their place in the forefront of the fight against the enemy† (Cabral, 55). For example the heroic M’Ballia Camara, who was assassinated on February 9, 1955, and disemboweled while she was carrying the child of the colonials’ puppet of that period, David Sylla (Cabral, 55). The date of her death is celebrated as the National Day of Guinean Women. Guinea also has the highest rate of female participation in government of any African state. By way of comparison, in 1997 Algeria had eight women deputies out of a total of 261 while Guinea 22 of its 72 deputies were women (World Bank Atlas). Similarly, a woman, Mme. Malfory Bangoura, who had never attended a French school, was appointed Minster for Social Affairs and leader of the women’s section of the PDG (Parti Democratique de Guinee) (World Ba...

Racism by culture Research Paper Example | Topics and Well Written Essays - 2250 words

Racism by culture - Research Paper Example What is this survived "dinosaur" of the last eras called racism? The given work will explain the essence of the modern racism and prove that the roots of racist ideas are in the educational and cultural environment a person is brought up in. Racism is the set of views, based on the ideas of physical and intellectual inequality of human races and of the decisive influence of racial distinctions on history and culture. There is also a little broader definition of racism that can be found in encyclopedias, which state that racial signs impose decisive influence on abilities, intelligence, moral and behavioral features and traits of people’ s character (Flanagan et al 515). Racism includes the ideas about initial division of people into the highest and the lowest races, the first of which are the founders of the civilization, thus they want and should dominate over the second. â€Å"Racism is the overarching societal paradigm that tolerates, accepts, and reinforces racial inequalities, and is associated with racially unequal opportunities for children to learn and thrive. Racial inequalities result in the discriminatory treatment of people of minority status. For instance, individuals from historically marginalized racial groups may be perceived as less worthy or less intelligent than those from the majority culture. At the same time, children or communities from the majority culture are allowed to maintain their established privileged and valued status. This privilege can result in better treatment and opportunities than are afforded to others within educational systems and other social institutions. The presence of racism in educational settings harms everyone, but has the most negative and lasting impact on racial minority groups† (Racism, prejudice, and discrimination).The implementation of racist theories in practice