Study Of Poetry Essays - British Poetry, Christian Mystics

Study Of Poetry Essays - British Poetry, Christian Mystics Study of Poetry An Essay Study of Poetry and A Poet's Ability to Forsee The Future The world is changing and evolving at an astounding rate. Within the last one hundred years, the Western community has seen advances in technology and medicine that has improved the lifestyles and longevity of almost every individual. Within the last two hundred years, we have seen two World Wars, and countless disputes over false borders created by colonialists, slavery, and every horrid form of human suffering imaginable! Human lifestyles and cultures are changing every minute. While our grandparents and ancestors were growing-up, do you think that they ever imagined the world we live in today? What is to come is almost inconceivable to us now. In this world, the only thing we can be sure of is that everything will change. With all of these transformations happening, it is a wonder that a great poet may write words over one hundred years ago, that are still relevant in today?s modern world. It is also remarkable that their written words can tell us more about our present, th! an they did about our past. Is it just an illusion that our world is evolving, or do these great poets have the power to see into the future? In this brief essay, I will investigate the immortal characteristics of poetry written between 1794 and 1919. And, I will show that these classical poems can actually hold more relevance today, than they did in the year they were written. Along the way, we will pay close attention to the style of the poetry, and the strength of words and symbols used to intensify the poets? revelations. The World Is Too Much with Us, written by William Wordsworth in 1807 is a warning to his generation, that they are losing sight of what is truly important in this world: nature and God. To some, they are one in the same. As if lacking appreciation for the natural gifts of God is not sin enough, we add to it the insult of pride for our rape of His land. Wordsworth makes this poetic message immortal with his powerful and emotional words. Let us study his po! werful style: The world is too much with us; late and soon, Getting and spending, we lay waste our powers: Little we see in Nature that is ours; We have given our hearts away, a sordid boon! (Lines 1 - 4) Materialism, wasteful selfishness, prostitution! These are the images that these lines bring to me! Yet, is it not more true today than in Wordsworth?s time, that we are a culture of people who simply consume and waste? The third line awakens me, and says that I have been raised with the mentality that I am not a part of nature, and that I do not identify my needs with those of nature?s needs. This mentality may have been quite true in 1807, but it is surely more true in 1996. There is absolute disregard of nature in the acts of well respected western corporations. Would someone who is in-touch with nature orchestrate the ?slash and burn? of beautiful rain forests of South America, or the life giving jungles of Africa and Asia? Would someone who is in-touch with nature dump c! hemical waste into waters that are home to billions of plants and animals? These and other abominations have surely increased in the last 189 years since this poem was written. What makes the sin even worse is the fact that men who order this destruction are well respected people in our culture. The winds that will be howling at all hours, And are up-gathered now like sleeping flowers; For this, for everything, we are out of tune; It moves us not. ? Great God! (Lines 6 - 9) Wordsworth gives life to nature in his words, and displays to us nature?s agony and pain, ?howling at all hours.? But, we listen not! For we are out of tune, and much too important to ourselves, that we may not listen to the wind, rain, land or sea. I do not know which is the greater sin: the pillage of the earth?s natural beauty, or man?s torturous inhumanity toward his fellow man. London, written in 1794, by William Blake is a poem of civilization?s decline ? and also the decline of compassion and humanit! y. I wander thro? each charter?d street, Near where the charter?d Thames does flow, And mark in every face I meet Marks of weakness, marks of woe. (Lines 1 - 4) London,

Free Essays on You Shot Me, Not The Gun

In this world, there are two types of people, those that own a gun, and those that don’t. The question is; â€Å"Under which category do you fall?† Many people have different opinions when it comes to the right to bear arms. Some believe that guns are the main source of homicides and others, including myself, believe just the opposite, that guns don’t kill people, people kill people. According to Drs. J. H. Sloan, A.L. Kellermann, D. T. Reay, J. A. Ferris, T. Koepsell, F. P. Rivara, C. Rice, L. Gray, and J. LoGerfo, in â€Å"Handgun Regulations, Crime, Assaults, and Homicide: A Tale of Two Cities,† [Approximately 20,000 persons are murdered in the United States each year. Making homicide the 11th leading cause of death and the 6th leading cause of the loss of potential years of life before age 65.] This argument makes many wonder; why don’t people try to stop the number one cause of homicide death, or the number one cause of loss of potential years of life before age 65? If this were looked at by a gun owner, it would not mean merely as much if looked at by a non-gun owner. People that own a gun may see this as an impuissant argument in trying to rid people of their right to bear arms. Although numerous homicides involve firearms each year, many civilians fear being victimized by random violence, therefore feeling safer armed than they do unarmed. In an essay written in the Sunday newspaper magazine entitled, Parade, a women residing in Phoenix experienced a life-threatening incident that changed the way she looked at guns. While driving home one night, another car nearly hit her head-on, frustrated, she cursed as the driver passed by causing the driver to u-turn and give chase. Unprotected and being chased by three crazed lunatics, she rushed home where she hoped her husband would be. As she arrived, she realized that no one was there and that the only protection was from her two dogs. The dogs being as large as they were, was ... Free Essays on You Shot Me, Not The Gun Free Essays on You Shot Me, Not The Gun In this world, there are two types of people, those that own a gun, and those that don’t. The question is; â€Å"Under which category do you fall?† Many people have different opinions when it comes to the right to bear arms. Some believe that guns are the main source of homicides and others, including myself, believe just the opposite, that guns don’t kill people, people kill people. According to Drs. J. H. Sloan, A.L. Kellermann, D. T. Reay, J. A. Ferris, T. Koepsell, F. P. Rivara, C. Rice, L. Gray, and J. LoGerfo, in â€Å"Handgun Regulations, Crime, Assaults, and Homicide: A Tale of Two Cities,† [Approximately 20,000 persons are murdered in the United States each year. Making homicide the 11th leading cause of death and the 6th leading cause of the loss of potential years of life before age 65.] This argument makes many wonder; why don’t people try to stop the number one cause of homicide death, or the number one cause of loss of potential years of life before age 65? If this were looked at by a gun owner, it would not mean merely as much if looked at by a non-gun owner. People that own a gun may see this as an impuissant argument in trying to rid people of their right to bear arms. Although numerous homicides involve firearms each year, many civilians fear being victimized by random violence, therefore feeling safer armed than they do unarmed. In an essay written in the Sunday newspaper magazine entitled, Parade, a women residing in Phoenix experienced a life-threatening incident that changed the way she looked at guns. While driving home one night, another car nearly hit her head-on, frustrated, she cursed as the driver passed by causing the driver to u-turn and give chase. Unprotected and being chased by three crazed lunatics, she rushed home where she hoped her husband would be. As she arrived, she realized that no one was there and that the only protection was from her two dogs. The dogs being as large as they were, was ...

Organizational Behavior Study Case Example | Topics and Well Written Essays - 500 words

Organizational Behavior - Case Study Example The reason why she is well liked is not because she is just nice. Jennifer is well liked because people just knew they could count on her and thus making her popular. She also has manifested traits of leadership beginning on the early days of his career which signify that her leadership skills are genuine and is not a pretension just to get the post. Her leadership achievements included helping to form the first union, getting grants, writing skits for the faculty clubs annual follies, and going out of her way to befriend everyone who needed support. In addition, she also has an inexorable source of energy which is essential for leaders. She also knew the university well having built her career there. She was the President of the Faculty Senate and served as vice president for 10 years and handled difficult issues such as academic complaints and overseeing several committees. Jennifer however is not the perfect candidate for the position because she lacked outside experience and her strength could also be the source of her weakness. Essentially, Jennifer Treeholm’s experience only revolved around Mid West University. This means that she lack the diversity of experience and exposure to the professional world. She is also extremely close to her peers which may not work well when she becomes President because it may cloud her objectivity running the danger of playing favorites. Their every-Friday-night watering hole is also not healthy if she becomes President because it would be considered inappropriate for a university president to be on a drinking binge with her subordinates. Weighing Jennifer Treeholm’s strength against her weakness however still does not make her a lesser option or a bad option for the post. Her weakness can be easily overcome if she chose to. She has a Ph.D and most likely knows that being too close to a one group of people is not good especially if they are their subordinates. She

Question Respone Assignment Example | Topics and Well Written Essays - 500 words

Question Respone - Assignment Example Women are equal to men; at least it is the way the creator intended them to be. However, this has not been the case. They do not share the opportunities that are available with the men. The male has had supremacy over the women for a long time. The men are tyrannical in several ways. They include making women submit to laws and at the same time withdraws her rights and the rights given to men who do not deserve. The man deprives the woman rights to representation in legislation. The man makes the woman appear dead in the eyes of law; the woman has no right to property and views her to have a lot of impunity. Man frames the laws of divorce and taxes her at any chance he thinks it will be of profit to him. Man denies women positions in high places and only allows her to have subordinate positions. Any employment that looks profitable has been monopolized by man making women follow and man always having all the wealth. Man denies the woman a chance to obtain education and claims to have a right to assign the woman spheres of action (Susan 235-238). On the farmer’s view on his wife, it is evident that there are assumptions about the existing relationships between husband and wife. The wife should be submissive to the farmer and Farnham feels that the farmers opinions could cause main differences between them (Farnham 238-240). Nat turner led an insurrection in Virginia. He was in the company of a band of other labels, they killed around fifty-five whites and more than 25 children then they were captured and executed. He did this to demonstrate that slaves had the desire to have freedom and were desperate to get it. His experience as a child contributed highly to his actions later in life. The whites realized he was an intelligent child and had already declared that he would grow to serve as a slave. He grew up in mystery and decided he would never serve as a slave to anybody. He ended up as a slave, and he got great influence on other

Racial Diversity Essay Example | Topics and Well Written Essays - 750 words

Racial Diversity - Essay Example Furthermore, Farley (2005) argues that Dave Chappelle deals with racial divisions by confronting his audience with it in a comedic way. Consequently, his audience laughs at the use of racial stereotypes in his jokes, but the issue of racial divisions is talked about and not ignored. The thesis of this paper is that the use of racial stereotypes in comedy shows, such as â€Å"The Chapelle Show† helps to overcome them. It might seem as if the use of stereotypes actually perpetuates them, because stereotypes are repeated on a regular basis. However, it is important to note that although stereotypes are repeated in certain comedy shows, it is not necessarily negative, because it helps us to deal with the issue and thereby overcoming racial tensions. Racial stereotypes are used frequently by various comedy shows, such as the â€Å"Chappelle Show†, however, the use of them in a comedy setting helps us, as a society, to approach the issue. For instance, from an educational point of view, the fact that the topic has been dealt with in school, supports that thesis. On the one hand, we are repeating stereotypes by talking about them, but on the other hand, we are dealing with the topic of racial division, which will help us to overcome them in the long run. Dave Chappelle’s show was wildly known for the use of the â€Å"N† word, which is a term that is not politically correct. By using stereotypes and a certain vocabulary which is often not socially accepted, the audience is confronted with a topic that many people prefer to ignore: racial issue in America. The show became very popular and as a consequence, many people were confronted with the issue and dealt with stereotypes and racial divisions. Moreover, the media picked up the controversial topic as well and dealt with the implications. It is probably fair to say that â€Å"Chappelle’s Show† took away the â€Å"scariness† of the topic, which made it more

Hamlet Essay Essay Example for Free

Hamlet Essay Essay Good morning teachers and students, our understanding of Hamlet takes many turns and the most important of these is in act 3 scene II. As a pivotal scene in William Shakespeare’s play, audiences gain an understanding of the characters and their actions leading up to this point. Many of the themes in the play come to light in this scene as the plot gathers pace and it is for all these reasons I chose this scene. Our understanding of a text is greatly affected by the context in which scenes take place. Act 3 Scene 2 transpires after a series of turbulent events and the increasing surveillance of Hamlet’s life. In the preceding scene Hamlet considers suicide in the â€Å"To be or not to be,† soliloquy after learning that his father’s sudden death was in fact a murder by his uncle Claudius’s hand. He plans to prove the ghost’s word by watching his uncle’s reaction to a play that follows the events of Hamlet’s father’s death. Hamlet also confronts Ophelia and denounces her and women in misogynous diatribe overheard by the spying Polonius and Claudius. After hearing this Claudius decide to export Hamlet to England with Rosencrantz and Guildenstern, as â€Å"madness in great ones must not unwatched go†. The latter gives audiences insight to later events in the play. Context is the basis of our understanding of certain lines, soliloquies and actions and overall affects our understanding of the entire play. The ‘Play within a play’ scene is a pivotal scene in Hamlet and its significance resounds throughout the rest of the play. It is a scene dripping in dramatic irony because Hamlet triumphs over the king in full public view while Claudius deals in secret to obtain information. The scene comes as the action following Hamlet’s musings of death, and the relative inaction of the first two acts. Knowing he was correct about his father’s murder Hamlet is emboldened and Rosencrantz and Guildenstern then sets out to confront his mother fracturing numerous relationships. Furthermore, Claudius’s sudden exit from the play raises the question whether he was reacting to the guilt of murdering his brother or to the act of Lucianus, the murdering nephew of king Gonzago in the Mouse Trap, possibly foreshadowing his own death. Either could be the trigger of Claudius’s decision too have Hamlet killed in England. The significance of this particular scene is undeniable because of its importance is upheld throughout the rest of Hamlet and this is why it affects audiences understanding of the entire play. As a pivotal scene, many themes in Hamlet are present including action versus inaction, espionage, revenge and deceit. These mix into a tangible cocktail to which audiences are more likely to pay attention to and gain better understanding. The scene provides the first ‘action’ in the play after driving uncertainty of the first two acts, the audiences reaction epitomised in a player’s line â€Å" so after Pyrrus’ pause, a roused vengeance sets him to work†. Revenge is the motive behind Hamlets writing of the play. Espionage makes another appearance in Hamlet’s urging Horatio to ‘observe my uncle. If this occulted guilt do not unkennel itself in one speech, it is a damned ghost we have seen† Rosencrantz and Guildenstern deceitfulness comes to an end when Hamlet turns the tables on them using the metaphor of how he was played like a pipe then later abandoning and sending them to their deaths. The presence of themes allows audiences to make connections with dialogue and leads to heightened understanding of the play and this is why act 3 scene 2 is crucial to the understanding of the entire play. A plethora of literary devices is used throughout the scene causing the meanings of numerous lines to be left up to the audience’s interpretation. Use of dramatic irony, alliteration, metaphor, pun, repetition and others highlights lines that are of greater importance for example, Hamlet’s mocking â€Å"what, frightened with false fire! † to his uncles reaction to the murder as well as the extended metaphor of hamlet being a pipe played upon by Rosencrantz and Guildenstern. The dramatic irony of the scene is important, as it is Hamlet’s action that snowballs into the different outcomes. Hamlet’s rhyming flattery to Horatio is full of literary techniques like alliteration (need example), possibly highlighting his desperation to keep one faithful friend by his side or adoration or want of Horatio’s balanced character. Hamlets jovial punning makes light of all that said to him by authority figures, this being an attempt at showing possible rebelliousness or more likely showing his enthusiasm for the outcome of the play’s impact on the king. We do not know which part of the play Hamlet scripted so it can be assumed that some of his own feelings are showing through the repetition of love and fear whether this be about his love of Ophelia or incestuous thoughts about Gertrude. Understanding of act 3 scene 2 is crucial to our understanding of Hamlet. This is assisted through the uses of literary techniques, the presence of many themes to capture audience’s attention, the significance of these and the context in which the scene takes place. These combine to make this scene of upmost importance to our interpretation of the entire play and that is why it was chosen. 5min14secs Matt: I’ve re-worked your speech below using as much as possible, cutting out the repetition, and suggesting where examples from the play are needed to illustrate your point. We can add these in tomorrow as I want you to go through this process of selecting appropriate egs with me. Apologies for typos – something is rotten in the state of our computer (ref to the play, sorry! ) â€Å"The play is the thing in which I’ll catch the conscience of the king† [Good morning teachers and students, our understanding of Hamlet takes many turns and the most important of these is in act 3 scene II. As a pivotal scene in William Shakespeare’s play, audiences gain an understanding of the characters and their actions leading up to this point. Many of the themes in the play come to light in this scene as the plot gathers pace and it is for all these reasons I chose this scene. Too vague: needs a more dramatic opening eg rhetorical question, or fabulous quote or natty and relevant anecdote or recent current happening that you can relate to this scene to catch the audience attention. The intro needs also not to waste words that could refer to specific context, themes, dramatic techniques, particular character development and plot development. Adding language aspects into this intro may be overdoing it but the word play on the idea of the â€Å"play† and â€Å"play within the play† might work. ] e. g. Can you think of a more delicious irony or more dramatic way of catching out a murderous hypocrite like Claudius than putting on a play in full public view that shows two audiences – the court of Denmark and us how he killed the rightful king? Especially since we know that Claudius has set up all those who are closest to Hamlet, except for the faithful Horatio, to spy on him in secret! I chose this play within the play scene – Act 3 Scene II – for a number of reasons: firstly, for the lovely dramatic irony I just mentioned; secondly, it is pivotal in terms of resolving Hamlet’s doubts and advancing the plot towards the final bloody end; thirdly, it is very satisfying drama, with lots of action following on from the lengthy musings and relative inaction of Hamlet’s famous. â€Å"To be or not to be† soliloquy; in addition it reflects a number of key themes and preoccupations of the play, including that of surveillance; and finally it is incredibly dramatic and beautifully written, with lots of the fantastic and funny word play, vivid images and other literary and dramatic techniques we all love about Shakespeare. This scene, as I said in the introduction, is pivotal in terms of the action of the entire play, and also in terms of Hamlet’s evolution, from inactive to hyperactive. In the preceding scene Hamlet considers suicide after learning from the Ghost that his father’s sudden death was in fact a murder by his uncle Claudius. The Ghost is a mysterious character about whom there are considerable doubts does he represent the troubled state of Denmark following the death of a beloved and heroic king and/or does he represent H’s traumatised mind following the sort of tragedy that would unhinge most of us. [ref to a critic here? ]. Whatever we say about Hamlet and his tendency to overdo the thinking aspect of life, he does approach problems with a fair and scientific mind: he does resolve to kill his father’s murderer, but, fair enough, as death is reasonably permanent, even for Shakespeare’s religious audiences, he set up the play within the play as a kind of controlled test for his uncle, whom the Ghost purporting to be King Hamlet has said killed him: He tells Horatio to observe his uncle during the  play as well and â€Å"after we will both our judgments join in censure of his seeming†: this does indicate that Hamlet, despite his understandable hatred of Claudius, is a fair man, who is also aware of the seriousness of killing the man who is now King of Denmark. Elizabethan audiences would have recognised Hamlet’s hesitation about killing the King as reasonable, just as they would have seen his vengeance once his suspicions had been confirmed, as justified. This scene also follows Hamlet’s misogynist confrontation of Ophelia which is overheard by the spying Polonius and Claudius, who decides at this point to export Hamlet to England with Rosencrantz and Guildenstern, since â€Å"madness in great ones must not unwatched go†. Since Ophelia had also been encouraged to spy on Hamlet, we now have his dastardly uncle, his school friends, and his fiance, not to mention his mother, keeping a close watch on Hamlet: no wonder he needed a theatrical outlet! However, seriously, we see here a recurring and important theme in the entire play, that of spying and surveillance. The Michael Almereyda directed film version of Hamlet with its constant CCTV cameras and Hamlet’s speaking into the cameras provide the perfect representation of the sense of inescapable surveillance that Hamlet feels he is under throughout the play. : FIND QUOTES re SPYING IN THIS SCENE. Another key theme of this play within the play scene. amd to the entire play, that relates to the spying is that of deceit, and of illusion masking the reality. The play Hamlet devises to catch the King out is called â€Å"The Moustrap†, and its aim is to depict the exact way in which Claudius killed his brother, that is, by pouring poison into his ear, not the commonest way to kill someone! If King Claudius reacts is a guilty manner, presumably this demonstrates his guilt. So Hamlet’s goal is to unmask his uncle in front of the entire court, including the wife he has won so wrongfully. Plays are a theatrical form of illusion, masquerading as reality, just as Claudius in killing the rightful king, marrying his widow and acting as a legitimate King, is masquerading. Rosencrantz and Guildenstern are similarly masquerading as Hamlet’s friends, while in reality they are deceitfully reporting on his actions and words to his treacherous uncle. The play within the play traps Claudius just as Hamlet himself must have felt trapped within this world without honesty and fidelity. The theme of honesty and reliability, those qualities that Hamlet craves and finds in no-one but his friend Horatio, provides a key to a deeper understanding of Hamlet’s apparently cruel behaviour towards his mother and also Ophelia, and also to Polonius and Rosencrantz and Guildenstern. â€Å"Give me that man/That is not passions’s slave .. and I will wear him/ in my heart of hearts†: Hamlet, having suffered the worst tragedy one can imagine, finds no person in his circle whom he can trust except for Horatio. [ repetition Our understanding of a text is greatly affected by the context in which scenes take place. Act 3 Scene 2 transpires after a series of turbulent events too vague – what events? References like this read like padding and markers know it! ] and the increasing surveillance of Hamlet’s life. The play within the play leads us to a focus on another potent theme of this scene and of the entire play: revenge! â€Å" So after Pyrrus’ pause, a roused vengeance sets him to work†. Revenge is the motive behind Hamlet’s writing of the play, and once his suspicions have been confirmed, Hamlet is ready to turn his vengeful thoughts into action. This scene is brilliant drama! There is beautiful dramatic irony in Hamlet’s selection of a play to trap the guilty king. And there is lots of discussion of theatrics, and how the players should speak their lines, which reveals Shakespeare’s own deep understanding of the craft of acting, the more realistic version being more like his own preferred style: â€Å"Nor do not saw the air too much with your hand the purpose of playing,.. is to hold the mirror up to nature†, that is to act as one would speak and act out such lines in reality. Critics say that Shakespeare is having a go here at the plays of Chrsitopher Marlowe and the players such as Edward Alleyn at the Rose Theatre, who was known for a rather exaggerated approach to acting. Whatever the origins of these descriptions of how NOT to act, they are very funny, and must have made an Elizabethan audience as well as myself, a 21 century lad, laugh! â€Å"O it offends me to the soul to hear a robustious periwig-pated fellow tear a passion to tatters: etc. [we need egs of each of these Use of dramatic irony, alliteration, metaphor, pun, repetition and others] Shakespeare’s literary teachniques also work brilliantly in this scend. As well as the dramatic irony, we have superb play on words combining wioth the extended highlights lines that are of greater importance for example, Hamlet’s mocking â€Å"what, frightened with false fire!  phor of hamlet being a pipe played upon by Rosencrantz and Guildenstern. The dramatic irony of the scene is important, as it is Hamlet’s action that snowballs into the different outcomes. Hamlet’s rhyming flattery to Horatio is full of literary techniques like alliteration (need example), possibly highlighting his desperation to keep one faithful friend by his side or adoration or want of Horatio’s balanced character. Hamlets jovial punning makes light of all that said to him by authority figures, this being an attempt at showing possible rebelliousness or more likely showing his enthusiasm for the outcome of the play’s impact on the king. We do not know which part of the play Hamlet scripted so it can be assumed that some of his own feelings are showing through the repetition of love and fear whether this be about his love of Ophelia or incestuous thoughts about Gertrude. Understanding of act 3 scene 2 is crucial to our understanding of Hamlet. This is assisted through the uses of literary techniques, the presence of many themes to capture audience’s attention, the significance of these and the context in which the scene takes place. These combine to make this scene of upmost importance to our interpretation of the entire play and that is why it was chosen. 5min14secs Character development – in this question

My Philosophy of Education Essays -- Educational Educating Teaching Es

My Philosophy of Education â€Å"Your school work is much better today, Mr. Teddy Bear. I’m glad to see you’ve been paying attention.† I have spoken these kinds of words many of times during my youth, as I pretended to live out my dream of being a teacher. Lining up my stuffed animals and dollies, I would go over the daily lecture with my attentive class, making up homework and grading papers with the greatest of joy. These memories motivate me to fulfill my dream of preparing students for a live after high school, opening up the world of literature, and succeeding in ways my previous teachers did not. Because Literature is my passion, I plan to graduate from Concord College with a degree in English Education. After graduation, I would like to get my feet we teaching or substitution at a middle or high school while I apply to graduate schools. I hope to continue doing this while I take graduate classes so that I may gain experience in the education field. I hope to get my masters to that I can eventually become a college professor of literature. I have also toyed with the idea of acquiring my doctorate. I believe that English is a subject that all students need a firm grip upon to succeed in the real world. Reading and writing are major skills that everyone should possess because they can either move a person forward or hold a person back. Obviously, reading is important because we are faced with this requirement day after day. Whether it is road signs, cooking instruction, mailing addresses, or television advertisements, reading is something that a person cannot escape. Speaking properly is also very important because one can be judged by how well they speak. In simple terms, it ... ...tion is extremely important, because it instills important knowledge where it is lacking, so that a person can function properly in the real world. Without basic educational knowledge, a person can become alienated from society, and left to feel embarrassed. The possession of good education had become so dire that it is required for almost any occupation, especially one that is highly respected. As a teacher, I hope to convey basic English skills, critical thinking skills, and basic values that will remain with my students throughout their lives. In short, I have always dreamed of becoming a teacher, and with every day my desire grows. Teachers mold students, who are our future, so we must prepare them well. After all, would you want an uneducated person running our country or performing open heart surgery? I think we can all agree on that answer.