Are School Uniforms Necessary - Free Essay Example

Sample details Pages: 1 Words: 448 Downloads: 3 Date added: 2019/02/15 Category Education Essay Level High school Topics: School Uniforms Essay Did you like this example? Have you ever wondered what it might be like wearing school uniforms every day? It keeps kids from expressing themselves. †Kids were not allowed to wear pink clothing to support breast cancer awareness month.† They received in school suspension, for breaking the schools dress code. I do not agree that school uniforms should be allowed in schools. One thing people are arguing is true is that, â€Å"It’s easier to see if children are skipping class.† I disagree with that, because if a student is skipping their class no one is usually in the halls anyways, so for that reason it is probably just the same effort to find someone as a school with no uniforms. Another thing people are arguing about is, â€Å"If a class is on a field trip, then it becomes easier for teachers and school administrators to quickly identify the children who are with the group. †I don’t think it’s that useful there are usually kids who will say something if a child decides to run away, if not parent chaperones are always there and or workers will say something if they see a kid that does not belong where they are. Something bad is â€Å"Kids get teased when they wear school Uniforms.† It is mostly when they go on field trips or things off school campus. Don’t waste time! Our writers will create an original "Are School Uniforms Necessary?" essay for you Create order Most regular clothing is made from cotton or other soft comfortable materials, not school uniforms â€Å"they are often made from canvas materials that are designed to be tough, they don’t feel great to wear.† Kids have to change when they get home just to feel comfortable. â€Å"Keeping a child in school uniforms may be more expensive for parents and guardians than buying regular clothes would be.† It’s very easy to notice school trespassers or bad people who don’t belong there. â€Å"If an intruder is wearing something different that the school uniform, they stick out like a sore thumb when surrounded by students and teachers who are following the dress code.† A solution could be keep all the outside doors locked. That way no one who doesn’t belong can’t get in unless the office people let him or her in. The advantages are hopefully less people will get hurt. With hope in the future I hope schools won’t need to have school uniforms just to have a safe school environment. With or without uniforms students safety is what matters most. WORKS CITED: (Josephson, Amelia. â€Å"The Pros and Cons of School Uniforms.† SmartAsset, SmartAsset, 21 May 2018, smartasset.com/mortgage/the-pros-and-cons-of-school-uniforms.) (Lombardo, Crystal. â€Å"Crystal Lombardo.† Vittana.org, 7 Feb. 2017, vittana.org/18-significant-school-uniforms-pros-and-cons.). (â€Å"School Uniforms ProCon.org.† ProConorg Headlines, Procon.org, school-uniforms.procon.org/.)

Analysis of Doll House Play Essay - 1916 Words

Mrs. Mary Rorke English 102 1st Nov. 2005 A Doll House A critical Analysis When Nora slammed the door shut in her dolls house in 1879, her message sent shockwaves around the world that persist to this day. I must stand quite alone, Nora declared after finding out that her ideal of life was just a imagination of her and that all her life had been build up by others peoples, specifically her husband and her dad ideas, opinions and tastes. Nora is the pampered wife of an aspiring bank manager Torvald Halmer. In a desperate attempt to saves her husbands life Nora once asked for a loan so she and her family could move somewhere where her husband could recover from his sickness. Giving the circumstances she,†¦show more content†¦Torvald sees Noras only as being his wife and the mother of this children. He refers to Nora as my doll, my little lark or songbird. To him Nora is only a possession. Both Nora and Torvald as a couple are living illusionary lives and as the title suggest, they are living in an A Dolls House where everything should be perfect. For Nora the perfect stands for the Wonderful and it have to do with all commodities that money could buy. For Torvald perfect stands for loyalty and good morality. However as Johnston asserts, Ibsen show the cruel truth that human nature and human being is a more complex and has different variant than that of the Helmerss perfect world. Ibsen with this drama forces the self-examination of each household (137). So both Nora and Torvald must learn that guilt and sorrow are inextricable built within the reality they share with the rest of the humanity. (138) However the fact that it was supposed to be a couples examination by the end of the play we have seen that Nora was the only one who learns that life is not perfect, which makes her as a dynamic character. This change came as a surprise and for some critics of his period the play is illogic as a whole or in its detail more feeble or commonplace (Mayer, 35). Moreover the critics took the surprise ending as a standard to claim the invalidly and ineffectiveness of the play and its theme. (Templeton, 114). However,Show MoreRelatedAnalysis Of The Play A Doll House 919 Words   |  4 Pageshumans experience this unpredictable event. For instance, in the play A Doll House, Nora was a wife who held a deep, darkening secret in which she chose to keep hidden from her husband. During the play entitled Trifles, Mrs. Hale came to the decision to remove evidence from the scene in order to not allow officials of the county to predict what may have actually happened to John Wright during his un suspected death. Although both plays generalize similar themes of hidden secrets, readers are able toRead MoreAnalysis Of The Play A Doll House 1613 Words   |  7 Pagesmost of them wanted something more from life. A play â€Å"A Doll House† by Henrik Ibsen, poem â€Å"Living in Sin† by Adrienne Rich, and short play â€Å"Beauty† by Carla Bethany introduce us to four different women characters. Living in different times, they prove that women were always strong and independent even though they were not always treated that way. They showed a strong desire to break free from social restriction and stereotypes. The play â€Å"A Doll House† portraits two strong women characters, Nora HelmerRead MoreAnalysis Of The Play A Doll s House 1410 Words   |  6 Pagesrestrictive life with their life centered round their husband and subsequently their children. Although, women were supposed to be treated with respect by men, most men viewed women as weak and having no ability to perform any task. In the play â€Å"A Doll’s House† the character Nora shows how these expectations affect her behavior which reflect her desire to change the traditional gender roles in the demanding society she was obligated to adhere to. When a couple got married in this period her propertyRead MoreAnalysis Of The Play Trifles And A Doll House 969 Words   |  4 Pagesâ€Å"Trifles† and â€Å"A Doll House†, show how two women will commit a crime at all cost and somehow contrast with each other. Trifle is a word which is used to describe something with little importance or value. According to Suzy Clarkson Holstein, â€Å"SUSAN CLASPELL’S ‘TRIFLES’ is a deceptive play: deceptive because, like its title, it seems simple, almost inconsequential. Yet the play represents a profound conflict between two models of perception and behavior† (Holstein 282). In the play â€Å"Trifles†, Mrs.Read MoreAnalysis Of Doll s House As A Feminist Play985 Words   |  4 PagesDoll’s House as a feminist Play Is A Doll s House a feminist play? Ibsen disputes the notion that his play is female-centered claiming that it was more of liberation, which is presented, in a more general, human sense. However, it takes reading the book to decide whether his assertions are true reflection of this. The emotional and psychological impact on the play to the readers can is that of sympathy for women in the story. The story’s major theme is the plight of the woman. The story furtherRead MoreAnalysis Of The Realistic Play A Doll s House 950 Words   |  4 PagesEvaluation of Gender in a Doll’s House Lorie Murphy Galen College Of Nursing Abstract In the realistic play â€Å"A Doll’s House† by Henrick Ibsen’s the cultural conflicts of the nineteenth century are shocking and controversial. The play helps portray the struggles women and men were faced with during that century with their roles. Being a male during this period showed more importance than the female’s role would have been. In the end this theory proves women can be just as responsible as a manRead MoreCritical Analysis of a Doll House1250 Words   |  5 PagesA Critical Analysis of A Doll House By Henrik Ibsen Henrik Ibsen s background provided him the insight to write the play A Doll House. In Britannica Biographies, Ibsen s father lost his business and the family s financial stability when Ibsen was a young child. Because of the family s financial misfortunes, at the age of 15, Ibsen was forced to leave home and venture out on his own. He supported himself meagerly as an apothecary s apprentice and studied at night to prepare for universityRead MoreA Doll House : A Play From Different Perspectives1557 Words   |  7 PagesSean Walsh Literary Perspectives Research Essay A Doll House: A Play from Different Perspectives When A Doll House was first produced Ibsen successfully shocked and angered many who went to go see it. However if you google A Doll House today you’ll find many article’s praising it for its feminist themes. When looking at reviews for A Doll House after its first production I find no mention of feminism but rather many called it untrue and one even called the third act â€Å"it’s Achilles heel†(AvisRead MoreSymbolism Of A Doll House By Henrik Ibsen937 Words   |  4 PagesSymbolism in A Doll House In Henrik Ibsen’s A Doll House, the play is framed around symbolism and its irony. Symbolism throughout the play acts as a subliminal foreshadowing, each individually hinting at the impending end. The irony is continually represented through Ibsen’s play between perception and reality - perception being the evident meaning of each symbol and reality, being the ironic opposite connotation exclusively in Nora and Torvald’s situation. Symbolism and its ironic opposite connotationRead MoreSymbolism In Ibsens A Dolls House1187 Words   |  5 PagesMarquez Ford Almeida, Gilbert English Composition II 10/19/17 Symbolism in A Doll House Introduction In a drama, symbolism is one of the important literary devices that is commonly employed by many play writers. It imparts the play’s hidden meaning and portrays emotions and conflicts in the characters. Equally, Ibsen’s play, A Doll House makes an extensive use of symbols which does not only make the play captivating but also enables the reader to get a deeper understanding of the underlining ideas

Grammar Simple Present and Past Free Essays

COMPLEJO EDUCATIVO REPARTO VALLE NUEVO SIMPLE PRESENT AND SIMPLE PAST TENSE Subject: English Students: Andrade Ramos, Maria Emeli Argueta Moran, Leslie Evelyn Ceron Escobar, Maura Elena Escobar Caceres, Marjorie Naydine Romero Regalado, Leticia Yamileth Grade:11th Assignment due to: Tuesday, April 9th, 2013 Simple Present Tense Grammatical Structures: Subject+Auxiliary verb+main verb (do) (base) There are three important exceptions: * For positive sentences, we do not normally use the auxiliary. * For the 3rd person singular (he, she, it), we add â€Å"s â€Å"to the main verb or â€Å"es† to the auxiliary. For the verb to be, we do not use an auxiliary, even for questions and negatives. We will write a custom essay sample on Grammar Simple Present and Past or any similar topic only for you Order Now * Afirmative: Subject + Verb(Present) + Complement. Examples: 1. I play tennis. 2. He dances salsa music. 3. They eat breakfast. 4. The boy goes to school. 5. You need help. * Negative: Subject + Auxiliary (Do not/ does not) + Verb (Base form) + Complement. Examples: 1. I don’t play tennis. 2. He doesn’t dance salsa music. 3. They don’t eat breakfast. 4. The boy doesn’t go to school. 5. You don’t need help. * Interrogative Questions (yes/no) Auxiliary (Do/does)+ Subject + Verb (Base form) + Complement. Examples: . Do you play tennis? 2. Does he dance salsa music? 3. Do they eat breakfast? 4. Does the boy go to school? 5. Do you need help? * Information Questions WH Question Word + Auxiliary(Do/does) + Subject + Verb(Base form) + Complement. Examples: 1. When do you play tennis? 2. Why does he dance salsa music? 3. What do they eat for breakfast? 4. How does the boy go to school? 5. When do you need help? Use: We use the present simple tense when: * the action is general. * the action happens all the time, or habitually, in the past, present and future. * the action is not only happening now. the statement is always true. Examples: 1. The train leaves every morning at 8 AM. 2. Cats like milk. 3. The party starts at 8 o’clock. 4. He has his passport in his hand. Time Expressions We often use some adverbs of frequency with the simple present tense to state how often somebody does something. Adverbs commonly used with the simple present tense are: always, usually, often, sometimes, occasionally, rarely and never. Note that the adverbs of frequency usually go before the verb. Structure: Subjetc + Adverb + verb (present) + complement. Examples: 1. He often visits his grandparents. 2. I usually get up early. 3. She always carries an umbrella. 4. He never gets angry. 5. I sometimes read foreign periodicals. 6. They rarely watch TV. 7. She frequently buys detective stories. Simple Past Tense Grammatical Structures: Subject+Auxiliary verb+main verb (did) (base) In general, if we say the time or place of the event, we must use the past simple tense; we cannot use the present perfect. * Affirmative: Subject + Verb(Past) + Complement. Examples: 1. You swam in the pool. 2. She got up early. 3. They began to sing. 4. Karla studied for her test. 5. I understood the class. Negative: Subject + Auxiliary(did not) + Verb (Base form) + Complement. Examples: 1. You didn’t swim in the pool. 2. She didn’t got up early. 3. They didn’t begin to sing. 4. Karla didn’t study for her test. 5. I didn’t understand the class. * Interrogative Questions (yes/no) Auxiliary (Did)+ Subject + Verb (Base form) + Complement. Examples: 1. Did you swim in the pool? . 2. Did she get up early?. 3. Did they begin to sing?. 4. Did Karla study for her test?. 5. Did you understand the class?. * Information Questions WH Question Word + Auxiliary (Did) + Subject + Verb(Base form) + Complement. Examples: 1. When did you swim in the pool?. 2. Why did she get up early?. 3. What did they begin to sing?. 4. When did Karla study for her test?. 5. How did you understand the class?. Uses: We use the past simple tense to talk about an action or a situation – an event – in the past. The event can be short or long. We use the past simple tense when: * the event is in the past. * the event is completely finished. * we say (or understand) the time and/or place of the event. * to list a series of completed actions in the past. Examples: 1. I saw a movie yesterday. 2. I finished work, walked to the beach, and found a nice place to swim. 3. I lived in Brazil for two years. 4. He played the violin. 5. She was shy as a child, but now she is very outgoing. Expressions: Structure: Subject + verb (past) + complement+ time adverbial. Or Subject + adverb + verb (past) + complement. Common time expressions (time adverbials) in the Simple past are: * * yesterday * the other day * just now * the day before yesterday * always * only * never * ever * still * just Examples: 1. I cleaned the sink yesterday. 2. She hung out with her friends the other day. 3. They always spoke English. How to cite Grammar Simple Present and Past, Papers

Whistler Corporation free essay sample

Stott has to decide about the company’s manufacturing strategy to be cost competitive with the offshore manufacturerDespite the manufacturing high defect rate, WC in 1985 managed to perform and became a domestic leader with 21% market share (p. 262). In 1996 the huge market success in financial performance started to decline drastically because of the off-shore price competition and lack of proactive act from the head of the manufacturer. This resulted WC market share drop down to 12%, as seen in exhibit 3. The circumstance has forced Whistler Corporation to consider an alternate approach of different product development from their market research by leveraging their resources. However, RACE –ME program, a model developed from a short empirical data rose some questions from the executive levels especially the severity of shutting down a manufacturing plant. Based on the evidence, Charles Scott should think about closing the domestic manufacturing in the U.S. This does not eliminate the competition from Far East vendors. We will write a custom essay sample on Whistler Corporation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The recent market showed a decrease in the production or usage of RD due to a change in legislation in the U. S. , which has affected the next growing market, European countries.. Since Whistler’s Corporation has a great strength in design and engineering, the best decision will be to concentrate on its core strengths and move the production plants to offshore with the potential vendors. In order to implement the above recommendation, management has the responsibility to determine the short term and long term action plans for the business, as well as for their employees. There are always risks associated in transferring processes offshore . In order to avoid the risk, Whistler should try to move one segment of the project at a time.. One of the high risks is to mitigate foreign exchange.

Improvements of Supply Chain Processes in the Fast Food Industry Subway

Chicano or Mexican-American Professor Ramos Blog

Chicano or Mexican-American Throughout history there have been many terms created in order to describe someone of Mexican descent. As time progressed, these terms each developed different meanings and labeling oneself as a specific one, can show how they view themselves. A lot of the terms have to do with political references. During the 60’s, the term â€Å"Chicano† became very popularized as opposed to the term â€Å"Mexican American† that people more commonly used from the 20’s up until the late 50’s (Lopez 2001).   According to the University of Pennsylvania Law Review, the term â€Å"Mexican American† was used by those who believed that â€Å"Mexicans are white† whereas the term â€Å"Chicano† was used by those who â€Å"subscribe[d] to specific racial claims†¦Non-Whiteness† (Lopez 2001).   The Chicano Movement in the 60’s embraced the color of their skin and accepting that they are not white but rather a different category. The y wanted to â€Å"improve their lot and that of their communities† but also declare their own â€Å"liberation and an affirmation of identity† (Martinez 2016).   The rise of the term Chicano holds meaning to those who wanted to progress politically while keeping elements of their culture, as well as to claim an identity of their own that is not purely white American but also not completely Mexican. Furthermore, Chicanas during the 60’s began to rise for women’s right. Many Chicanos fought for the right to teach Chicano studies in schools but Chicanas criticized its curriculum for being â€Å"male-centered† and â€Å"failing to include women’s topics† (Martinez 2016).   The lack of inclusion for Chicanas in education began a feminist type movement within the Chicano movement.   This stems from the mindset and culture that comes from Mexican descent, where women are not equals to men.   Eventually, there was a divide between the Chicanas where some were referred to as â€Å"loyalist,† those who did not speak out against gender incorporation, and the â€Å"feminist† (Martinez 2016). Authors, such as Gloria Anzaldua, discuss similar issues in her chapter How to Tame a Wild Tongue. Gloria Anzaldua discusses a concept of the â€Å"Borderlands† which she explains is an area in between being American and being Mexican. She specifically uses language to discuss this concept. Anzuldua shows the in-between by explaining how on one side Chicanos are â€Å"exposed to the Spanish of the Mexicans† yet on the other they, â€Å"hear the Anglos incessant clamoring â€Å" so they can â€Å"forget [their] language† (Anzaldua 42). She expresses how being in the borderlands can be confusing because on one side, they are being exposed to the Spanish language, which in part, is part of their culture. Yet on the other side, they are being exposed to the English language and made to feel ashamed when using Spanish. Anzaldua shows this by switching between both languages as she writes (also known as Spanglish). This eventually causes confusion and a rift, which leaves Chicanos feeling stuck in a middle or in-between, which she calls the Borderlands. Furthermore, Gloria Anzaldua also discusses the unfairness between men and women in this culture. She writes various phrases in Spanish deemed as â€Å"derogatory if applied to women† but that she has â€Å"never heard this applied to men† (Anzaldua 35). This shows how the culture holds women to certain standards as opposed to men being allowed to be freer with their actions and words. For the creative adaptation I have decided to create the concept of the Borderlands that Gloria Anzaldua discusses in How to Tame a Wild Tongue. I split the page in half, filling one side with images that represent American culture. The other half filled with images representing Mexican culture, and the middle, which is the Borderlands, representing Chicana culture. I specifically chose Chicana instead of Chicano (focusing slightly more on the women) because although Chicanos allowed for a new identity, the misrepresentation of women was and is still present. Mexican culture is very well known to disregard the women even still in modern times and I wanted to be able to represent them in my creative adaptation. Alongside, I picked this specific piece of literature and concept because my parents are from Mexico. I am the first generation that people would call â€Å"Mexican American† but after reading this piece, I found myself pondering on what term I associated myself with, Latina? Mexican American? Chicanca? I realized I was not too sure what being called a Chicana represented. Also, when reading about the Borderlands, I found that concept to be very true. There is a time where it feels as though you do not belong to either culture fully and that is were the Chicano culture derives from. I decided to use a collage in order to visually represent the mixture of both cultures that someone who is Mexican but also American carries within them. In conclusion, Gloria Anazulda’s How to Tame a Wild Tongue discusses a new type of American Identity that people of Mexican roots created. She highlights this identity by explaining Chicano language and the borderland in which they reside. She also highlights the topic of men and women inequality. This creative adaptation is able to visually show how someone can be stuck not fully fitting into one culture but mixing two cultures and creating a new identity. Works Cited Anzaldua, Gloria. How to Tame a Wild Tongue. Lopez, Ian F.Haney. â€Å"Protest, Repression, and Race: Legal Violence and the Chicano Movement.† University of Pennsylvania Law Review, vol. 150, no. 1, Nov. 2001, p. 205. EBSCOhost, doi:10.2307/3312916. Martinez-Catsam, Ana Luisa. â€Å"Mexican Americans and the Chicana/O Movement.† Journal of American Ethnic History, vol. 35, no. 4, Summer 2016, p. 102. EBSCOhost, doi:10.5406/jamerethnhist.35.4.102.

Access Database Skills and Word Document Assignment

Access Database Skills and Word Document - Assignment Example The database design and the respective relationships are depicted through Figure 1.1. This image shows the implemented entity relationship diagram. The referential integrity is enforced with cascade update and cascade delete. All the relationships are of one – many type. In the second normal form the tables are decomposed to curb redundancy. Like the table â€Å"ProductTypes† was extracted out from the table â€Å"Products† to maintain the storage space and avoid redundancy in data. This query uses 4 tables to retrieve data and to produce results. It returns the sale details with Customer names, Product Names, Product Type and Date of Sale. Figure 1.2 highlights the design of this query. This query works similar to the earlier one with the exception that it particularly focuses individual customer. Figure 1.3 highlights the design of this query. At execution the query would require the customer ID as input (example C-101) and would display its respective details as a result. This query uses 3 tables to retrieve data and produce results. It returns the sales volume details with Product Names, respective Price, Sum of quantity of each product sold and Sum of sales amount for each product (calculated by retrieving values from two different tables). Figure 1.4 highlights the design of this query. This query uses 2 tables to retrieve data and produce results. It is designed to produce product records for which the stock quantity values are below certain threshold. Like in this query the threshold value is taken as 15. Figure 1.5 highlights the design of this query. The queries are really helpful in assessing the sale volume and the records of purchases done by the customers. This database can be useful for futuristic evaluation of business and for launching promotions by figuring out the sales volume and regular customers. The respective forms are created for each table to facilitate the data entry. Rest of the forms highlights the results of 4

Journal article Essay Example | Topics and Well Written Essays - 2000 words

Journal article - Essay Example reasing workloads and time constraints, many of the functions solely performed by radiologists are now being performed by radiographers, leading to increased medical malpractice claims. Hence the specific objectives associated with this study are as follows: Since the introduction of the new NHS Plan in 2000, based upon reforms in the way the staff of the NHS worked, nurses and staff members were allowed to extend their roles beyond their traditional boundaries, in the expectation that it would make care more patient centred. Greater workforce flexibility and a team approach have contributed towards the provision of a high quality patient service (Woodford, 2006). The availability of skilled radiologists is limited, but financial constraints, increases in workloads and financial imperatives in the NHS have mandated a transfer of some of the functions of the radiologist to radiographers (Price, 2007). To specifically address the needs of radiographers, the proposed method was to introduce a four tiered service delivery model, wherein advanced practitioners, i.e., radiographers, were to play a key role.(Buttress and Marangon, 2008). In a recent editorial (2010), it has been argued that there is a need for a wider service perspective that can be provided by radiographers, but there is little evidence available to suggest that individual radiographers have grasped the full implications of the nature of leadership and vision that is required to perform these roles successfully. The distinction between an â€Å"advanced† versus â€Å"extended† role for radiographers has been clarified by  ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Hardy and Snaith (2006), who point out that role extension is the acquisition of additional skills, duties and responsibilities beyond those expected of the post while â€Å"advancement† assumes the attainment of a higher level of professional knowledge and ability. Radiographers fall under the category of extended practitioners while radiologists conform to the advanced

Characters' Multiple Narrative Subjectivities on Conflicting Views of Essay

Characters' Multiple Narrative Subjectivities on Conflicting Views of Postmodernism - Essay Example In The Yellow Wallpaper, John who happens to be the woman’s physician husband confines her in solitary confinement, telling their friends and relatives that she is suffering from temporary nervous depression. Since he is of high standing, there was no way of her proving the truth since her brother also a physician of high reputation gives support to her husband John’s claim (Gilman 30). She is given medication in the form of phosphates and any journeys, exercise or tonics are forbidden to her. To ‘work’ is also forbidden until she becomes well again. This includes her writing habit. John is a practical man who believes in only things felt and seen with which figures would best describe. He has intense dislike of superstition with no patience in belief or faith. This brings out the constant battle of superiority between male and female in society. The theme of unwilling imprisonment is brought out here (Gilman 34). John had secured a colonial mansion that ha d been unattended to for some time. It is well situated, off road with a great green garden. She thinks there might be problems related to the ownership of the house due to its unkempt nature. He lets her do nothing but rest, which she complains to miserably to no avail. His answer is that the trip to the mansion was solely for her sake so that she could rest well. The quote: - "Your exercise depends on your strength, my dear†¦. and your food somewhat on your appetite; but air you can absorb all the time." (Gilman 58) best exemplifies her husband’s attitude towards her opinions by treating her like a helpless victim. Her confinement leads her to being attached to the wallpaper that covered the walls. It has great patches all over and a fade look of unclean yellow faded by the intense sunlight that hits it on a daily basis. It is quite unique unlike anything she has ever seen with the quote: - â€Å"It is dull enough to confuse the eye in following, pronounced enough to constantly irritate and provoke study, and when you follow the lame uncertain curves for a little distance they suddenly commit suicide--plunge off at outrageous angles, destroy themselves in unheard of contradictions† (Gilman 79) bringing out the image portrayed by the wallpaper. This goes against rational portrayal of wallpaper as being something beautiful and feminine with the scotching sun portraying the masculine oppression of the feminine gender (Gilman 80). She puts this done in writing only for her husband to appear, therefore cutting short her writing. The confinement troubles her but her husband sees no problem with this as exemplified by the quote: - â€Å"John does not know how much I really suffer. He knows there is no REASON to suffer, and that satisfies him.† (Gilman 114) showing the different viewpoints which they both have of the situation. She wants to be out of bed, helping her husband as a wife should be doing but John would hear none of it. The quot e: -â€Å"I meant to be such a help to John, such a real rest and comfort, and here I am a comparative burden already!† shows her willingness to going on with a normal life. Her confinement brings out her hatred of the room with its wallpaper with the quote: -"You know the place is doing you good †¦.and really, dear, I don't care to renovate the house just for a three months' rental,†

Introduction to Systems in the Body

Introduction to Systems in the Body THE DIGESTIVE SYSTEM       The function of the digestive system is to digest and absorb. The digestive system breaks down food into smaller molecules, which are absorbed as nutrients into the blood to be used for growth, repair and energy. The digestive system consists of several organs. The mouth, pharynx, oesophagus, liver, stomach, rectum, gallbladder, large intestines, small intestines and the pancreas. Mouth:  Breaks down food through chewing to make pieces that can be easily digested. Saliva mixes with the food to begin the breakdown. Pharynx:  The pharynx (also known as the throat) muscular walls helps the process of swallowing and serves as a pathway for the movement of food from the mouth to the oesophagus. Oesophagus:  Carries liquids, food and saliva to the stomach. Stomach:  The stomach consists of strong muscular walls which physically churn and breakdown the food further. The stomach lining releases enzymes which continues to chemically breakdown the food. The enzyme Pepsin is found in the stomach and is responsible for the breakdown of protein. The stomach also contains hydrochloric acid which help kill bacteria that is found on food. Small intestines:  The small intestines is around 5 metres long and consists of two parts the duodenum and the ileum. The duodenum is the first 25cm of the small intestines and the ileum forms the rest. The duodenum is the main site of digestion and most absorption takes places in the ileum. The small intestines breaks down the food using enzymes that are released by the pancreas and bile released by the liver. The small intestines are also responsible for absorbing nutrients. The walls of the small intestines contain tiny folds called villi, there are approximately four to five million in the ileum. The villi has three adaptions which ensures that the absorption of digestion products is very efficient. The first adaption is the large surface area, this allows absorption to happen more quickly and efficiently. The second adaption is the many blood capillaries the villi contain, these are responsible for absorbing nutrients, glucose and amino acids. The last adaption is the villi walls are only one cell thick, this will allow dissolved molecules to pass through the walls quickly. Large intestines:  The function of the large intestine is to absorb water and essential vitamins from the remaining indigestible food molecules. Integumentary System The largest organ in the human body is the integumentary system which consists of the skin, hair and nails which form the bodys outer covering. They help protect internal organs, provide a barrier to prevent against infectious organisms and regulate temperature of body. There are three layers of skin. The Epidermis is the thin, top layer of the skin and is made up of four cell types: keratinocytes which produces keratin (waterproofing fibrous protein), melanocytes which produces melanin that gives skin its colour, langerhan cells which help the immune system fight antigens, and merkel cells which help with touch reception. The Dermis is the thicker, middle layer of skin consisting of connective tissue which is found in the papillary layer of the dermis, nerves, blood vessels glands and hair follicles. The hypodermis is the deepest layer of skin. This layer helps insulate the body and protect internal organs. The hypodermis consists of a type of connective tissue called adipose tissue which stores excess energy as fat. The skin contains oil glands which secrete essential oils to keep skin soft and moist, which in turn will help protect the skin. Sweat glands in the skin cool down the body by secreting watery sweat which evaporates in the air. Thermoreceptors are found in the dermis layer of the skin and they detect a change in temperature. Circulatory System The circulatory system, also known as the cardiovascular system, consists of the heart, the lungs and a network of vessels which carry blood. The pulmonary circulatory system sends oxygen-deprived blood away from the heart to the pulmonary artery and to the lungs, and then returns to the with oxygenated blood through the pulmonary veins. Oxygen-deprived blood enters heart through the right atrium and flows through the tricuspid valve and into the right ventricle. It is then pumped through the pulmonic valve into the pulmonary artery and travels to the lungs. When into the lungs, carbon dioxide is released from the blood and oxygen is absorbed. The pulmonary vein sends the oxygenated blood back to the heart. THE HEART The heart has many components to help with blood flow. These components are: AORTA = this is the largest artery in the blood. It carries oxygenated blood. VENA CAVA = this is the largest vein in the body. It carries deoxygenated blood. RIGHT ATRIUM = receives blood from the body via the vena cava. LEFT ATRIUM = receives blood from the lungs via the pulmonary vein RIGHT VENTRICLE = receives blood from the right atrium and sends the blood to the lungs. LEFT VENTRICLE = receives blood from the left atrium and sends the blood to the body. Nervous System The nervous system involves two components: the central nervous system (CNS) and the peripheral nervous system. The central nervous system consists of the brain, spinal cord and nerves. The peripheral nervous system consists of sensory neurons, ganglion (clusters of neurons) and nerves that connect to each other and also to the central nervous system.   Ã‚  

The Lost Tools of Learning :: Teaching Education

The Lost Tools of Learning "The Lost Tools of Learning" was first presented by Dorothy Sayers at Oxford in 1947. It is copyrighted by National Review, 150 East 35th Street, New York, NY 10016, and reproduced here with their permission. That I, whose experience of teaching is extremely limited, should presume to discuss education is a matter, surely, that calls for no apology. It is a kind of behavior to which the present climate of opinion is wholly favorable. Bishops air their opinions about economics; biologists, about metaphysics; inorganic chemists, about theology; the most irrelevant people are appointed to highly technical ministries; and plain, blunt men write to the papers to say that Epstein and Picasso do not know how to draw. Up to a certain point, and provided the the criticisms are made with a reasonable modesty, these activities are commendable. Too much specialization is not a good thing. There is also one excellent reason why the veriest amateur may feel entitled to have an opinion about education. For if we are not all professional teachers, we have all, at some time or another, been taught. Even if we learnt nothing--perhaps in particular if we learnt nothing--our contribution to the discussion m ay have a potential value. However, it is in the highest degree improbable that the reforms I propose will ever be carried into effect. Neither the parents, nor the training colleges, nor the examination boards, nor the boards of governors, nor the ministries of education, would countenance them for a moment. For they amount to this: that if we are to produce a society of educated people, fitted to preserve their intellectual freedom amid the complex pressures of our modern society, we must turn back the wheel of progress some four or five hundred years, to the point at which education began to lose sight of its true object, towards the end of the Middle Ages. Before you dismiss me with the appropriate phrase--reactionary, romantic, mediaevalist, laudator temporis acti (praiser of times past), or whatever tag comes first to hand--I will ask you to consider one or two miscellaneous questions that hang about at the back, perhaps, of all our minds, and occasionally pop out to worry us. When we think about the remarkably early age at which the young men went up to university in, let us say, Tudor times, and thereafter were held fit to assume responsibility for the conduct of their own affairs, are we altogether comfortable about that artificial prolongation of intellectual childhood and adolescence into the years of physical maturity which is so marked in our own day?

Voluntary Active Euthanasia

Voluntary Active Euthanasia Carlene Lawrence Hodges University PHI 3601 OL3 November 19, 2012 Abstract This paper will discuss the benefits of the legalization of Voluntary Active Euthanasia (VAE). It will define the differences between Active Euthanasia and Physician Assisted Suicide, as well as the difference between active and passive. We will look at VAE from a legal perspective, with discussion about specific court cases that have set precedence in this matter. We will also look at it from a moral point of view; from a perspective of Utilitarian and Subjectivist principles, to show that VAE should be considered morally correct.Voluntary Active Euthanasia This paper will discuss the benefits of Active Voluntary Euthanasia (VAE). Although it is sometimes referred to as mercy killings, it is one of the most controversial topics in our world today. Many believe the right to live is one of the most important human rights. The right to die should be equally as important. First, we mus t discuss the difference between active and passive euthanasia. Active is the process by which a person is given something, such as a prescribed medication, to end their life, while passive is allowing a person to die naturally, not being given anything to help sustain their life.Second, we must not confuse VAE with Physician Assisted Suicide (PAS), as the two are quite different. With VAE, it is the doctor who administers life ending medications, with the patient’s permission, while with PAS, the patient is the one who ultimately ends their own life. It can be argued that there is no moral difference between active and passive, since the consequences, intentions, and actions are primarily the same. If medical treatment is withheld, allowing them to die naturally, this will prolong their pain and suffering, as well as that of their loved ones left to bear witness.It will also lead to large medical bills, which the families will be left to deal with. In an era where the cultur e is to provide rescue medicine, it is hard to decide what to do when facing end of life decisions for your loved ones. According to the Hippocratic Oath, physicians must â€Å"use treatment to help the sick according to my ability and judgment, but will not use it to injure or wrong them† (Friend, 2011). While the actual Oath has been rewritten many times over the years, to reflect cultural changes, it has the same essence. But, who decides what is considered as injuring or wronging them?One person may consider aiding in the death of another to be wrong, but the person dying may not. U. S. District Judge Barbara Rothstein (1194) wrote, â€Å"There is no more profoundly personal decision, no one which is closer to the heart of personal liberty, than the choice which a terminally ill person makes to end his or her suffering†. Assisted suicide and euthanasia have been worldly controversial for centuries. However, the first organizations created to support the legalizatio n of such were in 1935 and 1938, in Great Britain and the United States, respectively.Great strides have been made in the right direction though. Consider the case of Karen Ann Quinlan. In 1975, after mixing alcohol and drugs at a party, Karen become unconscious and slipped into a coma (Quinlan & Radimer, 2005). After months of watching their daughter suffer, being kept alive by machines, the family decided they knew their daughter would not want to live this way and requested she be taken off of the respirator. However, they quickly found out that their wish could not be carried out without a court order. They lost their first court battle in New Jersey Superior Court.They appealed this decision and ended up in New Jersey State Supreme Court, where by a unanimous decision, they won. Karen’s father, Joseph Quinlan, was names as Karen’s guardian, and was permitted to make all healthcare choices for her. Julia Quinlan, Karen’s mother, writes: The ruling gave patie nts and families the right to live each stage of life, including the last stage, with dignity and respect, and for medical institutions such as hospitals, hospices and nursing homes that would now be required to establish and maintain ethics committees.In addition, the Quinlan case led to the creation of the â€Å"living will,† sometimes called an â€Å"advanced directive,† which outlines the personal wishes of the individual in regard to â€Å"extraordinary means† to maintain life. (Quinlan 2005) In 1990, 40 states collectively passed laws allowing competent citizens the right to make living wills. These documents put the power back into the hands of the ill, by allowing their wishes and voices to be heard when they themselves are unable to speak.They instruct doctors to withhold life-supporting treatment and systems in the event a person becomes terminally ill. They can also instruct emergency doctors not to perform life resuscitating devices when a person has become injured or ill. It is the opinion of this writer and other proponents, like Compassion & Choices (http://www. compassionandchoices. org) that it become legal to include right to die choices like voluntary euthanasia. In ancient Rome and Greece, putting someone to death, or assisting in dying was acceptable in certain situations.For example, it was acceptable to put to death newborns with severe birth defects. It wasn’t until Christianity started developing in the West, that euthanasia was determined to be morally and ethically wrong. It was, and still is, seen as a â€Å"violation of God’s gift of life†. (Abdulkadir, Ansari, & Sambo, 2012, p 673). This is where the ethical debate inevitably ensues. Opponents mostly come from the medical profession as well as religious groups. They believe that medical providers should be more concerned with caring and healing then curing and the ultimate outcome.Legalizing active euthanasia could put too much power in th e hands of the medical professionals, allowing the ill to be easily swayed and opening up the option for many lawsuits from surviving family members who do not agree with the practice. Proponents reason that keeping someone alive with medications and medical instruments, when they would otherwise die is not sustaining a true life. Also, they believe that this is not a question of if someone is to die, but how much they suffer in the interim. The main concern of health providers should be to ease or eliminate pain and suffering.If we can accept that passive euthanasia (rejecting the use of life sustaining treatment) is ethically and morally correct, than we should also accept active euthanasia as well. Utilitarianism says that actions should be judges as morally acceptable or unacceptable based on increases and decreases in total happiness and/or misery (total meaning everyone involved, not just one individual (Barcalow, 2007). Using this as a guide, it can be determined that VAE wou ld essentially be reducing misery by allowing terminally ill, and sick to die nstead of suffering. Therefore, it would be morally acceptable. Let us look at VAE from a Subjectivism standpoint. Subjectivism claims that â€Å"whatever an individual believes to be right or wrong is right or wrong for that individual† (Barclow, 2007). Therefore, what may be morally correct for one person may not be for another. Under this principle, we should consider that if you believe VAE to be morally incorrect, that does not stand to reason all of society believes this as well. Let’s look at euthanasia another way.Merriam-Webster (2012) defines euthanasia as: â€Å"the act or practice of killing or permitting the death of hopelessly sick or injured individuals (as persons or domestic animals) in a relatively painless way for reasons of mercy†. In most states, where VAE is not legal, doctors are permitted to withhold medical treatment from a dying person, if that is their wish. While this is not considered actively administering life ending medication, it can still be considered actively allowing the person to die, if the treatment they are withholding would keep the person alive, even if only temporarily.When defending the case for active euthanasia, often the subject of our pets inevitably comes up. It is common practice when our pets become ill or injured, to put them out of their misery, we have them, as we say, ‘put to sleep’, or ‘put down’. You never hear of someone keeping their pet alive on life sustaining machines and medications. When asked why they chose to put down their pet, almost everyone answers with they couldn’t bear to see the animal suffer. So then why do feel the need to keep our humans alive? Currently there are four states in the U. S. hat have legalized active euthanasia; Oregon in 1994 by the Oregon Death and Dignity Act, , Texas in 1999 by the Texas Futile Care Law, Washington in 2008 by the Washin gton Death and Dignity Act and Montana in 2008 through a trial court ruling, Baxter vs. Montana. It is also legal in several European and eastern countries, such as Belgium, Columbia, and the Netherlands. It is legal in certain situations in Switzerland. In conclusion, using the Utilitarian and Subjectivism Moral Principles, should consider voluntary active euthanasia morally acceptable. References Abdulkadir, A. B. , Ansari, A. H. , & Sambo, A.O. (2012). The right to die via euthanasia: an expository study of the shari'ah and laws in selected jurisdictions. Advances in Natural and Applied Sciences, 673+ Barcalow, E. (2007). Moral philosophy: Theories and issues. (4th Ed. ed. ). Belmont: The Thomson Corporation. Daniel, P. S. (2011). Speaking of the value of life. Kennedy Institute of Ethics Journal,  21(2), 181-199,6. Euthanasia (a) in Merriam-webster online dictionary. (2012, March 09). Retrieved from http://www. merriam-webster. com/dictionary/euthanasia Friend, Mary Louanne,M. N. , R. N. (2011). Physician-assisted suicide: Death with dignity?Journal of Nursing Law,  14(3), 110-116. Doi Rothstein, B. R. (1994). Assisted suicide: Helping terminally ill. Knight-Ridder Newspapers, 12(10), 615. Mary, L. F. (2011). Physician-assisted suicide: Death with dignity? Journal of Nursing Law,  14(3), 110-116. doi/913146489 Quinlan, J. , ; Radimer, F. (2005). My joy, my sorrow. Cincinnati, OH: St. Anthony Messenger Press. Rachels, J. (1975) Active and passive euthanasia . The New England Journal of Medicine 292 78-80 Rachels, J. (2001) Killing and letting die. Encyclopedia of Ethics 2nd ed. 2 947-50 Steinbock, B. , ; Norcross, A. (1994). Killing and letting die. Fordham Univ Pr.

Creating Behavior Goals for Early Intervention Programs

Creating Behavior Goals for Early Intervention Programs Managing difficult behavior is one of the challenges that makes or breaks effective instruction. Early Intervention Once young children are identified as needing special education services, it is important to begin to work on those learning to learn skills, which importantly, include self regulation. When a child begins an early intervention program, it is not uncommon to find that parents have worked harder to placate their child than to teach them the desired behavior.   At the same time, those children have learned how to manipulate their parents to avoid those things they dont like, or to get the things they do want.    If a child’s behavior impacts his or her ability to perform academically, it requires a Functional Behavioral Analysis (FBA) and a Behavior Intervention Plan (BIP) by law (IDEA of 2004.) It is wise to attempt to identify and modify behavior informally, before you go to the lengths of an FBA and BIP. Avoid accusing parents or whining about behavior: if you gain the cooperation of parents early on you can avoid another IEP team meeting. Behavior Goal Guidelines Once you have established that you will need an FBA and BIP, then it’s time to write IEP Goals for behaviors. Write you goals positively as much as possible. Name the replacement behavior. Instead of writing â€Å"Zachary will not hit his neighbors† write â€Å"Zachary will keep hands and feet to himself.† Measure it through interval observation, noting the percentage of 15 or 30 minutes with hands and feet free behavior.Avoid preachy, values freighted words, especially â€Å"responsible† and â€Å"accountable.† When discussing with the student â€Å"why† feel free to use these words, such as â€Å"Lucy, I’m so happy you’re being responsible for your temper. You used your words instead!!† Or, â€Å"James, you’re 10 now, and I think you’re old enough to be accountable for your own homework.† But goals should read: â€Å"Lucy will tell a teacher or peer when she is angry and count to 10, 80 percent of the day (interval objective.) â€Å" â€Å"James will return completed homework 80% of days, or 4 out of 5 days.à ¢â‚¬ (frequency objective.)There are basically two kinds of objectives as noted above: interval and frequency goals. Interval goals are measured across intervals, and imply an increase of replacement behavior. Frequency goals measure the number of occurrences of a preferred or replacement behavior during a time period. The goal of behavior goals should be to extinguish, or eliminate, undesirable behavior and replace it with appropriate, productive behavior. Focusing on the target behavior may reinforce it and inadvertently make it stronger and more difficult to eliminate.   Focusing on the replacement behavior should help extinguishing the behavior. Anticipate an extinction burst before behavior improves.Problem behavior is not usually the result of reflective, thoughtful choices. It is usually emotional and learned- because it has helped the child get what he or she wanted. That doesn’t mean you shouldn’t talk about it, talk about the replacement behavior and talk about the emotional content of good behavior. It just doesn’t belong in an  IEP. Examples of Behavior Goals When prompted by the teacher or teaching staff, John will line up, keeping hands and feet to himself in 8 of ten opportunities as documented by teacher and staff in three of four consecutive days.  In an instructional setting (when instruction is presented by the teacher) Ronnie will remain in his seat for 80% of one minute intervals over 30 minutes as observed by teacher or teaching staff in three of four consecutive probes.  In small group activities and instructional groups Belinda will ask staff and peers for access to supplies (pencils, erasers, crayons) in 4 out of 5 opportunities as observed by teacher and teaching staff in three of four consecutive probes.

Definition and Examples of Graphemes

Definition and Examples of Graphemes A  grapheme is a  letter of the alphabet, a mark of punctuation, or any other individual symbol in a writing system. The grapheme has been described as the smallest contrastive linguistic unit which may bring about a change of meaning. Matching a grapheme to a phoneme (and vice versa) is called a grapheme-phoneme correspondence. Etymology: From the Greek, writing Examples and Observations Trevor A. HarleyThe basic unit of written language is the letter. The name grapheme is given to the letter or combination of letters that represents a phoneme. For example, the word ghost contains five letters and four graphemes (gh, o, s, and t), representing four phonemes. There is much more variability in the structure of written language than there is in spoken languages. Whereas all spoken languages utilize a basic distinction between consonants and vowels, there is no such common thread to the worlds written languages.Linda C. EhrieTypically, beginners are taught grapheme-phoneme correspondences when they begin school. These associations are easier to learn if students already know the names of letters, because most letter names include relevant sounds, for example /t/ in tee, and k in kay. . . .There are about 40 distinctive phonemes in English, but 70 letters or letter combinations to symbolize phonemes. This makes pronouncing spellings easier than writing correct spellings. David CrystalGraphemes are the smallest units in a writing system capable of causing a contrast in meaning. In the English alphabet, the switch from cat to bat introduces a meaning change; therefore, c and b represent different graphemes. It is usual to transcribe graphemes within angle brackets, to show their special status: c, b. The main graphemes of English are the twenty-six units that make up the alphabet. Other graphemes include the various marks of punctuation: ., ;, etc., and such special symbols as , , and ( £). . . .Graphemes . . . may signal whole words or word partsas with the numerals, where each grapheme 1, 2, etc. is spoken as a word that varies from language to language (a logogram). . . . And several of the relationships between words are conveyed by graphology more clearly than by phonology: for example, the link between sign and signature is very clear in writing, but it is less obvious in speech, because the g is pronounced in the second word, but not in the fi rst. Florian CoulmasSpellings like to, too, two, sea, see, and phrase, frays, multiplied by hundreds of other examples, make for complex grapheme-phoneme correspondences, but the interpretation of written texts does not depend on these correspondences alone. Exploiting other systemic levels of language is equally common and practical. The plural of both dog and cat is uniformly indicated by -s, although it is [dogz] but [kaets]. In the event -s can be understood as indicating the plural morpheme rather than a sound. Accordingly, such spellings are sometimes referred to as morphograms.Cauline B. LoweMany phoneme–grapheme correspondences are conditional. The spelling of a given phoneme depends on the speech sounds that come before or after the target phoneme–grapheme correspondence.  For instance, doubled consonants often  follow short vowels in  closed syllables:  stuff, doll, mess, jazz. This pattern is an orthographic convention; the extra letters do not correspond to extra sounds. Each of these example words has only one consonant phoneme at the end of the word.

Should Women be Allowed in Combat Essay Example | Topics and Well Written Essays - 750 words

Should Women be Allowed in Combat - Essay Example First thing to consider is that there is around 13% of the military population is comprised by women (Willens 1996). Before women reached this population inside the military, there have been limitations on their integration to the military from 32000 which is very minimal (Willens 1996). Although certain situations like the World War II and other conflicts that have occurred between countries provided certain conditions that allowed several numbers of women in the military (Willens 1996). Women have provided significant contributions in the logistical matters, medical operations and the like in the military operations (Jelinek 2011). This contribution of women in the military is clear. This can be considered a feminist move in this case and this is a manifestation for women trying to get equality and representation in the military field wherein gender politics is a very intriguing matter (Butler 1990, p. 1). This act of women to be involved in the military is a major move that challe nges the patriarchal conventions that have existed in the society since the establishment of societies and having undergone development as seen in the world nowadays (Rosenbluth 2008, p. 2). ... dered in its fullest scope, then the case of inclusion of gays and lesbian is a selective equality and not a full consideration of ensuring equality in its fullest scope. Also, the fact that women are not included in the military highlights the persistence of military to live out the traditional norms that surround gender. (Rosenbluth 2008, p. 4).This is the very condition even if feminist movements have demanded that women should be integrated in the military. Paradoxically, the condition of democracy conforming to equality becomes an illusion in the way women are allowed only into certain condition inside the military. The problem here is that women, despite of the certain efforts of the government to recognize their efforts in the military like the Women’s Armed Integration Service Act, is not fully recognize according to the gender neutral premises in military selection and promotion (Willens 1996). Even if the dominance of the democratic political thought that recognizes equality in its fullest scope, lawmakers who are carefully assessing on the matter, employs a very different standard that limits the presence of women in the military. One thing is that women’s welfare be prioritized (Jelenik 2011). Their safety is being considered since even if women are allowed to be in military, they are not allowed to engage the conflict on the front line (Jelenik 2011). At the same time, there is already a consideration towards women of being war prisoners wherein the trauma that might go through will be excruciating on their part, making them dysfunctional (Willens 1996). Also, the presence of women in the military is already a good notion to consider since their integration has been achieved (Jelenik 2011). There are already existing mechanisms like the military

Music Analysis of My Heart Will Go On by Celine Deon Assignment

Music Analysis of My Heart Will Go On by Celine Deon - Assignment Example The singer starts from the low tone and moves up hitting the highest tone as she approaches the chorus. The song has both chorus and choruses. The song has duality with two distinct parts with the first sounds soft romantic and second sounds determined. The music strains a slow romantic note in the first part. The charm takes a slow music sounds romantic and soulful, that borders on the melancholic but never gives up hope. The music gushes forth powerfully in the second part projecting a determination only a woman’s heart is capable of. Their song uses such instruments such as flute, guitar, piano, violin to create the melody that makes the song creates the mood and provokes a melancholic feeling. The music stresses on the instrumental arranging. There is much use of flute back by melodic use of strings and rhythm guitars. Both electronic and acoustic instrumentation is evident in the song (Hanninen, 2012). The song lyrics creates a somber mood amongst the listeners. In addition, the choice of the love as the theme is much attractive as a love remains a contemporary issue based on the unexpected separation as it happened to the young lovers, Jack and Rose. The music greatly impacts on one’s subconscious minds based on the lyrics that makes one feel so attached and need to share in the pain with Rose. The song provokes human nature to feel part of a problem that affects another based on the state of disparity. The song communicates the emotion expressed in the film, and the words parallel the dialogues especially from the scene when Jack Dawson says his final goodbye and makes Rose promise that she will never give up. However, there are some parts that are read from Rose’s mind. The music depicts a sad love story and creates melancholy is as we watch and listen to its lyrics. The song is emotional as well as demanding. I have chosen the song ‘My Heart Will Go On’ by Celine Deon.

Experimental economics, history of trust game Essay

Experimental economics, history of trust game - Essay Example This is why there is sometimes a collusive tendency in an oligopoly. There are four distinct models of it, namely, the kinked demand curve, cost-plus pricing, the price leadership and collusive pricing (McConnell and Stanley, p.224). The first experiment conducted relative to the Ultimatum Game was by German economists Guth, Schmittberger and Schwarze or collectively known as GSS in 1982. What they dis was to divide 42 students where one is Player 1 or the allocator and the other is Player 2 or the recipient. Each Player 1 is asked to allocate however much of the German marks to Player 2. The core of the experiment is simple, if the allocator does not give the recipient anything then they both receive nothing, after a week they were asked to return. This is the basic principle of a simple Ultimatum Game. They found that it is much easier to interpret the bahavior of the recipients. A low offer is viewed as an offshoot of a sacrifice rather than accepting the low amount. The following week, the offer of the allocators became much less while there are two motives in the offer of allocators. The first motive is simple fairness and the other is anxiety over rejection because they may see that an unfair amount may be rejected. It may be either of these reasons or both that ise moving factor for their offer (Thaler, p.196-197). Berg, Dickhaut and McCabe performed an experiment to determine trust behavior among comsumers in a controlled environment. The basis of their study is anonymity. In the presence of which, consumer behavior is reverted to nonexistent as there is no knowledge or relation between buyer and seller at first meeting. This is presupposed by Arrow’s suggestion that â€Å"transaction costs trust is ubiquitous to almost every economic transaction† (p.123). Moved by questions of factors affecting trust in economic behavior, the experiment sets out to eliminate preconceived notions and subject the participants into a trust game. The experime nt guaranteed complete anonymity and the participants only get to invest once, thereby, they controlled the setting and â€Å"eliminate(d) mechanisms which could sustain investment without trust; these mechanisms include reputations from repeat interactions, contractual precommitments, and potential punishment threats† (idem). The experiment found that there exists reciprocity and that decisions of the subjects depend upon their interpretation of each room’s behavior. If it depends upon mutual benefit, then the there is a higher likelihood to reciprocate in that scenario and it is conjunctured with trust. Social history was found to be a determining factor in this analysis. This factor inclines the person toward trusting the other. To further eliminate this fator, those who are recruited were not a part of any previous sessions and they were provided a summary a no history background affects the results (p. 124). The participants were given $10 to invest at various sta ges throughout the experiment. The experimenters expected that they will realize sending money in the first stage is risky as there is no concrete evidence of reciprocity. In stage two, it was predicted that they will release money and third where money triples, it is the ideal stage that they will send their money. As a result, they concluded that primitives trust and reciprocity are the moving facors in decision-making among the investors. â€Å"By inventing property rights and allowing social history, society stimulates norms of

Types of schools Essay Example for Free

Types of schools Essay 1. Community Schools Run by LA’s who own both the land and buildings and are responsible for employing the staff. The LA decides the schools’ admissions criteria for the allocation of places should the school be oversubscribed. These schools are supported by the community and as such the school facilities are used by local groups such as adult education and childcare classes. 2. Foundation and Trust schools Foundation schools are run by their own governing body who employ the staff and determine the admissions policy in conjunction with the LA. The governing body (or charitable foundation) owns the school and the land. A Trust School is a type of foundation school but forms a charitable Trust with an outside partner such as business or education charity whose aim is to raise standards and new ways of working. They buy in support services for Speech and Language, Educational Psychologists etc. The decision to become a Trust school is taken by the governing body in consultation with the parents. see more:examples of school facilities 3. Specialist Schools These schools operate in partnership with private-sector sponsors and within the requirements of the National Curriculum. They apply for specialist status to develop in one or two specialisms music, sport, languages, science, arts, business and enterprise, mathematics and computing, technology, applied learning, engineering, humanities and receive additional government funding for doing so. They are usually secondary schools but not necessarily SEN schools although SEN schools can become a specialist school  under one of the four areas of the SEN Code of Practice communication and interaction, Cognition (understanding) and learning, behaviour, emotional and social development, sensory and/or physical needs. 4. Voluntary-aided Religious or ‘faith’ schools but all can apply for a place. Run in the same way as Foundation schools but the land is usually owed by a religious organisation or charity. The governing body contributes to the building and maintenance costs employs the school’s staff and set the admissions criteria. These schools are funded partly by the governing body, by a charity and partly by the LA who also provides additional support services. 5. Voluntary-controlled Similar to voluntary aided but run by the LA who sets the admissions criteria and employs the school’s staff. The school land and buildings are normally owned by a charity, often a religious organisation which will also appoint some of the members of the governing body. 6. Independent Schools Not run by LA but funded by fees paid by parents and income from investments. They must be registered with the DfE and their standards are monitored by OfSTED or by an inspectorate approved by the Secretary of State. They set their own admissions policies and curriculum (they do not follow the National Curriculum). Teachers working in Independent schools do not have to be qualified. 7. Academies Sponsored, publicly-funded independent schools. Sponsors come from a wide range of backgrounds such as successful schools, businesses, charities, universities and faith bodies. Sponsors, are however, accountable for improving the performance of their schools. Although Academies have a close link with the LA they are not controlled or maintained by them and benefit from greater freedom than State schools to set their own pay and conditions for staff. They have freedom on how to deliver the curriculum and freedom to change the lengths of terms and school days. Identify the school you work in, state which type of school it is, and the age-range of the pupils. Swiss Garden, Shoreham-By-Sea is a ‘community school’ with approximately 410 pupils from the age of four to eleven years of age.

Eating Disorder Among American Teenage Girls

Eating Disorder Among American Teenage Girls Research question: To what extent has the modern media had an impact on the development of eating disorders among teenage American girls. Every society has a way of torturing its women, whether by binding their feet or by sticking them into whalebone corsets. What contemporary American culture has come up with is designer jeans. -Joel Yager, M.D. ABSTRACT The problem with eating disorders is that it is impossible to find the root cause of them; this essay focuses on the modern medias influence and the extent of it in regards to the spread of these disorders among teenage girls, in American society. I begin this investigation by defining eating disorders as a psychological disorder, after which I analyze the difficulties associated with discovering the causes. I focus on the two commonly known eating disorders, anorexia nervosa and bulimia. This essay analyses the most significant aspects of the modern media, and examines in detail the different types of it, including magazines, television and the Internet, as well as books. To be able to support the data located in this investigation I conducted a survey, where I interviewed 170 teenage girls, to deduce what causes them to diet in the first place. I conclude this essay by showing that despite the influence the modern media has on eating disorders, it is not the source of the information, but is simply used as a process to spread information. Because of this it is hard to solely blame the media for eating disorders, which also means that people may overestimate the effect that media alone has on these disorders. TABLE OF CONTENTS ABSTRACT 3 INTRODUCTION 5 ROLE OF MODERN MEDIA IN SOCIETY THROUGHOUT HISTORY 6 TYPES OF MODERN MEDIA AND WAYS THAT THEY HAVE INFLUENCED 7 THE SPREAD OF EATING DISORDERS OTHER FACTORS THAT AFFECT EATING DISORDERS 10 ANALYSIS OF DATA FROM SURVEY 13 CONCLUSION 14 APPENDIX 16 BIBLOGRAPHY 18 INTRODUCTION The definition of an eating disorder according to an encyclopedia states that it is a group of psychological ailments characterized by intense fear of becoming obese, distorted body image, and prolonged food refusal and/or binge eating followed by purging through induced vomiting, heavy exercise, or use of laxatives.  [1]  From that definition an eating disorder can be categorized as a psychological disorder, which is strictly speaking common knowledge. The truth is that these disorders have become epidemic among teenagers, especially teenage girls. This has led me to focus on this particular segment, as well as to discover the medias position in this increasing problem, as the media is often accused of being the main cause of these disorders, and some would go so far as to say, the source of this disease. It is no surprise that the promotion of excessive thinness as an ideal body image, as a healthy lifestyle and as one of only ways to be happy, is bombarded at todays youth. But even though we are constantly attacked with vicious advertising campaigns to lose weight Americans health has reached a point of crisis. According to the American Obesity Association, 65% of adults and 30% of children are overweight, and 30% of adults and 15% of children meet the criteria for obesity.  [2]  Whether society likes it or not, the problem of eating disorders has get out of control over the last few decades, a sufficient amount is now consider as a social problem. This is very bad news, especially when you think that these diseases are already starting to affect girls who are still attending elementary schools, this is because they start dieting, purging or starving themselves in order to look thinner, the truly horrifying part is that these girls are not even teenagers yet. There are clear connections between eating disorders and the medias influence on it, but this is no surprise as the media already influences almost every aspect of our lives. Regardless of its i nfluences, in this essay I shall focus on another aspect of the matter, in other words to what extent is the modern media actually responsible for creating this disorder; and what else could be responsible, even if only partially, for its spread. ROLE OF MODERN MEDIA IN SOCIETY THROUGHOUT HISTORY It is not a secret that the modern media has an enormous influence on our lives and how we perceive things in our everyday life. Due to the colossal expansion of technology, information has the ability to travel from one part of the world to another in a split second. Television shows, radio stations, and the entire Internet surrounds us, everywhere we go. And this process does not seem to be slowing down or even attempt to decelerate. Now almost every teenager in America is in possession of a mobile phone, which has to have access to radio stations and Internet sites. They are immediately informed of what is new, what is or is not fashionable, what they should perceive as right or wrong, and what kind of opinions are vital to have. Even though some people still feel that they are in control over their own opinions, they are sadly mistaken, as it is virtually impossible to live in a modern world and not be affected by the media. The process is exactly the same in relation to what has happened to the perception of the body image; the modern media have created an idea of how the perfect body should look like. Perfection is the constant point the media use when showing the public a skeleton covered with a thin layer of skin. They bombard them with these images, and the group of people in American society, who are affected the most and extremely suffer because of this, are girls that are already self conscious and are at a particularly gullible age. They are led to believe that in order to be accepted by society, whether it is at school or in any other social group, girls need to meet the requirements of certain image. The media is an important and day to day aspect of the American culture; it could even be classed as an ever growing subculture that has been increasing drastically in size over past couple of decades.  [3]   TYPES OF MODERN MEDIA AND WAYS THAT THEY HAVE INFLUENCED THE SPREAD OF EATING DISORDERS I have decided to discuss the ways modern media accesses the minds of American teenage girls to influence them. After taking all of the various types of media into account, I decided to limit myself to a few ways in terms of importance, my choices include fanzines, fashion magazines, advertisements, movies, and, probably the most important and influential of all, the internet, which is fastest and the most effective in the global transfer of information.  [4]   I began by mentioning magazines; I was referring specifically to magazines that target women and girls. In these magazines it is more than likely that in every issue it is possible for one to find at least one if not many more articles about how to stay fit, how to loose few more pounds, advice regarding dieting, or even starving oneself. Most of these so called tips will not only get in the way of you loosing weight and achieving your goal, but in some cases these tips may actually be a danger to a persons health, as this advice is not recommended by doctors, but by journalists. Young girls do not realize how dangerous this advice may be, or even that it simply does not work. Because of this they become extremely unforgiving towards themselves and diet even more, and when that does not work they begin throwing up or give up eating altogether, hoping it will make the process work a little faster. This is how most of these disorders start. But this is not the only thing that forces th ese girls to consider that their beauty is not good enough for them and immediately should be changed.  [5]  These girls reevaluate their definition of beauty, because they are bombarded with images of the perfect being, starting from the beautiful and supper skinny princesses from fairytales to the photos of modern day princesses, in other words celebrities and models. These celebrities and models are shown to look wonderful in their clothes and look much better then a regular everyday person would, but naturally the magazines fail to mention that the clothes are sown especially to fit the models perfectly, and that all photo sessions are edited so that even the smallest flaws are removed. Unfortunately their prey, the young gullible teenage girls, would not even consider any of this. As the process of photo editing (Photoshop) is an inseparable part of media I consider it an important tool of manipulation. Another way to spread the image of a very unhealthy body to a wider audience is through the use of commercials. These commercials subconsciously tell us we are too fat, as almost all models in them are a size 6 or less, even when advertising something as average as toothpaste or as obviously unhealthy as McDonalds. Commercials may not be the direct cause of the insecurities faced by todays youth, and they most likely do not even realize the extent of the damage they cause as a constant reminder of the body image.  [6]  Other ways that television can cause teenagers to become more self-conscious include TV shows, or movies that show girls played by actresses, who have even been known to faint, whilst filming, due to malnutrition. For instance popular TV shows focused at teenagers, which in theory should illustrate the lives of teenagers, like 90210 or Gossip Girl, have the main cast acted by adults; therefore girls from 14 to 18 are played by 24 to 28 years old actresses, which gi ves a completely unacceptable image of a young and still developing girls body. Moreover as these actresses are terribly skinny, this causes complexes among teenagers that are trying to imitate their role models, and, among other things, look exactly like they do.  [7]   As I mentioned, the most important and the most dangerous, of all the types of modern media, is the Internet. One may ask the question: what is so horrifying about Internet? The answer is more complicated than most would actually think. The main problem with the Internet is that the flow of information is entirely unmonitored and too vast for anyone to control it even if they wanted to. This means that shocking websites can be created, that contain information on exactly how to be an anorexic, for example. Despite the information being widely available, it would be highly unlikely for one to find such advice in a magazine, as they may be sued for endangering readers lives. It is very hard to sue a website, most often because it is impossible to find its publisher. Web logs (also known as blogs) belonging to American teenage girls have in recent times been created in order to support either anorexia (known as pro-ana) or bulimia (pro-mia). This is something that I found worrying, as w ell as distasteful, not to mention the extremely questionable ethically. These websites contain information such as how to stay thin, what toothpaste covers the smell of vomit best, or that if you swallow cotton wool soaked in orange juice, you will not be hungry for hours and as an added bonus it does not contain any calories, which helps the young girls with these disorders in achieving their sick goals. Such pages also include an entire collection of photos, of literally starved girls, with comments underneath them with high regards, and by reading that you can feel jealousy and evident desire to look like them. These girls show, through these actions, that they are willing to lay down their life for this perfect figure, because as the saying goes no pain, no gain. Some of the advice on these websites is nonsense or a cruel practical joke, but the majority of it can lead to frightful consequences, including stomach ulcers, loss of hair and teeth, and as you might expect death. T here are a variety of ways and means by which these girls undertake the challenge to have a perfect body image. Of course not all of these girls have in fact anorexia or bulimia, but despite that, more often these damages they have caused on their own bodies are irreversible. This means that they have damaged their bodies for ever and will probably always have trouble with maintaining a constant weight. And what is a worst, constant improvement and breakthroughs in technology have meant that now everything can be located in the Internet, including the types of media mentioned. And from what it seems no one is able to prohibit this constant death promotion.  [8]   OTHER FACTORS THAT AFFECT EATING DISORDERS Even though the modern media seem to be responsible for the unrelenting spread of eating disorders, mainly due to the materials released for young girls to find everywhere, they are not the only explanation for the increasing sprawl of these disorders. The American society is exposing its youth through a very many different factors that may possibly exasperate the situation further. As times have changed, children have become more interested in spending all their free time in front of computers or televisions, instead of playing outdoors with their friends. Apart from the changes in their interests, children, now, see only one practical way form of nutrition, which is empty, sugar filled food. Due to these changes in lifestyle it is more than likely that the problem of obesity will occur, which, through the process of a chain reaction, will cause a lack of acceptance among society. This will lead, after a certain amount of time, to certain individuals making irresponsible decisions about dieting, exercising or even undertaking more drastic steps, such as taking diet pills. But this is only a logical succession, due to the reaction of certain lifestyle that most of teenage girls are among. A problem with this logic is that people do not always act rationally, which is why this is only a theory. Another factor that is strongly connected with the spread of eating disorders in teenage girls, and that may be contrary to expectations, are toy manufacturers. Despite their importance in the body image, they are not as closely connected with modern media as would be expected. Toy manufacturers set extremely high expectations on the way women should look by developing and marketing the Barbie doll, whose measurements are physiologically impossible  [9]  . Fortunately, the Barbie dolls figure was slightly altered by its designers in the late 1990s, into a body image that is somewhat more realistic, but still unlikely to occur naturally. Now with increased availability of plastic surgery, todays women are faced with similarly unrealistic expectations every time they open a fashion magazine1. Perhaps the most surprising of all is the next factor, which is a whole assortment of books that are meant to show girls that eating disorder is a problem. But these books ultimately end up giving girls hints on how to avoid eating, how to cover up their problems, including not being seen with food, vomiting. This is achieved by real life stories that explain in vivid detail the ordeal that sufferers have faced. Until now books have been considered to be the least likely to have a negative impact on girls and causing eating disorders, considering the lack of pictures. But nowadays even if a book is created to help and give hope to girls who were unfortunate enough to be touched by anorexia nervosa or bulimia, unconsciously the author of book gives advice on how to be anorectic, by describing the ways in which they can starve, or purge themselves so nobody will notice their problem. Despite being gullible, young girls have picked up on this and use these books for dietary advice.  [10]   One more factor that is present nowadays and is considered one of the most influential causes of eating disorders, and which is really hard to change is the fashion industry and sizes that they constantly promote. The most common problem with this as being a factor is it influences eating disorder by promoting the size zero clothing, which is widely spread among girls and is the only size they aim to achieve. All of this begs the question: how did we allow it to escalate to such an extent, to let it get to this point? It began with fashion designers who would only hire the skinniest girls around, so girls started to become thinner and thinner to reach their dreams, which led to certain image being created of what is fashionable. This situation is complicated because nobody in the industry is willing to admit fault, not the designers and not the modeling agencies, which it ultimately is. Size zero clothing is actually too small for most of the girls who work in modeling, therefore these women promote a figure that is not only unattainable for most women, but is also unattainable for them. Despite the fact that the fashion industry is impervious to almost everything, once editors began protesting, the fashion industry finally needed to respond, by employing bigger women, who are still extremely skinny.  [11]   The root causes of these diseases are quite complicated and almost impossible to deduce, mainly due to the many existing theories on the subject, each one based on another aspect of these disorders. A major role is played here by human psyche. As I have mentioned in introduction anorexia and bulimia are both psychological illnesses, which affects young girls in America. It is very difficult to draw a line that separates between a reasonable concern for a shapely figure, which is indeed affected by all factors above, and between weight loss associated with an eating disorder. It has been suggested that dieting takes the form of a disease from the moment from which the person loses control over their behaviors associated with the intake of food and the discharge of unnecessary food. People with anorexia nervosa and bulimia are characterized by a large discrepancy between what they feel and what they do. If these diseases, as stated, are in fact psychological and they start with the los s of control over ones own body the problem must be pre-existing, before all the influences of the modern media or society begin to affect these girls with their unhealthy or too healthy lifestyle, fashionable and simply unreal body image. Anorexia and bulimia are classified as a serious mental illness and should in no case, should it occur, be underestimated. Not every thin person should be suspected of anorexia and not every girl with anorexia is terribly thin. For this reason one should not judge another persons state of mind solely on their body weight. Although in such cases, when a person insists on dieting, despite their skeletal appearance, their self-destructive behavior is closely related to the appearance of their bodies. Due to the dangerous effects of these disorders, many psychiatrists have started to compare anorexia to other dangerous psychological disorders, which have the same problems of perceiving reality. Suffers from anorexia nervosa are characterized by an extreme perfectionism, these people are very systematic and critical of themselves, despite their accomplishments, and also suffers try to do physical activities as often as is possible.  [12]  They often drop out of friendships, become neu rotic and often complain, their self-esteem is very low, and they sink deeper and deeper into depression. Some of the girls that were able to overcome their disorder are proud and relieved that they have finally gained control over their own bodies.  [13]   ANALYSIS OF DATA FROM SURVEY Throughout whole essay I have tried to discover whether the modern media are actually responsible for girls, in American society, who suffer from eating disorder; of course there will be as many opinions as there are people. Because of these differences in opinion I decided to survey a number of girls, in order to find out what is the real reason for their dieting. It turned out that most of the interviewed teenagers are convinced that they are simply too fat, which clearly shows a correlation between this problem and its connection to their self- esteem. The modern media are partly at fault, as a result of the incessant promotion of skinny figures, but are not necessarily solely responsible, as it could be also be due to trends that occur in each individual society, for example at school, where it is more likely that a girl will be perceived better only because she looks thinner than one of her peers. Unfortunately there is no concrete proof that any of these factors are in any way responsible, let alone fully responsible, but at the same time there is also no solid proof that states that the modern media has an impact at all on eating disorders, as anorexia and bulimia are psychological diseases. CONCLUSION As I have shown, the problem of eating disorders among teenage girls in America is very complicated and there is no one particular factor that has influenced the spread of it. It is impossible to conclude that the modern media is for certain the blame for this spread. There is a strong cultural influence on these girls that pushes them to the point of starvation. It is now believed that society may be able to prevent the spread of eating disorders, by simply changing their eating habits. These changes could include teaching youngsters about the importance of their eating habits and the importance of having a balanced diet. They should also be taught about the ethnic differences in diet, which should not be taken lightly. Yet another strong influence on girls, especially younger ones, but not necessarily connected to the modern media as mentioned above are toy manufactures, which create unrealistic role models for young girls. Despite this, due to advertising, which is a type of moder n media, almost everything ranging from books to movies that are advertised automatically become a media influenced problem. Therefore I believe that it is safe to say that all of these factors are interdependent. And even though culture sets a certain way of living, when it is promoted by the media, it qualifies as part of the modern media sector. Following this train of thoughts it is hard to define precisely whether the media influences the spread of eating disorders, or is it just used as a way to pass on information. If this is the case it would be significant to determine what can be classed as media, and what should not be. The modern media, even though it is widely promoted through the use of advertising, television series, films or, the most significant of all, the Internet, it does not necessarily mean that they are the source of the information. In most cases the modern media are used as just a way to promote information, but are not in fact the direct cause of it, thus t he interdependence. If the modern media does not have as a significant impact as is considered, then American society should focus more on teenage girls and their welfare, and especially take care of them in a way that involves parents, as well as society, paying more attention to their development. According to The American Academy of Pediatrics current advice is that children should watch less than two hours of television a day and that parents should be involved during this time by monitoring what they are watching and later discussing and explaining the content to them. If this advise would be followed, then maybe the spread of eating disorders may be limited.  [14]   APPENDIX Questionnaire for English B Extended Essay: 1. Are you a. Female b. Male 2. Have you ever diet? a. If so, why? 3. How many times? a. once b. twice c. more than twice d. I am always on diet 4. Did you succeeded? Yes Not really Im in progress 5. Are you planning to get on a diet again? Yes No Maybe Responses: 1. Total number of female responses 170 2. 159 have already diet (93%); 11 did not (7%) In order to make it easier to analyze I have grouped answers to open question into 2 most significant groups: Girls felt they need to change 148 (Mostly because they felt fat or needed to fit their clothes) Did not have a reason 11 3. a. 23 (14,5%) b. 27 (17%) c. 78 (49%) d. 31 (19,5%) 4. a. 12 (7%) b. 44 (28%) c. 103 (65%) 5. a. 111 (70%) b. 6 (4%) c. 42 (26%)

Samuel Coleridges Poem Kubla Khan Essay -- Poem Poet Coleridge Kubla

Samuel Coleridge's Poem Kubla Khan In the poem Kubla Khan by Samuel Coleridge, language is used to convey images from Coleridge’s imagination. This is done with the use of vocabulary, imagery, structure, use of contrasts, rhythm and sound devices such as alliteration and assonance. By conveying his imagination by using language, the vocabulary used by coleridge is of great importance. The five lines of the poem Kubla Khan sound like a chant or incantation, and help suggest mystery and supernatural themes of the poem. Another important theme of the poem is that of good versus evil. The vocabulary used throughout the poem helps convey these themes in images to the reader. In the first two lines, Coleridge describes the ‘pleasure dome’ in Xanadu. In Xanadu did Kubla Khan a stately pleasure dome decree Kubla Khan did not merely order, but decree that a ‘stately pleasure dome’ be built. This dome is evidence of how unnatural the place of Xanadu is, it has a ruler who ignores the unpleasantness that can be found in life. The use of vocabulary challenges and teases the imagination into seeing what he, Coleridge saw in his dream. In Xanadu, there are not small streams, but ‘sinuous rills’ and wall and towers do not enclose the gardens but are ‘girdled round’. Coleridge’s use of language and vocabulary helps to convey the extent of his imagination. In the poem Kubla Khan, imagery is also important for Coleridge to convey his imagination to the reader. There are images of paradise throughout the poem that are combined with references to darker, more evil places. On example of this is the ‘demon lover’ that has bewitched the woman. Coleridge’s image of the ‘dome of pleasure’ is mystical, contradicting the restrictions of realism. Xanadu is also a savage and ancient place where pure good and pure evil are much more apparent than in the monotony of everyday living. By using images, Coleridge conveys the extent of his imagination to readers. The structure of Kubla Khan is really in two parts. The first, which contains three stanzas, describes Xanadu as if Coleridge is actually there, experiencing the place first hand. The second part of the poem is filled with longing to be in Xanadu, but Coleridge is unable to capture the experience again. The first stanza has a definite rhythm and beat and describes the beauty and sacredness of Xanadu with rich,... ...tant threat of destruction. ‘Ancestral voices prophesying war’ could be likened to God’s warning to go near the tree, as Eve fell for the snake’s treacherous charm. Coleridge describes the river as ‘sacred’ on numerous occasions throughout the poem, and to Xanadu as ‘holy and enchanted’. This is yet another contrast, how can something holy be enchanted at the same time? Coleridge talks too of ‘miracles’ but mingled with the holiness, Coleridge refers to hell with his choice of language to depict what is outside the pleasure dome. The demons described are closely related to witchcraft and the closing lines of Kubla Khan describe pagan rituals that attempt to protect not only the reader, but also Coleridge himself from the forces of evil and the extent of his imagination. Coleridge, having ‘drunk the milk of paradise’ desired and sought after the beautiful image of Xanadu and Utopia and his final stanza is his way to describe to the reader how badly he wants to go back there. By using his wide vocabulary to depict images and contrasts with the help of some literary techniques such as imagery and contrasts, Coleridge easily conveys to the reader the extent of his imagination.