Beauty Is Defined As A Combination Of Qualities - Free Essay Example

Sample details Pages: 4 Words: 1192 Downloads: 8 Date added: 2019/04/12 Category Literature Essay Level High school Tags: Frankenstein Essay Did you like this example? Beauty is defined as a combination of qualities, such as shape, color, or form, that pleases the aesthetic senses, especially the sight. In a world where we value the visual beauty of things so highly, it causes us to potentially lose the deeper and more substantial beauty the world has to offer. The story of Frankenstein by Mary Shelley, questions the true concept of beauty. Don’t waste time! Our writers will create an original "Beauty Is Defined As A Combination Of Qualities" essay for you Create order It dares to ask the question, can ones physical appearance halt the opportunity for relation to others? I say yes, each characters physical attraction has much to do with the way they were treated, and how they perceived the world. Beauty tends to play a major role in how the Monsters world is perceived. All humans crave to be accepted. The Monster is no exception, but the minute the Creature comes alive, he is given his first taste of the beauty-bound world he was thrusted into. Victors first lines after witnessing his creation, Unable to endure the aspect of the being I had created, I rushed out of the room (Shelley 35) show just how painful the world was for the Monster. The very first breath of life the Monster takes comes right before his creator runs off disgusted by what he made. The creature was born into a world where he had nothing. He has no relatives or friends, nor acceptance. Although, this is not the only instance we can see this. When the Monster first sees the family in the cottage, he attempts to learn their language, hoping to be accepted. I eagerly longed to discover myself to the cottagers, I ought not to make the attempt until I had first become master of their language(80) He literally hopes to be able to Discover himself within the family. He hopes to learn more about the life that he could live, soley through their acceptance. But this acceptance would be much harder to achieve being that each time hes made himself known to them, its led to him being ousted and attacked. Societys set expectations of what we see as beautiful and physically attractive can sometimes be seen as wrong and more harmful than helpful. Beings like the Monster tend to be set lower on our sense of humanity because of their first glance. Society tells us what is beautiful and we just compare the things we see based off that expectation. Participants construct and pursue beauty ideals by mirroring views of their national identity through conformity and identification.(Smith) Its the environments around us that create the standard we have for what is beautiful in this world. The Monster, unfortunately, does not fit that description. Due to his lack of beauty, the Monster is forced to live a life with the assurance that he may never be accepted in the world. He will forever be an outcast and an abomination to those around him. The Monsters acceptance into the world and that of the Frankenstein family contains great dichotomy due to their appearances. In the case of Elizabeth, her beauty was a major reason for her assimilation into the Frankenstein family. a child fairer than pictured cherub†a creature who seemed to shed radiance from her looks and whose form and motions were lighter than the chamois of the hills. (Shelley 17) It is important to ask whether this same situation would have taken place if Elizabeth hadnt been so fair and radiant? We can also see this in the story of Justine. Her story is quite similar. When her father passes, she is later brought into the Frankenstein family as was Victors mother. One characteristic that is shared among each of the Frankenstein women is how they each are described with some type of illustrious, undeniable beauty. But what if they werent? What if they each did not fit the societal standard of beauty? Would they have been accepted into the family? Would they live the happy and successful lives they were able to for so long? Studies show that people who are physically attractive have an easier life than less attractive people (James) Without the beauty each of these women posses, it is hard to say whether or not they would live the luxurious lives theyve been able to. Although the point can be made that their beauty played a part in how they were treated. In comparison to the Monster, his appearance only cause him more strife. It set him on a track to pain and failure, as opposed to the success and happiness the Frankenstein women were able to find. It is only through their physical attraction that they were able to find happiness, and only through the Monsters lack thereof, that he could never find the same. Although in society beauty is deemed purely physical, it is important to look at this perception, and examine its flaws openly. This perception causes one to lose focus of the important things in life. During Frankensteins creation of the monster, he becomes infatuated with the beauty of creating life. In his obsession with the unknown, he begins to deteriorate physically he loses I seemed to have lost all soul or sensation but for this one pursuit.(Shelley 33). Even when he acknowledged his issue with his family And the same feelings which made me neglect the scenes around me caused me also to forget those friends who were so many miles absent, and whom I have not seen in a long time (33) and the loved ones around him, Frankensteins greed for the beauty of life affected his conscious. He turned into a beast in his own way. Allowing Justine to die for his creation and the same for his wife and Father. The ending to Frankenstein showed the truest dilemma from the beginning. The monsters own physical lack of beauty was overshadowed by that of his mind and heart. The care he showed towards others, even when they rejected him completely, made of for his lack of physical beauty. The determination he showed to grow and develop his own mind and sense of consciousness. He became more beautiful than Frankenstein could ever be. It is argued that beauty judgements should be understood as relative to persons and their contexts.(Hilhorst) Beauty should be looked at solely in terms of a persons personality and the context in which it takes place. Although, One thing cannot be denied: the creature is exceedingly ugly (Gigante 565), the Monster should not be seen as such, deep down as well. The concept of beauty is one that has been debated in the minds of intellectuals and layman everywhere. But how much weight does it truly have in our world? Mary Shelleys Frankenstein argues that beauty should not only be skin deep. It should go beyond the superficial expectations that society perpetuates, and into a more meaningful realm. Through her writings, Shelley is able to address the pains and struggles one may endure when not deemed the worlds expectation of Beauty. She throws her monster into an endless life of fear of himself and those around him. Thus showing the impact ones beauty has on their relation to themselves and those around them.

Education Is A Fundamental Human Right And Essential For...

Thomas Hanner Ms. Jones English 12 04 April 2017 Right to Education In today s world we may not think about social justice issues as much as we should, considering they are more prominent today than ever. The most frightening and damaging issue of all, is restriction of education. People in school typically don’t recognize that â€Å"Education is a fundamental human right and essential for the exercise of all other human rights†(Gil). Without proper education the civil rights movement would never have made headway, and Martin Luther King would just be another violent uneducated man of the time only reinforcing the stereotypes he fought so diligently to disprove. Education is the most valuable human resource we can attain, because it gives us†¦show more content†¦A rational thinker with a proper education would almost never follow such a blind and trivial path as a terrorist against education. If â€Å"education is the most powerful weapon which you may use to change the world†(Mandela) people should spread information, n ot fear to change the world. Terrorists may be the largest inhibitors of education in third world countries, but that is not to say that they are the only ones. Back in 2013 a rich family in India voiced their opinion of the Indian education system, saying that it was disadvantaged and that there should be better schools for the higher class of people instead of a single school for all children. They made the claim that going to school with a lower economic class of people would contaminate the rich and educated and hold them back with their lower intellectual capacity. Accordingly the existing school system is not ideal considering â€Å"nationally 29 percent of children drop out before completing five years of primary school†(Sahni). 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Narrative of Quinceanera Essay Example For Students

Narrative of Quinceanera Essay From a Little Girl to A Young Woman Linda Rosario English 1A Professor Abra Mcdowell July 14, 2010 From a Little Girl to a Young Woman . The day of my Quinceanera started early. I had just turned 15 and it was the birthday I had always dreamed of. I was always a dama in other Quinceanera’s, but now it was time for my own celebration. In Mexican culture, a dama is just like a bridesmaid. I had 14 of my closest friends as my dama’s to be a part of my â€Å"court of honor†. All 14 girls wore beautiful hot pink dresses and had polished hairstyles. The girls looked like beautiful dolls. When my mother was a little girl she had two Quinceanera’s. One celebration took place in Mexico and the other here in California. Looking back at my moms photo’s, I could see that both celebrations were huge and costly. I was the first of all my cousins to have a Quinceanera. My mother and other family members worked for over a year to plan the celebration that followed. It was the morning of my special day, there was so much to do and not much time to get it done. I had a 7 a. m. hair appointment to sweep my brown hair up in preparation for the crown t I would receive during the ceremony. I then had to rush back home to dress in my light pink ball gown before heading to the church. I arrived to a church crowded with friends and family. So many people had gone to St. John’s Cathedral to witness the simple, yet elegant, tradition. There were also relatives from Mexico and Puerto Rico who took the long tiring trip to attend. I was honored to see so many people there on my special day. My court of honor led the way into the church. When it was my turn to walk down the aisle, soft music was played by the organist. I felt like a princess walking in my big, beautiful ball gown. My gown was similar to a wedding dress except it was a pastel pink. When the ceremony started it was nerve racking. I was thinking about my hair and people staring at me from behind, and hoping my tiara or hair wouldn’t come down. I was hoping and praying that I didn’t fall on my face when I walked down the steps. Somehow, I managed to keep a smile on my face as if I had no fears. The ceremony included Bible verses and singing. I received six gifts from my aunts and uncles: a Bible, a bouquet of flowers, a ring, a bracelet, a rosary and a tiara. Each of them was blessed by the father. Each gift I received held a meaning: closeness with family and with God, and the passage to womanhood. Later that day, the celebration continued with a party at Eagles Banquet Hall. As the festivities started, I was so happy about the night to come. My court of honor was introduced as they led me into the celebration. We started out the night by performing a traditional Quinceanera march. It was a choreographed routine that we practiced for five months leading up to that day. My father came out with tears in his eyes and softly removed my ballerina slippers from my feet and replaced them with a pair of woman’s heels. With tears in his eyes, he grasped and hugged me so tight it was as if he didn’t want to let me go. My father and I started to dance the traditional father daughter dance. As the song was coming to the end, my father whispered in my ear, â€Å" You’re a beautiful young woman, but you will always be my baby girl. † At that moment, tears filled my eyes and I realized how much love my father had for me. I will always remember that moment for the rest of my life. My birthday was celebrated with a wedding style cake and 15 candles marking my age. It was 15 different tiers with 5 different flavors. .ud0ffdd18e6aacc17e54169f299e271fb , .ud0ffdd18e6aacc17e54169f299e271fb .postImageUrl , .ud0ffdd18e6aacc17e54169f299e271fb .centered-text-area { min-height: 80px; position: relative; } .ud0ffdd18e6aacc17e54169f299e271fb , .ud0ffdd18e6aacc17e54169f299e271fb:hover , .ud0ffdd18e6aacc17e54169f299e271fb:visited , .ud0ffdd18e6aacc17e54169f299e271fb:active { border:0!important; } .ud0ffdd18e6aacc17e54169f299e271fb .clearfix:after { content: ""; display: table; clear: both; } .ud0ffdd18e6aacc17e54169f299e271fb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud0ffdd18e6aacc17e54169f299e271fb:active , .ud0ffdd18e6aacc17e54169f299e271fb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud0ffdd18e6aacc17e54169f299e271fb .centered-text-area { width: 100%; position: relative ; } .ud0ffdd18e6aacc17e54169f299e271fb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud0ffdd18e6aacc17e54169f299e271fb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud0ffdd18e6aacc17e54169f299e271fb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud0ffdd18e6aacc17e54169f299e271fb:hover .ctaButton { background-color: #34495E!important; } .ud0ffdd18e6aacc17e54169f299e271fb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud0ffdd18e6aacc17e54169f299e271fb .ud0ffdd18e6aacc17e54169f299e271fb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud0ffdd18e6aacc17e54169f299e271fb:after { content: ""; display: block; clear: both; } READ: Interpretations of Love EssayMy favorite was the chocolate. The cake was so moist and delicious. It was served following dinner which consisted of traditional Mexican dishes. I could smell the food and it smelled delicious. The aroma of garlic and peppers from the slow roasted beef filled the air. The spices of cumin and cilantro from the Spanish rice made my my mouth water. When I walked into the room it reminded me of my grandmother’s kitchen. She always made delicious Mexican food. For my celebration my grandmother cooked all of the authentic Mexican dishes for all the guest to enjoy. After dinner, the party continued well into the night. I could hear laughter and joy all around. I saw everyone dancing to traditional music and enjoying themselves. I was dancing with all of my relatives and other friends that were on the guest list. Usually I wouldn’t dance in front of my school friends, but on that night I was not embarrassed at all. Nothing seemed to matter, it was my night. My Quinceanera was the one night that I was the center of attention, and the night I was no longer considered a child. I was now a young woman.

Themes in Othello free essay sample

Themes in Othello is that of deception, developed mostly through Iago, who is an arch-deceiver throughout the play. Because he is angry that Othello has passed over him for a promotion, he vows revenge. Playing upon Othello’s jealousy, he deceives him into believing that Desdemona is having an affair with Cassio. He also deceives Roderigo, making him believe that Desdemona will tire of Othello and eventually be won by Roderigo. It is Iago’s repeated deceptions that move the plot of the play forward to the ultimate climax and tragedy. Another minor theme of Othello is love, and the play can be considered a romantic tragedy. The play is romantic because it celebrates the marriage of two minds as embodied in Othello and Desdemona. They marry in spite of the protests of Desdemona’s father, and she faithfully follows her husband wherever he is sent. Their romantic marriage, however, is ruined by the villainous machinations of Iago. We will write a custom essay sample on Themes in Othello or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Othello is eventually led to murder his beloved, turning the romantic play into a tragedy. A third minor theme of Othello revolves around appearance vs. reality. Iago has an honest face, which helps hide his deceitful soul. Othello appears to be strong and courageous, a leading general, but he is easily tricked into fearing that his wife is unfaithful. It appears that Desdemona has left her treasured handkerchief with Cassio; in reality, Emilia has taken it and Iago has planted in on Cassio. Because of Iago’s trickery, it appears to Othello that Desdemona is involved with Cassio; in truth, she is innocent, loving her husband dearly. Throughout the play, Iago is instrumental in making sure that reality is disguised by appearances, which he manipulates. MOOD The predominant mood of the whole play is somber and tragic. Iago works his evil almost from the opening scene, and each new deception that he plans brings greater misery. The tragic gloom that he causes is only occasionally relieved by comedy, provided by Roderigo and the Clown.

Othello Essays (1264 words) - Othello, Fiction, Film, Free Essays

Othello Essays (1264 words) - Othello, Fiction, Film, Free Essays Othello Character Analysis of Othello In the play Othello, the character of Othello has certain traits which make him seem naive and unsophisticated compared to many other people. This is why Iago, to get his just rewards uses him as a scapegoat. Iago told Roderigo, O,sir, content you. I follow him [Othello] to serve my turn upon him (I, i lines 38-9). Iago is saying, he only follows Othello to a point, and upon reaching it he will not follow him any longer. Iago has opened my eyes to see the real meaning of deceit. No matter what, Iago will try to take advantage of Othello any time and he will be easily lead to believe the lies of Iago. The Moor, as many Venetians call him, is of strong character. He is very proud and in control of every move throughout the play. The control is not only of power but of the sense of his being who he is, a great warrior. In Act I, Othello has a scuffle with Brabantio, who has come to kill him, but before anything could happen Othello said, Hold your hands, both of you of my inclining and the rest. Were it my cue to fight, I should have known it without a prompter (I, ii, lines 80-3). The power shown here is quite astounding. The nature of Othellos character is of a dark man. A dark man, not only because he is black, but also because his whole person is very mysterious. He is mysterious in that he believes there is magic brewing everywhere. With this dark side he is also very outgoing, and not very bright. He isnt observant and the schemes of Iago work well on him. Though he doesnt reflect too much on his past, except occasional ventures of wars fought, he does let his emotions run his life. For all the dangers and encounters he has been involved in, this man is still naive of the corruptness of other individuals. Othello has a trusting nature in which he gives it all. He put all his trust in Iago during times of war and during Othellos marriage to Desdemona. This wasnt very bright of Othello, even if he wasnt trusting or more corrupt he still wouldnt realize Iago was lying. Everyone considered Iago as honest, and would be out of character for Othello to believe any different. For example, Othello had told the Duke, So please your grace, my ancient; A man he is of honesty and trust. To his conveyance I assign my wife, With what else needful your good grace shall think, To be sent after me (I, iii, lines 284-8). The control over any situation is one Othellos strong characteristics. Through the whole first act you can picture a man so much power and natural leadership and when he changes you cannot believe it. For example, when Lodovico had witnessed Othello hit Desdemona, he said: Is this the noble Moor whom our full Senate Call all in all sufficient? Is this the nature Whom passion could not shake? whose solid virtue The shot of accident nor dart of chance could neither graze nor pierce (IV, i, lines 264-8)? While Iago, being the honest man he is, answers: Hes that he is, I may not breathe my censure. What he might be (if, what he might, he is not) I would to heaven he were (IV, i, lines 270-2). Another place where Shakespeare shows Othello taking control over a situation is when Cassio and Montano are fighting after Roderigo antagonized him. These words Othello said are important now, but they will be more important later when he is alone with Desdemona in their bedroom. He will say: Now, by heaven, My blood begins my safer guides to rule, And passion, having my best judgement collied, Assays to lead the way. If I once stir Or do but lift this arm, the best of you Shall sink in my rebuke (II, iii, lines 203-8). You must feel sorrow for Othello because with all the power he has and the endless trust he gives, you try to reach out and show him the truth. By having his ancient or friend, Honest Iago bring him the news of his wifes bad habits. Othello had no alternative but to believe him. If

Negotiating Your Childs Resistance to Homeschool

Negotiating Your Child's Resistance to Homeschool Shouldering the full responsibility of your child’s education can be  an overwhelming feeling.  Discovering that your child doesn’t want to be homeschooled compounds those doubts and fears. Whether its a child who has  previously attended public school  and wants to return or a child who has always been homeschooled who wants to try traditional school, it can be disheartening to discover that your child isnt on board with homeschooling What should you do when your homeschooled student doesn’t want to be homeschooled? 1. Look for Reasons the Child Doesnt Want to Homeschool The first step in working through this homeschooling dilemma is figuring out what’s behind your child’s reluctance. A child who has never gone to public school may be fascinated with its portrayal in books or  on TV. Your 5-year-old may see starting kindergarten  as an expected rite of passage, especially if its something most of  their friends are doing. An older child who has been in school may be missing their friends. They may miss the familiarity and predictable routine of a traditional school day. Kids may be missing particular classes or activities, such as art, music, or sports. Your child may feel singled out in social groups as the lone homeschooler. For homeschooled teens, especially, it can be awkward to answer the question, Where do you go to school? Find out exactly why your child doesnt want to be homeschooled. 2. Discuss the Pros and Cons of Homeschooling Creating a pros and cons list for homeschooling and one for public (or private) school can be a practical way to help you and your child objectively weigh the benefits of both options. Let your child list whatever pros and cons come to their mind, even if they seem silly to you. Cons for homeschool might include not seeing friends every day or not getting to play on the school playground.  Cons for public school might include an early start time and not  having control over  the daily school schedule. After compiling the lists, compare them. Then, brainstorm ideas for fixing the cons for each list. For example, you may be able to arrange more frequent play dates with friends or visit the big playground at the city park, but you cant  change the public schools start time. Making pros and cons lists  validates your childs concerns. After some discussion, you and your child will be able to weigh the  benefits of homeschooling  versus those of public school.   3. Look for Ways to Compromise There may be specific social or educational aspects of a traditional school setting that your child is missing. Consider if any of these voids could be filled while still homeschooling. Some ideas to consider are: Co-op classes can provide the opportunity to forge friendships, cover topics about which you’re unfamiliar, or provide a group learning setting for activities such as science labs or drama classes.Sports teams are available for your homeschooled athletes.  There are recreational leagues for casual athletes and travel teams for more competitive players. Many areas offer homeschool teams. Other sports, such as swimming and gymnastics, are often not associated with schools to begin with, providing opportunities for homeschooled students to compete outside of a school league setting.Private lessons may fill a void for activities such as music instruction.Homeschool support groups can provide social interaction, group activities, field trips, and clubs. 4. Consider Your Child’s Input It makes sense  to seriously consider your child’s input and address their concerns, even if the reasons seem childish. Homeschooling is, after all, something that deeply impacts your child’s life. It is particularly important to consider their argument  if theyre an older student with sound, mature reasons for preferring a more traditional educational option.   However, it is equally  important to remember that you are the parent. While you want to think about all the possible consequences  of  homeschooling a child who is vehemently opposed to it, you must ultimately make the decision that you feel is in your child’s best interests. It can be frustrating and disappointing when your child doesn’t want to be homeschooled. However, by keeping an open line of communication; acknowledging and addressing their concerns; and seeking out workable solutions, most children will be able to see the benefits of homeschooling and embrace it.

Personnel Resourcing & Development Assignment Example | Topics and Well Written Essays - 1750 words

Personnel Resourcing & Development - Assignment Example This would help the company take into account the various aspects of the external environment that can impact the organization (Kay, 2010, p.23). In any organization human resources are the most valuable assets for any organization and the success of an organization is heavily dependent upon the management of these vital resources of the organization. The key components of Human Recourse Planning include the following: Proper planning of these vital aspects can help any firm take advantage of the opportunities and generate competitive advantage. In case of Advanced Technical Resourcing the proprieties would be to bring in a change management that would involve a change in all of the above elements so as to make it a preferred organization for prospective employees. Resourcing is one of the most crucial steps in the human resource management of an organization. Resourcing includes employee hiring as well as fitting an employee into the overall organization by ensuring a job fit that involves a matching of a person’s abilities with the requirements of an organization. In case of Advanced Technical Resourcing discussed in the case it is important to have specialised persons as otherwise it would result in employee dissatisfaction that could impact the overall productivity of the organization. Finding a good job matching is very critical to the success of the organization (Taylor, 2005, p.5-6). In order to induce motivation employees must be motivated about their jobs so that they view their tasks as responsibilities and not just activities. In order to do this it is necessary for business organizations to ensure career development as well as a reward mechanism to rightfully reward the deserving employees. In case of Advanced Technical Resourcing regard there should be a fair appraisal of the employees strictly based on performance. In the context of the

Nurse Practitioner Essay Example | Topics and Well Written Essays - 250 words

Nurse Practitioner - Essay Example The examples of various settings where primary care nurse is involved are; homes, clinics, community hospitals and mobile settings (Sines & Forbes-Burford, 2009 p.134). The acute nurse practitioner is employed by a hospital or health care system. The roles of acute nurse practitioner are mostly used in surgery, research, and trauma (Wyckoff, Houghton & LePage, 2009 p.12). The acute nurse practitioner diagnoses and manages acute episodic and chronic illness (Nagelkerk, 2006 p.14). I agree with what Barbara Orange wrote, a registered nurse practitioner who has graduate level of education could acquire advanced clinical knowledge and skills to qualify as an advanced practice nurse(Nagelkerk, 2006 p.5). A registered nurse practitioner has the freedom to choose to work with health care organizations or setup their clinics (Nagelkerk, 2006 p.14). I agree with Barbara Orange that an office setting would be best for patients because the registered nurse would have close contact with the patients (Hamric, Hanson, Tracy & OGrady, 2014). According to Hamric et al. (2014), the Institute of Medicine recommends patient-centered care as the basis of safe, effective and efficient health care. The registered nurses built up therapeutic relationships with patients as a backbone of patient-centered care (p.153). A nurse practitioner who has gone through credentialing and privileging could be allowed to practice in their scope of practice. Credentialing and privileging applied to physicians but because nurse practitioners are hired in various institutions, it becomes vital to credential nurse practitioners (Reel & Abraham, 2007 p.5). I have discovered that a nurse practitioner can work in multiple settings but, can they hold multiple credentials and use them in practice? This question puts me in a dilemma with

Globalisation of Higher Education Essay Example for Free

Globalisation of Higher Education Essay The term ‘globalization’ means integration of economies and societies through cross country flow of information, ideas, technologies, goods, services, capital, finance and people. Globalization is a process, which has affected many areas of human life, one of those being education. The effect of globalization on education bring rapid developments in technology and communications are foreseeing changes within learning system across the world as ideas, values and knowledge, changing the roles of students and teachers, and producing a shift in society from industrialization towards an nformation- based society. Globalization has a multi- dimensional impact on the system of education. It promotes new tools and techniques in this area like E- Learning, flexible learning, distance education programs and overseas training. The globalization of education is shaping young children of a country into ‘global citizens with a broad range of skills and knowledge to apply to a competitive information based society. Globalization also facilitates international collaboration and cross- cultural exchange. Globalization of higher education is a major concern for all societies. As the essential driving force of economic, social and human development, education is at the heart of the change that is dramatically affecting our world in the areas of science, technology, economic and culture. This paper will analyze the positive and negative impact of globalization on Higher education for developing countries. Effective education system is the foundation of opportunities to lead a decent life. One should ensure that all Children should have adequate access to education at all income level. The paper argues that education is a core element of society. The basic cause of global inequality is due to the difference in opportunities in education between different countries. People can only contribute and benefit from globalization if they are endowed with knowledge, skills, and values and with the capabilities and rights needed to pursue their basic likelihoods. The accuracy of the analysis is dependent upon the accuracy of the data reported by various people of the country. The result of this study will help all the sectors of the society to understand better, the culture, values and education system of other countries and facilitates its adoption. Educators can also use this result to bring the changes in their areas if necessary. Introduction The term â€Å"Globalization† represents the international system that is shaping most societies today. Globalization is a process by which many areas of human life such as economies, societies, politics, business and cultures have been affected around the world. One of these areas being education. The term ‘globalization’ means integration of economies and societies through cross country flows of information, ideas, technologies, goods, services, capital, finance and people. It s characterized by an accelerated flow of trade, capital and information as well as mobility of individuals, across geographical borders. It reflect comprehensive level of interaction than that has occurred in the past, suggesting something beyond the work â€Å"international†. Globalization means more competition, not just with other companies or institutions in the same city or the same region. Globalization also means that national borders do not limit a nation’s investment, production, innovation and education. Therefore, the term â€Å"globalization† has acquired many emotive commutations. At one extreme, globalization is seen as an irresistible and benign force for delivering economic prosperity to people throughout the world. At the other, it is blamed as a source of all contemporary ills. However, while the theory of globalization is relatively new, the process is not. Roberson (1992) further states that globalization was initially discussed from economic perspectives, but soon after it became a topic for discussions among intellectuals from cultural perspectives as well. According to Giddens â€Å"Globalization the dialectic of homogenization and heterogenization† (1991. p22). In other words, globalization, by intensifying the interconnectedness among different people, things and ideas, homogenizes the world and yet at the same time, the world becomes heterogenized as people are more aware of differences due to the increasing proximity with differences under a globalize world (Giddens, 1991 ). The notion of the world community being transformed into a global village, as introduced in 1960 by Marshall Mc Luhan in an influential book about her newly shared experience of mass media, was likely to be the first expression of the contemporary concept of globalization. Cited in Epstein, 2002). After 1980, accounts of globalization focused on a professed tendency of societies to converge in becoming modern, described initially by Clark Kerr and colleagues as the emergence of industrial man (cited in Robertson, 1992). One critical issue that emerges from all of these restructuring processes is the central role of Knowledge, education and learning for the success of the Global Information Society (GIS) and global information economy. Globalization impacts all aspects of society. Higher education may and business contents seem particularly influenced by them. In the twentieth century, may developing countries have xperienced growth in the educational facilities available to them due to the entry of institution from the west. Some believe that this process is an invaluable opportunity for the people of the developing counties to increase their skills and standard of education. Other fear that it is merely a modern version of cultural imperialism that will lead to the creation of a universal, ultimately western society. People can only contribute and benefit from globalization if they endowed with knowledge, skills and with capabilities and rights needed to pursue their basic livelihoods. They need employment and incomes, and a healthy environment. These are the essential conditions with empower them to participate fully as citizens in their local, national and global communities. Education is a major concern for all societies. As the foundation and essential driving force of economic, social and human development, education is at the heart of the change that is dramatically affecting our world in the areas of science, technology, economics and culture. Steven Schwartz (http:// www. Ssn.. flinders. edu. u) believed that â€Å"Education, where possible, hould be integrated into the private sector because ‘higher education is increasingly and international enterprise’ and thus will increasingly be pressured and drawn into deregulation and privatization. † This paper analyses the effect of globalization on higher education and also discusses about the impact of globalization on higher education, various opportunities and challenges on the society. Imp act of Globalization of Higher Education. Education is undergoing constant changes under the effects of globalization. The effects of Globalization on education bring rapid developments in technology and communications are oreseeing changes with in school system across the world as ideas, values and knowledge, changing the role of students and teachers, and producing a shift in society from industrialization towards and information- based society. It reflects the effect on culture and brings about a new form of cultural imperialism. It brings rapid development in technology and communications are foreseeing changes within school system across the world as ideas, values and knowledge. The rise of a global society, driven by technology and communication development are shaping hildren, the future citizens of the world into ‘ global citizens’, intelligent people with a broad range of skills and knowledge to apply to a competitive. , information based society. The future of countries often lies with in their ability to compete in a global market where industrial based economies are giving way to knowledge based industries, realizing the importance of â€Å"knowledge skills and the intellectual capacity to meet the challenges of accelerated change and uncertainty†. Education is becoming a lifelong learning and training process, developing ransferable skills and knowledge that can be applied to competitive markets where knowledge and information is being trades as a commodity. Although globalization seems to be unavoidable to many counties and numerous initiative and efforts have been made to adapt to it with aims at taking the opportunities created from it to develop their societies and people, in recent years there are also increasing international concerns with the dangerous impacts of globalization on digenous and national developments. Various social movements have been initiated against the threats of globalization particularly in eveloping countries. The negative impacts of globalization include various types of economic, political, and cultural colonization by advanced countries on those developing and under- developed countries. In evitable, how to maximize the opportunities and benefits from globalization to support local developments and reduce the threats and negative impacts of globalization will be the major concerns of developing countries. Opportunities of globalization of higher education Knowledge is the driving forces in the rapidly changing globalize economy and society. Quantity nd quality of specialized human resources determine their competence in the global market. Emergence of knowledge results in both challenges and opportunities. It is well known that the growth of the global economy has increased opportunities for those countries with good levels of education. Globalization has a multi-dimensional impact on the system of education. It promotes new tools and techniques in these areas like- E- learning, flexible learning, distance educational programme and overseas training. The introduction of technology into the classroom is changing the nature f delivering education to the students is gradually giving way to a new form of electronic literacy , more programs and education materials are made available in electronic form. Teachers are preparing lectures in the electronic form and even students are presenting assignments and giving papers in the electronic form. The blackboards have been replaced by the LCD’s. The chalk has been replaced by the pointers and the power point presentations. Books have been replaced by compact discs. Even grades and the exams are gradually becoming available through electronic means and notebooks are replaced by laptops. Now the students do not have to carry heavy bags to the classrooms. Even the students can be examined through computer managed learning system and do tutorials exercises on a computer rather than in the classroom. Even, the technology has given the opportunity to deliver the material through electronic source i. e. via power point presentation and even the notes can be distributed to the students via electronic mail. With such changes and the emergence of video conferencing and the internet, the barriers of distance are being broken down at a rapid rate, due to the key aspect of globalization. Students and adults or in other works each and every person can now learn in variety of ways and there is no longer any need to be physically present in the education institutions in order to learn. The material is becoming readily available over internet, through video conferencing and tape recordings. Teacher can deliver the lecture to the whole class with the help of video conferencing without being physically present in the class. Now, the student of can get the education from any part of the world without traveling over there. The person can stay in his /her own country and et the education of which country he/ she wishes without going over there. Students can learn any time and at any place. Anyone can maintain libraries of texts, images computer software and other forms of data, anywhere at any time. The rapid growth of television services, with their immense influence as media of mass communication, has been very relevant in the technological shift. Other larger contribution to this shift includes the transistor and space satellites. Communication and information based technology over the years is the internet. This is a massive network of computers located hroughout the world. Developments in the delivery of education is allowing for individuals to explore new areas of learning and thinking that could not be done with pen and paper. They are discovering knowledge through inquiry and experimentation rather than memorizing facts in a teacher dominated classroom setting. Another opportunity of international trade leads to allocation of resources that is consistent with comparative advantage. Globalization results in specialization which enhances productivity. Thus, the international trade, in general, is beneficial and that restrictive trade practices impede rowth. That’s why many off the emerging economies, which originally depended on a growth model of import substitution, have moved over to a policy of outward orientation. Globalization of higher eduction also gives the opportunity in movement of capital. Capital is a key factor of production. Capital flows across countries have played an important role in enhancing the production base. Without capital any type of economic activity is not possible. Capital mobility enables the total saving of the world to be distributed among countries which have the highest investment potential. Emergence of strong capital market has been one of the important features of the current process of globalization while the growth in capital and foreign exchange markets have facilitated the transfer of resources across borders, the gross turnover in foreign exchange markets has been extremely large. The internationalization of higher education can be linked to various internal and external changes in the international system. Externally, there have been changes in the labor market, which have resulted in calls for more knowledge and skilled workers and workers with deeper nderstandings of languages, cultures and business methods from all over the world. â€Å"Modern education is almost exclusively focused on preparing children for an urban future. † Challenges of globalization of higher education No doubts, higher education has attained a key position in the knowledge society under globalize economy. However, the challenges faced are immense and far- reaching. Its impact on the clientele via, individuals, institutions, systems and societies are not only not clear but also not comprprehentible at this moment unless it is viewed in the context of various other factors that re simultaneously operating on the higher education system. Some agrees that the rapid cross national flows of people, goods , capital and information may dissolve the nation states, push institutions( university is the one) into a common mould where as others disagree. It is assumed that globalization promises dramatic and rewarding change to the higher education system, of societies, which are relatively stable in their political, social and institutional make up, while for the will performing higher education system. It is also true that globalization has given the dvanced economies a huge advantage as they had made enough preparation prior to its launching while others are caught in the trap without any preparation. Integration into world economy today’s implies not only mastery of traditional knowledge but also the capacity to acquire the new skills required by a knowledge society. It is therefore evident that an unequal sharing of the new communication and information technologies only serves to reinforce existing inequalities. While education deficits are obviously greater in developing countries, this is a major issue in developed countries as well. In many industrialized countries there is a persistent problem of illiteracy and low skills, which is and important source of social exclusion. Unequal access to education also fuels growing wage inequality and worsen the income distribution. The uneducated and unskilled in industrialized counties face sever disadvantage in an increasingly competitive global market. However, the provision of both primary and secondary schooling increased during the 90’s across the globe, but progress is inadequate and hides the differences between counties and regions. There are many evidences that the more rapid progress is possible if the political will nd the resources exists, in high and low income countries alike. The increase in poverty in the world is the most tragic phenomenon in this era of abundance. It is the cause of marginal and the exclusion of increasingly bigger groups of the world population and in particular, affects children, the young and women. As a consequence, we see the development of cultures of poverty and marginalization that lock the same people into the cycle of poverty and reinforce their exclusion. But it is still the inequality with regards to knowledge that constitutes one of the biggest challenges of our societies. The traditional raw materials and non renewable natural resources under threat of extinction no longer occupy the most important place in the process of production and development . It is knowledge in itself that has become one of the key resources of economic growth. The introduction of technology is also becoming a challenge to the society. As the implementation of technology and communication to be successful and to educate a society, both the students and teachers need to be technologically literate. Communication technology is offering new challenges for students of all abilities as they can discuss issues of concern with heir fellow students from around the world. A shift in education is becoming evident where more responsibility is being placed on the individual for his or her learning, instead of solely on the teacher. Subsequently, the teachers themselves also need to be highly technologically literate, needing the competence and confidence to prepare students for a global information society. Just because of technology and communication seems to be creating in human life between the ‘haves’ and the ‘have nots’ resulting in a bifurcated society of those who can afford such information technology and those who can’t. so too does globalization. While education institutions in western societies are embracing technology, developing countries are once again left behind, too weak and fragile to implement development programs for education, let alone introduce technology as well. There are severe limitations in delivering basic services. A lack of infrastructure and funding makes it difficult to implement any technological and communication advancements. However, despite differences in economy, political, cultures and society, second and third worlds have adopted educational ideals from western thought and are anxious to appear odern and therefore promote education as a symbol of modernity and development to their own population and the foreign countries. The spread of education internationally, as a result of globalization, has clearly had effects on Cultures worldwide. Now the sources of wealth come from knowledge and communication instead of natural resources and physical labour, which once characterized the United States as a n industrial society. This is a global rather than a national economy. The new economy puts a premium on intellectual capital and the people who produce it. This means that the demand for igher education is expanding dramatically. Education is needed throughout a lifetime, and the marketplace for that education is international. This growth makes education appealing to the private sector. Educational institutions have reacted by becoming more market oriented. Due to this increasing free trade around the globe- to end protection in many sectors so that there is more competition and privatization, education is increasingly being drawn into this global capitalist competition. The internationalization of education has become one of the key themes of ducational policy and planning in the 1990’s and the integration of worldwide capital and labour markets; educators are being forced to respond to a new set of challenges. The demographics of higher education have changed substantially. Less than one fifth of today’s college students meet the traditional stereotype of attending school full time. For the new majority of students, higher education is not as central to their lives as it was for previous generations of students. Research shows they want a very different relationship with their college than students have historically had. They are unwilling to pay for activities and services they do not use. Higher education is being subjected to greater criticism than in the past on issues varying from low productivity and higher cost to the quality of leadership and the inadequacy of technology use. This is an invitation to a private sector that rightly or wrongly sees higher education as the next health care industry. Another challenge is of currency trade. Currency trade has become an end in itself. However, the volatility in the foreign exchange has created often times panic situations. The most recent xample of this was the East Asian crisis. Contagion of financial crises is a worrying phenomenon. When one country faces a crisis, it affects others. It is not as if financial crises are solely caused by foreign exchange traders. Another, major concern is to deliver world class education with updated curriculum and practical exposure. This is possible only by attracting talented and experienced persons in to academics. At present it is difficult to assess not only the nature and dimensions of globalization, but also what it means to the field of education. A few educational researchers have attempted to made onnections between the several dimensions of globalization and the policies of education. Globalization of Higher Education in India India is also following the global phenomenon. As part of globalization, the economic reform packages were introduced in India in the beginning of 1991. These reform packages imposed a heavy compression on the public budgets on education sector, more specifically so on higher education. This has trickled down to public expenditure on education in general, and higher education in particular. Indian government and Indian corporate sector has recognized the importance of management ducation in the ganging global scenario. Today under the reforming economic conditions, integration of the Indian economy with world economy presupposes efficiency and competitiveness in the domestic front as well as in the international arena. As the process of globalization is technology-driven, and knowledge driven, the very success of economic reform policies critically depends upon the competence of human capital. But, what is observed is the reverse. Even within the education sector, relative priority assigned to higher education has been on the decline. It is to be realized that higher education institutions lay an important role insetting the academic standard for primary and secondary education. They are also responsible for not only providing the specialized human capital in order to corner the gains from globalization, but also for training inside the country, provide policy advice, etc. Globalization is expected to have a positive influence on the volume, quality an spread of knowledge through increased interaction among the various states. Today our education system is strong enough but central and state governments should change their roles with in the education system, re- inventing them as facilitating supervisory rganizations. Teacher training, infrastructure and syllabuses need to be urgently upgraded. Industry should come forward to share experience with students and to offer more opportunities for live projects. Commercial institutions offering specialized education have come up everywhere. In view of globalization many corporate universities, both foreign and Indian, are encroaching upon our government institutions. Our Institutes like IIM’S and IIT’S have produced world class professionals. These institutes imparts quality education as per industry expectations and give due importance to institute Industry interface. Under the new scenario, Government – Private partnership is becoming important in Management Education. Now India is a transforming country. We are near to achieve status of developed nation. The demand for higher education has been growing rapidly with comparatively faster growth in enrolment in higher educational institutions than the growth in number of higher educational institutions. The growth rates are doubled among the students enrolled in post- graduate and research, while the number of institutions for post –graduate and research studies has grown at a slower rate in 1990’s than in 1980’s. India is witnessing new era in the field of Management Education. Many Corporate groups like Reliance, Nirma, Tata, Sterlite etc have promoted Management Institutes. Some reputed foreign universities are also coming to India. But government should issue some guidelines so that fees structure remains with in certain limit and those who are from economically poor background have same opportunity. Conclusion Globalization has had many obvious effects on educational technology and communication systems change the way education is delivered as well as roles played by both teachers and tudents. The development of this technology is facilitating the transition from an industrial based society to an information-based one. At the same time, there is a dark side to globalization and to the very openness of the new information systems. While the richest countries grow richer, the poor are becoming poorer. Income, information and education gaps between the rich and the poor are widening not narrowing: economic crises, trade imbalances and structural adjustments have precipitated a moral crisis in many countries, tearing the basic social and ultural fabric of many families and communities apart, resulting in increasing youth unemployment , suicide, violence, racism and drug abuse and anti social behavior form schools. In the 21st century, education systems face the dual challenge of equipping students with the new knowledge, skills and values needed to be competitive in a global market while at the same time producing graduates who are responsible adults, good citizens both of their country and of the world. Thus, globalization challenges us to rethink not only how much education is needed but also its ultimate purposes.

Cancer and the Immune System Essay -- Biology T Cells

Have you ever eaten something without washing your hands or been next to someone who sneezed? If you have then you've been exposed to millions of germs. The world is full of germs (microorganisms) - things like bacteria and viruses which can make us sick - and simple things like breathing and eating are constantly exposing us to them. Sometimes we get sick, but amazingly enough, most of the time we don’t. Our body’s ability to fight off disease is due to the incredible immune system. Several T cells (white) attacking a tumor However, at times something goes wrong with the immune system. Everyone gets sick once in a while, and beyond making us ill, there are still many diseases which can kill people. Cancer is a disease which manages to defeat the immune system. But how? For years cancer immunologists assumed that the cells of the immune system simply couldn’t recognize tumor cells. After all, if they could, cancer would be no more serious than the common cold. The many people who die each year from cancer seem to support the view that the immune system is blind to tumor cells. However, new experimental evidence indicates otherwise. As often happens in science the assumed or most obvious view is not always the correct one. In a study designed to investigate exactly how cancerous cells defeat the immune system, a collaborating group of scientists found some very interesting results. In a Nature Medicine journal article titled â€Å"Characterization of circulating T cells specific for tumor-associat ed antigens in melanoma patients† they discovered a phenomenon we have dubbed Dead Cells Walking. The first problem was to identify anti-melanoma T cells. To do this they first harvested lymphocytes from the peripheral blood of mela... ... be no cure. The fact that specific TAA cells are present in people with metastatic disease opens up a completely new realm for oncologists. Perhaps new cancer therapies will be aimed at reviving the anergic T cells. This would allow physicians to work with the immune system of their patients, and together, maybe the cancer can be defeated. In addition, the study showed that chemotherapy significantly decreased the levels of anti cancer TAA cells. If those cells can somehow be revived, than a standard anti cancer chemotherapy regimen may actually be doing more harm than good. Physicians treat disease with the knowledge they have about how it works. Their treatments then, can only be effective if their knowledge is correct. As a result, studies such as this one, which clarify disease mechanisms, are critical for the continued advancement of the medical profession.

A Dog’s Death Analysis Essay

The reason why I chose to write about of A Dog’s Death, is because it reminds me of a dog that I had growing up. Whenever the dog got sick my brothers, sisters and I would always think the worst about what happened to him when he got sick. Since we lived in the country on farm land there was always the possibility that he may have gotten hit by a car, bitten by a snake, or poisoned by neighbors that didn’t like him. In John Updike’s poem, â€Å"Dog’s Death†, the dog who dies in the poem and her owner expresses a sense of abandonment which illustrates the mourning of one who loses their dog. I think the approach for analyzing this poem will best fit for reflecting the imagination, tone, image, and similarly designed to reveal the tone I observed in the poem. The theme of â€Å"Dog’s Death† is based on the life and death of a family dog. When the author, John Updike starts at the beginning explaining how the dog might have gotten the fatal injury. This short paper will discuss the dog’s death as a theme for this short story. The beginning talks of the fatal injury that might have brought this family pet to her demise. The family thinks that she must have been kicked unseen or brushed by a car (Updike, Clugston, 2010). Imagination comes into play by speaking of the dog learning to use the potty on the newspaper, and then again it could also be that the paper was put down on the floor because the dog was suffering from diarrhea and didn’t have a chance to go on the newspaper either. It gives the reader a chance to think of a pet they once had and empathize with the writer about his dog dying (Clugston, 2010). The plot of the story is very similar to the theme of the story. The plot discusses the manner in which the dog dies, or the circumstances surrounding the dog’s death. The family continues to play and go on as if nothing is wrong with her. As the children went to school that Monday morning, the dog went under the bed. As the children went off to school in their minds she was ok until they see her underneath the youngest child’s bed lying in a heap. Holding the dog in his lap on the in car, he was stroking and rubbing her warm fur. One can see the image in their mind of the writer touching and looking at his pet using all of his senses of the dog lying in his lap dying (Clugston, 2010 pg. 2. 5). When the wife called out to her husband in tears one can feel the pain in the reading of the poem, especially one that has lost a pet. In an attempt to show a sign of life, the dog attempts to bite the hand of the owner that is caring for and holding the dog on the way to the vet’s office, but instead the dog dies. â€Å"In the poem, a young unnamed dog is just learning to be â€Å"good,† which the Speaker associates in particular with being house-trained: â€Å"She was beginning to learn/ to use the newspapers spread on the kitchen floor and to win, wetting there, the words,† Good dog! Good dog! The â€Å"shy malaise† that the speaker initially attributes to a shot reaction but turns out to be a ruptured liver is characterized as â€Å"her heart learning to lie down forever. † This last command is from nature rather than culture, however, and the poem frames the final moment of the dog’s death as the final contest between these two forces: the dog is ultimately disobedient, showing her untamed side by biting the speaker and by failing to heed the â€Å"imperious,† commanding tone of the speaker’s wife, who tries to call the dog back as she is dying, slipping from the realm of culture into that of nature. † The beginning of this story seems to be telling you about the dog learning to use the newspaper to go to the bathroom, but the actual message is the dog’s death. The very last part of the story talks of the dog not making it to the newspaper when the dog was nearing her death. In my criticism of the poem, this story could have given the reader more background of the story. What we do know is that she could have been kicked or brushed by a car is not enough information to really tell us what really happened to her. Besides the fact she had a ruptured liver. How did this happen? It could have been much more personal if the dog had a name in the story, as the only thing that brings the dog to reality is the fact that we are given the fact that she is a girl, there were children in the home, and the wife comforted her on the way to the vet.

Argue for/against Social Networking

When sat down by a man, let us call him ‘Vincent' for now, and asked to contemplate an understanding of modern society how does one react? Obviously ‘Vincent' is looking upon you for a conclusive answer to this, after all, his rather stern look on his wrinkle free, cosmetically moisturised, face, nestled above a ‘Skinny-Fit' tight black suit worn on his gym harassed body, is expecting an answer. However, just as you begin to start an ‘umm..' filled explanation of your personal interpretation to the very meaning of modern society he stops you; reaching into his pocket to silence his buzzing iPhone. â€Å"Sorry about that, just had a new friend request on Facebook, you know how it is†. A response that immediately makes you realize that in fact your flawed theory of modern society is not as you first thought, but is rather sitting across the table from you in Starbucks (one of the select with free wi-fi, of course). Whilst naturally this metaphor is going to be biased in perspective it lays out many of the key features of society noted within the last few, recession deprived years. Major players being incorporated into our everyday life: the need for access to the internet, the surrounding claustrophobia of technology and the nonexistence absence of the likes of ‘Facebook' from our lives. Evidently however this is no such element of negativity in our lives, however could it be? We commit to our jobs, our families and our sharing of information – all freely of course. Alternatives are there, the – somewhat handicapped – benefits system, a life alone and a disconnection from the knowledge of what society is doing as of now. The only reason this newly discovered element makes face into our lives is because we welcome it, embrace it for it's true value for society. Speaking of values: our friend ‘Vincent' happens to be a combined banking-marketing-sales extraordinaire, knowledgeable of course on all products, on the money that we all value so dearly and without a doubt the economy. It is therefore an inarguably brilliant idea to approach him for his opinion on social networking, for us naà ¯Ã‚ ¿Ã‚ ½ve members of society have nothing to lose and all to gain in terms of knowledge on our own day to day living conditions. Now it is our turn to ask the question, but this is no feat for ‘Vincent' to overcome. This brilliantly presented metrosexual man has his answer already prepared, after all, he knows. ‘Social media is simply the greatest benefit we have made available to us' – the first golden nugget of information we learn. Grasping onto each and every word we have little choice but to beg for an expansion on this idea, wishing not to be kept in the dark about his views. †To people like me†, and I quote, †the social network is the best marketing tool man could create' ‘It allows for us to sell you a product at any time, but not just any product, a product tailored to you via all the information you provide daily†. ‘Tailored' to us? What better a reason could we have than this to enable identification of our lives; after all, modern society moves quickly, saving time in a way alike this is beneficial to all. In no way detrimental? †Socially society has evolved, much in thanks due to social networking† †The electricity used in the use of social networking ultimately ends up benefitting the economy through tax and the likes of† †After all, how else could friend A and friend B communicate with such ease?† I had to stop him there: ‘Vincent' was blowing through my boundaries for enlightenment of brilliance for one day. He has a point, we all think the same whilst reading that. Socially we are all so much closer, universal, able to talk so fluently to one another over text, so flawlessly typed. Nowadays overcoming the boundaries of not seeing the other reciprocates emotions are simple, why one just incorporates a ‘:D' to show joy, or a stigmatic ‘-.-‘. The need for face to face social interaction is less than ever, something we as society naturally embrace, for interaction takes time, and our capitalist motto of ‘time is money' could never be truer. You get the point. Social networking's effect on our lives has been as great as the tone of menace from the strong, metaphorically feminist, business like woman sitting to our right, disgraced at the use of ‘man-kind' and my creation of a ‘man' for the wider metaphor rather than a unisex character named ‘Sam'. Daily we offload information private to us without whole knowledgeable consent, daily we allow for our face to face interactions to be interrupted. These issues themselves are detrimental, but detrimental to modern society? How can something be detrimental to society if it is society?

Free Essays on THe Life Of Christ Depicted By Memling And An Unknown Follower

The Life of Christ Depicted by Hans Memling And An Unknown follower Follower of Hans Memling ca. 1515 While researching art there is a very high likelihood of finding multiple paintings of the same or an exceptionally similar picture. Some similar pictures have changes while others remain totally the same, and the same is true for the artist. The duplication of paintings can be attributed to a high demand for the painting from the buyers, mainly churches. During the 15th century and into the 16th century, religion played a pivotal role in the daily aspects of all people living in Europe. Although religion was the dominant force in peoples’ lives, most people were illiterate and were thus unable to unlock the secrets of the Bible for themselves. To counter this problem, the church commissioned artists to adorn their churches with religious artwork. The commissioned artwork was to either depict various religious scenes or contain some moral that the church conveyed. While doing my research, I found two interesting triptychs depicting events in the life of Christ. In the last quarter of the 15th century Hans Memling, a Flemish painter, produced a triptych, the Lost Triptych, depicting the Passion of Christ. Hemling highlighted three well known scenes from the Bible: the carrying of the cross, crucifixion, and the resurrection of Christ. This triptych was lost for many years, only later to be found, it currently stands in the Museum of Fine Arts in Budapest. The painting still remains without a name or an exact date of its production. Around 1515, a follower of Memling, name not provided, produced a duplicate of Hans Memling’s Lost Triptych. In the triptych, the artist illustrates the birth, crucifixion, and resurrection of Christ. This triptych currently is on display at the Frans Hals Museuem in Haarlem. Though the triptychs depict the same story, each contains different features absent in... Free Essays on THe Life Of Christ Depicted By Memling And An Unknown Follower Free Essays on THe Life Of Christ Depicted By Memling And An Unknown Follower The Life of Christ Depicted by Hans Memling And An Unknown follower Follower of Hans Memling ca. 1515 While researching art there is a very high likelihood of finding multiple paintings of the same or an exceptionally similar picture. Some similar pictures have changes while others remain totally the same, and the same is true for the artist. The duplication of paintings can be attributed to a high demand for the painting from the buyers, mainly churches. During the 15th century and into the 16th century, religion played a pivotal role in the daily aspects of all people living in Europe. Although religion was the dominant force in peoples’ lives, most people were illiterate and were thus unable to unlock the secrets of the Bible for themselves. To counter this problem, the church commissioned artists to adorn their churches with religious artwork. The commissioned artwork was to either depict various religious scenes or contain some moral that the church conveyed. While doing my research, I found two interesting triptychs depicting events in the life of Christ. In the last quarter of the 15th century Hans Memling, a Flemish painter, produced a triptych, the Lost Triptych, depicting the Passion of Christ. Hemling highlighted three well known scenes from the Bible: the carrying of the cross, crucifixion, and the resurrection of Christ. This triptych was lost for many years, only later to be found, it currently stands in the Museum of Fine Arts in Budapest. The painting still remains without a name or an exact date of its production. Around 1515, a follower of Memling, name not provided, produced a duplicate of Hans Memling’s Lost Triptych. In the triptych, the artist illustrates the birth, crucifixion, and resurrection of Christ. This triptych currently is on display at the Frans Hals Museuem in Haarlem. Though the triptychs depict the same story, each contains different features absent in...

Use Weather Maps to Make a Forecast - A Lesson Plan

Use Weather Maps to Make a Forecast - A Lesson Plan Purpose of lesson The purpose of the lesson is to use meteorological data on a weather map, including a variety of weather map symbols, to predict weather events and produce a mock forecast. The intent is to show how data is collected and analyzed. Students first analyze a weather report to discover its parts. They then use these same techniques to analyze weather data. By creating a web at the beginning of the lesson, they can then complete an assessment where they complete another web that, this time, outlines the steps a forecaster takes to produce a forecast. Objectives Given wind speed and direction data in a weather station model from various locations around the United States,correctly label the map with the locations of high and low pressure zones.Given temperature data on a United States isotherm map, chose the correct frontal boundary from the four types of frontal boundaries and draw it on the map so that a forecast can be produced. Resources AMS Datastreme at ametsoc.org/amsedu/dstreme/ for up-to-date weather mapsNOAA Jetstream website at srh.noaa.govNOAAJetstream website at NOAA Jetstream online school for weather srh.noaa.gov/jetstream// for background informationDaily newspaper weather section (minimum 5 days collected at least one week in advance of lesson)The Weather blog at http://weather.about.com Materials needed for lesson Teacher needs to collect the daily newspaper forecast for 5 days in advance of the lesson. Teacher must also print daily isotherm, frontal, and pressure maps from the AMS datastreme site. A computer projector (and a computer) would be helpful in reviewing the online Jetstream school. Students will need colored pencils and access to research online through computers or the library. Students will need a KWL chart to fill in at the beginning, middle, and end of the class. Background Teacher will show a video of a weather report that includes a weather map. Students will watch the video while thinking about the essential question – How do scientists gather and report data to create weather reports? The video segment of the lesson acts as a hook to get students interested in the data. Also included will be a demonstration of various meteorological tools including a barometer, thermometer, wind speed indicator (anemometer), hygrometer, weather instrument shelters, and photos of weather satellites and the resultant images. The students will then formulate a pair-share group to produce a web of all the parts of a weather report. They will include methods and tools used to gather meteorological data as well as the components of weather maps and forecast reports. Students will share some of their main points in the webs they created with the teacher. The teacher will record the information on the board and ask for discussion in the class for what they think is the best way to create a web. Once the video segment is shown, students will go through a series of steps to practice analyzing weather maps.Students will also fill out a KWL chart once they see the weather video. Once they are complete, they will be able to check their forecasts based on the newspaper forecasts the teacher already collected. Assessment The assessment will be a weather map of the CURRENT class day, printed in the morning by the teacher, and students will have to predict the weather for the next day. In the same pair-share groups, students will create a 1 minute forecast report as if they were on TV. Remediation and review Practice reading temperature data in Celsius and Fahrenheit on a standard alcohol thermometer.Show students a model of a building or doll. Explain the idea of the use of models in science.Obtain a weather map from Datastreme site and distribute to students so they can see examples of a real weather map.Introduce students to the online Jetstream site and the parts of a weather map. Students will record the various parts of a station model.Locate a station model for a city and record temperature, pressure, wind speed, etc. in a data table. Describe to a partner the different conditions present in that city. Optional-Using laptop computers, instant message a partner across the room about the conditions in your city.Use a simplified map to locate the isotherm lines on a weather map. Connect similar temperatures in increments of 10 degrees with different shades of colored pencils. Create a key for the colors. Analyze the map to see where different air masses are and try to outline a front al boundary using the correct symbols learned from the Jetstream online course. Students will obtain a pressure reading map and determine the pressure at a station. Color the region around several cities that show pressure anomalies. Students will then try to determine high and low pressure zones.Students will draw conclusions about their maps and check the key with the teacher. Conclusion The conclusion will be the presentation of forecasts from students. As students explain why they feel it will rain, get colder, etc., students will have a chance to agree or disagree with the information. The teacher will go over the correct answers the next day. If done right, the next days weather is the real weather the student forecasted because the map used in the assessment was the CURRENT weather map. The teacher should review the objectives and standards on the bulletin board. Teachers should also review the learned portion of the KWL chart to show students what was accomplished in the lesson. Assignments Students will use a weather map (model) to create a weather report.Students will use observation and analysis to determine the methods, data, tools, and information used in forecasts of the weather by creating a graphic organizer (webbing).Students will have periodic self-checks available as they analyze older maps to gain the skill in interpreting and predicting future weather.

Goals of auditing and Risk Management Research Paper

Goals of auditing and Risk Management - Research Paper Example The people involved in this process are certified practitioners, as they dig down the application connected to a networked environment for known and unknown threats. Organizations are now adding an extra layer of defense against intelligent threats that are now called as advanced persistent threats. One of the examples for this added security is the inclusion of Intrusion detection system that continuously monitors anomalies on the network. The auditor must incorporate reviews for activity of the culprit from the World Wide Web, remote connections, real time applications performing financial transactions, and interaction with the intranet i.e. the inbound network. Moreover, code audits are very important because vendors cannot be completely trusted, and the patches along with security updates must be tested prior to deploying them to the lie environment. Furthermore, testing documentation with standardized practices is also essential in this regards. Configuration management has a lo t to offer, as it strongly contributes in the process of securing applications and demonstrates configuration items that may conflict with each other, resulting in exposing a vulnerability to cyber criminals. In addition, primarily change management practices will east the tasks for the auditor, as all the related documentation must be reviewed with the current scenario. Today, advance persistent threats are using specialized codes that are capable of bypassing the firewall, as well as, the updated antivirus programs. Passive attacks utilize a script with techniques such as obfuscation, polymorphism and encryption (Gharibi & Mirza, 2011). All these techniques are used for making the detection mechanism fail, resulting in a successful security

Expansion of The Federal Governments Power Essay

Expansion of The Federal Governments Power - Essay Example If the federal government is not powerful enough, then conflicts are expected between the federal and state governments. In order for the country to stay united, it is important for the federal government to be more powerful. These are the cases that occurred in the early 1800 during the expansion of the federal government’s power:In Marbury v. Madison (1803), which is one of the landmark cases, it was decided that if the congress violates a law of the constitution, the Supreme Court could go against it (Lively and Weaver). In the national bank case McCulloch v. Maryland (1819) (Hall and Patrick) the court ordered that the establishment of a national bank would be acceptable by the interstate commerce clause. In Martin v. Hunter's Lessee (1816) and Cohens v. Virginia (1821), it was announced that appeals submitted by state courts can be heard by the Supreme Court (White). The superiority of the federal government over state laws was confirmed in McCulloch and Barron v. Baltimo re in 1833 (Drakeman)The author states that the major issues that occurred in the expansion of the federal government were as briefly discussed above it is proven through these cases that every time there is a significant issue the government has to go an extra mile and it has to use its power in order to resolve it.Establishment of a federal commission under the President Obama to fight against sexual assault is taking the time for the implementation as the number of victims is very high, and most of the schools have failed.

Fukushima Nuclear power in Japan Essay Example | Topics and Well Written Essays - 500 words

Fukushima Nuclear power in Japan - Essay Example The Japan government decided to close all nuclear power plant projects in Japan so as to prevent repetitions like that of Fukushima in future (Straight). Japan managed to get an alternative source of energy to supply the needs of the country through buying of liquefied natural gas from Russia. Following the nuclear disaster, many people working in the reactor plus the surrounding environ got exposed. In addition, the environment around the reactor also got contaminated posing considerable risk. In regard to human exposure, a number of children living in the environs of Fukushima became recently discovered to be developing abnormal thyroid lumps (Straight). Exposure to radiation posed a risk of development of poor health outcomes in the given population. The government of Japan in trying to come with the solution to that given problem, food stuffs like exported rice from that region got scrutinized for radiation exposure levels so as to limit the spread of radioactive contaminants to other countries (Straight). Also, faced with the problem of human exposure, the government somehow managed to have evacuation and resettlement plans in action. With the environ around the Fukushima becoming unsafe due to the high radiation levels, the Japan government opted to resettle individuals that lived around the reactor in another place fit for human settlement. In addition, some of the workforce that worked in the Fukushima nuclear reactor, became not allowed to work in other nuclear reactors following having radiation levels higher than required. Such a means by the government ought to protect humans from overexposure from radiation (Straight). After the Fukushima nuclear disaster, the problem of controlling leakage of radiation emanated. Environmental leakage could only be minimized through proper destruction of the nuclear station plus proper disposal of the radioactive substances. The wrecked

The Charge of the Light Brigade with Dulce ET Decorum Est Essay Example for Free

The Charge of the Light Brigade with Dulce ET Decorum Est Essay The Charge of the Light Brigade is written by Lord Alfred Tennyson and describes the tragedy of six hundred heroic men on 25 October 1854.. We get the impression it was an Officer of high rank who relayed this story to the poet due to the constant detailed strategy. The second poem, Dulce et Decorum Est, is written by Wilfred Owen, detailing a scene from World War 1. This poem details the cruel suffering these heroic men experienced seen through the eyes of the Commanding Officer on scene. There are 60 years between these two poems which is immediately obvious with cannons and sabres in The Charge of the Light Brigade and the use of gas in Dulce et Decorum Est. Although these two poems are 60 years apart, the horrors and tragedies are similar but it is the poets who paint them in different colours. Lord Alfred Tennyson paints his poem in radiant colours with shining brass as this elite British cavalry force attempt to recapture the guns. They are proudly and heroically charging as a unit Flashed all their sabres bare into a situation that we, the reader, know can only end in tragedy and suffering. Wilfred Owens palette consists of the more murky colours of mud and blood running into each other detailing the actual suffering of the individual soldiers as it happens. There is a fast, charging pace in Lord Tennysons poem with a rhythmic beat which helps set the scene. In contrast, Wilfred Owens poem is more descriptive and slow in pace which helps the reader to understand the suffering of the individuals. The Charge of the Light Brigade is based on a episode of the Crimean War which took place on the 25 October 1854. The Light Brigade was an elite British cavalry force, made up of 630 men and horses, who were ordered to recapture the Turkish guns at the head of a valley. These guns had been captured by the Russians who had launched an attack on Balaclava, the Allied base. The inspiration behind this poem were three words written by The Times correspondent, W.H. Russell when informing that this ill fated attack was because Someone had blundered. According to Tennysons son, a few minutes after reading this editorial where this phrase occurred, this poem was born. Lord Alfred Tennyson was much admired by Queen Victoria, and was made poet Laureate. This made him the official state poet; therefore, he would record National events through his poetry. Although this poem also records tragedy and failure it emphasises true courage and bravery, which can only strengthen the admiration and respect from the reader for these ill-fated heroes. This heroism also reinforces patriotism within the population creating more unity. The deaths of these men were not in vain; they died for their Country, this is what makes them heroes. Verse one is setting the scene. It immediately starts with Half a league, half a league, Half a league onward, All in the valley of Death Tennyson is setting the pace at a gallop. He also creates the feeling of an adrenaline rush. The repetition creates this effect with its rhythmic meter. There is the biblical and symbolic reference to the Valley of Death which tells the reader that these soldiers are being sent like lambs to the slaughter dying for their country. This immediately creates dramatic tension. Tennyson writes this poem in the third person, which tells the reader that he is not actually there this is indicated when he writes Charge for the guns! he said; Into the valley of Death Rode the six hundred. These three lines outline the objective of the Light Brigade, emphasising their fate with repetition of the biblical symbolism and finally reminding the reader, again with repetition, the number of men involved. These three lines create tremendous dramatic tension by reiterating the futility of this exercise. In verse two Tennyson increases the dramatic tension one hundred fold. He asks the rhetorical question Was there a man dismayed? which is, in effect, emphasising how brave the Light Brigade were. He continues to say Not though the soldier knew Someone had blundered: Here is the thunder bolt these men are risking their lives due to an error. This is the only time the error is mentioned, almost as if it was an incidental part of the battle. Tennyson has taken these three words, Someone had blundered as a direct quote from W.H. Russells editorial in The Times. These are the three words that had such a powerful effect on Tennyson himself. He doesnt expand on the error or point the finger of blame, he simply states the fact. It is in these two lines that the reader senses an element of fear. However, fear is never an issue with the Light Brigade themselves. After this shock declaration, Tennyson reminds the reader of the galloping, adrenalin charged pace when he writes Theirs not to make reply, Theirs not to reason why, Theirs but to do and die: These three lines also very simply emphasise not only how disciplined these brave men and horses were but also their total trust in their Commanding Officers and masters respectively. Verse three depicts the Light Brigade as victims charging into an ambush. It begins with the galloping effect, this time illustrating the actual danger this elite force is charging into. Cannon to right of them, Cannon to left of them Cannon in front of them These three lines give an onomatopoeic effect of anticipation, adrenalin rising, hearts beating harder as they continue their charge. Tennyson fuels this tension further when he writes Volleyed and thundered; Stormed at with shot and shell, Boldly they rode and well, Here Tennyson uses alliteration creating the whistling effect of flying shells. This Unit is surrounded on three sides and are under attack but they continue courageously with their assignment. Tennyson reminds us of their fate, again using biblical symbolism when he writes Into the jaws of Death, Into the mouth of Hell This is very descriptive writing, Jaws describing the three sides of ambush and waiting to eat these innocent souls. Again, biblical reference is emphasised by the personification of Hell in the form of this erroneous valley. Rode the six hundred is the last time the Light Brigade are referred to as a complete live unit. This is relevant as it tells the reader not one of these heroic soldiers retreated but continued as one fighting force. Verse four now depicts the Light Brigade as an attacking force, charging enemy lines. The verse starts with Flashed all their sabres bare, Flashed as they turned in air Sabring the gunners there The galloping and adrenalin fuelled pace is maintained, with the adrenalin running at an all time high. These men are reacting to adversity from close quarters. These lines are also onomatopoeic, giving the swishing, cutting motion of metal through air and flesh. Charging an army, while All the world wondered: This confirms the Light Brigade are still as one even against great adversity, striving to achieve their goal. The world is in great admiration for this elite force, perhaps speculatively holding their breath for the end result. Plunged in the battery smoke Right through the line they broke This rhyming couplet emphasises the galloping and adrenalin charged pace from the first three lines of this verse. This displays the true grit and determination of these valiant men and their steeds. Even through their impaired vision (due to heavy gun fire which would also sting their eyes) the remainder of this elite force managed to break the enemy line and continue their fearless attack from close quarters. Reeled from the sabre stroke Shattered and sundered This details alliteratively the slashed destruction this brave unit dealt on the enemy. Then they rode back, but not Not the six hundred. The Light Brigade is now divided, incomplete this is emphasised by the repetitive use of the word Not. Death is not mentioned it doesnt need to be mentioned. Verse five recounts the aftermath. It is almost a reflection of Verse three, accept this time the Cannon behind them. The galloping effect continues with the remaining unit returning to base. A further variation is shown when Tennyson writes While horse and hero fell, They that had fought so well He reminds the reader that this unit was not just a team of heroic men but also their courageous steeds. All that was left of them, Left of six hundred. No number is specified here, but the poet implies very few soldiers and horses survived this onslaught. He allows the reader to decide how few they think may have survived. Finally verse six is a salutation to this incredibly brave, elite force. He opens this verse with the rhetorical question, When can their glory fade? O the wild charge they made He is telling us that this unit will never be forgotten because of their extreme bravery and heroism. Honour the charge they made! Honour the Light Brigade, Noble six hundred! Here, Tennyson is instructing the reader to respect this heroic Force and their courageous efforts. This is emphasised by the repetition of honour and use of exclamation marks. This is an anthem glorifying their name and memory of a truly patriotic elite Force. This poem creates a sense of urgency and determination. He repeatedly creates a galloping pace with a sense of purpose. There is no deviation from this purpose even when the Light Brigade are faced with great adversity. The poets clever use of word repetition combined with the rhythmic meter arouses the readers emotions. Verse one sets the scene and the pace. Tennyson still manages to create a sense of foreboding with his biblical symbolism of the valley of Death. Although there is this sense of foreboding, the Light Brigade have a duty to carry out the orders of their Commanding Officers. It is in the second verse when the readers emotions begin to ride high. It is when the reader is informed Not though the soldier knew Someone had blundered: Frustration is now felt because the reader now realises the doomed fate of this elite force is down to one persons mistake. We are aware of this unit charging into the wrong valley knowing that it can only end in tragedy. This almost makes the reader want to give up. It is Tennysons clever galloping pace that pushes the reader on into this massacre. Verse three shows the Light Brigade being swallowed Into the jaws of Death quite literally as they are surrounded in a jaw like fashion with Cannon to right of them, Cannon to left of them, Cannon in front of them This is extremely descriptive and leaves the reader with the impression that there will be no survivors, as the enemy does not need hand to hand combat to slay the Brigade as they have cannon power. However, Tennyson pushes us forward in verse four by turning the tables and making the Light Brigade become the assailants. As a reader this particular verse gives me a feeling of total admiration. Here is an elite Force faced with an impossible situation. They could have retreated and no one would of blamed them for doing so, but no, without question they continue with even more grit and determination. It is this action that makes them heroes. They are representing us as a nation and are proving to the enemy that we run from no one and are not afraid to stare Death in the eye. Even more to their credit, this elite Force slash their way through the enemy lines leaving bodies in their wake. It could be said that the Light Brigade is symbolic of our country in stature both being small. However, the Light Brigade, like our Country, is a Force to be reckoned with. It is in this verse that patriotism is at an all time high. Not only has this Force continued its challenge but has managed to come through the other side as victors leaving their mark. Tennyson continues with the galloping pace in verse five, echoing the words of verse three with slight variation. As a reader I feel quite exhausted (as obviously the surviving soldiers were) but the galloping speed is maintained until safety is reached. The final verse, although brief, is praise for this heroic Light Brigade. There are not enough words to describe these courageous men and their steeds, so Tennyson has kept it simple but authoritative when he says Honour the charge they made! Honour the Light Brigade, Noble six hundred! These simple words create tremendous pride and make you feel that they should be shouted for the entire world to hear. These men are an inspiration to us all. Dulce ET Decorum Est is a poem from 1914-1918 World War One. This poem is actually from 1915 to 1916. The poet, Wilfred Owen, was a Commanding Officer and he actually witnessed the true horror of war. Unfortunately, during this war the weaponry became more advanced and deadly. Chemical warfare was the new weapon. This was a perfect weapon for cowards as the poisonous gas could be released from cylinders or fired in shells five-miles away. The enemy had the satisfaction of knowing that they could cause maximum suffering before death without having to witness it. The suffering from these gases wasnt just from the lungs and eyes but also the visual appearance of the victims was like something from a horror film. The skin would turn greenish black and yellow, tongue protruding with the eyes becoming a glassy stare. In addition to this the victim would be coughing up greenish froth. The stimulation for Owen to write this poem was to share the true horror of this chemical war. To report death as a statistic is one thing but to describe the actual suffering these men had to endure before their release by death is something that needed to be told. In those days it was more likely a poet, especially one commanding a group of men, would be more likely to write in criticism of the horrors of modern warfare. Understandably, they would see the gruesome and painful death as an unnecessary horror. It was futile to allow people to experience such painful death when the enemy wouldnt be near enough to enjoy the the pleasure. In contrast, the Charge of the Light Brigade was close quarter fighting. The enemy still needed to have the Light Brigade in their sights before firing the cannons. The sole concern was to kill as many of the elite force as possible. Unfortunately in World War One, it appears suffering was the main aim. The main thing to bear in mind is that these soldiers werent just rank numbers to the Commanding Officers, they were family. These men very closely together shared all different kinds of emotion. For a Commanding Officer to see one of his men suffer so horrifically and slowly would be like watching his own brother or son. He would equally suffer the torture from frustration of not being able to help or relieve the pain. It could be said this poet suffered from World War One stress disorder as he continued to suffer nightmares after experiencing one of these chemical attacks. In contrast to The Charge of the Light Brigade, there is no glorification of war in this poem. In fact, Wilfred Owen dares to end his poem The old Lie: Dulce et decorum est Pro patria mori On reading this poem I have to agree. The first verse immediately tells us that the poet is there(unlike Tennyson, whose contact with war was by reading The Times), by his use of first person when he writes we cursed through sludge we turned our backs In contrast to the Charge of the Light Brigade the descriptions of the soldiers are very detailed, allowing the reader to share their agony. Owen effectively uses many similes to paint his picture, for example Ben double, like old beggars under sacks, Knock- Kneed, coughing like hags This is extremely descriptive of the young men returning from the frontline, appearing more like old vagrants than young brave soldiers. This verse emphasises the exhaustion of these men we began to trudge. Men marched asleep All went lame, all blind Drunk with fatigue; death even to the hoots Of tired, outstripped five-nines that dropped behind. Owen cleverly describes the five-nines as also being tired, which unfortunately means impending death. The second verse immediately begins with direct speech order Gas! GAS! Quick, boys!. These four words are extremely informative. The first word Gas! is spoken like a reaction. The second word GAS! shows recognition of the true danger. Quick, boys! depicts the urgency for his men to protect themselves. Notice he uses the word boys and not men, this indicates familiarity and passion. Owen continues to detail how awkward these gas masks were to put on when he says Fitting the clumsy helmets just in time But someone still was yelling out and stumbling. The reader experiences the panic and frustration these tired men go through when trying to secure their life saving devices. We are now introduced to the real graphic horror of a chemical attack when Owen tells us through the thick green light, As under a green sea, I saw him drowning. This indicates how quick the chemicals kick into action and how thick and smothering it is. The third verse consists of only two lines In all my dreams before my helpless sight He plunges at me, guttering, choking, drowning. Here is the indication that the poet is suffering from World War One stress disorder. His horrific experience of witnessing on of his boys die such a horrible death returns to haunt him. You can feel his frustration when he says my helpless sight, knowing he is unable to help this soldier. guttering is symbolic to this soldiers spark of life being extinguished due to drowning under a green sea of poisonous gas. In contrast, there was no mention of suffering or death in the Charge of the Light Brigade. The fourth and final verse explodes the myth it is sweet and fitting to die for your country. Owen asks the reader if they would send their children to honourably die for their country if they knew they would die such a slow gory death. His use of adjectives are powerful as he describes white eyes writhing in his face His hanging face As if this is not enough of a description he continues, like Tennyson, with the simile, using biblical symbolism. like a devils sick of sin. This gives the imagery of how evil war is and is the creation of mankinds sin. Owen continues with the satanic imagery when he refers to gargling from the froth corrupted lungs, Obscene as cancer Of vile, incurable sores on innocent tongues This imagery depicts an innocent man possessed, perhaps by the devil himself, as he dies a slow and torturous death. This could be symbolic of Christ himself taking on the sins of the world when he was crucified he also died a slow and torturous death. Owen powerfully ends this tortured poem My friend, you would not tell with such high zest To children ardent for some desperate glory The old Lie, Dulce et decorum est Pro patria mori. The poet is talking directly to the reader and is making the reader rethink his or her own beliefs. He is clever because he isnt asking if the reader would suffer such death for their country but if the reader could allow their child to suffer such a death. He explodes the myth by referring to the well known military motto as an old Lie. Owens graphic descriptions of the exhausted soldiers returning from the frontline create a feeling of sympathy for me. These men fought their war and are returning to safety. Many are injured but limped on, blood-shod. Like Tennyson, Owen quietly drops the proverbial bombshell when he says deaf even to the hoots Of tired, outstripped five-nines that dropped behind. For me this creates the feeling of despair for these poor men, as they now have to continue their fight for survival from the unseen enemy. (Tennysons quiet bombshell was Someone had blundered thus making the mission futile.) Hope evaporates as quickly as the poisonous gas spreads when I realise there is one soldier who was just to slow to secure his gas mask. As if thats not enough Owen continues in graphic detail to describe the suffering of this innocent soul. He uses strong words such as guttering, choking, drowning, writhing and hanging. This is extremely powerful writing as it gives me the impression this man is dying many deaths. As I continue reading this poem my sympathy also turns to the poet himself. To witness this horror once is bad enough, but this poor man has to relive it every time he goes to sleep. I can understand his bitterness to war, and after reading this I share his view. This man bravely makes a stand against an age old myth and questions it. It is because of men like Wilfred Owen, who detail the true, visual horror of war that changes and new laws can be made. After World War One chemical warfare was banned by The Geneva Convention and fortunately still stands today. If it wasnt for people like Wilfred Owen, who knows what sorry state our World would be in today. Although I have witnessed this soldiers death through the eyes of his Commanding Officer, I believe he didnt die for his country he died to save the World. There are two main differences between these two poems. They are, firstly, glorification of war (The Charge of the Light Brigade) and the abhorrence of war (Dulce Et Decorum Est). Secondly, the person these poems are written in. Tennyson obtained his details of this war from The Times editorial. However, Wilfred Owen was actually present during the chemical attack. There is a sixty-year gap between these two poems and, therefore the customs and beliefs are different. Tennyson is from the old school, glorifying war, depicting it as action packed, but never mentioning death. Owen, in contrast, concentrates on the suffering of the soldiers as opposed to their heroic deeds. There is futility in both poems but of a different nature. In the Charge of the Light Brigade the mission, itself, is made futile by one human error. However, in Dulce et Decorum est the futility is in the extreme suffering of one man never to be witnessed by the enemy who dealt this heinous blow. Both poets however, refuse to let this futility go unrecognised. Tennyson instructs the reader to honour this noble elite Force who broke enemy lines against great adversity. In contrast Owen instructs the reader to reconsider the old belief of willingly dying for your country. Both these poems have contrasting powerful messages and both are right. I try to imagine it was my great grandfather who died in the Charge of the Light Brigade. On reading this poem it would reassure me that he had not died in vain and had in fact died a hero. Equally, I try to imagine it is my great Uncle who is dying a slow agonising death in Dulce et Decorum est. Although painful to read, again he has not died in vain because the World has been made to share his experience and it never wants that experience again. In effect, it could be said that the Light Brigade as a unit and the chemical infested soldier are representative of Christ in their own ways. The Light Brigade representing Christ fighting the good fight against all odds and achieving their objective (seizing the guns albeit the wrong ones). The dying soldier representing Christ dying for our sins on the cross.