A Dream Within A Dream English Literature Essay

A Dream Within A Dream English Literature Essay A Dream Within A Dream by Edgar Allen Poe is a poem about the loss of love , the heartbreaking sadness that one faces and the ephemeral nature of time and fleeting of existence. The poem is well known due to Poes various poetic techniques that have been used to represent the excruciating context that Poe expresses in his poem. The main theme of the poem is the loss or lack of love that one faces. By taking a look at Poes use of concealed tone and structure, the various poetic techniques used and as well as the concealed literary devices; Poe expresses an excruciating context. One can easily notice that Poe wrote this Poem after he has lost someone of his love ; Poe writes the poem as a reflection to his misery on the horrible event therefore the poem holds his misery for the loss of love , burden and as well the hopelessness and lament towards life. Poe uses a very depressing tone in his poem to express his love for his loved one in the poem; Poe creates two stanzas that are disparate but however ultimately linked. Poe makes both the stanzas describe that life slips away from us like a long lost lover or also a fistful of golden sand creeping through fingers. Gradually life slips away like sand, or maybe even an hourglass. Poe is secretly trying to tell us by the two stanzas that life is precious but sometimes death can come like a wave from a surf tormented shore and take your loved one away. Poe makes the structure of the poem ordinary and typical to ending in only couplets or triplets however the theme of loss of love is often periodically rephrased in some way in each of the stanzas. Throughout the Poem, Poe also exclaims with sorrow and angers many rhetorical questions that are predominantly asked to only utter his importance and outburst rather than an answer. An example of his exclaimed rhetorical questions would be when in the last stanza Poe makes all the last lines expressed in questions rather than answers. In the First Stanza, Poe starts the Poem with a formal good bye to his loved one (line 1 and 2) Take this kiss upon the brow! And, in parting from you know these two lines express Poes affection and anguish as he loses his loved one. Poe also gives the reader the image of a kiss on a brow and a parting which indirectly means that he and his loved one are parting ways in the beginning. This event that Poe uses the image of could symbolize that it is the end of a relationship, time or even life. It is putative how Poes loved one claims that life is only a dream, now that Poe accedes that fact as his loved one has been extinct from his life, Poe therefore mentions Yet if hope has flown away à ¢Ã¢â€š ¬Ã‚ ¦. The less gone? (Line 6 and 9) put across Poes hopelessness when it comes to hope. Poe also repeated the word in two times in two lines (line 7 and 8) to accentuate how hope is fragile and can be destroyed abruptly at any moment that no one knows. Poe concludes the first stanza by men tioning that All what we see or seemà ¢Ã¢â€š ¬Ã‚ ¦.. a dream within a dream . Here, Poe uses alliteration within the terms see and seem to delineate the reader the fact that nothing that one sees, feels or even notices is any more real than a dream. In the second Stanza, Poe uses a disparate environment to express the situation loss of love ; the excruciating context in the Poem. Poe introduces the reader to his lack of love or impotence in other words through the imagery of himself grasping grains of golden sand that creep. This image that Poe represents in his Poem is a significant idea in Poes Poem due to it being ultimately Poes central argument that Poe seems to keep on rephrasing on each of his stanzas In the poem. First, Poes image of golden sand falling delineates the readers of an hour glass which then symbolizes time passing by. The narrator, Poe grabs sand that trickles between his finger , which then reminds him of the meaninglessness of life, and that nothing is more real than a dream. The third piece of imagery that Poe introduces the reader to is the powerful image of the surf tormented shore and puts himself standing among the roars of waves. By placing himself among the tormented roars of waves, Poe creates a metaphor that is used to express Poes torments from the loss of his loved one, and how the waves and roars are powering him and at the same time drowning in his own misery. The poem continues and is basically all about the narrators struggles and pain that he feels for his loved one. All of these metaphors have meanings close to the ephemeral nature of time, which leads Poe to the conclusion that life almost seems to have no meaning and no purpose with the lack of love , as life passes by so fast. The sand and the surf tormented shore or waves are an example that Poe uses to symbolize slow and gradual decay of life and love. The waves keep hitting the shore, until slowly the shore gets depleted by the everlasting waves. All of these symbols lead back to these images which also ultimately lead back to Poes theme of Is it therefore the less gone? and the lack of love that one faces. While I weep- while I weep! (Line 7). Here, Poe gives the reader the notice that how his weep as hi s misery overwhelms his defenses, as he pains for the loss of his love. As Poe explains his misery, weep and pain he implores God for help. Poe emphasizes his pain as Poe wants to save one that has already passed away by placing a metaphor of saving one from the pitiless wave , Poe continuously uses the phrase O God to express his feelings and emotions towards his loved one. Then to conclude, and finish with the theme Poe uses two questions at the end of his poem Is it all we seeà ¢Ã¢â€š ¬Ã‚ ¦. A dream within a dream, to rephrase once again that everything was a dream and that of the ephemeral nature of time no one can surmount life and that everything will be simply just a dream. In Conclusion, A Dream Within A Dream by Edgar Allen Poe, is a poem that has use of many poetic techniques and ways to express such an excruciating idea where loss, love, anger and the ephemeral nature of time all take place is overall very effective as Poe manages to do so in such a short poem with only two stanzas. The poem displays some very important aspects of life such as death, the ephemeral nature of time and hope in some cases as well within the theme of loss of love and just one who loses their love. Despite this poem, A Dream Within A Dream will still be remembered by myself on how Poes perception that everything around us now is just a dream and nothings as real as we know it.

How Thomas presents war in As the Teamâs Head-Brass Essay

In the poem, Thomas makes quite a few references and allusions to war. He uses the nature and weather described in the poems as metaphors for various aspects of the war. The blizzard that is mentioned in the poem could be interpreted as a metaphor for either death or war. â€Å"In France they killed him; it was back in march, the very night of the blizzard, too.† He chose blizzard due to the nature of them, violent, and hard to see through, possibly a reference to the â€Å"Fog of war†. The elm tree can be interpreted as an allusion to the dead soldiers, which have been killed by the metaphorical blizzard, the fact that Thomas mentions that the friend was killed on the night of the blizzard reinforces this allusion, and he uses words that are normally associated with dead combatants, such as â€Å"fallen† to reinforce this idea. â€Å"By a woodpeckers round hole† this could be interpreted as a bullet wound adding to the interpretation that the elm tree represents a dead soldier, also the way he specifically mentions that it’s a woodpecker hole, instead of just a normal hole could be a reference to machine guns, which were said to sound like woodpeckers. The way he has described the way the elm tree has fallen also brings images of dead soldiers, he describes it â€Å"strewed† which gives the image of the tree being messily felled and destroyed, almost like it’s a corpse in the field that’s just been left there, like the way bodies were just left to rot in No Man’s Land. He alliteratively likens the war and weather â€Å"about the weather, next about the war† which are common themes in his poems, normally using weather as a metaphor for things such as war, rather than directly stating it. Another allusion to the war is what the plough is doing; it’s making trenches in the field, and these were everywhere in mainland Europe during the First World War, another trench allusion â€Å"screwed along the furrow till the brass flashed; once more† the flash could be a reference to the muzzle flash that was made by the occasional rifle that was shot over no man’s land. The way the â€Å"once more† was placed in its own line instead of the end of the sentence could be to reinforce the repetitiveness of it, which continues day in and day out. This poem has many things that are related to his other poems. His use of nature is one. However, the poem can be interpreted alternatively as a commentary on the effects of the war on the English countryside, and in general the destruction of the English countryside, which is a recurring theme throughout most of his poems. The effects of the war can be seen in the poem. The lone ploughman who has been left to tend to the fields by himself because his friend has been killed in the war, and can also be a comment by Thomas on how the ploughman is becoming rarer and rarer as the mechanization of agriculture is becoming much more widespread as time passes, especially during a time of war where all able bodied people were wanted to fight in the trenches. He uses black humour as a coping device â€Å"If I could spare an arm, I shouldn’t want to lose a leg, If I should lose my head, why, so, I should want nothing more† He doesn’t mind if he loses a limb because he still has to endure the pain of it all, but if he loses his head, which can be interpreted as either going insane (this was the first war in which psychological disorders caused by the war were widespread) or literally losing his head, he would not mind because he would not have to suffer the problems of the world any longer. His specific use of a plough, instead of the countless other farming tools that he could have used in the poem could be a biblical reference â€Å"they shall beat their swords into ploughshares† – Isaiah 2:4 he references this bible passage because it shows the connection that weapons of war have with tools that are meant to be used to cultivate the means to sustain life. In the poem there is a theme of continuity, the poem bookended with the lovers going into the forest, and ends with them coming back out. The whole theme of ploughs also contributes to this theme of continuity, as they are constantly just going round and round in the field. The way the poem is structured also plays with the theme of the plough, with most sentences ending mid line instead of at the end of the line, giving it a plough like shape. Another bit of continuity seen in the poem is the amount of syllables in a line, more or less every line in the poem has 10 syllables, and it also written in iambic pentameter.

Acid in Soda

Experiment 5 The Quantitative Determination of an Acid in Carbonated Beverages Thomas Canfield Kelly Caddell Chemistry 144B T. A. Brock Marvin 15 October 2012 Methods: Two sodas containing citric acid were investigated in this experiment. Each soda was titrated using one of the two experimental methods. These methods are the traditional titration and the modern titration. Carbonic acid was already removed from the soda by boiling it. Both of the two different titration methods use the same basic set up. Firstly, the buret must be cleaned thoroughly with tap water. While cleaning the buret, it is also checked to make sure there are no leaks.The ring stand is then set up with a buret clamp and the cleaned buret placed in it. Then the buret is filled with 5-10mL of sodium hydroxide, M . 0466 NaOH, three times and emptied after each time to completely rinse the buret. The buret is now filled will NaOH until it reads at the 0. 00mL mark on the buret. The initial volume of NaOH in the bure t is then recorded into lab books for future reference. The soda must now be readied for titration. Both sodas require the same set up. The correct amount of soda, depending on which titration, is poured into a 100mL graduated cylinder.This measurement had to be within 5% deviation of the given value to be legitimate. Next, after the initial volume of the soda was recorded for future calculations, distilled water was added up to the 100mL mark on the cylinder. The mixed solution was then put into a 250 mL Erlenmeyer flask. That is as far as the similarities between the two titration methods go. In order to prepare the first soda for the traditional titration, five drops of phenolphthalein dye are added to the soda water solution in the flask. Next, the tip of the buret was placed over top of the soda solution.NaOH solution was added at approximately 2mL increments. The dye will create a pink color that disappears when mixed. When the titration did not disappear, NaOH was no longer a dded. The final volume of NaOH in the buret was recorded. 4mL was then subtracted from this number and the number received from that was the volume of NaOH that was quickly added each time for a more accurate titration. Another trial was then prepared by refilling the buret to 0. 00mL and the flask was rinsed out. A new soda solution was added to the flask by following the previous instructions.This time the volume of NaOH that could be quickly added was added to the soda solution. After this volume was added, drops of NaOH were then added to the solution continuously until the solution once again remained pink. The volume of NaOH was recorded in the notebook. This procedure for the traditional and accurate titration was repeated three additional times for a total of four accurate titrations. All data was recorded. The ratio of NaOH to citric acid was then calculated in the notebook for each of the four accurate titrations. Using the volume of NaOH and the molarity of NaOH, the numb er of moles was found.Then using the stoichiometry of the reaction, the number of moles of citric acid was found for each trial. The mean and standard deviation was then calculated for the molarity of citric acid. The modern titration used a pH electrode and the LabQuest device to record accurate titrations. After the LabQuest device was set up correctly, the soda and the NaOH were prepared as in the traditional titration experiment except the soda was placed in a beaker instead of a flask. Using a utility clamp and a stand, the pH electrode was suspended just above the bottom of the beaker.Then the magnetic stir bar was added to stir the soda solution evenly. For these titrations the volume of the NaOH was entered into the LabQuest device during the titration. NaOH was added to the solution until the pH reached 6. 0. NaOH was then added very carefully, drops at a time, until the pH reached about 10. 0. During the titration, the volume of NaOH was entered into the LabQuest device ev ery time the pH level raised 0. 2 pH. The device stores the entered data and records it on a chart. This process of titration was repeated two more times for a total of three accurate titrations.The data stored in the device was then transferred to a computer and saved. The charts and data collected can be found on the last page. The volume of NaOH used to reach the equivalence point was calculated for each of the three titrations. The equivalence point was found graphically. Using the volume of NaOH and the molarity of NaOH, the moles of NaOH were calculated. Using the volume of the soda used, the molarity of citric acid was found. Then the mean and standard deviation of the molarity of citric acid was calculated. Results: In the traditional titration, the recorded data is shown in the following chart: Table 1: Volume of soda| Volume of NaOH| RatioNaOH:soda| MolesNaOH| MolesCitric acid| MolarityCitric acid| Titration1| 40. 00mL| 19. 00mL| . 475| 8. 85* 10^-4| 2. 95* 10^-4| 7. 375*1 0^-3| Titration2| 40. 00mL| 19. 00mL| . 466| 8. 85* 10^-4| 2. 95* 10^-4| 7. 23*10^-3| Titration3| 40. 80mL| 19. 00mL| . 469| 8. 85* 10^-4| 2. 95* 10^-4| 7. 28*10^-3| Titration4| 40. 10mL| 19. 02mL| . 474| 8. 86* 10^-4| 2. 95* 10^-4| 7. 36*10^-3| From the data in Table 1, the mean and standard deviation was calculated for the molarity of citric acid: Mean molarity of citric acid: 7. 31*10^-3 Standard Deviation: 6. 837*10^-5In the modern titration, the recorded data is shown for the three trials in the tables below: Table 2: Table 3:Table 4: The data in tables 2-4 was entered separately into three different graphs shown below: Graph 1: Trial 1 Graph 1b: Derivative of graph 1 shown Graph 2: Trail 2 Graph 3: Trial 3 From tables 2-4 and analyzing graphs 1-3, the volume of NaOH used to reach the Equivalence point was calculated. Trial 1: 11. 86mL Trial 2: 11. 28mL Trial 3: 11. 40mL Using the volume of NaOH and the concentration of NaOH (. 0466M) the molarity of NaOH was calculated to four significant figures: Trial 1: 5. 527*10^-4Trial 2: 5. 257*10^-4 Trial 3: 5. 312*10^-4 Using the stoichiometry of the reaction between citric acid and sodium hydroxide, the moles of citric acid was found to four significant figures: Trial 1: 1. 842*10^-4 Trial 2: 1. 752*10^-4 Trial 3: 1. 771*10^-4 From the moles of citric acid, the molarity was then calculated to four significant figures: Trial 1: 9. 211*10^-3 Trial 2: 8. 761*10^-3 Trial 3: 8. 854*10^-3 The mean and standard deviation were then calculated for the moles of citric acid in the sample of soda used again to four significant figures: Mean: 8. 942*10^-3 Standard Deviation: 2. 376*10^-4

Assistive Technology Essay example - 2112 Words

Assistive Technology Abstract: Assistive technology is one way that individuals with learning disabilities have been able to overcome the difficulties with comprehension that they possess. This form of technology comes in many forms, ranging from low to high technology devices. These devices, some as simple as a highlighter, help to organize and keep on track the individual with a learning disability. Assistive technology has many benefits to a student and helps individuals to compensate in their studies to be able to achieve all that they can in their school career. Assistive technology is often used by individuals with a learning disability. A learning disability â€Å"describes a neurobiological disorder in which a person’s brain†¦show more content†¦The range of technology can be from low to high technology devices (Goodman 1). The Assistive Technology Act of 1998 combines both devices and services in their definition. The law provides that each state and territory has provisions for the availability of the technology for people with disabilities and that the services have to be available to them. There are many reasons why an individual with a learning disability would want to use assistive technology. To begin with, a person would want to learn how to utilize the forms of technology available while still young since these learning problems can persist through a lifetime. If a child learns to use these devices, they will have greater success through their lives, since they are now being able to function with the â€Å"normà ¢â‚¬ . Research has been conducted and it proves that the usage of the assistive technology devices improve the students learning experiences. Everyone who needs to use the devices should have them readily available to them. Learning disabilities are not meant to be fixed but are instead meant to be dealt with. The handling of the assistive technology helps students deal with an issue that they have, and since it does not go away, they need to learn to work with their gifts. Trying to make the problems disappear will not work, since a learning disability does not just go away, but itShow MoreRelatedAssistive Technology1683 Words   |  7 Pages| Assistive Technology Evaluation | EDU 620 Meeting Individual StudentNeeds With Technology Instructor: Deborah Naughton | | Rhonda Reed | 11/20/2013 | | Assistive Technology Evaluation Assistive technology evaluation must be in an initial or three year reevaluation. 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