Dorothy Wordsworth Identity through Affiliation and the Gender Division of the British Romantic Period - Literature Essay Samples

Dorothy Wordsworth, poetess, diarist, and sister of William Wordsworth, a well-known Romantic author, was not recognized as a notable literary figure until well after her death in 1855. Despite her close connection with her brother, her strong friendship with Samuel Taylor Coleridge, and her general involvement in the Romantic literary community, Wordsworth’s own writings were largely kept private with the exception of a few anonymous publications in 1815 in her brother’s collection of poetry, Poems. Even after the posthumous publication of her journals, The Alfoxden Journal and The Grasmere Journals, in 1897 and the even later publication of her poetry in 1987, her position as an author seems overshadowed by her brother’s prestige. Still, Wordsworth’s writing is deserving of some degree of reverence as it offers unique insight into the life and mind of a nineteenth century woman. Never intending for her journals to be published, the intimacy of Wordsworth ’s writing reveals small details about herself, her brother, and the time period that would have otherwise been lost to history. The small details contained in Wordsworth’s Alfoxden and Grasmere Journals expose larger truths about nineteenth century British society concerning gender, identity, and expression. Wordsworth focuses the larger part of her writing on recording small, seemingly insignificant details about weather, food, and foliage. Almost every entry in Wordsworth’s journals details the weather to some extent. Sometimes she tells about the weather with great specificity so that readers can easily visualize the environment that she describes, while other times she includes simple, brief descriptions of daily weather conditions in passing. Writing in her The Grasmere Journals on April 15, 1802, Wordsworth describes a storm in a short yet vivid manner. She writes, â€Å"It was a threatening, misty morning, but mild. [†¦] The bays were stormy, and we heard the waves at different distances, and in the middle of the water, like the sea. Rain came on† (409-410). Because she so consistently records the weather conditions in her writing, whether she directly addresses the weather conditions or gives a quick overview, it may be assumed that Wordsworth was connected wit h, or in some way moved by, the conditions of her environment. While these small details about such things as the weather seem trivial, it may be contended that these small details were integral parts of Wordsworth’s life. Anne Kostelanetz Mellor, author of Romanticism Gender, a book that examines the gender-based differences among writers of the British Romantic period, notes, â€Å"When we look at this female-authored literature, we find a focus on very different issues from those which concerned the canonical male Romantic poets† (2). Because men and women of nineteenth century Britain had such vastly different social and domestic roles, it makes sense that they would write about different subject matter. Further, because women were confined to the private sphere as men ruled the public sphere, these Romantic women focused their attention on what they were most familiar with: domestic affairs. It is likely that Wordsworth focuses on weather for two reasons. The first reason being the obvious Romantic convention of having a close connection with nature. This reason would account for the flowery presentations of weather conditions. The second reason may be that her daily work and wellbeing relied on the weather, and this would account for the seemingly meaningless inclusions of daily weather reports in her journals. Mellor points out the various domestic responsibilities held by Wordsworth: â€Å"Dorothy did the vegetable and flower gardening (sowing, weeding, harvesting, preserving), baking, laundry (washing, bleaching, drying, starching, ironing, folding), clothes-making and mending, shoemaking, housecleaning, wallpapering, whitewashing and wall painting, carpet binding, mattress making, carpentering and window glazing† (163). She likely focuses on the weather so consistently because it provided her food source, determined if she could wash and dry clothes, and more or less decided her daily activities. Jill Ehnnen, author of â€Å"Writing against, Writing through: Subjectivity, Vocation, and Authorship in the Work of Dorothy Wordsworth,† writes, â€Å"Dorothy’s non-narrative, detail-oriented journal is not evidence of inferior artistic vision and/or arrested development, but should instead be read as evidence of her radical departure from William’s view of the self and world† (75). In contrast to the writing of conventional masculine Romanticism, Wordsworth’s writing was focused on the subject matter which impacted her life. She was not, like many Romantic men, concerned with transcendence; instead, she wrote about what she knew. By comparing Wordsworth’s seemingly insignificant subject matter with the grand thoughts of spiritual transcendence that were often discussed by Romantic men, it becomes apparent that there was a divide between the two genders and their ways of life, thought, and identity. In addition to her overwhelming amount of domestic responsibilities that decided how she spent her days, Wordsworth also provided help with her brother’s writing. She was, without doubt, entirely devoted to William and his passions. Susan J. Wolfson, author of the article â€Å"William Dorothy Wordsworth: All in Each Other,† notes the significance of the work that Wordsworth did for her brother: She was the prized, constant interlocutor for his poetry, keeping journals that were resources of ideas, even phrasings for the poetry, conversing about the writing at hand, listening to it, editing it, and with other female hands, functioning as a ceaselessly transcribing and fair-copying (word-processors avant la lettre). Not just the spiritual superstructure but also the material infrastructure of William’s career requires acknowledgment. (213) Throughout her journals, the bond between the Wordsworth siblings becomes quite obvious. Bordering on infatuation, Wordsworth’s relationship with William seems to be of utmost importance to her. In fact, she declares in The Grasmere Journals that the reason she writes is because she wants to please William. On May 14th, 1800, she writes, â€Å"I resolved to write a journal of the time, [†¦] and I set about keeping my resolve, because I will not quarrel with myself, and because I shall give William pleasure by it when he comes home again† (406). It is apparent that Wordsworth’s own self-definition was tied to her brother. Because women existed in the private sphere, it was their duty to provide as much assistance as possible for men to be successful in the public sphere. It was William who would be the face of the family, so Wordsworth provided as much help as she could to contribute to his happiness and success. Wordsworth’s journals help showcase how she identified herself. It is clear through the subject matter of her writing that the smallest details of the day greatly impacted Wordsworth’s existence. As a woman of the nineteenth century, she was not permitted the same lifestyle as her brother and other Romantic men. Therefore, she did not identify or relate to the world in the same manner as these men did. Instead of philosophizing over the moon, Wordsworth writes about the practicalities of life that made her who she was. Regarding the form of self-definition that is found in Wordsworth’s journals, one which is exterior rather than interior, Mellor notes the commonality of this sense of self among nineteenth century women: The self that is written in Dorothy Wordsworth’s Journals is one embodied in a routine of physical labor, of the daily production of food and clothing and shelter. [†¦] It is a self that derives its sense of well-being from its continuing connections with those significant others she herself carved, in a ideogram of relatedness. [†¦] It is a self built, as were many other nineteenth century women’s selves, on a model of affiliation rather than a model of achievement. (166) Because of the confining nature of gender roles in nineteenth century Britain, many women were restricted by their roles in the private sphere, and this resulted in women basing their identities on their familial and communal relationships and their own domestic responsibilities. Wordsworth’s extreme devotion to her brother may be attributed to her desire to self-identify with his successes. Even after William’s marriage, Wordsworth devoted her life to his family, even assisting in raising his children. Her connection to William, nature, her work, her food, and other small details that made up her life are the things that she writes about because these are the things that make up her identity. Wordsworth’s journals, The Alfoxden Journal and The Grasmere Journals, demonstrate a gender division between writers of the British Romantic period. The subject matter of her journals may be perceived as being trivial, but when the gender roles of nineteenth century Britain are taken into consideration, the subject matter seems appropriate. Wordsworth identified her self in relation to her domestic responsibilities and her familial and communal ties. Her frequent journaling of the weather, food, William’s writing, and other observations about children and people living in the nineteenth century British countryside demonstrate the importance of these things to Wordsworth’s identity. Because men and women served such drastically different roles, it is only appropriate that their writing differs in terms of subject matter, identity, and expression thereof. Wordsworth’s journals illustrate these differences. Works Cited Ehnnen, Jill. Writing against, Writing through: Subjectivity, Vocation, and Authorship in the Work of Dorothy Wordsworth. South Atlantic Review, no. 1, 1999, p. 72. EBSCOhost, doi:10.2307/3201745. Mellor, Anne Kostelanetz. Romanticism Gender. Psychology Press, 1993. Wolfson, Susan J. William Dorothy Wordsworth: All in Each Other. Wordsworth Circle, vol. 46, no. 4, Sept. 2015, pp. 213-215. EBSCOhost, dsc.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=truedb=lfhAN=112731549site=eds-livescope=site. Wordsworth, Dorothy. The Alfoxden Journal and The Grasmere Journals. The Norton Anthology of English Literature, edited by Stephen Greenblatt, 9th ed., vol. D, W.W. Norton, 2012, pp. 402-414

Siege of Detroit in the War of 1812

The Siege of Detroit took place August 15-16, 1812, during the War of 1812 (1812-1815) and was one of the opening actions of the conflict. Beginning in July 1812, Brigadier General William Hull conducted an abortive invasion of Canada before withdrawing back to his base at Fort Detroit. Lacking in confidence despite superior numbers, Hull was soon besieged by a smaller British and Native American force led by Major General Isaac Brock and Tecumseh. Through a mix of intimidation and deception, Brock and Tecumseh were able to compel Hulls surrender of over 2,000 men while only having two men wounded. A humiliating defeat for the Americans, Fort Detroit would remain in British hands for over a year. Background As war clouds began to gather in the early months of 1812, President James Madison was encouraged by several of his key advisors, including Secretary of War William Eustis, to begin making preparations to defend the northwest frontier. Overseen by the Governor of the Michigan Territory, William Hull, the region possessed few regular troops to defend against a British invasion or attacks by Native American tribes in the area. Taking action, Madison directed that an army be formed and that it move to reinforce the key outpost of Fort Detroit. Hull Takes Command Though he initially refused, Hull, a veteran of the American Revolution, was given command of this force with the rank of brigadier general. Traveling south, he arrived at Dayton, OH on May 25 to take command of three regiments of Ohio militia led by Colonels Lewis Cass, Duncan McArthur, and James Findlay. Slowly moving north, they were joined by Lieutenant Colonel James Millers 4th US Infantry at Urbana, OH. Moving across Black Swamp, he received a letter from Eustis on June 26. Carried by a courier and dated June 18, it implored Hull to reach Detroit as war was imminent. A second letter from Eustis, also dated June 18, informed the American commander that war had been declared. Sent by regular mail, this letter did not reach Hull until July 2. Frustrated by his slow progress, Hull reached the mouth of the Maumee River on July 1. Eager to speed the advance, he hired the schooner Cuyahoga and embarked his dispatches, personal correspondence, medical supplies, and sick. Unfortunately for Hull, the British in Upper Canada were aware that a state of war existed. As a result, Cuyahoga was captured off Fort Malden by HMS General Hunter the next day as it attempted to enter the Detroit River. Siege of Detroit Conflict: War of 1812 (1812-1815)Dates: August 15-16, 1812Armies and CommandersUnited StatesBrigadier General William Hull582 regulars, 1,600 militiaBritain and Native AmericansMajor General Isaac BrockTecumseh330 regulars, 400 militia, 600 Native AmericansCasualtiesUnited States: 7 killed, 2,493 capturedBritain and Native Americans: 2 wounded The American Offensive Reaching Detroit on July 5, Hull was reinforced by around 140 Michigan militia bringing his total force to around 2,200 men. Though short on food, Hull was directed by Eustis to cross the river and move against Fort Malden and Amherstburg. Advancing on July 12, Hulls offensive was hampered by some of his militia who refused to serve outside of the United States. As a result, he halted on the east bank despite the fact that Colonel Henry Proctor, commanding at Fort Malden, had a garrison numbering only 300 regulars and 400 Native Americans. As Hull was taking tentative steps to invade Canada, a mixed force of Native Americans and Canadian fur traders surprised the American garrison at Fort Mackinac on July 17. Learning of this, Hull became increasing hesitant as he believed large numbers of Native American warriors would descend from the north. Though he had decided to attack Fort Malden on August 6, his resolve wavered and he ordered American forces back across the river two days later. He was further concerned about dwindling provisions as his supply lines south of Detroit were under attack by British and Native American forces. Major General Sir Isaac Brock. Photograph Source: Public Domain The British Respond While Hull spent the early days of August unsuccessfully attempting to re-open his supply lines, British reinforcements were reaching Fort Malden. Possessing naval control of Lake Erie, Major General Isaac Brock, the commander for Upper Canada, was able to shift troops west from the Niagara frontier. Arriving at Amherstburg on August 13, Brock met with the noted Shawnee leader Tecumseh and the two rapidly formed a strong rapport. Possessing around 730 regulars and militia as well as Tecumsehs 600 warriors, Brocks army remained smaller than his opponent. To offset this advantage, Brock combed through the captured documents and dispatches that had been taken aboard Cuyahoga as well as during engagements south of Detroit. Possessing a detailed understanding of the size and condition of Hulls army, Brock also learned that its morale was low and that Hull was deeply afraid of Native American attack. Playing on this fear, he drafted a letter requesting that no more Native Americans be sent to Amherstburg and stating that he had over 5,000 on hand. This letter was intentionally allowed to fall into American hands. Shawnee leader Tecumseh. Public Domain Deception Wins the Day Shortly thereafter, Brock sent Hull a letter demanding his surrender and stating: The force at my disposal authorizes me to require of you the immediate surrender of Fort Detroit. It is far from my intention to join in a war of extermination, but you must be aware, that the numerous body of Indians who have attached themselves to my troops, will be beyond control the moment the contest commences†¦ Continuing the series of deceptions, Brock ordered extra uniforms belonging to 41st Regiment to be given to the militia to make his force appear to have more regulars. Other ruses were conducted to deceive the Americans as to the actual size of the British army. Soldiers were instructed to light individual campfires and several marches were conducted to make British force appear larger. These efforts worked to undermine Hulls already weakening confidence. On August 15, Brock commenced a bombardment of Fort Detroit from batteries on the east bank of the river. The next day, Brock and Tecumseh crossed the river with the intention of blocking the American supply lines and laying siege to the fort. Brock was forced to change these plans immediately as Hull had dispatched MacArthur and Cass with 400 men to re-open communications to the south. Rather than be caught between this force and the fort, Brock moved to assault Fort Detroit from the west. As his men moved, Tecumseh repeatedly marched his warriors through a gap in the forest as they emitted loud war cries. This movement led the Americans to believe that the number of warriors present was much higher than in actuality. As the British approached, a ball from one of the batteries hit the officers mess in Fort Detroit inflicting casualties. Already badly unnerved by the situation and fearing a massacre at the hands of Tecumsehs men, Hull broke, and against the wishes of his officers, ordered a white flag hoisted and began surrender negotiations. Aftermath In the Siege of Detroit, Hull lost seven killed and 2,493 captured. In capitulating, he also surrendered MacArthur and Cass men as well as an approaching supply train. While the militia were paroled and permitted to depart, the American regulars were taken to Quebec as prisoners. In the course of the action, Brocks command suffered two wounded. An embarrassing defeat, the loss of Detroit saw the situation in the Northwest radically transformed and quickly dashed American hopes of a triumphant march into Canada. Fort Detroit remained in British hands for over a year until being re-taken by Major General William Henry Harrison in the fall of 1813 following Commodore Oliver Hazard Perrys victory at the Battle of Lake Erie. Hailed as a hero, Brocks glory proved brief as he was killed at the Battle of Queenston Heights on October 13, 1812.

Catherine of Valois Biography

The Necessity of Keeping University Entrance Examination

THE NECESSITY OF KEEPING UNIVERSITY ENTRANCE EXAMINATION By Nguyeà £n Ngoà ¯c Khaà ¹nh Linh Professor OÂng Vaà ªn Minh Taà ¢m COM2-D May 2008 Outline I. Introduction: The Vietnam education reform: omitting university entrance examination II. Reasons for not abolishing university entrance examination: A. Best selection guarantee B. The shortage of colleges and universities C. The effect of entrance exams III. Conclusion After a few recent years of debates, Vietnam education and training Department has made the decision to abolish annual national university entrance examination. Argument, therefore, has been brought about and this issue has become one†¦show more content†¦Vu Quang Viet indicates that only 1.6% of Vietnamese citizens can pursue their tertiary study (â€Å"Chi tieà ¢u cho gà ­ao duà ¯c: Nhà ¶Ãƒ µng con soà ¡ â€Å"giaà ¤t mà ¬nh!†Ã¢â‚¬ . VietNamNet. 13 Feb. 2006), which means that the number of seats in colleges and universities are limited, and admission, thus, is extremely selective. Therefore, conducting the university entrance exams is the most logical and impartial way to decide whom to pursue higher study. As we can see, in every aspect, people have to compete to get what fulfills their needs when there is insufficient source of supplies. In ancient eras, when people lived in caves, they fought for food when there was shortage of food. In modern his tory, big countries fought for colonies, which caused World War II. In other words, when everyone wants their needs to be met while there is shortage of supplies, they have to compete for it. None can be exempted from this fact. Similarly, in this case, every student wants to get admission when there are few available seats, they have to compete for those seats. It is logical. The third point is that the national university examination will encourage students to study. Thus, the qualification of admitted students will be enhanced. How could we be sure that those who admitted into universities are able to pursue their study? The answer is that, if they are able to pass the entrance tests, their levels are high enough to follow their academic path. In order to pass the entrance exams, they have toShow MoreRelatedOnline Admission Processing System5069 Words   |  21 Pagesmin ONLINE ADMISSION PROCESSING SYSTEM COMPUTER ENGINNERING DEPARTMENT CHAPTER ONE 1.1 INTRODUCTION Admission of students into university is an indispensable activity in every educational system. It is as old as education itself. At Caritas University, enrollment of more students into the school over the past few years have steadily increased the demand on the admission office. More applications resulted in heavier paper work and processing challenges. 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Social Behavior And Society By Dr. G. Scott Acton And The...

Sociology is the study of social behavior and society. An important part of social behavior is analyzing how we as people behave and the patterns of how we interact with one another. The article in which I have looked into is titled, â€Å"Attachment Theory.† The website of this article is maintained by Dr. G. Scott Acton and the article was written by Cristan E. Eagan. The professional journal article this was published in is Personality Research, a website that I found through the Social Psychology Network. It was last updated in 2002, so it is a little over a decade outdated, but has very important and useful information. The research topic is how different senses of attachment work and how we are affected by them. The author is investigating the ways we deal with, â€Å"attachment, separation, and loss in close personal relationships.† The social theory being investigated is attachment theory, which is defined as, â€Å"Attachment theory is a psychological model th at attempts to describe the dynamics of long-term interpersonal relationships between humans.†(Wikipedia). Also, this theory emerges interpersonal theory, and attachment styles as sensitive responding, strange situation and Harlow’s experiments. These subcategories truly explain and expand on what we do when attached or let go of and how it happens. To begin the discussion, we will touch base on how the author plays previous researches into the article. First, the article contains the model of self and of other, from

Hotel Case Free Essays

The Royal Hotel Case Study describes a situation where a junior consultant has architected a hotel maintenance management and issue tracking solution for a boutique hotel client. Blake, the consultant, identified a hotel maintenance management package which included a Rapid Response issue logging module, Preventative Maintenance module and the Reporting Module. Blake left the engagement prior to the completion of the change and has been called back because the system has been month balled a few weeks after go live. We will write a custom essay sample on Hotel Case or any similar topic only for you Order Now The hotel GM and Blake’s boss are extremely unhappy. The Cast of characters Blake Cantera An MBA student with two weeks consulting training. The architect of the solution on his first engagement Royal Hotel GM A no nonsense, old school hotelier, running a boutique business hotel in New York. The GM wants to eliminate situations where guests discover maintenance issues. Director of Housekeeping Not a champion for the system and does not take ownership for the maintenance issues at the hotel Director of Maintenance Roll has a natural conflict with housekeeping – did housekeeping report the issues and maintenance lose it, or did housekeeping just not report it? Director IT Espresso Vendor Potentially oversold the solution as a panacea Jack Scarso A colleague of Blake’s with similar experience, who is held in low esteem. Jack was assigned to implement the solution when Blake was transferred off. Jack received virtually no handover. Fancy Consultants Boss The kind of boss who provides little support and mountains of expectation and appears to take little or no responsibility for the issues. Issues with the solution and approach The implementation of the Espresso system would classify as a second order change which impacts Technology, Process and People and requires careful planning on how to overcome the End Users resistance to change which could dramatically impact the adoption of the system. The GM is an â€Å"Old School† hotelier however the proposed solution is a very â€Å"New School† solution; relying on digital logging, reporting and electronic task tracking rather than relationships and hierarchy for effectiveness, this suggests some ultural challenges that would appear not to have been addressed. The staff who are required to interact with the system will undergo process and cultural changes The way that housekeeping report issues changes – instead of waiting until the end of the shift they now report issues using the phone as they come across them. Maintenance teams are now being tracked using the sidekick and bar code system, to ensure stations are visited. Additionally repor ting has been implemented to identify top performers and motivate staff. As such attention to managing the people dimension to ensure that the change is adopted is critical to the success of the initiative In-experienced change implementor acting without supervision or guidance. Change in key resources during the implementation with little effective transition or handover. Limited or no executive or general management oversight or support of the implementation from FC, the Royal Hotel or the Vendor. What should Blake do? Firstly, Blake needs to ensure that the Espresso System has the comitment of the full management team. After all, these are the people who let the system get mothballed so quickly. This means assembling the stakeholders and seeking their commitment to the success of this initiative – this is not just Blakes’ problem and Blake can’t fix it by himself – the system needs to be owned. Next Blake needs to understand what the current situation is which will involve clarifying the following Why did the employees stop using the system Why did the Directors of Maintenance and Housekeeping let their employees stop using the system? What needs of the employees did the old system better suit? How was the bar coding of maintenance points deployed? Did the management team receive the new reports and were their requirements catered for with the reporting tools? How were job changes managed and assigned – for example monitoring the Command Centre? Infrastructure – did the solution integrate with existing infrastructure – were the reports accessible? Were the sidekick units adopted? Through this process of analysis Blake can produce a post implementation review and and action plan for system design modifications, change management, training and re-release. How to cite Hotel Case, Essay examples

The Spanish Empire in the Americas free essay sample

Chapter 1 Study Guide The Spanish Empire in the Americas 1. Three arguments’ that Juan Gines de Sepulveda used to justify enslaving the Native Americans were for gold, ore deposits, and for God’s sake and man’s faith in him. 2. Three arguments that Bartolome de las Casas gave in attacking Spanish clonial policies in the New World were the Indians eating human flesh, worshiping false gods, and also, he believed that the Indians were cowardly and timid. 3. For comparisons that Sepulveda used, in lines 1-7, to express the inferiority of the Indians was their prudence, skill virtues, and humanity were inferior to the Spanish as children to adults, or even apes to men. Comparisons he used to dismiss the significance of the Indians â€Å"Ingenuity for various works of artisanship† were the animals, birds, and spiders that could make things humans could not replicate. In either situation, there was no appropriateness. 4. Las Casas may have weekened his case by requiring that the Spanish must restore what had been taken unjustly from the Indians because the Spanish ultimately modernized them and if they were given back what had been taken, they would again become ‘retro’. We will write a custom essay sample on The Spanish Empire in the Americas or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If the Indians had been given back their bow and arrows, then they would have no use for them because they have guns. 5. The bias that Las Casas expressed in the last paragraph in his book was that Muslims are savages. The Encounter 1. What  kind of existence did the first people who came to North America live? The kind of existence that the first people who came to North America to live was very icy, cold and rugged. They were hunters and gatherers so they were a nomadic people. This means hay regularly picked up and moved making life even harder. 2. What is the dominant theory as to how the  first people came to North America? The Dominant theory known as to how the first people came to North America was that they crossed on a land bridge formed by the ice age over the bearing strait. Also well argued is that the nomads came by boat and hugged the coast on their way. 3. What was significant about farming groups when compared to nomadic groups? Farming groups were able to stay in one place and this enabled them to do a lot of things more than the nomads. They were able to harvest crops, have more babies, build cities, build populations, and create better housing. 4. What were the  three great empires according to the article? What were the dominant features of each? The three great empires were the Maya, Aztec, and Incas. The dominant features of the Maya were the advanced intellectual aspects  of the cities as well as the water system that they made. The dominant features of the Aztec were their means to live off the land, which in their case proved the desert, and also able to build a large city with mass trade and a great army. The dominant features of the Inca were their ability to stretch their empire more than any other and to harvest 100’s 1000’s of different potatoes and corn. 5. What is a common belief among many of the groups in North America? A common belief among many of the groups in North America is that there is a creator and also the bond between humans and nature. 6. Why were Europeans looking for new trade routes to the Indies?