political and pastoral in marvells poetry :: essays research papers

â€Å"A tension between the worlds of political engagement and private retreat† How distinct are the political and the pastoral in Marvell’s poetry The political and the pastoral certainly figures highly in Marvell’s poetry and often the two worlds become intertwined. Indeed, Marvell frequently utilises metaphors of nature to help convey and rationalise his political thoughts and feelings. With particular reference to the ‘mower’ and ‘Cromwell’ poems, I shall explore the relationship between the political and the pastoral in his work.   Ã‚  Ã‚  Ã‚  Ã‚  To begin, in the overtly political poem An Horation Ode upon Cromwell’s return from Ireland, Marvell begins by describing Cromwell emerging from a muses â€Å"shadow†, and â€Å"private gardens, Where he lived reserved and austere†. This, as the critic Friedman asserts, is a typical retreat of â€Å"poetic creativity†, and one often employed by Marvell. Indeed, in A poem upon the death of his late Highnesse the Lord Protector, Marvell presents a young Cromwell spending â€Å"pleasing hours† with his mother. The addition of a private presentation of Cromwell lends him a more human edge and helps us to understand his human weaknesses. In his Horation Ode, Marvell portrays Cromwell as a â€Å"flame of angry heavens† who â€Å"tis madness to resist or blame†. This lends Cromwell a godlike eminence or as Thomas. M. Greene asserts, puts him â€Å"beyond ethical categories†. However, Marvell continues that the â€Å"same arts that did gain a power, must it maintain†, i.e. the â€Å"inglorious arts† of war. The irony of comparing war, something primarily destructive, as an art, highlights the unease and possibly transient nature of Cromwell’s rule. Certainly, the fact that Marvell likens Cromwell to a Falcon, who once â€Å"having kill’d† seeks a â€Å"green bough† to perch on and then â€Å"the falconer has her sure†, shows that although he is strong, he cannot continue forever and will eventually be in some way controlled. Therefore, by utilising the idea of natural retreat, Marvell subtly asserts beneath the grandiloquent verse, the frailty and humanity of Cromwell existence.   Ã‚  Ã‚  Ã‚  Ã‚  Indeed the idea of the â€Å"green bough†, is a recurring notion in marvels poetry, and is often Connected with thought and retreat. In the epic poem Upon Appleton House Marvell seeks â€Å"sanctuary† in the woodland to â€Å"among the trees and birds confer†. This is something that the critic Friedman asserts as the â€Å"primeval unity of mind and nature†. This is amply supported by the line in Damon The mower, â€Å"My mind was once a true survey†¦ of all these meadows fresh and gay†, and further more

Quiz econ

When costs fall, the supply curve increases or shifts to the right. Since changes in producer costs is not a demand factor, there would be no impact on demand. Points Received: 10 of 10 Comments: Question 2. Question : (TCO A) Ceteris paribus, Brand A Plain potato chips and Brand B Plain potato chips are substitutes in consumption. The price of Brand A Plain potato chips increases. (4 pts. ) a. What happens to the demand for Brand B Plain potato chips? (6 pts. ) b. What happens to the demand for Brand A Plain potato chips? a) As price of A rises demand for A falls so that demand for B rises.The demand curve for B shifts to the right b)As price of A rises, demand for A falls due to law of demand. The demand curve moves along the upward direction. Instructor Explanation: a. When the price of a substitute good rises, the demand for the other good increases. Price of Brand A rises demand for Brand B increases. b. This tests your ability to distinguish between a change in demand and a cha nge in quantity demanded. When the price of Brand A rises THERE IS NO EFFECT ON THE DEMAND for Brand A potato chips. Remember that the Price of the good itself is NOT a Determinant of Demand for that good.Points Received: 6 of 10 Comments: In (b) when the price ofa good changes that only affects quantity demanded. The demand for Brand A remains unchanged (no shift of the demand curve). See instructor explanation, Chapter 3, and the tutorial in week 1 on the difference between a change in demand and a change in quantity demanded. When you say there is a change in demand you are saying that something other than price has SHIFTED the demand curve. Question 3. Question : SA 3. (TCO A) The number of wheat producers decreases. (4 pts. ) What happens to the supply of wheat? 6 pts. ) What happens to the demand for wheat? 100 20†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 300 ) It the number ot wheat producers decrease supply tor wheat will decrease and prices might go up. b) The demand for wheat will stay the same. Instructor Explanation: Instructor Explanation: The supply of wheat would decrease, or shift to the left. The number of suppliers is obviously a supply factor, so the less suppliers thare are, the smaller would be the supply. The demand for wheat remains the same as before because the number of suppliers is a supply factor, not a demand factor.Points Received: 10 of 10 Question 4. Question : (TCO A) A market is in equilibrium with equilibrium Quantity of MEQ and equilibrium nce of MEP. (2 pts. ) a. What happens to Market Equilibrium Quantity (MEQ) if there is an increase in Demand? (4 pts. ) b. What happens to Market Equilibrium Price (MEP) if Supply decreases as Demand increases? (4 pts. ) c. What happens to Market Equilibrium Quantity (MEQ) after there has been an increase in Supply followed by a decrease in Demand which is followed by another increase in Supply? ) If their is an increase in demand then the price will rise because their is a move from Dl to D2 b)When sup ply decreases prices go down and demand increases until their is a new equilibrium. c)an increase in supply will lower rices and move sl tos2, a decrease in demand will lower prices, following an increase in supply will lower prices, overall the price will go down. Instructor Explanation: a. MEQ increases b. MEP increases c. MEQ is indeterminate as the shifts force Quantity in different directions and the sizes of the shifts are not given.Points Received: O of 10 Comments: Please see instructor explanations for all 3 parts here. You have not answered the questions asked. Question 5. Question : The following table shows part of the demand function for tickets to an outdoor summer concert by a popular singing group: pnce (P)†¦ quantity (Q) 5†¦. 180 (2 pts. ) What is demand elasticity in the $10- $20 price range? Is demand elastic, inelastic, or of unitary elasticity? Calculate the value and show all of your work. Be sure to use the midpoint equation used to determine elastic ity. b. (4 pts. Assume demand elasticity is 1. 3 in the $35 – $50 price range. In this range of demand, by what percentage would quantity demanded change if price increases by 9 percent? Show your detailed calculations. (4 pts. ) What is the effect of a price decline from $35 to $20 on total revenue for the event? Does total revenue (TR) increase, decrease, or remain the same? By how much? Show your detailed calculations. a) 200/300 = . 6667 10-20/20=. 5, . 6667/-. 5=1. 3334, demand elastic b)38. 1 20*300 =6000 Total revenue decreases by 300 Instructor Explanation: a.Using the recommended mid-point formula for calculating elasticity one can see that demand is slightly inelastic in this range since the calculated elasticity value equals 0. 746 which is slightly less than 1. 0. Ed † [change in Q / (sum of Q/2)] / [change P/ (sum ofP/2] = [(500- 300)/800/2] / [(20 -10)30/2] = . 50/-. 67 = 1. 7461, rounding.. b. For this question the point elasticity formula is best since i t contains all of the mportant elements in the one formula. Since Ed = %change Q / %change P, according to the point elasticity formula rearranging the equation and solving for %change Q, gives us %change Q = (%change P)(Ed).Thus, in this case, %change Q (9) (1. 3) = a decline of 11. 7 percent. c. This question can be answered in 2 ways: (1) You could calculate the elasticity in the $35 – $20 range. This is [(300- 180) / 480/2] / [(20- 35) / 85/2] = [120 / 240] / [15 / 43] = 0. 50 / 0. 55 = -0. 909, rounding. Since we have slightly inelastic demand in this range we know that lowering price will esult in an DECREASE in total revenue; or (2), Simply calculate the total revenue at the two prices at $20 total revenue is $20 x 300 = $6,000, and at $35, total revenue $35 x 180 = $6?00. o total revenue DECREASES when the pnce lowered to $20 from $35. Points Received: 6 of 10 Comments: Please see instructor explanations for the 1st and 2nd parts here. Question 6. Question : (TCO B) U se a hypothetical example to illustrate whether you agree or disagree with the following statement: â€Å"Unemployment will go up more if the demand for labor is inelastic because the demand tor labor will decrease more when you nave inelastic emand than if demand were elastic. † Explain why, using hypothetical numbers to illustrate your case.Disagree, Unemployment will not go up if the demand for labor is inelastic. demand for labor would be inelastic when the change in demand for labor is less than or equal to 1, and it will not have an impact on unemployment when the change in labor is elastic it is greater than or equal to 1 so it will have an impact on unemployment. Instructor Explanation: The unemployment impact would be greater in the case of elastic demand. Starting with an equilibrium quantity f labor equal to, say, 100 units, an increase in the minimum wage would reduce the quantity of labor demanded.Let us say that demand is inelastic and that Ed = 0. 5. Suppose th e minimum wage increases by 10 percent. The quantity of labor demanded would fall by = 5 percent. Alternatively if demand was elastic such that Ed= 2 (say), then the quantity of labor demanded would fall by = 20 percent. Clearly, unemployment is impacted far more in the latter case (elastic demand) than it is in the former (inelastic demand). Points Received: 5 of 10 Comments: Please see instructor explanation regarding the reason why the tatement is false, and the hypothetical example. Question

Essay On No Child Left Behind - 1132 Words

No Child Left Behind The American education system often conjures up images of classrooms, students and teachers. Yet it can also be a point of political contention. The educational system is complex and intended to encompass all students so they can further their education and essentially their futures. However, the real question is in its effectiveness. After all, if there is no way to show that students are actually learning, then it renders the idea of schooling moot. That is why education policy in recent decades has turned towards a system of accountability in order to assess the effectiveness of schooling in the nation. A major piece of legislation that follows this philosophy is the No Child Left Behind Act of 2001, otherwise†¦show more content†¦The tests were designed so that they only reflected how national differences in ethnic group, region, and community size played out in academic test scores. No individual schools or students were being evaluated. Similar to the SAT results, the NAEP scores showed a decline from the time period of 1970-1982. However, these declines were small standard deviations of .4 and .2 in science and math respectively. Reading scores increased but not by any significant amount. There was not only concern for scores compared within the nation but also on the international stage. As children progressed in their grades, they would score progressively worse as compared to students in other countries. At last, in 1983, Secretary of Education Terrel H. Bell addressed this matter in his book A Nation at Risk. According to him, the quality of education was being encroached upon by foreign nations and there should be education reform. A Nation at Risk is a major player in the history of education policy in America but the direction of the understanding of how NCLB came about will now turn to actual politics. While Bell’s book was gaining traction, President Ronald Reagan was in office. Reagan had no intention of fu rthering the federal government’s power in education and wanted to mitigate the power of the Department of Education. Whatever power there was was to delegate power to states to handle the issue. Yet with the popularity of A NationShow MoreRelatedNo Child Left Behind Essay2629 Words   |  11 PagesNo Child Left Behind; Why we should rethink the current policy. Education was the focus of George W. Bush’s Presidential campaign in 2000. Using the improved Texas educational system as an example, President Bush promised to change education in America for the better. The No Child Left Behind Act of 2001 was the result of his promise. Bringing reform to American Education, the NCLB is the topic of much controversyRead MoreNo Child Left Behind Essays1062 Words   |  5 Pages LITERATURE REVIEW Rushton talks about the funding for the No Child Left Behind is being held back if the students don’t do well on the standardized tests. So if the students don’t do well on the testing the teachers are being affected in the way of how much they are getting paid, also affects the school districts funding. This is encouraging the teachers not to teach the way they should, but they are teaching in the way of let’s just make the students do well on the standardized tests. In thisRead MoreEssay On No Child Left Behind776 Words   |  4 PagesIntroduction One of main components of No Child Left Behind (NCLB) is measuring school’s success by it graduation rate because of this enactment, schools are focused to ensure students graduate from high school (US Department of Education, n.d.). In the past, students who needed credit recovery attended summer school to try and recovery lost course credit. Today however, there are many software programs that now replace traditional summers school. 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When identifying the role the NCLB has in America’s education systems, Professor of Educational Policy Studies at the University of Arizona Jill Koyama determined that the NCLB act requires â€Å"†¦ states [to] implement accountability systems that assess students annually and, based on those assessments, determineRead MoreEssay On No Child Left Behind1055 Words   |  5 PagesWhat is over the top requirements? Per the extreme efforts of No Child Left Behind (NCLB), the 10TH AMENDMENT, Title I all has placed our nation at risk for complete failure. With over 98,817 operating schools in the United States alone, and 88,929 public schools, 66,646 of them are categorized as Title I schools. Some may think the accomplishments NCLB since it was put into place on January 8, 2002 by former President Bush has made tremendous leaps and bounds. When in fact the education reformRead MoreEssay On No Child Left Behind1333 Words   |  6 PagesHook: â€Å"I used to love teaching,† said Steve Eklund, a retired California teacher. â€Å"Four words drove me into retirement—No Child Left Behind. I could no longer tend to the needs and wants of my students. All I was supposed to do was to get them ready to take tests.† Intro (with thesis): The surviving NCLB mindset of standardized tests being an accurate measure of a students achievement is a problem because it affects our student’s education and increases performance pressure on teachers. WhatRead MoreEssay On No Child Left Behind1813 Words   |  8 PagesPriscilla Rojas English 1A Mrs. Santani 13 December 2017 No Child Left Behind There have been many efforts made by the U.S government to reform our public-school education system. In the year 2002, a law promoted by George W. Bush required public schools to provide demographics on each one of their students. With this system in place, it ensures that no child enrolled is neglected from this system. The No Child Left Behind law is a disadvantage to our public-school system. Even though this act wasRead MoreNo Child Left Behind Essay1378 Words   |  6 Pages Since its inception in 2001, the No Child Left Behind Act (NCLB) has only made the divide in quality of education greater, and was ultimately detrimental to the American Education System. When President George Bush first proposed the NCLB, his intention was to level the playing field and provide an equally excellent education for every American student, what happened though, could not have been further from George Bush’s intentions. The whole basis of the NCLB is funding for performance, meaning