Violence In Leda and the Swan by W.B.Yeats Essay -- essays research pa

Violence In Leda and the swan by W.B.Yeats â€Å"Leda and the Swan† is one of the most well known poems by Yeats, although it’s controversy as to what really happens during the lines of this sonnet. There are many different ways as to how one can approach the interpretation of the poem, is it influenced by Yeats’ own life, in which case he puts all his frustration towards Maud Gonne into words, or is it a poem about power, or about politics? I have deliberately chosen not to take into consideration the political and social background of Ireland at that time. This, because I prefer to restrain my analysis to the poem itself, and how one could interpret its proper meaning. As a consequence, it is interesting and important to remember that one of Yeats’ many interests was Greek mythology, more precisely issues linked to Helen of Troy. In this poem, Yeats shows his vision of how Leda got pregnant by Zeus who was disguised as a swan when he raped her. This act gave birth to two eggs, and one of them was to become Helen of Troy. It is her birth that was the real cause of the Trojan War and Agamemnon’s death. To write this poem Yeats was inspired by a carving, a Hellenistic bas-relief reproduced in Elie Faure's History of Art (1921) , which he owned. His description of what happens in the poem concurs with this carving. This is a strong poem, where the image of a woman can be seen as dirtied, dehumanised, and shameful, the girl was not only raped in a ‘normal way’, but it was an animal that carried out the act. Still, Yeats describes what happened in such a way that one wonders if at some point, Leda’s body actually is led by lust, and puts back her fear, or if she is really trying to fight back, as we will see further on, in... ...me, he does play on provocation, as when the poem was written Gaelic tradition included a strong involvement of the catholic church both in law making, and in morality. There were censorship everywhere, in books, films, and to show how far it went, we can add that even contraception and divorce was made illegal! Yeats was against all this, and it can be felt in his poem, as it touches pornography, and female purity. Bibliography: Cullingford Elizabeth, Gender and history in Yeats’ love poetry, New York: Syracuse Hargrove, Nancy D., â€Å"Aesthetic Distance in Yeast’s ‘Leda and the Swan,’† in Arizona Quarterly, Vol. 39, 1983 Scott C. Holstad, California State University, Long Beach, Yeast’s 'Leda and the Swan': Psycho-Sexual Therapy in Action Univ.Press W.B.Yeats, Selected poems, Penguin Modern Classics www.sparknotes.com

Unfair Public School Funding

Eryka English 102 Research Paper Public School Funding: Closing the Education Gap In America we have spent billions of dollars on public school funding in hopes of educating the youth that will one day run the country. Without a solid foundation for the next generation to succeed, America will not be able to continue to improve and move forward. But if the education of our children is such an importance; why are we not giving every public school the right amount of funding to succeed? Just as there is an unequal opportunity in the work force; it also happens in the public school system.Schools that perform better are given more funding than schools that are not. Public school funding in America should not be determined by the academic achievement of a school, but should all receive the same amount of funding. Although many Americans would agree that the education of their children is a top priority, not many of them would know how funding is distributed throughout the country. It is the general idea that students do better in a well-funded school and that the public schools should all provide the same opportunity for every student to succeed.But if the belief is all public schools are the same then why are there private schools? And why do many parents decided to move and live in an area that as a great school system. There is no secret that some schools are better than others; it’s the point in which how the schools are able to become â€Å"better† than other public schools that’s the problem. Nearly half of the funding for public schools is provided from local taxes in the community the school is located in. Which means that funding for public schools varies across the country between the wealthy and poorer communities in America.At both the state and federal level there have been efforts to change the deficit the schools lack compared to others, but the idea has been taken negatively by the wealthy and powerful to choose how their school community functions. Others would argue that more money given to the schools will not improve the education of students; that individual success depends on the student and not the resources that are available to them. Such as Eric Hanushek, an academic reviewer wrote: â€Å"Detailed research spanning two decades and performance in many different educational settings provides strong onsistent evidence that expenditures are not systematically related to student achievement† (Hanushek 49) This claim has been a factor to the driving force that money can only go so far in a student’s educational life. But it has also been contradicted by academic researchers of public school funding by Rob Greenwald, Larry Hedges, and Richard Laine wrote: â€Å"school resources are systematically related to student achievement and that those relations are large [and] educationally important. (Greenwald et al. 384) With such a controversial topic, which one should we believe?How can we pos sible know for sure more money given to schools is the best option to improve the education our students receive from the government? And why should we change the way wealthy community schools are run when they are already successful in their academic achievements? How large is the difference in the amount of funding that each public school receives? Public school funding comes from federal state, and local sources, which nearly half of those funds are from local property taxes(National Center for Education Statistics).Because of the local property taxes from the community this is where the uneven funding for public schools start that makes a difference from the wealthy and impoverished communities. For example in 1998, New Jersey had an annual funding rate per student of $8,801, while Utah had a yearly rate of $3,804 per student(National Center for Education Statistics). Just from these numbers it shows that students from New Jersey where given twice the level of education than tho se students in Utah. While America funds its schools by the local wealth of the communities, we are the only country that does that.This type of funding system makes a huge difference in the quality of school building, faculty, equipment, class sizes, and technology resources for a student’s education. In other countries public schools are funded through state taxes and the communities. But what makes other countries educational system different than our own is each school gets the same amount of funding needed to run the school. As Robert Slavin a psychologist focusing on community and education said: â€Å"the U. S. is the only nation to fund elementary and secondary education based on local wealth.Other developed countries either equalize funding or provide extra funding for individuals or groups felt to need it. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled, but for every guilder allocated to a middle- class Dutch child, 1. 25 guilders are allocated for a lower-class child and 1. 9 guilders for a minority child, exactly the opposite of the situation in the U. S. where lower-class and minority children typically receive less than middle-class white children. Slavin 520)† Poorer and minority students face more difficulties in their life as they are more prone to experience more difficulties in the family. But also these students are also forced to go to school at poorly funded schools. There is often commonly a language boundary that keeps many of the children from having a proper education in a school system. Teachers that are starting out in their educational career are sent to schools that are having a hard time developing their students into academic achievers.Schools in poorer communities are in need of more experienced teachers, but there is not enough money to recruit a quality teacher that has not already been recruited to teach at a higher paying and more academically achieving job and environment. Teachers are a learning tool that helps the students get to where they can be successful in life. The quality of materials that students have available to them impact the way they learn and also the pace they learn. With little funding students are left to work without dated technology and second hand books.The effect of outdated technology can be an intimidation for a student to not continue onto college. Many students feel as though schools did not prepare them for an institution that has technology far beyond than what they know how to use. On the other side of the argument, students are given their own choice to either achieve or fail in their education. In other words, success and failure results from individual effort and not a group interaction of the student by the community the student lives in. Even if less funded schools are given more money; more than half of adults say that poverty is a personal problem (Smith).The community that the scho ol was built into has already set the standard of the school. Depending on the community influences the child is more likely to follow into the footsteps of their parents. If the parents are mechanics and the child follows in their footsteps, does that make them a failure if the student does not go on to be a doctor or an over achiever? The effects of the community on a child can change the way education is viewed in the family and home. Daniel Patrick Moynihan, politician and sociologist, argues that minorities are disadvantaged because of the â€Å"social traditions† of the minority communities().Which means that students have the ability to learn but the social culture in their communities hinder them to take their education seriously unless their family does. This belief that students come from impoverished homes lack the support system to benefit from a quality education drives the idea that there is no need for more funding. Even though there are outrageous numbers that can be easily equaled out for all students. America has focused on the idea to invest in the students that have a more promising future in the long run. Why would we waste money that will become a gamble, and we will not know if the outcome will be positive or not.The wealthy communities have been able to produce those students that have continued to succeed. The states believe that if they reward those schools that are producing results then it will give the other schools incentive to achieve to retrieve more money for the state. But how can a school be able to climb its way to the top if it’s stuck in the bottom, working with the resources that it already has. The biggest survey done on the relationship of the amount of funding and the impact of students’ education was called The Coleman Report.The report was a study that randomly selected thousands of students from all over the nation and tried to connect the issue of money and education. From the report it was lin ked that students’ home background and peer groups were a major part of achievement, but the quality of the school had little to no impact on their education. Which researchers wrote: â€Å"Schools bring little influence to near on a child’s achievement that is independent of his background and general social context† (Cain 325). Schools that are also well funded are able to get familiarized with the current technology that is popular in today’s life.From the advantage of having the practice with technology has already put themselves ahead of others who have not gotten the chance to learn that kind of technology. Students who are not able to access technology are behind to those who have and will lack in their technology skills in college. Being updated with the latest technology helps students want to continue in into college to learn more new things. The quality of materials that students have available to them impact the way they learn and also the pac e they learn. With little funding students are left to work without dated technology and second hand books.The effect of outdated technology can be an intimidation for a student to not continue onto college. Many students feel as though schools did not prepare them for an institution that has technology far beyond than what they know how to use. Without confidence in the education that they have received, students are hesitant to ask for help and get the help that they need to succeed into a higher education level. If the materials the schools are using are outdated and not taken care of, then the students will also return the same respect to the books in the condition that they are in.Schools no longer become a place for opportunity, but a place where students are required to attend with old material, that will not get any better as the years go on. The quality of the materials the students are given the more respect and effort they will give to the course material. If American is able to provide the entire students with the equal opportunity to succeed then there would be more achievements in the nation, but also a higher achievement in the country. There needs to be more awareness of the effect that funding in public schools has on the students.Statistics in the nation vary from state to state, but with the same amount of material for each student. Most Americans say they support equal funding for public schools, but they are not willing to take the necessary steps to improve and provide equal funding for all the schools across the country. Some reasons why wealthy people and communities do not to anything about unequal funding is because of: not even admitting that there is a funding difference, to keep personal taxes low, and the thought that poverty is brought onto the person instead of trying to better themselves through their education.It is better to keep the money going to the schools that continue to have academic success with their students. Studie s indicate that the level of student advantage within the home or community matters a lot to the outcome of the student’s education. But also that funding will help the student be more educated and motivated to go onto college. Greater one on one time with a teacher will help the student learn more material. Two main aspects that have been tied to higher levels of student achievement: stronger teacher qualifications, and smaller class sizes in the early grades.Getting the bases of an early education but also a quality education helps the student in the long run to adapt to the education system in a positive environment. The achievements of disadvantaged students in poorer communities are more likely to suffer America’s public school system because of two main reasons: those students are more likely to attend poorly funded schools, and they are more likely to be hurt by lack of academic resources when there is not enough funding that the school needs.Legal and political efforts to improve funding have not been very successful at the federal level, but a lot of activity has been present in the state courts and there is a realization to increase school funding. The future effects have increased in state funds for poorly-funded districts while leaving funding for rich, suburban districts up to the communities to continue with their educational support. We have concluded that well-funded schools are able to obtain higher educated teachers that continue to increase the school progression.In addition to better funded schools, schools are able to reduce the class sizes which will improve the students learning to be more focused and engaged in the classroom. Which is a huge advantage because a main problem in low funded schools, is that there is so many students in one room that a single teacher is not able to guarantee that that material is being understood from every student. Resources Cain, G. G. & Watts, H. W. (1970). Problems in making policy inferen ces from the Coleman Report. American Sociological Review, 35(2), 228-242.Hanushek, E. A. (1989). The impact of differential expenditures on school performance. Educational Researcher, 18(4), 45-65. Kluegel, J. R. & Smith, E. R. (1986). Beliefs about inequality: Americans' view of what is and what ought to be. New York: Aldine de Gruyter. Greenwald, R. , Hedges, L. V. , ; Laine, R. D. (1996). The effect of school resources on school achievement. Review of Educational Research, 66(3), 361-396. Moynihan, D. P. (Ed. ). (1969). On understanding poverty: Perspectives from the social sciences.New York: Basic Books. National Center for Education Statistics (2000a). Common core of data for school years 1993/94 through 1997/98 (a compact disk). Washington, DC: Office of Educational Research and Improvement, U. S. Department of Education. National Center for Education Statistics (2000b). The condition of education 2000. Washington, DC: Office of Educational Research and Improvement, U. S. Dep artment of Education. Slavin, R. E. (1999). How can funding equity ensure enhanced achievement? Journal of Education

General Philip Kearny in the Civil War

Major General Philip Kearny, Jr. was a renowned soldier who saw service with US and French Armies. A native of New Jersey, he distinguished himself in the Mexican-American War where he lost his left arm and later served in Emperor Napoleon IIIs forces during the Second War of Italian Independence. Returning to the United States after the outbreak of the Civil War, Kearny quickly gained a position of prominence in the Army of the Potomac. A tenacious fighter who relentlessly trained his men, he earned the nickname One-Armed Devil from the Confederates. Kearnys career ended on September 1, 1862, when his was killed leading his men at the  Battle of Chantilly. Early Life Born June 2, 1815, Philip Kearny, Jr. was the son of Philip Kearny, Sr. and Susan Watts. Leading one of New York Citys richest families, the Harvard-educated Kearny, Sr. had made his fortune as a financier. The familys situation was bolstered by the immense wealth of Susan Watts father, John Watts, who had served as New York Citys last Royal Recorder in the years before the American Revolution. Raised on the familys estates in New York and New Jersey, the younger Kearny lost his mother when he was seven. Known as a stubborn and temperamental child, he showed a gift for horsemanship and was an expert rider by age eight. As patriarch of the family, Kearnys grandfather soon took responsibility for his upbringing. Increasingly impressed with his uncles, Stephen W. Kearny, military career, the young Kearny expressed a desire to enter the military. Into the Army These ambitions were blocked by his grandfather who desired that he pursue a career in law. As a result, Kearny was compelled to attend Columbia College. Graduating in 1833, he embarked on a tour of Europe with his cousin John Watts De Peyser. Arriving back in New York, he joined the law firm of Peter Augustus Jay. In 1836, Watts died and left the bulk of his fortune to his grandson. Freed from his grandfathers constraints, Kearny sought assistance from his uncle and Major General Winfield Scott in obtaining a commission in the US Army. This proved successful and his received a lieutenants commission in his uncles regiment, the 1st US Dragoons. Reporting to Fort Leavenworth, Kearny aided in protecting pioneers on the frontier and later served as an aide-de-camp to Brigadier General Henry Atkinson. Kearny le Magnifique In 1839, Kearny accepted an assignment to France to study cavalry tactics at Saumur. Joining the Duke of Orleans expeditionary force to Algiers, he rode with the Chasseurs dAfrique. Taking part in several actions during the campaign, he rode into battle in the style of the Chasseurs with a pistol in one hand, a saber in the other, and the reins of his horse in his teeth. Impressing his French comrades, he earned the nickname Kearny le Magnifique. Returning to the United States in 1840, Kearny found that his father was terminally ill. Following his death later that year, Kearnys personal fortune again expanded. After publishing Applied Cavalry Tactics Illustrated in the French Campaign, he became a staff officer in Washington, DC and served under several influential officers, including Scott. Boredom In 1841, Kearny married Diana Bullitt whom he had met earlier while serving in Missouri. Increasingly unhappy as a staff officer, his temper began to return and his superiors reassigned him to the frontier. Leaving Diana in Washington, he returned to Fort Leavenworth in 1844. The next two years saw him become increasingly bored with army life and in 1846 he decided to leave the service. Putting in his resignation, Kearny quickly withdrew it with the outbreak of the Mexican-American War in May. Mexican-American War Kearny was soon directed to raise a company of cavalry for the 1st Dragoons and was promoted to captain in December. Based at Terre Haute, IN, he quickly filled the ranks of his unit and used his personal fortune to purchase it matching dapple gray horses. Initially sent to the Rio Grande, Kearnys company was later directed to join Scott during the campaign against Veracruz. Attached to Scotts headquarters, Kearnys men served as the generals bodyguard. Unhappy with this assignment, Kearny prophetically lamented, Honors are not won at headquarters...I would give my arm for a brevet (promotion). As the army advanced inland and won key victories at Cerro Gordo and Contreras, Kearny saw little action. Finally on August 20, 1847, Kearny received orders to take his command to join Brigadier General William Harneys cavalry during the Battle of Churubusco. Attacking with his company, Kearny charged forward. In the course of the fighting, he received a severe wound to his left arm which required its amputation. For his gallant efforts, he was given a brevet promotion to major. Frustration Returning to New York after the war, Kearny was treated as a hero. Taking over the US Army recruiting efforts in the city, his relationship with Diana, which had long been strained, ended when she left him in 1849. Having adjusted to life with one arm, Kearny began to complain that his efforts in Mexico had never been fully rewarded and that he was being ignored by the service due to his disability. In 1851, Kearny received orders for California. Arriving on the West Coast, he took part in the 1851 campaign against the Rogue River tribe in Oregon. Though this was successful, Kearnys constant complaining about his superiors along with the US Armys slow promotion system led to him resigning that October. Back to France Leaving on an around-the-world trip, which took him to China and Ceylon, Kearny finally settled in Paris. While there, he met and fell in love with New Yorker Agnes Maxwell. The two openly lived together in the city while Diana became increasingly embarrassed back in New York. Returning to the United States, Kearny sought a formal divorce from his estranged wife. This was refused in 1854 and Kearny and Agnes took up residence at his estate, Bellegrove, in New Jersey. In 1858, Diana finally relented which opened the way for Kearny and Agnes to marry. The following year, bored with country life, Kearny returned to France and entered the service of Napoleon III. Serving in the cavalry, he took part in the Battles of Magenta and Solferino. For his efforts, he became the first American to be awarded the Là ©gion dhonneur. The Civil War Begins Remaining in France into 1861, Kearny returned to the United States following the outbreak of the Civil War. Arriving in Washington, Kearnys initial attempts to join the Union service were rebuffed as many remembered his difficult nature and the scandal surrounding his second marriage. Returning to Bellegrove, he was offered command of the New Jersey Brigade by state officials in July. Commissioned a brigadier general, Kearny joined his men who were encamped outside Alexandria, VA. Stunned by the units lack of preparation for battle, he quickly commenced a rigorous training regime as well as used some of his own money to ensure that they were well-equipped and fed. Part of the Army of the Potomac, Kearny became frustrated by a lack of movement on the part of its commander, Major General George B. McClellan. This culminated in Kearny publishing a series of letters which severely criticized the commander. Into Battle Though his actions greatly angered the army leadership, they endeared Kearny to his men. Finally in early 1862, the army began moving south as part of the Peninsula Campaign. On April 30, Kearny was promoted to command the 3rd Division of Major General Samuel P. Heintzelmans III Corps. During the Battle of Williamsburg on May 5, he distinguished himself when he personally led his men forward. Riding ahead with a sword in his hand and his reins in his teeth, Kearny rallied his men yelling, Dont worry, men, theyll all be firing at me! Ably leading his division throughout the doomed campaign, Kearny began to earn the respect of both the men in the ranks and the leadership in Washington. Following the Battle of Malvern Hill on July 1, which ended the campaign, Kearny formally protested McClellans orders to continue withdrawing and advocated for a strike on Richmond. One-Armed Devil Feared by the Confederates, who referred to him as the One-Armed Devil, Kearny was promoted to major general later in July. That summer Kearny also directed that his men wear a patch of red cloth on their caps so that they could rapidly identify each other on the battlefield. This soon evolved into an army-wide system of insignias. With President Abraham Lincoln tiring of McClellans cautious nature, the aggressive Kearnys name began to surface as a potential replacement. Leading his division north, Kearny joined in the campaign that would culminate with the Second Battle of Manassas. With the beginning of the engagement, Kearnys men occupied a position on the Union right on August 29. Enduring heavy fighting, his division almost broke through the Confederate line. The next day, the Union position collapsed following a massive flank attack by Major General James Longstreet. As Union forces began fleeing the field, Kearnys division was one of the few formations to stay composed and helped cover the retreat. Chantilly On September 1, Union forces became engaged with elements of Major General Thomas Stonewall Jacksons command at the Battle of Chantilly. Learning of the fighting, Kearny marched his division to the scene to reinforce Union forces. Arriving, he immediately began preparing to assault the Confederates. As his men advanced, Kearny rode forward to investigate a gap in the Union line despite his aide urging caution. In response to this warning he allegedly replied, The Rebel bullet that can kill me has not yet been molded. Encountering Confederate troops, he ignored their demand to surrender and attempted to ride away. The Confederates promptly opened fire and one bullet pierced the base of his spine and instantly killed him. Arriving on the scene, Confederate Major General A.P. Hill exclaimed, Youve killed Phil Kearny, he deserved a better fate than to die in the mud. The next day, Kearnys body was returned under a flag of truce to the Union lines accompanied by a letter of condolence from General Robert E. Lee. Embalmed in Washington, Kearnys remains were taken to Bellegrove where they laid in state before being interred in the family crypt at Trinity Church in New York City. In 1912, following a drive led by New Jersey Brigade veteran and Medal of Honor winner Charles F. Hopkins, Kearnys remains were moved to Arlington National Cemetery.

Robert Frost Design - 1385 Words

Written by Robert Frost, â€Å"Design† is a deeply philosophical poem that understands something too big to be understood by taking a small piece and understanding it and linking it to the universe at large, answers many of the largest questions that surround the universe while recognizing those questions may potentially be unanswerable, addresses the Argument from Design and the belief in a creator, describes the two concepts of Design, which can be metaphorically categorized both as an â€Å"engineering† term describing a rational plan for the universe or an â€Å"artistic† term describing an irrational plan for the universe, and the conflict of ambiguity. Robert Frost acknowledges the issues of human freedom, the purpose of God’s creation, and the†¦show more content†¦Again, proving the existence of an all-powerful creator. After all, to fully understand a creator, you must study His creation. The poem describes the two concepts of design, whic h are categorized by the different types of people who use design in their work, and the conflict between the rational and the irrational. The first concept of design is described as an engineering term. This is seen as precise, accurate, and thought-out. It implies a sense of order, purpose, and meaning to the universe, as well as a rational plan for the universe. It is the logical plan for all created things that indicates a degreed of command, objective, and significance to the universe. It signifies the existence of an all-powerful God that creates and circumscribes that mission and importance, and opposes any degree of chance, randomness, coincidence, and meaningless. In the poem, a rational universe can be interpreted through Frosts continual use of the color white. The second concept of design is described as an artistic term. This is seen as free, inventive, and unthought of. This design evolved from the appearance of patterns with variation of course, suggesting a predicta bility to the universe. An artistic design is composed of image, color, and tone; elements of artistic creation or design. It allows not simply for rational mathematical analysis of universe, but for an intuitive interpretation of universe. ItShow MoreRelatedDesign Explication Of Robert Frost1040 Words   |  5 PagesDecember 2015 Design Explication Robert Frost takes an interesting approach in his short poem entitled, Design. In the poem, Frost questions if there is a designer of life or if things just occur randomly. Frost believes that if there is indeed a designer of life, the designer produces both evil and good. Moreover, Frost considers that perhaps good could actually be evil if one is looking close enough, if so, the nature of the designer in the poem is contradictory. Frost s Design mastery in theRead MoreDesign Explication Of Robert Frost1020 Words   |  5 PagesDecember 2015 Design Explication Robert Frost takes an interesting approach in his short poem entitled, Design. In the poem, Frost questions if there is a designer of life or if things just occur randomly. Frost believes that if there is indeed a designer of life, the designer produces both evil and good. Moreover, Frost considers that perhaps good could actually be evil if one is looking close enough, if so, the nature of the designer in the poem is contradictory. Frost s Design mastery in theRead More Design By Robert Frost An Exam Essay940 Words   |  4 Pages In the poem amp;#8220;Design; by Robert Frost, the classic use of the color white, meaning innocence and purity is turned around. Instead of giving this color to wholesome, pure objects he gives them to objects that are the reverse, which are death, darkness and unholy objects.nbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;When I read the poem amp;#8220;Design; I got the feeling that the author did not feel the same as I do about the color white. The first line talks about a fatRead MoreAesthetic Quality in The Design by Robert Frost Essay1082 Words   |  5 Pagesexcellent example of aesthetic quality in a poem would be that of Robert Frosts Design. This Poem encompasses various forms of aesthetic dimensions, from the selection of colours in the poem, to the choice of words. Frost explores the age-old enigma of fate, while rhythmically drawing the reader in, obliging them to take notice and ponder the questions he is purposing. Robert Frost is a master of the metaphor, and after reading Design for the first time, I was compelled to examine the poem for a deeperRead MoreEssay on Naturalism and Symbolism in the Poem Design by Robert Frost787 Words   |  4 Pagesand Symbolism in the Poem Design by Robert Frost The poem Design by Robert Frost is a sonnet written about mans relationship with nature. Frost deliberately uses the form of a sonnet, using the octave for a discussion and the sextet for questioning the fact that there is a force that controls our existence. There are natural characters and some degrees of irony also that give this poem a naturalistic feel. Frost uses the style of a sonnet in Design to present a philosophicalRead MoreRobert Frost s Writing Style1589 Words   |  7 Pages Robert Frost once said, â€Å"The figure a poem makes. It begins in delight and ends in wisdom... in a clarification of life - not necessarily a great clarification, such as sects and cults are founded on, but in a momentary stay against confusion† (Robert Frost Quotes). This same kind of thinking opened the door for metaphorical poetry that helped to show the poets transparency. His love for the social outcast and the struggles of his life are exhibited greatly in his poems. Robert Frost helpedRead MoreAnalysis Of Robert Frost s Birches 3014 Words   |  13 PagesThe most misinterpreted element in Robert Frost poetry is his use of nature in a symbolic way. Frost is not describing the inner workings of nature as we see it all around us, but about exploring human psychology. For example, Frost uses Homely farmers, rural scenes, landscapes, and the natural world to epitomize a psychological struggle with an everyday experience that is often met with courage, will, and purp ose; contextually, using Frost’s own life and personal psychology. Frost’s attitude inRead MoreRobert Frost : A New England Poet3698 Words   |  15 PagesRobert Lee Frost Known for being a New England poet Robert Frost was born in San Francisco, California on March 26th, 1874. Born to a New England father William Prescott Frost Jr. and a Scottish mother Isabelle Moodie who moved to the west coast from Pennsylvania after marriage (Bailey). Both his parents were teachers and poets themselves, but his father later became a journalist with the San Francisco Evening Bulletin (Bailey). Frost spent 12 years of his life growing up in San Francisco, untilRead MoreRobert Frost1943 Words   |  8 PagesA Snowy Evening with Robert Frost Robert Frost once said, â€Å"It begins as a lump in the throat, a sense of wrong, a homesickness, a loneliness. It is never a thought to begin with. It is at best when it is a tantalizing vagueness.† (â€Å"Poetry Foundation† n.d.). This poem holds a lot of mystery in its meaning which has a variety of interpretations. John T. Ogilvie who wrote, â€Å"From Woods to Stars: A pattern of Imagery in Robert Frost’s Poetry† interprets this as a poem about the journey through lifeRead MoreRobert Frost s Design As Seen Through The Lens Of His Earlier Poem Essay2121 Words   |  9 PagesJames Giltenan LTCM Erik Gray TA: Michael West 26 October 2016 Robert Frost’s â€Å"Design† as Seen Through the Lens of His Earlier Poem â€Å"Range-Finding† In Robert Frost’s â€Å"Design,† written in 1922, the narrator laments the juxtaposition of life and death that he bears witness to when he sees a spider on a heal-all flower carrying the dead moth it has killed. He uses a modified Italian or Petrarchan sonnet, punctuation, repetition of rhyme and diction, repetition of anomaly, and repetition of the same

Mary Ellen Walker Harper Published A Wealth Of Short Stories

Francis Ellen Walker Harper published a wealth of short stories, poetry, essays, and novels in the middle to late 1800s. She was born into a politically active free family, attended her uncle’s school, and became the first female teacher at the Union Seminary. Harper’s uncommonly extensive education allowed her to become a skilled writer on topics that interested her, such as politics, civil rights, feminism, and religion. She used this skill and passion to become very economically and emotionally independent. Though this was unusual for a woman, it was clearly important for Harper. Much of her writing echoes her identity as a middle class woman of color who supported herself through writing. This radical way of life for a woman in her position is celebrated in her short story, â€Å"The Two Offers†. In The Two Offers, Francis Ellen Watkins Harper applauds female economic and emotional independence through her characters Janette and Laura. For the most part, society’s conception of women in the 19th century influenced the portrayal of female characters in writing generated during that time. The Cult of Domesticity claimed that true womanhood was marked by a natural inclination to domesticity and submissiveness. All women were thought to be weak, and writers often wrote off their female characters succumbing to their â€Å"natural† weakness by death or suicide, a result of their inability to handle life’s trials and tribulations. In â€Å"The Two Offers†, Harper does not step completelyShow MoreRelatedOrganisational Theory230255 Words   |  922 PagesHoldt Christensen, Associate Professor, Copenhagen Business School, Denmark McAuley et al.’s book is thought-provoking, witty and highly relevant for understanding contemporary organizational dilemmas. The book engages in an imaginative way with a wealth of organizational concepts and theories as well as provides insightful examples from the practical world of organizations. 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A P Case Study on Addisons Disease Free Essays

Unit 1 Case Study Addison’s disease is from a result from damage to the adrenal cortex. These two adrenal glands are located on top of the kidneys, where they are enclosed in a fibrous capsule and a cushion of fat. . We will write a custom essay sample on A P Case Study on Addisons Disease or any similar topic only for you Order Now The have an outer portion, called the cortex, which is a glandular tissue derived from embryonic mesoderm. The inner portion called the medulla, which is more like a knot of nervous tissue than a gland and it is part of the sympathetic nervous system. The adrenal cortex synthesizes over two dozen steroid hormones called corticosteroids. The Adrenal medulla is part of the autonomic nervous system. They are often referred to as the suprarenal glands. That damage causes the cortex to produce less of their hormones (corticosteroids) The 3 types of hormone secreted are the glucocorticoid hormone (Cortisol) which maintain glucose control, decrease immune response and help the body respond to stress. The mineralocorticoid hormones (aldosterone) regulates sodium and potassium balance. The 3rd one is the sex hormones, androgen and estrogen, which affect sexual development and sex drive. There are a few things that may cause damage such as, the immune system mistakenly attacking the gland autoimmune disorder), infections such as tuberculosis, HIV or fungal infections. Hemorrhage’s, tumors and use of blood thinning drugs are some other causes. Risk factors for the autoimmune type of Addison’s disease include chronic thyroiditis, dermatis herpetiforms, Graves’ disease, hypoparathyroidism, hypopituitarism, myasthenia gravis, testicular dysfunction, type 1 diabetes and pernicious anemia. Usually the destruction of the adrenal gland cortex is often gradual and the symptoms are mild. Addison’s often goes undiagnosed until a sudden illness or accident occurs. The worsening of symptoms is called acute adrenal insufficiency and can be life threatening. Let’s go back to the start of symptoms with Addison’s disease. Here are a few, changes in heart rate and blood pressure, chronic diarrhea, darkening of the skin (it becomes patchy), irregular menstruation, irritability, paleness, extreme weakness, fatigue, loss of appetite, salt cravings, slow, sluggish movements, weight loss, lesions on the buccal mucosa, nausea and vomiting. Acute adrenal crisis have similar symptoms of course, however you will also see abdominal ain, confusion, dizziness, headaches, joint pain, rapid heart rate, rapid respirations, shaking chills, unusual and excessive sweating on face and/or palms. And in severe cases coma and/or death. The initial diagnosis and decision to treat are based on history, physical examination and lab findings. Lab tests such as ACTH stimulation test, cortisol level, fasting blood sugar, serum potassium and serum sodium. Tests ma y show an increase in potassium, low cortisol level, low serum sodium. The Adrenal medullae normally secrete 80% epinephrine and 20% norepinephrine. Sympathetic stimulation results in secretion. Epinephrine is the more potent stimulator of metabolic activities, but norepinephrine has the greater influence on peripheral vasoconstriction and blood pressure. The adrenal cortex produces the 3 hormones listed above. Cortisol is produced from 2 hydroxylations of 17 alpha-hydroxyprogesterone. Cortisol is 90-93% protein bound. Glucocorticoids are nonspecific cardiac stimulants that activate release of vasoactive substances. So in the absence of corticosteroids, stress results in hypotension, shock and even death. Glucocorticoids stimulate gluconeogenesis and decrease cellular glucose use, obilize amino acids and fatty acids, inhibit the effects of insulin, and give rise to ketone bodies in metabolism, elevate RBC and platelet levels and exhibit anti- inflammatory effects. Adrenal crisis occurs when the adrenal gland is damaged (primary adrenal insufficiency), the pituitary gland is injured (secondary adrenal insufficiency) or that adrenal insufficiency is not properly treated. Treat ment with replacement corticosteroids will control the symptoms of this disease, and this usually will require the patient to take these drugs for life. It is receive a combination of glucocorticoids and mineralocorticoids. The provider may increase the dose in times of infection, injury and stress. With adrenal crisis patients will need an immediate injection of hydrocortisone, either IM, or IV. If the blood pressure is extreme low IV fluids will be helpful. Complications can occur if you take too much or not enough of the adrenal hormone supplement. This complications can arise due to related illnesses such as diabetes, chronic thyroiditis, hypoparathyroidsim, ovarian hypofunction or testicular failure, thyrotoxicosis and pernicious anemia. Low sodium with Addison’s should be carefully corrected, if one to quickly it can lead to brain damage, this is noted in a 2004 article in â€Å"American family Physician† they require immediate but slow administration of saline, which is basically salt water, composed of sodium chloride in water. They list a second step which then be finding the underlying cause. Primary adrenocortical insufficiency is not a common disorder. It’s incidence in western populations are near 50 cases per 1,000, 000. However with the widespread corticosteroid use secondary adrenocortical insufficiency due to steroid withdrawal has become much more common. Approximately 6,000,000 persons in the United States are considered to have undiagnosed adrenal insufficiency, which is significant only during times of physiologic stress. Primary adrenocortical insufficiency does have many etiologies. But it is noted that 70-80% of the cases in the United States are caused by autoimmune adrenal destruction. It is found that about 30% of the time the adrenal damage is due other causes such as TB. In children about 70% of the cases are caused by a congenital disease termed congenital adrenal hyperplasia. Primary adrenocortical insufficiency affects men and women equally, women are affected 2-3 imes more often by the idiopathic autoimmune form of adrenal insufficiency. In idiopathic autoimmune adrenal insufficiency, the diagnosis is most often found in the third to fourth decades of life. This disease however is not limited to any specific age group. â€Å"American Family Physician†, Kian Peng:2004 â€Å"Robbins and Cotran Pathologic Basis of Disease†, Vinay Kumar 8th Ed 2009 http:/emedicine. medscape. com/article/765753-overview http:/labtestsonline. org/understanding/conditions/addisons-disease/ http:/www. nlm. nih. gov/medlineplus/ency/article/000378. htm How to cite A P Case Study on Addisons Disease, Free Case study samples

Importance of Critical Thinking-Free-Samples-Myassignmenthelp.com

Question: Compare the two articles. You should Compare and Contrast various ideas expressed in the articles and evaluate which article is more relevant or helpful to understanding the essay topic and why. Answer: Importance of Critical Thinking Choy, S. C., Cheah, P. K. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of teaching and learning in Higher Education, 20(2), 198-206.The main aim of the article was to conduct to test on the higher education classroom teaching methods and to see if the critical thinking method is being properly incorporated and used in the classrooms or not. There was a lack of open ended texts in the syllabus, the teachers on the other hand often wanted to impose their idea and views on their students, and had this satisfaction that the students enjoyed their classes. But this failed to develop the self sufficiency of the students. One of the major discussions going on in today's scenario is the importance of critical thinking and demonstration among the students in general and the higher education students in particular. Learning is when the students are just made to go through their text books and mug up whatever is wr itten there which can also be termed as passive learning but there are no efforts or any kind of self-analysis rather critical analysis made by the students in learning. Studying is an artificial process whereas learning is not, it is a natural process. Active learning is when the students are exposed to the critical way of learning(Moore, 2013).. The teachers must give up the thought that students won't be able to understand a certain text until is covered by the teachers, rather the text must be left to the students for critical analysis which they can do by using tools like, inquiry, identification, assumption, interpretation and analysis, judgment and reasoning. This skill must be inculcated among the higher secondary students with greater emphasis because they are on the threshold of entering into their college lives, where they will be in need of self-analysis, critical thinking and judgment. This critical thinking is something that needs higher levels of cognitive skills in t he process of learning (Cotter, 2017) the teachers are able to teach their students that their cam often is more than just one solution to the text that is the readers are free to read, analyze, judge and conclude a text as per their choice (Thompson, 2015). Tiruneh, D. T., Weldeslassie, A. G., Kassa, A., Tefera, Z., Cock, M., Elen, J. (2016). Systematic design of a learning environment for domain-specific and domain-general critical thinking skills. Educational Technology Research and Development, 64(3), 481-505.It was seen that the students are to know some specific rules related to the topics of specific domain and also some common techniques of understanding and analyzing those topics critically. When the students are exposed to group discussions and peer learning, they are able to use their own methods of understanding and judgment than at the control group where they are only dependent on the lessons given to them by their teachers Critical thinking is something which can be incorporated among students through proper approach methods that are followed by the schools and the teachers. There have been several debates as to which methods are to be exactly followed by school teachers to incorporate these cognitive skills among the students (Savery, 2015). It can either be taught as a specific curriculum or can be just implemented explicitly into a regular course. It has also been seen that students need different types of skills for critically understanding and demonstrating subjects or topics of different domains. One of the major challenges that are usually faced by the present day CT incorporation is the lack of proper methods and proper instructional designs and the proper environment that the students need to develop this method of critical thinking and demonstration The researchers have reached to this conclusion that the students use a different kind of CT approaches and methods to deal with topics related t o different domains; hence these tools of CT can either be taught as part of their daily curriculum or incorporated explicitly into the topics of different domains. One of the major challenges that are usually faced by the present day CT incorporation is the lack of proper CT test methods Comparing and contrasting It has been noticed that the study of both the journals agrees with each other at several points. As far as the significance of critical thinking is concerned, it is immensely important in the present day scenario (Toner Moran, 2016). All the researches that have been carried on in the present day scenario are suggestive of the fact that the students of the higher secondary level must be allowed to critically analyze and evaluate the text taught in their classrooms. But before incorporating these tools of critical thinking, the teachers themselves must be well versed in the methods. (Toner, Moran 2016). The teachers often believe that if the students are able to logically think and reason out matters on their own, then they are successfully following the CT method, but it is actually not so. The teachers must know that for the proper incorporation of the CT learning and demonstration, the students must be allowed to be exposed to the apt environment. In other words, there must be i nstructional principles with proper instructional models. It is evident from the way the teachers define CT, that it is still not clear to them and so further studies and researches are to be carried out for finding out ways to incorporate CT effectively. Reference list Cotter, C. R. (2017). New Atheism, Open-Mindedness, and Critical Thinking. In New Atheism: Critical Perspectives and Contemporary Debates (pp. 33-50). Springer International Publishing.Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers Education, 78, 160-173.Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506-522.Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9, 5-15.Thompson, K. J. (2015). Non-MARC metadata training for" traditional" catalogers: the role and importance of critical thinking pedagogy.Toner, J., Moran, A. (2016). On the importance of critical thinking: A response to Wulf's (2015) commentary. Psychology of Spor t and Exercise, 22, 339-340. method of critical thinking and demonstration