10 Years After

My return to college

11.15.2002

In British Literature we finished up discussing "My Last Duchess" and moved on to the first few stanzas of "Porphyria's Lover." The Duke in the first is definately a psycho. Class today was less than half full. Maybe this was an early start to ditching classes next week for Thanksgiving. So, with few students there I ended up answering a lot of questions. One noone would venture an answer I'd either answer. Once the professor called on me when the class was silent. I'm much more comfortable answering questions broadly put to the class rather than ones which are asked directly to me. In anycase, I answered and my answer was acceptable. I also offered an unsolicited comment about the origin of the statue of Neptune taming the horse as being indicative of the Duke displaying his power over the count. The Count is often viewed as Count Tyrol, whose capital was in Innsbruck which is the city of origin for the sculptor who created the bronze statue.

It appears that in reading these Dramatic Dialogues of Robert Browning there is a certain economy of words. Each word and phrase has a specific meaning.

"Porphyria's Lover" is much less enjoyable to read than "My Last Duchess." Perhaps it is that the depravity is much more blatant or that I find the lover, who is the speaker, to be less engrossing. Anyways, the other Dramatic Monologues were also better than "Prophyria's Lover" as well.

Now to study for my quiz in Spanish.

11.14.2002

I had the fourth American Government test this morning. After falling asleep last night studying I think I managed to pull an A. If not, I'm sure aI received an upper percent B. Still, an A would be best. I did fine on the short answers on the test in American Government. There were a few multiple choice questions which required me to make educated guesses.

I stopped by my advisors office. He wasn't in and his posted office hours are for MW only. I called, left a voice mail, and, also, sent an email requesting an appointment to see him. Hopefully I can get in today. I'm not worried about any of my classes except for the two English classes. Even then, I'm mostly concerned about the History of the English Language class only. The other English class is rather flexible.

Update
I received an email a few seconds after I sent a email requesting a meeting. I called him and then went over to his office. All but two of the class I wanted to take were available. The history class I managed to take at the same time by changing the instructor and settling for a distance course. I'll attend the lecture itself and not the broadcast. The second change was for the philosophy class. I wanted to retake Self & World (which was Self, World, & God when I took it originally). However, since that was filled I opted for the Philosophy as conversation. Not only does it count as a general core class which fulfills my philosophy/ethics class, it also counts as one of the two oral intensive class which I am required to take. My schedule for next semester is as follows:
MWF
9:15 US History Since 1877
10:15 Spanish II
11:30 Poetry genre

TR
9:45 History of the Eng Lang
11:15 Prob&Stats
12:45 Phil as Conv

11.12.2002

I managed to stay awake during American Government. In class we discussed Social Welfare and went over questions for Thursday's test. I am determined to ace this next test. The instructor returned our papers at the end of class. I scored an 86 on it with the comment "your writing could be more concise." Not too bad, I suppose. I noticed everyone around me had papers in the range of 70s or lower 80s.

I've decided the topic for my next british Literature paper. One of the topics given was to write three explications of the Rubaiyats of Omar Khayyam. Seems straight forward. I'd thought I'd pick out a few of the more famous quatraines to comment on, include a little commentary about both Omar Khayyam and Edward Fitzgerald, the impact these translations have had on British literature, and mention the dissenting view of Fitzgerald's interpretations.

Next up is World Civ. That class should be interesting. Last Thursday we discussed the New World. The odd thing about that class is how plastic the information is. Our instructor told us that Clovis, as a time period for first inhabitation based on archeological evidence, has already been abandoned for an earlier time. Also of note, while the Berring Strait land bridge theory postulates that setlement was north to south, the oldest archeological evidence of humans in the New World is southern and the farther north the newer the dates. The explanation, and I feel this is reasonable, is that the early migrants stayed close to the coast and, as the ice caps melted, these earlier sites are now underwater.


11.10.2002

School House Rock
Here are the previously promised answers to the discussion questions I selected on the last British Literature II test:
A2. Family and friends seemed to have been influential and important to John Keats. It is through his letters to his brothers that negative capability appears to be reasoned out and first expressed. John Keats stayed in contact with one brother, George, when he moved to America. In fact, John Keats sent his brother funds when he goes brokoe. His friendship and tutleage under his early schoolmaster's son depicts how Keats engaged in deep friendships. Several key poems of Keats come out of this relationship. Most famous would be "On First Reading Chapman's Homer" after staying up all night together reading Chapman's translation of Homer. Another example of rich friendship is the one between Keats and Leigh Hunt. Hunt, a mediocre poet of comfortable means, realizes the genius which Keats possessed. Hunt introduced Keats to the literary elites of the time - Wordsworth, Coleridge, Byron, Charles Lamb, etc. Hunt also undertook to guide Keats into developing the genius he had. Joseph Severn was an old friend of Keats who took care of him in the last few years of his life, after Keats realized he was dying.

B2. Shelley's hatred of Tyranny is depicted in several poems that we read. "Ozymandias" uses the depiction of ruined statues of Ramses II to illustrate that all tyrants fall, regardless of their power. "England in 1819" uses images of corpulant leeches which are eventually so cloated from the blood of their victims that they fall off without anyone needing to strike them. Shelley also calls George III blind, mad and dying. "A Song: 'Men of England' " called for the weoking lower clas to caste off the upper class. These poems were written after the Manchester Massacre, also known as Peterloo. Sheeley did more than write poetry. As a youth he viisted Ireland to rouse the people to fight for Catholic Emmancipation. He married his first wife to save her from the tyrrany of her father. later in life, while in Italy, he became involved in the Greek fight for independence.
C2. Byron's feat of swimming the Hellespont in imitation of Hero and Leander was amazing. Today this is on par with Olympic swimming. However, for his time it was even more outstanding. For in his time few people, including most sailors, knew how to swim. Byron also showed his physical stature by becoming a soldier. Unlike Coleridge's failed attempt at becoming a dragoon, Byron took to the physical test. Desiring to see Greece become free from the Turks, Byron helped train and supply soldiers.


Set The World Afire
This really burns me up. I have 9 hours of classes in Computer Science and yet I am required to take a class to learn how to use a word processor. From what I understand I'll be forced to use Microsoft Word as the word processor. Also, somewhat anachronous, the class requires me to use two "High-Density Disks."


Here's the course description from the Undergrad Catalog:

CSCI 1100.
Using Information Technology(2 credits)
— Students will gain a working knowledge of word-processing, electronic communication, and on-line database searching and will learn the skills necessary to integrate electronic information from various sources. Students learn through both lecture and hands-on experience.


Also, Dr. Chenoweth has an evaluation of the UIT class online here. (Oddly enough, the PDF file lacks bookmarks, which would be useful for navigating through the 175 page document. If you use the University's google powered search engine, you can view it in HTML. Though even then it lacks hyper-links tot he various chapters and Appendixes. However, that's a digression I suppose.)

Archives

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