Art and Antiques Essay Example | Topics and Well Written Essays - 2250 words

Art and Antiques - Essay Example (MTI, 2005) The modern art market in the UK equals to 26% of the world market, and 50% of the European markets. Modern art includes the works dating since the middle of the 2oth century until the present time. It is notable, that with the changes of the surrounding in which we live, with changing quality and inner style of art, it is also becoming more marketing and some critics even state that modern artists work depending on the marketing conjuncture and the needs and demand at the market; moreover, with the development of media the popularity of selling art through Internet and online auctions acquires new meaning and can soon become the principal means of selling modern art all over the world. The demand for modern art, as well as the prices and revenues tend to go along with the economic cycles; moreover, through the periods of economic recession art appears to be one of the most vulnerable areas and is seriously damaged by financial losses and low demand. As it has been said, the main aim of the work is to conclude, whether the modern art in the market is an attractive object of investment; this is why it should be noted that art was always viewed as the means of investing finances, its profitability is much similar to that of the stock market. (Moore, 2004) Since much art and antiques are viewed as an investment, the art market index correlates approximately with that of the stock market; however, a healthy stock market and higher interest rates also attract capital away from alternative investments. This is because stocks and cash savings produce dividends and returns that are more attractive, when the stock market is buoyant and interest rates high, than the capital exchange value of art and antiques.' (Moore, 2004) It is notable, that recent years have become a landmark in the demand for modern British art - it was constantly growing. The works of art produced through the period of 1920 to 1980 (the period which is supposed to be contemporary) are selling well, and all styles of modern art from conservative realism to post-war abstraction are equally demanded. In order to understand the reason for the positive changes in the UK modern art market and to discuss the principal distribution channels about it, it is worth looking into the depth of the modern art market in the country. International art movements were traditionally much more popular than modern British art, making it come back to the background of the European art market and thus losing its popularity. 'The British have always been peculiarly apologetic about their hometown talents, preferring instead to extort the virtues of their European and American counterparts.' (Woolmer, 2004) Only the recent ten years have become the note of the shift towards the attitudes in the British modern art and the Cork street is now becoming the principal distribution channel, earning serious profits on promoting British art, though only now the British masterpieces start to catch up with the European works of the same level in financial estimates. British art has always been noted to be 'underpriced' and only now the prices for the works of British modern art start to reach the level of their quality. For example, the gentle oil of Sennen Cove by Laura Knight was the real stir at

Comparative Study of Methods of Fetal Weight Estimation

Comparative Study of Methods of Fetal Weight Estimation INTRODUCTION: Knowledge of fetal weight in utero is important for the obstetrician to decide whether or not to deliver the fetus and also to decide the mode of delivery. Both low birth weight and excessive fetal weight at delivery are associated with increased risk of newborn complications during labor and the puerperium. Various clinical formulae like Johnson’s formula and Dawn’s formula have come into usage for fetal weight estimation. Another formula is the product of symphysiofundal height with abdominal girth in centimeters which gives a fairly good estimate of fetal weight. METHODS: It is a prospective observational study of 200 women at term pregnancy at a hospital.  Patients within 15 days from their Expected Date of Delivery were included in the study. The formulas used in this study are: JOHNSON’S FORMULA SYMPHYSIOFUNDAL HEIGHT X ABDOMINAL GIRTH (AG X SFH) DAWN’S FORMULA HADLOCK’S FORMULA USING ULTRASOUND. RESUTLS: There have been differing results about accuracy of various methods of estimating fetal weight. This study showed that AG X SFH was the best indicator among all other methods assessed followed by Hadlock’s formula by ultrasonographic method. CONCLUSION: Fundal height assessment is an inexpensive method for screening for fetal growth restriction. SFH measurement continues to be used in many countries on large scale because of its low cost, ease of use, and need for little training as the setup for ultrasonographic evaluation is not readily available in rural setups. KEYWORDS: Fetal Weight, At Term Pregnancy, Symphysiofundal Height, Ultrasonography, Newborn Complications INTRODUCTION Knowledge of fetal weight in utero is important for the obstetrician to decide whether or not to deliver the fetus and also to decide the mode of delivery. Both low birth weight and excessive fetal weight at delivery are associated with an increased risk of newborn complications during labor and the puerperium. The perinatal complications associated with low birth weight are attributable to preterm delivery, intrauterine growth restriction (IUGR), or both. For excessively large fetuses, the potential complications associated with delivery include shoulder dystocia, brachial plexus injuries, bony injuries, and intrapartum asphyxia. The maternal risks associated with the delivery of an excessively large fetus include birth canal and pelvic floor injuries and postpartum hemorrhage. The occurrence of cephalopelvic disproportion is more prevalent with increasing fetal size and contributes to both an increased rate of operative vaginal delivery and cesarean delivery for macrosomic fetuses compared with fetuses of normal weight. Estimation of fetal weight being done clinically has received much criticism for less accuracy due to observer variation. Various clinical formulae like Johnson’s formula and Dawn’s formula have come into usage for fetal weight estimation. Another formula is the product of symphysiofundal height with abdominal girth in centimeters which gives a fairly good estimate of fetal weight. AIMS AND OBJECTIVES The aim of this study was to assess the fetal weight in term pregnancies by various methods- abdominal girth (cms) X symphysiofundal height (cms) AG X SFH, Johnson’s formula, Dawn’s formula and Hadlock’s formula using ultrasound, and to compare the methods after knowing the actual weight of the baby after birth. MATERIALS AND METHODS It is a prospective observational study of 200 women at term pregnancy at Dhiraj General Hospital, Vadodara from 1st June 2010 to 31st May 2011. Patients within 15 days from their Expected Date of Delivery were included in the study. Cases of MULTIPLE PREGNANCIES, OLIGO/POLYHYDRAMNIOS, MALPRESENTATIONS AND FIBROID OR ADNEXAL MASSES were excluded THE METHODS JOHNSON’S FORMULA SYMPHYSIOFUNDAL HEIGHT X ABDOMINAL GIRTH. DAWN’S FORMULA HADLOCK’S FORMULA USING ULTRASOUND. JOHNSON’S FORMULA: WEIGHT IN GRAMS = (SYMPHYSIOFUNDAL HEIGHT – x) X 155. Here symphysiofundal height is taken after correcting the dextrorotation, from the upper border of symphysis to the height of the fundus. station of the head was noted: x = 12 when head was at or above the level of the ischial spines x = 11 when head was below the level of ischial spines. AG X SFH: Weight in grams = abdominal girth (AG) x symphysiofundal height (SFH) (AG X SFH) Abdominal girth was measured at the level of umbilicus and symphysiofundal height as described earlier. DAWN’S FORMULA: WEIGHT IN GRAMS = Longitudinal diameter of the uterus x (transverse diameter of the uterus)2 x 1.44 2 HADLOCK’S FORMULA: After head circumference, abdominal circumference and femur length were measured in centimeters, the sonography machine calculated the fetal weight. Fetal weight estimated by the above four methods was compared with the actual weight of the baby after birth. A comparative analysis of the four methods was done. OBSERVATION AND RESULTS TABLE I: WEIGHT WISE DISTRIBUTION TABLE II : AVERAGE ERROR IN CALCULATION OF FETAL WEIGHT IN VARIOUS GROUPS Average error in all fetal weight groups except in >3500 gms was least with AG X SFH closely followed by Hadlock’s ultrasound method. Average error in > 3500 gms group was least with Johnson’s formula. TABLE III : NUMBER OF CASES UNDERESTIMATED AND OVERESTIMATED IN VARIOUS FORMULAS Number of over and under-estimations in all fetal weight groups was calculated. AG X SFH and Dawn’s formula had a tendency to underestimate. The other 2 methods overestimated. In > 3500 gms group, all methods underestimated. TABLE IV : MAXIMUM ERROR IN ALL FETAL WEIGHT GROUPS Most marked with Dawn’s and least with AG X SFH. By both these methods maximum error was in the 3001- 3500 gms group. By Johnson’s formula, maximum error was in the TABLE V: PERCENTAGE ERROR IN VARIOUS METHODS Percentage error was calculated using: x/y x 100 x= error in grams y= birth weight in grams As seen in the table, 85.5% cases came within 15% of actual birth weight by both Hadlock’s and AG X SFH methods. As compared to only 50% and 63.5% by Dawn’s and Johnson’s formula, respectively. TABLE VI: STANDARD DEVIATION OF PREDICTION ERROR The standard deviation of prediction error was least with Hadlock’s formula, closely followed by AG X SFH. It is much higher with Dawn’s and Johnson’s formulae. The variance between the four methods was statistically different. p value DISCUSSION Birth weight is a key variable affecting fetal and neonatal morbidity, particu- larly in preterm and small-for-dates babies. In addition, it is of value in the management of breech presentations, diabetes mellitus, trial of labour, macrosomic fetuses and multiple births. Clinicians’ estimates of birth weight in term pregnancy were as accurate as routine ultrasound estimation in the week before delivery. Furthermore, parous women’s estimates of birth weight were more accurate than either clinical or ultrasound estimation. There have been differing results about the accuracy of the various methods of estimating fetal weight. This study showed that AG X SFH was the best indicator among all of the other methods assessed followed by Hadlock’s formula by ultrasonographic method. Other studies have reported limited accuracy of ultrasound EFW at term, particularly in macrosomic fetuses but over all accuracy of this formula is same for all infants. Equipped with information about the fetal weight the obstetrician managing labour is able to pursue sound obstetric management, reducing perinatal morbidity and mortality. Symphysiofundal height is one of the important clinical parameters taken for fetal weight estimation by AG X SFH, Johnson’s formula, Dawn’s formula. According to my study, Hadlock’s ultrasonographic method was the most accurate for estimating fetal weight. Of the three clinical methods, AG X SFH has better predictable results than the other 2 methods. AG X SFH, a clinical formula can be of great value in a developing country like ours where ultrasound is not available at many health care delivery centres. It is easy and simple, can be used even by midwives. With less errors AG X SFH is easier to apply by paramedical workers for the evaluation of fetal weight even in the rural setup as like our area of this study. By this study the results are suggesting that Hadlock’s formula has least standard deviation but it requires ultrasonographic evaluation. So after it, AG X SFH is the second most formula for estimation of featl weight which is clinically applicable and most reliable method in the absence of sonologic setup. CONCLUSION Fundal height assessment is an inexpensive method for screening for fetal growth restriction.1 Clinicians are biased in their fundal height measurements by knowledge of gestational age and use of a marked measuring tape. This tendency increases with higher patient BMI and with less provider experience.2 While we have yet to establish reliable tests to predict which pregnancies are at risk of developing IUGR, surveillance of fetal growth in the third trimester of pregnancy continues to be the mainstay for the assessment of fetal well-being. Such surveillance is done by regular fundal height assessment, ultrasound biometry or a combination of both methods.3 Relative growth of the SF height seems to be independent of fetal sex, maternal obesity and parity.4 There is disagreement in SFH measurement between observers regarding the ability to separate small fundal heights from those that are not small (Bailey 1989). This becomes an issue especially in a clinical setting where the pregnant woman sees more than one clinician during the course of her pregnancy. Despite this, SFH measurement continues to be used in many countries on a large scale simply because of its low cost, ease of use, and need for very little training.5 Ultrasound evaluation of fetal growth, behavior, and measurement of impedance to blood flow in fetal arterial and venous vessels form the cornerstone of evaluation of fetal condition and decision making.6 REFERENCES 1).Morse K, Williams A, Gardosi J (December 2009). â€Å" Fetal growth screening by fundal height measurment†. 2).Jelks A, Cifuentes R, Ross MG (October 2007) Clinician bias in fundal height measurement. 3).Gardosi Francis 1999, Morse et al 2009.  «Standardised protocol for measurment of symphysio fundal height » 4).Bergman E, Axelsson O, Kieler H, Sonesson C, Petzold M. Relative growth for estimation of intrauterine growth retardation. . Submitted. 2010. 5).Robert Peter J, Ho J, Valliapan J, Sivasangari S. Symphysial fundal measurement (SFH) in pregnancy for detecting abnormal fetal growth (Protocol). The Cochrane Library. 2009(Issue 4). 6).Resnik R. Intrauterine growth restriction. Obstet Gynecol. 2002 March.

Meeting Mila :: Children Personal Narrative Friendship Essays

Meeting Mila Children used to annoy me. They cried. They pooped. They cried some more. They yelled obvious questions at the movies, screamed constantly in the grocery store, and seemed to have an affinity for yelling out facts that the general public did not need to know (such as when in a department store, Bobby informs the sales clerk, "MOMMY SAYS MY BROTHER BILLY WAS AN ACCIDENT!") Furthermore, I had no idea how to deal with children. I was the youngest sibling in my family, and unlike most girls my age, I had never been a babysitter. All of that would change, however, when I met Mila. She would show me just how intelligent, honest, and wonderful children can be. It was around Valentine's Day when I met a strange and interesting young man named Jack. He was a writer, chain smoker, and lover of all cartoons -- especially those involving giant fighting robots. I was going to Topeka West High School, he was a freshman at Washburn University and despite our age difference, we clicked. He told me when we first met that he had a little girl, that her name was Mila, and that she was two years old. I like to think that the fact he had a child didn't freak me out, but it did. As a sixteen year old, I was too young to have to deal with a kid. Also, I was convinced that I didn't have the time or patience to spend time with both Jack and his daughter. Mila had a squinty-eyed smile that could lighten up my foulest mood. Her eyes were like a prized Husky's, a beautiful, piercing ice blue--just like her father's. Her hair was so blond, it was white. It amazed me (and still does) that so much beauty could be bundled into such a small package. I noticed right away that she also had his ears--they stuck out from the sides of her head just like his, but hers were more feminine, with earrings adorning her tiny lobes. At first, she was shy around me. (Of course, back then, she hadn't mastered opening doors yet, and oh, how that's changed!) But over the weekends she spent at Jack's house, I became "Her Sara." She started becoming more comfortable around me when I began driving Jack to Lawrence to pick her up and then driving back with her in tow.

Two English language programmes implemented in school

As general cognition English is of import linguistic communication in our life particularly in Malaysia instruction. In Malaysia pupils learn to listen, talk, read and compose in English. Therefore, the English Reading Corner and Contemporary Literature Programme are implementing in my school, SJKC KUO KUANG, Skudai, Johor. English Reading Corner, a corner in each category, school fix some reading stuffs such as fiction or non-fiction narrative books, lexicon, large books, magazines, newspaper and so on. Students allow to read the reading stuffs while they are free in the category or break clip. Contemporary Literature Programme, a programme under Education Department of our authorities. This is particularly for Year 4 to Year 6 students to read the literature books. The intent of this study is to present two English programme and province out the manner of implementing of the two programmes are keeping in my school.2.0 Contemporary Literature Programme2.1 Purposes and AimsThere are two purposes of the Contemporary Literature Programme. As First, to assist students better their English through reading simple fiction. Second, to supply a continue for the literature constituent introduced in secondary school. There are six Numberss of aims of the Contemporary Literature Programme. By the terminal of their primary schooling, students should be able: To transfuse and all the reading wont among students. To enrich students ‘ vocabulary and linguistic communication content. To heighten students ‘ thought accomplishments. To advance cultural apprehension in the Malayan context. To better English Language proficiency of students. To develop good imaginativeness.2.2 DurationThe Contemporary Literature Programme was carried out whole twelvemonth for pupil twelvemonth 4, 5 and 6. For the teaching period on SJKC, we utilizing 1 English linguistic communication period every two weeks to learn students read their narrative book which is provide.2.3 Target GroupThe Contemporary Literature Programme is mark on pupil Year 4, 5 and 6. No affair that they are good pupil or bad pupil they must develop in this programme. This programme precedence for under accomplishing schools and rural schools. The book chosen for each set are 40 % fiction books and 60 % non-fiction books. The full Student ‘s accomplishment will be recorded in Reading cards or books.2.4 Report on executionWith the implemented of the Contemporary Literature Programme, Our school design the programme based on 3 space. First, the intensive reading programme based on 3 prescribed texts per twelvemonth. Second, Genres consist of short narratives and ve rse forms. Third, every pupil provide with 3 books, with the premise that a pupil will be able to finish 1 book in 3 months. In our school we select the books which are suited for our pupil ; we choose the books based on 5 considerations. That is the subjects and rubrics that appeal to 10-12 twelvemonth olds, suited garrison size, and good quality paper. Beside this, taking suited linguistic communication for both rural and urban pupil is of import to increase their involvement. Last, choose the interesting plot line with embedded moral values so that they can go on to read. This programme is running on schoolroom clip that is structured into 3 phases, which is Pre-reading, While- reading and Post-reading. Because of we be aftering complete 1 book in 3 months so usually we separate it in one phase per month. We design the phase of reading in four instruction program and English instructor must province down all the activity they are be aftering. Teacher ever spend the clip steering with the students either as a whole category or in groups and students are non asked to get down with reading on their ain before they are ready. Here, I will describe on some activity ever been utilizing by English instructor to success this programme. In Pre-reading phase, Teacher will inquire students present the book screen, title page and besides ISBN page. Discuss artworks on the front screen of the book with students and inquire students to foretell the rubric of the narrative. Then, teacher will inquire students predict plot lines based on the given outline and where the narrative takes topographic point. Following, teacher introduces subjects utilizing object or image stimulations to association of thoughts and questionnaires on subjects in the reader. Beside this, instructor will discourse with students about the background information, such as, the writer ‘s life, finishing information grid utilizing writer ‘s life. Last, teacher introduces linguistic communication and vocabulary points before start reading to do them experience comfy when While-reading phase particularly hapless pupil. For illustration, inquire students happen out the hard word or vocabulary they are non understand the significance, so inquire them construct into group and happen out the significance utilizing dictionary by themself. In the 2nd phase of instruction, it is called that While-reading phase. This phase is of import to assist students understand the book. At the first, students will be given appropriate entry points in the narrative for them to foretell the narrative. Some instructor prefer allow their students speaking about the scene of the narrative and students fix a clip line in group to allow them understand the narrative. Following, instructor besides will inquire students to foretell results, instructor can accept all the reply if it is in the scope of acceptable. Teacher helps pupils to understand the plot line with prepare a narrative map in the group. Then, Teacher and students must speak about the characters in the narrative to place the characters and their features. Besides that, they can speak about the events in the narrative and role-play the events in the narrative and other students inquire to reply some simple inquiries to do certain they understand the events of the narrative. Las t, pupils ask to re-tell portion of the narrative in one ‘ ain word to better their assurance while speaking. In the last phase, Post-reading activities are carried out after students have read the whole book. It is sound like contemplation. They are to research beyond the text by utilizing the text as a footing. The activity etc. reassign information from the text into a notice, an advertizement or a missive. Teacher will assist students develop their critical and originative thought accomplishments such as ask students talk about one ‘s favourite event in the narrative. Teacher will be develop pupils composing accomplishments from book reappraisal or do a pagination in group. Besides that, Some instructor like to inquire students do the vocabulary edifice activities to group words harmonizing to classs to assist them maintain in memory.2.5 Strengths and failings of ProgrammeThe execution of Contemporary Literature Programme was success. The students can read at the terminal of category. However, there were some strength and failings found when transporting out this programme. Strengths of the Contemporary Literature Programme are we work hard to taking suited book for pupil to promote they read more on clip to clip. Teacher steering the pupil in schoolroom clip so that when they have job of reading or Confuse the significance of the word instructor can work out the job on the topographic point to heighten the effectivity of learning. Beside this, pupils reading in category with their schoolmate can increase the feelings between friends and they will experience Learning are non entirely. They besides love the activity like games, crossword mystifier, it can do they experience that this clip of reading is different in other period, is like playing non analyze, but they study when they are playing. Unfortunate every programme has failings. After us running in school we recognize that this programme merely reading in schoolroom is good but non plenty for our pupil they are more interested in singing and moving. And the continuance of this programme is non plenty because when we utilizing 1 English linguistic communication period every two weeks is merely do them read a few book merely. Now a twenty-four hours, our pupil largely involvement in Virtual universe like cyberspace or on-line games more that reading books, if we maintaining utilizing old manner to learning we become disused in the hereafter.2.6 Suggestions and recommendationsIn order to do Contemporary Literature Programme successful in the hereafter, I would wish to give some suggestions and recommendations. First, it is suggested that the continuance of Contemporary Literature Programme to be teach in 1 period per hebdomad same with SK. That will enable students reading more books and instructor can make more activit y with students excessively. Second, activity of instruction can be more interesting and different types of activity such as moving the characters, holding little competition and given some present to promote preform more active in category or holding a marionette show and so on. I am certain that interested activity will be more attractive. Last, instructors should utilize information engineering in their schoolrooms illustration teacher utilizing PowerPoint or flash to demo the outline of the book, secret plan, subject or characters briefly, I think this is the manner to raise the involvement of students, and students will be more dressed ore in our instruction, more response from students mean that our programme is success and meaningful.3.0 English Reading Corner Programme3.1 Purposes and AimsThe purpose of English Reading Corner is to develop involvement of reading English Language stuffs among students and consolidate their basic linguistic communication from age of seven. While reading the stuffs, students learn the accomplishments of reading, speech production, composing and grammar from the related activities. There are seven Numberss of aims of the English Reading Corner. By the terminal of their primary schooling, students should be able: To promote students pass on in English while they are giving their feeling. To better spelling while students composing the reading studies. To consolidate the BASIC of English and grammar accomplishment. To heighten the bravery speaking and showing their reading study to audience. To develop reading intelligence among students. To transfuse moral values. To enrich students ‘ vocabulary and linguistic communication content.3.2 DurationThe English Reading Corner was carried out whole twelvemonth in our school from the 1s t twenty-four hours student in school. Students are reading all sort of reading stuffs while they are free in schoolroom, after instructor ‘s teaching period, after completing their prep or at the interruption clip. Teachers spend some times to prepaid for this corner and doing some activities after their text edition instruction in category.3.3 Target GroupThe English Reading Corner Programme is target on all the students in school ( Year 1 to Year 6 ) . The English instructors of every category as a coach for the students to promote them to read, to compose, to describe and doing some activities after the students reading a book or intelligence. Besides of instructors as a coach, the better students can be a coach to assist those schoolmates who do non understand while they are reading. Students can larn each other to acquire new information and cognition.3.4 Report on executionThere will hold many sorts of reading stuffs in the English Reading Corner, such as narrative books, large books, magazines, newspapers, dictionary and so on. All of these reading stuffs are taking out from school library or patrons by students. The English Language Panel in school will discourse in the English Language meeting and so taking the suited reading stuffs before the school start. The Story book and large book is taking from school library based on criterion of our pupil. The newspapers – â€Å" New Straits Times † or â€Å" The Star † or magazines are sponsor by each category students. They bring from their place to portion the information with their friend in category. Students are allow and promote to read these reading stuffs while they are free in the schoolroom, after instructor ‘s teaching period, after completing their prep or at the interruption clip. English teacher as a coach are ready to assist the students who meet jobs while they are reading. Apart from this, the first-class pupils besides can be the coach and assisting their schoolmates who meet jobs. There are dictionary in the corner. Junior students like Year 1 pupil can utilize it to larn how to utilizing dictionary and senior students can utilizing it to look into the vocabulary that they are non understood. Teacher will name a group of pupil to manage this English corner, responsibility of them is make certain the corner clean and tidy, assisting schoolmate while they are holding job. And need to mend when book are rake or breakage. Sometimes, after the text edition instruction in an English Language period, instructors will doing some interesting activities such as story-telling, recite verse form, brainstorming of IQ inquiries, crossword mystifier and so on in the English Reading Corner. There are some activities can make in the corner. First, pupils read a short narrative or an article from magazine or newspaper. After that, the pupils can state the narrative to their friends, portion their narrative each other. Then, teacher guides the pupils to do a study or speaking about their feeling in forepart of the category. This can heighten their bravery while speaking and showing the reading study to the audience. At the interim, instructor encourages others students to inquire some inquiries or speak about their sentiment related to the study or feeling. So, a conversation is making between the students and instructor. These can better their speech production and listening accomplishments. Besides, teacher guides the students to associate the study or feeling with the moral values. This is one of the manner instructors can transfuse the moral values to the students and bring forth a good attitude coevals. Second, after students reading in the corner, they are composing a study and go through up to their instructors. In their reading study, they need to do a decision sing what they had read. From the decision, students have to name out the rubric of book or article, what they have learned and what the moral values in the narrative or an article from newspaper or magazine. Virtually, students are larning the good attitude to form their thoughts. This is besides bettering their authorship, spelling and grammar accomplishments.3.5 Strengths and failingsThe English Reading Corner was success. All the instructors and parents gave to the full support and cooperation. Students are bettering in their hearing, speech production, reading, composing and grammar. Students can pass on in English. The worst students can talk in simple and short sentences excessively. Their authorship accomplishments improve twenty-four hours by twenty-four hours. Their betterment makes them go more assurance and som e of them start to love English. They feel proud when communicate eloquence in English. And experiencing glorious because of household and friends praised. Students get more cognition after reading newspaper in the English Reading Corner. This type of cognition non merely from school input but worldwide. Students can larn the new words and vocabulary after reading the narrative and look intoing the significance utilizing the lexicon. The failings of this programme, instructors lack of times because they need more times to steer students to speak, to believe, to give sentiment in the English Reading Corner besides of their day-to-day instruction to cover the text edition and workbook course of study. In SJKC, there are non more than 6 periods of English period in a hebdomad. Teachers truly do n't hold adequate clip to run this programme swimmingly. The reading stuffs are one of the failings. Story books in school are non plenty and some of the stuffs are non suited for the Year 1 to Year 3 pupils. Most of the narrative books are non interesting as they have no colourss, no images and full page of article. These make students experience bored on them. Dictionary, every English Reading Corner merely got one lexicon. A category of pupils portions a lexicon, that truly non plenty.3.6 Suggestions and recommendationsIn order to do the English Reading Corner more eloquence in future, instructors can pass some times after school to transport on this programme. We can set up the clip and do a timetable, so that is convenience to the students and instructors to remain back after school. Then, instructors can concentrate and cover their learning while in category. Besides that, we besides need to hold some account with parent to allow them understand that and set up their timetable to pick up their kid. Second, I suggest that school can utilizing the instruction fund or PIBG fund to purchase more interesting reading stuffs that are suited for primary school pupils particularly Year 1 to Year 3 students. The books must be colourful and full of attractive images such as large books. The juniors prefer that sort of books really much because large books give nice ocular effects and the narrative lines are attractive. Even the seniors besides like this sort of book really much. Dictionaries are much needed excessively. A lexicon is the good assistant in student survey live.4 DecisionIt is hoped that the English Reading Corner Programme and Contemporary Literature Programme that is implementing by the English Language Panel of my school, SJKC KUO KUANG, Skudai, Johor can be benefitted by all pupils form Year 1 to Year 6 ; no affair they are superb or weak pupil. Hope that every student in my school can read right, listen clearly, speak assurance and good written. Based on the failings and recommendations, the English Language Panel of my school besides hope that to foster better the English Reading Corner Programme and Contemporary Literature Programme in twelvemonth 2012 in order to do usage of English Language more seeable in our school.States the intent and outlines the content of the study compactly at the start. Historical background is so provided. Clear, well-organised Table of Contentss.

How Does Shakespeare Present the Theme of Love and Marriage?

The influences of nature and nurture are ambiguous (unclear), how far do you agree with this statement as far as childhood is concerned? In this essay I am going to be arguing how far I agree that the influences of nature and nurture are ambiguous. To help develop my argument I am going to use the likes of Heathcliff, Cathy, Isabella and the Linton’s. I agree strongly with the statement that the influences of nature and nurture are ambiguous; my reasoning for this is that the novel is not focusing on this aspect and therefore doesn’t get fully explored. The theme of childhood, voiced by the elder Cathy on her deathbed, is continued in the main action of the second half of the book [.. .] in one way or another childhood is in fact the central theme of Emily Bronte's writing'. ‘ This time in Catherine's life, which is unquestionably associated with Heathcliff's appearance in her house and the strong feelings the boy then arouses in her, is, indeed, described at leng th by the narrator Nelly, as it will determine the following events in the novel.Catherine's dreams of happiness are associated with childhood all through her life, and even on her death-bed she still looks like a child in Nelly's eyes: ‘She drew a sigh, and stretched herself, like a child reviving, and sinking again to sleep and five minutes after I felt one little pulse at her heart, and nothing more! †. Finally it is the ghost of a child that visits Lockwood, the newcomer and second narrator in the novel. Until she dies at the age of nineteen, Catherine clings in a passionate way to her childhood memories.The most revealing passage is the scene which takes place after Heathcliff has returned from a long absence and has just quarrelled with Catherine's husband, Edgar Linton. This scene, in which she raves, is significant as it echoes the childhood scenes in which she suffered from being separated from Heathcliff. Her memories have actually never stopped cropping up in an insistent way and she now cannot help lamenting about ‘what has kept recurring and recurring till I feared for my reason. ^ The past years even end up overlapping the present situation and the adult in Catherine totally identifies with the child. The year she has spent with Edgar then seems to vanish at once. Her physical sensations as she lies in her bed at Thrushcross Grange release images from the past and she sees herself lying in her bed years earlier at Wuthering Heights. She yearned to transcend death and to recover the freedom she used to share with Heathcliff when she was a child: ‘Their mutual destruction by tooth and nail in an effort, through death, to get back to the lost state of gypsy freedom in childhood'.

Object Paper

Mythical Place/Object Paper Free Online Research Papers â€Å"According to the legend, Merlin supposedly magically transported Stonehenge from Ireland to England† (The Mystica, para. 28). A major mythological reference to Stonehenge includes Arthurian lore and concerns the magician Merlin. â€Å"The name â€Å"Stonehenge† means hanging stones† (The Mystica, para. 2). The Saxons gave this name to the monument while medieval writers also referred to it as giant’s dance. Stonehenge is located about eight miles north of Salisbury in Wiltshire, England. In addition to Arthurian lore, other theories exist, which include astrological and religious purposes. Stonehenge is a historical monument located in England. Rich with theory and myth, Stonehenge is a mystery, which eludes scientists and historians alike. Myths of Stonehenge’s origins include astrological, ceremonial, religious, evil, mystical and healing. Mythical Place/Object Paper The origin of Stonehenge remains mysterious today. Common myths surrounding the existence of Stonehenge include ceremonial platforms, connections with the summer and winter solace, astrological purposes, connections with Pagans, and Merlin the Wizard from King Arthurs era. Stonehenge is a factual place clouded in mystery, the monument holds a powerful mystique; myths might be the only answer for the unexplainable wonders. Development Historically speaking, the origin of the Stonehenge structure has been associated with Danes, Romans, Greeks, Atlanteans, Egyptians, Saxons, and Celts. King Aurelius and Merlin are also thought to be the builders. Some believe the structure first existed in Scotland then moved to England by giants and magicians. According to one legend, dancing giants were turned into stones, which are how Stonehenge acquired its unique shape suggesting the circular position of the stones. Despite the myths, history suggests Stonehenge was originally built by the Windmill Hill people approximately between 3500 and 2300 BC. Stonehenge has taken its current shape in three stages. Initial structure consisted of a ditch with two banks, three standing stones, four wooden posts and a ring of 56 holes, called Aubrey Holes, named after John Aubrey an English 17th century antiquarian (The Mystica, 2008). The holes measured 2.5 to 6 feet in diameter while initial depths of the holes are believed to have been 2 to 4 feet, filled with chalk. Myths suggest the holes were refilled with cremated human remains. The Heel Stone is 20 feet long, 8 feet high, and 7 feet wide was the first standing stone (The Mystica, 2008). During 2150 to 2000 BC, Stonehenge’s structure was enhanced by the Beaker People who did not believe in cremation and refilling stones. During this phase, Beaker people built a double circle within the henge that consisted of 80 bluestones. The stones were brought from the Prescelly Mountains located in South Wales, England. Beaker People also widened the entrance creating an avenue linkin g Stonehenge to the River Avon which is about two miles. The final stage lasted between 2000 and 1100 BC; Stonehenge was shaped as it now exists. Stonehenge represents a feat of exceptional engineering by civilized people. â€Å"According to one estimate, the construction of the structure required an overwhelming 1,497,680 men, days of physical labor including logistics and planning for the Stonehenge (Welcome to Stonehenge, 1998). Origins According to an article by Dimitrakopoulos (2004), a theory of the â€Å"Heel Stone† depicts that Stonehenge reflects the change of seasons. The location of the heel stone with the placement of the sun during summer and winter suggests changes in the seasons. Witcombe (1998) further explains the interpretation of 18th century British antiquarian, William Stukeley, in which the horseshoe arrangement of the stones was deliberate. â€Å"It was quickly surmised that the monument must have been deliberately oriented and planned so that on midsummers morning the sun rose directly over the Heel Stone and the first rays shone into the centre of the monument between the open arms of the horseshoe arrangement† (Witcombe, 1998, para.6). Due to the relationship of the sun and seasons, Stukeley surmised that Stonehenge was a temple and possibly â€Å"an ancient cult centre for the Druids† (Dimitrakopoulos, 2004, p.2). However, some scientists discredit the theory of the seas ons. Stonehenge is believed to of been a place of worship. A theory believing Druids had built the structure for a sacred place for Pagans to predict the Summer and Winter Solstice. Today Stonehenge is popular to Neo-Pagans and modern Druidic Orders who hold festivals at the site with the permission of the local British government. Myths The origins of Stonehenge are a mystery; myths help explain the unexplainable. One myth involves the Heel Stone and evil powers of the devil that purchases magical stones from an Irish woman. The devil takes the stones to a village and dares the people to count them as part of a game. â€Å"The friar of the village tells him (devil) there are too many (stones) to tell, which is based on another myth that says it is impossible to count all the stones† (Dimitrakopoulos, 2004, p.4). The devil gets angry, throws the stones at the friar’s heel and thus the relationship to the Heel Stone reference. Another popular myth written by 12th century Geoffrey of Monmouth includes the King of the Britons, Aurelius wanted to build a monument over the Saxon soldier’s grave. Merlin the magician was asked to help find a monument telling the king to â€Å"look in a mountain of Ireland where a circle of massive stones stood, named the Giant’s Dance† (Dimitrakopoulos, 20 04, p.4). â€Å"These stones, believed to have the ability to heal, were so names after a myth that they were brought from African long ago by giants†¦King Aurelius and his army tried to dismantle the stones without success† (Dimitrakopoulos, 2004, p.5.). Merlin assisted with his powers and reconstructed the site, which is named Salisbury Plain. Excavations Several objects have been found at Stonehenge. A gravesite dated approximately 2100 BC held different treasures. The treasures included archer arrowheads, wrist guards, tiny copper knives, and flint with metalworking tools. A small rock the size of a hand was thought to have served as an anvil a small piece of gold was found as well (Stonehenge.co.uk, nd, p.1). Radiocarbon Information Stonehenge was a large barrier or Henge, comprising a trench and the Aubrey holes are carbon dated to 3100 BC (Stonehenge.co.uk, n.d, p.1). The Aubrey holes are round pits, about one mile wide with steep sides and flat bottoms forming a circle approximately 284 feet in diameter. Shortly after this stage Stonehenge was abandoned for over 1000 years (Stonehenge n.d. p.1). The second stage began around 2150 BC according to carbon dating. The 82 bluestones from the Preseli Mountains were brought to the site. The belief is these stones, weighing 4 tons each, were pulled on rollers then loaded onto rafts. The journey covered approximately 240 miles. The third stage is dated around 2000 BC; adding the Sarsen stones, which may have came from North Wiltshire. The largest stone transported to Stonehenge weighed 50 tons and could have only been moved using sledges and ropes. Modern calculations shows it would have taken 500 men using leather ropes to pull one stone, with an extra 100 men needed to lay the huge rollers in front of the sledge (Stonehenge.co.uk, n.d, p.1). Remains Found Excavations have revealed cremated human bones in some of the chalk filling. The holes themselves were probably made as part of the religious ceremony. Archaeologists have unearthed remains of a Bronze Age archer at Stonehenge. The remains of four adults and two children have been found about half a mile from the archer. The remains are believed to be dated to 2300 BC. The grave contained four pots belonging to the Beaker Culture that lived in the Swiss Alps during the Bronze Age. In 2002 an exceptional grave was excavated near Stonehenge. The grave was the richest of its type in Britain. The grave was found during construction of a housing development on the opposite bank of the Avon. The grave contained a man who had suffered from a jaw abscess, a limp, and a badly damaged knee. They named the man the Amesbury Archer, he was radiocarbon dated to 2450-2200 B.C. The grave contained 16 flint arrowheads, gold ornaments and copper daggers. The items were the oldest dated metalwork in Britain. The artifacts style suggests the man came from central Europe, the isotopic analysis of his teeth all support this information (M. Pitts, 2008). Many archeologists believe Durrington Walls, which is two miles from Stonehenge, was where the builders of Stonehenge lived. In 2003, the Sheffield team revived the effort to excavate the ancient village. The excavations revealed clay floors of eight prehistoric houses. Each house measured approximately 16 square feet with clay floors and a fireplace in the middle with holes and slots in the floors where furniture used to stand (E. Sohn, 2007).A large number of animal bones and leftover cooking utensils were also found. Test show the houses are approximately the same age as the human remains found at Stonehenge (E. Sohn, 2007). In 2005 researchers found a road made of stone next the houses at Durrington Walls. The road measured 90 feet wide and 560 feet long and ran between River Avon and a circle of trees which is thought to have been used for ceremonies (E. Sohn, 2007). Two miles up river at Stonehenge is a similar road between the river and Stonehenge (E. Sohn, 2007). Many similarities between Durrington Walls and Stonehenge have been found. The roads at Durrington Walls and Stonehenge align with the position of the sunrise and sunset on the longest day of the year. A circle of trees at Durrington Walls and a set of three giant stones at Stonehenge frame the sunrise or sunset on the shortest day of the year. These similarities enforce the solstice belief. Discovered in 1925, Woodhenge has been linked to Stonehenge as they are both set in a circle and not very far apart. It has been dated to approximately 2300 – 2000BC making it close to the same timeline of building of the stone circle of Stonehenge. Durrington Walls a massive circular earthwork, or henge, about 500 meters located north of Woodhenge. Due to the number of animal bones found at the site, it has been suggested that the site was once a place for rituals. In summary Stonehenge is still intriguing as it was when first discovered. The original purpose still surrounds Stonehenge with mystery of what once was. The mystery is part of the lure to Stonehenge many of the stories told cannot be proven or disproven, which makes many of the stories true myths. The rich and mystical presence of Stonehenge will continue to lure future generations to observe and research in hopes to prove the origins as solid facts. References Dimitrakopoulos, S. (2004). Mystery of Stonehenge points to the heavens. Retrieved February 5, 2008 from http://exn.ca/mysticplaces/enigma.asp Hefner, Alan G. (2008, February 09). The Mystica: Stonehenge. Retrieved February 18, 2008 from themystica.com/mystica/articles/s/stonehenge.html Koranteng, J. (2004). All Around Europe, Culture Sticker Shock. Retrieved March 1, 2008 from EBSCO Host. Mystery Man of Stonehenge, (2005) Retrieved February 26, 2008 from smithsonianmag.com/travel/stonehenge.html Pitts, M. (2008). Retrieved March 1, 2008 from EBSCO Host. Sohn, E. (2007). Stonehenge Settlement. Retrieved March 1, 2008 from EBSCO Host. Stonehenge.co.uk (nd, nd). Your guide to Stonehenge. Retrieved March 1, 08, from http://stonehenge.co.uk/history.htm Stonehenge World Heritage Site, Retrieved February 18, 2008 from englishheritage.org.uk/stonehengeinteractivemap/sites/durrington_walls/03.html Sullivan, N. (1998). Welcome to the Stonehenge. Retrieved February 18, 2008 from fortunecity.com/roswell/blavatsky/123/stnhng.html Witcombe, C. (1998). Stonehenge England. Sacred Places. Retrieved March 1, 2008 from http://witcombe.sbc.edu/sacredplaces/stonehenge.html Research Papers on Mythical Place/Object PaperThree Concepts of PsychodynamicComparison: Letter from Birmingham and CritoCanaanite Influence on the Early Israelite ReligionAnalysis Of A Cosmetics AdvertisementMarketing of Lifeboy Soap A Unilever ProductThe Hockey GameMind TravelGenetic EngineeringHarry Potter and the Deathly Hallows EssayThe Spring and Autumn

Embryonic Stem Cell Research essays

Embryonic Stem Cell Research essays In 1998, scientists discovered that they could isolate embryonic stem cells. They believed that these cells could be more beneficial than adult stem-cells in curing afflictions. Many people and researchers are pushing to get federal grants and the go-ahead to do embryonic stem-cell research for cures for diseases such as Alzheimer's, cancer, diabetes, Parkinson's, multiple sclerosis, or spinal cord injuries. Nancy Reagan has also accused President Bush of not caring enough for human life to do what is necessary to find cures for American's most feared illnesses. The problems with using these cells are that embryonic stem-cells are not easily controlled, and adult stem cells have already proven effective in treating some of these diseases without killing anyone. Embryonic stem-cell research is not the answer to diseases or injuries, and these unborn babies should be protected. "Embryonic stem cells are harder to control in their effects, sometimes generating tumors and other less-tha n-welcome surprises" (leaderu.com/science/senseless_on_stemcell.html). Regardless, scientists continue to speculate that the versatility of these embryonic stem cells may be coaxed into becoming any number of cell types, thereby holding great promise for healing the human body. However, to date scientists attempting to use embryonic stem cells in such research have failed. The Christian Medical Association (CMA), in a letter to Congress and the president, emphasized, "scientific evidence demonstrating that human embryonic stem cells have proven difficult to develop and maintain unstable and mutate in culture, often act abnormally, and tend to form cancerous tumors" (catholicexchange.com/vm/index.asp?art_id=24896). According to the Executive of CMA, Director David Stevens, M.D., "Problems of tumor formation, uncontrollability, and genetic instability are now cited among the reasons why embryonic stem cells cannot safely be used in huma...

How to Write a Compare and Contrast Essay

How to Write a Compare and Contrast Essay How to write a compare and contrast essay? What is a comparison essay? Get the answers in the article below. A  compare and contrast essay (also known as comparison essay) requires the author to either compare or contrast an item, a piece of art, a concept, a literary piece etc. Due to the fact that a comparison essay may require to either compare or contrast things, it can be referred to as a compare/contrast essay. Such type of writing generally requires thorough observation and analysis from the author. A compare and contrast essay  typically follows the rules of common essay writing. The form and ideas may vary, but the structure and logic will in most cases remain the same. For example, any contrast comparison essay will start with a thesis statement, expressing the main idea of the paper. All subsequent paragraphs are meant to support the thesis statement and illustrate it with facts and/or examples. For example, if this is a five paragraph comparison essay, the three paragraphs that follow will serve the purpose of supporting the thesis. The final paragraph usually summarizes the points, expressed in the preceding paragraphs and should also support the thesis statement of the comparison essay. To write a compare and contrast essay that is easy to follow, first, determine similarities or differences you are going to mention in your essay. To begin with, this can be done on a scrap paper. Determine what is more prominent the similarities or the differences? Plan to discuss the less significant first, followed by the more significant. It is much easier to discuss ONLY the similarities or ONLY the differences, but you can also do both. Before reading further the detailed plans on how to write a compare and contrast essay, check out our list of compare and contrast essay topics: Compare and Contrast Essay Topics To organize your comparison essay, choose one of the plans described below: Plan A for writing a compare and contrast essay: Use Plan A if you have many small similarities and/or differences. After your introduction, say everything you want to say about the first work or character, and then move on to the second half of the essay to say everything about the second work or character. Compare and contrast each item of the second item with the corresponding item in the first. In this format, all the comparing or contrasting goes on in the SECOND HALF of the piece. The exception to this is your main (thesis) statement, which you may want to put in the beginning. Plan B for writing a compare and contrast essay: Use Plan B if you have only a few, larger similarities or differences. After your introduction, discuss one similarity or difference in BOTH works or characters, and then move on to the next paragraph to describe the second similarity or difference in both, then the third, and so forth, until youre done. If you are doing both similarities and differences, juggle them on scrap paper so that in each part you put the less important first (X and Y are both alike in their social positions . . .), followed by the more important (but X is much more aware of the dangers of his position than is Y). In this format, the comparing or contrasting goes on in EACH of the middle parts. These recommendations apply to the general flow of the compare and contrast essay and may vary depending on how the task is set. Experience shows that coping with such assignment may conceal dozens of other nuances, which often may pass unattended unless a professional writer is working on it. In case you have a compare and contrast essay to work on, our writers can assist you with this assignment and deliver it to your satisfaction. We guarantee that all our papers will be delivered on time and will be free of plagiarism. To order, please visit our order page or contact our live support via chat, email or phone. is the service you can trust!

Assessment Tools Analysis Essay Example | Topics and Well Written Essays - 250 words

Assessment Tools Analysis - Essay Example the assessment tools are often utilized to evaluate and assess patients in different states and stages of their wellness, stress, illness, and life (Weber and Kelley, 2010). Therefore, the assessment tools are critical instruments in the health care since they help nurses to determine problems of patients. There are assortments or numerous assessment tools that are frequently utilized within the health care systems. The frequently used nursing assessment tools include Glascow Coma Scale, vital signs, and pain scale, physical and social examinations (Weber and Kelley, 2010). Quality health care services rendered to a patient often depends on the efficiency and accuracy of the results obtained during the assessment. The essential step in the analysis is the trust between the patient and the nurse; otherwise, the assessment tools employed may be irrelevant in the health care. Nursing assessment is a difficult process; however, it is the basis of caring to the patients. Therefore, effective application of assessment analysis tool requires the establishment of holistic relationship between the patient and the caregiver or the nurse. The nursing assessment tools are analyzed in three broad categories including Apgar score, Edinburgh Postnatal Depression Scale (EPDS), and Finnegan Scale (Web er and Kelley, 2010). Thus, it is vital for  nurses to practice and adopt the use of these theorems towards rendering effective and quality nursing or health care to

Circuits design and application Essay Example | Topics and Well Written Essays - 1250 words

Circuits design and application - Essay Example Here the output of the analyzer is audio, so it can use any scope for the display. The analyzer functions as a Tunable RF Voltmeter. This makes it function as a natural receiver / transmitter tracing signals. A display of the frequency is provided using the analyzer on a transmitter. Owing to the high sensitivity of the instrument signal tracing receiver circuits are permitted from the antenna through the low-level Radio Frequency stages. Whereas a conventional RF voltmeter adds up all the individual voltages as a summation without indicating the components it is not the case with a spectrum analyzer. Additionally the analyzer displays local oscillator signal and its frequency and injection levels. A tracking generator added to the basic spectrum analyzer makes a powerful receiver system for measurements of stimulus-responses. The tracking generator is a signal source whose RF output tracks the tuning of the analyzer. Since the instantaneous output frequency is matched with the input frequency of the analyzer, this swept frequency test system actually substitutes for an effective synchronous detector. This ideally caters to the measurement of the frequency response of devices such as amplifiers, attenuators, mixers, transmission lines, couplers and even antennas used with an external bridge. Two or more oscillators mixed together generate the output. Typical application of the tracking generator consists of the RF output being connected to the device under test and its output in turn connected to input of the spectrum analyzer. The display resulting is the instantaneous plotting of the frequency response of the device under test. If one were looking out for a CRT display all t hat was needed was a 3 digit readout that could display 0 to 500 MHZ directly covering anywhere from a few MHZ to several hundred. Besides the conventional all-digital circuit solution there exists an alternate solution based on the Precision Frequency-to-voltage converter IC, along with the output of the pre-scaler IC. This is a low cost alternative for directly displaying the received frequency of almost any receiver. Simple adjustments to a potentiometer is all that is required to accommodate any IF frequency from zero to hundreds of MHZ. When the circuit is designed with a digital voltmeter and the DVM set on the 20 volt scale, 0 to 500 MHZ will be displayed as 0.00 to 5.00 volts. Front Panel Layout Instead nowadays we have the digital panel meter module such as the above which is ideal and reads directly in MHZ. Typical Design specifications for a Spectrum Analyzer R3132: 9 kHz to 3 GHz R3132N: 9 kHz to 2.2 GHz (75 ohms) R3162: 9 kHz to 8 GHz Signal Purity - 105 dBc/Hz 20 kHz Offset 100 dBc/Hz 10 kHz Offset Total Level Accuracy - Maximum 1.5 dB High-speed GPIB, Effective for System Applications High Speed Measurement - 20 Traces per Second 6.5-inch TFT Color LCD Built-in Frequency Counter 3 GHz Tracking Generator (Option) Floppy Disk for Data Saving Large Numeric Display for Measurement Results (In Counter and Power Measurement Mode) Printer Port RS-232 Port VGA output 20 dB Preamp QP detector and EMC filtersSpectrum analyzers are used widely to make measurements of radio frequencies. Performances at high levels are guaranteed as compared to a few years ago.

Government Managing the Economy Coursework Example | Topics and Well Written Essays - 250 words

Government Managing the Economy - Coursework Example The government employs the use of fiscal and monetary policy in controlling the economy. The fiscal policy uses spending and taxation to bring about stability. The monetary policy applies the use of the use of key tools by the central bank to bring about stability in cases of excess or limited liquidity in the economy. These roles can only be played by the government which confirms how important the role of government in the economy is. The government plays a critical role in capital budgeting through adoption of the various techniques in its public expenditure decisions. Just like individual firms, the government engages in authorization of capital spending on long-term projects that are of great significance to the entire nation. This is done through qualitative and quantitative analysis of projects (Lee, et. Al, 2012). Provision of pubic goods in the economy is done by the government. These are goods that the society need for their survival and are meant to benefit everyone. If the provision of such goods is left in the hands of the private sector, many people will not be able to access such goods owing to the profit making initiative of private firms (Goldin, 1994). The government plays a vital role in creating order within the economy which is very critical for elimination of social unrest and political upheaval. Such order by the government eliminates social evils such as corruption, hoarding, smuggling of goods and operation of black market that sell illegal products in the economy. The economic policies applied by the government assist in maintaining the stability of the local currency thus promoting international trade and

Human Population Essay Example | Topics and Well Written Essays - 250 words

Human Population - Essay Example Food, water, shelter, healthcare, and security are increasingly becoming a key problem in the society. In Africa, for example, large family sizes are resulting in poor qualities of life. Moreover, population in China and India among other countries in the world exhibits the dire need for controlled population growth on the planet. Insights shed in the video are undoubtedly fundamental to the welfare of the human race. At a personal level, it is important for the contemporary global society to address the issues raised in the program. Water shortages are already hitting many parts of the world. Forest cover has been reducing at an alarming rate across the globe. Education and awareness on contraceptives remain inaccessible to many people around the world. In this respect, the video is an important learning tool for students, parents, social policy makers, and government agencies that deal with population matters. It is important to control and manage global population for improved social, economic, and environmental

433Mod5SLP Essay Example | Topics and Well Written Essays - 500 words

433Mod5SLP - Essay Example This website is precise and can be easily used by the viewers. Its separate segments make the entire website easy to be operated. The major usability criteria for this website was to understand whether all information has been provided regarding visual design, content strategy, project management, maintaining high usability, etc. All of these factors have been properly addressed in the website (U.S. Department of Health & Human Services, 2014). The next website highlights the different elements which enable a website to be transparent by nature. There have been many images and stories portrayed in the website that reflects stories of the past history. However the entire assessment for this website was aligned toward the aspect of how well it brings forth the meaning of transparency. The usability of this website is comparatively low in comparison to the previous website simply because of the fact too many information has been embedded in the site (Transparency, 2013). It meets the re quirement in terms of content and structuring but the website appears to be complicated to the users. There is a need to possess knowledge about the factors that has been stated in the site. The last website is of Nielsen Norman Group and it describes history and achievements of Jakob Nielsen. Its usability assessment is done on productive contents of the site. This website has an ease of usage and learning (Nielsen Norman Group, 2014). All the useful resources have been categorized articles, training, reports, etc. In the first website there are no such specific areas for improvement as all the vital elements that improves user experience has been properly addressed. However in the second website the excessive content is not usable. It appears to be complex in relation to viewing as well as understanding. The major improvement in this website should be in the form of structuring where all the information will be grouped under separate categories (Rubin &

Critically examine the role that technology can play in the Essay

Critically examine the role that technology can play in the recruitment and selection proces - Essay Example Many human resource practitioners spend a huge amount of time in handling activities related to recruitment and selection of new employees (Florea & Badea 2013). Most of these activities might include one-off recruitment episodes to grand recruitment campaigns launched to recruit and select replacement staff, trainees, staff with skills, graduates and many more (Martin,Whiting & Jackson 2010). Due to this engagement, the human resource managers find it easy or difficult to meet the required standards of an organization. It is because of this tedious work most human resource mangers undergo that has le d to the mass adoption of technology in the whole process of recruitment and selection. According to available literature studies, almost 98% of all organizations in the world have incorporated the use of technology and internet in carrying out the process of recruiting and selecting new employees into the workforce. With the ever increased advancement in technology, it is arguably true that recruitment is the most technologically influenced sector in any organizational setting. According to Aarhus (n.d), e-recruiting has taken centre stage and has fundamentally influenced the corporate recruiting process starting from the batch mode to the continuous mode, leading to a major change in the way the business is done. Ensher, Nielson and Vallone (2002) contend that most companies have adopted the most elaborative and creative methods to procure the services of the most qualified talents from the ever sinking pool of talent. More specifically, the human resource managers are currently using technology and the internet to enhance the process of recruitment and selection. As reported by the CMA, the use of technology and internet in the recruitment and selection increased from just 29% in 1998 to 88% by the year 2001. Ensher et al. (2002) further points out that the use of technology in the Human reso urce management is witnessed in three broad

433Mod5SLP Essay Example | Topics and Well Written Essays - 500 words

433Mod5SLP - Essay Example This website is precise and can be easily used by the viewers. Its separate segments make the entire website easy to be operated. The major usability criteria for this website was to understand whether all information has been provided regarding visual design, content strategy, project management, maintaining high usability, etc. All of these factors have been properly addressed in the website (U.S. Department of Health & Human Services, 2014). The next website highlights the different elements which enable a website to be transparent by nature. There have been many images and stories portrayed in the website that reflects stories of the past history. However the entire assessment for this website was aligned toward the aspect of how well it brings forth the meaning of transparency. The usability of this website is comparatively low in comparison to the previous website simply because of the fact too many information has been embedded in the site (Transparency, 2013). It meets the re quirement in terms of content and structuring but the website appears to be complicated to the users. There is a need to possess knowledge about the factors that has been stated in the site. The last website is of Nielsen Norman Group and it describes history and achievements of Jakob Nielsen. Its usability assessment is done on productive contents of the site. This website has an ease of usage and learning (Nielsen Norman Group, 2014). All the useful resources have been categorized articles, training, reports, etc. In the first website there are no such specific areas for improvement as all the vital elements that improves user experience has been properly addressed. However in the second website the excessive content is not usable. It appears to be complex in relation to viewing as well as understanding. The major improvement in this website should be in the form of structuring where all the information will be grouped under separate categories (Rubin &

Tort Law Essay Example | Topics and Well Written Essays - 750 words - 2

Tort Law - Essay Example Stringer also has a case to make claims against McNulty as a secondary victim. This is because he was present in the immediate aftermath of the accident and had a direct perception of the accident. In addition, by virtue of Stringer Bell’s response to McNulty’s distress call, following the decision in Frost v Chief Constable of South Yorkshire Police in which claims by rescuing policemen were allowed, Stringer will become a primary victim of the incident as a rescuer (Best & Barnes, 2011: p61). However, McNulty cannot make claims against the Baltimore District Council for joint liability in the accident. This is because, even though the construction materials had been left on the road, they were not part of the road. He cannot claim that the council was responsible for removing the materials as they belonged to Barksdale Development ltd. To make a claim, he must show that the council was negligent in the provision of a safe roadway (Best & Barnes, 2011: p63). In additio n, the council is immune from being sued except in special conditions, of which this is not one of them as the materials belonged to Barksdale. Finally, Omar can sue Kima for economic loss due to negligent misstatement. This is because Kima knew the purpose for which Omar sought the advice and Omar acted on the advice given to him to his economic detriment (Best & Barnes, 2011: p42). However, because Kima expected that he would seek advice from another independent source as she had already told him that she could not carry out a full road check without going to her garage, there is a possibility that the claim may be denied. In the second case, Lucy cannot make any claims against the zoo for her incident with the monkey. This is because the damage she suffered from the monkey bite had been forewarned by a sign that asked visitors not to feed the monkey in the absence of a zoo staff member. In

Discrimination Against Lesbians in Britain

Discrimination Against Lesbians in Britain Lesbianism and the problems of identification in contemporary Britain In Britain, lesbian women may not have had to campaign to have their sexual activities decriminalised, as homosexual had needed to do; yet their lives were not free of problems. However, men even homosexual men had more social, economic, and political power and status than British women did as a whole have. Men had a greater control of and over their own bodies than either heterosexual or lesbian women had in the immediate post-war period, and indeed before then as well. British lesbian women would have to campaign for greater rights as both women do, and as lesbians to challenge the discrimination and expected gender roles from a patriarchal and heterosexual dominated society. In other words, British lesbians had to counter sexual discrimination as well as orientation discrimination before they were able to feel fully secure in publicising their sexual orientation and identification. Changing public perceptions of their different gender roles and sexual orientation was, as the main lesbian rights groups realised was not going to be easy, as their experiences during the 1970s proved.[8] In Britain the 1960s was a decade that brought about some wide-ranging social changes and promised further changes for the future. Lesbian women could certainly regard the availability of the contraceptive pill and the legalisation of abortion as being an improvement for the choices that all women were able to make in relation to their own bodies. During the 1960s expectations about the gender roles of women began to change, as feminism meant that fewer women were prepared to become wives and mothers without having a career first. Lesbian women also realised they did not have to put up with marriage and children just because it was expected of them to do so. The decriminalisation of male homosexual acts at the end of the 1960s could also be viewed as a demonstration that British society was slowly becoming less illiberal in its attitudes towards people that embraced alternative lifestyles. For the more radical lesbians the social changes in the 1960s were the start of the process of fighting discrimination, rather than the end of the process. British lesbian women and gay men were encouraged to start gay pride movements by the apparent success such groups in the United States were having in altering social attitudes, especially in cities like New York and San Francisco.[9] British lesbian and gay pride organisations began in earnest during the early 1970s with the objectives of enabling their members to have pride in their orientation identification, as well as aiming to reduce the level of social discrimination which their own members had to endure. The hope was that reduced social discrimination and reduced fear of such prejudices would allow all lesbian women to readily admit their sexuality with pride. These lesbian pride organisations as a whole found that changing social attitudes towards them and their sexual orientation was a slow process, after all generations of social prejudices could not be expected to vanish overnight.[10] The effectiveness or otherwise of lesbian and gay pride movements since the 1970s has been an area of much debate. Depending on which criteria are used to judge the gay pride movements the achievements of these organisations will alter.[11] If judging the achievements of the lesbian and gay pride movements solely in terms of their ability to have anti-discrimination legislation passed these movements were undoubtedly a failure before the election of the New Labour government in 1997.[12] The only lesbian women to gain from anti-discrimination legislation between the early 1970s and 1997 did so because they also came under gender equality, race relations and disability legislation. Governments from the early 1970s did not believe that legislation was needed to prevent homophobic discrimination, leaving lesbian and gay pride organisations on their own to lower such prejudice aimed at their members. New Labour has taken more steps than any previous governments to pass legislation to red uce homophobic prejudices and promote the rights of all lesbians and gays. New Labour legislation has included passing legislation to end discrimination upon the grounds of sexual orientation to enhance the opportunities for all lesbians and gays to be openly identified as such without fear of homophobic discrimination. Besides specific legislation to protect lesbian and gay rights, lesbians can also use the Human Rights Act of 1998 to make sure that their orientation being publicly identifiable is not detrimental to their rights or their safety.[13] Under New Labour, lesbian women have finally received legal equality with heterosexual men and women. For instance, lesbian women and gay men are no longer dismissed from Britain’s armed forces if they openly admit their sexuality. Lesbian women and gay men now also have the right to ‘marry’ each other in civil partnerships. The introduction of civil partnerships means that lesbian women in long term partnerships hav e the same rights as married and co-habitant heterosexual couples in terms of property, taxation and inheritance rights, as well as the same benefit and pension entitlements. Lesbian women now have the same rights as heterosexual women when it comes to the custody or adoption of children.[14] In respect of the lesbian pride movements they probably had a more immediate impact on changing social attitudes towards them than they did in influencing governments to pass legislation which tackled discrimination against them. Lesbian and gay pride organisations did not use the same tactics to publicise their sexual orientation. The more radical lesbian and gay pride organisations were happy to shock heterosexuals in British society with the tone and the methods in which they demonstrated their identifications of sexual orientations. More radical groups were even prepared to ‘out’ famous people to make headlines and raise public awareness of lesbian and gay issues.[15] Other more moderate lesbian and gay pride groups were less keen on showing their sexual orientation and identification in such an ostentatious manner. The more moderate lesbian pride groups would have preferred to be open about their sexual orientation and identification without using over the top publi city stunts. Moderate lesbian groups would have fitted in with insider pressure groups, which attempt to achieve their objectives behind closed doors, rather than in public. Radical lesbian and gay pride groups are examples of outsider groups that have little influence with governments and rely on publicity to bring their objectives to public attention.[16] The campaigns of lesbian pride groups were not as successful in changing public perceptions of lesbian women as a majority of those groups would have hoped from the early 1970s. This was especially the case during the period of Conservative governments between 1979 to 1997. The Conservative party more than the Labour and Liberal/Liberal Democrats parties like to represent traditional family values instead of promoting the rights and the lifestyles of lesbian and gay pride groups. When in office the Conservatives prevented lesbian and gay groups’ form educating school pupils about their sexual orientations and identification through the infamous section 28. Lesbian and gay groups lobbied New Labour to have the section removed as soon as possible. The media did not always help lesbian and gay groups convey the messages to the public that they wanted to be sent out, especially right wing newspapers did not want to change public perceptions of lesbian women. The right wing newspap ers often portrayed the objectives of lesbian and gay groups in the most negative perspective possible.[17] Despite the efforts of some politicians, religious groups, and parts of the media the number of people who happen to be publicly prepared to be known as being lesbian and gay in Britain has increased noticeably since the 1970s. It is harder to argue out right that such a situation is entirely due to the attempts of lesbian and gay pride groups to alter the attitudes of British society. After all changed reactions towards their orientation and gender identification could have resulted from the campaigning of such groups, or alternatively could just have been a continuation of increasing indifference to how other people chose to live their lives.[18] Thus in conclusion, lesbian women in Britain have not always felt comfortable or able to openly display their sexual orientation, and their gender identification due to the nature of British society. The immediate post-war society in Britain has remained predominantly patriarchal and heterosexual in terms of social and gender relationships as well as expected behaviours, roles, and identifications. That situation meant lesbianism did exist in Britain, it was just well hidden. The 1960s were a decade that kick started the process of altering British society, and provided the stimulus for lesbian and gay pride groups to emerge during the early 1970s. The legacies, influence, and success of such groups are highly debatable. Although these groups certainly raised the profile of lesbians and gays in Britain they actually had little affect on the mainstream political agenda prior to New Labour gaining office in 1997. Lesbian and gay pride groups may have attempted to increase acceptance of their lifestyles and their alternative identifications, yet changing public perceptions of lesbian women has not been universal or overwhelmingly favourable. The way in socialisation operates in such a haphazard way means that the predominantly heterosexual and patriarchal nature of British society will continue for a considerable amount of time, even if the acceptance of lesbian women should continue to improve, and more fluid gender roles should develop further. Bibliography Abercrombie N, Hill S Turner B S (2000) Penguin Dictionary of Sociology 4th edition, Penguin, London Eatwell R Wright A (2003) Contemporary Political Ideologies 2nd Edition, Continuum, London Hobsbawm, E (1994) Age of Extremes, the Short Twentieth Century 1914-1991, Michael Joseph, London Whitaker’s, (2007) Whitaker’s Almanack – today’s world in a single volume, A C Black, London Young H, (2003) supping with the Devils – Political writing from Thatcher to Blair, Guardian Books, London 1 Footnotes [1] Abercrombie, Hill, Turner, 2000 p. [2] Judt, 2007 p.485 [3] Martin, 2003 p. 233 [4] Abercrombie, Hill, Turner, 2000 p. 314 [5] Abercrombie, Hill, Turner, 2000 p. 314 [6] Abercrombie, Hill, Turner, 2000 p. 314 [7] Sandbrook, 2005 p. 599 [8] Eatwell Wright, 2003 p. 214 [9] Hobsbawm, 1994 p. 428 [10] Abercrombie, Hill, Turner, 2000 p. 314 [11] Judt, 2007 p. 785 [12] Abercrombie, Hill Turner, 2000, p. 314 [13] Young, 2003 p. 216 [14] Whitaker’s, 2007 p. 604 [15] Judt, 2007 p. 785 [16] Abercrombie, Hill, Turner, 2000 p. 336 [17] Abercrombie, Hill, Turner, 2000 p. 314 [18] Judt, 2007 p. 785

Where Are You Going? :: Literary Analysis, Joyce Carol Oates

Joyce Carol Oates’s â€Å"Where Are You Going, Where Have You Been?† tells the tale of a fifteen year old girl named Connie living in the early 1960’s who is stalked and ultimately abducted by a man who calls himself Arnold Friend. The short story is based on a true event, but has been analyzed by many literary scholars and allegedly possesses numerous underlying themes. Two of the most popular interpretations of the story are that the entire scenario is only dreamt by Connie (Rubin, 58) and that the abductor is really the devil in disguise (Easterly, 537). But the truth is that sometimes people really can just be in the wrong place at the wrong time. Connie, a victim of terrifying circumstance will be forever changed by her interactions with Friend. Oates drew the character of Connie very well - she possesses many of the qualities that teenaged children share. According to developmental psychologists, adolescents become highly critical of siblings, and peer relationships take precedence over familial ties during these years (Feldman, 455). These traits are apparent in Connie’s unflattering description of her older sister June, â€Å"†¦she was so plain and chunky†¦Ã¢â‚¬  (209) and the fact that Connie spends many nights out with friends, but refuses to attend an afternoon picnic with her family (211). In addition, a teenager’s feelings of self worth are dependent upon the approval of others. Connie displays this as she practices â€Å"†¦checking other people’s faces to make sure her own was all right† (208). And of course there is also the explosion of hormones and corresponding sexual urges and fantasies. Oates makes all of these characteristics clear in her descriptions of Connie’s actions, thoughts and feelings. Rubin attempts to convey the idea that Connie falls asleep in the sun and has a daydream in which her â€Å"†¦intense desire for total sexual experience runs headlong into her innate fear†¦Ã¢â‚¬  (58); and aspects of the story do seem dream like - for instance the way in which the boys in Connie’s daydreams â€Å"†¦dissolved into a single face†¦Ã¢â‚¬  (210), but the supposition that the entire episode is a dream does not ring true. There are many instances in which Connie perceives the frightening truth quite clearly; she is able to identify the many separate elements of Friend’s persona - â€Å"†¦ that slippery friendly smile of his†¦ [and] the singsong way he talked†¦Ã¢â‚¬  (214). But because of the lack of attachment with her own family, and her limited experience in relating deeply to others, â€Å"†¦all of these things did not come together† (214) and Connie is unable to recognize the real danger that Arnold Frie nd poses until it is too late.

Setting in Greasy Lake by T. Coraghessan Boyle Essay -- Greasy Lake T.

Greasy Lake by T. Coraghessan Boyle Nature has a powerful way of portraying good vs. bad, which parallels to the same concept intertwined with human nature. In the story â€Å"Greasy Lake† by T. Coraghessan Boyle, the author portrays this through the use of a lake by demonstrating its significance and relationship to the characters. At one time, the Greasy Lake was something of beauty and cleanliness, but then came to be the exact opposite. Through his writing, Boyle demonstrates how the setting can be a direct reflection of the characters and the experiences they encounter. The lake itself plays a major role throughout the story, as it mirrors the characters almost exactly. For example, the lake is described as being â€Å"fetid and murky, the mud banks glittering with broken glass and strewn with beer cans† (125). The characters are also described as being â€Å"greasy† or â€Å"dangerous† several times, which ties the lake and the characters together through their similarities. The narrator explains, â€Å"We were bad. At night we went up to Greasy Lake† (124). This demonstrates the importance that the surroundings in which the main characters’ choose to be in is extremely important to the image that they reflect. At the beginning of the story, these characters’ images and specifically being â€Å"bad† is essentially all that mattered to them. â€Å"We wore torn up leather jackets†¦drank gin and grape juice†¦sniffed glue and ether and what somebody claimed was cocaine† (124). They went out of their ...

Owen’s presentation of war and soldiers in ‘Dulce Et Decorum Est’ and ‘Disabled’ Essay

When World War 1 broke out in 1914, most of Britain rejoiced. There was a rush to join the army and many young men did as they decided it was their patriotic duty to fight for their ‘mother country’. Many also joined the army because they thought the war would be an adventure and because war was being glorified and made into an exciting game at that time. Being a soldier gave you a higher status and a public respect. These ideas were reflected in many early war poems such as Rupert Brooke’s ‘The Soldier’ and Jessie Pope’s ‘Who’s for the Game?’ In the poem the ‘The Soldier’ Brooke gives war a clean, sanitized and idealistic look, such as making England seem the perfect place and associating England with only good words (For example peace and friends laughter.) Brooke also makes war sound romantic as he makes it sound dashing and glorious like a cavalry charge and he then omits all the actual fighting and getting wounded, gassed, shot, maimed or injured. The poem is about being a hero and being taken to heaven. Patriotism is reflected in the poem as Brooke makes it sound as if you are English and you die for England, you are precious: England’s ‘richer dust’ is contained in you and when you die you make the land where you have fallen part of England. There is a repetition of England and whenever England is mentioned good things are said about it. There is also the implication that God is on England’s side, this is shown in the poem as Brooke makes the reader think that our soldiers are being blessed by God. For example ‘blest by suns of home.’ Brooke also suggests that it is your patriotic duty to go and fight for the country that ‘bore, shaped and made you aware’ and gave you life. You must repay ‘her’ by fighting England’s enemies. England is also personified as a mother because war was a call to man’s protective instinct and possibly to his chivalry. As the war progressed the views about the war changed as well. More people stopped thinking that the war was glorious and exciting and they began to realise just how deadly and dangerous war was. They also realised the cost of war was damaging to the country, not just economically but also through by the huge numbers of the dead and wounded. People began to wonder whether the sacrifice of these men was worth the benefits of the war and whether there was even any point to the war. The war poems written at that time began to show this contrast. The early, naà ¯Ã‚ ¿Ã‚ ½ve poems of Brooke and Pope contrast with the experienced poems of Owen. The ideas that they had on war were clearly different. In the poem Dulce et Decorum Est Owen provides the reader with a realistic presentation of the war in the trenches and the soldiers fighting in the war. Owen gives the reader the perils of that the soldier faced everyday, (for example dangers of fighting and being shot or gassed,). Owen uses very physical and graphic imagery to describe what happens (For example ‘Bent double, like old beggars under sacks, knock-kneed, coughing like hags, we cursed throughout the sludge.’ and ‘ Men marched asleep. Many had lost their boots but limped on, blood shod, all went lame; all blind; drunk with fatigue.’) As you can see even from these couple of lines in the poem Owen uses physical description to help the reader visualise what is happening and what it was like to be out there. There is some very graphic imagery in the poem, (For example’Flound’ring like a man on fire or lime†¦ Dim under a green sea I saw him drowning. In all my dreams, before my helpless sight, he plunges at me guttering, choking, and drowning’). Also in the poem there is some more graphic description about how what happened to this poor soldier after he got gassed: (‘white eyes writhing in his face, his hanging face, like a devils sick of sin, at every jolt, the blood come gargling from the froth-corrupted lungs’). Owen also in the poem places the reader in the actual experience (For example ‘If in some smothering dreams you too could pace behind the wagon we flung him in.’) By recreating a specific moment in the poem, the gas attack Owen lets the reader â€Å"enter† and be part of the poem. Owen does not just place the reader in the experience he also directly addresses the reader by using words like â€Å"my friends† and â€Å"you† in the poem (For example ‘If you could hear†¦. My friend, you would not†¦.’) There is also reader involvement in the â€Å"Old Lie† at the end of the poem as Owen says with certainty that if you could see what it was like here you would not tell the children the Old Lie? The tone of the poem is very bitter and angry and in some parts there is a very sarcastic and negative attitude In the lines ‘If in some smothering dream you too could pace†¦Ã¢â‚¬â„¢ the words â€Å"if† and â€Å"you† suggest that he is angry because the word ‘if’ suggests that the reader doesn’t know just how bad it was out there and the word ‘you’ separates the reader from Owen and suggests that the reader is safe at home. There are ironic moments in the poem as the title of the poem is ironic. The last lines contradict the title of the poem â€Å"Dulce et Decorum Est† which means that ‘it is sweet and right to die for your country’. This is a sarcastic comment in the poem as Owen was trying to show the reader that it was not right to die for your country. Owen also wrote another poem called Disabled which contrast with Dulce et†¦ as in Dulce et†¦ Owen is describing the realities of war while in Disabled Owen is writing about the results or aftermath of the war for one particular badly wounded soldier. The poem is not as physically or graphically descriptive as Dulce et†¦ was; Disabled is more reflective and sorrowful, (for example ‘ Now he will never feel again how girls waists are, or how warm their subtle hands;’) There is quieter language used in Disabled, for example not as ‘loud’ or shocking words were used by Owen in Disabled unlike Dulce et†¦ The poem shows how he lost his youth, future, limbs, hope and his normal life and how knows he has to live in hospitals waiting for death doing things that only the rules consider wise. The young man fought for his country and was wounded for it but he is not treated like a hero. He is shoved into a hospital like a diseased man and Owen stresse s his bitterness about how he is treated in the poem. (for example ‘All of them touch him like some queer disease’) Owen focuses on one normal young man but this man represents millions of others like him and it showed the reader that their brother, husband, father could be facing or could be soon facing the consequences of fighting for your country like this young man did. It also lets the reader understand the perils of war on a personal level. In the poem there is a question being asked to the reader although not directly, and the question asked is whether the sacrifice of millions of young men’s futures, lives, hopes and dreams was worth the countries involvement in the war, and again as in Dulce et†¦ Owens answer is no, that it is not right to throw your future away for the country or for your country to expect this from you. The poem therefore shares some of Dulce et†¦ bitterness and anger at the war. I can admire aspects of Brooke’s poem after reading Owens as Brooke was an idealistic even romantic man and he was obsessed with war and also Brooke was a patriot and I admire him as he was not hesitant to sign for the army and these character points are reflected in his poem. Brooke was however naà ¯Ã‚ ¿Ã‚ ½ve and inexperienced so he really didn’t know fully about war and this too is reflected in his poem.

Christian Iconography Essay

1. Compare and Contrast: Hosios Loukas, Greece (before 1048) v. San Marco, Venice, Italy (building consecrated 1073; mosaics 12th c.) and the Cappella Palatina, Palermo, Sicily (1142/3) Typical Byzantine churches, like all architectural forms, employ relatively standard layouts and similar mosaic programs. Hosios Loukas, preceding both San Marco and Cappella Palatina, is an example of adherence to Byzantine conventions of visual programs and spatial planning. However, the churches of San Marco and Cappella Palatina are departures from such convention. Experiencing greater influence from the West, the churches of San Marco and Cappella Palatina, in their architectural forms and decoration, at once show their Byzantine roots and strides toward westernization. Hosios Loukas, though appearing irregular in its floor plan, is actually two adjoining churches. Built on the space that marks the site of Saint Lucas’ death, the church is an excellent example of Byzantine planning and dec oration. With a large central dome, the church can be divided into three main parts: the sanctuary, which is east of the dome; the naos, which is the central portion; and the narthex, or entry porch. Possessing a cross-like plan, the church is for the most part centrally planned. In the narthex, the typical mosaics of the Pantokrator, the Crucifixion and the Anastasis are employed. The apse mosaic, which is at the far end of the sanctuary, depicts the image of Theotokos sitting on a throne with the Christ Child; above the alter and the apse mosaic rests the mosaic of the Pentecost in the domical vault. In the central dome, which houses the Pantokrator, the circle converts to the square through an octagonal form, a feature shared by Cappella Palatina. The squinches created by the octagon depict scenes from Christ’s life. Furthermore, the likenesses of saints decorate the church. Most importantly however, the decoration of the church contains little extraneous detail. San Marco, however, exists as a transition from the traditional Byzantine format to more westernized looks. Still displaying a cruciform floor plan, the basilical form is integrated into the church. The four lateral domes and one central dome imply this focus on symmetry and centrality, while still allowing for the western influence. The naos is elongated, to create greater linearity and the cross arm of the cross-square is actually a transept. Though exhibiting much of the same scenes, those of San Marco have a particularly greater focus on narrative. One can observe such effects in the Anastasis scenes of both churches. In the Anastasis of Hosios Loukas, only five figures appear: Christ, David, Solomon and Adam and Eve; the five figures possess enough detail to identify them and the scene. In the San Marco example, eleven figures are present. The crowded quality enhances the narrative, allowing them to be read as more of a story and less as a symbolic image representing an event. Similarly, the crucifixion scene of Hosios Loukas and San Marco are respectively simplified and elaborate. Cappella Palatina, built by Roger II a Norman, focuses even greater narrative. The church also further employs the basilical form, while displaying forms from all the cultures that influenced it. Baring less architectural resemblance to the Byzantine church, Cappella Palatina’s mosaics, though depicting much of the same scenes as Hosios Loukas and San Marco, are composed in a rather haphazard way. For example, the nativity, which is usually streamlined to the most integral parts, shows multiple scenes in the same mosaic. In fact, some figures, such as the magi, appear more than once. This technique, allows the viewer to trace out the story of the birth of Christ. The eastern apse looks like a traditional Byzantine church, with a Pantokrator and seated Virgin. However to the west, the basilical nave shows the Western Christian influence. Its use of Old Testament imagery references Western precedents—from Genesis to Jacob wrestling the angel. Similarly, while the walls depict the same scenes as Byzantine churches, their format is different. Its use of registers is unseen in Byzantine counterparts. Also, the multiple Pantokrators that appear in the church, while a Byzantine form, are used in a uniquely un-Byzantine way. Lastly, the church ceiling, which is decorated with muqarnas, shows the Islamic influence. The basilical influence in San Marco and Cappella Palatina is unmistakable. Much of the imagery and its hierarchical placement—with the holiest at the top and most earthly at the bottom—is drawn from Byzantine churches. However, the use of Old Testament scenes and the greater focus on narrative are symptoms of the western influence. San Marco and Cappella Palatina are consequences of the time and place. They are at once Churches of the West and parts of an imperial history and religious tradition from the East. As a result, their appearance reflects the Byzantine influence, in its similarities to Hosios Loukas, and their Ravennic and Roman precedents. 2. Compare and Contrast: Pilgrim eulogia ampulla, Crucifixion and Women at the Tomb, pewter, 6th-7th c. v. The Limburg Staurotheca, 968-985 Though created centuries apart and strikingly different in size and style, the pilgrim eulogia ampulla and the Limburg Staurotheca are similar in many ways. Both are vessels of holy materials and depict Christ and various religious figures. However the ampula represents the more egalitarian form of relic collecting. The Limburg Staurotheca, on the other hand, in its materials and relics is one of the most elite forms of collectorship. Both the Pilgrimage ampulla and the Limburg Staurotheca are composed out of metals. The ampula is made out of pewter, a metal that was readily available at the time and not costly. The Limburg Staurotheca, on the other hand, is made out of gold gilt medal, enamels and gems. The difference in materials is indicative of their intended patrons. The ampulla, which predates the Staurotheca, was created for pilgrims that visited the Church of the Holy Sepulchre in Jerusalem. The latter, however, was commissioned by an imperial official and was intended to be viewed by elites. Additionally, both possess the ability to be hung. While the ampulla often hung around the neck of a pilgrim, the Staurotheca, which has a hoop at the top, could have been hung in a devotional space or carried during processions. The function—to hold holy objects—also differs due to its intended viewers. Ampullae such as this were often used to hold holy liquids or soil. However, due to the inscription and its iconographic reference to the Church of the Holy Sepulchre and the True Cross, this pilgrimage ampulla was used to hold the oil from the True Cross. Therefore, in a sense, both of these vessels hold parts of the same relic. However, the portability and reproducibility of the oil, made it better equipped for pilgrim patrons. The Staurotheca, contrastingly, holds seven splinters of the true cross. Arranged in such a way to show the historical form of the true cross, the slivers are held in place by jewels and gold framing. Additionally, the Staurotheca also was a reliquary for various other relics, such as Christ’s purple robe, the hair of John the Baptist, etc. Housed behind the ten different panels with inscriptions describing that which is behind them, the Staurotheca is an interactive reliquary. The viewer is able to open the panels and see the relics. The iconography of the vessels also differs. The ampulla depicts two scenes. The first is the Adoration of Cross. The meaning of the iconography is twofold. It looks like the scene of the Crucifixion, with the other two crucified flanking Christ and with worshipers in attendance. However, the more pertinent interpretation of the imagery, as it relates more directly to the vessel, is the pilgrims visiting and worshiping the True Cross. On the back of the ampulla, the Women at the Tomb is depicted. It also has two significances; it can be read as the Mary’s visiting the tomb of Christ and pilgrim women visiting the tomb of Christ erected within the Church of the Holy Sepulchre. The iconography, therefore, draws parallels between the events of Christ’s life and the activities of pilgrims. The Staurotheca, on the other hand, is rich in detail yet does not contain any narrative. On the front of the reliquary is Christ enthroned, with Theotokos, John the Baptist and arch angels flanking him. Above and below are three pairs each of the apostles. Surrounding the nine conjoined panels, are portrait busts of saints. Upon opening the lid, the viewer is confronted with the slivers of the True Cross described above. Depictions of angels adorn the interior as well, and flank the inscribed panels behind which rest other important relics. Rather than expressly depict the relics that were encased, the reliquary simply depicted the True Cross and the portraits of angel, all of which were considered to be the image of God himself. Therefore, the ampulla and the Staurotheca differ in their iconography, their function and their materials. All results of the intended viewers and collectors, both the ampulla and Staurotheca represent the Byzantine desire to obtain primary and secondary relics. Representing the power of Christ and God, these vessels’ contents gave their owners assurance of success and salvation. 3. Essay Question Related Directly to Readings: The issue of images in Byzantine art The lineage and use of images in Byzantine art is perhaps on of the more interesting and complicated aspects of Christian iconography. The Christian imagery in Byzantine art, as noted in Heaven on Earth, became intertwined with imperial icons and ceremony. The course of Iconoclasm, however, remains the most controversial historical discourse about Christian images and their appropriate role. The Iconoclasts believed that images were inappropriate in worship and were similar to the worship of idols, which breaks one of the commandments. Iconophiles, on the other hand, venerated images and opposed the Iconoclasts in the destruction of images. Given the volatile opposition of the two, understanding the Christian image in Byzantine art allows one to understand their forms of worship and relation to the holy. Firstly, it should be noted imperial and religious tradition often created a relationship between Christ and the Emperor. Occurring fairly early in the history of Byzantium, the Emperor Justinian was likened to Christ in the apse mosaic in S. Vitale. Adorned with a halo, Justinian stands in the center among twelve soldiers and religious officials. Although, as Treadgold et al. noted in Procopius and the Imperial Panels of S. Vitale, though the artist had not intended on creating the twelve apostles symbolism, as the feet show that some of the heads were added as an after thought, the resulting effect is the same for the contemporaneous viewer. The emperor, the most powerful and godly of men, is likened to Christ. Such an occurrence, while prevalent throughout cultures and history, undoubtedly watered down the holy significance of Christ images in the realm of worship. However, as noted above, the Iconoclast controversy, which lasted from 726 to 843 AD, is most illustrative of the Byzantine treatment of images. Affecting artistic production during the controversy and in its wake, the debate centered on t he appropriateness of images in the Christian context. Iconoclasts, or â€Å"image breakers,† believed that their fellow Christians had become idolaters. Images, perhaps believed to be a source of power by laymen, the Iconoclasts contended, must be restrained. Militaristic failures reaffirmed Iconoclastic believes that they had sinned and incurred the wrath of God. In the Church of Saint Sophia, for example, depictions of saints were replaced by the cross. Similarly, St. Irene sports a cross instead of a human likeness. (The example of the Church of the Dormition in Nicaea seems to show that the Virgin and Child mosaic replaced the Cross, post-Iconoclasm.) Therefore, the Iconoclasts effectively replaced images with the Cross. Contrastingly, the Iconophiles, or â€Å"image lovers,† argued for the preservation and continuation of images, given their long history. As discussed in the Abgar of Edessa identification, the likeness of Christ was venerated in biblical times. Being an ancient tradition, that Christ himself allowed/encouraged, images should be respected. Furthermore, as mentioned in Mango, the Iconophiles argued that God created man in his likeness, and specifically incarnated himself in the human form of Christ, and therefore allows for representation in the human form. Though they were temporarily victorious between bouts of Iconoclasm, the Iconophiles were ultimately successful in securing the role of images in Christianity. After the ideological defeat of the Iconoclasts, the Iconophiles restored much of the Christian imagery that had been washed away. St. Sophia, having had images removed by the iconoclasts, exists as a testament to the great controversy. The St. Sophia apse mosaic is an excellent example of post-iconoclast image restoration. A mosaic of Theotokos and Child was erected with an inscription condemning the Iconoclasts; the inscription is known to refer to them as imposters. Similarly, written and illustrated texts, such as the Khludov Psalter, describe the heresy of the Iconoclasts. It likens them to the Jews. As the Jews killed Christ, the Iconoclasts washed away and killed his image. Furthermore, much of the margin illustrations depict figures holding a medallion image of Christ, as a testament to the devotion to images. The Iconophiles believed that icons and images of the holy and saintly sanctified churches and practiced such post-iconoclasm. Post-iconoclasm, much of the ravages were rectified and restored. Beautifully decorous images adorned churches and texts in the wake of the controversy. The Psalter of Paris, for example, rather naturalistically depicts David composing the Psalms. Personifying the location and muses, the image gives the layman the opportunity to pictographically read the origin of the Psalms. Ultimately, the images not only teach through visuals, but inspire awe. The illuminating mosaics of churches produced miraculous, luminary effects that created a greater sense of the sacred. Consequently, the use of images in Byzantine art is an issue of great complexity. Once deriving influence from the iconography of pagan religions, the Iconoclasm controversy returned to the Christian-pagan associations. The Iconoclasts believed that the worship of images was like that of idols by the pagans. In an attempt to remain in the right with God, they sought to rid Christianity of its idolatrous icons. Though, in accordance with sanctity, egalitarianism and tradition the debate was won by the image lovers, restoring the place of Christian icons.