Developing Mathematic Thinking Essay Example | Topics and Well Written Essays - 750 words

Developing Mathematic Thinking - Essay Example How many has he left" may prove more difficult for some beginning students than calculating 5 - 3. Another way to categorise questions is according to the level of thinking they are likely to stimulate, using a hierarchy such as Bloom's taxonomy (Bloom, 1956). Bloom classified thinking into six levels: Memory (the least rigorous), Comprehension, Application, Analysis, Synthesis and Evaluation (requiring the highest level of thinking). Sanders (1966) separated the Comprehension level into two categories, Translation and Interpretation, to create a seven level taxonomy which is quite useful in mathematics. As you will see as you read through the summary below, this hierarchy is compatible with the four categories of questions already discussed. The teacher used other students to tackle mathematics hence building confidence in them as this gauges the students' confidence and competence with mathematics tasks. With is kind of an evidence, it is used by the teachers to provide the students with feedback on learning and in turn determine the way students are performing in relation to the outcome.3 The teacher gave a complex sum without developing skills about how to tackle such problems. The teacher ought to have used the mental strategy where he would have asked the student to solve addition or subtraction problems

African American Musuem Essay Example for Free

African American Musuem Essay The African Museum in Philadelphia is notable as the first museum funded and built by a municipality to help preserve, interpret and exhibit the heritage of African Americans. Opened during the 1976 Bicentennial celebrations, the AAMP is located in historic Philadelphia, a few blocks away from the Liberty Bell. Charles H. Wesley was a noted African American historian, educator, and author. He was the fourth African American to receive a Ph. D. from Harvard University. An ordained minister, Wesley’s distinguished career included 40 years of leadership with the African Methodist Episcopal Church. In 1976, he served as Director of the Afro-American Historical and Cultural Museum in Philadelphia, now known as the African American Museum in Philadelphia. Programs The African American Museum that is located in Philadelphia, Pennsylvania has some interesting education programs. These education programs focus on arts, culture, and heritage education. They place a major emphasis on the interests of the students, educators, artists, historians, scholars, and community organizations. These programs offer diversity with scheduling. The programs explore various African forms of cultural expressions. In these programs there are literary performances, hands on demonstrations, workshops, and storytelling performances as well. The African American Museum in Philadelphia feels its programs can be a vital link between the permanent and visiting collections for the many communities they serve. Exhibitions The exhibitions in the African American Museum in Philadelphia can some to be pleasing to the eye and stimulating to the mind. According to the African American Museum of Philadelphia these exhibitions invoke a deep collection of emotion ranging from pride and passion to excitement and enthusiasm. When visitors enter the museum they will come to Gallery 1, which includes a interactive timeline, images draw from historical record, that spans 100 years of history. In Gallery 2 there are full size video projections in which visitors can in engage in them. Once they are activated, a monologue about life in Philadelphia will begin. Some other aspects of the exhibit include an experience where you can walk the streets of Philadelphia through a large scale map, which is located between galleries 1 and 2 .

At-Risk Students :: essays papers

At-Risk Students Historical Overview Overall â€Å"student performance was lower in the early 1900s than it is today, quite possibly because schools felt much less pressure than they do today to achieve equity and excellence among students† (Rossi, 1994, p.4). While many of the challenges schools encountered during the early 20th century are the same challenges in present day schools, they were not addressed back then because they were not a priority. The focus on equity and excellence that has been developed since the turn of the century is worthy of praise (Rossi, 1994, p.4). Throughout much of U.S. history, the separate and unequal schooling of diverse groups has been reinforced. Ethnicity and class have been perhaps the most obvious basis for discrimination, but other student characteristics, such as gender and disability, have also been used to separate students and place them into appropriate courses regardless of their potential or interest (Rossi, 1994). Soon, reform movements, dating back to the 19th century, to provide all students with a common and equal education that cut across differences in class, ethnicity and religion became a focus. Diversity among students including differences in culture, language and socioeconomic stance is not a new trend. The difference, however, is that today, the school system realizes that all students, including those who differ in some way from the "average" student, or those â€Å"at-risk† must be provided with an equal, opportune education (Morris, 1991). Defining Students At-Risk Sometimes, determining when students are at risk can be a difficult task. The term â€Å"at-risk† has been used to describe a particular category of students who, on the basis of several risk factors, are unlikely to graduate from high school (Land, Stringfield, 2002). Yet educators are also confronted with children who have other at-risk conditions. For example, educators will be responsible for working with students who are at risk due to health problems, substance abuse, disabilities, socioeconomic status and other various reasons. These conditions can make students academically at-risk, or in danger of not meeting their educational potential. The use of the term â€Å"at-risk† to describe learners is often controversial and deserves consideration, as the at-risk label can convey a negative connotation. Causes of At-Risk Conditions Determining the cause of at risk conditions can be helpful and can contribute to the development of reform programs. First, school conditions might actually be creating at-risk conditions. â€Å" Inappropriate instruction, competitive learning environments, ability grouping and hostile classroom environments are just a few ways schools contribute to the problem† (Muller, 2001, p.

Airframe by Michael Crichton Essay

Michael Crichton’s 1996 literary work takes its audience into a flight adventure of suspense with a dash of humor. As the title suggests, Crichton’s audience might deduce a frame which could be found in the air. In more accurate terms, speculate about the structure of a plane. As the audience read’s it, this deduction is further strengthened with the illustration of a plane â€Å"accident† that results to an investigation on the quality on a Norton Aircraft-manufactured N-22, followed by media frenzy. For some, the event of an airplane accident which eventually results to tedious and cumbersome investigation is quite uninteresting and dull. However, readers of this book are still compelled to continuously read it because of the twists, thought-provoking exploration of a plane’s structure, high tension issues and jitters. Moreover, Michael Crichton’s style and themes informs and teaches several factual issues and concerns to its audience while entertaining them. By looking into the history and flight events, it can be said that Michael Crichton’s accounted problems in his book indeed portray real-life scenarios. Michael Crichton’s novel starts at the Transpacific Airlines flight 545, said to be a Hong Kong based transportation. In addition to this, it was also illustrated that the plane, as mentioned before, a Norton Aircraft-manufactured N-22, that is expected to arrive at Denver. However, severe turbulences occur at the California Coastline, resulting to an emergency landing at the Los Angeles airport. From the pilot’s report on the status inside the plane, there were already several injured passengers and two dead passengers. The dilemma rises from the fact, as the book states, that the plain’s history never showed or experienced poor safety record or performance. In addition to this, the pilot who was maneuvering the plane was highly trained, which takes the possibilities of human error out of the question. As such, the story tediously proceeds and revolves around the investigation regarding this â€Å"anomaly† on the plane’s condition or on the question of its safety records, and generally about how the whole incident happened. In this novel, the aircraft manufacturers in this novel responded in a way that imitates what â€Å"real† aircraft manufacturers would show or usually do after such accidents. There are cases where manufacturers are held liable or not liable to certain accidents by the jury. If the jury was impressed with the overall save rate, the manufacturer is not considered liable, resulting to the acknowledgment of the whole design utility being optimized for the majority to the detriment of a few. On the contrary, if the jury would inspect the high-speed aspects of risk in contrasts to the high-speed save rate, the manufacturer can be considered liable. As such, it is â€Å"factual† or logical that manufacturers would react in ways that Crichton describes it. On the other hand, the actions or events which follow the media hype on the airplane accident seem exaggerated, though again, convincingly true. Several scenes or illustrations regarding the media generally show that they tend to scrutinize whatever links they find regarding a certain topic which could boost their ratings. In addition to this, there is generally a persistence of the media crowd to grab whatever fact they could get a hold on to, and sometimes create stories to build or form the bits of information that they have into a persuasive story, which can either be true or partly-true. In his accounts of both the airplane problems, media and manufacturer investigations there are convincing facts which are laid to the audience by the author. In addition this are critical observations which shows Crichton’s style and manufactured tensions that keeps his readers stuck on the book, without boring their selves (just like what I felt). Crichton is like giving an ice cream, with a sprinkle of reality and fiction, mounted on a cone, coated with information and served in a plate garnished with humor that definitely keeps its audience from wanting more. References Crichton, Michael. (1996). Airframe. Alfred Knopf Publishers.

Dr. Jose Rizal Writing

Jose Protacio Rizal Mercado y Alonso Realonda (June 19, 1861 – December 30, 1896), was a Filipino nationalist, novelist, poet, ophthalmologist, journalist, and revolutionary. He is widely considered the greatest national hero of the Philippines. He was the author of Noli Me Tangere, El Filibusterismo, and a number of poems and essays. He was executed on December 30, 1896 by a squad of Filipino soldiers of the Spanish Army. He returned to the Philippines in 1892, but was exiled due to his desire for reform. Although he supported peaceful change, Rizal was convicted of sedition and executed on December 30, 1896, at age 35. On June 19, 1861, Jose Protasio Rizal Mercado y Alonso Realonda was born in Calamba in the Philippines' Laguna Province. A brilliant student who became proficient in multiple languages, Jose Rizal studied medicine in Manila. In 1882, he traveled to Spain to complete his medical degree. While in Europe, Jose Rizal became part of the Propaganda Movement, connecting with other Filipinos who wanted reform. He also wrote his first novel, Noli Me Tangere (Touch Me Not/The Social Cancer), a work that detailed the dark aspects of Spain's colonial rule in the Philippines, with particular focus on the role of Catholic friars. The book was banned in the Philippines, though copies were smuggled in. Because of this novel, Rizal's return to the Philippines in 1887 was cut short when he was targeted by police. Rizal returned to Europe and continued to write, releasing his follow-up novel, El Filibusterismo (The Reign of Greed) in 1891. He also published articles in La Solidaridad, a paper aligned with the Propaganda Movement. The reforms Rizal advocated for did not include independence—he called for equal treatment of Filipinos, limiting the power of Spanish friars and representation for the Philippines in the Spanish Cortes (Spain's parliament). Rizal returned to the Philippines in 1892, feeling he needed to be in the country to effect change. Although the reform society he founded, the Liga Filipino (Philippine League), supported non-violent action, Rizal was still exiled to Dapitan, on the island of Mindanao. During the four years Rizal was in exile, he practiced medicine and took on students. In 1895, Rizal asked for permission to travel to Cuba as an army doctor. His request was approved, but in August 1896, Katipunan, a nationalist Filipino society founded by Andres Bonifacio, revolted. Though he had no ties to the group, and disapproved of its violent methods, Rizal was arrested shortly thereafter. After a show trial, Rizal was convicted of sedition and sentenced to death by firing squad. Rizal's public execution was carried out in Manila on December 30, 1896, when he was 35 years old. His execution created more opposition to Spanish rule. Spain's control of the Philippines ended in 1898, though the country did not gain lasting independence until after World War II. Rizal remains a nationalist icon in the Philippines for helping the country take its first steps toward independence. The greatest contribution of Dr. Jose rizal in our country is the two novel he written; the Noli Me Tangere and El Filibusterismo, by this many filipinos awaken by the slavery of Spaniards to the Filipinos. He used these two writings instead of holding a sword against the Spaniards. He proved to everybody that pen is mightier than a sword. He also organized the first cooperative in the Philippines while in exile in Dapitan. The Rizal's clay sculptures, including the one entitled Prometheus Bound, are very original. They are not only pleasing to look at, but also show social issues. Rizal used art as a medium to effect societal change. Rizal's pencil sketches also show techniques that were later used in comic strips. For these, the historian Gregorio Zaide nicknamed Rizal as the â€Å"Leonardo da Vinci of the Philippines†. He was also an exemplary example of Filipino Values. He also advocated a peaceful and a diplomatic way to speak out Spanish indifferences. Andres Bonifacio, on the other hand, advocated a bloody revolution, which is against the Filipino value of life. He also made anthropological researches on the physical and social make up man. He also experimented on various plants as he practiced horticulture. He also made researches on the physiology, classification and habits of animals. Aside from being an ophthalmologist, he practiced engineering and constructed a water system while in exile in Dapitan. His death gave new courage to the filipinos like emilio aguinaldo etc. to defend Filipino people from foreign accusations of foolishness and lack of knowledge; to show how the Filipino people lives during Spanish colonial period and the cries and woes of his countrymen against abusive officials; to discuss what religion and belief can really do to everyday lives; and to expose the cruelties, graft, and corruption of the false government at honestly show the wrongdoings of Filipinos that led to further failure. Dr. Jose Rizal Mercado y Alonso is by far, without a doubt, the greatest hero this nation can ever have. Ever since the very foundation of our early education, we have been taught about a man to whom we owe the sweet taste of independence we now have the privilege to enjoy. Rafael Palma, a person of great significance once said, â€Å"The doctrines of Rizal are not for one epoch, but for all epochs. They are as valid today as they were yesterday and it will still be strongly valid in the future. This signifies the immortality of Rizal’s life, works, and genuine character. And as our beloved country’s National Hero, Dr. Jose Rizal will be remembered, forever. That we can be sure of. However, the world will never run out of skeptics. Some have lead themselves to believe that Dr. Rizal was a made-to-order hero; one that personifies what we want to see in a person, or in a hero, for this matter. But we strongly believe, that these opinions hold no truth. Dr. Jose Rizal was a very real human being. One who had his share of mistakes, and heartaches, but nevertheless stood for what he believed in, and lead his nation to freedom. Who made Jose Rizal our foremost national hero, and why? But before we can come up with a logical answer to that, we must first look into the character and works of Dr. Jose Rizal that made him our national hero. First and foremost, as stated by the authors Gregorio and Sonia Zaide in the book Jose Rizal, Dr. Rizal is our greatest hero because he took an â€Å"admirable part† in that movement which roughly covered the period from 1882-1896. His wondrous magic with words in his writings, had a tremendous contribution to the formation of Filipino nationality, lead his fellow men to assert their right to our nation. Dr. Rizal’s works sparked a flame that set us free. The authors have previously stated, â€Å"†¦no Filipino has yet been born who could equal or surpass Rizal as â€Å"person of distinguished valor or enterprise in danger, or fortitude in suffering. † This is the second point. We can all agree about the fact that not one citizen of the country had yet to show the same characteristics, or had done the bravest of acts for his country as Dr. Jose Rizal. Considering his natural endowments—intellegence, wealth, influence—Dr.Jose Rizal could’ve chosen a life in prosperity, up, up and away in another island. But instead, he dedicated his life into writing for the sake of his love for public service to the Filipino people, and the Philippines. nd lastly, Jose Rizal is the greatest Filipino hero because he is â€Å"a man honored after death by public worship, because of exceptional service to mankind. † (Gregorio and Sonia Zaide, Jose Rizal). Dr. Jose Rizal is not only highly acclaimed up to this very time because of the exemplary literature we still study to this day. He is still very highly remembered and ever adored because of his conviction, service, and great love for the Filipino people, and the country. This is because he is still celebrated years after he left the face of the earth. He was a great leader, who offered exceptional service to mankind. Going back to our main question: Who made Dr. Jose Rizal our foremost national hero, and why? My answer is going to be brief, and simple. Not one person or organization can be held responsible for making Dr. Jose Rizal our national hero. Rizal himself, his own people, and the foreigners all together contributed to make him the greatest hero and martyr of his people. This is because; Dr. Jose Rizal didn’t become our National Hero by way of traditional election. The fruits of his exceptional dedication and conviction to his life’s purpose are seen in our everyday lives. If he hadn’t, and among other note-worthy heroes of our history fought for our well-deserved freedom, maybe we’ll still be in the hands of our unjust captors. His â€Å"excellent qualities and merits† (Rafael Palma) made him Our Foremost National Hero.

Complements in English Grammar

Complements in English Grammar In grammar, a complement is a word or word group that completes the predicate in a sentence. In contrast to modifiers, which are optional, complements are required to complete the meaning of a sentence or a part of a sentence. Below youll find discussions of two common types of complements: subject complements (which follow the verb be and other linking verbs) and object complements (which follow a direct object). But as David Crystal has observed, the domain of complementation remains an unclear area in linguistic analysis, and there are several unresolved issues (Dictionary of Linguistics and Phonetics, 2011). Subject complements My uniform is torn and dirty.My uniform is a T-shirt and jeans.Imagination is the one weapon in the war against reality.(Jules de Gaultier)Love is an exploding cigar we willingly smoke.(Lynda Barry) Object complements Jimmys teacher called him a troublemaker.The teachers remark made me angry.The widow she cried over me, and called me a poor lost lamb, and she called me a lot of other names, too.(Mark Twain,  Adventures of Huckleberry Finn, 1885) Subject Complements Subject complements rename or describe the subjects of sentences. In other words, they complement the subjects.Many of these complements are nouns, pronouns, or other nominals that rename or provide additional information about the subject of the sentence. They always follow linking verbs. A less contemporary term for a noun, pronoun, or other nominal used as a subject complement is predicate nominative. He is the boss.Nancy is the winner.This is she.My friends are they. In the first example, the subject complement boss explains the subject he. It tells what he is. In the second example, the subject complement winner explains the subject Nancy. It tells what Nancy is. In the third example, the subject complement she renames the subject this. It tells who this is. In the final example, the subject complement they identifies the subject friends. It tells who the friends are.Other subject complements are adjectives that modify the subjects of sentences. They also follow linking verbs. A less contemporary term for an adjective used as a subject complement is predicate adjective. My coworkers are friendly.This story is exciting. In the first example, the subject complement friendly modifies the subject coworkers. In the second example, the subject complement exciting modifies the subject story.(Michael Strumpf and Auriel Douglas, The Grammar Bible. Henry Holt, 2004) Object Complements An object complement always follows the direct object and either renames or describes the direct object. Consider this sentence: She named the baby Bruce. The verb is named. To find the subject, ask, Who or what named? The answer is she, so she is the subject. Now ask, Whom or what did she name? She named the baby, so baby is the direct object. Any word following the direct object that renames or describes the direct object is an object complement. She named the baby Bruce, so Bruce is the object complement.(Barbara Goldstein, Jack Waugh, and Karen Linsky, Grammar to Go: How It Works and How to Use It, 4th ed. Wadsworth, 2013)The object complement characterizes the object in the same way as the subject complement characterizes the subject: it identifies, describes, or locates the object (as in We chose Bill as group leader, We consider him a fool, She laid the baby in the crib), expressing either its current state or resulting state (as in They found him in the kitchen vs. She made him angry). It is not possible to delete the object complement without either radically changing the meaning of the sentence (e.g. She called him an idiot - She called him) or making the sentence ungrammatical (e.g. He locked his keys in his office - *He locked his keys). Note that be or some other copula verb can often be inserted between the direct object and the object complement (e.g. I consider him to be a fool, We chose Bill to be group leader, They found him to be in the kitchen).(Laurel J. Brinton and Donna M. Brinton, The Linguistic Structure of Modern English. John Benjamins, 2010) Multiple Meanings of Complement Complement is one of the most confusing terms in scientific grammar. Even in one grammar, that of Quirk et al. (1985), we can find it being used in two ways: a) as one of the five so-called clause elements (1985: 728), (alongside subject, verb, object and adverbial):(20) My glass is empty. (subject complement)(21) We find them very pleasant. (object complement)b) as a part of a prepositional phrase, the part that follows the preposition (1985: 657):(22) on the table In other grammars, this second meaning is extended to other phrases. . . . It therefore appears to have very broad reference, to anything that is needed to complete the meaning of some other linguistic unit. . .   These two basic meanings of complement are neatly discussed in Swan [see below].(Roger Berry, Terminology in English Language Teaching: Nature and Use. Peter Lang, 2010)  The word complement is also used in a wider sense. We often need to add something to a verb, noun, or adjective to complete its meaning. If somebody says I want, we expect to hear what he or she wants; the words the need obviously dont make sense alone; after hearing Im interested, we may need to be told what the speaker is interested in. Words and expressions which complete the meaning of a verb, noun, or adjective are also called complements.Many verbs can be followed by noun complements or -ing forms with no preposition (direct objects). But nouns and adjectives normally need prepositions to join them to noun or -ing form complements.(Michael Swan, Practical English Usage. Oxford University Press, 1995) I want a drink, and then I want to go home.Does she understand the need for secrecy?Im interested in learning to fly. EtymologyFrom the Latin, to fill out Pronunciation: KOM-pli-ment

William Shakespeares Sonnet 138 Comparing love in two poems Essays

William Shakespeares Sonnet 138 Comparing love in two poems Essays William Shakespeares Sonnet 138 Comparing love in two poems Paper William Shakespeares Sonnet 138 Comparing love in two poems Paper Essay Topic: Poetry William Shakespeares Sonnet 138 is about a couple that have a very cynical relationship. The poet is saying he knows that he is old and no longer beautiful, and that she doesnt love him as much because of this, but he doesnt tell her this. Elizabeth Barrett Brownings Sonnet is a contrast to Sonnet 138 because this relationship is completely honest and open. The poet is writing about how important her lover is to her, even more important than God. Sonnet 138 written by William Shakespeare in the late 1590s, but was not published until 1609. The poem is about a man who is in a relationship with a much younger lady. Their relationship is very cynical and they are very untruthful to each other. The man knows his helper is lying to him and he thinks she doesnt realise this. The man is just as bad though, because he is also being deceitful to her. But he is happy leaving it that way. The sonnet is a Shakespearian sonnet, and is divided into 3 quatrains and a rhyming couplet. The first line of the poem gives us a faint idea of what the poem could be about, he says When my love swears that she is made of truth We know from this it is a lover telling us that his partner is promising she is truthful to him. It could also mean that the partner promises that she is virginal and pure. The writer soon makes a contradiction, because he does believe her, though I know she lies. He says that he believes her even though he knows she is lying, he could also be trying to fool himself into believing something that isnt true, so that he feels better. She might think that he is naà ¯Ã‚ ¿Ã‚ ½ve and will believe anything she tells him, she might think me some untutord youth, She thinks this because she thinks he doesnt know about the truth, Unlearned in the worlds false subtleties backs this idea up. The next quatrain starts with the writer saying because of her lies and deception he is vainly thinking that she thinks me young, he is hoping that she really does think him young, he tries to make himself believe this, but it is hard for him since he knows that he is rather old, and she knows my days are past the best. He knows that it is obvious to her. It seems as if the man may have gave up thinking in vain as we can see from Simply I credit her false-speaking tongue he respects her for lying to make him feel better about himself, and because she lies so well. However he cannot be angry at her for lying to him, because On both sides thus is simple truth supprest. They are both lying to each other, and it would not be fair for him to blame it all on her. In the last quatrain he is wondering why she doesnt tell him that he is too old, But wherefore say not that I am old? He probably would not mind if she just went ahead and told him, but she might be afraid of the consequences. He doesnt mind the lying, he thinks loves best habit is in seeming trust, he seems to think that lying is a normal part of love and he says it is the best part of it. He could be trying to make himself believe that it is all a normal part of love so he does not feel bad. He then goes on to, in a way, disagree with himself, because he thinks age in love loves not to have years told he is saying love does not like to hear about the age difference. The rhyming couplet at the end sums up the poem, Therefore I lie with her, and she with me, can mean two things. The man lying to his wife and her lying to him, and the two still lying in bed together as a result of them not being truthful to each other and not breaking up. The last line, And in our faults by lies we flatterd be means that he is happy with the fact that they are both lying to each other, because it still makes him feel happy. Sonnet by Elizabeth Barrett Browning is very different to Shakespeares Sonnet 138 in the way that it is about a relationship based on pure everlasting love and trust, rather than dishonesty and lying to each other. Her love for her husband is so great that she compares it with her love for God, or maybe she sees him as God. She says that she loves him as much as possible, and her love for him will last forever. This is very unlike Sonnet 138 because in that it is about false love and deceptions. The poet was handicapped as a child, due to a horse riding accident; this made people think that she would be a failure, therefore being able to achieve nothing special in her life. This may have affected her, so maybe she wanted to prove them wrong. She may have started writing because of this. Then in 1845 she met and fell deeply in love with. Robert Browning, who she later married and ran away to Italy with. Meeting Robert Browning may have been another factor that affected her writing (definitely in this poem), and moving to Italy, seeing all the changes in relationships she would have seen. This is a petrarchan sonnet, divided into an octave and a sestet. The first line of the poem gives us a big clue on what the rest of the poem is about; she asks how does she love thee? then says let her count the ways. This shows she is going to list the many ways that she loves her husband, whereas in Sonnet 138 the poet is listing the faults in his relationship and the ways his partner lies to him. It also tells us there might be a lot of ways, because she has to count them. She loves him to the depth and breadth and height her soul can reach, she is saying that her love for him is so immense that it would fill up the whole universe if it were possible. Her use of all three dimensions emphasizes the feeling of everlasting, making the reader think of an infinite amount of space. The poem is given a spiritual feeling from her soul, giving a clue that the poem may be about spiritual, religious love as well. She loves him to the level of every days most quiet need, this could mean that during every little thing that she does everyday, she is thinking of him persistently by sun and candlelight. Sun and candlelight means during day and night, suggesting that she may stay awake at night think about him or dream about him. Candlelight also brings up the idea of spirituality again, because a candle is a strong Christian religious symbol. Her love for him is free and unleashed; she compares this freedom of love with men who strive for Right. Elizabeth Barrett Browning was strongly against the slave trade, and this could represent the slaves fighting with a passion for freedom. She says she loves him purely, and she compares this purity with the innocence of the slaves when they praise their gods for release. She uses all her love in her heart to love her husband and it is put to good use. Her love is pure and simple, she loves him with her childhoods faith. Children are supposed to have pure, innocent, simple minds, and she is saying that her love for him is simple, yet full of passion. The childhood aspect appears in Sonnet 138 as well, but instead meaning a childs gullibility, showing a negative feeling rather than the positive one shown in this poem. This could also mean with all the breath, smiles, tears she has lost in the past she has lost all her old griefs, which makes her love him more. She ends it with saying that she will love thee better after death. This shows the religious love again, she obviously believes in heaven, therefore God. She might also see her husband as a god. This poem is a big contrast to Sonnet 138 because the poet is exploring the idea of the lovers being in an honest relationship and their love is true and everlasting. Whereas in Sonnet 138 the poet has explored the idea of a relationship being based on lies and the lovers are not really sure if their love is true love. From analyzing and comparing these two poems, contrasts and similarities can be made. The main similarity is that the two poems are about love within a relationship. The main contrast is that Sonnet is about positive feelings towards the partner and Sonnet 138 is about negative feelings towards the partner. Sonnet uses positive language like purely, freely, and passion which show feelings and emotions of pure love, and religious imagery is used, like soul, Grace, candlelight, and praise which emphasizes the feeling of love by comparing it with her love for her religion and God. Sonnet 138 on the other hand uses language that shows negative feelings, like lies, false, unjust, and untutord. All these words show negative feelings, giving the whole poem a dark feeling to it. To summarize, Sonnet is a positive poem focusing on the positive side of love, and Sonnet 138 is a negative poem focusing on the negative side of love.