Allegory Definition and Examples

An allegory is the rhetorical strategy of extending a metaphor through an entire narrative. Thus, its a longer description, illustration, analogy, or comparison than a simile or a metaphor would be. In an allegory, any objects, persons, and actions in the text are a part of that large metaphor and equate to meanings that lie outside the text. Allegories contain a lot of symbolism.   Key Takeaways: Allegory Allegories are extended metaphors throughout a text, making every character, scene, and symbol part of a larger whole.Symbolism is key in allegories; the stories are rich with symbols supporting the larger message.Allegories in a parable can serve as teaching tools about spiritual concepts.For an author, using the literary device of an allegory can present his or her views on a large topic or theme in a less didactic way than just spelling them out. The use of the allegorical literary form extends back to ancient times and the oral tradition, even before stories started being written down. One of the most famous allegories in English is John Bunyans Pilgrims Progress (1678), a tale of Christian salvation (the lead character is even named Christian, so theres no real mystery as to what the story is about).   The technique is also known as  inversio, permutatio, and false semblant. The words etymology comes from the Greek word  allegoria, which means, description of one thing under the image of another.  Its adjective form is  allegorical.   Allegory Examples Platos Allegory of the Cave In the Allegory of the Cave, Plato describes the difference between enlightened people and those who dont see true reality, in The Republic. He portrays the unenlightened as those chained up in a cave watching shadows, like the screen which marionette players have in front of them, over which they show the puppets, unaware that what they see in front of them isnt how the world really is. They know nothing of so many other aspects in the world, not even grass or sky. George Orwells Animal Farm George Orwells famous allegorical novel Animal Farm (that has even been portrayed as a cartoon) is on the surface about a farm, with the animals as characters. On a deeper level, the plot and characters represent the rise of the Communist Party in Russia in the early 20th century. The storys events correlate with historical events. It could also be seen as a commentary on how totalitarianism arises in a more general sense too. One problem with  allegories  is, in fact, the difficulty of determining what counts as  source  and what as  target. For instance,  Animal Farm  is a text about a farm, which may be taken as an explicit model for thinking about a more abstract, implicit target that has to do with totalitarian politics. Or is  Ã¢â‚¬â€¹Animal Farm  a text about a farm which, as an explicit target, is structured by our knowledge of a prior cultural text about totalitarian politics which acts as an implicit source?...It  is precisely one of the distinguishing characteristics of allegory that the direction of the relation between the  domains  may be read in two ways. (Gerard Steen, Finding Metaphor in Grammar and Usage: A Methodological Analysis of Theory and Research. John Benjamins, 2007) Fables and Parables Literary forms that are related to allegory include  fables  and  parables. Fables often use animals to tell a story that teaches a lesson or make a commentary on a larger concept (such as peoples behavior). For example, in the Aesop fable The Ant  and the Grasshopper, the grasshopper learns a lesson about thinking ahead and working hard, like the busy ants whove stored up food, while the grasshopper has none come fall because he just played music all summer. The Tortoise and the Hare contains several lessons about life: Through persistence and determination, you can do things you didnt know you were capable of. You should never underestimate the  underdogs  or your opponent. Dont get overconfident in your skills or lazy—or take those skills for granted.   Parables also are teaching tools, though the characters are people. The Christian Bible is full of them in the New Testament, where Jesus uses the form to teach people about abstract spiritual concepts. For example, the story of the prodigal son can be seen as an allegory for the message that God forgives peoples sins when they turn to him.   Movies In The Wizard of Oz, the lion is an allegory of cowardice and the scarecrow for acting without thinking, for example. The Seventh Seal is an allegory about faith, doubt, and death. About Avatar, Entertainment Weekly writer  Owen Gleiberman noted,  There are obvious layers of  allegory. The Pandora woods is a lot like the Amazon rainforest (the movie stops in its tracks for a heavy ecological speech or two), and the attempt to get the Navi to cooperate carries overtones of the U.S. involvement in Iraq and Afghanistan (Dec. 30, 2009). In  The Lord of the Flies, the two main characters represent the conflict between civilization and savagery and asks the question through the work as to whether people are innately good or evil—what is our default as human beings? Sources David Mikics,  A New Handbook of Literary Terms. Yale University Press, 2007. Plato, Allegory of the Cave from Book Seven of The Republic. Brenda Machosky, Thinking Allegory Otherwise. Stanford University Press, 2010.

The Flaws Of State Led Humanitarianism - 1143 Words

Since the turn of the century, the world has experienced various events that have rendered millions homeless, starving or even without a country. Such events may range from merciless persecution by a ruthless dictator to a furious tsunami that leaves destruction in its wake. In such incidents, it is human nature to help those affected rebuild their lives and find comfort again. As a result, governments spend billions on foreign aid projects aimed at helping populations rebuild themselves after a tragic event. Despite the funding and resources spent on these projects, their success rate is dismal. Coyne’s book explains the flaws of state-led humanitarianism. Using case studies that range from Afghanistan to Haiti, Coyne successfully argues against state aid proving that continuing with that approach is likely to remain unsuccessful. He further demonstrates that state aid fails to fulfill its mandate because the parties involved are either too arrogant or ignorant to acknowledge fundamental flaws of state-led aid. He says that the influence of agenda driven opinions of blurs the objectives of financial assistance from the beginning. Since governments focus on what they should, rather than what they can do, the goals of the most aid-funded projects in affected nations remain unrealized. In my opinion, Coyne’s work is very convincing because it methodically shows how aid moves from a state agency to the project in question and the various parties in the middle that take awayShow MoreRelatedThe American War Of 18981372 Words   |  6 Pagesthe United States was destined to stretch from coast to coast. Individuals began to migrate west in droves, rapidly expanding the United States until they reached the Pacific. 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A) nonexistent demand B) latent demand C) full demand D) unwholesome demand E) overfull demand Answer: E Page Ref: 8 Objective: 2 AACSB: Analytic skills Difficulty: Moderate 12) Sales of woollen clothing

Reading and Students with Mental Retardation Free Essays

Reading proficiency is considered a top priority in education, and a skill with myriad implications for learning and achievement in other areas. Yet in the past, literacy rarely has been emphasized for students with mental retardation. With interventions that recognize the importance of literacy for all students, students with mental retardation can build reading skills that can lead to new interests, increased competencies, and greater independence. We will write a custom essay sample on Reading and Students with Mental Retardation or any similar topic only for you Order Now Understanding the characteristics of students with mental retardation is an important step toward the development of effective instruction and appropriate assessment. This paper is intended to begin a discussion of the issues surrounding reading and students with mental retardation; it is not intended to be a comprehensive research review. The paper provides: (1) an overview of the characteristics of students with mental retardation, (2) a description of common approaches to reading instruction, and (3) assessment approaches and issues that surround the assessment of reading for students with mental retardation. The paper is one of several brief papers developed to contribute to the process of conducting research and developing accessible reading assessments for students with disabilities. Creating accessible reading assessments based on accepted definitions of reading and proficiencies of reading requires knowledge of the issues specific to each disability and how they affect reading and the assessment of reading. The information in these papers was obtained through a broad review of literature and Web sites of national agencies and organizations, along with input and feedback from professionals in the disability areas. Each paper is intended as a first step to facilitate discussions that include individuals who do not know the disability, in this case mental retardation, and those who may know the disability but have not considered the interaction of the disability with reading or the assessment of reading through statewide testing. Students with Mental Retardation More than 600,000 students 6-21 years of age in the United States received special education services for mental retardation during the 2000-2001 school year, comprising about 11% of all students with disabilities in U. S. schools (U. S. Department of Education, 2002). The causes of mental retardation in children vary widely, including fetal alcohol syndrome, genetic disorders like Down syndrome and fragile X syndrome, environmental factors like lead poisoning, or diseases such as meningitis. The American Association on Mental Retardation (2002) defines mental retardation as a â€Å"disability characterized by significant limitations bo th in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. For many years students with mental retardation were identified solely using intelligence testing. IQ levels among students labeled as mentally retarded can vary from 20-25 (profound mental retardation) to 50-75 (mild mental retardation); according to the DSM-IV-TR (American Psychiatric Association, 2000), 85 percent of individuals with mental retardation have mild mental retardation. It has been estimated that 28,056 K-12 English language learners (ELLs) received special education services for mental retardation in 2001-2002. Thus, approximately 7. % of school-age ELLs with disabilities were identified with mental retardation (Zehler, Fleischman, Hopstock, Pendzick, Stephenson, 2003). The challenge of learning English and having a disability adds another level of complexity to learning to read and demonstrate reading achievement (Mueller Markowitz, 2004). Similar to other special education categories, but perhaps more unexpectedly, the criteria for students to be eligible for the mental retardation label varies from state to state (Beirne-Smith, Ittenbach, Patton, 1998). The Twenty-Fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA) reported that poor students were 1. 5 times more likely to be referred to special education; it noted significantly lower cognitive development and lower achievement among this population than among non-poor students. The report speculated on causes from lead poisoning to parent education level, but some advocates have argued that poor students, and particularly poor minority students, have been over-identified in the mild mental retardation category and misplaced in special education classrooms (Losen, 2002). The term â€Å"mental retardation† is widely used and coded into federal law, but the term remains the subject of considerable controversy. Some advocacy groups and professional associations argue that the negative stigma of the term mental retardation could be avoided by using less loaded language. The ARC of the United States, one of the country’s largest advocacy organizations for people with mental retardation, eschews the term mental retardation in its mission statement (The ARC, 2004) in favor of â€Å"cognitive, intellectual, and developmental disabilities. In 2004, Special Olympics updated its terminology from â€Å"mental retardation† to â€Å"intellectual disabilities† (see the Language Guide under â€Å"About Us,† then â€Å"Information about Intellectual Disabilities† at www. specialolympics. org). In this paper we use the term â€Å"mental retardation† as a legal term defined by IDEA, while cognizant of this significant s hift in terminology. Characteristics of students with mental retardation vary widely. Students with mental retardation may have difficulty with expressive language, poor short-term memory, low level meta-cognition skills, and poor use of logic and organization. Some students who are labeled as mentally retarded also have motor difficulties that can affect their handwriting or their ability to hold reading material steadily (Rizopoulos Wolpert, 2004). Students with mental retardation, like all students, demonstrate wide variation in strengths, weaknesses, interests, and motivation, all of which should be reflected in each student’s Individualized Education Program (IEP). Traditionally, special educators have de-emphasized literacy, particularly for students with moderate to severe mental retardation, in favor of functional, social, or motor skills (Kliewer Biklen, 2001). Many people with mental retardation read below their projected capabilities, and both general and special education teacher education textbooks are marked by a scarcity of information on academic characteristics, assessment procedures, and instruction in literacy for students with mental retardation. Only recently have educators begun to recognize the value of reading and writing skills for all students, including those with severe mental retardation (Katims, 2000). Since school systems have begun to include students with moderate to severe mental retardation in assessments (IDEA, 1997, 2004) and accountability (NCLB, 2001), and thus also included in more academic instruction, these students have been achieving at much higher and more complex levels than researchers, practitioners, and even advocates expected (see Moore-Lamminen Olsen, 2005). This powerful evidence has forced educational professionals to revisit long-held assumptions about the benefits of academic instruction for all children, and is generating provocative reading research on new, rigorous approaches to reading instruction for students with mental retardation (e. g. , Reading, Writing, Math, and Science for Students with Significant Cognitive Disabilities, Diane Browder, PI). Instruction for Students with Mental Retardation The focus in education for students with mental retardation has shifted from an emphasis on providing services related to placement, such as disability specific classrooms or special schools, to providing individualized supports to help every student access the general curriculum in an inclusive classroom setting. American Association on Mental Retardation (AAMR), a lead advocate of the â€Å"supports model,† emphasized in its 2002 definition of mental retardation that the effects of mental retardation can be ameliorated with personalized supports. This shift in thinking correlates with an increased emphasis on inclusionary and mainstream education for students with mental retardation, giving these students access to a challenging and interesting general curriculum and an integrated social environment. IDEA 1997 emphasized that students with disabilities must have access to the same challenging content taught to all students; this was reiterated and strengthened in IDEA 2004. Many special education researchers and advocates argue that holding students with disabilities, including mental retardation, to the same high expectations as all students will improve learning and educational outcomes for these students (McGrew Evans, 2004). Approaches to teaching reading to students with mental retardation fall broadly into two categories. One broad category is the traditional or direct instruction approach, which teaches reading as distinct subsets of skills such as phonics and sight word recognition (Rizopoulos Wolpert, 2004). The traditional approach is based on a behaviorist model, emphasizing drill and practice of a linear set of literacy skills. The second approach is a progressive, holistic approach that teaches comprehension and critical thinking along with phonological awareness, decoding, vocabulary, and reading for enjoyment (Katims, 2000). Each of these approaches has had support with some students with mental retardation and for various purposes (Browder Xin, 1998; Cunningham, 1999; Driscoll Kemp, 1996; Hendricks, Katims, Carr, 1999; Joseph McCachran, 2003; Katims, 2000; Moni Jobling, 2000). Assistive technology and technology increasingly have become important supports for reading-related instruction and reading for students with mental retardation. For example, Erickson and Koppenhaver (1995) found that computer and light technology can give students with severe mental retardation the supports they need to build communication skills. Continued interest in the literacy outcomes of students with mental retardation and supporting research has blossomed in the past few years, and is most likely to be a productive area for the reading futures of students with mental retardation (Beukelman Mirenda, 2005; Erickson, Clendon, Abraham, Roy, Van de Karr, 2005; Sturm, Erickson, Yoder, 2003). In their review of literacy approaches for adolescents with developmental delays, Rizopoulos and Wolpert (2004) suggested that both traditional and progressive approaches to literacy instruction can be appropriate for certain students. Recent research by Diane Browder looks closely at the assumption that students with the most severe mental retardation benefit only from functional approaches to literacy. Browder and Algozzine argue more research is needed to understand how students with severe mental retardation might benefit from explicit instruction in decoding and comprehension skills (Browder Algozzine, draft). Assessment of Students with Mental Retardation Most students with mental retardation participate in the same large-scale reading assessments as all students. While not all students with mental retardation will require supports or accommodations on large-scale assessments, these students have access to the same accommodations that other students with disabilities receive. Whether a student will require extra time on tests, large print, read-aloud directions, alternative setting accommodations, or other supports to demonstrate maximum proficiency depends on the individual strengths and weaknesses of each student. The most common accommodations used for students with mental retardation include breaking tasks into smaller steps, providing read aloud directions or questions, and visual cues (such as arrows, stickers, or stop signs, highlighting of key words or verbs, or supplementing text with pictures). Other accommodations range from encouraging students to stay on task and oral directions accompanied by written directions, to noise buffers and adaptive furniture (Clapper, Morse, Lazarus, Thompson, Thurlow, 2005). Some students with the most significant cognitive disabilities who are unable to participate in large-scale assessments even with accommodations are eligible to take alternate assessments. All alternate assessments are aligned to grade-level academic content standards, but they can be based on either grade level achievement standards or alternate achievement standards. The students who may participate in alternate assessments on grade level achievement standards may need accommodations not available on general assessments or need different formats or contexts to demonstrate grade-level proficiency (National Center on Educational Outcomes Web site, 2005). Students with the most significant cognitive disabilities can demonstrate proficiency on an alternate achievement standard. Alternate assessments should promote access to the general curriculum and reflect professional judgment of the highest achievement standard possible for each individual student. Summary The intent of this brief paper is to highlight issues surrounding reading and students with mental retardation. While not a comprehensive review, it is intended to give enough of a sense of the characteristics of the students, general instructional approaches used with them, and assessment approaches and issues to generate discussion about the possible ways in which more accessible assessments can be designed for those students who are proficient readers given their diagnosis of mental retardation. This paper is part of the background for research on accessible reading assessments conducted by the Partnership for Accessible Reading Assessments, and for discussions among collaborators on the National Accessible Reading Assessment Projects (NARAP). How to cite Reading and Students with Mental Retardation, Essays

Making Grape as an ink free essay sample

Grape is a fruiting berry of the deciduous woody vines of the botanical genus Vitis. Grapes can be eaten raw or they can be used for making wine, jam, juice, jelly, grape seed extract, raisins, vinegar, and grape seed oil. Grapes are a non-climacteric type of fruit, generally occurring in clusters. The combination of unique texture and sweet, tart flavor has made grapes an ever popular between-meal snack as well as a refreshing addition to both fruit and vegetable salads. Grapes are a type of fruit that grow in clusters of 15 to 300, and can be crimson, black, dark blue, yellow, green, orange and pink. White grapes are actually green in color, and are evolutionarily derived from the purple grape. Mutations in two regulatory genes of white grapes turn off production of anthocyanins, which are responsible for the color of purple grapes. [6] Anthocyanins and other pigment chemicals of the larger family of polyphenols in purple grapes are responsible for the varying shades of purple in red wines. [7][8] Grapes are typically an ellipsoid shape resembling a prolate spheroid. Most grapes come from cultivars of Vitis vinifera, the European grapevine native to the Mediterranean and Central Asia. The potential of black grape, as an ink, is the anthocyanins in its content. Ink is a liquid or paste that contains pigments or dyes and is used to color a surface to produce an image, text, or design. Ink can be a complex medium, composed of solvents, pigments, dyes, resins, lubricants, solubilizers, surfactants, particulate matter, fluorescers, and other materials. The components of inks serve many purposes; the ink’s carrier, colorants, and other additives affect the flow and thickness of the ink and its appearance when dry. B. Statement of the Problem Inks today have many artificial chemicals that could harm one’s health. Some commercials would say that their ink is non-toxic but it doesn’t mean that it can’t harm our environments. Because of these, an alternative for this problems is by using black grape’s juice as ink. C. Objectives of the Study General Objectives: †¢This investigatory project aims to find out if black grape juice can be used to create an ink.. Specific Objectives: †¢To determine if vinegar can strengthen the color of the product. †¢To determine if cornstarch can contribute to achieving the right consistency of the black grape ink. D. Significance of the Study This investigatory project will benefit people by producing alternative ink. Even though grapes are expensive, it is harmless compared to commercially produced inks that have dangerous chemicals. Black grapes are less expensive when it comes to health compared to commercially produced ink because when swallowed, it needs medical attention because of its possible side effects. E. Scope and Limitations of the Study The researchers will not discuss any far-off topics that will confuse the readers. The researchers will not cover further research like health benefits of grapes like astringent, anti-inflammatory antioxidant, anti-carcinogenic agent, anti-tumor agent other species of grapes, and other products related to ink, uses in printers, copiers and ball pens. The research is only limited in producing ink from black grapes. F. Definition of Terms Ink Ink is a liquid or paste that contains pigments or dyes and is used to color a surface to produce an image, text, or design. Anthocyanins – are water-soluble vacuolar pigments that may appear red, purple, or blue depending on the pH. Cornstarch or maize starch is the starch derived from the corn (maize) grain. The starch is obtained from the endosperm of the corn kernel. Vinegar is a liquid that is produced from the fermentation of ethanol into acetic acid. The fermentation is carried out by bacteria. Chapter II Review of Related Literature Grape(Vitis vinifera) Grapes are said to be the oldest cultivated fruit. Grapes were found in Egyptian tombs and in the tombs of pre-Christ era as well. This proves the popularity of this fruit. Grapes are natives of Western Asia and Central Europe. From there, grapes have made a long journey to reach all across the globe. South America and North Eastern America are the places of origin for other species, known as the New World species. (Source: http://en. wikipedia. org/wiki/Grape) Several recent studies on grape extract intake by animals, as well as grape juice intake by humans, suggest that grapes may provide us with some important cognitive benefits. Grapes have shown to contain hormone and antioxidant melatonin as well as unique oligopeptides (small protein-like molecules) that have anti-bacterial and other properties. With their overwhelming number of health-supportive phytonutrients, it is not surprising that grapes have been shown to provide many of our body systems with predictable benefits. Areas of benefit in grape include the cardiovascular system, respiratory system, immune system, inflammatory system, blood sugar regulating system, and nervous system. Another area of special benefit is cancer prevention, with risk of breast, prostate, and colon cancer emerging as the most likely areas of grape anti-cancer benefits. ( Source: http://www. whfoods. com/genpage. php? tname=foodspicedbid=40#healthbenefits) Anthocyanins Anthocyanins are found in the cell vacuole, mostly in flowers and fruits but also in leaves, stems, and roots. In these parts, they are found predominantly in outer cell layers such as the epidermis and peripheral mesophyll cells. Anthocyanins are considered secondary metabolites as a food additive with E number E163 (INS number 163); they are approved for use as a food additive in the EU, Australia and New Zealand. Although anthocyanins are powerful antioxidants in vitro, this antioxidant property is unlikely to be conserved after the plant is consumed. As interpreted by the Linus Pauling Institute and European Food Safety Authority, dietary anthocyanins and other flavonoids have little or no direct antioxidant food value following digestion. Unlike controlled test-tube conditions, the fate of anthocyanins in vivo shows they are poorly conserved (less than 5%), with most of what is absorbed existing as chemically modified metabolites that are rapidly excreted. (Source: http://en. wikipedia. org/wiki/Anthocyanin) Cornstarch Corn starch is used as a thickening agent in liquid-based foods (e. g. , soup, sauces, gravies, custard); it is mixed-in with a lower-temperature liquid to form a paste or a slurry. This white powdery substance is used for many culinary, household, and industrial purposes. Corn starch is comprised of long chains of starch molecules, which when heated in the presence of moisture, will unravel and swell. This swelling action, or gelatinization, is what causes the thickening to occur. Corn starch is mainly composed of the amylase and amylopectine molecules. When mixed with water, starch readily becomes a suspension. Depending on the amount of starch that is added into the water, the suspension can either have the same texture as honey or glue. (Sources: http://www. ask. com/question/properties-of-cornstarch, http://en. wikipedia. org/wiki/Corn_starch,http://foodreference. about. com/od/Food-Additives/a/What-Is-Corn-Starch. htm) Vinegar Vinegar consists of acetic acid (CH3COOH), water and trace amounts of other chemicals, which may include flavorings. The concentration of the acetic acid is variable. Distilled vinegar contains 5-8% acetic acid. Spirit of vinegar is a stronger form of vinegar that contains 5-20% acetic acid. Commercial vinegar is produced either by fast or slow fermentation processes. In general, slow methods are used with traditional vinegars, and fermentation proceeds slowly over the course of months or a year. The longer fermentation period allows for the accumulation of a nontoxic slime composed of acetic acid bacteria. (Sources:http://chemistry. about. com/od/chemicalcomposition/f/What-Is-The-Chemical-Composition-Of-Vinegar. htm, http://en. wikipedia. org/wiki/Vinegar) Chapter III Methodology A. Materials 1/2 of black grapes 6 tbsp of vinegar 6 tbsp of cornstarch Bowl Measuring cups Electric Juicer Sauce Pan B. Procedures 1. Remove the grapes from their stems and wash it. 2. Put the grapes in the electric juicer and fill up the measuring cup up to 300 ml of grape juice. 3. Put the grape juice in a sauce pan and mix with 6 tbsp of cornstarch or desired consistency and mix until the cornstarch is dissolved. Heat the grape juice and stir. 4. When the grape juice boiled, pour 6 tbsp of vinegar while stirring and remove the sauce pan from heat. Pour the grape juice into a bowl and let it cool down. 5. Use paint brush to test if the grape juice is compatible as an ink. Outcome of the ink Chapter IV Results and Discussion, Conclusion, Recommendation A. Results and Discussion The vinegar and cornstarch used in making an ink results to a thick consistency and consistent colour which is good for the usage of the ink. The researcher’s observations prove that adding vinegar to the mixture can be made into an ink because without the vinegar there would be no consistency on the mixture and it will be less seen. The colour of the black grape ink in the paper turned into brown like colour after it dries up. B. Conclusion Black grapes can be used as an ink.. Cornstarch is an efficient additive to have the right consistency of the product. Also vinegar is also efficient, though there is no obvious change in colour, it was seen that it gave the ink a consistent colour. The researchers recommended boiling the black grape juice in medium heat to avoid staining the base inside the sauce pan which affects the colour of the juice. Also, find out how long is the lifespan of the black grape ink to know how many black grapes to buy to avoid wasting too much grapes. C. Recommendation The researchers would want to recommend to the other researchers who would pursue the study to find out the lifespan of black grape ink and compare the differences with other fruit inks to find out which is more suitable to be used as ink. Budget Estimate Print and photocopies Php Folders Php 45. 00 Grapes Php 245. 00 Cornstarch Php 25. 30 Vinegar Php 2. 00 Total Php 317. 30

Taming the Hulk free essay sample

Prompt: How have you grown and developed over the years? In just about ten minutes, I had gone from being composed to being a complete wreck. My vision was blurring. My mouth was dry. I was sweating profusely. Words were tumbling out faster than I could process them. I felt a deep anger slowly rise up and take control of my mind. The guy in front wasn’t in much better shape. Neither of us liked where this discussion was headed, but we were both too stubborn to give up. No, we werent drunk. We were simply two eight graders with differing opinions on politics. In middle school I loved to argue for the sake of arguing, even if I didn’t make much sense. The satisfaction I derived in â€Å"proving† my equally illogical peers wrong was a compelling force. I blame this whole phase and my ensuing passion for learning on my childhood. We will write a custom essay sample on Taming the Hulk or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Freud would be proud. I was born in a Paris hospital known for giving birth to the most immigrant babies. Yet my parents were both French as could be. At the age of four, my father died, though I was still too young to really notice. For three years, my mother juggled her career as an international journalist and my education. I suffered from periodical fits of rage that well informed psychiatrists attributed to a backfiring of the Oedipus Complex, which made my mother’s life all the more difficult. Otherwise, I had the childhood of a typical Parisian boy, visiting museums with my class, betting marbles at recess, and practicing judo on Wednesdays. At seven, my mom married an American engineer who subsequently adopted me. With a new dad beside me, I left my friends behind and moved to Texas, the land of cowboys and Indians. However, unbeknownst to me, the years of Billy the Kid and Sitting Bull were long gone, and I arrived to discover Houston, the city of big highways, big cars, and big houses. The culture shock was huge. Children adapt easily though, and within three years, I was speaking comprehensible English, wearing my cowboy hat proudly, and pledging allegiance to the flag enthusiastically. But many of my peers found it hard to accept this French kid. I grew ashamed of my origins, silently wishing that my quiche and creme pistache lunches would transform into pizza or burgers. The anti-French wave that swept the nation following Dominique de Villepain’s UN speech condemning the Iraq War didn’t facilitate relations at school either. Not even ultimately obtaining my American nationality silenced my persecutors. With this backdrop of failed integration, I went on the offensive in middle school, becoming overly outspoken about my origins, my beliefs, and my newfound interest in politics. Of course, most of my opinions and argument were poorly researched, a patchwork of my parent’s dinner conversations, the nightly news, and childhood fantasies. My opponents were not much better equipped, and for three years, I was a dissafectionate force of political, ethnical, philosophical reckoning. With time, I grew tired of alienating others. I began to wonder about what made people tick. Why were my adversaries unlike me; what differentiated us? More importantly, what did they really believe? More slowly than before, I began to transform, searching less for conflict and more for knowledge. In my history classes, I became notorious for pestering my accommodating teachers with socially analytical questions not directly relevant to our state mandated curriculum. My English teachers generously stayed after class to satiate my literary curiosity. When the opportunities arose, I immersed myself in different cultures to better understand them. Despite warnings that curiosity killed the cat, I rushed headlong into the teaming sea of worldly discovery. I still enjoy lively discussions about politics, religion, and society, but the joy of convincing others has been replaced with that of exchange and learning. My interests have only grown in the last few years and the people I’ve met, the books I’ve read, and the topics have researched are numerous. Nonetheless, the world is overflowing with mysteries and my brain still has a lot of unused space. Turning to the future, I find myself confronted with the realities of professional prospects and monetary necessities. So much emphasis is placed on financial success that I often worry that my educational focus will be too narrow and so much will remain unknown. My hope is that college will be the alternative, a sanctuary of higher learning in all reaches of life. For now, I am divided by a question of utter importance: should I choose The Life and Select Works of Thomas Jefferson or The Savage Sword of Conan the Barbarian for my bedside reading?

The Confining Role of Women in The Yellow Wallpaper Essay Example

The Confining Role of Women in The Yellow Wallpaper Essay Example The Confining Role of Women in The Yellow Wallpaper Essay The Confining Role of Women in The Yellow Wallpaper Essay Essay Topic: The Yellow Wallpaper The Confining Role of Women In the context of late nineteenth century marriage, men played the dominant role and exercised control, which placed women at the mercy of their husbands. If a womans husband was kind and compassionate, she was likely to be content and happy, but often that was not the case. Husbands often had a habit of being overprotective and harsh which clearly made their wives feel trapped in marriages that completely compromised their freedom and happiness. Women were expected to fulfill their duties as wives and mothers and be content with Just that. They were noon as helpers and viewed as inferior to man. Women may have felt as if they had no rights, and they were correct. There was definitely an ongoing tension between women and men; women strives to be free of all restraints, but were confined to what their husbands decided was best. In the short story, The Yellow Wallpaper, the theme of the confining role of women in the 19th century is developed through Charlotte Perkins Sailings use of symbolism and characterization. The story is about Jane, a woman whose husband confines to a room as a result of symptoms of postpartum depression. She begins to go mad when she is denied the privilege of communicating with others or expressing herself through writing or reading. She spends her days secretly writing her progressively disturbing thoughts in a Journal, describing a woman trapped behind the dingy wallpaper that surrounds her room. Eventually, on the last day of summer, Jane rips the paper from the walls, in an attempt to free the woman from her prison. However, when her husband finds her circling the room on her hands and knees, her actions only serve to prove her madness. The yellow wallpaper is a symbol of Canes imprisonment within the nursery here she is confined. Just like a prison, the room has iron bars on the windows, and just like a prisoner, Jane is not allowed to be intellectually stimulated. Jane is trapped in a nursery, but her own baby is not around because she is deemed an unfit mother. The yellow wallpaper starts out as a distraction but ultimately becomes the object of obsession in which the narrator exercises her imagination and identifies with her own sense of entrapment, because it is the only thing with which she may focus on in the empty room. When her husband restricts her creativity and writing, Jane takes it upon herself to figure out the wallpaper. Although she initially feels like she is being watched by the wallpaper, she now aggressively studies its meaning. She discovers a woman struggling to break free from the wallpaper. As she becomes more insane, she believes that she is the woman trapped inside the wallpaper. Jane eventually tears down the wallpaper, and believes that she has finally broken out of the wallpaper within which John has confined her. The wallpapers yellow color is faded, ugly, soiled, and gross, and by tearing it down, Jane emerges from the wallpaper and proclaims her own identity. Jane is a wife and mother who begins to suffer symptoms of postpartum depression and anxiety. John, her doctor husband, agrees with her doctors diagnosis of fatigue and prescribes a rest cure. The rest cure was a lying in bed all day and having only two hours a day of intellectual activity. This, in return, makes her more unstable rather than stable. In addition to being confined to the nursery in their summer home, Jane is specifically prohibited to write or take part in anything creative. She is unable to balance her husbands commands with her craving to express her creativity. While attempting to follow Johns demands, the narrator secretly writes in her Journal, seeking an escape from her loneliness and boredom. The narrator sees herself trapped behind the wallpaper and realizes that she is being dominated and confined. Jane becomes completely engaged with the wallpaper and can now only think of a way to release herself from the wallpaper. The narrator slowly descends into madness more and more with each passing day. By the end of the story, the narrator has lost all sense of reality, and John discovers her creeping around the edge of the nursery, following the pattern of the wallpaper. While she throws out her sanity, she ultimately does release the woman in the wallpaper; herself. Jane declares her freedom from the wallpaper by stating, Ive got out at last (169). She may be free from the prison of her husbands choosing, but she is now caught in her own madness as she climbs right over him to continue in her continuous circling of the room. All people, including women should be offered the opportunity to express themselves, otherwise they will go mad. Canes love of writing and expression of creativity differentiates her from the ideal woman she is supposed to be. Gillian portrays the nursery as a prison for the narrator. The nursery itself is a constant reminder of the narrators duty to clean the house and take care of her child. The iron barred windows and permanently fixed bed also symbolize a prison like room. Johns treatment of Jane continues the sense of a prison. John demeans his wife. He views her writing as unimportant, and rarely takes her seriously. John, scoffs openly at any talk of things not to be felt and seen and put down in fugues (1 54), and hardly lets (her) stir without special direction (155). Jane has no character left to her cause even the ones provided by society have been taken from her. Jane is a stereotype of female domination. The narrators freedom from sanity and the wallpaper also represents an escape from her own self. Since the publication of The Yellow Wallpaper, there have been many social changes. Women have the same opportunities as men in their personal choices regarding careers, politics and expression, the incompetence of the medical profession in treating womens mental health has since changed their ways of treatment for depression, and society now has equal opportunities for both men and women.

Open my own business Essay Example | Topics and Well Written Essays - 1500 words

Open my own business - Essay Example It does not require a lot of skills or special training to start your own body shop, but the success will depend on your ability to go the job well and serve the customers to their satisfaction. With such reasons, the following information will help in starting your own body shop. The best start of a business is to have all the legal regulations and licensing requirements met. To register the body shop with the state, the state clerk can help in its registration. The second thing concerning the registration is to obtain the following permits; council permits, police license, state license, industry standards and adoption etc Prepare business cards for the company which shows the name of company, address, and services offered. These cards are taken to shops around and placed on the doors. Also, these cards can be taken to auto body stores in the neighborhood and if people the owners can be asked to be distributing them. The business cards should be handed over to all the employees to distribute everywhere they go and to everybody they meet. A good approach to spreading business cards is to give some to close friends who then write their names on the back of the card. If customers bring these cards with them, the friend who gave out that card can be rewarded with two dollars or free service at the shop. The next thing is to check out for major auto- parts distributors in the area and other sources of wholesale priced equipment parts. Collision repairs of cars, trucks, motor homes and other automobiles, accidental related mechanical work, engine diagnostics, airbag system replacements, paintings, baked-on finishes, regular maintenance, tire and wheel mounting, alignment, oil changes and other tune-ups. They need to be stated depending on the available capital, technicians’ skills, and size of business. Qualified (skilled) employees are a boost to any business. It

Racial eqaulity Essay Example | Topics and Well Written Essays - 750 words

Racial eqaulity - Essay Example Blacks have been discriminated for a long time in the America history and it is only in the recent past that they have started gaining recognition democratically. Consequently, to ensure survival in such conditions, African American has employed various methods in terms of politics, economics, and cultures. The issue of slavery dominated American politics for a long period and continues to do so today. This paper seeks to discuss racial equality with special consideration to African American. The experience of African American can be traced back from the beginning of slavery.  Firstly, slaves were taken from Africa to America to work on sugar plantations. Slaves were sold to plantation owners where they were forced to work under prevailing conditions of diseases and harsh climate. Moreover, slaves were subjected to these conditions with no pay and food given to them was of poor quality. Additionally the blacks were discriminated in various forms of amenities in America. Usually there were schools for whites and schools for blacks. The quality of education offered in black schools was low as compared to the white schools. In addition, the teachers who were posted to teach the blacks were less qualified. The other significant thing was on the transport sector. The blacks had their own transport system and mixing with the white was regulated. The blacks were also denied the right to vote and various form of presentation in key areas of America’s institutions. In ad dition, churches were discriminatory (Penrice 80-95; Finkelman 395-405). Politics became an important component in America history. Political ideas emerged greatly after the American civil war and revolution. Moreover, voting system depended on the member’s wealth. Additionally, major political changes took place as blacks were allowed to vote and later legislation was passed that gave women right to vote. The blacks were in the forefront during the

Marketing Strategy at Tesco plc Essay Example | Topics and Well Written Essays - 1750 words

Marketing Strategy at Tesco plc - Essay Example Superior service quality leads to favourable behavioural intentions, customer retention, a constant revenue stream, increased spending, willingness to pay price premiums, and word-of-mouth advertising and customer capture. Verbalising good intentions is merely the first step in creating a positive attitude of satisfaction, but the second more important one is delivering on the good intentions. Kotler (1977) emphasised that a market-orientated business must focus not only on selling but on customer satisfaction but failed to emphasise the disconnection between the two. Zemke and Schaaf (1990, 53) argue that the really useful, specific, directly applicable information comes from talking to customers, constantly and often at length, to determine what the company is doing that makes them happy or not. Cronin and Taylor (1994) focus on performance measures of service quality rather than customer expectations. Piercy's (2002) customer relationship sliding scale (Fig. ... , specific, directly applicable information comes from talking to customers, constantly and often at length, to determine what the company is doing that makes them happy or not. Cronin and Taylor (1994) focus on performance measures of service quality rather than customer expectations. Customer Focus Piercy's (2002) customer relationship sliding scale (Fig. 7.1, p.344) is more complicated than the matrix used by Reinartz and Kumar (2000) to determine which types of customers are worth keeping and for whom the company must spend marketing resources to achieve retention. Its justification came from research that "it can cost five times more to get a new customer than to keep an existing one" (Weinstein et al., 1999, p. 119), following Reicheld (1994) who asserted that a 5 percent increase in loyalty can lead to a 25 to 85% increase in profitability. Pine (1993) talked of mass customisation and one-to-one marketing, echoing Hamel and Prahalad (1989) who warned of convergence of producers and customers with the Internet, which empower customers to become active co-creators of products, services, and value. Businesses have to show greater sensitivity to customer wants. Market Choices The simplified market choice diagram (Piercy, 2002, Fig. 8.1, p. 410) builds on the complex market analysis models proposed by academics such as the product-customer matrix (Piercy, 2002, Fig. 8.2, p. 412). These models build on studies made by management science academics as Freeman (1984) who proposed that the company must satisfy all of its stakeholders, quite an impossible task even for the best managers. Bartlett and Ghoshal (1994) argued for strategic choice, related to the purpose for the existence of the business. Hamel and Prahalad (1989, 75) suggested that businesses define

Use Of Standard And Non Standard English | Examples

Use Of Standard And Non Standard English | Examples Context: The speaker it talking about other musician Lilly Allens anti-file-sharing campaign. Analysis: The speaker uses the word innit which is a reduced form of Standard English isnt it but more widely used. It is used in this case as a general purpose tag meaning is that not the case?. The tendency to add a tag question is very common among Estuary speakers at the Cockney end of the spectrum. Short and snappy tags are particularly popular, just like innit?, right?, do I?. Tag questions do not expect an answer. They are only used to increase a dramatic effect or to check that the person being addressed is actually listening. In this case speaker is trying to increase a dramatic effect of his annoyance with the issue. Item 2 I am gutted to be injured. Speaker: Footballer Wayne Rooney Audience: Readers of Daily Mirror Date: Collected at 23/10/2010 Context: He is talking about that he will not be able to assist United on the pitch because he will spend the next three weeks recovering from an ankle injury. Analysis: Word gutted is a informal (slang) term commonly used all over the country by many speakers. It is also very widely used by footballers after a disappointment like in this case when speaker tells the audience that he is upset about his injury. As Online Slang Dictionary gives the definition as: 1. Upset, disappointed. British slang. (Adjective) Word gutted was added to the OED in its 1993 edition, with quotations going back only to 1984 (but, of course, it could be much older in speech). Their senses for it are: bitterly disappointed; devastated, shattered; utterly fed up. Speaker is using this word to express his disappointment. Item 3 Why, its what Im obliged to keep a little of in the house to put into the blessed infants Daffy, when they aint well, Mr. Bumble, replied Mrs. Mann as she opened a corner cupboard, and took down a bottle and glass. Speaker: Mrs. Mann, one of the characters of Charles Dickinsons novel Oliver Twist. Audience: Novel readers Date: Collected at 10/11/2010 Context: The speaker, Mrs. Mann is a woman who runs the orphanage where Oliver grows up and she is talking with other character Mr. Brumble about orphan children. Analysis: The character use word aint which is a colloquialism and contraction for am not, is not, are not, has not, and have not. Charles Dickens used aint form in the speech of many working- or middle-class characters in his works as a Cockney dialect. It is typically associated with working class citizens of London, who were called cockneys which as a word come from a Middle English cokenei, which means city dweller.This kind of dialect has many primary characteristics and one of them is using aint. Many of the traits of cockney speech suggest the lower classes to some observers and not perfect understanding of the English language. Item 4 I dont want no drink Speaker: Friend Audience: Me Date: Collected at 17/11/2010 Context: Spoken by my friend when I have offered to buy him a drink. Analysis: Speaker uses double negative which is use of more than one negative to make a negative statement. In Old English, the more negative particles thrown in the stronger the negative and I think this is what speaker was trying to achieve. Emphatic double negative has a long history in English. Although today it is used in informal language to intensify a negative meaning, its considered unacceptable in Standard English language. It is because of the construction of standard language. When we use double negatives they are canceling each other out, leaving a positive meaning, rather than intensifying a negative. Item 5 Hes my mate. Speaker: Friend Audience: Me Date: Collected at 10/11/2010 Context: Conversation between me and my friend on Facebook about his close friend. Analysis: Speaker used the word mate. It is a non-standard from and in Standard English we would use friend. Word mate is tend to use by Estuary English speakers. In this case speaker is using this form with intention to create a bond of solidarity with the person being addressed. Mate is a social class word and tends to be dropped by Estuary speakers as they progress up the social scale. Item 6 Still, You gotta admit Speaker: One of the characters in teenagers comic book Buffy the Vampire Slayer. Audience: Teenagers Date: Collected at 10/11/2010 Context: Dialog between two characters in comic book. Context: This word is used as a short for got to. It is form of non-standard English and is we change it to standard form it will say You got to admit. This form is used because teenagers are the audience, and it is mainly used by them as a slang word. So by using this form the author makes a piece easy to read and understand for young audience. Item 7 C U later. Speaker: My friend Audience: Me Date: Collected at 15/11/2010 Context: Text message received from my friend. Analysis: This message is written in nonstandard English. SMS language does not always obey or follow standard grammar. In Standard English this sentence should say I will see you later. SMS language is a term for the abbreviations and slang most commonly used due to the necessary brevity of mobile phone messaging. It can be likened to a rebus, which uses pictures and single letters or numbers to represent whole words. For words which have no common abbreviation, users most commonly remove the vowels from a word, and the reader is required to interpret a string of consonants by re-adding the vowels. This type of language is used because it saves more time in communicating between each other. Item 8 To move is to stir; and to be valiant is to stand: therefore, if thou art moved, thou runnst away. Speaker: Gregory, on of the characters of William Shakespeare play Romeo and Juliet. Audience: Readers Date: Collected at 18/11/2010 Context: Dialog between two characters in a play. Analysis: Shakespeare uses word thou. The word thou (in most dialects) is a second person singular pronoun in English. It is now largely archaic and its been replaced in almost all contexts by you. It is now used today as a Standard English language but it is still used in parts of Northern England, some Scots dialects, and a handful of US towns. Item 9 The internet is often held up as the main reason for declining newspaper sales and dwindling revenues. Speaker: University of Oxford on University website. Audience: Readers of the website Date: Collected at 15/11/2010 Context: Article about The future of the international news industry. Analysis: It is Standard English Language. It is used because it is spoken by University of Oxford which use high level of spoken language and use correct grammar. Item 10 Every time you open your mouth to speak, there are infinite possibilities in terms of the words which you might choose and their potential combinations. Speaker: Teachers notes Audience: Students Date: Received month ago Context: Notes about language Analysis: Teacher used Standard Language because of the importance of notes, document for students which should be written in this form of language. Section 3 There is a big argument about if strong accents and dialects are dying out. It is important first to explain meaning of those two terms which are used very often interchangeable but in linguistic terms they refer to different aspects of language variation. Accent as a term is reserved for whole patterns of pronunciation typical of a particular region or social group. The term dialect covers more differences including pronunciation and distinctions in vocabulary and sentence structure. Based on many surveys, researchers declare that its a big misunderstanding that regional dialects and accents in English Language are disappearing. They try to prove that all languages are constantly changing and some words will disappear from common use only to be replaced by other. Those changes might be a result of political or social pressures, such immigration, colonisation or invasion. Language changes the most by people influencing each other. Through interactions with speakers of different age, gender and ethnicity, social and educational background and from different geographical places we encounter and integrate in our own speech new words, pronunciations and expressions. Work of Lesley Milroy shows how open social networks are important factors in language change. I her famous study in Belfast she investigated three poor working -class communities with a high incidence of unemployment: Ballymacarrell, Hammer and Clonard and she were introduced to them as a friend of a friend. She was able to maintain contact with these groups over a period of time during which she was able to investigate the connection between the integration of individuals in the community and the way they speak. She incorporated into her analysis a description of two types of social networks to which her speakers belonged: open in which the number of community ties in the network is low (not everyone knows everyone else) and closed in which each member of the network has several ties with other member s of network. Result of her study showed the importance of closed networks for dialect maintenance. Those networks tend to be conservative force on change in language in the community. They enable people to maintain non-standard dialects, rural or urban, despite pressure from standard language through education or media. Because people are tend to be more socially and geographically mobile these days we are more possible to live in opened networks and those present more favorable conditions for language change as such networks lack a linguistic norm of their own. There is another increasing evidence that Standard English dialects are coming under pressure by Estuary English, regional varieties spoken in and around London and as the originator of the term ,David Rosewarne, described it :a mixture of non-regional and local south-easter English pronunciation and intonation (Rosewarne,1994: 3).The broadcast media are playing the biggest role in these changes. Sociolinguists (Stuart-Smith et al., 2006) have observed that young working-class adolescents in Glasgow, who had no direct contact with Southern English but are keen viewers of network soap operas such as Eastenders, are capable of reproducing Media Cockney forms in spontaneous interaction with each other. This shows how broadcast media are opening up a repertoire of different speaking styles (including accents) especially for younger speakers and how they influence them. Through many years, some English dialects have been treated more positively than others. People always have been making assumptions based on the way how we speak by judging some dialects or accents as being too posh, aggressive, unfriendly, harsh, unintelligent or common. For example speakers of prestige accent, known as Received Pronunciation (RP) are rated more highly than regionally accented speakers in terms of general competence (e.g. ambition, intelligence, self-confidence, determination and industriousness. This accent was spoken by merchant classes of London in the fourteen century and was familiar to students attending the universities of Oxford and Cambridge in the Middle Ages and today it is a preferred pronunciation for reading BBC news bulletins and for teaching English as a second language. This is how use of RP by members of middle and upper classes was a sign of prestige and status when more regionally marked accents were treated opposite. In conclusion : the higher u p the social scale, the more likely is to find the single accent-RP, the lower down the social scale, the more likely is to find regional variation. This is how Birmingham accent is often disliked in terms of its nasal whine, because of its association with a large industrial conurbation. Much more positive reaction will be registered for the Southern Irish accent which will be praised for sounding soft and warm. Same as other accents with similar ethnic rural associations such as Welsh, Scottish and West Country accents will evoke positive judgments. Many people suffer because of this irrational prejudice. Im polish and I speak with a different accent and most of the time people are making deductions from it about my person, my job, character and my status. But I believe that the fact that we judge some of the dialects and accents as more posh or intelligent than others is based more on social, rather than linguistic criteria. I think dialects and accents should be a source of pride and a reflection of cultural identity but in the same time I think that language change should not be perceived as a negative thing. Most of the contemporary linguistic commentators accept those changes in language like changes in society which are unavoidable. English language has always been changing and will continue to do so, but I think we need to think about this as a positive process, process occasionally regrettable but mostly the one which is renewing and refreshing English language making it flexible and very modern but still showing huge li nks to its past. Section 4 Use of standard and non-standard English may cause many difficulties in many educational situations. To explain this I would like to concentrate first on what standard and non-standard language is. Standard language is the type of language which is thought as a correct in schools, using correct grammar and avoiding slang words and expressions and mostly used in formal situations. This type of language is written in a correct form of spelling and it is spoken in a standard accent such as English Received Pronunciation. Non-standard language is mostly used in informal situations and its using grammars and words and accents which are special to a particular place. It often contains expressions which are regarded as incorrect in standard language. Children first identify themselves with language of their parents and they construct language system which accords well with those around them. As they increasingly interact with siblings and other relatives, they learn the language of interaction with peers or language of the neighborhood (the local dialect).In school they meet different form of language, Standard English. Therefore they start to learn that they have different identities which they share with their families, friends and community and that they have a linguistic loyalty to them. Children usually cope well with this mismatch: they learn there is a school language and how to switch from that language to language they speak at home. This process is called code switching. But it also cause lots of difficulties and teachers are trying to help children to become more aware of the grammatical differences between the formal Standard English and the informal home language. These way children learn how to select appropriate la nguage to use in the given context. As a part of a government pilot programme, banning British children from speaking patois in school, student at one of the schools at South London were taught that speaking non-standard language is only appropriate in certain circumstances and that they need to use Standard English. Inspectors found that children were using very often in their work local speech, colloquial phrases and Creole. Bill Cosby, one of the most famous American comedians was backing up this campaign. He was mainly concerned about constant use of street slang contributing to educational failure of black pupils, particularly boys from Afro-Caribbean backgrounds. This playground patois has become the only way of communication for some children very badly affecting their educational achievements. Emma Thompson, famous British actress also commented about the necessity of speaking two different types of English. Her comments were based on recent studies which have shown that hal f of teenenagers cant see the difference between Standard English grammar and colloquial language. This is all happening because of use of social networking websites and the popularity of mobile phone text messaging which is undermining childrens literacy skills. Also TV programmes which use a great deal of slang are an issue. Some parents and teachers have complained in the past that children are picking up slang and catchphrases from watching TV programs, and the hearing poor English on television can affect the way kids write and speak. Even some of the MPs were worried about the use of slang and non-standard English on children shows. They were worried that children would pick up bad habits and they will start using some of the phrases like aint and you was. I think teachers should have a biggest impact on children in using the right form of language by showing children that all equivalent forms of language are correct when they are used appropriately. Instead of regarding that Standard English is correct in all cases and outlawing all dialect forms we need to explain to students that both, their Standard English and local dialects are good to use but in the different context for which they are appropriate. Secondly teachers should encourage students to use spoken Standard English in the classroom, not by correcting them but by giving them experience of speaking in many different kinds of public roles such as judges, newsreaders or interviewers. They could take part in oral presentations presented to several classes or even had a chance to ask questions some of the visitors to the school like of policemen or firemen. Children should be able to see difference between standard language and colloquial language and should be able to know when to use it. I believe not being able to do so could hugely affect their future. Children who are only fluent in non-standard language are more likely to have problems in academic field. Those who only speak nonstandard form of English have often difficulty reading and writing with proficiency in Standard English. This leads to situation that children are uneducated and in a future they are less likely to advance their careers. Using proper language overall leads to higher pay jobs, bigger social mobility and a great social success. It creates powerful impression when we speak Standard English. Other people see us as intelligent and well informed when we use correct grammar and when we show high level of vocabulary. It opens up opportunities that are closed for those who use any form of non-standard language. Bibliography Class notes Assorted information for Access English Language Level 3 Coggle, P. (1993). Do you speak Estuary? Bloomsbury Milroy, J. Milroy, L. (1999). Authority in Language: Investigating Standard English. 3rd edn. London and New York: Routledge. Milroy, L. (1980). Language and social networks. 3rd edn. Oxford. Milroy, L. (1987). Observing and Analysing Natural Language: A Critical Account of Sociolinguistic Method. London: Basil Blackwell. Montgomery, M. 1995. An introduction to language and society. 3rd edn. London. http://www.mirror.co.uk/celebs/latest/2009/09/27/musician-slams-file-sharing-rant-115875-21705142/ http://www.mirror.co.uk/sport/latest/2010/10/23/rooney-determined-to-regain-form-115875-22652926/ http://www.online-literature.com/dickens/olivertwist/3/ http://www.bbc.co.uk/cult/buffy/ecomics/baddog/02.shtml http://shakespeare.mit.edu/romeo_juliet/romeo_juliet.1.1.html http://www.ox.ac.uk/media/news_stories/2010/101122.html

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The Pacific islands were the most difficult to reach, and therefore believed to be the last place on earth discovered by humans. Once settled, mankind finally reached the end of the known habitable world. When the first Europeans arrived to Polynesia in the 1800s, they found the islands already settled. This aroused interest and speculation about the origins of Polynesia, and a debate among scholars, scientist and others concerning this historical aspect of the Pacific continues today. Evidence from the past remains fragmentary, thus many different theories have arisen and are being contested today regarding the origins of the Polynesia Islands. Although there is no definite evidence as to where, when, or how the first settlers reached Polynesia, there are many cultural traditions that show us activities of everyday life from the past and direct to us a better understanding of the beginnings of Polynesia. Songs and lore from ancestors that were passed down from generation to generation ...

Discrimination lawsuit. Why jury decision making emotional damages Essay

Discrimination lawsuit Introduction Presenting evidence   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In court proceedings, evidence is presented as either oral or written depending on the choice of the witness. In addition, the means of giving evidence may be determined by the court or the jury in charge under various considerations. Both oral and written evidence have the same purpose and can be used as the basis of court ruling (Edwards et al., 2011). In this situation where as a human resource I will be required to provide evidence of a discrimination lawsuit, the written method of evidence presentation will be the most appropriate to answer the questions from the Jury.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The method of written presentation will allow adequate time to prepare and present my part of evidence and with adequate in formations. Since the presentation of evidence requires information detailing the truth about the matter and the organizations position on the case and the policy that were under consideration, the written evidence would help me to consult with other legal experts and answer questions accordingly. Oral evidence would prevent consultations that might result in inaccurate evidence that will be used to give unfair rulings.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moreover, written evidence will save a lot of time that could have been used to present the oral presentation in the court. In addition, any inconveniences would such as absenteeism in work place and productivity of the firm will be avoided (Edwards et al., 2011). Hence, written evidence will ensure that the operations of the business are not affected in any way. Moreover, it will reduce the cost incurred during the lawsuit proceedings.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, written evidence presents a proof that the information communicated is true and cannot be changes. This ensures that the evidence is not compromised since is always read and presented to court as the original copy of evidence. This is in contrast to oral presentation where evidence may be changed where one may be questioned more than once hence compromising the evidence, which may affect the reliability of the evidence. Jury decision making emotional damages   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Jury would rely on information from psychiatrists and medical experts who would evaluate the damages that the plaintiff suffered as a result of discriminations. This would involve psychological and mental problems that may have arose because of the discrimination (Edwards et al., 2011). Stress would be one of the conditions that may be evaluated and whether there were medical complications that resulted from the discriminatory acts. In addition, the information about the pain suffered because of discrimination would be evaluated on medical basis. These sufferings could then be compared with any financial implications suffered.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In addition, information regarding how the working and the productivity of the plaintiff was affected could be used to determine the level of the effects of emotional damages and thus form the basis of monetary compensation. For example, if in any case the discrimination resulted in decreased productivity of the plaintiff, which reduced the financial income of the income would form the basis of monetary compensation decision. Moreover, it could be evaluated based on how the act affected his or her defendant day-to-day life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Similar during the proceedings, the defence presents their argument on the amount of monetary compensation that should be awarded to the plaintiff (Edwards et al., 2011). Jury determine the compensatory amount that should be paid to the plaintiff depending on the information provided by the defence team. When the court uses this information as the basis of their compensatory decision, the court act in favour of the plaintiff and it may end up awarding huge sums of money, which may be unfair to the respondent.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, the jury would use their freedom that is granted by the section of the law to determine the damage caused to the plaintiff and use the evidence presented to award monetary compensation. The decision could either be based on similar cases that were ruled in the past of depending on the reasoning of the bench. Reference Edwards, L., Edwards, J. S., & Wells, P. (2011). Tort Law. Cengage Learning. Source document

Free Essays on Huckleberry Finn

Title: The Adventures of Huckleberry Finn Author: Samuel Clemens (Mark Twain) Author Works: The Adventures of Tom Sawyer, The Prince and the Pauper Mark Twain: Mark Twain is one of America’s best authors and the most famous. Mark twain was born in 1835 on November 30 in Florida, Missouri. Florida and Hannibal, Missouri is where he got his ideas for Huck Finn and Tom Sawyer. Twain was an avid traveler he went to many places in his time; all aver the world. To write he observed people doing there everyday lives. He got many awards from colleges universities and others; He died On April 21, 1910. Illustrator: none Setting: Some of the book is set in St. Petersburg, Missouri. But most of the book is set in and on the Mississippi River. The City is about 80 miles away from St. Louis. But The Book is in Eighteenth Century America. Characterization: Huck Finn: the main Character of the book, son of the town drunk. He is 12 yrs old. Clever and knows a lot about life. Jim: the run away slave of Miss Watson helps Huck gain freedom. Travels with him. Widow Douglas: Huck’s guardian who adopts him and wants to civilize him. Takes care of two other kids. Pap: Huck’s father when he comes back to town when he learns that his son has become rich. Tom Sawyer: a friend of Huck who is about the same age. Duke and Dauphin: two friends who go around tricking people and getting their money, they also join Huck and Jim on the raft. Plot: Huck and tom have earlier found a hidden treasure they are allowed to keep the treasure. His father comes back for his money and to take it all. He feels that it is rightfully his and tries to catch him many times. One day he waits for him catches him and they have a short fight. When Huck is locked in the cabin down river his father beats him. After a couple of months pass he runs away and His father thinks that he is dead because of the pig blood Huck left behind. Aft... Free Essays on Huckleberry Finn Free Essays on Huckleberry Finn Title: The Adventures of Huckleberry Finn Author: Samuel Clemens (Mark Twain) Author Works: The Adventures of Tom Sawyer, The Prince and the Pauper Mark Twain: Mark Twain is one of America’s best authors and the most famous. Mark twain was born in 1835 on November 30 in Florida, Missouri. Florida and Hannibal, Missouri is where he got his ideas for Huck Finn and Tom Sawyer. Twain was an avid traveler he went to many places in his time; all aver the world. To write he observed people doing there everyday lives. He got many awards from colleges universities and others; He died On April 21, 1910. Illustrator: none Setting: Some of the book is set in St. Petersburg, Missouri. But most of the book is set in and on the Mississippi River. The City is about 80 miles away from St. Louis. But The Book is in Eighteenth Century America. Characterization: Huck Finn: the main Character of the book, son of the town drunk. He is 12 yrs old. Clever and knows a lot about life. Jim: the run away slave of Miss Watson helps Huck gain freedom. Travels with him. Widow Douglas: Huck’s guardian who adopts him and wants to civilize him. Takes care of two other kids. Pap: Huck’s father when he comes back to town when he learns that his son has become rich. Tom Sawyer: a friend of Huck who is about the same age. Duke and Dauphin: two friends who go around tricking people and getting their money, they also join Huck and Jim on the raft. Plot: Huck and tom have earlier found a hidden treasure they are allowed to keep the treasure. His father comes back for his money and to take it all. He feels that it is rightfully his and tries to catch him many times. One day he waits for him catches him and they have a short fight. When Huck is locked in the cabin down river his father beats him. After a couple of months pass he runs away and His father thinks that he is dead because of the pig blood Huck left behind. Aft...

Essay about Nursing Practice Act

Essay about Nursing Practice Act Essay about Nursing Practice Act Evolution of the Nuclear Health Care Organization HCS 514 - Managing In Today's Health Care Organizations November 11, 2013 Evolution of the Nuclear Health Care Organization The nuclear health care organization, within the hospital setting, will [Remove comma] continue to advance indefinitely, over the next ten [Express numbers higher than nine in digits (when not the first word in the sentence)] years. The key focus of nuclear medicine involves medical equipment such as total-body scanners and radioactive material. This advanced technology plays a key role in the treatment and diagnosis of diseases, with [Remove comma before "with" (unless beginning or ending a parenthetical phrase)] a specific focus on organs, tissue, tumors, and bone. Hospitals will continue to organize diagnostic and treatment regimens, according to advances in technology. The nuclear health care organization can look forward to major changes in the role of healthcare [The preferred spelling is two words: health care] workers, the culture of the consumer, and the methods of communication between stakeholders. Health politics and Medicare budget cuts will lead the nuclear health organization to combine a nonprofit insurance plan or fee for service with its own hospitals and clinics, with a holistic approach (Abelson, 2013). The healthcare professional will work in a culture of safety and governing bodies, enforcing safety policies (Rodak, 2013). The culture of the consumer will include, [Remove comma (unless it introduces a nonrestrictive phrase)] staying healthy with holistic approaches, viewed as mainstream preventive medicine. Methods of communication between stakeholders will be affected by Medicare’s unlikely reverse to its dramatic cuts in reimbursement. The stakeholder will survive as care is moved [The passive voice is a form of "be" (is) and a participle (moved). Over-use of the passive voice can make paragraphs officious and tedious to read. Prefer the active voice. For example, passive voice = The paper was completed on time. Active voice = the student completed the paper on time. See Center for Writing Excellence Tutorials Grammar Act ive

Explaining an Ongoing Controversy Regarding the Freedom of Expression Research Paper

Explaining an Ongoing Controversy Regarding the Freedom of Expression - Research Paper Example In that regard, this paper aims at explaining an ongoing controversy regarding the freedom of expression and the First Amendment in terms of news media on music and censorship and internet censorship, the argument being whether censorship is essential in maintaining moral standards. It will also identify government and repressive laws and abuses of freedom of expression. Additionally, it will also shed some light on the background of the issue, some opinions about it and a legal case on Madison’s description of press and speech clauses, which was introduced in the House of Representatives. He argued that,† the people shall not be abridged their right to publish their sentiments, write, speak, freedom of the press, which is one of the greatest protection of liberty, shall be unbreakable† The First Amendment claims that the Congress shall not make any laws in terms of respecting any religion as well as abridging the freedom of the press or speech; or the right of peo ple to assemble in peace and appeal to the government to rectify grievances. The Supreme Court applied the law in incorporating the principle of the freedom of speech, in which this decision applied the freedom of speech first amendment to federal and state laws. ...Each citizen should be able to write, print, speak with the utmost freedom, but shall be held responsible in case he abuses the freedom as defined by law. Unresolved controversy regarding freedom of expression and the First Amendment that has appeared in the news media is about music censorship and internet censorship. Europa Publications Limited (2006) argues that internet censorship has been left unresolved and become a public debate.

How Monetary and Fiscal Policies were Implemented during the Recession Essay

How Monetary and Fiscal Policies were Implemented during the Recession - Essay Example In order to curb this, the government of the United States, and the international monetary fund, took some micro and macroeconomic measures to curb this trend, which led to a great economic down turn. This was achieved by using some monetary and fiscal policies. The monetary process is the process through which the central bank and other money rendering institutions of a country controls the supply of money, the availability of money and the cost of money or the interest rate so that they can achieve a certain common objective. These objectives are done towards the growth and stability of the economy. The monetary policies can be either the contractionary or the expansionary objective. The aim of the expansionary policy increases the total supply of money in the economy, while the contractionary policies decrease the supply of money in the economy. ... It is the mandate of the federal reserve of the United States to enact the monetary policies. Board of governors runs the Federal Reserve. The factors, which they considered and applied to curb inflationary tendencies, are the reserve requirements, discount rate, open market operations, and printing money. Most banks in many countries changed the reserve requirements to encourage more banks to start in order to increases the amount of money circulating in the economy. The central banks of these countries have the authority to change the amount that banks should hold in the central bank so that they can be given the right to operate. In the US, the Federal Reserve has the supremacy to set the quantity of the deposits that the associate banks can deposit in order to be given the mandate to operate. To curb the recession, the FED decreased the amount of reserve deposits. The motive was to encourage more investors in the banking industry therefore increasing the amount of money circulati ng in the economy. This monetary objective achieved its goal since more banks had more money at hand, which increased spending, and possibly inflation (East Tennessee State University web). The other monetary policy used was the discount rate. Discount rate is the discount on the rate of interest rate that the Federal Reserve charges on the banks on the money that they borrow from the Federal Reserve. The central banks decreased or lowered the discount rate during recession. Their objective was to encourage the banks to borrow money from the central banks at a lower rate to increase the amount of money circulating in the economy. This would in turn encourage

Is it necessary to use both demand and supple side policies to manage Coursework

Is it necessary to use both demand and supple side policies to manage the uk economy - Coursework Example Conversely, the supply side policies are key in the determination of the long term growth of the UK’s productivity. As is asserted by the literature of Keynes, the belief in his work was that whether the government distributed money to its consumers, the result would be demand for more commodities. This will result in creating incentive for the suppliers to provide more commodities. This implies that the major drive for economic growth is the demand (consumers). In relevance to this, for the optimal management of the economy of the United Kingdom, and for the economy to realize an increase in the GDP, the government should embrace the demand side policies. In addition, the government, should extensively and effectively focus on how to raise the expenditure of the average citizen. Demand side policies have the objective to cause a rise in the aggregate demand. If there exist negative production gap, the demand side policies are crucial in increasing the level of the economy. Conversely, if the economy of a country, in this case, the UK economy is at its full capacity in the rate of growth, inflation will be the consequence of a further rise in the aggregate demand (AD), as illustrated in the diagram 1 (Freeman, 2006, pg. 123). Among the aspects of the demand side policies which can control the economy is the monetary policy. The monetary policy is the basic instrument that can influence the activities of the economy. To increase the aggregate demand, the rate of interest can only be lowered by either the Central Bank or government (Langdana, 2009,p.27). A decrease in the rates of the interest lowers the cost of taking loans, increasing investment incentives, and expenditure by the consumers. Conversely, a decrease in the interest rates lowers the need to make savings, and instead creating attractiveness for spending. In addition, as a result of reduced

History of Automated Teller Machine Essay Example for Free

History of Automated Teller Machine Essay An automatic teller machine or ATM allows a bank customer to conduct their banking transactions from almost every other ATM machine in the world. As is often the case with inventions, many inventors contribute to the history of an invention, as is the case with the ATM. Read each page of this article to learn about the many inventors behind the automatic teller machine or ATM. In 1939, Luther Simjian patented an early and not-so-successful prototype of an ATM. However, some experts have the opinion that James Goodfellow of Scotland holds the earliest patent date of 1966 for a modern ATM, and John D White (also of Docutel) in the US is often credited with inventing the first free-standing ATM design. In 1967, John Shepherd-Barron invented and installed an ATM in a Barclays Bank in London. Don Wetzel invented an American made ATM in 1968. However, it wasnt until the mid to late 1980s that ATMs became part of mainstream banking. Luther Simjians ATM Luther Simjian came up with the idea of creating a hole-in-the-wall machine that would allow customers to make financial transactions. In 1939, Luther Simjian applied for 20 patents related to his ATM invention and field tested his ATM machine in what is now Citicorp. After six months, the bank reported that there was little demand for the new invention and discontinued its use. Luther Simjian Biography 1905 1997 Luther Simjian was born in Turkey on January 28, 1905. While he studied medicine at school, he had a life-long passion for photography. In 1934, the inventor moved to New York. Luther Simjian is best known for his invention of the Bankmatic automatic teller machine or ATM, however, Luther Simjians first big commercial invention was a self-posing and self-focusing portrait camera. The subject was able to look a mirror and see what the camera was seeing before the picture was taken. Luther Simjian also invented a flight speed indicator for airplanes, an automatic postage metering machine, a colored x-ray machine, and a teleprompter. Combining his knowledge of medicine and photography, Luther Simjian invented a way to project images from microscopes, and methods of photographing specimens under water. Luther Simjian started his own company called Reflectone to further develop his inventions.

Brave New World: The Key to Happiness :: Brave New World

Brave New World: The Key to Happiness The novel, Brave New World is like no other, it predicts a future overpowered by technology where the people have no religion. Has Huxley written about a degrading way of life or has he discovered the key to a perfect world that should be called Utopia? The society presented in the novel is as completely rational as our own and all the precautions that are taken are needed to preserve their lifestyle. However different and horrible as the lives of individuals seem to be, in actuality they are much better than ours are. While many believe that the government controlled word, religion, the strict class system, the restraint of history, culture, the arts and books, and the obsolete need for parents and love are contradictory to Utopia, these aspects of society are actually conducive to Utopia. The first argument that would contradict the fact that Brave New World is a Utopia is the government controlling the world, causing the loss of freedom and liberty of the people. Is it really that bad that one government controls the world? Does the current structure of world government meet the needs of the people? Are millions starving? Do millions more search in vain for work every day? In Utopia, the people don't have to worry about having a job. One must remember that most people on our planet today have very little freedom – the exception being the population of western societies. Freedom is only important if it leads to happiness, and if one already possesses happiness, then there is no need for freedom. Religion plays an important role in people's lives today. Religion embodies societies theoretical principles and values. Religion guides us, gives us something to believe in and a set of rules to live by. However, every society has their own religion and the majority of the people in our world pray to gods with names that we cannot even pronounce. Our current practice of worshipping hundreds of different gods is not conducive to a peaceful society and, in fact, results in hundreds of wars being fought every year on our small planet. The current system must be replaced. Mustapha Mond when referring to the Holy Bible says that "they're old; they're about God hundreds of years ago, not about God now" (Huxley, 237). Mustapha Mond is saying that with the evolution of time the many gods worshiped before have been replaced by the worship of one God, Henry Ford.

Instruments of Change :: Third World Countries Progress Essays

Instruments of Change As our world is becoming more technologically advanced, many countries are being forced to change their ways. Many Third World countries are in the process of modernization, though some are ahead of others. Besides modernization, there are other factors that can influence a country to change. These factors consist of the military, a charismatic leadership, ideology, bureaucracy, and religion. The military can be a very powerful instrument of change. For example, the majority of countries in the Middle East are ruled by the military. The military is seen as a very capable institution because of the fact that it can build or destroy nearly anything. It is also most representative of the society because it includes all classes and types of people. An illustration of the military as an instrument of change is the military takeover of Egypt, led by Nasser in 1952. The military takeover of a government is often referred to as a coup d’etat. Nasser was a member of the Free Officers. Nasser, like other members, came from a lower-middle class background and was frustrated with the feudal system that was being enforced in Egypt. Under the feudal system, only two percent of the people owned an entire 75% of the land. Due to the unfairness and the people’s hatred of the current king, the military took over the land of Egypt. The second instrument of change is leadership, which plays a significant role in the process of change. Nasser became the leader of Egypt after the military revolted. In 1953, Nasser gave a famous speech in Alexandria where someone fired four shots at him but missed. Nasser was praised for this speech, stating "I live for Egypt, I die for Egypt." These words turned Nasser into a charismatic leader- a leader who is seen as a type of God and is a huge role model to the people. During his rule, Nasser wanted to give Egypt back to the Egyptian people. Nasser accomplished this by giving extra plots of land to peasants, passing Agrarian Reform Acts to help out the lower classes, and by gaining control of the Suez canal. Needless to say, Nasser was seen as a great leader and hero in the Third World. The third instrument of change is ideology. Ideology is simply a belief system- what one feels is good or bad. Ideology can also be referred to as a set of political ideas or values.

Commentary on Anthem for Doomed Youth by Wilfred Owens Essay

The sonnet â€Å"Anthem for Doomed Youth† by Wilfred Owen explores the horrific and tragic conditions of the deaths of World War I soldiers on the Western front. By contrasting the soldiers’ deaths with the customary Christian funeral ceremonies, Owen comments on the dark irony that the young men who gave their lives to serve â€Å"God and their country† were denied the respectful yet superficial rituals that the religious society value so much. The title of the poem well expresses the sentiments Owen conveys throughout the sonnet. The use of the term â€Å"anthem†, which is usually refers to a joyous and often religious song of praise, is in this case referring to the widely held view that fighting for one’s country is joyous and honorable. This anthem, however, is for â€Å"Doomed Youth†, and there is a dark irony that this widely held sense of pride and nationalism about war actually results in futility and death. Owen chooses to describe the young soldiers as â€Å"doomed† because they are destined for death as soon as they enter the army, because of the futility of the strategies used in this war. The soldiers are also referred to as â€Å"youth† to emphasize their innocence and create the image of healthy, fit young men dying for nothing, which arouses pity in the reader. The first stanza is an octave that describes the horrifically violent conditions of these young soldiers’ deaths by contrasting and juxtaposing auditory imagery of the battlefield as the soldiers die with descriptions of customary funeral ceremonies. The first line is a rhetorical question, which forces the reader to truly ponder all that the soldiers lack in terms of acknowledgment and ceremonies of death, and this encouragement to think is further enhanced by the hyphen in the beginning of the second line, which forces the reader to pause. Owen emphasizes the shocking nature of the soldiers’ world, the war, by saying that the soldiers â€Å"die as cattle†, which conveys the manner in which these young men are slaughtered inhumanely as if they are worthless and are treated as if they have no identity. Instead of â€Å"passing-bells†, which is society’s way of acknowledging a death, these soldiers receive the â€Å"only the monstrous anger of the guns†, which indicates that their death goes unnoticed as if they were just cattle. Furthermore, Owen comments on all the rituals and customs that the soldiers fail to receive. The personification of the guns as being â€Å"angry† contrasts to the solemn sorrow the soldiers should have received upon their death. The repetition of â€Å"only† in lines 2 and 3 emphasizes all that the soldiers lack, as we are then told that instead of funeral prayers, the soldiers instead hear the â€Å"stuttering rifles’ rapid rattle†; the alliteration echoes the gunfire and the onomatopoeia allows the reader to hear the harshness and irregular but constant sounds of the guns. By implying that these guns â€Å"patter out their hasty orisons†, Owen points out the irony that these men who have gone to war for God are being killed and must have â€Å"orisons† muttered for them by the deadly machines that are responsible for their death. The â€Å"orisons† are described as â€Å"hasty†, which indicates the rapid pace of the war and the fact that these soldiers have little time to live. Furthermore, instead of church choirs, the soldiers hear the â€Å"shrill, demented choirs of wailing shells†, which seems to suggest a demonic sound, perhaps implying that the soldiers receive no peace even after death. The personification of the shells as â€Å"wailing† is ironic because the weapons that killed the soldiers sound as if they are mourning for them. Further down the stanza, Owen subtly criticizes the Christian religion and its ceremonies as he describes the funeral customs as â€Å"mockeries†. This term suggests the irony in the fact that these soldiers, who have given their lives for God and their country, are not able to enjoy these ceremonies that acknowledge their death, even though they may be the ones that most deserve them. The last line of the first stanza foreshadows the coming volta as it shifts the focus from the conditions of death in war to the sadness that the deaths in the war brings to those who knew the soldiers. The sound of the gentle and beautiful â€Å"bugles calling† is a sharp contrast from the violent noises of the war but the mention of the â€Å"sad shires† seems to imply that this sad calling is coming from anonymous â€Å"shires† far away. The sad, and less violent tone of the last line of the octave is carried onto the second paragraph, in which the tone becomes contemplative and sorrowful. There is a volta as the focus shifts from the violence of the war to the sober yet sincere way in which these young men die at war, with no elaborate customs but with pure, untainted emotion. Owen begins this stanza with another rhetorical question: â€Å"What candles may be held to speed them all?† The term â€Å"speed them all† seems to refer to the passage to heaven, and thus we are made to wonder: without candles or ceremony, will the soldiers be able to find their way to heaven, or will they haunt the battle grounds forever? In the following lines Owen gives us the heartrending but optimistic answer that indicates that although the soldiers are neglected of the traditional funeral ceremonies, nature itself and those who love them give them a metaphorical ceremony that is much more sincere and pure. Therefore, although the candles are not in their hands, they are in â€Å"their eyes†. This metaphor gives the image of sparkling, glittering eyes, as if the soldier’s eyes were brimmed with tears as he died. This pure emotion of sorrow of â€Å"goodbyes† is suggested to be purer and more sincere than artificial and elaborate ceremonies through the use of positive words such as â€Å"shine†, â€Å"glimmer† and â€Å"holy†. Owen suggests that through pure emotions, the soldiers have their own special kind of funeral as the â€Å"pallor of girls brows shall be their pall†, which conveys how the sadness of their loved ones acts as their funeral covering. This substitution of emotions for the ceremonial objects continues in line 13, when the â€Å"tenderness of patient minds† metaphorically become these soldiers’ flowers. The last line of the poem is very powerful as it concludes the poem by showing how the deaths of the soldiers are being acknowledged in a way far superior to the religious ceremonies. Owen depicts the way in which instead of having the â€Å"drawing-down of blinds†, that is a traditional act of acknowledging their death, all of nature is metaphorically drawing the blinds by slowly becoming dark in a â€Å"slow dusk†. The adjective â€Å"slow† conveys the respect that all of nature is paying to these brave men, even as society forgets about them. Ultimately, Owen takes the reader through an incredible journey in this short but deep sonnet. He conveys the the horrors of war and depicts all the religious ceremony that these soldiers are ironically denied off. However, towards the end of the poem, Owen brings us to realize the strength of the emotions and sorrow of those who loved these youth as their raw feelings became the soldiers’ funeral. Although the poem is bleak and dark throughout, the last stanza is poignant and heartrending as we realize that emotions and love are stronger and more important than any customs or traditions.