Analysis of Dickinson’s Pain has an Element of Blank
Although cryptic in language and structure, Dickinson gives her work an
instinctually vivid sense of emotion. Her examination of the feeling of
pain focuses in on only a few of the subtler nuances of pain that are
integral parts of the experience. She draws in on an "Element of Blank"
that she introduces in her opening line. In exploring pain, she proposes
that this "blankness" is a self-propagating force that is subject to the
dynamic forces of time, history and perception, but only to an extent.
Her first mention of "Pain" in the first line does not distinguish this
particular emotion as being of a particular brand of pain. She substitutes
no other words for "pain." By suggesting no other words for "pain," she
chooses the most semantically encompassing term for the emotion. She thus
gives her work the responsibility of examining the collective, general
breadth of "pain." Her alternatives offer connotations that color her usage
of "Pain": the sense of loss in "grief" and "mourning" or the sense of pity
in "anguish" and "suffering." She chooses the lexical vagueness of "Pain"
to embrace all these facets of the emotion.
In introducing the "Element of Blank," it becomes the context that she thus
examines pain. The exact context of "Blank" possesses a vagueness that
suggests its own inadequacy of solid definition. Perhaps this sense of
indefinition is the impression that this usage of "Blank" is meant to
inspire. In this context, this "blankness" is suggestive of a quality of
empty unknowingness that is supported by the next few lines: "It cannot
recollect When it begun." This inability to remember raises a major problem
with respect to the nature of "Pain;" namely whether Dickinson is choosing
to personify "Pain" by giving it a human quality like memory, or is in fact
negating the humanity of making it unable to remember. Several lines below,
she suggests that "Pain" does in fact possess some sort of limited sentient
ability in recognizing "Its Past - enlightened to perceive." It is very
possible that it is the "Pain" that is being enlightened or perceiving.
These conscious acts of giving "Pain" some sort of capacity of awareness
personify "Pain" to some extent.
In continuation of "Pain's" inability to remember, She proceeds, "It cannot
recollect When it begun - or if there were A time when it was not.
Sheldon, Steven B. "Parental Involvement in Education." Encyclopedia of Education, edited by James W. Guthrie, 2nd ed., vol. 5, Macmillan Reference USA, 2002, pp. 1844-1847. Opposing Viewpoints in Context, Accessed 1 Feb.
Children are impacted by the level of involvement that their families take in their education and in their everyday lives. Parent involvement in education can be demonstrated in a multitude of ways; this can include assisting in academic growth at home by helping with homework, reading to children, and engaging in activities such as open house and engaging in activities at the school (Sawyer, 2015). Although many articles show inconclusiveness in the study of parent involvement and how it relates to student success, this research will show that parent involvement does improve children’s academic achievement.
Family involvement today goes far beyond attending parent-teacher conferences, awards ceremonies, and chaperoning on school field trips. Educator’s expectations for parental involvement has changed, and there is a plethora of research that proves that involvement of parents in early childhood education is essential to the success of students. Research points to the following three points as the main reasons why parental involvement in early childhood education is important and beneficial:
In today’s American society, quality education is important for one to succeed. Without proper education, a person will find it extremely difficult to apply for college, a job, or to pursue his or her dream. Typically when Americans think of education, public education is the first to come to mind. Public education has been around for centuries and is provided to most children throughout the United States. Due to this fact, public education has been the go to education source for years. Though, this trend is slowly changing with many parents deciding to home school their children instead. Many factors are the cause for this issue, but the common arguments arise from a certain few. For students, public school provides many opportunities ranging from social connections, school sports, and the exposure to teachers who are experts in their fields. But homeschooling is often superior because it offers additional time for students to participate in various extracurricular activities and community service, allows for more individual attention, personal character development, and it offers less exposure to discrimination that is received in the public school environment.
Parent involvement is a major topic of concern among policy makers, educators, and researchers (Brooks-Gunn, Duncan, & Maritato, 1997; Rouse & Barrow, 2006; Young, Austin, & Growe, 2013) for more than 20 years. School districts, educational leaders, and researchers all agree with the premise that strong school-family partnerships improve children’s learning and outcomes. Parents and schools, separately or together, represent noteworthy influences on the essential sources of support for children’s learning and development. Children develop within multiple contexts, and development and learning are optimal when effective networks and permanencies among these systems are created. Semke and Sheridan (2012) affirm methods
Parental involvement is essential in helping address the functional/educational needs of the student both in and out of the classroom. According to research on good schools, parent involvement makes a difference. You cannot help your child succeed in the classroom if you are not involved. Positive parent involvement has a significant impact on student achievement, school attendance. Parents participate with the school in establishing its organizational goals, actively participate in developing the school’s policy on discipline, grading, attendance, testing, promotions, and retentions, listen to their children, recognize that children spend only a portion of the day at school and that much of their time is spent at home; therefore much can and should be done at home. As an SLP it is my responsibility to educate parents on what they bring to the table and establish what they would like to achieve in order to increase their child’s learning. As an advocate for children I will encourage parents to periodically determine if they, their child, and the school are working together in their plans for the child’s future, encourage visits with teachers and administrators at the school on a regular
In the article by, Schwartz (n.d.) there are five strategies for increasing parental involvement. They are incentives that will motivate parents to come to their children’s’ school. The first strategy is to distribute newsletters, or email bulletins. This increases parents’ to become active in their children’s’ education. This allows parents to know about what their child is studying in the classroom. This notifies parents of upcoming assessments, long term projects, and special events. The second strategy is keep parents aware of their children’s’ progress. The parents need to sign their children’s tests, and assignments. The teacher will also send a progress report concerning how their child is doing in a certain subject. The third strategy, is to create a website for parents to view throughout the current month. This lets parents know what activities are going on in school, and how they stay active in their children’s education. The fourth strategy is to have parents come into the classroom. The teacher will discuss with parents that they can share a hobby, such as, photography or cooking. Parents can come in, and speak about their career that relates to the topic the students are studying in the classroom. The fourth strategy is encourage parents to attend parent teacher conferences. The teacher needs to demonstrate the “sandwich affect” that is discuss positive aspects of their
All children in America have the right to a quality education. Most students receive that education through conventional means, going to a public or private school. There is another option for today's children, home schooling. Home schooling is a controversial issue. While it does have its benefits, some people believe it has too many downfalls to be an effective method of education. In this paper, topics such as academic impact, social impact, and parental opinions of home schooling will be discussed.
In “After great pain, a formal feeling comes”, by Emily Dickinson, the author uses imagery in order to portray the subject matter of the poem. The subject matter being the phases of going through pain, be it physical or mental pain. Dickinson uses imagery in: “After great pain, a formal feeling comes -/ The Nerves sit ceremonious, like Tombs -”(1-2) by writing “Nerves sit ceremoniously, like Tombs-” she is comparing how the person’s nerves almost seem to numb after experiencing pain. Dickinson then writes “The Feet, mechanical, go round” to portray how the person keeps on living as if nothing happened, sort
Today, many parents are homeschooling their children. A U.S. Department of Education’s report shows that approximately 1.5 million children were being homeschooled in 2007 (Lips & Feinberg, 2008). This is almost 3 percent of all school age children (Lips & Feinberg, 2008). A private researcher, the National Home Education Research Institute, estimates 2.5 million children were being homeschooled in the 2007 – 2008 academic years (Lips & Feinberg, 2008). By either count, homeschooling is growing exponentially.
Parental involvement promotes the social growth of a child. Children whose parents are involved in their education have many advantages. They have better grades, test scores, long-term academic achievement, attitudes and behavior than those with disinterested mothers and fathers (Gestwicki, 2001). Parents becoming involved in their child's schooling creates extra sources of social constraint to influence the child's behavior (McNeal, 2001). For example, parents talking to their children and becoming involved in the school conveys a message to the child of education being important. Parents should be talking with your children's teacher and letting her know about your family. The more she knows about your child, the better she will be able to connect with your child.
In all fairness, however, meaningful parent involvement can be tough. Schools are faced with federal regulations that require it (Title I, Individuals with Disabilities Education Act); there is solid evidence that when parents are involved there is a strong, lasting connection to academic achievement, and particularly for children at high risk. Many of these children have parents who themselves were unsuccessful in school; for these children, parent engagement is a real challenge.
Parental participation in education plays an important part in a child’s education to help them to achieve a better performance in school. About 70% of teachers surveyed (Public Agenda, 2003) believed that parents involve in their child’s education so that the child would achieve better academic in school, while 72% of parents say some students “fall through the cracks” in schools because without parent’s involvement (Johnson & Duffett, 2003). Wood (2003) reported that there is correlation between parental involvement in the schooling process of children and their academic success. According to
In a society with a vast array of different beliefs and mediums through which these beliefs are presented, children can get lost in an overwhelming sea of influential ideas and concepts not necessarily intended for their eyes and ears. Character education is a concept that calls for teachers and school curriculums to guide students in learning what Edward F. DeRoche and Mary M. Williams (2001, p. 25) described as “core values held sacred by a democratic society.” Parents are generally considered the teachers of morals, but if values like sharing, compassion, and honesty are never enforced or addressed outside the home, these values may never be established as a stable foundation in the child’s mind. Character education’s purpose is to help children choose to be well-mannered, stable, cooperative individuals. Character education is not in every school system, but its support is growing along with the amount of research evidence increasing in its favor (Viadero, 2003). The teaching of values in education has evolved into character education, and today there are different studies, designs, and resources for character education programs in schools to foster moral growth and citizenship in children.
To conclude, my research shows a clear link between parental involvement and children performing better in school. Children who's parents are involved in their education are showing better performance and are achieving higher grades. They also show better behaviour, more enthusiasm, ambition and higher levels of engagement. compared with children who's parent are not involved in their education. My research also shows that parental involvement has great benefits for both children and parents in many ways, so much so that the most effective schools are those who encouraged parents to be involved.