My bill will require that Arts Education be available for all students at all levels. Additionally my bill will propose a new cabinet post, Secretary of Arts.

Political Ideology

I believe in the role of the government to fight poverty, both by means of welfare programs, and economic regulation but generally favoring of the preservation of the current social pattern. This is defined as progressivism in the US.

Topic for Project

The topic I want to explore is how the “No Child Left Behind” program established by President Bush has affected the arts programs in public schools across America.

CURRENT EVENT

Ashley Gyer

History

Current Events on Equality

In class we have been discussing the racial equality issues and the protests that went along with the civil rights movement. Even though racial equality has improved throughout the years since the Civil Rights Act, one recent survey points to the idea that “Racial Equality is still not a reality.” Sixty-eight percent of blacks in the poll say that racial equality is still over a hundred years away. One source even claims that the election of our first black president, Barack Obama, has actually discouraged progress in race relations. People who are unhappy with his term tend to blame it on his race. While whites believe there is more racial equality, blacks don’t see it that way.

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“No worst, there is none” is a fourteen-line sonnet. The rhyme scheme is abbaabba cdcdcd. The poem does follow the regular outline of a sonnet. Hopkins varies where he places the stressed and unstressed syllables like the first line “No worst, there is none. Pitched past pitch of grief,” is more or less in iambic pentameter. The rhythm changes in the second line; “ more pangs will, schooled and forepangs, wilder wring.” He makes his poems so that sounds are repeated which is alliteration and example of this is “My cries heave, herd-long; huddle in…” and alos “Pitched past pitch of grief.” He also uses assonance in “an age-old anvil…” Another literary element the poet uses is the repetition of words such as “where, where is your…” and then he also repeats “O the mind, mind…” He alos uses words within the line that rhyme like “steep,” “deep,” “creep.” He also combines words to make them compound: “herds-long,” “no-man-fathomed,” “world-sorrow.” He even puts a beginning of a word at the end of a line and the ending of that word at the beginning of the next line like “ling-ering” and “chief-woe.” In this piece there is imagery that relate to religious symbols like “Mary, mother of us.” The theme of this poem has to do with death and mortality and death ending life and how days also die not just humans, which is sort of expresses in the last lien of the poem: “Life death does end and each day dies with sleep.”

“The Windhover” is another of Hopkins’ poems. He continues on the religious path by dedicating the poem “To Christ Our Lord.” The poem is written three stanzas the first stanza has eight lines, and its rhyme scheme is abbaabba the last two stanzas are 3 lines each and their rhyme scheme is cdc dcd. even though the poem is written in three stanzas, the rhyme scheme is the same as in “No worst…” in this poem, the rhythm changes with the lines “Rebuffed the big wind my heart hiding/stirred for a bird, —the achieve of the mastery of the thing.” The poet uses alliteration in this line “-dom of daylights dauphin, dapple-dawn-drawn…” another line is “High there, how he…” Words that rhyme within the lines include “Fall” and “gall” in line sixteen. Hopkins hyphenates words to make compounds, such as “blue-beak,” “bow-bend,” and “gold-vermilion.” He uses exclamation marks to express lots of feelings: “In his ecstasy!” and “O my chevalier!” Another way he expresses lots of feeling is putting words in all caps: “AND the fire…” He also uses colons like in “no wonder of it: sheer plod makes plow down sillion.” The image that Hopkins paints with his words of a windhover (or Falcon) shows his respect for the beauty of god’s things, “My heart in hiding/ Stirred for a bird, —the achieved of the mastery of the thing.” He seems to say that even though the bird is beautiful it can be destroyed.

Hoover and the Depression

Ashley Gyer

US History

Chapter 21 Blog

November 12, 2009

Why did Hoover’s policies fail to solve the country’s economic crisis

1. He felt the goverment should not meddle, “because periodic depressions were like storms that couldn’t be avoided”

2. He thought providing direct aid to individuals was unconsitutional

3. He said “economic depressions can’t be cured by governmental action or official decree”

4. He called on busineses to not reduce wages or jobs

5. These busineses didn’t do as he asked because they were protecting their own interests.

6. He called on the goverment to reduce taxes on businesses to put more money in “business,” thinking “trickle-down economics” would solve the problems

7. He had Reconstruction Finance Corporation formed to get money in hands of banks, hopping “trickle-down economics” would get money to the people.

8. This didn’t work as planed because the banks didn’t increase their loans to busineses, and busineses didn’t use the loans they received to hire more workers

9. Because of this the money did not “trickle-down” to the people who needed it.

What would I suggest that he do differently?

1. Consideing the unemploment rate of 25%, the creation of jobs was a key part of recovery

2. The billions dollars that the Recovery Finance Corporation loaned to banks should’ve been monitored and proper loans by the banks and investments by industry to make jobs should’ve been a must for making the loan.

3. Money should’ve been made available by Congress to start other public works projects (Like the Hoover Dam project) in order to make new jobs.

4. Money should’ve been made available to directly aid folks and families that needed help in saving their homes and providing money for food and lodging if needed.

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Rotation 6

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poem 1

Oh, my love is like a red, red rose

by Robert Burns

The poem Oh, my love is like a red, red rose by Robert Burns is a 4 verses poem that has 4 lines in each verse. The last word of line 2 and 4 in each verse rhymes, making it a pararhyme. This internal rhyme has a rhyme scheme of ABCA DEFD HIHI JKJK. The line breaks do not always end with a mark of punctuation. Lines 1 and 2 of verse 1 are a simile comparing love to a red rose in June. These two lines are saying that his love is beautiful and pleasing but fragile and that if handled in the wrong way can hurt you like roses thorns can hurt. This comparison produces the imagery of the sense of sight and smell. Also in the first line there is and alliteration “Red, red rose.” Lines 2 and 3 of the same verse compares to music, more specifically a melody in tune. These lines are suggesting that his love is almost melodic and smooth because it is so perfect in his eyes. Through out the first verse you never know whether he is talking about love or the woman that he is in love with. The first time he mentions the girl is in the second verse when he says she is beautiful. The last line of the second verse is repeated as the first line of the third verse. Both are simply stating that he will love this woman until there is no more water on earth, which is an extreme exaggeration and makes this a hyperbole. Also line three of verse 2 is repeated as line three in verse 3. Three times within verse three non-standard English that reflects the dialect of the speaker was used. Within verse three he promises to love no matter what happens and will love until the sands of time run out. In the fourth verse, the beginning of the first line repeats as the beginning of the second line and shows even though he loves her they must part but only for a while. In the last line of the fourth verse he shows the lengths to which he will go to love her.